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Diffusion of Innovation theory
Published in Frances Rapport, Robyn Clay-Williams, Jeffrey Braithwaite, Implementation Science, 2022
Diffusion of Innovations is among the most influential of theories; it explains how, why, and at what rate new ideas, processes, and technology spread through a population or community. Everett Rogers, a professor of communication studies, puts forward this theory in his landmark book Diffusion of Innovations in 1962. The book, in its fifth edition in 2003, is the standard text and referenced in multiple fields such as implementation science, Diffusion of Innovation, and marketing (Rogers 1995). The famous innovation S-curve (Figure 14.1) shows that an innovative technology, process, or service starts slowly at the early stage. It goes through an acceleration phase (a steeper line) to mature. This is followed by a flattening, stabilization phase, over time, to keep the momentum going. The S-curve has helped generations to conceive the rate at which innovations are spread.
Collecting and analyzing SDOH data
Published in Allyson Kelley, Public Health Evaluation and the Social Determinants of Health, 2020
“Diffusion of innovations” is an underlying theory that guides innovation over time with members of a social system. Uptake evidence is assessed on several factors at each stage of the policy-making process. Consider a policy idea, that is then supported by evidence, knowledge, research, ideas, politics, and economics. Public health may use the evidence to introduce, apply, and interpret various approaches to SDOH. Finally, capacity to implement policy change is often based on the individual, organization, and systems policy level (Bowen & Zwi, 2005).
Quality and safety of healthcare
Published in Liam J. Donaldson, Paul D. Rutter, Donaldsons' Essential Public Health, 2017
Liam J. Donaldson, Paul D. Rutter
The starting point for considering this is the work of the psychologist Everett Rogers, whose book The Diffusion of Innovation introduces the famous adoption curve with its early adopters and laggards (Figure 7.19). Rogers gives a very extensive and detailed treatment of the subject with numerous examples from different fields. He uses the term innovation broadly to mean something new, for example, a change in behaviour, a new practice or take-up of a new product. He argues that the target of the change (e.g. a group of people, an organization or a society) should be seen as a social system. This must be understood if successful spread is to be achieved.
Influence of dental education on adoption and integration of technological aids in the delivery of endodontic care by dental practitioners: a survey
Published in Acta Odontologica Scandinavica, 2022
Hanne Q. Christensen, Brita R. Linde, Asgeir Bårdsen, Vilhjalmur H. Vilhjalmsson, Sivakami R. Haug
Diffusion of innovations is a theory that seeks to explain how, why and at what rate new ideas and technology spread. According to Rogers, adoption of technology depends on four recognized elements of diffusion: the innovation itself, communication channels, time and social system [5]. DPs are expected to adopt new technology in line with developments. However, studies have shown that DPs are slow to integrate innovations into daily clinical practice [6]. Bjørndal and Reit (2005) describes a phenomenon where adoption of new technology among general DPs does not occur in isolation, but as a “technology cluster”. This means that adoption of new technology is correlated with other innovations. Interestingly, Danish general DPs’ frequent use of rotary instrumentation is associated with frequent use of rubber dam [6].
Translating reablement research for dementia practice: development of a handbook using implementation science
Published in Disability and Rehabilitation, 2022
Claire M. C. O’Connor, Meredith Gresham, Roslyn G. Poulos, Wendy Hudson, Joan Jackman, Lindy Clemson, Katherine S. McGilton, Ian D. Cameron, Helen Radoslovich, Christopher J. Poulos
In continuation with the NPT construct “reflexive monitoring” [21] and the concept of trialability [38], a comprehensive dynamic assessment and monitoring of handbook [13] implementation will be undertaken (currently ongoing). This process will involve a series of interviews with representatives from aged care organisations, as well as individual staff members who have been involved with handbook implementation [32]. The outcomes of this are intended to illustrate feasibility and benefit of using the handbook in practice. This leads in to the fifth element from the diffusion of innovations model, that of observability. To address this, implementation will be conducted in partnership with a range of community stakeholders while systematically applying a measurement protocol to evaluate the implementation process. Implementation evaluation will involve a range of qualitative (e.g. interviews with allied health professionals to explore acceptability and feasibility of using the handbook in practice) and quantitative (e.g. cost benefit analysis, and client-related health outcomes) measures. This comprehensive evaluation is intended to demonstrate benefits of handbook implementation, and drive uptake from within the sector [33].
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders
Published in Medical Teacher, 2021
Fabrizio Consorti, Steven L. Kanter, Stefania Basili, Ming-Jung Ho
The results of our study captured an interesting tension regarding TEME and innovation in medical education. While some respondents saw the pandemic as an opportunity to speed up an already ongoing process of change toward a more student-centered approach, several schools explicitly expressed the desire to go back to the previous situation as soon as possible. The use of TEME can be viewed through the lens of diffusion of innovation (Norman et al. 2018). According to Rogers’ model of diffusion of innovation (Rogers 2003), two enabling factors of change are trialability (adoption is higher when adopters have opportunities to test out the innovation) and observability (adoption is higher when the results are visible to others). Being forced to move in-person teaching toward distance teaching gave an external motivation to change and produced an opportunity to try new solutions and discover that they were feasible and useful. There is a need for further research, to critically evaluate the widely adopted online education during COVID-19. There is also a need for stronger theoretical foundations to evaluate online pedagogies (Picciano 2017) and their impacts on student-teacher relationship (Cleland 2020c).