Theme | Subtheme | Recommended Practice |
---|---|---|
User Component-- Theme 1: Workflow | ||
 |  | Assess workflow early |
 |  | Start with simple inline CDS |
 |  | Plan to customize products to fit workflow and vice versa |
Content Component-- Theme 2: Knowledge Management | ||
 | Knowledge creation | Plan early and allocate sufficient resources |
 | Content library management | Catalog and monitor CDS from the beginning |
Technology Component-- Theme 3: Data as a foundation | ||
 | Having enough information about the patient | Develop interfaces to external systems |
 | Quality of the data | Participate in HIE efforts |
 | Sharing the data | Educate clinicians about reason and importance of good data |
 | Varied uses of data | Promote standards |
Technology Component-- Theme 4: User computer interaction | ||
 | Customization | Solicit feedback |
 | Usefulness | Test new CDS on users |
Technology Component-- Theme 5: Measurement and metrics | ||
 | Administrative needs | Identify reporting goals |
 | Monitoring CDS | Plan measures early |
 |  | Refine CDS based on measures |
Governance Component-- Theme 6: Governance | ||
 | Environmental factors | Identify existing structures to repurpose as many as possible |
 | Setting priorities and resource management | Establish decision making structures early |
 | Governance structure | Plan to reassess structures regularly |
 | Relations with vendors | Involve clinicians continuously |
New Construct, Translational Interaction--Theme 7: Translation for collaboration | ||
 | Collaboration for development | Promote collaboration |
 | Translation for vendor collaboration | Speak language of collaborators |
 | Translation between users and IT | Spend time with users as they work |
 | Collaboration among clinical orgs. | Create a culture of interaction |
New Construct, Translational Interaction--Theme 8: The meaning of CDS | ||
 | Multiple meanings | Understand the user view |
 | Informatics philosophy | View CDS broadly |
New Construct, Translational Interaction--Theme 9: Roles of special essential people | ||
 | As previously defined | Create and formalize roles |
 | Newly found roles | Educate the workforce |
New Construct, Translational Interaction--Theme 10: Communication, training, support | ||
 | Communication, training, support | Involve users, give resources, over-communicate |