1. How to Get Good Ideas Used: Lessons from the Farm Sharon Benjamin, Ph.D. Alchemy Susanne Salem-Schatz, Sc.D. MA Coalition for the Prevention of Medical Errors HealthCare Quality Initiatives 1

2. Objectives The participant will be able to: Identify at least 2 components of Roger's theory of diffusion of innovation Describe the 5 features that help ideas spread 2

3. Hybrid Corn Helped Us See How Innovations Become Contagious 3

4. How and Why Do Some Ideas Become Widely Used? 4

5. Imagine This Response to New UTI Tools 5

6. The 5 Stages of Adoption 6

7. You Can Apply Proven Principles For Spreading Innovations 7 Stage 1 Innovation Stage 2 Diffusion Stage 3 Adoption Experiment Mainstream Tipping Point InnovatorsEarly AdoptersEarly MajorityLate MajorityLaggards Rogers’ Stages of Diffusion of Innovation

8. The Curve and The Chasm WHO ARE THE OPINION LEADERS? 8

9. Why Some Innovations Spread More Easily Than Others  Relative advantage  Compatibility  Complexity  Trialability  Observability 9

10. What Kinds of Changes Spread?  Relative advantage  Why is the recommendation better than the current one?  From whose perspective?  Compatibility  Is the recommendation compatible with current practices and environment? 10

11. What Kinds of Changes Spread?  Complexity  How difficult is it to make this change?  Trialability  Can this change be tested on a small scale?  Can risk be minimized during the trial? 11

12. What Kinds of Changes Spread?  Observability  How easily can others be observed making the change?  How easily can the consequences of the change be observed? 12

13. Making diffusion of innovation theory work for you  Relative advantage over current practice  Compatibility with practices and values  Less Complexity - what makes it simple?  Trialability – how could this be tested on a small scale?  Observability – can the practice and results be easily seen? 13

14. Lessons From Adult Learning Theory Persuasive communication strategies  Establish credibility  Promote active learner involvement  Repetition and reinforcement  Brief graphic printed materials  Offer practical alternatives 14

15. Establish Credibility Refer to credible sponsors and sources of data  Research shows…  Providers from leading organizations…  Your doctor (NP, PA)  National guidelines, recomendations Present both sides of the issue (“inoculation”)  Acknowledge difficulty in finding time for …  Share frustration in changing patient behavior Share how you overcame skepticism Sometimes you can “be the boss” 15

16. Promote Active Employee, Physician and Family Involvement  Engage your colleagues (residents, patients, families) in two way communication to make sure that your presentation is specific to them  Ask what would be a barrier to change  Ask what might make this change easier  Actively use educational materials to reinforce your points 16

17. Repetition and Reinforcement  Keep it simple—focus on a few key points  Repeat the key educational messages  Reinforce and follow up 17

18. Offer Practical Alternatives  Propose substitute strategies  Offer reassurance to residents, patients and families  Not prescribing does not mean doing nothing  Provide brief “script” to support education and reassurance 18

19. Making Adult Learning Theory Work For You Persuasive communication strategies  Establish credibility  Promote active learner involvement  Repetition and reinforcement  Brief graphic printed materials  Offer practical alternatives 19

20. Powerful Words & Actions: Solving your own puzzle 20