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|Title:||Efforts on the Part of Hospital Personnel to Learn About and Cope With Diagnostic Related Groups (Drgs)|
|Author(s):||Paprock, Kenneth Edward|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Adult and Continuing
|Abstract:||In April 1983, the Social Security Amendments Act of 1983 (Public Law 98-21) was signed into law by the President. Title VI of this law contained the prospective payment system based on diagnostic related groups (DRGs).
The necessity to understand and cope with changing circumstances constitutes a powerful motivating force for learning. Under such circumstances adaptation through assimilation or accommodation is a pressing issue for the affected. This study examined aspects of the relationship between the introduction of DRGs and coping with this change on the part of hospital personnel which typically included one or more types of related learning activities.
Throughout, the study utilized an exploratory naturalistic inquiry approach. In the first phase of the study, data was collected through interviewing; in the second phase, through the use of a nation-wide mailed questionnaire. This exploratory study was set up to ask what was the simple correlation between two frequency distributions on a two to four point scale and to report the level of significance of the association given in numbers involved in each of the distribution arrays.
It was found that in some hospital settings and for some hospital employees, the implementation of DRGs can be handled through assimilation. They can learn to understand and cope with DRGs largely through any of the forms of reception learning, including reading, hearing and observing. For them, adapting to DRGs is learning to make minor adjustments in the way they were trained to view their work and do it. In other settings and for other hospital employees, the implementation of DRGs can, in contrast, call for accommodating how they view their work and go about doing it. For them, learning to adapt to DRGs may well call for autonomous learning when necessary; guided inquiry when possible.
Findings of the study can be a contribution to both theoreticians and practitioners who find themselves in similar change situations. The study's findings are likely to help them understand the nature of facilitating and limiting factors in learning to understand and cope with change when adapting may require accommodation.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|