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Internal and External Influences of Change
Internal and External Influences of Change
Navigating through the never-ending cycle of change is vital to the success of any organization. Identifying potential forces that influence change allows institutions to adjust their strategies, improve existing systems, and mobilize resources to plan for the future. These forces may either be internal or external and prevent an organization from achieving its short and long-term goals. In higher learning institutions, factors that influence change can be within or outside control, forcing them to react in either a reactive or proactive approach. It is worth noting that some of the factors impacting change in an institution can be capitalized on to create opportunities. This paper will examine internal and external factors and predict how they influence change strategies in the College of St. Catherine.
The College’s Curriculum
Initially, the College’s health professions department educated many health professionals in the State, attributed to the over twenty health programs taught. The program training involved classroom training for the theoretical section and on-site internships for real-life experience under a physician or a practitioner’s supervision. However, despite the many health courses, it wasn’t easy to pick out a program that was termed as a strength for the College, thus necessitating change. The College recognized the pressure and rapid changes in the marketplace that demanded the curriculum’s re-design to produce graduates who could use critical thinking in solving practical situations of practice.
Challenges in Curriculum Delivery
The College’s health department encountered several challenges in delivering a problem-centered curriculum. Primarily, accessing internship opportunities for students was a challenge. The available community-based clinics had a shortage of healthcare workers to teach trainees on-site, causing learners to gain practical clinical experience. According to Lúanaigh 2015, clinical experience exposes learners to knowledge that cannot be achieved anywhere. Also, the department offered more general courses as opposed to specialty programs. The available training had made certification difficult, compelling nurses to take bridging courses. Lastly, the curriculum was not adaptive to emerging trends in the healthcare profession. The marketplace required innovative and competent graduates who are open-minded to provide patient-centered solutions, something the existing curriculum could not offer, hence causing student dissatisfaction.
External Challenges Impacting Change
Even though external factors take place outside an organization, they significantly impact its operations, growth, and long-term sustainability. It is vital that management continuously monitor external forces for early signs that may deter the change process and make necessary adjustments to accommodate potential threats and opportunities (Van der Voet et al., 206). In the case of the College oF St. Catherine, factors such as competition from other colleges, technological changes, and rapid changes in the market environment could impact anticipated change strategies.
As the College plans to deliver market-suitable programs, technology such as telemedicine and nursing informatics will impact learners’ curriculum and training. Regarding competition, the College’s efforts to produce the most qualifies graduates in the State; the expectation is that peer institutions offering better value for money will challenge student enrollment and retention. Lastly, market dynamics pressure the College to continuously revise learners’ credentials to produce professionals who can engage in both local and international dialogues about care.
Reference
Lúanaigh, P. Ó. (2015). Becoming a professional: What is the influence of registered nurses on nursing students’ learning in the clinical environment?. Nurse Education in Practice, 15(6), 450-456.
Van der Voet, J., Kuipers, B. S., & Groeneveld, S. (2016). Implementing change in public organizations: The relationship between leadership and affective commitment to change in a public sector context. Public Management Review, 18(6), 842-865.