professional development in clinical informatics · ajn the american journal of nursing, 82(3), ......
TRANSCRIPT
1
Professional Development in Clinical Informatics
Session 120, February 21, 2017
Melisa Gregorio, Clinical Information Specialist, Fraser Health
Ricki-Lee Prestley, Portfolio Manager, Fraser Health
2
Speaker Introductions
Melisa Gregorio, MSN
Clinical Information Specialist,
Health Care Information Systems
Fraser Health Authority
Ricki-Lee Prestley, BSN
Portfolio Manager,
Health Care Information Systems
Fraser Health Authority
3
No Conflict of Interest
Melisa Gregorio, MSN
Ricki-Lee Prestley, BSN
Have no real or apparent conflicts of interest to report
4
Agenda
• Learning Objectives/STEPS™
• Introduction: Our Clinical Informatics Team
• Professional Development: Where we started from…
• Professional Development: Where we are now…
• Conclusion
• Questions
5
Learning Objectives
Describe professional development in Clinical Informatics culture, including attitudes and beliefs
Outline strategies for creating orientation and professional development documents
Discuss the process of developing competencies within Clinical Informatics
Influence Clinical Informatics culture to encourage career-long learning
1
2
3
4
6
An Introduction of How Benefits Were Realized for the Value of Health IT
.
• Increase in autonomous
professional development
• Increase in staff retention
7
8
9
10
Fraser Health Authority
11
Who We Are
12
What We Do
13
14
The Culture of Clinical Informatics
The Office
• New tools: “3 screens”
• Fancy threads
• T-Con’ing and IM’ing
• Restroom please
• CODE BLUE
15
The Job
• New language
• Different learning
• Emerging practice
The Culture of Clinical Informatics
16
Project Timeline
17
Where We Started From
18
Literature Review
No
results
19
Team Survey
Survey
questions
20
Survey Results
72%88%
56%48%
0102030405060708090
100
No PD tool Current documentsare disorganized
Documentedcompetencies
Opportunities=PD
Perc
en
tag
e
Findings *26/28 participants responded
21
A Brave New World
22
Focus Group Findings
100% 100% 100%
0%
20%
40%
60%
80%
100%
Is this tool valuable toyour practice?
Will you use this tool toguide your practice?
Will you use this tool tosupport your professional
development?
Perc
en
tag
e
Focus Group Questionnaire*11 participants
23
Key Themes
Separation of orientation and
professional development
Focus on growth and past
expertise vs “newness”
24
Limitations of Research
•Scarcity of resources
•Change fatigue
•Culture shift
•Engagement challenges
25
Competency Development
26
A Competency, Assessment, Planning, Evaluation (CAPE) Tool is Born
27
Delphi
• First distribution
• Analysis of feedback
Revise CAPE
• Second distribution
• Analysis of feedback
Revise CAPE • Subsequent
distribution
• Analysis of feedback
Final CAPE
28
CAPE Tool Example
29
Future Plans
• Evolution
• Adoption
• Collaboration
• Publication
30
Learning Objectives in Review
Describe professional development in Clinical Informatics culture, including attitudes and beliefs
Outline strategies for creating orientation and professional development documents
Discuss the process of developing competencies within Clinical Informatics
Influence Clinical Informatics culture to encourage career-long learning
1
2
3
4
31
An Introduction of How Benefits Were Realized for the Value of Health IT
.
• Increase in autonomous
professional development
• Increase in staff retention
32
Questions
Ricki-Lee Prestley
Melisa Gregorio
33
ResourcesAssociation of Canadian Occupational Therapy Regulatory Organizations. (2012). Essential Competencies of Practice for Occupational Therapists in Canada. Retrieved
from: http://www.acotro-acore.org/resources
Benner, P. (1982). From novice to expert. AJN The American Journal of Nursing, 82(3), 402-407.
Canadian Association of Schools of Nursing. (2015). Nursing Informatics Entry to Practice Competencies for Registered Nurses. Retrieved from: http://www.casn.ca/2014/12/nursing-informatics-entry-practice-competencies-registered-nurses-2/
Canada’s Health Informatics Association (COACH). (2012). Health Informatics Professional Core Competencies. Retrieved from: http://coachorgnew.com/professionaldevelopment/HIP-
Core-Competencies
Certified Health Informatician Australasia (CHIA). (2013). Health Informatics Competencies Framework. Retrieved from: http://www.healthinformaticscertification.com/competencies/
College of Registered Nurses of British Columbia. (2013). Professional Standards for Registered Nurses and Nurse Practitioners. Retrieved from: https://www.crnbc.ca/Standards/ProfessionalStandards/Pages/Default.aspx
Kulikowski, C. A., Shortliffe, E. H., Currie, L. M., Elkin, P. L., Hunter, L. E., Johnson, T. R., ... & Smith, J. W. (2012). AMIA Board white paper: definition of biomedical
informatics and specification of core competencies for graduate education in the discipline. Journal of the American Medical Informatics Association, 19(6), 931-938.
National Physiotherapy Advisory Group. (2009). Essential Competency Profile for Physiotherapists in Canada. Retrieved from: http://npag.ca/English/joint.html
Partnership for Dietetic Education and Practice. (2013). The Integrated Competencies for Dietetic Education and Practice. Retrieved from http://collegeofdietitiansofbc.org/home/legislation/integrated-competencies
The Canadian Council of Social Work Regulators. (2012). Entry-Level Competency Profile for the Social Work Profession in Canada. Retrieved from: http://www.ccswr-
ccorts.ca/competency_profile_en.html
The National Alliance of Respiratory Therapy Regulatory Bodies. (2016). National Competency Framework for the Profession of Respiratory Therapy. Part I, Part II, Part III.
Retrieved from http://www.nartrb.ca/national-competency-profileframework/