Preparing the Workforce for HIT

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Preparing the Workforce for HIT

Diane J. Skiba, PhD, FACMI, FAAN

Professor & Coordinator Healthcare Informatics University of Colorado College of Nursing

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Conflict of Interest

• I declare that I have no conflict of interest.

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Learning Objectives

• Explicate the workforce needs for HIT

• Examine strategies to prepare to teach HIT competencies to the next generation of

clinicians

• Identify methods for clinicians to seek

continuing learning about HIT

• Describe how the TIGER Initiative has evolved to meet the educational needs of the next

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University-Based Training Programs

• Quickly establish or expand health IT training programs for health IT

professional roles requiring training at the university level

• Help more than 1,500 people receive

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University-Based Education

• Clinician or public health leader

• Health information management and

exchange specialist

• Health information privacy and security specialist

• Research and development scientist • Programmers and software engineer

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Community College Consortium

• Intensive, non-degree training programs that can be completed in six months or less

• Help address the growing demand for highly skilled health IT specialists

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Community College Education

• Practice workflow and information

management redesign specialists

• Clinician/practitioner consultants

• Implementation support specialists • Implementation managers

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Curriculum Development Centers

• Development of educational materials for the Community College Consortia program • Materials available to institutions of higher

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Competency Examination Program

• Development and initial administration of a set of health IT competency

examinations

• Assess basic competency for two types of individuals

– Individuals trained through short-duration, non-degree health IT programs

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ONC Dashboard

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Wanted Analytics 2012

• 15,000 jobs advertised online for

healthcare professionals with EMR or EHRs experience

• Increase of 31% since August of 2011 • Most common: Nurses, NPs, Family MS,

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Wanted Analytics 2012

• Highest Volume: Metro area of

Minneapolis, NY, Chicago, Phoenix & Boston

• Average of 6 weeks to recruit and source candidates

• Alaska longer than average

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CHIME Survey: 2012

Demand Persists for Experienced

Health IT Staff

• 67% of surveyed CIOs face shortage of IT workers

• 74% need clinical software

implementation and support staff

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CHIME CIO Survey 2012

• 66% aware of ONC workforce training programs but only 12% knew of

organizations hired these graduates

• Most important competencies:” experience in HIT shop, clinical informatics

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CHIME: Strategies

• Third Party Consultants 28% Retraining internal people 20% Multiple Strategies 18% Recruiters 15% Vendors Staff 8% Other outsourcing 6% Local Colleges & Universities 2%

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Expand, Retrain & Exploit (Zywiak, 2012) • Train & develop HIT staff from within

organization

• Fill workforce gaps with skill sets from within organization

• Alternative strategies for implementations

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Alternative Strategies (Zywiak,2012)

• Remote Hosting • Shared Hit teams

• One size fits all concept • Consultants

• Connect with universities and colleges

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Community College’s DOL Grants

• Development and Expansion of HIT program for rural areas

• Trade Adjustment Assistance CC and Career Training Initiative

• Florida (Palm Beach State College),

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Growth in Educational Programs

• Increase number of programs across universities and proprietary schools

• The terminology is confusing to those

seeking employment & training—health informatics, health care informatics,

nursing informatics, clinical informatics

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AHIMA Career Map

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Continuing Education in Informatics

• Numerous CE programs and conferences • Boot Camps and WINIs

• Computers, Informatics & Nursing CE • AMIA

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AMIA

• 10 x 10 Programs • CMIO Boot Camp • JAMIA Journal Club

• Programs and Courses

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HIMSS

• eLearning Academy

• Distance education webinars

• Conference and Symposiums worldwide • Nursing Informatics Institute

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Preparing Future Workforce

• IOM Health Professions Education-5 competencies

• Quality and Safety Education for Nurses (QSEN)

• Nursing, public health, pharmacy, nutrition & dietetics, biomedical, dentistry

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T

echnology

I

nformatics

G

uiding

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TIGER Education Committee

• To crosswalk and make recommendations for competencies for various educational groups and professional organizations

• To identify content from various publicly available resources that can be easily

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TIGER Education Committee

• To create curriculum integration plans

• To disseminate materials to educational institutions and clinical agencies to

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TIGER Competencies

• Computer Literacy • Information Literacy

• Information Management

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Identify Competencies

IOM & QSEN

Nursing Organizations (NLN, AACN, AONE, Canadian Nurses)

Other disciplines (The Academy of

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Quality & Safety Education for

Nurses

• Five IOM Core Competencies

• Explicated the knowledge, Skills and

Attitudes needed by pre-licensure nurses for practice

Cronenwett, L, et al. ( 2007). Quality and Safety education for nurses. Nursing Outlook, 55, 122-131.

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American Association of CON (AACN)

• Essentials of Baccalaureate Education for Professional Nursing Practice

• Essentials of the Master’s Education in Nursing

• Essentials of Doctoral Education for Advanced Practice Nursing

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The Academy of Nutrition and

Dietetics

• Nutrition Informatics Competencies across all levels of practice: A National Delphi

Study

• Informatics competencies for RDs, DTRs, and students based on the Academy’s

Career Development Guide’s six levels of practice.

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The Academy of Nutrition and Dietetics

• Six levels (novice, beginner, competency, proficient, informatics specialists and

informatics expert)

• Categories of competencies: Computer skills, informatics knowledge, and

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Next Steps

• After crosswalk, extract common

competencies and determine content needed to reach competency.

• Identify resources to gain knowledge needed to demonstrate competency. • Create a sample curriculum plan.

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Example

• Uphold ethical standards related to data security,

regulatory requirements, confidentiality, and clients’ right to privacy.

• Protect confidentiality of protected health information

in electronic health records

• Privacy/Security (BC) describe ways to protect data and patients’ rights as they pertain to computerized information management and articulate principles of data integrity, professional ethics and legal

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Create Curriculum Plan

• Competencies • Content

• Resources

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ONC Training Materials

• CyberSecure: Your Medical Practice. Play the Game Now >

• http://www.healthit.gov/providers-profess

ionals/privacy-security-training-games

• EHRs Implementation

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Content Resources

• Office of the National Coordinator

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Health It Workforce Curriculum

• Anyone can access the materials once they register for an account.

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Summary

• Continued Need for HIT and Informatics

specialists in the workforce

• Need for more education, beyond pushing the buttons, for the current workforce

• The next step in preparing the future

workforce is the development and incorporation of IPE focused on

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Alliance for Health Reform

The HIT Workforce Shortage: An Alliance for Health Reform Toolkit

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Thank you!

Contact Information

[email protected]