Preparing the Workforce for HIT

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1 Preparing the Workforce for HIT Diane J. Skiba, PhD, FACMI, FAAN Professor & Coordinator Healthcare Informatics University of Colorado College of Nursing DISCLAIMER: The views and opinions expressed in this presentation are those of the author and do not necessarily represent official policy or position of HIMSS.

2 Conflict of Interest I declare that I have no conflict of interest HIMSS

3 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 generation of clinicians.

4 HIT Workforce Needs Informatics & HIT specialists Current Health Care Professionals Future Health Care Professionals

5 HIT Workforce Needs 35,000 By 2018 Bureau of Labor Statistics ,000 HIMSS 2008 Analytics Additional workforce for State 4 Adoption 50,000 ONC BY 2015

6 ARRA HIT Workforce Development Curriculum Development Community College Consortium ONC University Based Training Competency Examination

7 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 certificates of advanced study or master's degrees in health IT

8 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 Health IT sub-specialist

9 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 Help train more than 10,500 new health IT professionals annually by 2012

10 Community College Education Practice workflow and information management redesign specialists Clinician/practitioner consultants Implementation support specialists Implementation managers Technical/software support Trainers

11 Curriculum Development Centers Development of educational materials for the Community College Consortia program Materials available to institutions of higher education across the country

12 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 Members of the workforce with relevant experience or other types of training

13 ONC Dashboard

14 ONC Dashboard Community Colleges

15 ONC Dashboard Community Colleges

16 INC Dashboard Community College

17 ONC Dashboard Community Colleges

18 Wanted Analytics ,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, MD Internal Medicine, PS, Hospitalists, etc

19 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 Least difficulties: Rochester NY and Chicago

20 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 which lead efforts to implement EHRs and CPOE.

21 CHIME CIO Survey % aware of ONC workforce training programs but only 12% knew of organizations hired these graduates Most important competencies: experience in HIT shop, clinical informatics experience, education in IT Theory and practice in the real world.

22 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% Demand Persists for Experienced Health IT Staff

23 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 CSC: US Healthcare Workforce Shortage: HIT Staff

24 Alternative Strategies (Zywiak,2012) Remote Hosting Shared Hit teams One size fits all concept Consultants Connect with universities and colleges CSC: US Healthcare Workforce Shortage: HIT Staff

25 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), Louisiana (Bossler Parish CC), New York (Borough of Manhattan CC), Washington (Bellevue CC)

26 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 Confusion: Accreditation, certification, certificates and degrees

27 AHIMA Career Map

28 Preparing the Current Workforce Vendor Push Buttons BIG Picture Why What How When of HIT

29 Continuing Education in Informatics Numerous CE programs and conferences Boot Camps and WINIs Computers, Informatics & Nursing CE AMIA AHIMA HIMSS

30 AMIA 10 x 10 Programs CMIO Boot Camp JAMIA Journal Club Programs and Courses Continuing Education sessions

31 HIMSS elearning Academy Distance education webinars Conference and Symposiums worldwide Nursing Informatics Institute CPHIMS Certification TIGER

32 TIGER s Commitment to Learning

33 TIGER s Virtual Learning Environment

34 VLE Lobby

35 VLE Communities

36 VLE Resource Center

37 Preparing Future Workforce IOM Health Professions Education-5 competencies Quality and Safety Education for Nurses (QSEN) Nursing, public health, pharmacy, nutrition & dietetics, biomedical, dentistry competencies

38 Technology Informatics Guiding Educational Reform

39 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 accessed to meet competencies

40 TIGER Education Committee To create curriculum integration plans To disseminate materials to educational institutions and clinical agencies to facilitate the integration of informatics competencies into the curriculum and in staff development orientations.

41 TIGER Competencies Computer Literacy Information Literacy Information Management Framework for the crosswalk of organizational competencies

42 Identify Competencies IOM & QSEN Nursing Organizations (NLN, AACN, AONE, Canadian Nurses) Other disciplines (The Academy of Nutrition and Dietetics)

43 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,

44 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

45 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.

46 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 informatics skills.

47 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. Post and make available in TIGER VLE.

48 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 requirements for healthcare data (HIPAA)

49 Create Curriculum Plan Competencies Content Resources Assessment Techniques

50 ONC Training Materials CyberSecure: Your Medical Practice. Play the Game Now > ionals/privacy-security-training-games EHRs Implementation ionals/ehr-implementation-steps

51 Content Resources Office of the National Coordinator

52 Health It Workforce Curriculum Anyone can access the materials once they register for an account.

53 Curriculum Matrix

54 Health IT Workforce Curriculum Components

55 Health IT Workforce Curriculum Components

56 Health IT Workforce Curriculum Components

57 Health IT Workforce Curriculum Components

58 VLE Resource Center

59 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 informatics and HIT.

60 Questions

61 Alliance for Health Reform The HIT Workforce Shortage: An Alliance for Health Reform Toolkit

62 Thank you! Contact Information University of Colorado College of Nursing Health Care Informatics Coordinator

Conflict of Interest Disclosure

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