Purpose of the Capstone Experience

Transcription

1 Purpose of the Capstone Experience The graduate Masters of Healthcare Informatics program emphasizes the application of state-ofthe-art computing technologies to health care. The capstone experience is an opportunity for students to synthesize and integrate what they have learned by creating a comprehensive, authentic product. The capstone experience is divided into three distinct one credit hour courses, taken in sequential order in the last three academic terms. There are three elements to the capstone experience: 1. the Electronic Portfolio 2. the Capstone Project 3. the Capstone Presentation While students are continually updating their electronic portfolios during the courses, they should also be continually refining their interests and be identifying possible project topics. The Capstone Project should be driven by and complement each student s interests. Thus, the project may be managerially oriented or technically oriented. Further, the Capstone Project is an opportunity to apply knowledge to a health informatics issue or project. The findings should have practical significance. The final presentation will be a summary of the entire program experience with special attention afforded to students self- reflections and a discussion about the Capstone Project. Each student will have a specific faculty member assigned as the instructor for each of the capstone courses. This faculty member will be referred to as the Healthcare Informatics Faculty Chair. Additionally, each student s final project will be reviewed by a committee of at least two SIUE faculty members. Non-SIUE faculty committee members shall be referred to as External Stakeholders and are able to serve on the Capstone Committee. As such, each of the interested parties (student, Healthcare Informatics Faculty Chair, and External Stakeholder) share some responsibilities in the successful completion of the Capstone Experience. Healthcare Informatics Student Complete the Capstone Design Project Application Proposal as directed in the attached timeline Answer questions and engage in discussions with Healthcare Informatics Graduate Program Committee during the application process Consider required time and resources as part of the planning process Proactively communicate with the Faculty Chair and Committee during Capstone courses Make steady progress on the project during Capstone courses Healthcare Informatics Graduate Program Committee Review Capstone Design Project Application Proposals and assign Faculty Chairs Formally approve acceptable projects Provide written explanation and process for resubmission for applications that are denied Contact individual students when clarification is needed regarding project scope and objectives Evaluate the capstone presentation Page 1 of 6

2 Healthcare Informatics Faculty Chair Support students through all Capstone courses Provide timely, purposeful communication regarding projects Be available for individual consultation as needed 1. Electronic Portfolio Each student is responsible for creating and maintaining an electronic portfolio during the courses of the entire degree program. Students are strongly encouraged to upload key assignments and work from each course that will help them reflect on how each course meets the program objectives. This portfolio is used by the student to reflect upon their degree and learning. This reflection is part of the Capstone Presentation. 2. Capstone Project Students are expected to develop the following competencies during their coursework and display their understanding through the Capstone Project. 1. Manage information safely, securely, and legally. 2. Translate scientific discovery into practice. 3. Improve collaboration between clinical practice and information technology. 4. Assess, select, implement, evaluate and maintain information systems. 5. Lead health informatics projects. 6. Use technology to improve patient care, health care outcomes, and cost-effectiveness. 7. Educate members of the healthcare team in the use of technology. 8. Interpret and report the results of data analyses to support evidence-based healthcare. PROJECT SCOPE The capstone experience is divided into three distinct one credit hour courses, taken in sequential order in the last three academic terms. Each of the capstone courses is taken concurrently with another course. Dividing the project experience into three distinct courses will enable students to allocate the time needed to complete phases of the Capstone Project. Below are the course descriptions. NURS 596a, CMIS 596a, CS596a: Capstone I. 1 credit During Capstone I, the student will initiate the information systems design project or research study. In the case of the information systems design project, the student will conduct a feasibility study to determine the project scope and objectives, alternative design options, and cost-effectiveness. In the case of the research project, the student will define the research problem or topic. Prior to proceeding to Capstone II, students should submit an updated proposal and timeline (as necessary) and an outline of their final capstone project paper. Page 2 of 6

3 NURS 596b, CMIS 596b, CS 596b. Capstone II: 1 credit During Capstone II, the student will develop the requirements or roadmap for the information systems design project or research project. In the case of the information systems design project, the student will develop the detailed analysis of the existing system and logical systems design for the proposed system (e.g. the requirements specification). In the case of the research project, the student will conduct a review of the literature and will develop the research methodology. Prior to progressing to Capstone III, students should submit an updated outline as well as the literature review section of their final capstone project paper. NURS 596c, CMIS 596c, CS 596c. Capstone III: 1 credit. During Capstone III, the student will implement the information systems design project or conduct the research study. In the case of the information systems design project, the student will focus on systems implementation, including system deployment, testing, training, quality assurance, documentation, information security, and technical deployment. In the case of the research project, the student will conduct data collection, data analysis, and reporting. No later than four weeks prior to the student s scheduled Capstone III presentation, the initial draft of the final capstone project paper should be submitted to the Healthcare Informatics Faculty Chair. No later than two weeks prior to the student s scheduled Capstone III presentation the final capstone project paper and presentation slides should be submitted to all SIUE Healthcare Informatics committee members. Project types It is important that the project exhibit sufficient characteristics of difficulty in terms of an analysis and design exercise such that it enables the student to adequately demonstrate Master s level competency as a health informatics professional. Rather than attempt to describe an acceptable project scope, we offer the following examples of acceptable Masters level projects. These examples do not specify the only acceptable types of projects. They merely describe the more typical types of acceptable projects. Project Type 1: Direct the development efforts of a team of health informatics professionals. This type of project should include as a minimum the development and implementation of a simple working information system or it may also consist of the redesign and implementation of an existing information system. The scope of this type of project includes all phases of the typical systems development life cycle to include a post-implementation followup. Project Type 2: Develop a small system for a unit within the healthcare environment, university or college department or agency as an individual. In general, the acceptability of the project will depend upon the extent to which the student must interact with functional area personnel who will use the working information system that is produced as a result of the student s project. The scope of this type of project includes all phases of the typical systems development life cycle to include a post-implementation follow-up. Project Type 3: Develop detailed logical design specifications for a significant information system in healthcare. The scope of this project may be limited to completion Page 3 of 6

4 through and including the logical design phase of the systems development life cycle. The end product is not a working information system. Rather, it is a set of detailed logical design specifications which may be used by any a healthcare informatics system designer to complete the project. The end product must include a well thought out plan for completing the project through implementation, although the student will not actually perform the physical design, testing, and implementation tasks. Project Type 4: Direct the efforts required to implement a working healthcare information system. The scope of this project includes all phases of the typical systems development life cycle except that the physical design phase is restricted to acquiring and installing the software package. The installed information system must still be tested to insure that it performs satisfactorily and end-users must still be trained on how to use the system. Project Type 5: Conduct an empirical research project directed at developing an improved understanding of some facet of the health informatics. This alternative requires an individual research effort. Students can address a real healthcare systems implementation issue by collecting, analyzing and reporting on data. Many of the papers presented at the Annual Meeting of the American Medical Informatics Association (AMIA) provide good models for a research project in healthcare informatics. SELECTING A PROJECT AND A FACULTY COMMITTEE It is the student s responsibility to propose a project and request a faculty member to serve as a Chair for the project work. The student should proceed by using the following three-step method. 1. Identify a project that appears to be appropriate and propose a Capstone Design Project. Students will be assigned a Faculty Chair prior to registering for Capstone I. Students and faculty Chairs may correspond about the project scope prior to the beginning of Capstone I. In order to determine if the project will enable the student to adequately demonstrate Master s level competency, the student should complete a project feasibility study during Capstone I. This study will also provide evidence that the project is the right scope. 2. Develop a proposal for the project. The proposal should include the project activities, including the project scope, project time management plan, and project work breakdown structure. This will be the main focus of work in Capstone II. 3. Conduct work on the project, including the systems analysis, systems design, systems implementation, and systems deployment. If the student is conducting a research project, then the project activities will include developing a research methodology including design of questionnaires or other data collection instruments, data collection, data analysis, and reporting. Executing and analyzing the project are the main components of Capstone III. COMPLETING THE DESIGN PROJECT Besides the Faculty Chair, the capstone design project must be accepted by the faculty committee. As such, students will submit the design project application proposal to the Healthcare Informatics Graduate Program Committee prior to taking the first capstone course. Page 4 of 6

5 In the case of an information systems design project, the phases will include: Phase 1: Feasibility Study, Phase 2: Detailed Analysis and Logical Systems Design, and Phase 3: Systems Implementation. In the case of a research project, the phases will include: Phase 1: defining the research problem or topic, Phase 2: review of the literature and development of the research methodology, and Phase 3: Data collection, analysis, and report development. The American Psychological Association (APA) is the preferred style for research projects. PHASES OF THE DESIGN PROJECT AND WRITING THE PROJECT REPORT This section provides guidance on preparing the written project thesis report. Additionally, it specifies where it is appropriate to apply information systems design techniques and tools to the project work effort. Most information systems design projects generally follow the traditional the systems development life cycle. Similarly, the project report will generally contain five chapters which relate to the five phases of the systems development life cycle. These are: Chapter 1. Feasibility Study Chapter 2. Detailed Analysis Chapter 3. Logical Systems Design Chapter 4. Physical Systems Design Chapter 5. Systems Implementation This format may be altered as necessary to match the nature of the project, especially for projects involving the application of specialized information systems technology. The report may also contain appendices where appropriate. Examples of appendices are: application program code, screen designs, report layouts, database logical and physical definitions, data dictionaries, end-user training manuals, systems technical manuals, and other compendia as necessary to fully document the design effort. A list of references (if appropriate), should be provided after the end of the last chapter and prior to any appendices. Appendices should be numbered sequentially and be accompanied by an appropriate descriptive title. CAPSTONE PROJECTS RESEARCH EMPHASIS The phases of Capstone Projects which involve research studies include: Chapter 1: Project Scope Chapter 2: Review of the Literature Chapter 3: Research Methodology Chapter 4: Data Analysis Chapter 5: Findings The report should include data collection instruments (surveys, questionnaires), results of statistical analysis, and references. Page 5 of 6

6 3. Capstone Presentation A formal presentation of the students Master s project and portfolio is required. The presentation is made to the student s committee member as well as any other interested members of the profession. The student should prepare an appropriate 15 to 20 minute presentation of the project, keeping in mind that the committee members have already read the completed document. The presentation should include audio-visual aids as necessary. The portfolio presentation should account for an additional minutes. The entire time for a student s presentation is approximately one hour and will be scheduled during the third Capstone course. Presentations will be scheduled at the mutual agreement of the student and the committee. APPENDIX A CAPSTONE DESIGN PROJECT APPLICATION PROPOSAL TIMELINE Activity Date Application Proposals due March 15 First Committee response April15 Revised Applications due May 7 Chair Assignments May 30 APPENDIX B CAPSTONE DESIGN PROJECT APPLICATION PROPOSAL Each student should submit, in outline form, a Capstone Design Project Proposal. The outline should include Project Type (refer to pages 3-4), Project Objectives, Project Scope, Resources Needed, Proposed Timeline, Chair Request and rationale. Completed proposals may be submitted to Mary Ettling at mawalke@siue.edu. Project proposal outline samples are available upon request. Page 6 of 6