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Professional Development in Clinical Informatics

Session 120, February 21, 2017

Melisa Gregorio, Clinical Information Specialist, Fraser Health

Ricki-Lee Prestley, Portfolio Manager, Fraser Health

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Speaker Introductions

Melisa Gregorio, MSN

Clinical Information Specialist,

Health Care Information Systems

Fraser Health Authority

Melisa.Gregorio@fraserhealth.ca

Ricki-Lee Prestley, BSN

Portfolio Manager,

Health Care Information Systems

Fraser Health Authority

Ricki-Lee.Prestley@fraserhealth.ca

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No Conflict of Interest

Melisa Gregorio, MSN

Ricki-Lee Prestley, BSN

Have no real or apparent conflicts of interest to report

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Agenda

• Learning Objectives/STEPS™

• Introduction: Our Clinical Informatics Team

• Professional Development: Where we started from…

• Professional Development: Where we are now…

• Conclusion

• Questions

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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

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2

3

4

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An Introduction of How Benefits Were Realized for the Value of Health IT

.

• Increase in autonomous

professional development

• Increase in staff retention

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Polling Questions

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Fraser Health Authority

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Who We Are

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What We Do

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The Culture of Clinical Informatics

The Office

• New tools: “3 screens”

• Fancy threads

• T-Con’ing and IM’ing

• Restroom please

• CODE BLUE

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The Job

• New language

• Different learning

• Emerging practice

The Culture of Clinical Informatics

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Project Timeline

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Where We Started From

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Literature Review

No

results

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Team Survey

Survey

questions

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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

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A Brave New World

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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

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Key Themes

Separation of orientation and

professional development

Focus on growth and past

expertise vs “newness”

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Limitations of Research

•Scarcity of resources

•Change fatigue

•Culture shift

•Engagement challenges

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Competency Development

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A Competency, Assessment, Planning, Evaluation (CAPE) Tool is Born

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Delphi

• First distribution

• Analysis of feedback

Revise CAPE

• Second distribution

• Analysis of feedback

Revise CAPE • Subsequent

distribution

• Analysis of feedback

Final CAPE

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CAPE Tool Example

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Future Plans

• Evolution

• Adoption

• Collaboration

• Publication

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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

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An Introduction of How Benefits Were Realized for the Value of Health IT

.

• Increase in autonomous

professional development

• Increase in staff retention

30

Questions

Ricki-Lee Prestley

Ricki-Lee.Prestley@fraserhealth.ca

Melisa Gregorio

Melisa.Gregorio@fraserhealth.ca

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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/