Faculty of Clinical Informatics Core Competency Framework (original) (raw)
Related papers
Development of a core competency framework for clinical informatics
BMJ Health & Care Informatics, 2021
Objectives Until this point there was no national core competency framework for clinical informatics in the UK. We report on the final two iterations of work carried out in the formation of a national core competency framework. This follows an initial systematic literature review of existing skills and competencies and a job listing analysis. Methods An iterative approach was applied to framework development. Using a mixed-methods design we carried out semi-structured interviews with participants involved in informatics (n=15). The framework was updated based on the interview findings and was subsequently distributed as part of a bespoke online digital survey for wider participation (n=87). The final version of the framework is based on the findings of the survey. Results Over 102 people reviewed the framework as part of the interview or survey process. This led to a final core competency framework containing 6 primary domains with 36 subdomains containing 111 individual competencie...
Transatlantic collection of health informatics competencies
2016
The electronic collection, processing and management of information is becoming increasingly important in healthcare. Because of the nature of the healthcare provision and delivery process, where the health, safety and quality of human lives are impacted on a daily basis, it is critical that those who work in the field are competent and able to perform all clinical, administrative, research and technology-impacted facets of their roles. The United States and the European Union have been working to encourage broader and more effective use of Information and Communications Technology (ICT) within healthcare. The development, use and governance of ICT within healthcare, often called health informatics, requires a number of competences which need to be identified and integrated into relevant skills assessment, education and training. Ultimately, this will help produce a more proficient and a more confident mobile health informatics-empowered workforce. A structured set of health informa...
Development And Assessment Of A Program In Clinical And Healthcare Informatics
2009
The objectives of this paper are to report on the development of a program in Clinical and Healthcare Informatics and to assess its impact in terms of (1) the importance of each of the competencies for successful job performance; and (2) the effectiveness of the program in enabling participants to achieve these competencies. The results will be of value in the design and implementation of similar programs for clinical and healthcare professionals because the competencies that are most relevant to successful job performance may become the building blocks for future program development.
Clinical informatics: a workforce priority for 21st century healthcare
Australian Health Review, 2013
This paper identifies the contribution of health and clinical informatics in the support of healthcare in the 21st century. Although little is known about the health and clinical informatics workforce, there is widespread recognition that the health informatics workforce will require significant expansion to support national eHealth work agendas. Workforce issues including discipline definition and self-identification, formal professionalisation, weaknesses in training and education, multidisciplinarity and interprofessional tensions, career structure, managerial support, and financial allocation play a critical role in facilitating or hindering the development of a workforce that is capable of realising the benefits to be gained from eHealth in general and clinical informatics in particular. As well as the national coordination of higher level policies, local support of training and allocation of sufficient position hours in appropriately defined roles by executive and clinical managers is essential to develop the health and clinical informatics workforce and achieve the anticipated results from evolving eHealth initiatives.
Informatics competencies for nursing and healthcare leaders
AMIA ... Annual Symposium proceedings / AMIA Symposium. AMIA Symposium, 2008
Historically, educational preparation did not address informatics competencies; thus managers, administrators, or executives may not be prepared to use or lead change in the use of health information technologies. A number of resources for informatics competencies exist, however, a comprehensive list addressing the unique knowledge and skills required in the role of a manager or administrator was not found. The purpose of this study was to develop informatics competencies for nursing leaders. A synthesis of the literature and a Delphi approach using three rounds of surveys with an expert panel resulted in identification of informatics competencies for nursing leaders that address computer skills, informatics knowledge, and informatics skills.
Nursing informatics competencies: an analysis of the latest research
Nursing informatics ... : proceedings of the ... International Congress on Nursing Informatics, 2012
To update the published NI competencies with the latest research findings, we conducted a literature search via CINAHL and PubMed databases from 2009 to 2011. A total of 19 articles were retrieved with 7 meeting the inclusion criteria. Five studies gave examples of NI competencies. It's possible to observe trends in NI competencies research field, including contemporary skills, foundational concepts and intellectual capabilities amongst the competencies. The studies consider progressive levels of nursing practice, and give examples of the NI competencies. Nevertheless, a need of studies that links theoretical concepts and practical real environments still remains all over the world, as well as the need for defining competencies as rapid changes in informatics processes and solutions occur.
The Chief Clinical Informatics Officer (CCIO)
Applied Clinical Informatics, 2016
Introduction: The emerging operational role of the "Chief Clinical Informatics Officer" (CCIO) remains heterogeneous with individuals deriving from a variety of clinical settings and backgrounds. The CCIO is defined in title, responsibility, and scope of practice by local organizations. The term encompasses the more commonly used Chief Medical Informatics Officer (CMIO) and Chief Nursing Informatics Officer (CNIO) as well as the rarely used Chief Pharmacy Informatics Officer (CPIO) and Chief Dental Informatics Officer (CDIO). Background: The American Medical Informatics Association (AMIA) identified a need to better delineate the knowledge, education, skillsets, and operational scope of the CCIO in an attempt to address the challenges surrounding the professional development and the hiring processes of CCIOs. Discussion: An AMIA task force developed knowledge, education, and operational skillset recommendations for CCIOs focusing on the common core aspect and describing individual differences based on Clinical Informatics focus. The task force concluded that while the role of the CCIO currently is diverse, a growing body of Clinical Informatics and increasing certification efforts are resulting in increased homogeneity. The task force advised that 1.) To achieve a predictable and desirable skillset, the CCIO must complete clearly defined and specified Clinical Informatics education and training. 2.) Future education and training must reflect the changing body of knowledge and must be guided by changing day-today informatics challenges. Conclusion: A better defined and specified education and skillset for all CCIO positions will motivate the CCIO workforce and empower them to perform the job of a 21st century CCIO. Formally educated and trained CCIOs will provide a competitive advantage to their respective enterprise by fully utilizing the power of Informatics science.
Informatics competencies for nurses at four levels of practice
The Journal of nursing …, 2001
Valid and comprehensive nursing informatics (NI) competencies currently are lacking. Meanwhile, nursing leaders are emphasizing the need to include NI in nursing curricula, as well as within the roles of practicing nurses in all settings. This article presents the initial work ...
ACI Open, 2020
Background The practice of clinical informatics (CI) is diverse and frequently tailored to individual skills and interests or to organizational/departmental needs. Prior studies have sought to define core content areas, educational milestones, and practice patterns within the clinical informatics subspecialty (CIS). Unfortunately, no single tool or framework currently exists that can succinctly define an informatician's role regardless of setting. The diversity of informatics practice makes it difficult to have one “pitch” that describes all possible domains, tasks, knowledge, and skills available to an informatician. Objective Using qualitative data from multiple informaticians, provide a succinct framework to describe and compartmentalize the various functions an informatician can contribute to the healthcare field. Methods We created an iterative focus group of five CIS fellows enrolled in different fellowship programs nationwide, one CIS program director, and an MD-PhD candi...