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Technology Informatics Guiding Education Reform (TIGER) Update for AAN Pre-Conference. Phase III Initiative. Patricia Hinton Walker, PhD, RN, FAAN Vice President for Nursing Policy Uniformed Services University of the Health Sciences November/December, 2010. TIGER Phase I

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Technology Informatics Guiding Education Reform (TIGER) Update for AAN Pre-Conference

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    1. Technology Informatics Guiding Education Reform (TIGER) Update for AAN Pre-Conference Phase III Initiative Patricia Hinton Walker, PhD, RN, FAAN Vice President for Nursing Policy Uniformed Services University of the Health Sciences November/December, 2010

    2. TIGER Phase I Engaged stakeholders to create a common vision of electronic health record-enabled practice TIGER Phase II Facilitated collaboration among participating organizations to achieve the vision for practice and education through development of nine collaborative reports. TIGER Phase III - Integrate interdisciplinary & allied health professionals into efforts, disseminate results, and develop a Virtual Learning Environment to enhance widespread adoption of Health IT TIGER Vision & Phases • Allow informatics tools, principles, theories and practices to be used by nurses, other interdisciplinary providers and consumers • Interweave enabling technologies transparently into practice, education and research to improve outcomes, patient safety and reduce costs of healthcare • Better preparing workforce to use technology and informatics for improvement of patient care

    3. TIGER (Technology Informatics Guiding Education Reform) Initiative Phase III TIGER Phase III Executive Committee Patricia Hinton Walker, Chair Dana Alexander Barbara Frink Marion Ball Carolyn Padovano Rosemary Kennedy Mary Walker Joyce Sensmeier Carol Petersen Michelle Troseth Alicia Morton Roy Simpson Teresa McCasky

    4. TIGER Phase III Vision Linking Phase II Outcomes to Virtual Learning Environment (VLE), Invitational Interdisciplinary Symposium and Longer Term Implications for Comparative Effectiveness and Personalized Medicine Nine Collaboratives from Phase II: Competencies Education and Faculty Development Staff Development Leadership Usability and Clinical Design Standards and Interoperability Health IT Policy Virtual Demonstration Center (now VLE) Consumers and Personal Health Record (PHR)

    5. TIGER Next Steps!!! 2009 -2012 Phase III • Dissemination of recommendations of nine collaboratives in TIGER Phase II;  • Developing the funding for, pilots and implementation of a Virtual Learning Environment that enhances the adoption of informatics and technology.  • Exploring application and integration of TIGERPhases I and II with nursing, interdisciplinary and allied health stakeholders through an interdisciplinary invitational symposium; • Addressing TIGER-related implications relevant to future workforce issues with specific emphasis for bridging the digital divide particularly with minority, rural populations and consumers, and • Longer term implications of use of EHRs and PHRs in future Best Practices Decision-Support such as: Comparative Effectiveness Research and Personalized Medicine; and • Publication of TIGER II Collaborative reports in 4th Edition of Nursing Informatics:  Where Technology and Caring Meet; • Planting Seeds for TIGER International roll-out in Montreal, Canada - 2012

    6. Informatics Competencies Collaborative • TIGER Competencies Collaborative (TICC) formed to establish a minimum set of competencies for ALL practicing nurses and graduating nursing students: • Foundational to all TIGER work related to preparing nursing workforce for EHRs • TICC Collected over 1,000 informatics competencies from published literature and practice examples • Established a Model for the organization of Competencies • Informatics Competencies Educational Resources: • European Computer Driving Licence (ECDL) Foundation • CSPlacement • Healthcare Information and Management Systems Society • American Library Association • The Information Literacy in Technology • HL7 EHR System Functional Model • ICDL-Health Syllabus (US-based ICDL-Health Syllabus) • Digital Patient Record Certification (DPRC)

    7. Informatics Competencies Collaborative Adapted from TIGER Competencies Report

    8. Staff Development Collaborative • Six Factors that lead to Success in Adoption of Health IT: • Addressing Staff Attitudes • Improving access to technology • Focusing on Patient Safety • Using a variety of Teaching Methods • Using Nursing Informatics Specialists as resources • Keeping the programming competency-based • Recommendations: • Adoption of Health IT can be facilitated or impeded by attitudes toward technology – First Step should be an assessment of attitudes and skills • Development of HIT-Focused Education should consider multigenerational learning needs and styles (attention to digital immigrants and natives). • Develop competency-based education that utilizes pre- and post-tests to demonstrate effectiveness in meeting competencies • Staff Development resources must have adequate access and opportunities to develop their knowledge related to use of technology and adoption of Health IT.

    9. Usability and Clinical Design • Recommendations to Administration, Vendors and Individual Health Care Providers: • Nurses must be involved from the outset with consideration to: • Clinical Requirements • Safety and Usability • Human Factors • Evidence-Based Practice • Nurses must be involved in ongoing training • Nurses (as end-users) involved in evaluation of the systems and in the revision process. • See Best Practice Exemplar (page 21) Usability and Clinical Design TIGER Collaborative Report for a Model

    10. Leadership Development Collaborative • TIGER VISION FOR LEADERSHIP : Revolutionary Leadership that drives, empowers, and executes the transformation of healthcare through the use of Health IT. • RECOMMENDATIONS • Develop programs for nurses and other healthcare executives and faculty that stress the value of information technology • Empower them to use Health IT knowledgably • Expand and integrate informatics competencies into Nursing and Healthcare Leadership and Management Development Programs. • Promote sharing of best practices using Health IT effectively to improve the delivery of nursing care. • Promote alignment with the Magnet Recognition Program as a mechanism to demonstrate nursing excellence in using technology to improve nursing practice and the delivery of safer, more effective patient care.

    11. Technology Informatics Guiding Education Reform (TIGER) Phase III Initiative Virtual Learning Environment and Strategic Collaborations

    12. The Challenge • Without access to health IT tools such as: EHRs, PHRs, CPOE, and other health IT related technologies to enhance learning, there are distinct challenges for: • Educators in universities and community colleges cannot prepare the workforce of the future unless they learn new health IT technologies • Staff development educators in hospitals and other care delivery settings cannot prepare the current interdisciplinary workforce • Minority populations do not have equal internet access for learning • Small rural hospitals cannot afford training materials and educators to teach staff new health IT technologies • Individual providers in small practices and/or rural settings do not have access enough to know which systems to purchase to meet goals of ‘meaningful use’ or how to use the systems when purchased

    13. Our Solution: TIGER Virtual Learning Environment (VLE) • Developed from TIGER Phase II Collaborative Reports • Initially TIGER Competencies • Amended to include national QSEN Competencies (RWJ Funded) • Integrate Competency Examinations (from ONC grants) • Integrate content from nine TIGER collaborative reports • Designed through interdisciplinary collaboration serving nurses, other interdisciplinary groups, rural health and minority populations • Designed to address traditional and futuristic instructional design through technology-enhanced learning including: • Tutorials • Scenario-based learning including pre-post tests • Traditional online learning • Second Life and Educational gaming/modules/scenarios • Plan for Open-sourced system housed in Government or Non-Government setting to ensure it belongs to the people!

    14. Pilot(s): Virtual Learning Environment For Partnership Entities Integration of Nine TIGER Collaboratives Content Education & Faculty Development Competencies Collaborative Consumers and PHR Collaborative Staff Development Virtual Learning Environment Pilot Leadership Usability & Clinical Design Proposed Early Pilot Groups Can Include Partners such as: - American Nurses Assoc.? - National League for Nursing? - American Federation of Teachers? - Univ. Pitt Nursing & Medicine? - Selected Universities Baylor? Kansas? - Specialty Organizations (AORN and ?? Standards & Interoperability Health IT Policy

    15. Conceptual Design of TIGER Virtual Learning Environment • Evaluation data: • What modules taken • Demographics • Type of profession • Outcomes • Regional • National EHR Vendors Consumers Universities Rural & Minorities Learning modules Community College Consortiums Virtual communities Regional Extension Centers Faculty /Students & Interdisciplinary Colleagues

    16. Virtual Communities & TIGER Open Door Virtual Community Virtual Communities Workforce Development Education & Faculty Development Future Workforce Development Leadership & Management Science & Technology Consumer EHRs &PHRs PWG EHR Vendors PWG Consumers PWG PWG Resource Center Universities TIGER Rural & Minorities Community College Consortiums Partners Portals access shared content & resources TIGER Public Portal to free content in Resource Center Regional Extension Centers Interdisciplinary Providers PWG CC Partner Workgroup Classroom Content Topic A TIGER CC TIGER Open Door Classroom Content Topic B

    17. Partner’s Web Clients Partner’s Web Clients Partner’s Web Clients Fundamental TIGER Architecture Partner ANA & NLN Partner Nursing Spectrum Partner JALC/NoVA Partner’s Web Clients Partner’s Web Clients Exchange Partner PITT & Others Partner AFT Core TIGER Initiative Portal Industry Partner NLM Partner ? Industry : Industry Participate by sharing tools, demonstration and scenario based EHRs and PHRs and Decision Support and/or training in kind and/or funding • Core TIGER Web Site/Server • Developed and maintained by TIGER Host with guidance from TIGER Executive Leadership. • Envisioned to include one or more databases. • Data used for Research and Evaluation. • Exchange • Learning Content could reside on all or any of the Host, the Partner, or Industry Members’ servers and, optionally, could be shared among any/all. • Copies of updated TIGER Web Site provided periodically to partner hosting organizations. • Some or all Organization TIGER Database records entered by Web Clients would be automatically periodically replicated to Core TIGER Master Database. • Replication • The process of sharing information between databases or site code to ensure that the content is consistent among systems. Replication is normally used to increase the number of clients to be served, thereby reducing the load on each.

    18. Resource Center & Classroom Content Virtual Community PWG EHR Vendors PWG Consumers PWG PWG Resource Center Universities TIGER Rural CC CC CC Community College Consortiums CC Resource Center Contains Web-based Library Links to Free Learning Content & Documents CC Regional Extension Centers Providers Classroom Content Topics will be Organized According to Leveled TIGER Competencies & QUSEN Competencies when applicable. PWG CC Partner Workgroup Classroom Content Topic A TIGER CC TIGER Open Door Classroom Content Topic B

    19. Resource Center and Classroom Content • Resource Center and TIGER Open Door • The Portion of the VLE that contains materials readily available on the web such as: • Free Web-Based Resources and Health IT-related documents • Free Webinars and/or Demonstration Modules • The TIGER Open Door provides: • Access to all resources by providers, faculty, students and consumers • Access without being a member of one of the TIGER VLE Partners • Classrooms Content Donated and/or Leveraged by TIGER VLE Partners such as: • Case-Based Scenarios linked to EHRs and Clinical Decision Support • Scientific Content such as: Comparative Effectiveness Research • Content related to challenges of Adoption of Health IT including: • Web Links • Information related to relationship of content to potential certification • Reading Lists

    20. Career and/or Informatics Competencies Assessment Register & Start Classes and/or Experiential Learning Complete Module/Course &/or Experiential Learning s Healthcare or Health Informatics Occupation Tour Entry Survey, Registration , Select Learning Options Exit Survey Certification(s) Home Workspace with books and reading materials Workforce Profile Name_________ Pre Workforce__ Entry Level ____ Current___ Post___ (recommendation) classes Study Groups Learning Community Advisor Learning Community Advisor Learning Community Advisor Part time job

    21. VLE Data Flow Community Entry Survey & Demographics PWG EHR Vendors PWG Consumers PWG PWG Resource Center Universities TIGER Rural CC CC CC VLE PartnerSurvey Copy Community College Consortiums CC CC Exit Survey & Evaluation Regional Extension Centers TIGER Database Repository Providers PWG CC Partner Workgroup Classroom Content Topic A TIGER CC TIGER Open Door Classroom Content Topic B

    22. Proposed VLE Governing Structure VLE Governing Council International Advisory InterdisciplnaryAdvisory Competency Group Content Management Sub-Structure Content from Individual Volunteers Content from VLE Partners

    23. VLE Governing Structure (explanation) • A Governing Council will be established to be the final approval of content and learning experiences in the Virtual Learning Environment to ensure educational integrity including: • Members from Academic Communities such as University of Kansas and University of Minnesota and University of Colorado • Members from the Staff Development Community (for providers) • Members from the Nursing Student organization to ensure relevance to youth and other representative groups (such as minority populations) • A Content Management Subgroup will contact and work with both TIGER Partners and TIGER individual volunteers to obtain content and learning experiences: • These will be evaluated for relevance and meeting pre-established criteria – then to the Governing Council for review and posting to TIGER VLE Server. • For VLE Pilot II, a competency-review will take place to determine which competency the learning experience addresses – then will be sent on to VLE Governing Council for final decision. • Interdisciplinary and International Advisory Groups will review to determine if content needs to be ‘tweaked’ to meet international and interdisciplinary needs.

    24. VLE Community Developing the Content Examples of Content and Resources: • Potential Content available in Organization and Emerging Partners such as: ANIA-CARING, NLN, STTI, NNSDO, HiMSS, NLM, Nursing Spectrum, ANA, AFT, Banner Health SIM Center, industry members, AORN, other specialty organizations and others • Conference Presentations/Webinars from above partners and others • Selected Vendor Training educational materials and product videos possibly used as is or in second life (consistent with TIGER vision) • University Based and Community College Modules (as partners with outputs from some current grants) • Educational tools to assist in clinical decision support and use of future Comparative Effectiveness Research outputs • Web-based audio/video training modules re: Adoption of Health IT • White paper-type documents, report, articles and publications • WEB-Based Free Resources in the Resource Section of the VLE

    25. Grid for Volunteer Development of TIGER Virtual Learning Environment

    26. Technology Informatics Guiding Education Reform (TIGER) Phase III Goal Educate Nurses and Interdisciplinary Providers About: Evidence-Based Practice Benefit of Health IT Adoption

    27. Health IT Adoption: EHRs + Best Practice (and Evidence-Based Practice) Background • EHRs will facilitatethe creation of evidence that is directly relevant to everydayclinical decisions. • EHRs greatly increase real-timeaccess to knowledge in the practice setting. • EHRs offer a novel approach to the creationof clinical knowledge, in which observing, intervening, andcreation of clinical evidence are part of the normal clinicalencounter. • Registries and Clinical Data Repositories for Health Information Exchange (HIE): • Registries represent a unique and powerful model for the collection of observational, epidemiologic, health management, economic and other outcomes data.

    28. TIGER III Goal: Educate Providers about Evidence-Based Practice Benefits of Health IT Adoption Comparative Effectiveness Research • Nurses, physicians and other interdisciplinary providers need to: • Understand more about Comparative Effectiveness Research (CER) • How EHR data can be used for research purposes • How EHR data in the future can inform practice through CER • Nurses and Other Health Care Scientists need to become aware of and where relevant, develop expertise in: • Research Methodologies used in CER • Privacy Requirements related to use of clinical data • Possibilities of the changes in Evidence-Based Practice with increase of CER • More clearly identify clinical and other relevant data that should be captured to inform future CER research

    29. THE GOAL! TIGER: Nursing and Other Interdisciplinary Groups Successfulwhen implementing Health IT!

    30. TIGER Is ALIVE and WELL! • For more information and to participate: • The first TIGER Summary Report and Executive Summary Phase II Report is available at • For information on Phase 3 and Phase II Executive Summary Report see • For TIGER Phase III, contact Patricia Hinton Walker, PhD, RN, FAAN @ or and/or Any Member of the TIGER Executive Committee • NEW TIGER WEB-SITE READY SOON!!!

    31. Technology Informatics Guiding Education Reform (TIGER) Update for AAN Pre-Conference Phase III Initiative Patricia Hinton Walker, PhD, RN, FAAN Vice President for Nursing Policy Uniformed Services University of the Health Sciences November/December, 2010