Running head: INFORMATICS PRACTICUM
Informatics Clinical Practicum Proposal
Mary Hefferan RN, BSN
Ferris State University
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INFORMATICS PRACTICUM
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Abstract
Developing a clinical practicum proposal guides learning and prepares master’s degree seeking
nurses for their advanced specialty role. This proposal outlines an informatics clinical practicum
that will take place during a hospital-wide transition to a new electronic health record (EHR)
system. The student will assist in providing education and support to end-users in order to
develop skills as an informatics nurse specialist (INS). Guiding this experience is a selfassessment highlighting areas in need of improvement and a leaning plan that utilizes American
Nurses Association standards (2008) to develop learning objectives. A literature review
identifies barriers and facilitators to EHR implementation and how they correspond to the INS
role. Support from theorists Patricia Benner and Everett Rogers provides a foundation for the
role of an INS and provides a framework for the experience. The practicum will take place in a
35 bed hospital under the supervision of a master’s prepared nurse. Evaluation tools created will
serve as a measure of how well learning objectives were met; occurring at mid and end points of
the practicum.
KEY WORDS: clinical practicum; informatics nurse specialist; electronic health record; enduser education
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Informatics Clinical Practicum Proposal
The informatics nurse specialist (INS) plays a key role in integrating new
technology into the clinical environment. Advances in technology aim to increase patient safety
and improve nursing care, but without careful education and involvement of end-users, quality of
care may actually suffer (Staggers & Rodney, 2012). Gaining experience in transitioning an
organization to new technology is important to developing INS skills. A clinical practicum is
intended to help develop and prepare the advance practice nurse for their specialty role. The
purpose of this informatics clinical practicum is to participate in a hospital wide transition to a
new electronic health record (EHR) system and provide education and support to end users. The
INS ensures patient safety and quality of care is upheld while the end users optimize its use in
practice. During this transition, standards of nursing informatics (NI) practice will guide
achievement of informatics skills and learning outcomes. The purpose of this paper is to outline
a detailed learning plan to guide achievement of learning outcomes, provide literature support for
the practicum experience, and describe the setting in which the practicum will take place. A
preceptor is identified and their role defined. Finally, evaluation tools are included for mid and
end of semester evaluation to be completed by the preceptor and student.
Student Self-Assessment
The following student self-assessment provides insight regarding where the student
should seek experiences that serve to fill gaps in learning and need for improvement. The
American Nurses Association (ANA, 2008) standards for NI and the Learning Nurse (2015)
website that provides advanced self-assessment tools were utilized to provide guidance. The
Learning Nurse (2015) website lists qualities a nurse leader should demonstrate in the advanced
nurse role competencies. The student has not experienced leading a team and/or being in a
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supervisor role. Previous class projects completed helped achieve competency in effective
communication, prioritization, and exchanging constructive feedback. However, when in an
advanced nursing role, more responsibility will be assumed and there will be a need to delegate
tasks and evaluate goals more independently.
Also noted from the Choi and Zucker’s (2013) article discussing self-assessment of NI
competencies, was the need for immersion in more aspects of utilizing data retrieved from
informatics tools for use in practice. During the clinical practicum, the student hopes utilize
different methods of data collection to help guide the project. Specifically, utilizing qualitative
and quantitative data will help identify where the EHR implementation can be improved during
the education of super-users and on-site training. Additionally, Sherwood and Barnsteiner
(2012) describe INS competencies of leading use of an EHR by “model[ling] behaviors that
support implementation and appropriate use of EHRs” (p. 177) and serving as a resource for
nursing documentation. Displaying these behaviors as the practicum experience progresses will
be crucial to developing skills as an INS.
Learning Plan
The learning plan describes learning objectives created for the practicum utilizing the
ANA’s (2008) standards of assessment, problem and issues identification, planning, and
education. The four standards were integrated into the learning plan outlined in Appendix A.
The ANA (2008) standard 1: Assessment, states the INS “collects data, information, and
knowledge in a systematic and ongoing process…to examine current practice workflow, and the
potential impact of an informatics solution on that workflow” (p. 67). Focus on this standard
during the clinical practicum will occur by participating in interdisciplinary meetings analyzing
impacts of informatics solutions on workflow, optimizing the implementation of an informatics
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solution, and incorporating human-computer interaction (HCI) principles into the informatics
solution. Incorporating research regarding HCI and nursing informatics principles will facilitate
achievement of this goal. Standard 2: problem and issues identification, involves identifying
needs or issues that may arise when implementing an informatics solution. Identifying potential
issues or problems will be achieved by attending super user training classes and eliciting
feedback.
In addition, focus on Standards 4: Planning and 7: Education will occur during the
clinical practicum (ANA, 2008). Working closely with key stakeholders and end users to
identify shared goals and expectations of the informatics solution as well as organizational
policies influencing implementation, will assist in achieving the ANA (2008) standard 4:
Planning. Also, attending meetings discussing progress and integrating current research into
planning, will “contribute to the development and continuous improvement of organizational
systems” (ANA, 2008, p. 70). The final standard 7: Education, tasks the INS to seek experiences
to develop professional skills needed for this advanced role. To meet this standard, learning
experiences will be sought through relevant conferences and/or classes that aid in knowledge
advancement and skill development specific to nursing informatics. Goals will be
communicated with the chosen preceptor as well as gaps in learning in order to cater the
experience to the identified gaps.
Literature Review
The literature review intends to provide support and guide the practicum experience.
Theories by Patricia Benner and Everett Rogers are described to offer a foundation for the
practicum experience. Barriers and facilitators to electronic health record (EHR) implementation
are identified and their relationship to the informatics nurse specialist (INS) role is described.
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The literature describes the INS role as assisting in end-user involvement, education, and
usability of new technologies incorporated into the nursing workflow (ANA, 2008). Darvish,
Bahramnezhad, Keyhanian, and Navidhamidi (2014) explain the INS’s importance in interacting
with and involving end users. They state without adequate training for nurses, integration of new
technology will be difficult and negatively affect nursing practice. The authors also explain
since nurses are required to utilize technology in their daily patient care, their successful
utilization is imperative to providing quality care. The INS is in a position to facilitate
successful implementation of new technology and help optimize its impact on nursing workflow.
Staggers and Rodney (2012) describe the INS role in terms of its importance on
evaluating usability of new technology. They found the INS often identifies issues affecting
usability of technology and provides important feedback regarding end user experience.
Through an understanding of what an organization values most, the INS assesses the impact a
new product will have and its usability. Optimal usability entails that efficiency and
effectiveness is improved and end users are satisfied. Not evaluating usability can effect
productivity and increase the risk of error.
Irizarry and Barton (2013) describe how the social aspect of an organizational
environment must be considered when implementing new technology. The authors state there is
an interdependence “between the social and technical aspects of an organization” (Irizarry &
Barton, 2013, p. 283). By recruiting end users and engaging them, the INS helps support
implementation and spread adoption. Staggers and Rodney (2012) also describe the role of the
INS as a social change agent and how they positively influence user experience by becoming
internal “champions” promoting usability. To help facilitate EHR implementation, the INS
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utilizes specialized skills and knowledge identified by these authors to support and train end
users, improve nursing workflow, and optimize usability.
Support through Theory
Patricia Benner
Patricia Benner’s theory discussing nurses’ skill development through education and
experiences will guide and support learning during the practicum experience. Her theory, from
novice to expert, describes five levels of nursing skill acquisition as “novice, advanced beginner,
competent, proficient, and expert” (Blum, 2010, p. 304). This practicum will provide experience
in the INS role, as described by Benner, as being necessary to develop and build a proficient skill
base. The practicum will not serve to facilitate progression to expert role, but to the advanced
beginner who has gained meaningful experiences related to a future INS role. Also, this theory
describes the expert as one who has more than five years of experience and makes decisions
intuitively based on role proficiency. The identified preceptor for this practicum experience has
the characteristics of an expert under Benner’s theory. The expert provides leadership and
direction, serving as an appropriate guide to a novice.
Everett Rogers
In addition to Benner’s nursing theory, Roger’s Diffusion of Innovation Theory will
provide a framework for the practicum experience of implementing a new EHR into an
organization. This theory proposes an innovation or new practice, is adopted and diffused
through an organization in four stages: Dissemination, adoption, implementation, and
maintenance (Dingfelder & Mandell, 2011). Dissemination and adoption of the new EHR is
currently underway within the organization. The key stakeholders have been made aware of the
new change (dissemination) and are committed to utilizing the new EHR (adoption).
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Implementation and maintenance will occur during the EHR go-live and when support is
provided and users commit to the program. Roger’s theory also discusses characteristics of the
end-users that will guide the practicum objective. There are innovators, early adopters, early
majority, late majority and laggards (Sahin, 2006). Focusing on the social system when
implementing change as Roger’s suggests, may help support and gain organizational acceptance.
EHR Implementation
Barriers
Identifying barriers to implementing an EHR will help identify potential problems and
guide preventive actions. Lluch (2011) conducted a literature review identifying key areas that
would hinder EHR adoption. The author found organizational structure and hierarchal practices
can prevent young “change agents” who tend to embrace technological change, from becoming
valuable key stakeholders during EHR implementation. Change agents can be influential in
motiving and supporting an organization through a complete practice change such as a new EHR
system. The INS can mitigate this barrier, serving as both a change agent and one to recognize
and engage change agents who will be valuable in assisting EHR adoption.
McGinn and colleagues (2011) found lacking interest and motivation to utilize the EHR
was a major barrier to implementation. Facilitating and encouraging interest may suffer when
cohesion within the organization does not exist. McAlearny, Sieck, Hefner, Robbins and Huerta
(2013) stated the gap between early adopters and the majority is difficult to unite and is a factor
in failed EHR implementation. Similarly, if an organization does not support and facilitate
teamwork throughout the varied tiers of an organization, EHR adoption will be hindered and use
fragmented (Lluch, 2011). The leadership skills of an experienced INS can help promote
teamwork and the interdisciplinary interaction needed for successful implementation.
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Another barrier identified through the literature is fear related to the risk to the privacy of
information when implementing an EHR. Kruse, Regier, and Rheinboldt (2014) found security
and privacy concerns as a barrier stating the Health Information Portability and Accountability
Act (HIPAA) created “hypersensitivity for patient privacy and security of health information” (p.
8). Kumar and Aldrich (2010) stated some policymakers are insisting patients obtain legal
documentation protecting their privacy prior to EHR implementation; further promoting this fear.
Privacy issues were the second most identified barrier for healthcare professionals and patients
as reported by McGinn et al. (2011). If healthcare providers distrust or feel they could be liable
for misuse of information, EHR adoption will suffer. Maintaining confidentiality and promoting
the ethical use of protected information is at the core of ethics for nursing and the INS (ANA,
2008).
Facilitators
In order for an EHR to be successfully adopted by the staff of a healthcare organization,
it must represent an improvement in workflow efficiency, patient safety and quality of care
(Huryk, 2010). Cherry (2011) identifies a key sign of readiness for EHR implementation is that
the chosen EMR system has evidence it will improve care. EHR use is shown to improve
effectiveness, clinical decision making, and management (Ghazisaeedi, Mohammadzadeh, &
Safdari, 2014). After careful evaluation of the EHR’s quality, the INS can be influential in
representing the evidence showing EHRs improve overall nursing care (ANA, 2008). When
provided with knowledge based on research showing EHRs reduce errors from drug interactions
and medical diagnostic errors, staff will be more receptive to change (Ghazisaeedi, et al., 2014).
Another facilitator to successful EHR adoption is including analysis of clinician
workflow and how processes will be changed following the implementation. McAlearney, and
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colleagues (2013a) found a redesign and analysis of workflow is critical to ensuring effective
utilization of the EHR. Documenting and discussing varied workflows within an organization
will determine changes in practice and tests where potential problems may arise (Lorenzi,
Kourobaldi, Detmer, & Bloomrosen, 2009). This should also reduce the risk of staff transferring
old habits into the new workflow (McAlearney et al., 2013a). The INS is a key stakeholder
during discussions of workflow processes as new technology is introduced. By advocating for
nursing practice and patient care, the INS assists in ensuring workflows are efficient, safe, and
support the nursing practice.
Lastly, in most all the literature reviewed, education and support during EHR
implementation was shown to be an important key to success. McAlearney et al. (2013b) stated
post implementation support must consist of individuals who had extensive knowledge regarding
the technology and clinical knowledge. Training and support must include real scenarios and
encourage communication regarding staff’s needs (Lorenzi et al., 2009; MacDonald & Riahi,
2012). Kumar and Aldrich (2010) also stress the importance of education and support that
continues post-implementation. Ongoing training is crucial for inevitable upgrades and changes
that occur with technology and for complete optimization of its full potential. The INS must
play a key role in preparing educational models and support following implementation. The
ANA (2008) states the INS participates in all phases of information technology installations and
must ensure safe, quality patient care is upheld.
Setting and Preceptor
The practicum will take place on the Spectrum Health (SH) Big Rapids Campus. This
hospital joined the SH system in 2013 and they will be transitioning to Cerner; the electronic
health record (EHR) system the SH hospitals uses. This transition to Cerner will provide
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continuity of care across the SH system by increasing provider access to patient information as
they receive care at multiple SH locations. Linking all of SH to one EHR system will assist in
data sharing and supporting meaningful use objectives that aim to improve coordination and
safety of care through technology (HealthItT.gov, 2015). The Big Rapids location has a total of
35 beds including a birthing center and a four critical care beds. The informatics department the
student will be working with focuses on nursing informatics (NI) within women’s and children’s
areas of the hospital. There are two staff members that specialize in NI and a manager.
The preceptor chosen to help guide this practicum is Ms. Schmoekel (see Appendix B).
Her credentials are as listed: MSN, RNC-NIC, CPHIMS. She is a clinical informatics
coordinator for SH’s Helen DeVos Children’s Hospital (HDVCH) and has held this position for
seven years. She provides supportive informatics education and coordinates implementation of
informatics solutions for nursing staff of HDVCH and the women’s center. Ms. Schmoekel has
extensive knowledge of the Cerner system and of SH's policies. During the EHR
implementation, she will serve as an educator, nursing practice advocate, and resource. As an
expert in her practice, she will guide achievement of the goals outline in the learning plan.
Professional practice evaluation will occur throughout this practicum by receiving regular
feedback from Ms. Schmoekel and professional peers.
Evaluation Tools
This clinical practicum will be evaluated with a tool to assess the level of achievement of
the learning outcomes (see Appendix C). These measurement criteria address the foundations of
NI practice according to the ANA (2008) standards of assessment, problem and issues
identification, planning, and education. Each outcome will be evaluated by how the student met
expectations at the mid semester point and the end of the practicum experience. The mid-
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semester evaluation allows the preceptor to address outcomes not yet achieved and comment on
areas to be considered for the remaining portion of the practicum. The final evaluation tool
serves as a measurement of the practicum in its entirety. The tool includes an area for
commentary serving as self-reflection for the student. Self-reflection is important in developing
leadership qualities and promoting emotional intelligence (Horton-Deutsch & Sherwood, 2008).
The use of a rating scale assists the preceptor and student in highlighting strengths, detecting
weaknesses, and documenting progression towards goal attainment (Durkin, 2010).
Conclusion
The purpose and goals of this informatics practicum are outlined through a learning plan
addressing the main focus areas for the experience. A literature review that includes information
from theory and evidence based research regarding EHR implementation will support the
experience and learning outcomes. Ms. Schmoekel has agreed assist as a preceptor on-site at the
SH Big Rapids campus where the practicum will take place. A mid and end semester evaluation
tool will measure the level of goal achievement and growth through self-assessment as perceived
by the preceptor and student. The elements described serve to facilitate growth in INS skills to
assist use of technology in supporting the nursing practice to providing safe, quality patient care.
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References
American Nursing Association. (2008). Nursing informatics: Scope and standards of practice.
Silver Spring, MD: Nursesbooks.org
Blum, A. C. (2010). Using the Benner intuitive-humanistic decision-making model in action: A
case study. Nursing Education in Practice, 10(5), 303-307.
doi:10.1016/j.nepr.2010.01.009
Cherry, B. (2011). Assessing organizational readiness for electronic health record adoption in
long-term care facilities. Journal of Gerontological Nursing, 37(10), 14-19.
doi:10.3928/00989134-20110831-06
Choi, J., & Zucker, M. D. (2013). Self-assessment of nursing informatics competencies for
doctor of nursing practice students. Journal of Professional Nursing, 29(6), 381-387. doi:
http://dx.doi.org/10.1016/j.profnurs.2012.05.014
Darvish, A., Bahramnezhad, F., Keyhanian, S., & Navidhamidi, M. (2014). The role of nursing
informatics on promoting quality of health care and the need for appropriate education.
Global Journal of Health Science, 6(6), 11-18. doi:10.5539/gjhs.v6n6p11
Dingfelder, E. H., & Mandell, S. D. (2011). Bridging the research-to-practice gap in autismintervention: An application of diffusion of innovation theory. Journal of Autism and
Developmental Disorders, 41(5), 597-609. doi:10.1007/s10803-010-1081-0
Durkin, G. (2010). Development and implementation of an independence rating scale and
evaluation process for nursing orientation of new graduates. Journal for Nurses in Staff
Development, 26(2), 64-72. doi:10.1097/NND.0b013e3181d47991
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Ghazisaeedi, M., Mohammadzadeh, N., & Safdari, R. (2014). Electronic health record (EHR) as
a vehicle for successful health care best practices. Medical Archives, 68(6), 419-421.
Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/25648601
HealthIT.gov. (2015). Meaningful use definition and objectives. Retrieved from
http://www.healthit.gov/providers-professionals/meaningful-use-definition-objectives
Horton-Deutsch, S., & Sherwood, G. (2008). Reflection: An educational strategy to develop
emotionally-competent nurse leaders. Journal of Nursing Management, 16(8), 946-954.
doi: 10.1111/j.1365-2834.2008.00957.x
Huryk, A. L. (2010). Factors influencing nurses’ attitudes towards healthcare information
technology. Journal of Nursing Management, 18(5), 606-612. doi: 10.1111/j.13652834.2010.01084.x
Irizarry, T., & Barton, J. A. (2013). A sociotechnical approach to successful electronic health
record implementation. Clinical Nurse Specialist, 27(6), 283-285.
doi:10.1097/NUR.0b013e3182a872e3
Kruse, S. C., Regier, V., & Rheinboldt, T. K. (2014). Barriers over time to full implementation
of health information exchange in the United States. JMIR Medical Informatics, 2(2), 111. doi:10.2196/medinform.3625
Kumar, S., & Aldrich, K. (2010). Overcoming barriers to electronic medical record (EMR)
implementation in the US healthcare system: A comparative study. Health Informatics
Journal, 16(4), 206-318. doi:10.1177/1460458210380523
Learning Nurse. (2015). EA: Nurse leader. Retrieved from
http://www.learningnurse.org/satools2/saforms/EA02.html
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Lluch, M. (2011). Healthcare professionals’ organizational barriers to health information
technologies: A literature review. International Journal of Medical Informatics, 80(12),
849-862. doi:10.1016/j.ijmedinf.2011.09.005
Lorenzi, M. N., Kouroubali, A., Detmer, E. D., & Bloomrosen, M. (2009). How to successfully
select and implement electronic health records (EHR) in small ambulatory practice
settings. BMC Medical Informatics and Decision Making, 9(15), 1-13.
doi:10.1186/1472-6947-9-15
MacDonald, A., & Riahi, S. (2012). EHR implementation: One organization’s road to success.
Nursing Informatics, 2012(258), 1-5. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3799110/
McAlearney, S. A., Hefner, L. J., Sieck, C., Rizer, M., & Huerta, R. T. (2013a). Evidence-based
management of ambulatory electronic health record system implementation: An
assessment of conceptual support and qualitative evidence. International Journal of
Medical Informatics, 83(7), 484-494. doi: 10.1016/j.ijmedinf.2014.04.002
McAlearney, S. A., Sieck, C., Hefner, J., Robbins, J., & Huerta, R. T. (2013b). Facilitating
ambulatory electronic health record system implementation: Evidence from a qualitative
study. BioMed Research International, 2013(629574), 1-9. doi:10.1155/2013/629574
McGinn, A. C., Grenier, S., Duplantie, J., Shaw, N., Sicotte, C., Mathieu, L…& Gagnon, M.
(2011). Comparison of user groups perspectives of barriers and facilitators to
implementing electronic health records: A systematic review. BMC Medicine, 9(46), 110. doi:10.1186/1741-7015-9-46
Sahin, I. (2006). Detailed review of Rogers’ diffusion of innovations theory and educational
technology-related studies based on Rogers’ theory. The Turkish Online Journal of
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Educational Technology, 5(2), 14-23. Retrieved from
http://www.tojet.net/articles/v5i2/523.pdf
Sherwood, G., & Barnsteiner, J. (2012). Quality and safety in nursing: A competency approach
to improving outcomes. Chichester, West Sussex: Wiley-Blackwell.
Staggers, N., & Rodney, M. (2012). Promoting usability in organizations with a new health
usability model: Implications for nursing informatics. Nursing Informatics, 2012(396). 15. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3799150/
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Appendix A
Clinical Practicum II Learning Plan
Mary Hefferan
ANA or NLN
Standards of Practice:
Specialty role
Outcome Criteria:
(taken from the ANA
Standards/NLN
Competencies)
Activities to Achieve
Outcome.
(sufficient in number,
measurable, and
realistic to achieve each
outcome)
Resources needed to
be successful
Nursing informatics
standard 1: Assessment
(ANA, 2008, p. 67)
Involves the patient,
family, nurse, other
healthcare providers, and
key stakeholders, as
appropriate, in holistic
data collection (ANA,
2008, p. 67)
Participate in
interdisciplinary meetings
that discuss current
practice and impact of
informatics solutions on
workflow; identify key
stakeholders for input
Preceptor advice and
direction, goals identified
for informatics solutions;
key stakeholders’ input in
assessment data
Collects data, information,
and knowledge in a
systematic and ongoing
process, such as with a
needs assessment…or with
workflow analyses to
Discuss current workflow
and analyze to optimize
integration of informatics
solution, discuss and
incorporate human-
Current practice workflow
and identification of
process changes; Research
regarding key HCI and
informatics principles that
will be integrated into
informatics solution.
Timeline (Identify
semester for now. In
NURS 792, you will add
in detail and specifics
dates)
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Nursing informatics
standard 2: Problem and
Issues Identification
(ANA, 2008, p. 68)
examine current practice,
workflow, and the
potential impact of an
informatics solution on
that workflow (ANA,
2008, p. 67)
computer interaction
(HCI) principles into
design/implementation of
informatics solution.
Resource preceptor for
advice and input.
“Derives the problems,
needs, or issues based on
assessment data” (ANA,
2008, p. 68)
Attend 3 super user
training classes and assess
needs of super user and/or
issues with training.
Analyze training classes
through qualitative and
quantitative measures
Measures of success
identified; evaluation tool,
key stakeholder and super
user input
“Documents problems,
needs, or issues in a
manner that facilitates the
determination of the
expected outcomes and
plan” (ANA, 2008, p. 68)
Nursing informatics
standard 4: Planning
(ANA, 2008, p. 70)
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Develops a plan in
conjunction with the
patient, family, nurse,
other healthcare providers,
key stakeholders, and
others, as appropriate
(ANA, 2008, p. 70).
Utilize evaluation tools to
identify if any gaps in
training and/or issues
identified from super user
input. Identify how issues
may affect
implementation.
Document and validate
issues and proposed
solution with key
stakeholders
Identify shared goals and
expectations of key
stakeholders and the
organizational policies that
will influence
implementation; meet with
key stakeholders to plan
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Data from evaluation tools
and input, research
regarding solutions to
training gaps in EHR
implementation, key
stakeholder approval of
issues and plan
Goals/expectations;
organizational policies and
supportive research
regarding ethical
implications of informatics
solution. Resource
preceptor for advice and
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Contributes to the
development and
continuous improvement
of organizational systems
that support the planning
process (ANA, 2008, p.
70)
Nursing informatics
standard 7: Education
(ANA, 2008, p. 77)
Contributes to the
development and
continuous improvement
of organizational systems
that support the planning
process (ANA, 2008, p.
70)
Seeks experiences that
reflect current practice in
order to maintain skills
and competence in
informatics practice and
role performance (ANA,
2008, p. 77)
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how to address issues that
arise during EHR go-live
Attend at least 2 meetings
per month with preceptor
and key stakeholders
regarding prioritization of
goals, support of nursing
principles, and supportive
education during/after
implementation
Provide supportive
education by participating
in at least 4 on-site support
days during EHR go-live.
Discuss issues with
implementation that could
be improved from nursing
and patient safety
perspective
Identify areas for skill
development and
opportunities to further
develop in nursing
informatics. Find at least
one education opportunity
or conference to attend
specific for nursing
informatics specialty
input
Schedule of meetings with
key stakeholders, effective
communication skills,
current research to guide
planning/development
process
Education tools for use
during EHR go-live,
effective communication
skills, support from
informatics and nursing
principals
Preceptor input and
resources, access to
conference/class.
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Appendix B
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Appendix C
Evaluation: Mid-Semester
o Preceptor
o Student
Please evaluate the graduate student’s performance based on the elements listed derived from the American Nurses Association’s
(ANA, 2008) scope and standards of practice for Nursing Informatics. Each competency listed is evaluated through terms of
exceeding requirements, meets requirements, needs improvement, or unsatisfactory. For purposes of mid-semester evaluation, the
N/A column applies for goals not yet achieved. Please provide additional comments for consideration and areas for growth and
development and how to improve performance for the final weeks of the practicum.
Competency
The student involved
key stakeholders as
appropriate to collect
information pertinent
to the project.
The student
collected data to
refine issue and gain
knowledge towards
the impact of a
Exceeds
requirements
Meets
requirements
Needs
improvement
Unsatisfactory N/A
Comments/Considerations
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solution.
The student
identified needs or
issues based on
assessment data
The student
documented needs
and developed plan
and expected
outcomes
The student
developed a plan
with key stakeholder
involvement and
identified goals
The student
supported
organizational
priorities and goals
during the planning
process
The student sought
experiences to
develop skills and
competency in
informatics practice
The student utilized
current research to
support knowledge
and growth in
specialty area
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Summary of practicum experience (identify strengths, areas for improvement and skill development):
Preceptor name ______________________________________________________
Preceptor signature ___________________________________________________
Date________________
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Preceptor Evaluation: End of Semester
o Preceptor
o Student
Please evaluate the graduate student’s performance based on the elements listed derived from the American Nurses Association’s
(ANA, 2008) scope and standards of practice for Nursing Informatics. Each competency listed is evaluated through terms of
exceeding requirements, meets requirements, needs improvement, or unsatisfactory. Please provide additional comments for
consideration and areas for growth and development and how to improve professional practice as a masters prepared nurse.
Competency
The student involved
key stakeholders as
appropriate to collect
information pertinent
to the project.
The student
collected data to
refine issue and gain
knowledge towards
the impact of a
solution.
The student
identified needs or
issues based on
Exceeds
requirements
Meets
requirements
Needs
improvement
Unsatisfactory Comments/Considerations
INFORMATICS PRACTICUM
assessment data
The student
documented needs
and developed plan
and expected
outcomes
The student
developed a plan
with key stakeholder
involvement and
identified goals
The student
supported
organizational
priorities and goals
during the planning
process
The student sought
experiences to
develop skills and
competency in
informatics practice
The student utilized
current research and
theory to support
knowledge and
growth in specialty
area
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INFORMATICS PRACTICUM
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Summary of practicum experience (identify strengths, areas for improvement and skill development):
Preceptor name ______________________________________________________
Preceptor signature _______________________________________
Date________________
INFORMATICS PRACTICUM
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Resource List
Kaminski, J. (2010). Theory applied to nursing informatics: Novice to expert. Retrieved from
http://cjni.net/journal/?p=967
Nursing Theories. (2013). From novice to expert. Retrieved from
http://currentnursing.com/nursing_theory/Patricia_Benner_From_Novice_to_Expert.html
Spectrum Health. (n.d.) About Big Rapids hospital. Retrieved from
http://www.spectrumhealth.org/new-medicalsurgical-and-critical-care-units
Wilson, L. M. (2012). Clinical informatics: Evaluation, selection, implementation, and
management of electronic health records [PowerPoint slides]. Retrieved from
http://www.aacn.nche.edu/qsen-informatics/2012workshop/presentations/wilson/Clinical-Informatics.pdf