This study focused on assessment of the implementation of Health Information Management curriculum in Nigerian Tertiary Institutions. It particularly focused on identifying the difficulties associated with the implementation of the Health Information Management curriculum by Health Information Management educators and students and exploring the opinions of Heads of Department on the implementation of the Health Information Management curriculum.Purposive sampling was used to select the Tertiary Institutions. Stratified sampling was used to select proportionate size of students from 200, 300, and 400 levels. Simple random sampling was used to select the students. All the available Health Information Management educators were used for the study. The data for this study was collected using two sets of structured questionnaire, one for Health Information Management educators and the other for students, and in depth interview for the heads of the department, developed and validated by the researcher. The questionnaires were administered on the spot in the class setting to both lecturers and students as well as individually to lecturers in their offices. The interview questions were mailed to the heads of department with areas of emphasis highlighted to serve as guide and prevent wandering away from the research topic. The responses to the questionnaires were presented as frequencies and their percentages on tables, while the responses from the interview questions were categorized, coded and presented on tables. The data from the quantitative and qualitative study were triangulated to bring out the facts. The result of the findings showed that there is acute shortage of academic staff in the implementation of the Health Information Management curriculum in all the Tertiary Institutions used for the study. The major manpower/personnel problems identified are inadequate number of lecturers (100%) and (83.7%) for Health Information Management educators and students respectively, inadequate number of practical instructors in the practical areas and inadequate number of practical demonstrators in the school. The findings also showed that there are difficulties with material resources in the implementation of the Health Information Management curriculum. The major difficulties are inadequate number of computers, inadequate classrooms (94.6%) and (95.2%) for Health Information Management educators and students, and inadequate equipment in Health Information Management library. Health Information Management educators encounter difficulties with teaching in the implementation of the Health Information Management curriculum. Major problems identified are too many courses in the curriculum, inadequate number of teaching aids, and excessive work load (93.2%) each. Students encounter difficulties with learning in the implementation of the Health Information Management curriculum. Major problems identified are lecture overload (88.1%), and lack of audio-visuals. Major difficulties in practical posting are insufficient practical experience (79.9%), lack of cooperation from Health Information Management working in the practical area (77.8%), absence of practical instructors, and difficulty in transportation of students to the practical areas (82.6%). The major administrative problems encountered in the implementation of Health Information Management curriculum are inadequate funding (100%), inadequate staff training and development (84.4%) and inadequate incentive for staff (75.1%). Based on the findings of this study, it is recommended among others that departments of Health Information Management should endeavor to ensure that the necessary manpower and personnel are in place for the effective and successful implementation of the curriculum. Material resources should be made available and the Tertiary Institutions authority should ensure that teachers and students alike have easy access to these materials; emphasis should be laid on ensuring that the library is properly equipped, provision of ICT materials which include computers and audio-visual learning aids, as well as provision of equipment in the Health Information Management library, and the provision of instructional materials in the resource centre of the institution. Lecture time should be properly planned
