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Global Academic Curricula Competencies for Health Information Professionals

Draft For Public Comment November 20, 2014 – January 15, 2015

Page 54

Please send comments to [email protected] by Friday, 16th January, 2015. Please use the accompanying comment form, or the

form at the end of this document.

Global Academic Curricula

Competencies for Health

Information Professionals

DRAFT FOR PUBLIC COMMENT

November 20, 2014–January 15, 2015

mailto:[email protected]





Foreword:

The Global Academic Curricula Competencies for Health Information Draft for Public Comment is a resource

for academic programs across health information professions including Health Information Management (HIM),

Health Informatics (HI), and Health Information and Communication Technologies (HICT). The overarching goal

of this initiative is to articulate a common global language between education and industry to develop

competency-based curriculum, certifications, and training initiatives which will assist in the development of a

global e-health workforce.

The global curricula competency resource is a compilation of requirements/guidelines from multiple entities

across the globe organized in one document to facilitate adoption, outreach and public comment/input. In

developing this resource, significant overlap of foundational knowledge across HIM, HI, and HICT was found.

Through the development of a single resource, academic and governing organizations are provided flexibility

in establishing programs that meet the healthcare eco-system’s workforce needs aligned with e-health

technology strategies. In developing the first version of the global health information curricula competencies,

the following resources were used:

AHIMA Foundation’s Council on Excellence in Education 2014 associate, baccalaureate, and graduate

degree Health Information Management competency maps1

International Federation of Health Information Management Associations (IFHIMA) Health Information

Management Curricula

EU-US Workforce Initiative and their compilation of curricula competencies that also included

competencies from the AHIMA-AMIA Matrix Tool; Recommendations of the International Medical

Informatics Association (IMIA) on Education in Biomedical and Health Informatics (First Revision); Texas

Health Information Technology Higher Education Inventory Report; and Curriculum developed for

Health IT training in US2

Australian Health Informatics Education Council, Health Informatics Scope, Careers, and Competencies,

Version 1.9, November 20113

Canadian Health Information Management Association’s Learning Outcomes for Health Information

Management Diploma/Degree Programs (2010) and

European e-Competence Framework 3.04

Acknowledgements: The American Health Information Management Association (AHIMA) received a grant award from the U.S.

Department of Commerce5 in 2013 to equip the future e-health workforce through the development of a

global curriculum standard. The funding supports the operations of the Global Health Workforce Council

(GHWC)6 charged with the development and oversight of health information curricula competencies. The

fourteen member Council is comprised of individuals with various health information expertise and roles. All of

the World Health Organization (WHO) regions have a representative on the Council.

AHIMA’s partners on the grant include its affiliate the AHIMA Foundation, which provides academic program

visioning/leadership and support for the GHWC, and the International Federation of Health Information

Management Associations (IFHIMA). In planning the launch of the GHWC and development of the global

curricula, AHIMA would like to also recognize the support and expertise of the International Medical Informatics

Association (IMIA) and the Irish Computing Society (ICS).

1 http://www.ahimafoundation.org/education/curricula.aspx 2 http://wiki.siframework.org/Workforce+Development+Work+Group 3 http://www.ahiec.org.au/docs/AHIEC_HI_Scope_Careers_and_Competencies_V1-9.pdf 4 http://www.ecompetences.eu/ 5 U.S. Department of Commerce (DoC) - International Trade Association (ITA) Market Development Cooperator Program (MDCP) award

#IT13MAS1120001 6 http://www.ahima.org/about/global?tabid=council


http://www.ahimafoundation.org/education/curricula.aspx

http://wiki.siframework.org/Workforce+Development+Work+Group

http://www.ahiec.org.au/docs/AHIEC_HI_Scope_Careers_and_Competencies_V1-9.pdf

http://www.ecompetences.eu/

http://www.ahima.org/about/global?tabid=council





Overview:

As e-health technologies expand globally, human resources are the most critical prerequisite for the

implementation and on-going management of health information, communication, and technologies.

Healthcare systems require a well-trained and highly-skilled workforce. To ensure that this workforce is available,

a comprehensive healthcare education and workforce strategy is needed, beginning with a solid academic

curricula standard to guide post-secondary education.

Many countries and regions have not yet recognized or established an infrastructure to train, hire, and deploy

health information professionals to support their healthcare system and e-health strategies. The Global

Academic Curricula Competencies for Health Information Professionals provides a valuable resource in

identifying the core competencies for the professional and supporting the development of related academic

programs. For those countries and regions with established health information related professions, the global

curricula may be a useful resource for future updates and program expansion.

Scope:

The first version of the Global Health Information Curricula Competencies identifies the academic requirements

for three overarching health information professional areas.7 The GHWC recognizes that there are specialty

areas (such as biomedical and nursing informatics) with additional curricula competencies and seeks

comments on the requirements in these areas for future versions of the global curricula.

Health Information Management (HIM): The practice of acquiring, analyzing, and protecting digital and

traditional medical information vital to providing quality patient care and maintaining the daily

operations management of health information and electronic health records. They often serve in bridge

roles, connecting clinical, operational, and administrative functions. These professionals affect the

quality of patient information and patient care at every touch point in the healthcare delivery cycle.

HIM professionals ensures an organization has the right information on hand when and where it is

needed while maintaining the highest standards of data integrity, confidentiality, and security.

Health Informatics (HI): A science that defines how health information is technically captured,

transmitted, and utilized. Health informatics focuses on information systems, informatics principles, and

information technology as it is applied to the continuum of healthcare delivery. It is an integrated

discipline with specialty domains that include management science, management engineering

principles, healthcare delivery and public health, patient safety, information science and computer

technology. Health Informatics programs demonstrate uniqueness by offering varied options for

practice or research focus.

Health Information and Communication Technologies (Health ICT): The technical infrastructure used to

manage and secure health information, and the exchange of health information in a digital

format. Professionals who work in health ICT are focused on the technical side of managing health

information and systems, working with software and hardware used to manage and store patient data.

HICT professionals are usually from Information Technology backgrounds, and provide support for

electronic health records, mobile technologies, devices, and other systems used to secure health

information.

Development Process:

The global curricula is designed to be open-source and developed through a transparent, consensus-based

process. To create this first version, the AHIMA Foundation’s Council on Excellence in Education 2014 associate,

baccalaureate, and graduate degree HIM competency resource was used as the foundation for expansion.

The GHWC mapped and added professional competency requirements from other HIM, HI, and HICT/ICT

sources (noted in the Foreword section) and held a three day meeting in August 2014 to design the global

curricula, reconcile content across the various resources, and assign a competency level using the Bloom’s

Taxonomy.

7 http://www.ahima.org/careers/healthinfo


http://www.ahima.org/careers/healthinfo





The GHWC seeks public comment from associations and organizations that represent health information

professionals, employers, and/or policy-makers to refine the global curricula. The GHWC meets in Dublin, Ireland

in mid-January 2015 to review the comments, revise the curricula, and will release version 1.0 in early 2015.

Reconciliation of comments will be documented and communicated back to the commenting

association/organizations.

Global Curricula Design

The global curricula is designed in a modular format to allow flexibility by academic programs to design their

program and select the competencies most appropriate for the professional area, level of education,

practices in the country/region, and healthcare eco-system workforce needs. The modules relate

competencies by content area for HIM, HI and/or HICT. Guidance on reviewing/commenting on the module is

provided below:

Module Title: Describes the content area

Module Overview: A brief statement that summarizes the scope of the competencies for the module.

Academic Curricular Competencies by Academic Level

Entry Blooms Intermediate Blooms Advanced Blooms

The academic competencies

for entry level academic

programs such as two-year

Associate degree. Each

academic level is meant to

stand on its own and not build

from entry to advanced.

The academic competencies for

intermediate level academic

programs such as four year

Bachelor degree.

The academic

competencies for

advanced/graduate level

academic programs such as

Masters or Doctoral degrees.

Related Curricular Considerations for Academic Level

Entry

Curricular Considerations

Intermediate


Advanced


For Future Development: Additional comments are welcome (but not required) to allow the GHWC to begin gathering data for future resource

development and versions of the curricula competencies. Areas of interest include:

Workforce roles/jobs that utilize these academic competencies

Related Knowledge, Skills and Abilities (KSA’s) desired by employers

Related Occupational Standards (e.g. national standards of performance individuals must achieve when carrying

out functions in the workplace)

Related academic resources for this module

Designating a Bloom’s Level enables educators to develop

learning objectives and assessments based upon an

appropriate cognitive level. See Appendix D for more

information on Bloom’s Taxonomy and the hierarchy used.

The curricular considerations are guidelines on the curricula content covered

for the academic level to support the competency requirements and related

Blooms level.






Providing Public Comment

The GHWC seeks public comment on the global curricula from associations and organizations that represent

groups of stakeholders such as health information professionals, employers, and/or policy-makers. The public

comment period is open from November 20, 2014 to January 15, 2015. The GHWC meets in Dublin, Ireland

immediately after the comment period closes to reconcile public feedback. Reconciliation of comments will

be documented and communicated back to the association/organizations. The public comment form collects

the following information:

Contact information about the commenting association/organization

Comments on the front matter (e.g., forward, overview sections, etc.)

Comments on the Curricula Modules

Submissions of additional curricular modules for considerations

Comments on appendices and models/examples

Other general feedback

Comments must be submitted on the Public Comment Form for the Global Health Information Curricula

Competencies. Where examples are requested, it is acceptable to submit attachments. To submit the Public

Comment Form for consideration, it must be received via email as an attachment prior to 5:00PM Central Time

on January 15, 2015 to the following e-mail addresses: [email protected] and

[email protected]. You will receive a confirmation e-mail acknowledging receipt.

If possible, the GHWC requests that associations/organizations consider providing a mechanism for its members

to provide feedback (such as publishing the curricula for feedback from members, hosting a working group

meeting/conference call, and compiling comments into one submission).

If you have questions or would like the global curricula presented via webinar to your association/organization

please contact [email protected].

Future Plans/Development

The GHWC has identified overarching goals to articulate a common global language between education and

industry in developing a competency-based and industry-transferrable curriculum, linkages to certifications,

and support for training initiatives to create an e-health workforce. The release of the first version for public

comment is a significant milestone, but the first step of many. The GHWC expects the curricula will be updated

on a regular basis to reflect changes and address gaps. Your feedback is instrumental in the thought leadership

and development of this important global initiative.

In the near future, the GHWC will release a companion resource which identifies the health IT competencies

needed by healthcare workers. Once complete a public comment period will be announced and the

document released for review.

Common Abbreviations

CDI Clinical Documentation Improvement ICD International Classification of Diseases

DRG Diagnostic Related Group ICT Information and Communication Technologies

EHR Electronic Health Record ISO International Organization for Standardization

GHWC Global Health Workforce Council KSA Knowledge, Skills and Abilities

HI Health Informatics MOH Ministry of Health

HICT Health Information and Communication Technologies PHR Personal Health Record

HIM Health Information Management SWOT Strengths, Weaknesses, Opportunities, Threats

HL7 Health Level Seven International WHO World Health Organization









Listing of Curricula Modules and Appendices HIM / HI /HICT Hi/HIM HIM HICT

Page

Number Academic Curricula Competency Module

Competencies Identified by

Academic Level*

Basic Intermediate Advanced

7 1.0 Analytics and Statistics

9 2.0 Change Management

11 3.0 Classification of Disease, Coding Diagnoses and Procedures

13 4.0 Clinical Documentation Improvement

14 5.0 Data Management and Governance

16 6.0 Data Quality and Information Integrity

17 7.0 Ethics

18 8.0 Financial Management

19 9.0 Health Information Access, Disclosure and Exchange

21 10.0 Health Information Systems and Application Design and Planning

23 11.0 Health Information Systems and Application

Development/Deployment

25 12.0 Health Information Systems and Application Support

27 13.0 Health Law, Regulation, Accreditation and Certification

29 14.0 Health Record Content and Documentation

31 15.0 Human Resource Management

32 16.0 Information and Systems Governance

34 17.0 Information Protection: Privacy, Confidentiality, and Security

36 18.0 Information Security Strategy and Management

38 19.0 Organizational Management and Leadership

39 20.0 Project Management

40 21.0 Purchasing and Contracting

41 22.0 Quality Management

43 23.0 Research Design and Methods

44 24.0 Risk Management

45 25.0 Standards for Data Content, Health Information Exchange and

Interoperability

46 26.0 Strategic Planning

47 27.0 Training and Development

48 28.0 Work Design and Process Improvement

Page

Number Appendices – For Public Comment

49 Appendix A: Request for Input on New Curricular Competency Modules:

Clinical Informatics (biomedical, nursing), Consumer Informatics, Decision Support, Health Information

Technologies, Healthcare Delivery System, Billing and Reimbursement, and/or other recommendations 50 Appendix B: Professionalism and Common Employability Skills

51 Appendix C: Supporting Body of Knowledge (Pre-requisites or Evidence of Knowledge)

52 Appendix D: Use of Blooms Taxonomy

53 Appendix E: Request for Academic Program Models






1.0 Analytics and Statistics

1.1. Analyze data to support decision-making, healthcare practice, and gain knowledge/business intelligence through

various methods and techniques such as data mining, machine language, development of models, and statistical

measurements. Understands availability and structure of internal and external data/datasets, databases, and common

healthcare statistics/biostatistics. May apply analytical and statistical techniques and/or interpret statistics to support

decision-making such as operations, healthcare delivery, quality improvement, payment models, strategy, etc., and create

business/health intelligence.

Academic Curricular Competencies by Academic Level

1.2 Entry Blooms 1.3 Intermediate Blooms 1.4 Advanced Blooms

1.2.1. Explain analytics 2 1.3. 1. Recommend

organizational action based on

knowledge obtained from data

exploration and mining

5 1.4.1. Apply data analytics

tools and methods

3

1.2.2. Apply data extraction

methodologies for report

generation

3 1.3.2. Analyze clinical data to

identify trends that demonstrate

quality, safety, and effectiveness

of healthcare

4 1.4.2. Design data sources for

intelligence extraction

6

1.2.3. Utilize basic descriptive,

institutional, healthcare

statistics

3 1.3.3. Support clinical decision

support system development

and refinement by applying

clinical data analytics techniques

4 1.4.3. Create business

intelligence through data

analytics

6

1.2.4. Analyze data to identify

trends

4 1.3.4. Utilize statistical software 3 1.4.4. Assess information using

data visualization techniques

6

1.3.5. Analyze statistical data for

decision making

4 1.4.5. Interpret data from

varying sources to create

meaningful presentations

5

1.4.6. Interpret inferential

statistics

5

1.4.7. Create statistical

business models to leverage

enterprise wide information

assets

6

Related Curricular Considerations for Academic Level

1.5 Entry


1.6 Intermediate


1.7 Advanced


1.5.1 Awareness of research

development activities and

relationship to data analytics

and statistics

1.5.2 Knowledge of basic health

care statistics and biostatistics

1.5.3 Knowledge of data collection

tools and related data mining

techniques

1.5.4 Understanding of the purpose,

use and reporting to registries

(e.g. civil and vital) and public

health authorities

1.5.5 Conduct analyses such as

incidents and prevalence

analysis, demographic market

share analysis, patient origin

analysis

1.5.6 Understand the concept of

predictive modeling and

analytics

1.6.1 Methods to analyze information

and business processes


business intelligence and how

analytics and statistics help

support knowledge attainment

1.6.3 Overview of population health

activities and application of

analytics and statistical

techniques

1.6.4 Differentiate and apply

descriptive, predictive and

prescriptive analytics.

1.6.5 Apply multiple data gathering

methods

1.6.6 Apply data mining methods

1.6.7 Knowledge and use of internal

and external data, data sets,

and databases

1.6.8 Understanding of the challenges

related to unstructured data for

1.7.1 Knowledge of patient

medical record content, uses

and users and applicability

to data analysis and

healthcare statistics

1.7.2 Understanding of healthcare

reimbursement systems

1.7.3 Knowledge of registries and

related data (e.g. civil or vital

registries)

1.7.4 Awareness of best practices

in data analytics including

big data

1.7.5 Manage analytics processes

for business, clinical, and/or

research purposes

1.7.6 Apply data mining methods

1.7.7 Conduct an outcomes

analysis

1.7.8 Apply appropriate data

presentations methods such






data analytics

1.6.9 Ability to conduct trend and

outcome analysis

1.6.10 Apply clinical data analytics and

the relationship to decision

support systems

1.6.11 Ability to critically

evaluate/interpret data and

statistics

1.6.12 Use statistical software tools such

as EPI info, SAS, SPSS, GIS, and/or

STATA

1.6.13 Information and communication

technology devices and tools

applicable for the storage and

retrieval of data

as workflow charts, graphs,

Gantt Charts

1.7.9 Ability to critically

evaluate/interpret data and

statistics

1.7.10 Use statistical software tools

such as EPI info, SAS, SPSS,

GIS, and/or STATA

1.7.11 Information and

communication technology

devices and tools applicable

for the storage and retrieval

of data

1.7.12 Build effective presentations

(background, objectives,

methodology, outcomes)

1.7.13 Understands the relationship

between data

sources/governance and

registries, research, health

reporting

For Future Development: 1.8 Comments are welcome on the following:

1.8.1 Workforce roles/jobs that utilize these academic competencies

1.8.2 Related Knowledge, Skills and Abilities (KSA’s) desired by employers

1.8.3 Related Occupational Standards (e.g. national standards of performance individuals must achieve when carrying


1.8.4 Related academic resources for this module






2.0 Change Management

2.1 Understand the process of introducing change, getting it adopted and diffusing it throughout the organization. Ability to

assess the implications of new solutions (including information technology) and can quantify benefits. Ability to maintain

continuity throughout the change, monitor impact, take action, and refine approach as needed.

Curricular Competencies by Academic Level


2.2.1. Recognize the impact of

change management on

processes, people, and systems

2 2.3.1. Interpret concepts of

change management theories,

techniques and leadership

3 2.4.1. Identify stakeholders,

their roles and relationships

3

2.3.2. Identify stakeholders, their

roles and relationships

3 2.4.2. Communicate with

stakeholders

6

2.3.3.Communicate with

stakeholders

6 2.4.3. Create the change

management plan

6

2.3.4. Evaluate change

requirements and utilize specialist

skills to identify possible methods

and standards that can be

deployed (ICT)

4 2.4.4. Implement change

management plan

5

2.4.5. Evaluate the change

management plan

5

2.4.6. Provide leadership to

plan, manage and

implements significant IT led

business change. (ICT)

5

2.4.7. Apply pervasive

influence to imbed

organizational and

professional behavioral

change. (ICT)

6

Related Curricular Considerations

2.5 Entry


2.6 Intermediate


2.7 Advanced


2.5.1 Understand change

management fundamental

principles and agreed upon

desired outcomes

2.5.2 Aware of cost benefit analysis

2.6.1 Understand change

management theories and

techniques, and the impact of

business changes on the

organization and human

resources

2.6.2 Principles of environmental

scanning

2.6.3 Ability to conduct a stakeholder

analysis such as using SWOT

analysis (Strengths, Weaknesses,

Opportunities, and Threats)

2.6.4 Analyze costs and benefits of

business changes

2.6.5 Aware of the impact of business

changes on legal issues

2.6.6 Communication skills

2.7.1 Ability to lead and interpret

environmental scanning

2.7.2 Ability to conduct a

stakeholder analysis such as

using SWOT analysis

(Strengths, Weaknesses,

Opportunities, and Threats)

2.7.3 Ability to construct and

document a plan for

implementation of process

enhancements including

assessment, benchmarking,

and monitoring outcomes.

2.7.4 Manage resistance to

change

2.7.5 Communication skills

2.7.6 Select appropriate ICT

solutions based upon benefit,

risks and overall impact






3.0 Classification of Disease, Coding Diagnoses and Procedures 3.1 Assign numeric and/or alphanumeric representations to clinical documentation to reflect medical conditions, health

interventions, procedures and/or services in accordance with a designated classification system or code set and in

compliance with related regulations/guidelines and ethical standards. Apply knowledge of how coded data for diagnoses,

procedures and services are used in healthcare including for management, reporting, reimbursement, and research.



3.2.1. Demonstrate fluency with

medical terminology

2 3.3.1. Demonstrate fluency with

medical terminology

2 3.4.1. Demonstrate fluency

with medical terminology

2

3.2.2. Demonstrate fluency with

principles of anatomy and

physiology, pathophysiology,

and pharmacology.

2 3.3.2. Demonstrate fluency with

principles of anatomy and

physiology, pathophysiology,

and pharmacology.

2 3.4.2. Demonstrate fluency

with principles of anatomy

and physiology,

pathophysiology, and

pharmacology.

2

3.2.3. Apply

diagnosis/procedure codes

according to current

guidelines/approved standards

3 3.3.3. Evaluate

applications/systems for clinical

classification, coding and

content standardization

5 3.4.3. Evaluate electronic

applications/systems for

clinical classification, coding

and related content

standardization

5

3.3.4. Manage




6 3.4.4. Manage



and related content

standardization

6

3.3.5. Implement




3 3.4.5. Implement



and related content

standardization

3

3.2.4. Evaluate the accuracy of

diagnostic and

procedural/health intervention

coding

5 3.3.6. Identify the functions of

healthcare classification systems

and relationships between

different classification systems

3 3.4.6. Evaluate and

recommend classification

systems to suit needs of

healthcare providers and

organizations

5

3.2.5. Apply diagnostic and

procedural groupings (e.g.

DRGs)

3 3.3.7. Interpret the accuracy of

diagnostic/procedural coding

5 3.4.7. Coordinate with Case-

mix Managers

3

3.2.6. Analyze current

regulations and established

guidelines for use of clinical

classification systems

4 3.3.8. Construct and maintain

processes, policies, and

procedures to ensure the

accuracy of coded data based

on established guidelines

5 3.4.8. Develop clinical

coding education/training

materials

6

3.2.7. Determine accuracy of

computer assisted coding

assignment and recommend

corrective action

4 3.3.9. Manage coding audit 6 3.4.9. Manage coding

implementation campaigns

6

3.3.10. Conduct coding audit 3 3.4.10. Manage reporting

morbidity and mortality data

to MOH/WHO and other

organizations as appropriate

6

3.3.11. Identify severity of illness

and its impact in healthcare

payment systems as appropriate

to local jurisdictions

3 3.4.11. Use ontology-based

analysis techniques

3







3.5 Entry


3.6 Intermediate


3.7 Advanced


3.5.1 Principles and applications of

classification systems (e.g. ICD,

CPT, HCPCS, DSM, ICF)

3.5.2 Knowledge of coding

standards and regulations

relevant for reporting

requirements in local jurisdiction

3.5.3 Use of technology to support

coding process (e.g. encoders,

computer assisted coding)

3.6.1 Knowledge of technology to

support coding process (e.g.

encoders, computer assisted

coding) and related systems

design and development life

cycle

3.6.2 Use content development tools

(e.g. MDHT, Art-deco)

3.6.3 Knowledge of how coded data is

used and reported for public

health, morbidity and mortality,

reimbursement, research, and

audit to ensure clinical quality

(e.g. patient safety monitoring

and medication reconciliation)

purposes

3.6.4 Knowledge of coding rules,

reimbursement policies, legall

implications, and reporting

requirements

3.6.5 Perform data quality audits to

ensure adherence to principles

and applications of classification,

system or code set.

3.6.6 Utilize coded data to compute

and monitor case-mix

3.6.7 Educate end-users and clinical

staff on importance of accurate

assessment of problem list,

clinical assessments, and

diagnostic assignments

3.7.1 Knowledge of technology to

support coding process (e.g.

encoders, computer assisted

coding) and related systems

design and development life

cycle

3.7.2 Use content development

tools (e.g. MDHT, Art-deco)

3.7.3 Case-mix Management

knowledge

3.7.4 HIS pre-&-post- Tastings for

coding implementation in

hospital/country level

3.7.5 Participate in budget

allocation for coding related

projects












4.0 Clinical Documentation Improvement

4.1 Implement and utilize the process to improve clinical documentation that will allow coders to assign more concise

disease and procedure classification codes.



4.2.1. Identify discrepancies

between supporting

documentation and coded

data

3 4.3.1. Implement provider

querying techniques to resolve

coding discrepancies

3 4.4.1. Formulate enterprise-

wide CDI strategic and

operational methods

6

4.2.2. Develop appropriate

physician queries to resolve

data and coding discrepancies

6 4.3.2.Create methods (e.g.

trigger tools) to identify/predict

clinical documentation

improvement opportunities (e.g.

medical/drug errors, manage

Present on Admission, hospital

acquired conditions, etc.

6


4.5 Entry


4.6 Intermediate


4.7 Advanced


4.5.1 Review of clinical

documentation requirements,

the health record and related

medical coding guidelines

4.5.2 Conduct audit to understand

and identify discrepancies

4.5.3 Components of coding queries

4.5.4 CDI clinical training for non-

clinicians

4.5.5 CDI training for healthcare

professionals

4.6.1 Conduct audits to understand

and identify discrepancies

4.6.2 Components of a coding queries

4.6.3 CDI process and related quality

metric decision points

4.6.4 Application of coding standards

4.6.5 Links to alert management

systems


clinicians


professionals

4.7.1 Analysis of hospital acquired

conditions, complications

and other risk areas and

leverage CDI processes to

improve quality

4.7.2 Links to alert management

systems and modifications to

improve quality


clinicians


professionals












5.0 Data Management and Governance

5.1 Manage organizational and health data through its lifecycle ensuring its availability, usability, integrity, and security to

meet the needs of data users. Ensure data stewardship responsibilities are conceptualized and carried out through policies

and processes for access, management, and permissible uses of data.



5.2.1. Collect health data

elements and datasets

2 5.3.1. Validate data from various

sources to include in a health

record or other health data

collection

3 5.4.1. Model the use of

various data sources for

managing health information

3

5.2.2. Apply graphical tools for

data presentations

3 5.3.2. Format data to satisfy

integration needs

4 5.4.2. Validate the quality of

various data sources

according to an appropriate

data quality framework

3

5.2.3. Apply policies and


accuracy of health data

3 5.3.3. Construct the

standardization of data

dictionaries to meet the needs of

the enterprise

6 5.4.3. Compile data from


6

5.3.4. Demonstrate compliance

with internal and external data

dictionary requirements

3 5.4.4. Integrate data from


4

5.3.5. Advocate for data

interoperability and information

exchange

5 5.4.5. Evaluate data

integration requirements

5

5.3.6. Analyze information needs

of customers across the

healthcare continuum

4 5.4.6. Propose data

interoperability and sharing

policies, structures, methods

6

5.3.7. Evaluate data storage

design

5 5.4.7. Recommend policies

and data standards to

support interoperability and

sharing

5

5.3.8. Manage clinical indices/

databases/registries

5 5.4.8. Develop data

management policies

6

5.3.9. Apply knowledge of

database architecture and

design to meet organizational

needs

3 5.4.9.Design patient-

centered health information

systems

6

5.3.10. Evaluate data from

varying sources to create

meaningful presentations

5 5.4.10. Manage virtual

network communications

5


5.5 Entry


5.6 Intermediate


5.7 Advanced


5.5.1 Knowledge of health data

collection tools including data

collection documents, forms

and screen design.

5.5.2 Knowledge of data and data

sources (e.g. data elements,

data sets, databases, indices)

used by the healthcare

organization for patient care,

management, billing, reporting

5.5.3 Principles of data mapping

5.5.4 Understand data warehousing

5.5.5 Use graphical and other

5.6.1 Data structure, capture and use

of health information

5.6.2 Knowledge of data and data

sources (data elements, data

sets, databases, indices,

registries) used by the healthcare

organization for patient care,

management, billing, reporting,

and/or other databases

5.6.3 Patient identity management

principles, record linkage, and

strategies and application of

techniques for data clean up

5.7.1 Knowledge of primary and

secondary data sources,

content and limitations

5.7.2 Database architecture, data

dictionary composition,

clinical data modeling, data

warehousing, and

information system design

5.7.3 Data structure, capture and

use of health information

5.7.4 Knowledge of Unified

Modeling Language (UML)

5.7.5 Storage media, disaster






presentation tools

5.5.6 Understand principles of data

stewardship

5.5.7 Understand data sharing needs

and data interoperability and

exchange standards

5.5.8 Knowledge of requirements,

regulations and standards

related to data and related

health information

5.5.9 Patient identity management

principles and strategies

and removal of duplication

5.6.4 Apply data auditing practices

5.6.5 Understand secondary data

sources, registries, and indices

5.6.6 Understand data sharing needs,

and aware of data

interoperability and exchange

standards

5.6.7 Knowledge of requirements,


related to data and records

5.6.8 Apply generally accepted

record keeping principles

5.6.9 Understand indices and registry

policies

recovery, cloud computing,

business continuity planning,

and archival systems

5.7.6 Apply data sharing, data

interoperability and

exchange standards

including health information

exchange

5.7.7 Strategies for handling

legacy systems

5.7.8 Apply information

governance principles

5.7.9 Principles of data

representation

5.7.10 Patient-centered system

design strategies such as

patient portals and

integration of personal

health records

5.7.11 Monitor care delivery and

payment models and the

impact on data

management and

governance strategies (e.g.

accountable care

organizations, medical

homes, value-based

purchasing, patient centered

outcomes research, public

health surveillance, and

quality measures and

reporting

5.7.12 Knowledge of specialized

data collection system

indices and registry policies

5.7.13 Understand the relationship

between data sources/

governance and registries,

research, health reporting












6.0 Data Quality and Information Integrity

6.1 Maintain reliability and effectiveness of data for its intended uses including for care delivery, operations, decision making,

and planning. Establish processes to ensure that healthcare data are complete, accurate, consistent, timely, and secure

from malicious or accidental modification or corruption.





accuracy and integrity of

health data both internal and

external to the health system

3 6.3.1. Perform quality assessment

including quality management

data quality, and data integrity

4 6.4.1. Develop performance

improvement programs

6

6.2.2. Identify threats to data

integrity and validity

3 6.3.2. Oversee policies and

technologies to protect data

integrity

5

6.2.3. Apply quality

management tools

3

6.2.4. Identify best practices for

health information

3


6.5 Entry


6.6 Intermediate


6.7 Advanced


6.5.1 Knowledge of data quality

standards and characteristics

6.5.2 Understand database design

and data dictionaries

6.5.3 Aware of relationship to data

governance

6.5.4 Apply SWOT(strengths,

weakness, opportunity, threats)

analysis

6.5.5 Conduct data quality

assessment/audits

6.5.6 Conduct a benchmark analysis

6.5.7 Understand performance

improvement processes

6.5.8 Link data quality/information

integrity to clinical

documentation improvement

initiatives

6.5.9 Monitor for data breaches

6.6.1 Knowledge data quality

standards and characteristics

6.6.2 Understand database design

and data dictionaries

6.6.3 Apply SWOT(strengths, weakness,

opportunity, threats) analysis

6.6.4 Conduct data quality

assessment/audits

6.6.5 Conduct a benchmark analysis

6.6.6 Understand performance

improvement processes

6.6.7 Link data quality/information

integrity to clinical

documentation improvement

initiatives

6.6.8 Implement strategies to prevent

breaches

6.7.1 Apply strategies to evaluate

and continuously improve

data quality and information

integrity (e.g. LEAN projects

((Six Sigma), workflow

efficiency assessments)












7.0 Ethics

7.1 Understand and apply one’s professional moral principles, theories and values in practice. For a healthcare organization

this includes having programs (formal and informal) that support an ethical culture and decision-making processes to deal

with the competing perspectives and obligations. Curricular Competencies by Academic Level


7.2.1. Comply with ethical

standards of practice

5 7.3.1. Promote compliance with

ethical standards of practice

5 7.4.1. Create an ethical

business culture

6

7.2.2. Evaluate the

consequences of a breach of

healthcare ethics

5 7.4.2. Design ethical research

models

6

7.2.3. Explain how cultural issues

affect health, healthcare

quality, cost, and HIM

2 7.4.3. Create programs and

policies that support a

culture of diversity

6

7.2.4. Implement programs and

policies that support a culture

of diversity

4


7.5 Entry


7.6 Intermediate


7.7 Advanced


7.5.1 Knowledge of ethical

standards of practice and

professional code of conduct

7.5.2 Aware of healthcare and

health information ethical issues

and relationship to professional

conduct

7.5.3 Understand health-seeking

behaviors

7.5.4 Ethical issues in social justice

and equity in health

7.6.1 Knowledge of ethical standards

of practice and professional

code of conduct including

medical-legal aspects

7.6.2 Understand healthcare and

health information ethical issues

and relationship to professional

conduct

7.6.3 Fundamentals of medical ethics

7.7.1 Apply ethical standards of

practice and professional

code of conduct including

medical-legal aspects

7.7.2 Understand healthcare and

health information ethical

issues and relationship to

professional conduct

7.7.3 Fundamentals of medical

and bio ethics

7.7.4 Knowledge of consumer

protection laws, regulations

and standards

7.7.5 Knowledge of ethical issues

and practices related to

research/biomedical

research (e.g. research

ethics board (IRB), standards

for research)

7.7.6 Understand health-seeking

behaviors

7.7.7 Ethical issues in social justice

and equity in health

7.7.8 Awareness of cultural

diversity including within

workflow












8.0 Financial Management

8.1 Management responsibilities related to planning, organizing, directing and/or controlling the financial activities of a

department, business unit, or organization. Curricular Competencies by Academic Level


8.2.1. Plan budgets 3 8.3.1. Evaluate capital, operating

and/or project budgets using

basic accounting principles

5 8.4.1. Govern information

assets

6

8.2.2. Explain accounting

methodologies

2 8.3.2. Perform cost-benefit

analysis for resource planning

and allocation

4 8.4.2. Perform break-even

calculations

3

8.2.3. Explain budget variances 2 8.3.3. Evaluate the stages of the

procurement process

5


8.5 Entry


8.6 Intermediate


8.7 Advanced


8.5.1 Knowledge of basic

accounting, budgeting, and

financial management

principles

8.6.1 Knowledge of accounting

budgeting, and financial

management principles












9.0 Health Information Access, Disclosure, and Exchange

9.1 Create and apply strategies, policies, and processes related to health information access, disclosure, and exchange

including integration with related information systems and databases when appropriate.




procedures related to issues of

access and disclosure of

confidential health information

3 9.3.1. Evaluate policies and

procedures to appropriately

manage access and disclosure

of confidential health information

5 9.4.1. Mitigate access and

report and monitor risks

6

9.2.2. Interpret policies and

procedures related to issues of

access and disclosure of

confidential health information

3 9.3.2. Create and maintain

policies and procedures to

appropriately manage access

and disclosure of confidential

health information

6 9.4.2. Enforce health

information exchange

policies and standards

6

9.2.3. Explain current trends and

future challenges related to the

Health Information Exchange

(HIE)

2 9.3.3. Facilitate appropriate

access to electronic health

information through

confidentiality and security

measures, policies and

procedures

3 9.4.3. Lead the development

of policies for health

information exchange (HIE)

6

9.2.4. Apply appropriate

standards to achieve

interoperability of health

information systems

3 9.3.4. Evaluate the development

of operational policies and

procedures for health information

exchange

5 9.4.4. Manage breaches of

policies/procedures and

protocols effectively

6

9.3.5. Create and maintain the

development of operational

policies and procedures for

health information exchange

6

9.3.6. Conduct system testing to

ensure data integrity and quality

of health information exchange

6

9.3.7. Evaluate various models for

health information exchange

5


9.5 Entry


9.6 Intermediate


9.7 Advanced


9.5.1 Understand health information

protection requirements

related to privacy,

confidentiality and security and

their relationship to health

information access, disclosure

and exchange.

9.5.2 Knowledge of policies and

practices related to

information access (the user

right to view, read/write,

change or communicate)


practices related to disclosure

of health information (the

provision of access, release,

transfer, or divulging in any

manner outside of the

organization)


9.6.1 Understand health information

protection requirements related

to privacy, confidentiality and

security and their relationship to

health information access,

disclosure and exchange.

9.6.2 Knowledge of policies, practices

and standards related to health

information access, disclosure,

and exchange

9.6.3 Understand the relationship

between data governance

practices and organization

information governance

programs

9.6.4 Knowledge of health information

exchanges necessary to support

the healthcare delivery eco-

system

9.6.5 Knowledge of data sharing

9.7.1 Apply health information

protection requirements

related to privacy,

confidentiality and security

and their relationship to

health information access,

disclosure and exchange.

9.7.2 Knowledge of data sharing

agreements, entities and

repositories

9.7.3 Apply health information

exchange strategies and

practices necessary to

support the healthcare

delivery eco-system

9.7.4 Understand relationship of

access, disclosure to

organizational data

dictionaries, data warehouse

and archiving infrastructure






practices related to health

information exchange (the

mobilization of electronic

healthcare information across

a region, community, or

system) 9.5.5 Knowledge of data sharing

agreements and policies

9.5.6 Awareness of related health IT

and interoperability standards

for health information access,

disclosure and exchange. (e.g.

HL7, ISO standards)

agreements, entities and

repositories

9.6.6 Understand relationship of

access, disclosure to

organizational data dictionaries,

data warehouse and archiving

infrastructure

9.6.7 Understand use of related health

IT and interoperability standards

for health information access,

disclosure and exchange. (e.g.

HL7, ISO standards)

9.6.8 Ability to apply related testing

protocols












10.0 Health Information Systems and Application Design and Planning

10.1 Specify, refine, update, and make available a formal approach to implement information and communication

technology solutions necessary to develop and operate the health information system architecture in support of the

organization’s strategic plan, priorities and internal/external customer’s business needs. Stay apprised of innovative solutions

for integration of new technology into existing products, applications or services. Identify and clarify user needs (internal /

external customers) and organizational policy to ensure system architecture and applications are in line with business

requirements.



10.2.1. Explain the process used

in the selection and

implementation of health

information management

systems

2 10.3.1. Take part in the

development of information

management plans that support

the organization’s current and

future strategy and goals

4 10.4.1. Create health

information systems to ensure

safety and compliance

6

10.2.2. Utilize health information

to support strategic planning

3 10.3.2. Take part in the planning,

design, selection,

implementation, integration,

testing, evaluation, and support

of health information systems and

technologies including designing

for patient safety

4 10.4.2. Develop the

organizational strategy for

health information

management systems

compliant with business

needs taking into account

the current technology

platform, obsolescent

equipment and latest

technological innovations

6

10.2.3. Contribute to the needs

identification, design and

general functional

specification and interface

development process

3 10.3.3. Demonstrate relevant

health information and

communication technology and

specifications to be deployed in

the construction of multiple

health ICT projects, applications

or infrastructure improvements

3 10.4.3. Provide leadership in

support of the customers

(internal or external) business

needs and strategy to offer

possible solutions and

suppliers

6

10.2.4. Organize the overall

planning of the design of an

application

3 10.3.4. Ensure that an application

is correctly integrated within a

complex environment and

complies with user / customer

needs

5 10.4.4. Envision strategic

decisions relevant to future

health ICT solutions for

customer-oriented processes,

new business products and

services

6

10.3.5. Synthesize new and

emerging health information

technologies.

5 10.4.5. Prepare information

related to challenging the

status quo and provide

strategic leadership for the

introduction of revolutionary

concepts.

6


10.5 Entry


10.6 Intermediate


10.7 Advanced


10.5.1 Knowledge of health

information and

communication technology

applications and related

architecture

10.5.2 Understand requirements

modeling, need analysis

techniques, and formalizing

functional specifications

10.5.3 Knowledge of software

10.6.1 Knowledge of systems

architecture frameworks,

methodologies and systems

design tools and related

requirements (performance,

maintainability, extendibility,

scalability, availability, security

and accessibility)

10.6.2 Understand the costs, benefits

and risks of a system architecture

10.7.1 Knowledge of systems

architecture frameworks,

methodologies and systems

design tools and related

requirements (performance,

maintainability, extendibility,

scalability, availability,

security and accessibility)

10.7.2 Understand the costs,

benefits and risks of a system






developments methods and

their rationale (e.g.

prototyping, agile methods,

reverse engineering, etc.)

10.5.4 Aware of metrics related to

application development

10.5.5 Use of interface design

principles

10.6.3 New emerging technologies in

healthcare






developments methods and their

rationale (e.g. prototyping, agile

methods, reverse engineering,

etc.)

10.6.6 Aware of metrics related to


10.6.7 Use of interface design principles

architecture

10.7.3 Understand health system

organization, processes and

structures





10.7.5 Knowledge of emerging

technologies, healthcare

market applications and

healthcare system needs

10.7.6 Identify business advantages

and improvements of

adopting emerging

technologies supported by

business, society and/or

research habits, trends and

needs












11.0 Health Information Systems and Application Development and Deployment

11.1 Engineer health information software and/or hardware components to meet solution requirements such as

specifications, costs, quality, time, energy efficiency, information security and data protection. Integrate hardware, software

or sub system components into an existing or a new system. Interpret the application design to develop a suitable

application in accordance with customer needs. Code, debug, test and document, and communicate product

development stages. Implement software and hardware solutions, including installing, upgrading or decommissioning.



11.2.1. Develop and document

applications under guidance

6 11.3.1. Optimize application

development, maintenance and

performance by employing

design patterns and by reusing

proved solutions

5 11.4.1. Lead the organization

in building and developing

health ICT solutions designed

and planned

6

11.2.2. Test and validate

applications under guidance

4 11.3.2. Utilize wide ranging

specialist knowledge to create a

process for the entire integration

cycle, including the

establishment of internal

standards of practice

3 11.4.2. Synthesize wide

ranging specialist knowledge

to create a process for the

entire integration cycle,

including the establishment

of internal standards of

practice

6

11.2.3. Apply standards to

define document structure and

documentation requirements

3 11.3.3. Ensure tests and results are

documented to provide input to

subsequent process owners such

as designers, users or maintainers

3 11.4.3. Provide leadership to

marshal and assign resources

for programs of integration

6

11.2.4. Act systematically to

identify compatibility of

software and hardware

specifications

3 11.3.4. Verify compliance with

testing procedures including a

documented audit trail

4 11.4.4. Synthesize wide


to create a process for the

entire testing activity,

including the establishment

of internal standard of

practices

6

11.2.5. Comply with

appropriate standards and

change control procedures to

maintain integrity of the overall

system functionality and

reliability during integration

3 11.3.5. Utilize specialist

knowledge to influence solution

construction providing advice

and guidance

5 11.4.5. Provide expert

guidance and advice to the

testing team

5

11.2.6. Perform tests in strict

compliance with detailed

instructions recording and

reporting outcomes

3 11.3.6. Ensure interoperability of

the system components

6 11.4.6. Provide leadership on

the creation of system

requirements that will guide

the design of the system

6

11.2.8. Act systematically to

build or deconstruct system

elements

3 11.3.7. Manage complexity by

developing standard procedures

and architectures in support of

cohesive product development

6

11.2.9. Identify failing

components and establishes

root cause failures

3 11.3.8. Identify which system

requirements should be

allocated to which elements of

the system

3


11.5 Entry


11.6 Intermediate


11.7 Advanced


11.5.1 Knowledge of appropriate

health information software

11.6.1 Knowledge of appropriate health

information software programs /


health information software






programs / modules

11.5.2 Knowledge of hardware

components, tools and

hardware architectures

including operating systems

and software platforms,

modeling technology and

languages, interface definition

languages (IDL), and security.

11.5.3 Understand functional &

technical designing and best

practices


software programs / modules,

DBMS and programming

languages

11.5.5 Knowledge of rapid


(RAD)

11.5.6 Understand different technical

documents required for

designing, developing and

deploying products,

applications and services

11.5.7 Knowledge of interfacing

techniques between modules,

systems and components, and

related integration testing

techniques

11.5.8 Knowledge of the testing

lifecycle process, standards,

techniques, infrastructure and

tools/test types to be used in

the testing process

11.5.9 Understand the technologies

and standards to be used

during the deployment

modules


components, tools and hardware

architectures including operating

systems and software platforms,


languages, interface definition

languages (IDL), and security.



practices


software programs / modules,

DBMS and programming

languages

11.6.5 Knowledge of rapid application

development (RAD)

11.6.6 Understand different technical

documents required for

designing, developing and

deploying products, applications

and services


techniques between modules,

systems and components, and

related integration testing

techniques



techniques, infrastructure and

tools/test types to be used in the

testing process

11.6.9 Ability to apply of performance

analysis techniques

11.6.10 Understand the technologies and

standards to be used during the

deployment

programs / modules


components, tools and

hardware architectures

including operating systems

and software platforms,


languages, interface

definition languages (IDL),

and security



practices


software programs /

modules, DBMS and

programming languages

11.7.5 Understand different

technical documents

required for designing,

developing and deploying

products, applications and

services


techniques between

modules, systems and

components, and related

integration testing

techniques



techniques, infrastructure

and tools/test types to be

used in the testing process

11.7.8 Understand the technologies

and standards to be used

during the deployment












12.0 Health Information Systems and Application Support

12.1 Take proactive action to ensure stable and secure applications and health ICT infrastructure to avoid potential service

disruptions including proactive approaches to avoid or identify the root cause of ICT problems. Ensure efficient control and

scheduling of software or hardware modifications to prevent multiple upgrades creating unpredictable outcomes. Respond

to user requests and issues, recording relevant information. Assure resolution or escalate incidents and optimize system

performance. Curricular Competencies by Academic Level


12.2.1. Apply actions to

maintain health information

system operations and avoid

service disruptions in

accordance to standards,

policies and requirements

3 12.3.1. Assess the integrity of the

system by troubleshooting,

maintenance and upgrades

including controlling the

application of functional

updates, software or hardware

additions and maintenance

activities

4

12.4.1. Lead problem

management process

ensuring trained human

resources, tools, and

diagnostic equipment are

available to meet incidents

6

12.2.2. Adheres to standards

and policies to identify, classify

and record incident types,

service interruptions, service

level failures, and security risks

3 12.3.2. Assess the health ICT

infrastructure and problem

management process to identify

failures and resolve with minimum

outage

4 12.4.2. Assess critical

component failure and

make provision for recovery

with minimum downtime

5

12.2.3. Analyze health

information systems

performance data

3 12.3.3. Manage resource

allocations, costs and budget

required for operational

management and support of the

health information system

infrastructure in line with service

level agreements

3 12.4.3. Construct escalation

processes to ensure that

appropriate resources can

be applied to each incident

6

12.2.4. Identify actions to

improve service reliability

3 12.3.4. Assess continuous service

improvement for operational

management and support of the

health information system

5

12.2.5. Interpret user problems

and identify solutions based on

basic product knowledge and

following standards/policies

4


12.5 Entry


12.6 Intermediate


12.7 Advanced


12.5.1 Understand the technical

architecture and functional

specifications, and database

structures/content of the health

ICT systems

12.5.2 Knowledge of healthcare

business processes and their

dependency upon health ICT

applications

12.5.3 Understand the impact of

functional / technical changes

on users and anticipate actions

required to mitigate the impact

(e.g. training, documentation,

new processes)


distribution methods and




structures/content of the health

ICT systems



dependency upon health ICT

applications

12.6.3 Knowledge of best practices and

standards, in health ICT service

delivery (e.g. monitor services,

record failures, etc.)

12.6.4 Knowledge of diagnostic tools for

problem identification

12.6.5 Ability to conduct risk

management audits and act to




structures/content of the

health ICT systems



dependency upon health

ICT applications.

12.7.3 Knowledge of the processes

which comprise the

organization’s ICT service

delivery strategy






procedures to fix application

and file transmission

methodologies applicable to

software fixes

12.5.5 Awareness of broad area of

user error or technical failure

and support tools

minimize exposures












13.0 Health Law, Regulation, Accreditation, and Certification

13.1 Knowledge of applicable jurisdictional health law, regulation, accreditation standards and/or certification requirements

as relevant to the healthcare organization. Implementation of strategies to maintain compliance with applicable laws,

regulations, standards, and requirements. Curricular Competencies by Academic Level


13.2.1. Analyze policies and

procedures to ensure

organizational compliance with


4 13.3.1. Appraise current laws


information initiatives

5 13.4.1. Integrate data

analytics for regulatory

compliance measures

6

13.2.2. Collaborate with staff in

preparing the organization for

accreditation, licensure, and/or

certification

4 13.3.2. Determine processes for

compliance with current laws


information initiatives and

revenue cycle

5 13.4.2. Formulate

organizational compliance

programs and policies

6

13.2.3. Adhere to the legal and

regulatory requirements related

to the health information

management

3 13.3.3. Evaluate compliance

with policies and procedures

related to health information

practices

5 13.4.3. Analyze standards

and regulations in healthcare

and how they drive and/or

constrain operations

4

13.2.4. Examine compliance



practices

4 13.3.4. Determine policies and

procedures to monitor abuse or

fraudulent trends

5 13.4.4. Integrate compliance

standards into workflows for

handoff and documentation

6

13.2.5. Identify potential abuse

or fraudulent trends through

data analysis

3 13.3.5. Determine departmental

and organizational survey

readiness for accreditation,

licensing and/or certification

processes

3 13.4.5. Solve noncompliance

problems in accordance



practices

6

13.4.6. Develop forensic

models for fraud surveillance

and improvement measures

6


13.5 Entry


13.6 Intermediate


13.7 Advanced


13.5.1 Knowledge of applicable

health law, regulations,

accreditations standards, and

certification requirements.

13.5.2 Ability to develop compliant

organizational policy

13.5.3 Educate staff on definitions of

fraud, and associated penalties

and risks

13.6.1 Knowledge of applicable health

law, regulations, accreditations

standards, and certification

requirements.

13.6.2 Ability to evaluate compliance

and develop compliant

organizational policy

13.6.3 Implement compliance auditing

methods and techniques

13.6.4 Implement ICT systems in

compliance with applicable

laws, regulations, standards and

requirements

13.7.1 Knowledge of applicable

health law, regulations,

accreditations standards,

and certification

requirements.

13.7.2 Ability to evaluate

compliance and develop

compliant organizational

policy

13.7.3 Implement compliance

auditing methods and

techniques including forensic

audits

13.7.4 Implement ICT systems with

safeguards to prevent non-

compliance with applicable

laws, regulations, standards

and requirements






14.0 Health Record Content & Documentation

14.1 Maintain the patient’s or client’s health record as the official record of care, treatment, and services in accordance

with applicable laws, regulations, and standards. Ensure that the health record contains complete and accurate relevant

documentation and necessary medical, health and wellness information (such as medical history, care or treatments

received, test results, diagnoses, and medications taken) to meet the needs of the patient and their health team.



14.2.1. Analyze the

documentation in the health

record to ensure it supports

diagnoses and procedures

performed and reflects the

patient’s progress, clinical

findings, and discharge status

4 14.3.1. Verify that documentation

in the health record supports

diagnoses and procedures and

reflects the patient’s progress,

clinical findings, and discharge

status

4 14.4.1. Differentiate the roles

and responsibilities of health

professionals to support

information flow,


throughout the continuum of

healthcare

5

14.2.2. Verify the

documentation in the health

record according to a data

quality framework

4 14.3.2. Compile organization-

wide health record

documentation guidelines

6

14.2.3. Recognize a complete

health record according to

organizational policies, external

regulations, and

documentation standards

3 14.3.3. Interpret health

information standards

5

14.2.3. Differentiate the roles

and responsibilities of health

professionals, to support


throughout the continuum of

healthcare

5


14.5 Entry


14.6 Intermediate


14.7 Advanced


14.5.1 Knowledge of health record

purpose and types for

healthcare providers and

others across the continuum of

care



14.5.3 Understand the various

methods and media health

records are created,

managed, and stored (e.g.

paper, computer, web-based

document imaging, etc.)


information systems as they

relate to the roles and

responsibilities of healthcare

providers who access and

document in the health record



system applications including

administrative (e.g. patient

registration, ADT, billing) and


components for record types

across the continuum

14.6.2 Application of laws, regulations,

and accreditation standards

related to health records and

health record content and

documentation

14.6.3 Develop health record

documentation policies and

procedures

14.6.4 Knowledge of health IT standards

related to the health record and

content such as reference

information models and data

types, models and formats

14.6.5 Understand the relationship of

health record types, content and

documentation to health

information access, disclosure,

and exchange

14.6.6 Knowledge of Quantitative

analysis of medical record

documentation


components and


for record types across the

continuum

14.7.2 Understand the clinical

workflow and the related

information flow related to

health record content and

documentation

14.7.3 Knowledge of Qualitative

analysis of medical record

documentation






clinical (e.g. lab, radiology,

pharmacy, nursing, ER).

14.5.6 Awareness of laws, regulations,

and accreditation standards

related to health records and

health record content.

14.5.7 Medical staff credentialing

14.5.8 Medico-legal health record

and complete health record












15.0 Human Resources Management

15.1 Responsible for activities related to employees, staffing, recruitment, training and development, performance appraisals

in accordance with the jurisdictional law and organization’s strategic objectives, policies, and systems. Curricular Competencies by Academic Level


15.2.1. Report staffing levels

and productivity standards for

health information functions

3 15.3.1. Manage human resources

to facilitate staff recruitment,

retention, and supervision

5 15.4.1. Leverage human

capital

5

15.2.2. Interpret compliance

with local, state, and federal

labor regulations

5 15.3.2. Ensure compliance with

employment laws

5 15.4.2. Analyze information

quickly

4

15.2.3. Adhere to work plans,

policies, procedures, and

resource requisitions in relation

to job functions

3 15.3.3. Create and implement

staff orientation and training

programs

6 15.4.3. Use information to

make robust decisions

3

15.3.4. Benchmark staff

performance data incorporating

labor analytics

4 15.4.4. Ensure the skills

needed to contribute to the

department’s success, and

that staff are motivated to

grow and learn

5

15.3.5. Evaluate staffing levels

and productivity, and provide

feedback to staff regarding

performance

5 15.4.5. Ensure that the

relationship between the

department and staff is

managed within a clear and

appropriate framework

5

15.4.6. Ensure critical skills,

experience and

performances are rewarded

5


15.5 Entry


15.6 Intermediate


15.7 Advanced


15.5.1 Understand staffing levels and

productivity standards

15.5.2 Performa productivity

calculations

15.5.3 Knowledge of

labor/employment laws

15.5.4 Awareness of human resources

structure and operations

15.6.1 Principles of human resources

management

15.6.2 Able to apply

techniques/practices related to

recruitment, supervision,

retention, counseling, disciplinary

action

15.6.3 Knowledge of employment laws,

labor laws (local and national)

15.6.4 Plan workforce education and

training programs

15.6.5 Monitor relevant labor trends and

market analysis

15.6.6 Monitor and benchmark

performance standards

15.6.7 Plan professional development

for self and others

15.7.1 Competent in leadership skills

15.7.2 Able to mentor other to

advance personally and

professionally

15.7.3 Understand the value of

partnerships/alliances and

networking and relationship

to human resources

management

15.7.4 Plan professional

development for self and

others












16.0 Information and Systems Governance

16.1 Define, deploy, and control the organization-wide framework for managing enterprise information and an information

system throughout its lifecycle in line with the organization’s strategy, operations, regulatory, legal, risk, and environmental

requirements. Create an information structure and deploy tools to capitalize on information assets and gain business

knowledge/health intelligence.




procedures to use of

networks, including intranet

and internet applications to

facilitate the electronic

health record (EHR), personal

health record(PHR),public

health, and other

administrative applications.

3 16.3.1. Apply knowledge of

database architecture and

design to ensure that health

information systems support

organizational strategy within

the information governance

framework

3 16.4.1. Apply enterprise-wide

strategic planning and design


tools, resources for operational

data flow and mission-critical

business decisions

6



integrity of health

information.

3 16.3.2. Manage information as a

key strategic resource and

mission tool

5 16.4.2. Integrate business

intelligence using appropriate

analytic tools and methods

6

16.3.3. Manage stakeholder

expectations and relationships

to ensure the information

governance framework is

applicable and maintained

5 16.4.3. Develop and maintain

enterprise-wide information

business plans, strategic

forecasts, and operational

plans

6

16.3.4. Analyze business

processes and associated

information requirements and

provide the most appropriate

information structure.

4 16.4.4. Govern information

assets within the governance

framework to ensure

information is available to

meet the organization’s

objectives.

6

16.3.5. Ensure the right

information is available to the

right people at the right time.

5 16.4.5. Provide leadership for IT

governance strategies by

communicating, propagating

and controlling relevant

processes across the entire IT

infrastructure.

5

16.3.6. Promote high-quality

care by promoting the safe,

effective and appropriate use

of information

16.4.6. Define and align an IT

governance strategy

incorporating it into an

organization’s corporate

governance strategy.

6

16.4.7. Adapt the IT

governance strategy to take

into account new significant

events arising from legal,

economic, political, business or

environmental issues.

6

16.4.8. Integrate an

appropriate information

structure into the corporate

environment.

5

16.4.9. Correlate information

and knowledge to create

value for the business. Apply

6






innovative solutions based on

information retrieved.


16.5 Entry


16.6 Intermediate


16.7 Advanced


16.5.1 Understand data versus

information

16.5.2 Understand the elements

related to collecting and

maintaining health data

(such as data sources, data

elements, data retrieval,

data sets and databases.

16.5.3 Describe the structure and

use of health

information(individual,

comparative, aggregate)

16.6.1 Understand database

architecture, database design

and design on information

systems including health

information systems resource





16.6.3 Understand the e-health,

healthcare industry and market

environment

16.6.4 Gather internal and external

knowledge, information needs,

and stakeholder requirements

16.6.5 Able to capture, store, analyze,

data sets, that are complex and

large, not structured and in

different formats

16.7.1 Understand database

architecture, database design

and information systems

including health information

systems resources





16.7.3 Understand and apply business

strategy/values and relationship

to information and systems

governance

16.7.4 Knowledge of applicable legal

and regulatory requirements

16.7.5 Knowledge of governance

models

16.7.6 Gather internal and external

knowledge, information needs,

and stakeholder requirements

16.7.7 Translate / reflect business

behavior into structured

information












17.0 Information Protection: Data Privacy, Confidentiality and Security

17.1 Understand applicable healthcare law, regulation, and standards related to information protection of various

stakeholders and able to develop related privacy, security, and confidentiality policies and develop/maintain an

organizational infrastructure. Educate stakeholders on health information protection methods and their responsibilities.



17.2.1. Apply confidentiality,

privacy and security measures,

policies and procedures for

internal and external

use/exchange to protect

health information (regardless

of format)

3 17.3.1. Identify laws and

regulations applicable to health

care

3 17.4.1. Design a privacy and

security infrastructure

6

17.2.2. Apply retention and

destruction policies for health

information

3 17.3.2. Analyze legal concepts

and principles to the practice of

health information protection

4 17.4.2. Create regulatory

policies based on health laws

5

17.2.3. Apply system security

policies according to

departmental and

organizational

data/information standards

3 17.3.3. Analyze privacy, security

and confidentiality policies and

procedures for internal and

external use and exchange of

health information

4 17.4.3. Integrate and

upgrade privacy and

security standards in the

organization

4

17.2.4. Apply the security and

privacy implications of mobile

health technologies

3 17.3.4. Recommend elements

included in the design of audit

trails and data quality monitoring

programs

5

17.2.5. Apply healthcare legal

terminology

3 17.3.5. Collaborate in the design

and implementation of risk

assessment, contingency

planning, and data recovery

procedures

4

17.2.6. Identify the use of legal

documents

3 17.3.6. Analyze the security and

privacy implications of mobile

health technologies

4

17.2.7. Apply legal concepts

and principles to the practice

of health information

protection

3 17.3.7. Develop educational

programs for employees in

privacy, security, and

confidentiality

6


17.5 Entry


17.6 Intermediate


17.7 Advanced



information laws, regulations,

standards and best practices

related to information

protection

17.5.2 Knowledge of laws defining

protected health information

17.5.3 Exposure to legal terminologies

and practices applicable to

healthcare

17.5.4 Aware of e-discovery practices

17.5.5 Understand metadata types,

access, retention and security

related practices

17.5.6 Relationship between data

access and storage

17.6.1 Knowledge of health information

laws, regulations, standards and

best practices related to

information protection

17.6.2 Application of laws related to

retention and destruction of data

and records

17.6.3 Apply data mining techniques

17.6.4 Aware of e-discovery practices

17.6.5 Understand metadata types,

audit trails, access, retention and

security related practices

17.7.1 Apply policies, practices and

strategies to ensure

adherence to health

information laws, regulations,

standards and best practices

for information protection

17.7.2 Current knowledge of

technology and standards

pertaining to privacy ,

security and confidentiality






states/practices

17.5.7 Apply laws related to retention

and destruction of data and

records












18.0 Information Security Strategy and Management

18.1 Define and make applicable a formal organizational strategy, scope, and culture to maintain safety and security of

information including protected health information from external and internal threats (i.e. digital forensic for corporate

investigations or intrusion investigation) and provide a platform for information security management where security policies

are implemented and continuously monitored/enhanced.



18.2.1. Systematically scan the

environment to identify and

define vulnerabilities and

threats

2 18.3.1. Monitor compliance with

security management

measures/indicators and decide

if compliant to information

security policy.

3 18.4.1. Synthesize depth of

expertise and leverage

external standards and best

practices.

6

18.2.2. Report non-compliance 3 18.3.2. Investigate and instigate

remedial measures to address

any security breaches.

4 18.4.2. Provide strategic

leadership to embed

information security into the

culture of the organization

6

18.4.3. Provide leadership for

integrity, confidentiality and

availability of data stored on

information systems and

comply with all legal

requirements.

5


18.5 Entry


18.6 Intermediate


18.7 Advanced


18.5.1 Awareness of the

organization’s security

management policy and its

implications for engagement

with stakeholders such as

clinical and administrative staff,

patients, suppliers,

subcontractors, business

associates.

18.6.1 Manage the organization’s

security management policy and

its implications for engagement

with stakeholders such as clinical

and administrative staff, patients,

suppliers, subcontractors,

business associates.

18.6.2 Knowledge of best practices and

standards in information security

management across different

service models (e.g. SaaS, PaaS,

IaaS), operational translations

(e.g. Cloud Computing), and

mobility strategies

18.6.3 Able to assess, conduct security

audits, and monitor/test for

critical risks and threats

18.6.4 Apply security detection

techniques (including mobile

and digital)

18.6.5 Aware of cyber attack

techniques

18.6.6 Conduct computer forensics

18.6.7 Analyze the company critical

assets and identify weaknesses

and vulnerability to intrusion or

attack

18.7.1 Develop the organization’s

strategy for information

security, leads the

organization’s security

management policy

anticipating changes, and

links it to the organization’s

business strategy

18.7.2 Understand implications of

security management policy

on engagement with senior

leaders and stakeholders

such as clinical and

administrative staff, patients,

suppliers, subcontractors,

business associates.

18.7.3 Understand the impact of

legal requirements on

information security policy

18.7.4 Establish contingency

measures, risk management

plan, and preventative

action plans

18.7.5 Implement the recovery plan

in case of crisis

18.7.6 Apply relevant standards,

best practices and legal

requirements for information

security

18.7.7 Anticipate required changes

to the organization






19.0 Organizational Management and Leadership

19.1 Oversight and management of a department or organization applying processes of organizing, planning, leading,

decision-making, and controlling resources in alignment with the overall business direction and strategic priorities of the

organization.



19.2.1. Explain the importance

of healthcare policy-making as

it relates to the healthcare

delivery system

2 19.3.1. Determine departmental

and organizational survey

readiness for accreditation,

licensing and/or certification

processes

3 19.4.1. Create health

information related policy

6

19.2.2. Apply management

models, methods and theories

3 19.2.2. Apply general principles of

management in the

administration of health

information services

3 19.4.2. Implement health

information policies

3

19.2.3. Describe the differing

types of organizations, services,

data management needs,

personnel and their

interrelationships across the

health care delivery system

3 19.3.3. Facilitate meetings 5 19.4.3. Build and maintain

strategic business alliances,

networks, and partnerships

6

19.3.4. Take part in effective

negotiating and use influencing

skills

4

19.3.5. Discover personal

leadership style using

contemporary leadership theory

and principles

3


19.5 Entry


19.6 Intermediate


19.7 Advanced


19.5.1 Knowledge of management

theories

19.5.2 Aware of industry policies,

research and thought

leadership reports to inform

management and strategies

19.5.3 Aware of state, local and

federal/Ministry of Health

policies and initiatives


organizations (hospitals, aged

care, diagnostic centers,

ambulatory centers, primary

care, GP)

19.5.5 Knowledge of the continuum

of care and care delivery and

service organizations

19.6.1 Knowledge of leadership,

management, organizational

structures theory

19.6.2 Knowledge of accreditation

requirements, licensing

regulations, and certification

requirements relevant to

department/organization

19.6.3 Knowledge of financial

management and budgeting

19.6.4 Strategy development

19.6.5 Policy development

19.6.6 Ability to create agendas, lead

meetings, maintain

documentation, and follow up

19.6.7 Effective communication and

negotiation skills Conduct a

stakeholder analysis

19.7.1 Knowledge of leadership,

management, organizational

structures theory

19.7.2 Oversight of financial

management and

budgeting

19.7.3 Strategy development

19.7.4 Develop, implement,

evaluate, and revise/update

policies

19.7.5 Effective communication

and negotiation skills

19.7.6 Conduct a stakeholder

analysis

19.7.7 Effective project

management








http://aws.businessdictionary.com/definition/process.html

http://aws.businessdictionary.com/definition/organizing.html

http://aws.businessdictionary.com/definition/planning.html

http://aws.businessdictionary.com/definition/leader.html

http://aws.businessdictionary.com/definition/controller.html

http://aws.businessdictionary.com/definition/resource.html





20.0 Project Management

20.1 Lead and apply principles and procedures related to project management that help control the activities associated

with implementing a large undertaking to achieve a specific goal including planning and organizing, creating structured

plans, project definitions, establishing time scales and milestones, tracking and analysis, revisions, change controls and

communication. Ensure optimization of activities and resources. Curricular Competencies by Academic Level


20.3.1. Apply project

management techniques to

ensure efficient workflow and

appropriate outcomes

3 20.4.1. Assess project

management tools

5

20.3.2. Create and maintain

complex documents of the

project.

6 20.4.2. Oversee complete

project plan.

5

20.3.3. Facilitate project

management by integrating

work efforts

4 20.4.3. Develop collaborative

alliances and partnerships to

effectively manage complex

projects

6

20.3.4. Build effective teams 6 20.4.4. Evaluate applied

research tools and methods

to integrate best practices in

project planning and

management

5


20.5 Entry


20.6 Intermediate


20.7 Advanced


20.6.1 Understand the concepts of

project management and

applying project management

techniques

20.6.2 Understand use of project

management tools (e.g.

Microsoft Project)

20.6.3 Define key performance

indicators related to the plan

20.6.4 Ability to build effective

workgroups and project teams

including interdisciplinary teams

when needed

20.6.5 Define communication plans

20.6.6 Oversee multidisciplinary projects

20.7.1 Understand the concepts of

project management and

applying project

management techniques

20.7.2 Knowledge of optimization

methods (e.g. lean

management)

20.7.3 Conduct project

management training

20.7.4 Conduct risk assessments

20.7.5 Ability to build comparative

analysis

20.7.6 Ability to build effective

workgroups and project

teams including

interdisciplinary teams

20.7.7 Gain stakeholder and

executive support

20.7.8 Collaborate with vendors

20.7.9 Understand research

methodologies and

evaluationsIdentify external

bodies for best practices












21.0 Purchasing and Contracting

21.1 Apply consistent procurement procedures to ensure that the entire purchasing process is fit for purpose, adds business

value to the organization in compliance with legal and regulatory requirements. Define, validate, and make applicable

service level agreements (SLA) and contracts for health information related products and services.



21.2.1. Understand and apply

the principles of the

procurement process (e.g.

orders based on existing

contracts)

3 21.3.1. Evaluate specialist

knowledge to inform the

purchasing process

5 21.4.1. Provide leadership for

the application of the

organization’s procurement

policies and enhancements.

5

21.2.2. Ensure the correct

execution of orders, including

validation of deliverables and

correlation with subsequent

payments

3 21.3.2. Evaluate performance,

cost, timeliness and quality

information to select suppliers,

products and services.

5 21.4.2. Mastery of negotiation

skills related to contracts

and/or service level

agreements

6

21.2.3. Explain vendor/contract

management

2 21.3.3. Evaluate vendor contracts

and service level agreements

5 21.4.3. Design comparative

research models for vendor

solutions

5

21.3.4. Take part in negotiations

related to contracts and/or

service level agreements

3


21.5 Entry


21.6 Intermediate


21.7 Advanced


21.5.1 Knowledge of the current

market for relevant health

information products or

services

21.5.2 Understand typical purchase

contract terms and conditions

21.5.3 Knowledge of vendor

contracting and service level

agreement process




services including

outsourcing


contract terms and

conditions and financial

models

21.6.3 Ability to negotiate terms,

conditions and pricing

21.6.4 Analyze proposals/offers

21.6.5 Understand the principles of

vendor/customer mutual,

beneficial relationships



agreement process Aware of

relevant contract laws




services including

outsourcing


contract terms and

conditions and financial

models

21.7.3 Ability to negotiate terms,

conditions and pricing

21.7.4 Analyze proposals/offers

21.7.5 Understand the principles of

vendor/customer mutual,

beneficial relationships



agreement process

21.7.7 Aware of relevant contract

laws












22.0 Quality Management

22.1 Define, implement, and refine a formal strategy related to the quality of healthcare services and delivery, performance

of business units or products (including ICT), and adherence with standards developed by external organizations. Implement

quality policies to maintain and enhance service and product provision. Review quality performance indicators/measures

and recommend enhancements to influence continuous quality improvement. Identify quality management accountability.



22.2.1. Communicate

application of the

organization’s quality policy

3 22.3.1. Measure quality and

process indicators and proposes

remedial action

4 22.4.1. Assess and estimate

the degree to which quality

requirements have been met

5

22.2.2. Monitor application of

the organization’s quality policy

3 22.4.2. Provide leadership for

quality policy

implementation

6

22.4.3. Lead setting quality

standards across cross

functional units

6

22.4.4. Synthesize wide


to leverage and authorize

the application of external

standards and best

practices.

6

22.4.5. Lead organizational

strategy to embed quality

(i.e. metrics and continuous

improvement) into the

culture of the organization.

6


22.5 Entry


22.6 Intermediate


22.7 Advanced


22.5.1 Understand how methods, tools

and procedures can be

applied to implement the

organization’s quality policy

22.5.2 Evaluate and analyze process

steps to identify strengths and

weaknesses

22.5.3 Perform quality audits

22.6.1 Knowledge of methods, tools

and procedure are applied

within the organization and

where they should be applied

22.6.2 Oversight of quality audit policies

and processes

22.6.3 Evaluate and analyze process

steps to identify strengths and

weaknesses

22.6.4 Assist process owners in the

choice and use of measures to

evaluate effectiveness and

efficiency of the overall process

22.6.5 Monitor, understand, and act

upon quality indicators

22.7.1 Understand the information

strategy of the organization

and relationship to the

quality strategy

22.7.2 Define a quality policy to

meet the organization’s

standards of performance

and stakeholder (customer,

patient, business unit)

satisfaction objectives

22.7.3 Identify quality metrics to be

used

22.7.4 Knowledge of methods, tools

and procedure are applied

within the organization and

where they should be

applied

22.7.5 Oversight of quality audit

policies and processes

22.7.6 Evaluate and analyze

process steps to identify

strengths and weaknesses

22.7.7 Assist process owners in the

choice and use of measures

to evaluate effectiveness

and efficiency of the overall






process

22.7.8 Monitor, understand and act

upon quality indicators

22.7.9 Apply relevant standards

and best practices to

maintain information quality












23.0 Research Design and Methods

23.1 Conduct, participate in and/or support health-related research aimed at systematically investigating and studying

material and sources to establish facts and new information about a subject.



23.2.1. Explain common

research methodologies and

why they are used in

healthcare

2 23.3.1. Apply principles of

research and clinical literature

evaluation

3 23.4.1. Analyze principles of

research and clinical

literature evaluation

4

23.2.2. Comply with research

administrative processes and

policies

5 I23.3.2. Identify processes and

policies for research review

boards (Institutional Review

Board (IRB)

3 23.4.2. Create an evidence

based practice body of

knowledge

6

23.3.3. Take part in the

development of study design,

e.g., an epidemiological study

6


23.5 Entry


23.6 Intermediate


23.7 Advanced


23.5.1 Aware of different types of

research methods and when

used (e.g. qualitative,

quantitative, descriptive

research)

23.5.2 Understand disclosure of health

information related to research

studies and/or research

requests Understand

significance testing

23.6.1 Able to conduct a systematic

review

23.6.2 Knowledge of research design

and methods including an

evaluation framework

23.6.3 Ability to conduct literature

review and data searchers

23.6.4 Ability to critique previous studies

23.6.5 Ability to develop review board

applicationsUnderstand

disclosure of health information

related to research studies

and/or research requests

23.7.1 Ability to conduct a

systematic review

23.7.2 Knowledge of peer-review

journals and other reference

materials

23.7.3 Apply appropriate research

design and methods

including evaluation

frameworks

23.7.4 Ability to conduct literature

review and data searchers

23.7.5 Conduct a peer review

23.7.6 Use of professional libraries












24.0 Risk Management

24.1 Implement the analysis and management of risk across information systems through the application of the enterprise

defined risk management policy and procedure. Assess risk to the organization’s business, and document potential risk and

containment plans. Curricular Competencies by Academic Level


24.3.1. Apply principles of risk

management to mitigate

identified risks

3 24.4.1. Develop and maintain

a risk management program

6

24.3.2. Promote the

organization’s risk analysis

outcomes and risk management

processes

3


24.5 Entry


24.6 Intermediate


24.7 Advanced


24.6.1 Ability to manage risk exposure

24.6.2 Conduct risk analysis

24.6.3 Design a program to audit for risk

24.6.4 Understand exception

management

24.6.5 Understand risk prevention

approaches

24.7.1 Ability to manage risk

exposure

24.7.2 Conduct risk analysis

24.7.3 Design a program to audit

for risk

24.7.4 Understand exception

management

24.7.5 Understand risk prevention

approaches












25.0 Standards for Data Content, Health Information Exchange, and Interoperability

25.1 Knowledge and application of health information technology standards for data content, health information

exchange, and interoperability to facilitate an infrastructure where systems and applications can exchange data. Curricular Competencies by Academic Level


25.3.1. Identify the functions and

relationships between healthcare

classification systems and

terminologies

3 25.4.1. Apply knowledge of

interoperability and health

information exchange

standards

3

25.3.2. Map terminologies,

vocabularies and classification

systems

4 25.4.2. Interpret

terminologies, vocabularies

and classification systems

5

25.4.3.Construct examples of

mapping of clinical

vocabularies and

terminologies to appropriate

classification systems

6


25.5 Entry


25.6 Intermediate


25.7 Advanced


25.6.1 Understand interoperability and

health information exchanges

standards

25.6.2 Recognize standards

development organizations and

their relevant standards in

healthcare such as ISO, HL7,

ASTM, OASIS, etc.


terminology, classification

systems, taxonomies, and clinical

vocabularies such as ICD, CPT,

DSM, SNOMED-CT, LOINC,

RxNorm


mapping between data content

standards (such as LOINC to CPT,

SNOMED to ICD or one revision of

ICD to another)

25.6.5 Apply standardization to data

dictionaries

25.7.1 Understand interoperability

and health information

exchanges standards

25.7.2 Recognize standards

development organizations

and their relevant standards

in healthcare such as ISO,

HL7, ASTM, OASIS, etc.


terminology, classification

systems, taxonomies, and

clinical vocabularies such as

ICD, CPT, DSM, SNOMED-CT,

LOINC, RxNorm


mapping between data

content standards (such as

LOINC to CPT, SNOMED to

ICD or one revision of ICD to

another)

25.7.5 Apply standardization to

data dictionaries

25.7.6 Knowledge of reference

information models and data

types, models and formats












26.0 Strategic Planning

26.1 Align the organization’s information and information system priorities with established priorities, resources, common

goals, and intended outcomes/results. Anticipate long term business requirements and determine that the information

governance and information system model is in line with organization policy. Curricular Competencies by Academic Level


26.3.1. Develop a strategic plan 3 26.4.1. Evaluate a strategic

plan

5

26.3.2. Implement a strategic

plan

3 26.4.2. Evaluate healthcare

policy-making’s direct and

indirect impact on national

and global healthcare

delivery systems

5

26.3.3. Utilize enterprise-wide

information assets in support of

organizational strategies and

objectives

3 26.4.3. Design enterprise-

wide strategic planning

research models and

methods

6

26.4.4. Propose innovative,

draft healthcare policies for

national or global healthcare

delivery system

6

26.4.5. Lead the construction

and implement long-term

innovative information

governance and Information

system solutions.

6

26.4.6. Promote consensus

and commitment of the

management team of the

enterprise

3


26.5 Entry


26.6 Intermediate


26.7 Advanced


26.6.1 Knowledge of strategic planning

principles and techniques (plan,

design, develop, carry out and

assess and evaluate)

26.6.2 Ability to conduct a SWOT

analysis

26.6.3 Ability to relate and align

information governance and

information system priorities to

strategic plan/priorities

26.6.4 Monitor and ensure desired

results

26.6.5 Conduct an outcome

assessment

26.7.1 Lead the development of

strategic planning

26.7.2 Assess the impact of national

policy on the strategic plan

26.7.3 Set goals and benchmarks

26.7.4 Aware of politico-cultural

diversity and impact on the

strategic plan and

environmental scanning

26.7.5 Implement qualitative and

quantitative research

methods related to strategic

planning

26.7.6 Develop related policies

26.7.7 Conduct a stakeholder

analysis












27.0 Training and Development

27.1 Design, implement, evaluate, and manage a plan designed to assist a department and/or organization identify training

needs of an employee or employee group. Curricular Competencies by Academic Level


27.2.1. Explain the

methodology of training and

development

2 27.3.1. Evaluate initial and on-

going training programs

5 27.4.1. Model the training

and professional

development program

6

27.2.2. Explain the return on

investment for employee

training and development

2 27.3.2. Apply the techniques for

adult training and learning

3 27.4.2. Manage training and

education schedules to

meet market needs

5


27.5 Entry


27.6 Intermediate


27.7 Advanced


27.5.1 Knowledge of orientation and

training requirements

27.5.2 Use of effective content

delivery and media for training

and recruitment activities

27.5.3 Knowledge of recruitment,

retention, and right sizing

approaches

27.5.4 Knowledge of talent

management requirements

27.6.1 Design effective training

programs for adult learners.

27.6.2 Deliver topics/content that meet

organizational needs and

priorities (e.g. information

systems, use of EHRs, compliance

with laws and regulations, clinical

documentation improvement)

27.7.1 Design training models for

organization or business unit

27.7.2 Develop effective training

programs for adult learners.

27.7.3 Deliver topics/content that

meet organizational needs

and priorities

27.7.4 Evaluate the effectiveness of

training and development







27.8.5 Training Needs Analysis (TNA) role

27.8.6 Ability to develop curricula for HIM/Coding






28.0 Work Design and Process Improvement

28.1 Conduct workflow analysis for the purpose of improving processes and outcomes. Develop approaches to redesign

workflow to acheive improvements.



28.2.1. Utilize tools and

techniques to monitor, report,

and improve processes

3 28.3.1. Analyze workflow

processes and responsibilities to

meet organizational needs

4 28.4.1. Analyze workflow

design and process

3

28.2.2. Identify cost-saving and

efficient means of achieving

work processes and goals

3 28.3.2. Construct performance

management measures/charts

6 28.4.2. Design and

implement process

improvement

6

28.2.3. Utilize data for facility-

wide outcomes reporting for

quality management and

performance improvement

3 28.3.3. Demonstrate workflow

concepts

3 28.4.3. Evaluate process

improvement outcomes

5


28.5 Entry


28.6 Intermediate


28.7 Advanced


28.5.1 Knowledge of work flow and

process analysis

28.5.2 Aware of cost benefit analysis

28.5.3 Apply benchmarking

techniques

28.5.4 Use of graphical tools for

outcome reporting

28.6.1 Knowledge of workflow concepts

28.6.2 Ability to complete a work flow

analysis and related

documentation techniques

28.6.3 Apply benchmarking techniques

28.6.4 Use of diagrams and graphical

tools for process documentation

and outcome reporting

28.7.1 Knowledge of workflow

concepts

28.7.2 Ability to complete a work

flow analysis and related

documentation techniques

28.7.3 Apply benchmarking

techniques

28.7.4 Evaluate findings to

determine process

optimization

28.7.5 Understand enterprise

architecture.

28.7.6 Knowledge of Unified

Modeling Language (UML)

28.7.7 Apply techniques for

identifying errors (error

reporting and analysis) and

utilize information for

education

28.7.8 Identify key performance

indicators (people, processes

and organization)












Appendix A: Request for Input on New Curricula Competency Modules

The content of the global curricula was derived from established health information academic

standards/guidelines. GHWC recognizes that there are other health information academic modules for

inclusion in the global curricula and is seeking input and/or recommendations on the following areas:

Billing/Reimbursement

Clinical Informatics (e.g. biomedical, nursing, pharmacy or other informatics specialty area)

Consumer Informatics

Decision Support

Health Information Technologies (including technologies such as healthcare specific mobile

technologies, electronic health records, biomedical devices, etc.)

Healthcare Delivery System

Other Recommendations

The Council invites submission of comments or complete curricular modules (if submitting a module submissions

are requested in the following format):

Curricular Module Title:

Module Overview Statement:




Entry


Intermediate


Advanced


For Future Development: Comments are welcome on the following:

- Workforce roles/jobs that utilize these academic competencies

- Related Knowledge, Skills and Abilities (KSA’s) desired by employers

- Related Occupational Standards (e.g. national standards of performance individuals must achieve when carrying out

functions in the workplace)

- Related academic resources for this module






Appendix B: Professionalism and Common Employability Skills

The GHWC is seeking input on professionalism and common employability skills for health information

professionals. They will use this information for future development of materials that relate academic

competencies and workforce competencies. The following professionalism competencies were identified by

the Council.

Professionalism and Common Employability Skills

Entry Intermediate Advanced

Demonstrate effective written and

oral communication skills





Demonstrate the ability to be a

team player

Facilitate effective communication

between various healthcare

stakeholders and disciplines

Apply strategies and techniques to

facilitate the adoption of health

information tools

Play an educational role in the

health information environment

Demonstrate knowledge regarding

the complexity of adoption

processes related to the processes

of technology and knows how to

propose solutions to them.

For Future Development: Comments are welcome on the following:

- Additional professionalism and common employability skills (see National Network of Business and Industry

Associations (NNBIA) publication: Common Employability Skills)

- Related academic resources for this module

In addition, the GHWC is interested in comments related to inclusion of Common Employability Skills outlined in

the National Network of Business and Industry Associations (NNBIA) publication: Common Employability Skills8

(personal skills, people skills, applied knowledge and workplace skills). The NNBIA advocates for a core set of

fundamental skills and a common language to define the competencies which can then be mapped to

health information specific skills standards, credentials, and career paths.

8 The National Network of Business and Industry Associations. “Common Employability Skills.”

http://businessroundtable.org/sites/default/files/Common%20Employability_asingle_fm.pdf









Appendix C: Supporting Body of Knowledge (Pre-requisites or Evidence of Knowledge) The global curricula modules identify the health information specific competencies, but the GHWC recognizes

the need for other pre-requisite (foundational) knowledge. This table identifies the supporting body of

knowledge needed and seeks comments on the topic, academic level and/or health information professional

area (e.g. HIM, HI, HICT).

SUPPORTING BODY OF KNOWLEDGE (PRE-REQUISITE OR EVIDENCE OF KNOWLEDGE)

BY ACADEMIC LEVEL

Basic Intermediate Advanced

Communication Communication

Pathophysiology and

Pharmacology

Pathophysiology and

Pharmacology

Pathophysiology and

Pharmacology

Anatomy and Physiology Anatomy and Physiology Anatomy and Physiology

Medical Terminology Medical Terminology Medical Terminology

Computer Concepts and

Applications (basic computer

literacy skills requirements)


Applications ((basic computer

literacy skills requirements


Applications ((basic computer

literacy skills requirements)

Mathematics (algebra, analysis,

logic, numerical mathematics,

probability theory and statistics,

cryptography)

Mathematics (algebra, analysis,

logic, numerical mathematics,

probability theory and statistics,

cryptography)






Appendix D: Use of Bloom’s Taxonomy

Bloom’s taxonomy has three specific domains: cognitive, affective, and psychomotor. The cognitive domain

used within this document has six levels: 1) remembering, 2) understanding, 3) applying, 4) analyzing, 5)

evaluating, and 6) creating. This hierarchical structure enables educators to develop learning objectives and

assessments based upon an appropriate cognitive level. Examples of the types of skills found within each level

are shown in the chart below.

BLOOM’S TAXONOMY

Revised for Global Curricula Mapping

Taxonomy

Level

Category Definition Verbs

1 Remember Recall facts, terms, basic concepts of previously

learned material

Choose, Define, Find

2 Understand Determine meaning and demonstrate clarity of

facts and ideas

Collect, Depict, Describe, Explain,

Illustrate, Recognize, Summarize

3 Apply Use differing methods, techniques and information

to acquire knowledge and/or solve problems

Adhere To, Apply, Demonstrate,

Discover, Educate, Identify,

Implement, Model, Organize, Plan,

Promote, Protect, Report, Utilize,

Validate

4 Analyze Contribute to the examination of information in

part or aggregate to identify motives and causes

Analyze, Benchmark, Collaborate,

Examine, Facilitate, Format, Map,

Perform, Take part In, Verify

5 Evaluate Make judgments in support of established criteria

and/or standards

Advocate, Appraise, Assess,

Compare, Comply, Contrast,

Determine, Differentiate, Engage,

Ensure, Evaluate, Interpret, Leverage,

Manage, Mitigate, Optimize, Oversee,

Recommend

6 Create Generate new knowledge through innovation and

assimilation of data and information

Build, Compile, Conduct, Construct,

Create, Design, Develop, Forecast,

Formulate, Govern, Integrate, Lead,

Master, Propose

The layout for the levels and categories was adapted from Lorin W. Anderson and David R. Krathwohl’s A Taxonomy For

Learning, Teaching, and Assessing, Abridged edition, Allyn and Bacon, Boston, MA 2001






Appendix E: Request for Academic Program Models and Examples

The GHWC is seeking examples of program design models by academic level to provide illustration and

guidance on how an institution may design a degree program for health information professions. We are

seeking examples across any academic level and professional area (e.g. HIM Associate Program, Graduate

Health Informatics Program, etc.) to publish in future resource materials. If available, mapped to the global

curricula modules and competencies is helpful, but not required to submit.




Please send comments to [email protected] by Friday, 16th January, 2015. Please use the accompanying comment form, or the form at the end of this document.

Submitting Organization Information:

Submitting

Organization Name: Country/Region:

Point of Contact Name: Contact’s Email and

Phone Number:

Areas of Expertise

(check all that apply): __ HIM __ Health Informatics __ Health ICT

Other Area of

Expertise/Specialty:

May we identify your

organization as

reviewing/ commenting

on the global curricula?

Would you like

more information

about the global

curricula?

Comments on Front Matter (e.g. Foreword, Overview and other Section):

Section Name: Existing Wording Proposed Wording Comments

Add lines as needed




Page 2


Comments on Curricular Modules:

Module Name

Section

/Academic

Level

Item

Number Existing Wording Proposed Wording

Comments

Add lines as needed




Page 3


Comments on Appendix A (Additional Curricular Modules for Consideration):

Module Title:

Modules Overview:




Entry


Intermediate


Advanced


For Future Development:

Comments are welcome on the following:

Workforce roles/jobs that utilize these academic competencies

Related Knowledge, Skills and Abilities (KSA’s) desired by employers

Related Occupational Standards (e.g. national standards of performance individuals must achieve when carrying out functions in the workplace)

Related academic resources for this module Add tables as needed

Comments on Appendices B – E:

Appendix

Comments

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Page 4


Other General Feedback/Comments:

Topic

Comments

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