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Health Information Technology

Program Assessment Report for 2013-14

Part I – Executive Summary

The student learning outcomes for the Associate in Science degree in Health Information

Technology are prescribed by the American Health Information Management Association

(AHIMA). Demonstration of these outcomes is required in order to maintain the College’s HIT

program accreditation by the Commission on Accreditation of Health Information and

Informatics Management Education (CAHIIM). In total there are 56 student learning outcomes

which are mapped to the HIT course(s) in which the content is primarily taught. Student

learning outcomes assessment in the Health Information Technology program is undertaken in

a sequential course level approach. The rationale for this approach is to learn from the

assessment undertaken in these courses to inform subsequent courses. Faculty believe this

approach will best serve current and future students by improving the curriculum concurrently

rather than relying on assessment data from capstone courses to inform lower level courses. In

the 2013-14 academic year HIT program assessment focused on two courses; HIT 101

Introduction to Health Information Technology and HIT 200 Statistical Applications in

Healthcare.

In HIT 101, cumulative final exam results were used to measure student learning outcomes

outlined in Part II. The course coordinator for the course was responsible for identifying the

assessments used to measure student learning and, in collaboration with the Student Learning

Assessment Specialist, developed the assessment plan. The results were positive.

In HIT 200, Microsoft Excel modules, statistical brief assignments, and the Healthcare Utilization

Project Assignment (HCUP) were used to assess student learning outcomes outlined in Part II.

The course coordinator for the course was responsible for identifying the assessments used to

measure student learning and, in collaboration with the Student Learning Assessment Specialist,

developed the assessment plan. The results were positive.

Full-time Health Programs faculty developed the rubric used to assess the statistical briefs.

These rubrics were shared with other department faculty for review and input .

Health Programs faculty are in the process of exploring the validity of imposing a “C” or above

requirement in core HIT courses as a benchmark. The rationale for requiring a “C” or above is

due to the fact that the current passing score for the Registered Health Information Technology

aligns with a “C” at Peirce College. Faculty continue to discuss the rationale for imposing a “C”

or above requirement in core HIT and will continue to examine the utility of such a requirement

in 2014-15. As detailed in the charts below, the assessed projects for all of the reviewed

July 2014 2

Program Learning Outcomes were generally positive. A detailed analysis of the findings is

included in this report.

During the 2013-14 Academic year Health Programs faculty examined the Health Information

Technology, Health Information Administration, and Healthcare Administration curricula in order

to identify inefficiencies and opportunities to improve transfer friendliness for current and

prospective students. Findings revealed there were in fact some redundancies in courses

shared among the three programs. Findings also revealed an opportunity to reevaluate and

modify existing course levels to strengthen transfer friendliness for new and prospective

students. The proposed modifications were presented to and approved by the College’s

Curriculum Committee for implementation in 2014-15. It is likely that program assessment

activities in some HIT courses will change as new assessment mechanisms are added and

removed from courses to meet the new AHIMA learning Outcomes.

Part II – The Current Year

HIT 101 Introduction to Health Information Technology

Cumulative final exam results were used to measure student learning. In collaboration with the

Student Learning Assessment Specialist, the faculty course coordinator mapped each question

on the final exam to a course level objective. The results of 43 student assessments were

evaluated.

Assessment data was gathered from Summer Session ‘13 Session 5 (On Campus), Fall Session

‘13 Session 2 (Online), and Spring Session ‘14 Session 3 (On Campus and Online). The final

exam was auto-scored in eCollege and scores were evaluated by the instructor for the course.

The outcomes appear valid and reliable. However, the results demonstrated unequal

distribution of the outcomes assessed in the Final Exam itself.

Assessment Results:

Final exam results broken down by question(s) and respective outcome for the 2013-14 are as

follows:

Course Outcome %

Correct Average %

Correct

1. Articulate the roles of the health information supervisor

Q80 65% 65%

2. Define the content, function, structure, and uses of health information

Q19 95%

80%

Q37 91%

Q67 88%

Q81 88%

Q32 86%

Q60 79%

Q33 77%

Q48 77%

July 2014 3

Q36 72%

Q56 51%

3. Explain how health information is managed

Q41 93%

80%

Q38 91%

Q74 91%

Q82 91%

Q68 88%

Q45 86%

Q58 86%

Q63 86%

Q40 84%

Q43 84%

Q57 81%

Q62 81%

Q72 79%

Q75 5%

4. Critique the methods for effective use, collection, arrangement, presentation, and verification of healthcare data.

Q39 98%

75%

Q42 91%

Q34 86%

Q51 84%

Q66 81%

Q49 79%

Q64 79%

Q77 79%

Q50 72%

Q69 60%

Q78 58%

Q70 37%

5. Evaluate the complexity of the current delivery mechanisms, systems, and regulations involving healthcare.

Q46 100%

77%

Q7 98%

Q35 98%

Q10 95%

Q24 95%

Q27 95%

Q83 95%

Q2 93%

Q3 93%

Q9 93%

July 2014 4

Q23 93%

Q5 91%

Q8 91%

Q18 91%

Q29 91%

Q25 88%

Q30 88%

Q85 88%

Q22 86%

Q31 86%

Q1 84%

Q98 84%

Q17 81%

Q97 81%

Q88 79%

Q100 79%

Q20 70%

Q84 70%

Q91 67%

Q44 65%

Q59 63%

Q93 56%

Q89 47%

Q61 44%

Q99 40%

Q16 35%

Q90 33%

Q87 21%

6. Describe health information concepts

Q76 88%

68%

Q11 86%

Q47 86%

Q73 84%

Q86 79%

Q53 70%

Q71 63%

Q96 63%

Q92 42%

Q94 21%

7. State how information technology supports the functions of healthcare delivery

Q21 100%

78% Q55 95%

Q54 86%

Q79 81%

July 2014 5

Q52 72%

Q15 63%

Q95 51%

8. Examine concepts and principles of organization and supervision

Q14 95%

85%

Q13 91%

Q12 86%

Q65 86%

Q6 84%

Q4 79%

Q26 77%

Findings:

1. The distribution of outcomes within the test is uneven.

2. All outcomes, except #8, do not meet the benchmark of 85%. The results could be

unreliable due to finding #1.

3. The following questions were identified as the having the Discrimination index of Poor:

Q1, Q3, Q5, Q6, Q7, Q8, Q9, Q10, Q11, Q13, Q14, Q19, Q21, Q24, Q27, Q30, Q35, Q38, Q39,

Q40, Q41, Q46, Q48, Q51, Q53, Q54, Q55, Q58, Q59, Q60, Q63, Q67, Q79, Q83, Q86

Actions Planned for Improvement:

1. Edit the final exam to have a balanced distribution of outcomes.

2. Review the questions with a poor discrimination index and edit as needed.

3. Evaluate changes 1 and 2 mid-year

4. Based on results at the end year review evaluate the appropriateness of an 85%

benchmark.

HIT 200 Statistical Applications in Healthcare

In HIT 200 Statistical Applications in Healthcare the following course level outcomes were measured:

a) Collect, maintain and report data for clinical indices/databases/registries to meet specific organization needs such as medical research and disease registries

b) Collect, organize and present data for quality management, utilization management, risk management and other related studies.

c) Comprehend basic descriptive, institutional and healthcare vital statistics. d) Abstract and report data for facility-wide quality management and performance

improvement programs

July 2014 6

e) Analyze clinical data to identify trends that demonstrate quality, safety, and effectiveness of healthcare data for facility-wide quality management and performance improvement programs.

Three course level assessments were used in HIT 200 to assess student learning.

a) Microsoft Excel Modules: Designed for students in medical office administration and

allied health programs, MICROSOFT EXCEL 2010 FOR MEDICAL PROFESSIONALS

teaches introductory Microsoft Excel 2010 skills. This book includes real world

examples and projects within a case study related to the medical industry, providing

students with the Excel skills necessary to successfully support the front or back

office of a clinic, hospital, or medical practice.

(http://www.cengage.com/search/productOverview.do?Ntt=16422350086400511771

213390195774668351&N=15+4294920897+4294922458&Ntk=P_EPI#Overview)

Completion of the modules below is designed to specifically assess all course level

student learning outcomes.

Office Unit A: Getting Started with Office 2010.

Unit A: Getting Started with Excel 2010.

Unit B: Working with Formulas and Functions.

Unit C: Formatting a Worksheet.

Unit D: Working with Charts.

Unit E: Analyzing Data Using Formulas.

Unit F: Managing Workbook Data.

Unit G: Managing Data Using Tables.

Unit H: Analyzing Table Data.

b) Statistical Brief Assignments: HCUP Statistical Briefs provide health care statistics on

hospital inpatient stays, emergency department visits, and ambulatory surgeries.

Topics include medical conditions treated, procedures performed, patient populations

served, and quality of care. Information is presented in tables and figures,

accompanied by explanatory text. (http://hcup-

us.ahrq.gov/reports/statbriefs/sbtopic.jsp)

Five statistical briefs are selected by the instructor. Students are required to read

and summarize the statistical brief in a concise, well written and accurate summary.

See Appendix A. Reading & Analyzing Information: Rubric for Statistical Briefs

c) Healthcare Utilization Project Assignment (HCUP): HCUPnet is an on-line query

system that gives students instant access to the largest set of all-payer health care

databases that are publicly available. Using HCUPnet's easy step-by-step query

system, students can generate tables and graphs on national and regional statistics

and trends for community hospitals in the U.S. In addition, community hospital data

are available for those States that have agreed to participate in HCUPnet. HCUPnet

is part of the Healthcare Cost and Utilization Project (HCUP) of the Agency for

http://www.cengage.com/search/productOverview.do?Ntt=16422350086400511771213390195774668351&N=15+4294920897+4294922458&Ntk=P_EPI#Overview

http://www.cengage.com/search/productOverview.do?Ntt=16422350086400511771213390195774668351&N=15+4294920897+4294922458&Ntk=P_EPI#Overview

http://hcup-us.ahrq.gov/reports/statbriefs/sbtopic.jsp

http://hcup-us.ahrq.gov/reports/statbriefs/sbtopic.jsp

July 2014 7

Healthcare Research and Quality (AHRQ). HCUPnet generates statistics using data

from HCUP's Nationwide Inpatient Sample (NIS), the Kids' Inpatient Database (KID),

the State Inpatient Databases (SID) and the State Emergency Department

Databases (SEDD). (http://hcup-us.ahrq.gov/overviewcourse.jsp)

Completion of the self-paced online tutorial and accompanying assignment below is

designed to specifically assess all course level student learning outcomes.

Assessment Results:

a) Microsoft Excel Modules

Results are from sessions 5, 1, 2, 2 and 4.

Note: Only challenge completers are counted for assessment

All Completers

Only

Module A: Getting Started with Excel 2010 92% 96%

Module B: Working with Formulas and Functions 88% 95%

Module C: Formatting a Worksheet 83% 92%

Module D: Working with Charts 87% 94%

Module E: Analyzing Data Using Formulas 73% 90%

Module F: Managing Workbook Data 67% 93%

Module G: Managing Data Using Tables 35% 97%

Module H: Analyzing Table Data NA NA

Findings:

While the scores for completers are positive, there is an opportunity to strengthen student

scores for Module F and Module G. In response to student feedback calling for audio-visual

feedback on specific Excel assignments, the instructor for the session 3 course implemented the

use of Camtasia, audio-visual screen capture technology. This technology was used to provide

personalized audio-visual feedback on Excel files submitted for grade assignment. While there

was no noticeably change in student performance, student feedback in response to receiving

these video clips was extremely positive.


Moving forward, faculty who teach this course will continue to provide personalized audio-visual

feedback using Camtasia. Faculty expect to see an improvement in all scores, specifically in

Modules F and G.

http://hcup-us.ahrq.gov/overviewcourse.jsp

July 2014 8

b) Statistical Brief Assignments

Findings:

The findings are positive. While most students scored proficient or exemplary, there is an

opportunity to strengthen student scores in the areas of developing and emerging.


In order to strengthen student scores in the areas of developing and emerging faculty will

provide students with an example of a successfully summarized statistical brief from which they

can practice developing their own summaries.

July 2014 9

c) HCUP Assignment

Note: Does not include session 3

Q1 Q2 Q3 Q4 Q5 Q6

Q1A Q1B Q2A Q2B Q2C Q3A Q3B Q4A Q4B Q4C Q5A Q5B Q5C Q6A Q6B Q6C

Percentage Correct for subquestion

77% 57% 142% 71% 60% 100% 35% 127% 67% 69% 135% 77% 67% 129% 75% 71%

Percentage Correct for question

53% 72% 47% 72% 76% 75%

Q7 Q8 Q9 Q10 Q11 Q12

Q7A Q7B Q7C Q8 Q9 Q10 Q11 Q12

Percentage Correct for subquestion

127% 67% 71% 85% 82% 81% 75% 67%

Percentage Correct for question

72% 67% 62% 65% 60% 56%

Findings:

There is an opportunity to strengthen student scores for each question in the HCUP assignment.

Low scores are due in part to poor instructions for assignment completion.


The instructions for this assignment have been modified to communicate that each question

contains multiple parts.

Part III – The Coming Year

HIT 101: Introduction to Health Information Technology. After improvements and

modifications are made this course will undergo assessment again in 2014-15.

HIT 200: Statistical Applications in Healthcare. After improvements and modifications

are made this course will undergo assessment again in 2014-15.

HIT 100: Medical Terminology. This course will undergo assessment in 2014-15 for the

first time.

HIT 215: Legal Aspects of Health Information Technology. This course will undergo

assessment in 2014-15 for the first time.

Part IV – Other Program Assessment Activities

1. During 2013-14, Health Programs faculty examined the Health Information Technology,

Health Information Administration, and Healthcare Administration curricula in order to

identify inefficiencies and opportunities to improve transfer friendliness for current and

prospective students. Findings revealed there were in fact some redundancies in

courses shared among the three programs. Findings also revealed an opportunity to

reevaluate and modify existing course levels to strengthen transfer friendliness for new

and prospective students. The proposed modifications were presented to and approved

July 2014 10

by the College’s Curriculum Committee for implementation in 2014-15. A summary of

these modifications follows.

2. Health Programs faculty are in the process of aligning the new curricula with the newly

published AHIMA Student Learning Outcomes where an HIT or HIA course replaced an

HCA course. See Appendix C. Curriculum Crosswalk

3. The Annual Program Review Assessment (APAR) report is required by CAHIIM on an

annual basis. The Faculty Chair will attend the AHIMA Assembly on Education

conference in July 2014 in order to learn about the new APAR system, reporting

requirements, and due date.

July 2014 11

Appendix A.

HIT 200 - Healthcare Statistics

Reading & Analyzing Information: Rubric for Statistical Briefs

CATEGORY 4 3 2 1 Students Score

Identifies important information

Student lists all of the main points in the brief.

The student lists most of the main points in the brief.

The student lists some of the main points in the brief.

The student does not list any of the main points in the brief.

Identifies details

Student includes details for each main point referenced in the brief.

Student includes most details for the main points referenced in the brief.

Student includes some details for each main point referenced in the brief.

Student omits details of the main points referenced in the brief.

Relates Graphics to Text

Student accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text.

Student accurately explains how each graphic/diagram is related to the text.

Student accurately explains how some of the diagrams are related to the text.

Student has difficulty relating graphics and diagrams to the text.

Summarization

Student accurately describes the brief in a two page, double-spaced summary.

Student uses several sentences to accurately describe what the article is about.

Student summarizes most of the article accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the article.

July 2014 12

Appendix B. Healthcare Utilization Project (HCUP) Assignment

Question 1. Define HCUP and AHRQ (2 pts.).

Explain how and by whom the tools and databases shown in this tutorial are used (3 pts.)

Question 2. Discuss the State Inpatient Database (SID)

a. What type of information is contained within the SID? (2 pts.)

b. Where does the data originate that ultimately populates or ends up in the SID? (2 pts.)

c. How might a researcher use the SID? (2 pts.)

Question 3. Discuss the Nationwide Inpatient Sample (NIS)

a. What type of information is contained within the NIS? (2 pts.)

b. What is meant by adjusting for severity of illness? Give an example of how the adjustment

is done. (4 pts.)

Question 4. Discuss the Kid's Inpatient Database (KID)

a. What type of information is contained within the KID? (2 pts.)

b. Where does the data originate that ultimately populates or ends up in the KID? (2 pts.)

c. How might a researcher use the KID? (2 pts.)

Question 5. Discuss the State Ambulatory Surgery Databases (SASD)

a. What type of information is contained within the SASD? (2 pts.)

b. Where does the data originate that ultimately populates or ends up in the SASD? (2 pts.)

c. How might a researcher use the SASD? (2 pts.)

Question 6. Discuss the State Emergency Department Databases (SEDD)

a. What type of information is contained within the SEDD? (2 pts.)

b. Where does the data originate that ultimately populates or ends up in the SEDD? (2 pts.)

c. How might a researcher use the SEDD? (2 pts.)

Question 7. Discuss the Nationwide Emergency Department Sample (NEDS)

a. What type of information is contained within the NEDS? (2 pts.)

b. Where does the data originate that ultimately populates or ends up in the NEDS? (2 pts.)

c. How might a researcher use the NEDS? (2 pts.)

Question 8. Visit http://hcupnet.ahrq.gov/ and perform a query on one of the selections under

Statistics on Hospital Stays. (10 pts)

What did you query?

What did the query reveal?

How could the results of your query be used?

July 2014 13

Question 9. Visit http://hcupnet.ahrq.gov/ and perform a query on one of the selections under

Hospital Readmission. (10 pts)

What did you query?



Question 10. Visit http://hcupnet.ahrq.gov/ and perform a query on one of the selections

under Statistics on Emergency Department Use. (10 pts)

What did you query?




under Hospitals Like Mine. (10 pts)

What did you query?




under AHRQ Quality Indicators. (10 pts)

What did you query?



July 2014 14

Appendix C. Summary of Changes Impacting Health Programs for 2014-15

Existing Course

New Course Change Rationale Programs Affected

COM 345 Advanced Communication Skills

COM 112 Effective Speech Communication

COM 345 is no longer required. COM 112 is now required.

It is counterintuitive to require an advanced communications course without first requiring an introductory communications course. Furthermore, COM 112 satisfies the HCA curriculum needs.

HCA

LAW 103 Business Law

HCA 220 Cultural Competency for Healthcare Professionals

LAW 103 is no longer required. LAW 103 has been replaced with a new course HCA 220 Cultural Competency for Healthcare Professionals.

The law content of this course will be addressed in a new Healthcare Law and Ethics course (HCA 240).

HCA

HIT 218 Healthcare Reimbursement

Needed for CHAM cert.

HCA 430 HC Ethics

HCA 240 Healthcare Law and Ethics

HCA 430 has been retired and is replaced with the new course HCA 240 HC Law and Ethics.

Typically, law and ethics are covered in the same course. Rather than have two courses, one to address law and the other to address healthcare ethics, we now require one HC Law and Ethics course. This new course is the result of merging two existing courses; Revising this course from a 400 to a 200 level course is expected to support transfer friendliness.

HCA

SCI 270 Pathophysiology

OPEN ELECTIVE (was 4, now 5)

SCI 270 is no longer required for HCA students.

A&P I and II satisfy the needs of the HCA program. SCI 270 is

HCA

July 2014 15

Existing Course


unnecessary for HCA students.

MKT 101 OPEN ELECTIVE (was 5, now 6)

MKT 101 is no longer required for HCA students.

This content is covered in other HCA courses.

HCA

HIT 200 Healthcare Statistics

HIT 200 Statistical Applications in Healthcare

Course title change AND moved from institutional requirement to program requirement

New name better reflects course content. This course originally met a math requirement. This is no longer the case. HIT 200 is now included as a program requirement.

HIT and HCA

HCA 301 Health Information Systems Administration

HIT 230 Computer Systems for Health Information Technology

HCA 301 did not provide a solid foundation in information technology in healthcare.

HCA 302 Legal Issues in HCA

HIA 340 Healthcare Research Methods

Course content from HCA 302 will be covered in the new HCA 240 HC Law and Ethics course.

Research methods is necessary for the HCA program.

HCA

HCA 413 HC Management Strategies

HIA 380 Strategic Planning and Organizational Development in Healthcare

HCA 413 has been retired and is replaced with an existing course HIA 380 Strategic Planning and Organizational Development in Healthcare.

HCA 413 and HIA 380 were two very similar courses. In an effort to reduce redundancies and inefficiencies, only one course is needed to satisfy the needs of both the HIA and HCA programs. HIA 380 has been retained and HCA 413 retired.

HCA

HCA 450 Healthcare Quality Management

HIA 310 Advanced Quality Management and Performance Improvement in Healthcare

HCA

July 2014 16

Existing Course


HCA 460 Healthcare Policy and Planning

HCA 460 Health Policy

Course title change

New name better reflects course content

HCA

HCA 490 Selected Topics for Healthcare

HIT 218 Healthcare Reimbursement Method

HCA 490 is no longer required. It will be offered once per academic year as an elective.

HIT 218 is a necessary prerequisite to HCA 340 Healthcare Finance

HCA

HIT 299 PPE II HIT 298 PPE We eliminated one of the two PPE courses and made the PPE course 15 weeks in duration instead of 8 weeks. This course remains a 3 credit course.

HIT

July 2014 17

Appendix D. Curriculum Crosswalk

CURRICULUM CROSSWALK

(New Curricula mapped to Previous Curriculum Maps)

A significant change in approach is noted with this release of the curricula. The

emphasis and measurement of success is with attainment of the Bloom’s taxonomy level

associated with the Student Learning Outcomes rather than the curricular considerations (which

are examples of topics to be considered). When specific content is required it is part of the

student learning outcome. With the pace of change in healthcare and HIM today, the curricular

considerations may change with great frequency, but the student learning outcomes would

remain consistent over longer periods of time.

Associate Degree Cross Walk to 2011 Map

Contained in Course(s)

Course Coordinator(s)

Domain I. Data Content Structure and Standards Subdomain I.A Classification Systems

1. Apply diagnosis/procedure codes according to current guidelines

I.A.1 I.C.2

HIT 101, HIT 220, HIT 225

HIT 101: Yeva; HIT 220; Yeva, HIT 225;

Yeva

2. Evaluate the accuracy of diagnostic and procedural coding

I.C.5 HIT 220, HIT 225 HIT 220; Yeva, HIT 225; Yeva

3. Apply diagnostic and procedural groupings

I.D.6 HIT 218 HIT 218: Luanne

4. Evaluate the accuracy of diagnostic/procedural groupings

I.C.3 I.D.6

HIT 218, HIT 220, HIT 225

HIT 218: Luanne; HIT

220; Yeva; HIT 225;

Yeva

Subdomain I.B. Health Record Content and Documentation

1. Analyze the documentation in the health record to ensure it supports the diagnosis and reflects the patient’s progress, clinical findings, and discharge status

I.A.2 HIT 101, HIT 220,

HIT 225

HIT 101: Yeva; HIT

220; Yeva, HIT 225;

Yeva

2. Verify the documentation in the health record is timely, complete, and accurate

I.A.4 HIT 101, HIT 220,

HIT 225

HIT 101: Yeva; HIT

220; Yeva, HIT 225;

Yeva

July 2014 18

3. Identify a complete health record according to, organizational policies, external regulations, and standards

I.B.3 HIT 101, HIT 215, HIT 230, HIT 250

HIT 101: Yeva; HIT

215: Stephanie; HIT

230: Yeva; HIT 250:

Luanne

4. Differentiate the roles and responsibilities of various providers and disciplines, to support documentation requirements, throughout the continuum of healthcare

III.A.2 HIT 101 HIT 101: Yeva

Subdomain I.C. Data Governance

1. Apply policies and procedures to ensure the accuracy of health data

I.A.3 HIT 101, HIT 220, HIT 225


Yeva

Subdomain I.D. Data Management

1. Collect and maintain health data

I.A.1 I.C.5

HIT 101, HIT 220, HIT 225

HIT 220, HIT 225


Yeva HIT 220; Yeva, HIT

225; Yeva 2. Apply graphical tools for data presentations

II.A.2 HIT 200 HIT 200; Luanne

Subdomain I.E Secondary Data Sources

1. Identify and use secondary data sources

New We need to

decide where

this already

exists or where

to add it.

2. Validate the reliability and accuracy of secondary data sources

New We need to

decide where

this already

exists or where

to add it.

Domain II. Information Protection: Access Disclosure, Archival, Privacy and Security Subdomain II.A. Health Law

1. Apply healthcare legal terminology

New We need to decide where this already

exists or where to add it.

2. Identify the use of legal documents



3. Apply legal concepts and principles to the practice of HIM

III.A.1 III.B.1

We need to

decide where

this already

exists or where

to add it.

July 2014 19

Subdomain II.B. Data Privacy Confidentiality and Security

1. Apply confidentiality, privacy and security measures, policies and procedures for internal and external use and exchange to protect electronic health information

IV.D.1 HIT 230 HIT 230: Yeva

2. Apply retention and destruction policies for health information

IV.C.3 HIT 230 HIT 230: Yeva

3. Apply system security policies according to departmental and organizational data/information standards


Subdomain II.C. Release of Information

1. Apply policies and procedures surrounding issues of access and disclosure of protected health information

III.B.2 III.B.3 III.B.4

HIT 215 HIT 215 HIT 215

HIT 215: Stephanie HIT 215: Stephanie HIT 215: Stephanie

Domain III. Informatics, Analytics and Data Use Subdomain III.A. Health Information Technologies

1. Utilize software in the completion of HIM processes

I.C.1 I.C.6 IV.A.1 IV.A.2 IV.A.3 IV.C.2 IV.D.3

HIT 220, HIT 225 HIT 220, HIT 225 BIS 111, HIT 200, HIT 230 BIS 111, HIT 200, HIT 230 BIS 111, HIT 200, HIT 230 HIT 230 HIT 230

HIT 220: Yeva; HIT 225: Yeva HIT 220: Yeva; HIT 225: Yeva BIS 111: TBD; HIT 200: Luanne, HIT 230: Yeva BIS 111, HIT 200, HIT 230 BIS 111, HIT 200, HIT 230 HIT 230 HIT 230

2. Explain policies and procedures of networks, including intranet and Internet to facilitate clinical and administrative applications

IV.A.4 HIT 230 HIT 230: Yeva

Subdomain III.B. Information Management Strategic Planning

1. Explain the process used in the selection and implementation of health information management systems



July 2014 20

2. Utilize health information to support enterprise wide decision support for strategic planning

IV.A.5 IV.D.2

HIT 230 HIT 230

HIT 230: Yeva

HIT 230: Yeva

Subdomain III.C. Analytics and Decision Support

1. Explain analytics and decision support



2. Apply report generation technologies to facilitate decision- making

I.D.5 II.A.1 II.A.2 IV.C.2

HIT 218 HIT 200 HIT 200 HIT 230

HIT 218: Luanne HIT 200: Luanne HIT 200: Luanne HIT 230: Yeva

Subdomain III.D. Health Care Statistics

1. Utilize basic descriptive, institutional, and healthcare statistics

II.A.3 HIT 200 HIT 200: Luanne

2. Analyze data to identify trends

II.B.2 HIT 200 HIT 250

HIT 200: Luanne HIT 250: Luanne

Subdomain III.E. Research Methods

1. Explain common research methodologies and why they are used in healthcare



Subdomain III.F. Consumer Informatics

1. Explain usability and accessibility of health information by patients, including current trends and future challenges



Subdomain III.G. Health Information Exchange

1. Explain current trends and future challenges in health information exchange

New We need to decide where this already exists or where to add it.

Subdomain III.H. Information Integrity and Data Quality

1. Apply policies and procedures to ensure the accuracy and integrity of health data both internal and external to the health system


July 2014 21

Domain IV. Revenue Management Subdomain IV.A. Revenue Cycle and Reimbursement

1. Apply policies and procedures for the use of data required in healthcare reimbursement

I.D.1 I.D.2 I.D.3 I.D.4

HIT 218 HIT 218: Luanne

2. Evaluate the revenue cycle management processes

V.B.3 HIT 218 HIT 218: Luanne

Domain V. Compliance Subdomain V.A. Regulatory

1. Analyze policies and procedures to ensure organizational compliance with regulations and standards

I.B.2 HIT 215 HIT 250

HIT 215: Stephanie HIT 250: Luanne

2. Collaborate with staff in preparing the organization for accreditation, licensure, and/or certification

I.B.4 III.A.1

HIT 250 HIT 250: Luanne

3. Adhere to the legal and regulatory requirements related to health information management

III.B.1

Subdomain V.B. Coding

1. Analyze current regulations and established guidelines in clinical classification systems

I.C.4 I.D.4

HIT 220, HIT 225 HIT 218

HIT 220; Yeva, HIT 225; Yeva HIT 218: Luanne

2. Determine accuracy of computer assisted coding assignment recommend corrective action


Subdomain V.C. Fraud Surveillance

1. Identify potential abuse or fraudulent trends through data analysis



Subdomain V.D. Clinical Documentation Improvement

July 2014 22

1. Identify discrepancies between supporting documentation and coded data


2. Develop appropriate physician queries to resolve data and coding discrepancies


Subdomain V.C. Fraud Surveillance

1. Identify potential abuse or fraudulent trends through data analysis



Subdomain V.D. Clinical Documentation Improvement

1. Identify discrepancies between supporting documentation and coded data

I.C.7

2. Develop appropriate physician queries to resolve data and coding discrepancies


Domain VI. Leadership Subdomain VI.A Leadership Roles

1. Summarize health information related leadership roles



2. Apply the fundamentals of team leadership

V.A.1 V.A.2

HIT 250 HIT 298

HIT 250: Luanne HIT 298: Stephanie

3. Organize and facilitate meetings



Subdomain VI.B. Change Management

1. Recognize impact of change management on processes, people and systems



Subdomain VI.C. Work Design and Process Improvement

1. Utilize tools and techniques to monitor, report, and improve processes

V.A.5 HIT 250 HIT 250: Luanne

July 2014 23

2. Identify cost-saving and efficient means of achieving work processes and goals


3. Utilize data for facility-wide outcomes reporting for quality management and performance improvement

II.B.1 HIT 250 HIT 250: Luanne

Subdomain VI.D. Human Resource Management

1. Report staffing levels and productivity standards for health information functions


2. Interpret compliance with local, state, and federal labor regulations


3. Adhere to work plans, policies, procedures, and resource requisitions in relation to job functions


Subdomain VI.E. Training and Development

1. Explain the methodology of training and development


2. Explain the return on investment for employee training and development


Subdomain VI.F. Strategic and Organizational Management

1. Summarize a collection methodology for data to guide strategic and organizational management

II.A.2 HIT 200 HIT 200: Luanne

2. Understand the importance of healthcare policy- making as it relates to the healthcare delivery system



July 2014 24

3. Describe the differing types of organizations, services, and personnel and their interrelationships across the health care delivery system



4. Apply information and data strategies in support of information governance initiatives

IV.A.4 BIS 111, HIT 230 BIS 111: TBD; HIT 230: Yeva

5. Utilize enterprise- wide information assets in support of organizational strategies and objectives



Subdomain VI.G. Financial Management 1. Plan budgets


2. Explain accounting methodologies



3. Explain budget variances



Subdomain VI.H. Ethics

1. Comply with ethical standards of practice

III.B.5 HIT 215 HIT 215: Stephanie

2. Evaluate the consequences of a breach of healthcare ethics



3. Assess how cultural issues affect health, healthcare quality, cost, and HIM

New We need to decide

where this already

exists or where to add

it.

4. Create programs and policies that support a culture of diversity



Subdomain VI.I. Project Management

1. Summarize project management methodologies


Subdomain VI.J. Vendor/Contract Management 1. Explain

Vendor/Contract Management


July 2014 25

Subdomain VI.K. Enterprise Information Management

1. Apply knowledge of database architecture and design

IV.B.1 HIT 230 HIT 230: Yeva

Associate Degree Contained in Course(s)

Course Coordinator(s) Pathophysiology and Pharmacology HIT 100 and SCI 270 HIT 100: Yeva;

SCI 270: Kate

Anatomy and Physiology SCI 240 and SCI 250 SCI 240: Emily Basile; SCI 250:

Emily Basile Medical Terminology HIT 100 HIT 100: Yeva

Computer Concepts and Applications BIS 111 and HIT 230 BIS 111: TBD; HIT 230: Yeva

health information technology program assessment report ... · health information technology...

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