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HEALTH INFORMATICS PATHWAY

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HEALTH INFORMATICS PATHWAY Powered By Docstoc
					HEALTH INFORMATICS
     PATHWAY



      Phase II
Health Informatics Courses
 Introduction to Healthcare Science
  Technology

 Applications to Health Informatics


 Health Informatics Medical Terminology


 Health Informatics Internship
PATHWAY MAY LEAD TO:
 DUAL enrollment for Unit Clerk/Medical
  Secretary
 For students who want to go into the
  administrative or informatics branch of
  Healthcare
Introduction to Healthcare
   Science Technology




            1st Course

        This is the course
     We are currently teaching
Applications to Health
     Informatics




        2nd Course
ACADEMIC FOUNDATIONS
HS-AHI-1. Students will demonstrate
 knowledge and understanding of the
 academic subject matter required for
 proficiency within their area.
Academic standards are integrated
 throughout the standard statements
 within their applicable discipline areas
 and documented immediately
 following the standard statement.
MANAGEMENT AND CAREER
PLANNING
 HS-AHI-2. Students will analyze the role of health information
         management in healthcare organizations.


        a. Research the history of health
           information technology and trends in the
           management of health records.
        b. Explain the role of the health
           information management department in
           the healthcare organizations.
        c. Describe the variations in definitions of
           health information management.
 HS-AHI-3. Students will analyze career
   opportunities within the Health Informatics
   pathway.

a. Describe the role of the health unit coordinator.
b. Describe the role of the medical coder.
c. Describe the role of the patient access representative.
d. Describe the role of the health information
   manager/supervisor.
e. Identify the credentialing processes necessary for
   health informatics careers to include licensure and
   certification.
f. Describe nontraditional roles of health information
   professionals.
g. Explore entrepreneurship and related opportunities
   within the health informatics pathway.
   HS-AHI-4. Students will engage in self-assessment,
     develop a detailed career plan, initiate portfolio
     development, and recognize the need for
     continuous self-assessment with goals modification
     in order to encourage personal and professional
     growth in the process of life-long learning.

a. Plan and evaluate a career choice within the health
   informatics pathway, explain the educational/credentialing
   requirements, and identify various employment opportunities
   including career growth potential.
b. Differentiate between a job and a career; professional
   networking and professional development; and a job
   application and a resume.
c. Explore entrepreneurial opportunities within the health
   informatics pathway.
d. Develop an individual career portfolio including a
   detailed career plan.
                            Have already started this, Can add to it each
                                              Course..
          HEALTH DATA CONCEPTS
HS-AHI-5. Students will outline the evolution of a client’s
  medical record and analyze the purpose, utilization,
  ownership, and the value of data contents.
a. Describe internal systems utilization of the medical record including encoders (coding
    purposes), transcriptions, and patient records/billing (medical records interfaces with
    billing) – patient access.
b. Describe external systems that impact the revenue cycle for medical information
    (workers compensation, third party payers such as insurance, Centers for Medicaid and
    Medicare Services, TRICARE/Champus and others).
c. Discuss the importance having a complete health record as related to regulatory agencies
    (Centers for Medicaid and Medicare Services, Joint Commission on Accreditation of
    Healthcare Organizations, Georgia Department of Human Resources) and the
    importance of continuously analyzing the record.
d. Determine who has responsibility for completing each portion of the health
    record and differentiate between quantitative and qualitative analysis.
      HEALTH DATA CONCEPTS
          ACADEMIC STANDARDS


SSEF4. The student will compare and contrast different
  economic systems, and explain how they answer the
  three basic economic questions of: what to produce,
  how to produce, and for whom to produce.
SSEF2. The student will give examples of how
  rational decision making entails comparing the
  marginal benefits and the marginal costs of an
  action
       MEDICOLEGAL PRINCIPLES AND
       RISK MANAGEMENT
HS-AHI-6. Students will analyze medicolegal
 concepts and risk management.

a. Differentiate between ethical and legal issues affecting the management of medical
    information.

b. Identify federal, state, and private agencies associated with the regulation of
     medical information management and discuss the impact of each, including, but
     not limited to the following: Centers for Medicare and Medicaid Services (CMS),
     American Health Information Management Association (AHIMA), Occupational
     Safety and Health Administration (OSHA), Joint Commission on Accreditation
     of Healthcare Organizations (JCAHO), Georgia Department of Human
     Resources, Georgia Statutes and Judicial Rulings and Accreditation Association
     for Ambulatory Health Care (AAAHC).
c. Identify the importance of following established medical
       Continued….
   records security protocol, which follows legal guidelines for
   maintenance, storage/retention, transportation, and release of
   all client record’s information.
d. Discuss the following medicolegal concepts – confidentiality,
   release of information, correction or amendment to medical
   records, patient’s rights, and risk management.
e. Distinguish between private and privileged information.
f. State the ownership and apply the legal doctrine of privileged
   communication to the content of the medical record.
g. Discuss the Health Insurance Portability and Accountability
   Act of 1996 and its impact on healthcare insurance coverage,
   medical records standards, and the medical administrator.
h. Access client records while maintaining confidentiality and
      Continued….
   evaluating threats to confidential information.
i. Maintain legal guidelines for documentation and releasing
   of all client records.
j. Discuss methods healthcare systems use to provide risk
   management and quality assurance.
k. Discuss the importance of healthcare research and
   demonstrate the ability to interpret a qualitative healthcare
   report containing statistics.
l. Discuss the function of the National Committee on Vital
   and Health Statistics (NCVHS).
M Explain Georgia’s laws as they relates to healthcare
        based on scope of practice.
    ACADEMICS
SSEPF5. The student will describe how insurance and other
     risk-management strategies protect against financial
     loss.
ELA10LSV2(a). Assesses the way language and delivery affect
     the mood and tone of the oral communication and
     audience.
ELA10RC3. The student acquires new vocabulary in each
            content area and uses it correctly.
ELA9RL5. The student understands and acquires new
           vocabulary and uses it correctly in reading and
           writing.
 COMMUNICATION TECHNOLOGY AND
 EQUIPMENT
HS-AHI-7. Students will demonstrate correct use of the
  telephone, fax, scanner, intercom, pager, and other
  office equipment.

a. Demonstrate how to manage the effects of a power outage on telephones and
    other office equipment.
b. Demonstrate appropriate etiquette when utilizing the intercom, telephone,
    answering the patient’s call signal, and dealing with complaints/ grievances.

ACADEMIC STANDARDS:
ELA11W3. The student uses research and technology to support writing.
MM2P1. Students will solve problems (using appropriate technology)
SCSh2. Students will use standard safety practices for all classroom,
  laboratory, and field investigations.
ELA10W1(a). Establishes a clear, distinctive perspective and maintains
  a consistent tone and focus throughout.
HS-AHI-8. Students will recognize key elements in
 types of documentation on the medical record.


a. Describe format and style of medical records (inpatient
   versus outpatient).

b. Identify key or core documents in the health record.
HS-AHI 9. Students will analyze different types of
 technical filing.


     a. Demonstrate understanding of filing systems.

     b. Recognize what files need to be cross
        referenced.

     c. Explain the use of the computer for patient
        database files (master patient indexes).
HS-AHI 10. Students will demonstrate an understanding
  of electronic health/medical records applications,
  maintenance, and storage.
 a. Analyze trends in automated office communication systems and
    medical record maintenance including, but not limited to,
    electronic health records, digital signatures, and data capture
    methods.
 b. Discuss types of computerized patient care utilized to generate
    medical information/records included within diagnostic,
    treatment, and monitoring systems such as: Computer Assisted
    Tomography (CAT), Magnetic Resonance Imaging (MRI),
    Positron Emissions Tomography (PET), Ultrasound Imaging,
    arrhythmia monitoring, pulmonary monitoring,
    Obstetrical/Neonatal monitoring, fiber optics and laser
    treatment.
c. Evaluate the advantages and disadvantages of technology use
      Continued…..
    in patient care particularly the impact on Bioethics or the
    ethical issues that arise with advancements in technology.
d. Demonstrate basic computer skills including entering data,
    correcting mistakes, and retrieving information stored in
    computer.
e. Identify the statute of limitations on keeping various medical
    records (acute care versus mental health) and discuss its
    purpose.

ACADEMIC STANDARDS:
ELA11W3 – The student uses research and technology to
  support writing.
HEALTH UNIT COORDINATION
HS-AHI-11. Students will demonstrate understanding of
   the role of the health unit coordinator in obtaining
 a.supplies and services.
    Discuss the functions of ancillary departments and
    demonstrate the procedures to process orders and obtain
    supplies/services from ancillary departments for unit based
    and/or patient use during regular operating hours and “off-
    hours” as indicated by each facility/laboratory utilized.
 b. Identify the purpose of and demonstrate the health unit
    coordinator’s responsibilities as indicated by
    policy/procedures as specified by the clinical
    facility/laboratory utilized for each of the following:
    classification of patient acuity; maintenance of census;
    compiling patient and unit statistics; patient bed assignment;
    and posting informational materials.
c. Analyze methods of indicating services and supplies
   used by each patient include tracking of services
   provided by outside agencies/personnel.


d. Identify methods to ensure accuracy of
  accountability of patient charges.

e. List the types of common diagnostic tests and the
   routine times they are performed.

        Emergency Rooms often use charge sheets for services
         Performed: May want to give them examples of this.
         Also show how much things cost in an ER, and in the
            Hospital (show how waste can affect finances)
HS-AHI-12. Students will demonstrate understanding of
  the role of the health unit coordinator/unit secretary
  in transcribing orders.
a. Identify and discuss all elements necessary for a complete
    physician’s order.
b. Discuss methods for indicating there are orders to
    communicate/transcribe and identify the utilized methods for
    each facility, unit, individual physician’s office, or laboratory.
c. Differentiate between routine orders and stat orders and
    include the primary differences in the health unit coordinator’s
    role in processing and handling of each within the proper
    timeframe.
d. Identify the components of medication administration records
    and demonstrate the health unit coordinator’s role in compiling
    records as indicated by the facility’s policies/procedures or in a
    laboratory simulation.
ACADEMIC STANDARDS
 MM2P1. Students will solve problems (using
  appropriate technology).
 SSEF2. The student will give examples of how
  rational decision making entails comparing the
  marginal benefits and the marginal costs of an
  action).
 ELA10LSV1. The student participates in student-to-
  teacher, student-to-student, and group verbal
  interactions.
     PATIENT ACCESS/ADMISSIONS
HS-AHI-13. Students will demonstrate understanding
 of the role of the patient access representative.

a. Demonstrate how to register patients/admissions.
b. Demonstrate accurate retrieval of payer information and
   verification of benefits eligibility.
c. Calculate deductible, co pay, HMOs, PPOs, and traditional
   insurance.

ACADEMIC STANDARDS:
Page 6 of 6 Implementation Date Fall 2008
MM2P4. Students will make connections among mathematical
  ideas and to other disciplines.
     MEDICAL CODING
HS-AHI-14. Students will demonstrate
 understanding of the role of the medical coder.
a. Identify and apply math skills pertinent to medical coding
    including, but not limited to: interpret and record data on
    graphs, charts, and tables; demonstrate conversions between
    Roman and Arabic numerals, U.S. Standard time
    (Greenwich Mean Time) and Military time (24 hour clock);
    and apply conversion constants between metric and
    avoirdupois systems and within each system.
b. Discuss the development of nomenclatures and uniform
    classifications systems and analyze their importance to
    coding accuracy.
c. Differentiate between coding conventions and classifications.
d. Recognize medical record coding terms, classifications,
    abstractions, and data elements.
e. Define principle and secondary diagnosis.
f. Discuss the impact of modifiers on reimbursements and common
    mistakes/omissions made by the medical coder, which creates
    delays in claims processing and reimbursement.
g. Recognize the differences between International Classification of
    Diseases (ICD), 9th Revision, Clinical Modification (ICD-9-CM)
    diagnostic codes and Current Procedural Terminology (CPT)
    procedural codes, HCPS I, II III, DSM-IV, and a general
    understanding of ICD-10 concepts.
h. Discuss Revenue Cycle Management and use of the Charge
    Master.
i. Examine various forms used for billing.
j. Identify resources (including internet websites) for coding updates,
    Georgia state specific guidelines, local medical review policies,
    and compliance issues.
ACADEMIC STANDARDS:
MM2P4. Students will make connections among
  mathematical ideas and to other disciplines.
MM2P3d. Use the language of mathematics to
  express mathematical ideas precisely.
SSEPF5. The student will describe how insurance
  and other risk-management strategies protect
  against financial loss.
 Health Informatics
Medical Terminology




       3rd Course
ACADEMIC FOUNDATIONS

HS-MTH-1. Students will demonstrate
 knowledge and understanding of the
 academic subject matter required for
 proficiency within their area.

Academic standards are integrated
 throughout the standard statements
 within their applicable discipline areas
 and documented immediately following
 the standard statement.
PREFIXES, AND
SUFFIXES)
HS-MTH-2. Students will be able to identify medical
  terminology fundamentals, including but not limited to,
  word origins, roots, prefixes, and suffixes.


        a. Discuss the historical development of the medical
           language including Latin and Greek origination of
           medical terms.
        b. Explain the fundamentals of terminology as it relates
           to word roots, prefixes, and suffixes.
        c. Pronounce basic medical terms.
WORD BUILDING,
ABBREVIATIONS, AND
SYMBOLS
HS-MTH-3. Students will build and interpret medical words
   using and combining morphemes.
a. Develop medical terms using roots.
b. Develop medical terms using suffixes.
c. Develop medical terms using prefixes.
d. Develop medical terms combining roots, prefixes, and
   suffixes.
e. Spell medical terms with 100% accuracy.
f. Understand and demonstrate knowledge of special guidelines
   for changing terms from singular to pleural form.
HS-MTH-4. Students will identify, articulate,
  interpret, and accurately list medical
  abbreviations and acronyms.


a. Interpret basic medical
    abbreviations.


b. Interpret basic medical symbols
   TERMINOLOGY RELATED
   TO THE HUMAN BODY
  HS-MTH-5. Students will identify, articulate, interpret,
     and accurately spell medical terms related to the
     anatomy and physiology of body systems as they
     relate to diagnoses and procedures.
 a. Utilize diagnostic, surgical, and procedural terms and
    abbreviations related to the integumentary system.
b. Utilize diagnostic, surgical, and procedural terms and
    abbreviations related to the respiratory system.
c. Utilize diagnostic, surgical, and procedural terms and
    abbreviations related to the cardiovascular system.
d. Utilize diagnostic, surgical, and procedural terms and
    abbreviations related to the musculoskeletal system.
e. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the endocrine system.
f. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the nervous system.
g. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the lymphatic/immune and
   hemolytic systems.
h. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the gastrointestinal system.
i. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the urinary tract.
j. Utilize diagnostic, surgical, and procedural terms and
   abbreviations related to the reproductive system.
     ACADEMIC STANDARDS:
SCSh9. Students will enhance reading in all curriculum areas.

SCSh6. Students will communicate scientific investigations and
  information clearly.

ELA9RL5. The student understands and acquires new
  vocabulary and uses it correctly in reading and writing

SAP1. Students will analyze anatomical structures in
  relationship to their physiological functions
HS-MTH-6. Students will identify, articulate, interpret,
  and accurately spell occupational specific medical
  terminology and abbreviations for the students’ field
  of study.

 
  a. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to clinical medicine.
    b. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to laboratory medicine.
    c. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to pathology.
    d. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to pharmacology.
    e. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to diagnostic imaging.
    f. Utilize diagnostic, surgical, and procedural terms and
     abbreviations related to surgery.
  ACADEMIC STANDARDS:
ELA9RL5. The student understands and acquires
  new vocabulary and uses it correctly in reading
  and writing



ELA11W3. The student uses research and
  technology to support writing
FUNDAMENTALS OF MEDICAL SCIENCE
  HS-MTH-7. Students will explain the
   fundamentals of the disease process.



a. Identify important contributions in medicine.
b. List and explain at least seven causes of disease.
c. List methods of treatment of disease.
d. Explain the five stages of dying and aspects of end
   of life care to include the living will, advanced
   directives, healthcare proxy, and hospice as it
   relates to cultural expectations.
HS-MTH-8. Students will list and describe common
  diseases of the body with emphasis on diagnosis
  and treatment.


   a. Discuss the causes, grading, and diagnosis
      of neoplasms.
   b. Explain three main forms of treatment of
      neoplasms, including advantages and
      disadvantages.
   c. Identify and discuss common diseases of
      the blood, heart, and blood vessels
      including treatment, nutritional, and
      pharmacological implications of treatment.
d. Identify and discuss common diseases of the
   musculoskeletal system including nutritional and
   pharmacological aspects of treatment.
e. Identify and discuss common diseases of the
   integumentary system including nutritional and
   pharmacological aspects of treatment.
f. Identify and discuss common diseases of the
   gastrointestinal system including nutritional and
   pharmacological aspects of treatment.
g. Identify and discuss common diseases of the
   respiratory system including nutritional and
   pharmacological aspects of treatment.
i. Identify and discuss common diseases of the endocrine system
    including nutritional and pharmacological aspects of treatment.
j. Identify and discuss common diseases of the nervous system
    including nutritional and pharmacological aspects of treatment.
k. Identify and discuss common diseases of the reproductive
    system including nutritional and pharmacological aspects of
    treatment.
l. Identify and discuss common diseases of the lymphatic/immune
    system including nutritional and pharmacological aspects of
    treatment.
m. Identify and discuss common diseases of the sensory system
    including nutritional and pharmacological aspects of treatment.


    I would teach these on a basic level, good enough for them to be able to
       Identify what the diseases are and what system they are related to.
ACADEMIC STANDARDS:
 SAP1. Students will analyze anatomical structures in
   relationship to their physiological functions
 SAP5e. Describe effects of aging on all body
   systems.
 SAP4e. Examine various conditions that change
   normal body functions (e.g. tissue rejection,
   allergies, injury, diseases and disorders) and
   how the body responds.
   HEALTH RECORDS
  HS-MTH-9. Students will examine the types,
   content, and structure of the health record.
a. Explain the different purposes for maintaining a medical record.
b. Identify the various components of a health record and explain
   their purpose.
c. Explain the differences and similarities in record keeping in the
   various healthcare settings to include long-term care, acute
   care, rehabilitation settings, ambulatory care, and
   clinic/medical office settings.
d. Demonstrate understanding of HIPAA guidelines as it relates to
   health records.
Sample Task
Watch HIPAA DVD and receive certification.
HS-MTH-10. Students will demonstrate the ability to
  accurately locate and interpret information on the
  client’s health record.



       a. Interpret medical orders.

       b. Interpret medical reports.

       c. Transcribe medical reports.
Health Informatics
   Internship




     4th Course
Course Use:
 As student earns their unit clerk
  certification they could go on to do a
  clinical rotation with medical records or
  medical secretary
 Can use as it fits your program
         SAFETY AND SECURITY
    HS-INT-1. Students will understand and apply principles of
      safety and security in a health care setting.


a. Identify unsafe working conditions, how to maintain a safe
   work environment, and prevent accidents.
b. Demonstrate methods of fire prevention including location of
   extinguishers and alarms.
c. Demonstrate appropriate action when observing a
   hazardous materials problem.
d. Differentiate between infectious diseases and noninfectious
   diseases and demonstrate the use of standard precautions as
   described in the rules and regulations set forth by the
   Occupational Safety and Health Administration.
e. Demonstrate strategies for staying healthy and
   disability prevention to include body ergonomics
   and the development of a stress control plan.
f. Identify and maintain security procedures as
   designated by each healthcare clinic, facility, office,
   and/or system utilized.


ACADEMIC STANDARDS:
SCSh2. Students will use standard safety practices for
  all classroom laboratory and workplace
  investigations.
     INTERPERSONAL
HS-INT-2. Students will apply principles of communication
  and customer service in a healthcare setting.

a. Demonstrate the ability to communicate with courtesy,
   empathy, tact, and emotional control with clients, visitors,
   and other staff members while demonstrating respect for
   cultural, social, and ethnic diversity in all professional
   environments utilized for internship.
b. Demonstrate correct use of the telephone, fax, intercom,
   pager, and other office equipment while maintaining
   confidentiality.
c. Demonstrate appropriate etiquette when receiving telephone
   calls, emails, fax, memos, and/or dealing with complaints.
d. Demonstrate basic math skills including but not limited to:
   interpret and record data on graphs, charts, and tables;
   demonstrate conversions between Roman and Arabic numerals,
   U. S. Standard time (Greenwich Mean Time) and Military time
   (24 hour clock); and apply conversion constants between metric
   and avoirdupois systems and within each system.
e. Demonstrate methods used to determine pertinent criteria
   including problem and resource identification in a given
   situation.
f. Demonstrate problem-solving techniques.
g. Demonstrate prioritization and decision-making skills including
   identification of medical conditions or situations which would
   take priority over others.
ACADEMIC STANDARDS:

MM2P1. Students will solve problems (using appropriate
  technology)
MM2P4. Students will make connections among
  mathematical ideas and to other disciplines.
ELA9RL5. The student understands and acquires new
  vocabulary and uses it
correctly in reading and writing.
ELA10W1(a). Establishes a clear, distinctive perspective
  and maintains a
consistent tone and focus throughout.
ELA10LSV1. The student participates in student-to-teacher,
  student-to- student, and group verbal interactions.
..
OCCUPATION SPECIFIC
HS-INT-3. Students will apply skills related to health
  informatics in a healthcare setting.

a. Identify, articulate, interpret, pronounce, and accurately
    spell occupational specific medical terminology.
b. Demonstrate basic computer skills including entering
    data, correcting mistakes, and retrieving information
    stored in computer.
c. Demonstrate the ability to correctly identify patient records
    and resolve merged or incorrect entries and place them
    under the correct patient per established protocol.
.
d. Demonstrate the ability to accurately locate
   and interpret information on the client’s
   medical records including medical orders and
   reports.
e. Maintain legal guidelines for documentation
   and releasing of all client record’s information
   while complying with all policies and
   procedures designated by each facility, clinic,
   or office utilized for internship.
f. Organize client’s records and files to
   maintain data as required by the
   healthcare system
In Conclusion
 These Pathways are designed for your
  design and use in your individual schools
 Instructors need to evaluate their resources
  and see what pathways can be introduced.
  This will depend on post-secondary schools
  they can work with and how many instructors
  are present at their school.
 Instructors need to evaluate their programs
  and decide what is best for their students

				
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