Industry Challenges to Healthcare Analytics Assignment
MHA 605 Week 2 – Assignment
The Healthcare Value Framework (Davenport, 2014).
The Value Life Cycle (Davenport, 2014).
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The paper must also address the following:
- Application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in your research.
The paper:
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- Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
- Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least three scholarly sources in addition to the course text.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your Industry Challenges to Healthcare Analytics Assignment assignment.
MHA605 BUSINESS INTELLIGENCE
Welcome to Week Two: Industry Challenges to Healthcare Analytics Assignment
Healthcare organizations and the healthcare system in general have been measured by access, timeliness, quality, outcomes, customer service, and costs. The healthcare value framework, however, looks at the overall value to the patient, not necessarily focusing on the usual criteria. The term “value” means the worth of something monetarily, or the importance of something (“Value | Definition of Value by Merriam-Webster,” 2015). As a patient, how would you determine value? As a healthcare organization or provider, how would they determine value? Imagine sitting in a huge auditorium where the discussion was healthcare value. Imagine how many varied opinions would be there. Hence, the challenge when trying to determine the value. Analytics has helped by taking the massive amount of data that is part of a healthcare organization and the patient care process and providing information that can be used to make decisions.
One of the areas that has greatly influenced health analytics is Health Information Technology (HIT). Health Information Technology. According to (Office for Civil Rights (OCR), n.d.), HIT is the exchange of health information in an electronic environment. Health Information includes any information that has been used in the care of the patient, including demographics, diagnosis, treatments, and outcomes. Using electronic means allows for greater efficiency and accuracy, as long as the method of entry into the health record is accurate. If humans are the ones entering the information, there will be errors, because humans are not perfect and do make mistakes. HIT has the purpose of improving quality of care, preventing medical errors, reducing costs of care, decreasing paperwork and making the processes more efficient, and expanding access to affordable healthcare (Office for Civil Rights (OCR), n.d.). There was a mandate for Electronic Health Records (EHRs) that allow access to these records and healthcare professionals are trying to figure out how to use all of this data ((Diana, 2014). The challenge with electronic records continues to be the security and privacy of the data, and following the Health Insurance Portability and Accountability Act (HIPAA) regulations for accessing and releasing this information.
Healthcare organizations, and individuals, are being inundated with large amounts of data. For example, there are many innovations taking place with technology in the field of health analytics (Diana, 2014):
- Wireless, wearable devices such as Fitbits (expected to flood insurers and providers)
- Social media (fighting insurance fraud and improving customer service)
- Society is creating their own healthcare metrics for quality of care
- Analytics is available for smaller organizations thanks to the cloud capabilities, but resources still scare in smaller companies
- Not a “one-size-fits-all” for healthcare organizations—analytics need to be customized
- Population health enhancements and readmissions reduction
- Response rates for EMS improved, saving lives
- Outcomes research resulting in improved treatments of specific illnesses
- Predictive modeling to identify patients at risk
- Improve patient safety and reduce adverse outcomes
Determining the value of healthcare and analytics both have its challenges. The more you learn about the data and information needed, the more valuable the reporting and analytics become. Investing in information technology can be expensive and it is difficult to determine the return on investment (ROI). Oftentimes organizations invest in grandiose systems but fail to invest in the training necessary to get full use of the features offered through the systems. Continued training also needs to occur once the system has been used for a while—the users will have more questions once they have experience. Do your research and review best practices from other healthcare organizations before investing.
Industry Challenges to Healthcare Analytics Assignment References
Diana, A. (2014, May 14).http://www.informationweek.com/healthcare/analytics/healthcare-dives-into-big-data/d/d-id/1251138 Healthcare Dives Into Big Data InformationWeek. (Links to an external site.) Retrieved from http://www.informationweek.com/healthcare/analytics/healthcare-dives-into-big-data/d/d-id/1251138
Value | Definition of Value by Merriam-Webster. (2015). In Dictionary and Thesaurus | Merriam-Webster (Links to an external site.). Retrieved from http://www.merriam-webster.com/dictionary/value
Required Resources – Industry Challenges to Healthcare Analytics Assignment
Text
Davenport, T. H. (Ed). (2014). Analytics in healthcare and the life sciences: Strategies, implementation, methods, and best practices. Upper Saddle River, NJ: International Institute for Analytics, Pearson Publisher. ISBN 13: 9780133407334
- Part II: Strategies, Frameworks, and Challenges for Health Analytics – This section of the text covers some important issues, approaches, and stylistic approach used resolve healthcare data. These textbook readings will provide assistance with the CSBI exam and the discussion question.
Web Page
Thayer, C., Bruno, J., and Remorenko, M. (2013). Using data analytics to identify revenue at risk (Links to an external site.). Healthcare Financial Management Association. Retrieved from http://www2.deloitte.com/us/en/pages/life-sciences-and-health-care/articles/using-data-analytics-to-identify-revenue-risk-health-care-providers.html
- The Healthcare Financial Management Association (HFMA) website offers pertinent information relating to the evolution of healthcare informatics to analytics. As big data begins to drive the HCO’s leadership towards improvements in revenue cycle management through the use of predictive and comparative analytics. Health analytics is driven by advancements in technology, healthcare reform, regulatory mandates, and the emergence of value-based payment models. This webpage will provide assistance with the CSBI exam, the discussion question, and the assignment.
Website
Healthcare Financial Management Association (Links to an external site.). (n.d.). Retrieved from http://www.hfma.org/
- The Healthcare Financial Management Association is an organization of healthcare finance leaders that builds and supports coalitions with other healthcare associations and industry groups to face the challenges the U.S. healthcare system faces today. This website will provide assistance with your CSBI exam preparation and your assignment.
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Privacy Policy (Links to an external site.)
Recommended Resources – Industry Challenges to Healthcare Analytics Assignment
Multimedia
HealthcareIT News. (2015, December 1). Big data byte: The future of predictive aanalytics in healthcare (Links to an external site.) [Video file]. Retrieved from http://goo.gl/FKcO4L
- This video provides an overview of the use of health graphs and clinical databases. The presenter highlighted the value of health taxonomy to create a combination of a health graph and clinical database to provide relational insight to patient clinical care and treatment.
Schwartz MSL. (2015, June). The key to improving healthcare: it’s about the data (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=FLXo-X-SwlE
- This video provides a discussion of the value of healthcare analytics. The presenter highlights the value of predictive healthcare outcomes. This video will provide assistance with the CSBI exam, the discussion question and the assignment.
Show Me The Evidence. (2015, August). How to use the PICO Method to form a clinical question (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=D3IS1cV-tLQ
- This video provides the steps to developing the PICO question. This webpage will provide assistance with the CSBI exam, the discussion question, and the assignment.
MHA605.W2A1.07.2017
Description:
Total Possible Score: 7.00
Evaluates the Challenges Faced in the Implementation of Healthcare Analytics in the Healthcare Organization (HCO)
Distinguished – Comprehensively evaluates the challenges faced in the implementation of healthcare analytics in the healthcare organization (HCO).
Proficient – Evaluates the challenges faced in the implementation of healthcare analytics in the healthcare organization (HCO. Minor details are missing or unclear.
Basic – Partially evaluates the challenges faced in the implementation of healthcare analytics in the healthcare organization (HCO). Relevant details are missing and/or unclear.
Below Expectations – Attempts to evaluate the challenges faced in the implementation of healthcare analytics in the healthcare organization (HCO); however, significant details are missing and unclear.
Non Performance – The evaluation of the challenges faced in the implementation of healthcare analytics in the healthcare organization (HCO) is either nonexistent or lacks the components described in the assignment instructions.
Applies PICO (Problem, Intervention, Comparison Group, and Outcomes) to the Challenge Identified in the Research
Distinguished – Thoroughly applies PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in the research.
Proficient – Applies PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in the research). Minor details are
Basic – Partially applies PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in the research). Relevant details are missing and/or unclear.
Below Expectations – Attempts to Apply PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in the research); however, significant details are missing and unclear.
Non Performance – The application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in the research is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Distinguished – Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.
Proficient – Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.
Basic – Briefly explains the issue to be considered, delivering minimal information for a basic understanding.
Below Expectations – Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Critical Thinking: Evidence
Distinguished – Employs persuasive and applicable information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient – Employs applicable information from credible sources to develop an analysis of the topic.
Basic – Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.
Below Expectations – Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such information toward the analysis of the topic.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
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Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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