MHA-FPX 5062 HIM Systems and Stakeholders

MHA-FPX 5062 HIM Systems and Stakeholders

MHA-FPX 5062 HIM Systems and Stakeholders

Complete a Vila Health interactive simulation in which you will identify the health information and management systems in use within a hospital and examine the roles of key hospital personnel and system stakeholders. Then, develop a stakeholder matrix that includes a 2-3 paragraph overview of your findings.

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Introduction

Note: The assessments in this course build upon the work you have completed in the previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

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From billing and coding specialists to IT professionals, the field of health informatics encompasses a wide range of professionals. As the field grows, clinical and administrative health care professionals will also need to assume roles related to health information. The future of health informatics requires that professionals in the field have a strong understanding of technology needs, regulations, and implementation requirements. Health information managers must be knowledgeable about the roles and responsibilities of various health information professionals in their settings.

This assessment provides an opportunity for you to become familiar with the health information management systems in use within a hospital and analyze the roles of key personnel and stakeholders.

Overview and Preparation

Note: This assessment will support your work in Assessments 3 and 4. Therefore, complete the assessments in this course in the order in which they are presented.

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mha-fpx 5062 him systems and stakeholders
MHA-FPX 5062 HIM Systems and Stakeholders

The following resources are required to complete the assessment:

Vila Health: Systems and Stakeholders.
This multimedia simulation will enable you to identify the health information management systems (HIM) in use within a hospital and analyze the roles of key hospital personnel and system stakeholders.
Stakeholder Matrix [DOCX].
Use this template to document your findings from the multimedia simulation.

In this assessment, you will assume the role of a mid-level administrator within the Vila Health system. Vila Health is a medium-sized system of health operating facilities in the Minnesota and Wisconsin area. They have recently acquired two smaller systems: Delaware County Regional Health System and Red River Rural Health System.

As a member of the transition team, you have been asked to review the current health information management (HIM) systems at Independence Medical Center—the largest hospital among the new acquisitions—and analyze the roles of key personnel and stakeholders.

Complete the Vila Health: Systems and Stakeholders interactive simulation. Familiarize yourself with the organization and the people within it who have a stake in the creation, use, and protection of health data.

Requirements

Identify the health information management systems in use within the hospital and analyze the roles of key personnel and stakeholders. Investigate the personnel and stakeholders in each department that use health information technology. In your position, you will need to know whom to talk with to find out who does what, who has control of which resources, and who can give you the information you will need.

Use the Stakeholder Matrix template to document your findings.

Note: Remember that you can submit all—or a portion of—your draft analysis to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Supporting Evidence

Use credible scholarly or professional evidence to support your findings and conclusions.

Format all citations using APA style. Remember that an APA citation includes both the in-text citation (the author’s last name and the year of publication) and the full reference for the source.

Conducting Your HIM System Review and Analysis

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your stakeholder matrix addresses each point, at a minimum. You may also want to read the HIM Systems and Stakeholders Scoring Guide to better understand how each criterion will be assessed.

Analyze the effects of advances in technology on the health care environment.
How has health informatics affected the delivery of health care over time?
What evidence do you have to support your assertions and conclusions?
Explain how external and internal changes in the health care environment, related to health informatics, create challenges for health care managers.
What environmental changes do you see?
What effects have environmental changes had on health information technology?
How has reliance on health information technology changed the internal environment?
Differentiate among the roles and responsibilities of HIM professionals.
Consider the positions and departments of key personnel and their roles within the HIM system.
What management and supervisory relationships exist within the organization?
Identify the HIM system stakeholders
Who has a stake in the creation, use, and protection of health data? Note: Not everyone on the organizational chart is a stakeholder.
Match the different HIM system functions with the correct departments and professionals.
Consider the information needed to support system integration.
Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
Express your main points and conclusions coherently.
Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Articulate the impact of internal and external environmental changes in health care organizations related to use of technology.
Analyze the effects of advances in technology on the health care environment.
Explain how external and internal changes in the health care environment, related to health informatics, create challenges for health care managers.
Competency 2: Differentiate among the roles and responsibilities of health care information management systems professionals within the organizational structures in which they work.
Differentiate among the roles and responsibilities of HIM professionals.
Identify HIM system stakeholders.
Match the different HIM system functions with the correct departments and professionals.
Competency 6: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar, mechanics, and APA formatting.

The resources provided here are suggested and provide helpful information about topics relevant to the assessment. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MHA Program Library Guide can help direct your research.

The following articles provide useful insight into HIM system implementations that will inform your review of HIM systems and your analysis of the roles of key personnel and stakeholders in the organization:

Adler‐Milstein, J., Everson, J., & Lee, S. D. (2015). EHR adoption and hospital performance: Time‐related effects. Health Services Research, 50(6), 1751–1771.
Examines the relationship between EHR adoption and hospital performance outcomes.
Deokar, A. V., & Sarnikar, S. (2016). Understanding process change management in electronic health record implementations. Information Systems and eBusiness Management, 14(4), 733–766.
Describes the relationship between process change issues and the implementation of large IT projects.
Kowalski, C. (2015). Healthcare moving toward an “information ecosystem.” Journal of AHIMA, 86(5), 54–56.
Addresses the concept of an “information ecosystem” within the context of an informatics-driven health care environment.
Pouloudi, N., Currie, W., & Whitley, E. A. (2016). Entangled stakeholder roles and perceptions in health information systems: A longitudinal study of the U.K. NHS N3 network. Journal of the Association for Information Systems, 17(2), 107–161.
Examines how stakeholder roles and perceptions change over time and their effects on policy and implementation of a health IT program.

Print

HIM Systems and Stakeholders Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze the effects of advances in technology on the health care environment. Does not describe advances in technology and technology applications in health care. Describes advances in technology and technology applications in health care. Analyzes the effects of advances in technology on the health care environment. Analyzes the effects of advances in technology on the health care environment. Offers an astute, accurate, and well-supported analysis.
Explain how external and internal changes in the health care environment, related to health informatics, create challenges for health care managers. Does not describe external and internal changes in the health care environment, related to health informatics. Describes external and internal changes in the health care environment, related to health informatics. Explains how external and internal changes in the health care environment, related to health informatics, create challenges for health care managers. Explains how external and internal changes in the health care environment, related to health informatics, create challenges for health care managers. Provides a perceptive, articulate explanation of cause and effect relationships between environmental changes and associated challenges.
Differentiate among the roles and responsibilities of HIM professionals. Does not differentiate among the roles and responsibilities of HIM professionals. Differentiates among the roles and responsibilities of HIM professionals, exhibiting some ambiguity or lack of understanding. Differentiates among the roles and responsibilities of HIM professionals. Differentiates among the roles and responsibilities of HIM professionals. Clearly delineates the roles and responsibilities of key personnel and their interrelationships.
Identify HIM system stakeholders. Does not identify HIM system stakeholders. Identifies personnel who are, and are not, HIM system stakeholders. Identifies HIM system stakeholders. Identifies HIM system stakeholders. Explains and justifies their roles as stakeholders.
Match the different HIM system functions with the correct departments and professionals. Does not match the different HIM system functions with the correct departments and professionals. Incorrectly matches the different HIM system functions with departments and professionals or overlooks particular functions. Matches the different HIM system functions with the correct departments and professionals. Matches the different HIM system functions with the correct departments and professionals. Articulates uncertainties or knowledge gaps that may inhibit effective HIM system integration.
Write clearly and concisely, using correct grammar, mechanics, and APA formatting. Does not write clearly and concisely, using correct grammar, mechanics, and APA formatting. Writing is unclear and disorganized, includes errors in grammar and mechanics that inhibit effective communication, or contains incorrect or improperly formatted source citations and references. Writes clearly and concisely, using correct grammar, mechanics, and APA formatting. Writes clearly and concisely. Grammar, mechanics, and APA formatting are error-free.

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

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

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