MHA-FPX 5066 Data Management Best Practices

MHA-FPX 5066 Data Management Best Practices

MHA-FPX 5066 Data Management Best Practices

Research best practices for improving hospital data security and ensuring that privacy requirements are being met. Then, write a 3-4 page scholarly paper (plus references) containing your research findings and recommendations for implementing those best practices.

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Introduction

Note: Each assessment in this course is supported by the work you have completed in previous assessments. Therefore, complete the assessments in the order they are presented.

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HIM systems make it possible for health care organizations to collect, store, and maintain vast amounts of patient data and other confidential information that must be kept secure. Nurse leaders and managers must work with IT and HIM system vendors to ensure that their systems are compliant with current privacy regulations and must ensure that best practices are in place to protect the confidentiality, integrity, and availability of organizational and patient information.

This assessment provides an opportunity for you to research and recommend best practices for improving hospital data security and ensuring that patient privacy requirements are being met.

Overview and Preparation

Note: Complete the assessments in this course in the order they are presented.

Before you begin writing your paper, be sure to complete the following Vila Health simulation. You will use the information from this activity, as well as information gathered from the resources provided for this assessment and your own research, to complete the assessment.

Vila Health: Data Management.
In this simulation, you will resume the role of health care manager to analyze the data collection of a health care organization and determine the privacy concerns and considerations.

Note: Remember that you can submit all, or a portion of, your draft paper to Smarthinking Tutoring 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.

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Requirements

mha-fpx 5066 data management best practices
MHA-FPX 5066 Data Management Best Practices

Research best practices for improving hospital data security and ensuring that privacy requirements are being met. Then, write a scholarly paper, using the APA Style Paper Tutorial [DOCX], containing your research findings and recommendations for implementing those best practices.

The requirements for your paper, outlined below, correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Data Management Best Practices Scoring Guide to better understand how each criterion will be assessed.

Analyze Vila Health’s security and privacy issues.
Articulate end-user responsibilities and best practices related to the security and privacy of patient data.
Develop best practices for privacy, data security, and the integrity of patient information.
Recommend specific end-user training and policy improvements to ensure end-user compliance with privacy and data security standards.
Write clearly and concisely in a logically coherent and appropriate form and style.
Write with a specific purpose and audience in mind.
Organize and structure your writing coherently.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Adhere to the accepted rules of grammar and mechanics.
Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your assessment.
Additional Requirements

Your assessment should also meet the following requirements:

Format: Format your paper per current APA style. The APA Style Paper Tutorial [DOCX] can help you in writing and formatting your paper. Be sure to include:
A title page, abstract, and references page.
Appropriate section headings.
Length: Your paper should contain 3–4 pages of content plus the title page, abstract, and references page.
References: Cite at least three current (within the past five years), peer-reviewed or evidence-based sources to support your best practices and recommendations.

Portfolio Prompt: You may choose to save your paper to your ePortfolio.

Competencies Measured

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

Competency 3: Develop privacy and security requirements and components of policies and procedures for health information system use to ensure confidentiality, integrity, and availability of organizational and patient information.
Analyze a health care organization’s security and privacy issues.
Articulate end-user responsibilities and best practices related to the security and privacy of patient data.
Develop best practices for privacy, data security, and the integrity of patient information.
Competency 5: Design a training plan that ensures knowledge transfer through end-user resources and training on current health care technology.
Recommend specific end-user training or policy improvements to ensure end-user compliance with privacy and data security standards.
Competency 6: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Organize content so ideas flow logically with smooth transitions.
Apply APA style and formatting to scholarly writing.

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.

Shenoy, A., & AppeL, J. M. (2017). Safeguarding confidentiality in electronic health records. Cambridge Quarterly of Healthcare Ethics, 26(2), 337–341.
The authors examine the legal and ethical issues and one institutional model.
Anjum, A., Malik, S. R., Choo, K-K. R., Khan, A., Haroon, A., Khan, S., Khan, S. U., Ahmad, N., & Raza, B. (2018). An efficient privacy mechanism for electronic health records. Computers & Security, 72, 196–211. doi:https://doi-org.library.capella.edu/10.1016/j.cose.2017.09.014
Tovino, S. A. (2019). A timely right to privacy. Iowa Law Review, 104(3), 1361–1420.
Wang, G., Lu, R., Huang, C., & Guan, Y. L. (2019). An efficient and privacy-preserving pre-clinical guide scheme for mobile eHealthcare. Journal of Information Security and Applications, 46, 271–280.
HIMSS. (n.d.). Resource center. https://www.himss.org/resources-all
Take time to review the HIMSS resource center on the MACRA program, which includes privacy compliance, PFS updates, and information on the MIPS. Save this link for future reference.
Al-Sharhan, S., Omran, E., & Lari, K. (2019). An integrated holistic model for an eHealth system: A national implementation approach and a new cloud-based security model. International Journal of Information Management, 47, 121–130.
HealthIT.gov. (n.d.). Privacy & security. https://www.healthit.gov/playbook/privacy-and-security/
Explore Section 7: Privacy & Security of the Health IT Playbook, which addresses privacy and security issues.
Alanazi, A., & Anazi, Y. A. (2019). The challenges in personal health record adoption. Journal of Healthcare Management, 64(2), 104–109.
Data Management Best Practices Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze a health care organization’s security and privacy issues. Does not describe common security and privacy issues. Describes common security and privacy issues. Analyzes a health care organization’s security and privacy issues. Analyzes a health care organization’s security and privacy issues. Provides a succinct, accurate, and insightful analysis, well supported by credible scholarly or professional sources.
Articulate end-user responsibilities and best practices related to the security and privacy of patient data. Does not describe end-user responsibilities and practices related to security and privacy of patient data. Describes end-user responsibilities and practices related to security and privacy of patient data. Articulates end-user responsibilities and best practices related to the security and privacy of patient data. Articulates end-user responsibilities and best practices related to security and privacy of patient data. Assertions are fully supported by credible scholarly or professional sources.
Develop best practices for privacy, data security, and the integrity of patient information. Does not describe general practices for privacy, data security, and the integrity of patient information. Describes general practices for privacy, data security, and the integrity of patient information. Develops best practices for privacy, data security, and the integrity of patient information. Develops best practices for privacy, data security, and the integrity of patient information. Draws sound conclusions based on an insightful synthesis of current research and industry best practices.
Recommend specific end-user training or policy improvements to ensure end-user compliance with privacy and data security standards. Does not recommend general end-user training or policy improvements associated with end-user compliance. Recommends general end-user training or policy improvements associated with end-user compliance. Recommends specific end-user training or policy improvements to ensure end-user compliance with privacy and data security standards. Recommends specific end-user training or policy improvements to ensure end-user compliance with privacy and data security standards. Recommendations are clearly informed by published standards and are well supported by credible scholarly or professional sources.
Organize content so ideas flow logically with smooth transitions. Does not organize content for ideas to flow logically with smooth transitions. Organizes content with some logical flow and smooth transitions. Organizes content so ideas flow logically with smooth transitions. Organizes content so clarity is enhanced and all ideas flow logically with smooth transitions.
Apply APA style and formatting to scholarly writing. Does not apply APA style and formatting to scholarly writing. Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA style and formatting to scholarly writing. Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.

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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