MHA-FPX 5066 Strategic Workflow Plan

MHA-FPX 5066 Strategic Workflow Plan

Develop a presentation slide deck of 15-20 slides that describes a strategic workflow plan for updating workflow as the hospital changes and implements new technology and processes. Note: You are not required to record or deliver this presentation.

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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 in which they are presented.

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Health care organizations are integrating HIM systems into every aspect of their daily operations. Consequently, understanding and managing workflows from a strategic perspective is a crucial skill set for nurse leaders and managers.

This assessment provides an opportunity for you to apply your understanding of best practices in HIM system workflow design and implementation.

Overview and Preparation

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

Before you begin developing your presentation slides, be sure to complete both of the following Vila Health simulations. You will use the information from these activities, as well as information gathered from your own research, to complete the assessment.

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Vila Health: Strategic Workflow Plan.
In this simulation, you will assume the role of a mid-level administrator at Valley City Regional Hospital, a small rural hospital recently acquired by Vila Health. As a member of a working group focusing on process redesign associated with migrating from Valley City Regional Hospital’s current EHR (Electronic Health Record) to the one being used by Vila Health, your job is to help establish procedures for how workflow gets analyzed, disseminated, and updated when the system changes.
Vila Health: Policy and Procedure.
In this simulation, you will continue in the role of a mid-level administrator at Valley City Regional Hospital. You have a meeting with the workflow analysis working group who will be addressing best practices for implementing sound internal policies and procedures related to workflow associated with changes in HIM technology in a series of roundtable discussions.

Note: Remember that you can submit all, or a portion of, your draft presentation 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.

Requirements

Develop a presentation slide deck that describes a strategic workflow plan for updating workflow as the hospital changes and implements new technology and processes. Your presentation audience is the executive leadership team. However, you are not required to record or deliver this presentation.

The requirements for your presentation, outlined below, correspond to the grading criteria in the scoring guide. Be sure you address each criterion at minimum. Read the Strategic Workflow Plan Scoring Guide to better understand how each criterion will be assessed.

Describe Valley City Regional Hospital’s current HIM technology infrastructure and common best practices for maintaining workflow (1–2 slides).
Describe HIM workflow and how those processes are identified in a typical health care setting (4–7 slides).
Consider common end-user functions, data entry, and privacy and security best practices.
Analyze the duties and responsibilities of the key personnel responsible for HIM workflow (2–3 slides).
What credible sources support your analysis?
Analyze common workflow standards supported by published best practices (2–3 slides).
What credible sources support your analysis?
Analyze state and federal guidelines that influence workflow (3–4 slides).
Be sure to include meaningful use guidelines.
Explain how Valley City Regional Hospital’s leaders will evaluate the effectiveness of the workflow strategies (1–2 slides).
What are the applicable evaluation criteria?
Develop presentation slides that communicate key elements of the plan to executive leaders.
Apply the principles of effective slide design.
Express your key points clearly and coherently, and support your assertions and conclusions with credible evidence.
Apply APA formatting to citations and references.
Proofread your slides to minimize errors that could distract the audience and make it difficult for them to focus on the substance of your presentation.
Presentation Format and Length

Remember, you may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you decide to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Organize your slide deck as follows:

Title slide.
Content slides.
References slide (at the end of your presentation).

Your slide deck should consist of 15–20 content slides plus title and references slides.

Avoid filling your slides with paragraphs of text.
Present talking points on your slides in 1–2 short bullet points per slide.
Highlight key concepts.
You do not need to add presenter’s notes.
All graphics should support the concepts being covered and include explanations and citations.
Avoid using only pictures and graphics to communicate your plan.
Supporting Evidence

Cite at least four current (published within the past five years) scholarly sources to support your presentation.

Portfolio Prompt: You may choose to save your strategic workflow plan to your ePortfolio.

Competencies Measured

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

Competency 1: Analyze workflow best practices related to health care technology.
Describe an organization’s current HIM technology infrastructure and common best practices for maintaining workflow.
Describe HIM workflow and how those processes are identified in a typical health care setting.
Analyze the duties and responsibilities of the key personnel responsible for HIM workflow.
Analyze state and federal guidelines that influence workflow.
Explain how an organization’s leadership will evaluate the effectiveness of workflow strategies.
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 common workflow standards supported by published best practices.
Competency 6: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Develop presentation slides that communicate the key elements of a strategic workflow plan to executive leaders.

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.

Rance, J. E., Malamut, G., Khater, S., Burgun, A., Cellier, C., & Jannot, A. (2017). A novel data-driven workflow combining literature and electronic health records to estimate comorbidities burden for a specific disease: A case study on autoimmune comorbidities in patients with celiac disease. BMC Medical Informatics and Decision Making, 17, 1–10.
The authors present an approach using the literature and EHR data.
Fiorini, R. A., & Masic, I. (2017). Managing information in health informatics [PDF]. Acta Informatica Medica, 25(3), 191–194.
Varela, L. O., Wiebe, N., Niven, D. J., Ronksley, P. E., Iragorri, N., Robertson, H. L., & Quan, H. (2019). Evaluation of interventions to improve electronic health record documentation within the inpatient setting: A protocol for a systematic review [PDF]. Systematic Reviews, 8(1), 54–56.
HealthIT.gov. (n.d.). What is workflow redesign? Why is it important? https://www.healthit.gov/faq/what-workflow-redesign-why-it-important
Use this web resource to better understand health information technology (HIT) workflow. There are several templates on the website that demonstrate workflow design. You may use these templates for a better understanding and visualization of HIT workflow design.
Dobrow, M. J., Bytautas, J. P., Tharmalingam, S., & Hagens, S. (2019). Interoperable electronic health records and health information exchanges: Systematic review. JMIR Medical Informatics, 7(2), e12607. https://medinform.jmir.org/2019/2/e12607
Hogle, L. F. (2019). Accounting for accountable care: Value-based population health management. Social Studies of Science, 49(4), 556–582.
Hossain, A., Quaresma, R., & Rahman, H. (2019). Investigating factors influencing the physicians’ adoption of electronic health record (EHR) in healthcare system of Bangladesh: An empirical study. International Journal of Information Management, 44, 76–87.
SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

Strategic Workflow Plan Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe an organization’s current HIM technology infrastructure and common best practices for maintaining workflow. Does not outline key infrastructure elements. Outlines key infrastructure elements. Describes an organization’s current HIM technology infrastructure and common best practices for maintaining workflow. Describes an organization’s HIM technology infrastructure and common best practices for maintaining workflow, providing a concise, accurate, and complete picture of the existing infrastructure.
Describe HIM workflow and how those processes are identified in a typical health care setting. Does not identify HIM workflows. Identifies HIM workflows. Describes HIM workflows and how those processes are identified in a typical health care setting. Describes HIM workflows and how those processes are identified in a typical health care setting. Provides a concise, accurate, and articulate description of HIM workflows and process identification.
Analyze the duties and responsibilities of the key personnel responsible for HIM workflow. Does not list the duties and responsibilities of the key personnel responsible for HIM workflow. Lists the duties and responsibilities of the key personnel responsible for HIM workflow. Analyzes the duties and responsibilities of the key personnel responsible for HIM workflow. Analyzes the duties and responsibilities of the key personnel responsible for HIM workflow. Provides a succinct, insightful analysis, well supported by credible scholarly or professional sources.
Analyze common workflow standards supported by published best practices. Does not analyze common workflow standards. Analyzes common workflow standards. Analyzes common workflow standards supported by published best practices. Analyzes common workflow standards supported by published best practices. Provides a comprehensive analysis and interpretation of best practices supported by credible scholarly or professional sources.
Analyze state and federal guidelines that influence workflow. Does not describe state and federal guidelines that influence workflow. Describes state and federal guidelines that influence workflow. Analyzes state and federal guidelines that influence workflow. Analyzes state and federal guidelines that influence workflow. Provides a comprehensive analysis of current guidelines based on an insightful assessment of their influence on workflow.
Explain how an organization’s leadership will evaluate the effectiveness of workflow strategies. Does not describe organizational workflow strategies. Describes organizational workflow strategies. Explains how an organization’s leadership will evaluate the effectiveness of workflow strategies. Explains how an organization’s leadership will evaluate the effectiveness of workflow strategies. Draws logical conclusions based on relevant assessment criteria.
Develop presentation slides that communicate the key elements of a strategic workflow plan to executive leaders. Does not develop presentation slides that communicate the key elements of a strategic workflow plan to executive leaders. Develops presentation slides that lack coherence, content needed to assess the plan’s viability, or proper source attributions. Develops presentation slides that communicate the key elements of a strategic workflow plan to executive leaders. Develops presentation slides that effectively communicate the key elements of a strategic workflow plan to executive leaders. Clearly communicates plan content and emphasizes key points. Supports assertions and conclusions with relevant, credible, and convincing evidence. APA formatting of citations and references is 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.

MHA-FPX 5066 Strategic Workflow Plan

MHA-FPX 5066 Strategic Workflow Plan