||HSC410 - Informatics for Health Profs
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Focuses on the role of informatics in contemporary health care. Wireless and mobile computing, maintaining data integrity, information security and confidentiality and HIPAA, telehealth, and electronic health records (EHR) will be explored.
|Course Learning Outcomes:
- Discuss the design, management, and use of health care data and health information systems.
- Discuss the integration and assimilation of technology in the professional's daily life.
- Discuss health care as information dependent and market driven and the implications for health professionals.
- Discuss the advantages and disadvantages of health care data including patient-specific data, aggregate data (such as performance data, utilization review and risk management data), knowledge-based data (used in policy planning and decision-making) and comparative community-wide data (used in policy development) external to the institution.
- Identify information that haws value in decision-making, evaluation, planning, marketing and policy.
- Compare and contrast mobile and wireless devices including personal digital assistants in terms of basic technology and implications for use in health care.
- Identify and evaluate examples of Internet and World Wide Web resources that may be useful to health care professionals and consumers.
- Discuss the various types of information systems used within health care institutions.
- Analyze the impact of HIPPA privacy and security requirements on the health care system and for the protection of information and security.
- Compare and contrast the computer-based patient record (CPR) and the electronic health record (EHR).
- Discuss the relationship between contingency planning and disaster recovery.
- Compare and contrast the advantages and disadvantages of telehealth, the legal and practice issues, and implications for the health professions.
- Utilize a CPR or EHR in client care.
|Specified Program Learning Outcomes:
- Analyze quantitative and qualitative healthcare data and information for effective decision-making;
- Assess the impact of effective and ineffective applications of processes and technologies in the healthcare environment.
- Assess the impact of effective and ineffective applications of technology in health services.
- Assess the need for health promotion programs in response to the characteristics of diverse communities of interest using primary and secondary data.
- Choose appropriate strategies and tactics to influence behavioral, environmental, and public policy change to address the health needs in a given community.
- Communicate effectively with clients and members of a healthcare organization using written, visual and oral methods;
- Compare and contrast the contributions of distress, nutrition, physical activity, and the misuse and abuse of drugs to morbidity and mortality among specific groups, communities, and societies.
- Compare and contrast the resources used to determine the health status of local, state, national, and international groups, communities, and populations.
- Demonstrate critical thinking to solve problems and improve performance in healthcare organizations using principles of accounting, law, financial analysis, human resources management, operations analysis, management information systems analysis, strategic planning, and marketing;
- Demonstrate knowledge of the core disciplines of public health and their relationship to the ecology of public health.
- Demonstrate the ability to integrate administrative knowledge and competencies to make good ethical choices, improve organizational performance, and collaborate and lead others in an authentic healthcare organization;
- Describe behavioral and non-behavioral variables contributing to morbidity and mortality produced by chronic and communicable diseases and injuries.
- Describe behavioral and non-behavioral variables contributing to morbidity and mortality.
- Describe the determinants and measurements of health and disease in the population and the responsibilities of healthcare organizations to individual consumers and the community;
- Differentiate between the behavioral, biological, environmental, and health services contributions to health from a historical perspective.
- Employ a variety of strategies to plan, implement, monitor and evaluate health promotion programs in a variety of settings to meet stated goals, objectives and established standards.
- Explain strategic and marketing priorities of healthcare organizations in relationship to the needs and values of a community;
- Explain the legal and ethical principles and responsibilities of healthcare organizations to individual patient and community healthcare needs;
- Explain the process of active participation in health care from a
provider, patient, family, and community perspective.
- Integrate the skills and knowledge obtained in the general education with conceptual and technical competencies obtained in healthcare management education.
- Solve problems and improve performance in healthcare organizations using principles of accounting, law, financial analysis, human resources management, operations analysis, management information systems analysis, strategic planning, and marketing;
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures