Health Information Management Program (HIM) Student Handbook 2014/2015 · 2015-04-20 · HIM Program Goals and Objectives – 2014-2015 Program Goal Objectives/Outcomes 1. To develop

Health Information Management Program (HIM)

Student Handbook

2014/2015

*This handbook is designed to serve as a supplement to the MOE Handbook. This handbook may be accessed through the following link:

http://www.medaille.edu/files/pdf/academics/2013-14_moe_student_handbook_and_catalog.pdf

1

Table of Contents

Welcome from the Program Director ................................................................... 2

Program Mission Statement ............................................................................... 3

Program Goals and Objectives ........................................................................... 3

Accreditation Status ....................................................................................... 4

Advisory Board .............................................................................................. 4

Health Information Administration Course Sequences ............................................. 5

Program Goals ............................................................................................... 5

Bachelor of Professional Studies in HIA Core Sequence and Course Descriptions ............ 6

Bachelor of Professional Studies in HIA Bridge Sequence and Course Descriptions ........ 10

Professional Practice Experience (PPE) ............................................................. 12

a. Technical Experience (Virtual Lab) ............................................................ 12

b. Management Experience ......................................................................... 12

1. Costs ........................................................................................... 13

2. Professional Liability Requirements ....................................................... 13

3. Physical Exam Requirements ............................................................... 13

4. Dress Code ..................................................................................... 13

AHIMA ....................................................................................................... 14

Appendices ................................................................................................ 15

a. CAHIIM Curriculum Requirements-AHIMA 2011 Curriculum Competencies and Knowledge Clusters .................................................................................... 16

b. Bloom’s Taxonomy ................................................................................ 30

c. AHIMA Code of Ethics ............................................................................ 31

d. Confidentiality Statement ...................................................................... 41

2

Welcome to Medaille College!

I am pleased to welcome you to the Health Information Management (HIM) program at Medaille College! Our unique accelerated learning program in HIA is totally online, with coursework that is stimulating, challenging, and reflective of the ever-changing field of HIM.

We are happy that you chose both Medaille College and the Bachelor of Professional Studies (BPS) degree in Health Information Management and look forward to working with you. We are very proud of our faculty; every instructor is a professional in his/her field of expertise, bringing knowledge and extensive experience to the online learning environment.

This handbook contains the course sequence and curriculum, as well as providing an overview of what to expect from the program and your responsibilities therein. It serves in conjunction with the following additional handbooks:

• Medaille Online Experience Student Handbook and Catalog, which includes policies and procedures, is available at: http://www.medaille.edu/files/pdf/academics/2013-14_moe_student_handbook_and_catalog.pdf.

• The ALP Guide to Collaborative Learning Teams, which can be accessed at: http://www.medaille.edu/files/pdf/academics/2013_alp_guide_to_collaborative_learning_teams.pdf , provides support and instruction for learning teams.

Again, thank you for giving us the opportunity to assist you with your career in HIM! If you have any questions, please feel free to contact me or your academic advisor.

Best of luck!

Teresa M. Reinhardt, MBA, RHIA Program Director, HIM Program Clinical Assistant Professor School of Adult and Graduate Education (SAGE) 18 Agassiz Circle Buffalo, NY 14214 (716) 932-2558 office (716) 912-9929 cell [email protected]

3

Program Mission Statement

In alignment with the mission of Medaille College, the Health Information Management (HIM) program is dedicated to providing students with a comprehensive, current, and real-world experience in Health Information Management. We are committed to developing in our students both proficiency in the competencies, skills, and knowledge of health information management, while enhancing their skills in analytical and critical thinking, decision making, and ethical integrity.

HIM Program Goals and Objectives – 2014-2015

Program Goal Objectives/Outcomes 1. To develop proficiency in the

competencies, skills, and knowledge of health information management, including privacy and security, health databases, principles of management and leadership, professional certification, and computer technologies.

a. HIA students will review regulatory changes in privacy and security.

b. HIA students will retrieve, analyze, and compare health data such as data elements, data sets, and databases.

c. HIA students will use management and leadership skills to effectively develop and motivate human resources and to plan and manage the daily operation of an HIM department.

d. HIA students will analyze the benefits and demands of professional certification.

e. HIA students will effectively access appropriate healthcare databases.

f. HIA students will analyze and compare case studies that focus on ethical decision making.

2. To develop in all students the interpersonal skills necessary for effective participation in teams and groups.

g. HIA students will work and communicate effectively with team members in a professional manner, including members of diverse backgrounds and attitudes.

3. To enhance the analytical, critical thinking, and decision-making skills of each individual student.

h. HIA students will analyze quantitative and qualitative data in order to evaluate outcomes.

i. HIA students will analyze data using statistical tools. 4. To develop and cultivate a sense of

responsibility and ethical behavior in each student.

j. HIA students will examine the role of ethics in healthcare and formulate their personal professional ethical statement.

5. To enhance the student’s written and spoken communication skills.

k. HIA students will demonstrate proficiency in communication through a variety of virtual individual and group presentations.

6. To develop proficiency in the application of information systems.

l. HIA students will implement and manage use of technology, including hardware and software to insure data collection, storage, analysis, and reporting of information.

m. HIA students will implement and manage knowledge-based applications to meet end-user information requirements.

n. HIA students will use clinical vocabularies and terminologies employed in healthcare information systems.

4

2014-15 Medaille College HIA Advisory Board Deborah Robinson Fraud investigator, Special Investigation Unit Independent Health Jennifer Fairbairn, RHIT Senior Corporate Coding Specialist Roswell Park Cancer Institute Kris Spada, RHIA HIM Manager, Millard Fillmore Suburban and DeGraff Hospitals Kaleida Health System Mary Beth McCarthy, RHIA, CIRCC Director, Coding Integrity and Health Information Catholic Health System Matthew Greene, RHIA, CCS EHR Certification/Meaningful Use Specialist Veterans Health Administration Office of Informatics and Analytics (OIA) Kim Faulhaber, MS, RHIA Outcomes Manager, Behavioral Health Erie County Medical Center Corporation Karen Bettino, BS, RN Administrative Director HIM and Registry Network Services Roswell Park Cancer Institute Elizabeth Zivis, BSN, RN, RHIA Director, HIM/Privacy Officer Erie Country Medical Center Susan Ruhland, RHIT HIM and Accounts Receivable Manager Buffalo Ambulatory Center

Accreditation The program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). For more information, visit: www.cahiim.org.

Graduates and final term students are eligible to register for the national Registered Health Information Administrators (RHIA) credential examination offered by the American Health Information Management Association (AHIMA).

Advisory Board The HIM Advisory Board is comprised of professionals from various aspects of the field who share an interest in health information management and want to participate in curriculum review and provide recommendations for change or improvement. Its members represent a many of the organizations in the area. Meetings are held at least once a year.

5

Health Information Management Course Sequences:

Medaille’s Bachelor of Professional Studies in Health Information Administration (BPS-HIA) program is built around a 60-credit core sequence that was developed to prepare qualified individuals to become a Registered Health Information Administrator (RHIA). As technology becomes more and more important in using and maintaining medical records, the role of the health information professional becomes increasingly critical. The BPS HIA prepares students to collect, maintain, interpret, analyze and protect essential medical data.

This accelerated online degree completion sequence is offered through Medaille Online Experience (MOE). MOE programs are developed for working adults who have already earned college credits, have significant full-time work experience, and can demonstrate at least a minimum level of academic or professional experience. Additional information on MOE pedagogy is available in the Medaille Online Experience Student Handbook. Students must have the use of an appropriate computer and Internet connection throughout the program. Students entering the BPS HIA degree completion sequence must have earned an associate’s degree in health information technology or have completed equivalent courses in all required areas. Students without an HIT degree who wish to earn the BPS-HIA may enter the BPS-HIA Bridge, which offers those health information technology/health information administration classes required for entry into the Core sequence. Students with a previous background in biomedical sciences or business administration may be able to challenge or waive specific courses.

Program Goals

The Bachelor of Professional Studies in Health Information Administration (BPS HIA) prepares students to collect, maintain, interpret, analyze and protect medical data that is essential for providing effective and efficient health care. The program includes courses in coding and classification systems, management of patient health information, and administration of computer information systems.

1. To develop proficiency in the competencies, skills, and knowledge of health information management, including privacy and security, health databases, principles of management and leadership, professional certification and computer technologies.

2. To develop in all students the interpersonal skills necessary for effective participation in teams and groups.

3. To enhance the analytical, critical thinking, and decision-making skills of each individual student.

4. To develop and cultivate a sense of purpose, responsibility, and ethical behavior among individuals, especially in regard to the legal and ethical issues related to protected health information

5. To enhance the student’s written and spoken communication skills. 6. To develop proficiency in the use of computer technologies.

6

Bachelor of Professional Studies in Health Information Management Core Sequence

Course Description Credits Weeks

GEN 310 Critical Thinking and Online Studies 4 7 HIA 321 Health Information Management: Theory and Practice 4 7 HIA 322 The Legal Health Record 4 7 HIA 330 Information Systems & Technology 4 7 HIA 334* The Electronic Health Record 4 7 BIO 312 Pathophysiology and Pharmacology I 4 7 BIO 313 Pathophysiology and Pharmacology II 4 7 HIA 405* Managing the Coding Process for Inpatients 4 7 HIA 406* Managing the Coding Process for Outpatients 4 7 HIA 407* Reimbursement Methodologies 4 7 HIA 408 Financial and Revenue Cycle Management 4 7 HIA 333 Healthcare Statistics, Research, and Quality Improvement 4 7 HIA 440 Management and Organization for Health Professionals 4 7 HIA 460 Professional Practice Management Capstone 4 7 HIA 470 Professional Review and Certification 4 7 TOTALS 60 105 * Electronic lab sessions in these courses constitute part of the overall professional

practice experience (PPE)

7

Bachelor of Professional Studies in Health Information Management

Core Course Descriptions BIO 312 Pathophysiology and Pharmacology I 4 credits, 7 weeks This course is the first half of a detailed investigation into pathophysiology and pharmacology. Students examine the biological and physical manifestations of a wide variety of diseases and conditions, the appropriate medical procedures, and the related pharmacology, as well as the ways in which this information is used in coding, medical transcription, and data analysis. Pathophysiology and Pharmacology I examines basic pharmacology and pathophysiology concepts; infectious diseases; endocrine, deficiency, and immunity disorders; mental disorders; the nervous system; sense organs; and the cardiovascular system. BIO 313 Pathophysiology and Pharmacology II 4 credits, 7 weeks This course is the second half of a detailed investigation into pathophysiology and pharmacology. Students examine the biological and physical manifestations of a wide variety of diseases and conditions, the appropriate medical procedures, and the related pharmacology, as well as the ways in which this information is used in coding, medical transcription, and data analysis. Pathophysiology and Pharmacology II examines the respiratory system, the digestive system, the integumentary system, the musculoskeletal system, the genitourinary system, obstetrics and newborns, as well as injury and trauma. GEN 310 Critical Thinking and Online Study 4 credits, 7 weeks This course provides an introduction to the expectations and methodology of college-level online learning and critical thinking. Through readings, discussion, and writing assignments, the course examines critical thinking and communication skills as they are used in the analysis of significant ideas. The course specifically addresses the challenges of online self-directed learning, the demands of online communication, the conventions of academic research, and the study and personal skills required for success as an adult student. Study team dynamics, library orientation, and learning style assessment are also included. HIA 321 Health Information Management: Theory and Practice 4 credits, 7 weeks This course provides the student with knowledge of the organization and delivery of healthcare systems and the concepts, principles, rules and regulations that govern HIM operations. Students will examine documentation requirements, timeliness, and completeness of the health record, with emphasis placed on the transition to the Electronic Health Record (EHR). Students will also review record content requirements mandated by accrediting and regulatory agencies and various legal requirements in maintaining health records, as well as investigate various registries and indexes and the role HIM has in maintaining them. HIA 322 The Legal Health Record 4 credits, 7 weeks This course provides an overview of the U.S. legal system, processes, and actions encountered in healthcare. Students will become familiar with the legal health record, e-discovery guidelines, and related agencies or external entities that influence both the healthcare environment and the HIM profession. Topics include access and disclosure of personal health information (PHI), various legal healthcare documents, HIPAA privacy, security and breaches, and compliance with subpoenas. The course also analyzes the effectiveness of compliance programs, including governmental audits, coding compliance, HIPAA Privacy and Security audit programs, and the Office of the Inspector General (OIG) as it relates to healthcare

8

compliance. Ethical standards of practice in health information management (HIM) such as coding are also examined. HIA 330 Information Systems & Technology 4 credits, 7 weeks This course provides the student with in-depth knowledge regarding the implementation and management of various technology systems utilized in the healthcare industry. Students will be introduced to the hardware and software available to ensure data integrity and security. Additionally, the principles and concepts learned will assist with the development of various networks, intranet, internet, electronic health record (EHR), personal health record (PHR), public health and other administrative systems. HIA 333 Healthcare Statistics, Research, & Quality Improvement 4 credits, 7 weeks This course applies high-level statistical management skills to HIM operations, health research, and quality management and performance improvement. Students will analyze data to identify trends, manage risk, optimize utilization, and facilitate decision making. Students will also examine basic research designs and methodology used in HIM and organization-wide operations. HIA 334 The Electronic Health Record 4 credits, 7 weeks This course presents a detailed overview of the various technologies and systems used to handle and store medical records data, provide and enforce security, and maintain accurate and reliable systems. Course topics cover the hardware and software needed to ensure data collection, storage, analysis, and reporting. Networks, including intranet and internet applications, are examined as they contribute to the administration of electronic medical records. Special attention is given to the issues of privacy and security (HIPAA), which include data security concepts, contingency planning, audit trails, and the use of technology to secure data integrity and validity. Processes and procedures regarding the proper use and disclosure of healthcare data as well as the concept of interoperability will be investigated. HIA 405 Managing the Coding Process for Inpatients 4 credits, 7 weeks This course focuses on the medical coding system of ICD-10-CM and ICD-10-PCS as well as the application of these systems to hospital inpatient services reporting. Students will examine and apply key functions related to the coding process. Inpatient reimbursement processes, including the documentation improvement process, management of inpatient coding quality using audit techniques, and coding resources and tools (i.e. encoders and groupers) will also be addressed. HIA 406 Managing the Coding Process for Outpatients 4 credits, 7 weeks This course focuses on the medical coding system of CPT (Current Procedural Terminology) and HCPCS and the application of these systems to all outpatient services reporting. Students will examine key functions related to the coding and outpatient reimbursement process, including documentation issues, coordination of the reimbursement process, use of Charge Description Master (CDM), management of outpatient coding quality in a variety of outpatient settings, and outpatient reimbursement systems. Compliance strategies to meet Federal and other regulatory requirements for the outpatient services will be developed and utilized. HIA 407 Reimbursement Methodologies 4 credits, 7 weeks This course includes a review of health care reimbursement systems for all patient services. Students will review health insurance basics and apply the concepts to a variety of patient

9

and payer types in order to calculate accurate health care reimbursements using federal and state edits, compliance techniques, and resources. Unique patient types and services such as home care, skilled nursing care, Medicare, and Medicaid insurance are included. HIA 408 Financial and Revenue Cycle Management 4 credits, 7 weeks This course provides an overview of the financial concepts required by the health information professional: basic accounting reports, budgeting, contracts,, and specific healthcare data management that is directly related to the revenue cycle, including coding, and reimbursement. Students will also review basic accounting and financial management principles, the history of reimbursement methodologies, and how healthcare data plays an increasingly important role in the revenue cycle. The course will focus on the impact of documentation improvement as it relates to ICD-10. HIA 440 Management and Organization for Health Professions 4 credits, 7 weeks This course will investigate best practices in human resources, project, and operations management (including process improvement and quality assurance in healthcare), and managing workplace teams. Special emphasis is placed on recruiting, training, and motivating employees. Basic strategic planning and management concepts will be applied to projects specific to the HIM department. Concepts of change management and emotional intelligence are applied to the management of the HIM department. This course is a pre-requisite to HIA 460. HIA 460 Professional Practice Management Capstone 4 credits, 7 weeks This course is a final management capstone experience and is intended to provide a complete integration and application of previous course work and virtual lab experience in the HIA CORE course sequence. Students will engage in a management experience which focuses on a specific project. Developed in cooperation with the HIA Program Director and the designated site, the capstone project will require demonstration of management capabilities, problem solving, critical thinking, and an understanding of HIM concepts and practices. HIA 470 Professional Review and Certification 4 credits, 7 weeks Within this course, student will review, synthesize, and evaluate skills and content from previous BPS HIA courses. Students will investigate areas of individual interest and proficiency, as well as professional opportunities within the current HIA market. The course will include partial and complete mock competency exams.

10

Bachelor of Professional Studies in Health Information Management Bridge Course Sequence

Course Description Credits Weeks

HIA 197 Essentials of Healthcare Delivery 4 7 HIA 198 Health Information Technology 4 7 MAT 203 Statistics for Today’s Business 4 7 HIA 123 Medical Terminology 4 7

BIO 140 Introductory Human Anatomy and Physiology I 4 7

BIO 141 Introductory Human Anatomy and Physiology II 4 7 Totals 24 42

HIA 197 Essentials of Healthcare Delivery 4 credits, 7 weeks This course covers the essential elements of healthcare delivery in the United States, providing an overview of health care policy and its development. Course topics include the resources and systems used in delivering health care, including outpatient and primary care services, hospitals, managed care, long term care, and populations with special needs. Students will evaluate the outcomes of our health care system and how they are addressed through health care policy. The future of healthcare in the United States is discussed and analyzed, including health reform, cost and access, public health, and technology. HIA 198 Health Information Technology 4 credits, 7 weeks This course investigates the function and purpose of both the Health Information Management (HIM) Department and the health record. Students will explore HIM professional opportunities, the history of health information management, and the role of HIM in the healthcare team. Course activities will focus on the health record, including its purpose, function, content, and structure, as well as the role of the HIM professional in maintaining the record. The course will also provide a brief introduction into privacy and confidentiality issues regarding the health record. MAT 203X Statistics for Today’s Businesses 4 credits, 7 weeks This course presents an introduction to data collection and interpretation, descriptive and inferential statistics, sampling, hypothesis testing, and probability distribution as they apply to business planning and decision making. Emphasis is placed on the use of statistical software for data analyses and the ethical uses of statistics.

11

HIA 123 Medical Terminology 4 credits, 7 weeks This course introduces students to the language of medicine utilized by health care professionals within various healthcare settings, when diagnosing and treating various diseases and conditions. Students will identify the various components of medical terms (i.e. roots, suffixes, and prefixes) when building and dissecting these terms. BIO 140 Introductory Human Anatomy and Physiology I 4 credits, 7 weeks This course provides an introduction to the cell and tissue levels of organization of the skeletal, muscular and nervous systems of the human body including the physiology of those systems and their interrelationships. Students will engage in a series of online laboratory activities in order to clarify, apply, and enhance course concepts. BIO 141 Introductory Human Anatomy and Physiology II 4 credits, 7 weeks This course is a continuation of BIO 140. Topics include the endocrine, circulatory, digestive, lymphatic, respiratory, excretory, and reproductive systems. Students will engage in a series of online laboratory activities in order to clarify, apply, and enhance course concepts.

12

Professional Practice Experience (PPE)

The Professional Practice Experience (PPE) has been divided into two distinct learning experiences for this online delivery. Each component – technical experience and management experience – have been designed to meet CAHIIM accreditation standards while taking into consideration both the pedagogy and the geographical realities of online learners

Technical Experience: AHIMA’s Virtual Laboratory (vlab) The more technical components of Medaille’s PPE have been incorporated into the course sequence and will be taught, practiced, and assessed through AHIMA’s Virtual Laboratory (vlab). These vlab exercises will begin in HIA 321, the first course of the HIA Core, and continue on throughout the rest of your courses as appropriate. Students will gain hands on experience with the Athens/Cerner EHR, Solcom EDMS, Quadramed and 3M encoder products, Healthport Release of Information, and the Quadramed MPI Suite.

Medaille utilizes AHIMA’s virtual lab to give students hands-on experience with the latest software and technology available in the HIM field, such as the master patient index (MPI), Cerner/Athens EHR , 3M and Quantim encoders, electronic document management systems (EDMS), and Healthport for release of information (ROI). This powerful tool allows students to gain valuable experience with systems that are used in the field. Exercises are designed specifically for the lab applications; students gain familiarity with the various applications they will be using in the field. The cost of vlab is included in the tuition; there is no additional cost to the students.

Management Experience: Professional Practice Management Capstone The second PPE component occurs through HIA 460, Professional Practice Management Capstone. This hands-on capstone experience has been developed for online students and therefore approaches the learning experience differently than a traditional internship. During HIA 460, the last course in the Core sequence, each student will be assigned a project by the Site Supervisor in conjunction with the Program Director at a hospital or other healthcare organization.

Please note: • Some projects may require that you spend more time at the site, while others may

require less time spent at the site. Each project is dependent on the site’s needs and is developed to be mutually beneficial for both the student and the facility. All site supervisors are aware that this is an online environment and full-time attendance at their site is not required as in traditional seated programs.

• Please be prepared to take a minimum of 40 hours of time off from work to complete your Management Capstone. These 40 hours can be distributed throughout the 7 week period as agreed upon by the site and the student. One day a week for five weeks may be an acceptable schedule. Please reach out to your site once you know where you will be placed to discuss your schedule. Sites will begin to be secured while students are taking HIA333.

13

Prior to HIA 460, the Program Director will work with you to establish both your site and your project. Students who live outside the Western New York area will be involved in securing a site for their Management Capstone. Once the arrangements have been finalized and approved, you will receive official notification of where you will be going and what your project will be. From that point, you will be communicating directly with the site supervisor. If you have a preference for a particular site, please notify the HIA Program Director before the end of HIA 408, Financial and Revenue Cycle Management.

• Physical Exam Requirements

Since you will be going to a healthcare facility, you will be required to meet their physical exam requirements and vaccination policies.

• Dress Code

Students should dress professionally and wear appropriate attire.

• Costs

Any costs for parking or transportation, as well as any costs involved in the performance of your management capstone project, are assumed by the student and are NOT the responsibility of the college.

• Liability insurance

All students are covered by the college’s liability insurance.

• Confidentiality and Ethical Behavior

All students are expected to abide by the AHIMA Code of Ethics found in the Appendix. Signed confidentiality statements are collected and archived prior to starting the Management Capstone.

14

About AHIMA

The American Health Information Management Association (AHIMA) is the premier association of health information management (HIM) professionals worldwide. Serving 52 affiliated component state associations and more than 71,000 members, it is recognized as the leading source of "HIM knowledge," a respected authority for rigorous professional education and training.

Founded in 1928 to improve health record quality, AHIMA has played a leadership role in the effective management of health data and medical records needed to deliver quality healthcare to the public.

AHIMA is working to advance the implementation of electronic health records (EHRs) by leading key industry initiatives and advocating high and consistent standards. AHIMA members stay one step ahead through AHIMA's accreditation of cutting-edge academic programs and professional development opportunities, including comprehensive continuing education.

AHIMA keeps HIM professionals posted on the healthcare industry through resources to improve their knowledge, skills, and abilities. Some of AHIMA’s offering include:

• Text books • Credentials • Live meetings • Online Education • The Journal of AHIMA • The HIM Body of Knowledge (BoK) • Engage Communities • Newsletters • E-Alerts

In addition to providing resources AHIMA actively advocates for the HIM Profession, serves as a thought leader in the world of HIM, and is one of the four cooperating parties responsible for the ICD-10 Coding Guidelines.

AHIMA members affect the quality of patient information and patient care at every touch point in the healthcare delivery cycle. Our members perform diverse roles in healthcare and are employed in a variety of work settings, including hospitals, physician offices, ambulatory care facilities, managed care facilities, long-term care facilities, consulting firms, information system vendors, colleges and universities, insurance providers, pharmaceutical companies, rehabilitation centers, and other venues.

http://www.ahima.org/about/aboutahima

15

APPENDICES

Appendix A CAHIIM Curriculum Requirements Appendix B Bloom’s Taxonomy Appendix C AHIMA Code of Ethics with Confidentiality Agreement

16

Appendix A

CAHIIM Curriculum Requirements AHIMA 2011 Curriculum Competencies and Knowledge Clusters for Health Information Management (HIM) Education at the Baccalaureate Degree Level Health Information Administration Program/Medaille

Column 1 -‐ HIM Baccalaureate Degree Entry-‐Level Competencies (Student Learning Outcomes)

Column 2 -‐ Knowledge Clusters (Curricular Components)

Column 3 – For each Knowledge Cluster (curriculum component) state the course #

I. Domain: Health Data Management I.A. Subdomain: Health Data Structure, Content, and Standards 1. Manage health data (such as data elements, data sets, and databases). 2. Ensure that documentation in the health record supports the diagnosis and reflects the patient’s progress, clinical findings, and discharge status.

Health Data Structure, Content, and

Acquisition

• Capture, structure, and use of health information (Evaluating, 5)

• Health information media (paper, electronic) (Evaluating, 5)

• Data quality assessment and integrity (Evaluating, 5)

• Secondary data sources such as registries and indexes (Applying, 3)

• Healthcare data sets (such as HEDIS, UHDDS, OASIS) (Analyzing, 4)

• Health information archival and retrieval systems

HIA321 HIA334 HIA321 HIA321 HIA 408 HIA321 HIA 321 HIA 321

17




(Evaluating, 5)

• Data capture tools and technologies (such as forms; data input screens; templates, other health record documentation tools) (Evaluating, 5)

HIA321

I.B. Subdomain: Healthcare Information Requirements and Standards

1. Develop organization-‐wide health record documentation guidelines. 2. Maintain organizational compliance with regulations and standards. 3. Ensure organizational survey readiness for accreditation, licensing and/or certification processes. 4. Design and implement clinical documentation initiatives.

Healthcare Information Requirements and Standards • Standards and regulations for

documentation (such as Joint Commission, CARF, COP) (Evaluating, 5)

• Health information standards (such as HIPAA, ANSI, HL-‐7, UMLS, ASTM ) (Applying, 3)

• Patient Identity Management

Policies (MPI) (Applying, 3)

HIA321 HIA321 HIA321

I.C. Subdomain: Clinical Classification Systems

1. Select electronic applications

Clinical Classification Systems • Healthcare taxonomies, clinical

vocabularies, nomenclatures (such as ICD-‐9-‐CM, ICD-‐10-‐

HIA 405

18




for clinical classification and coding.

2. Implement and manage applications and processes for clinical classification and coding. 3. Maintain processes, policies, and procedures to ensure the accuracy of coded data.

CM/PCS, CPT, SNOMED-‐CT, DSM-‐IV, LOINC) (Understanding, 2)

• Severity of illness systems (Analyzing, 4)

• Data integrity, coding audits (Analyzing, 4)

• CCI, electronic billing, X12N, 5010 (Applying, 3)

HIA 405

HIA 405 HIA 406 HIA 407:

HIA 408 I.D. Subdomain: Reimbursement Methodologies

1. Manage the use of clinical data required in prospective payment systems (PPS) in healthcare delivery. 2. Manage the use of clinical data required in other reimbursement systems in healthcare delivery. 3. Participate in selection and development of applications and processes for chargemaster and claims management. 4. Implement and manage processes for compliance and reporting. 5. Participate in revenue cycle management.

Reimbursement Methodologies

• Clinical data and reimbursement management (Evaluating, 5)

• Compliance strategies and

reporting (Analyzing, 4)

• Chargemaster management

(Analyzing, 4)

• Case mix management (Analyzing, 4)

HIA 407 HIA 408 HIA 408 HIA 408 HIA 406 HIA 408 HIA 408

19




• Audit process such as

compliance and reimbursement (Evaluating, 5)

• Payment systems (such as PPS, DRGs, APCs, RBRVS, RUGs, MSDRGs) (Analyzing, 4)

• Commercial, managed care, and federal insurance plans (Analyzing, 4)

• Revenue cycle process (Analyzing, 4)

HIA 407: Research and compare two different payer insurance plans (federal, commercial, managed care) to determine benefits, costs, and services. HIA 407: Exercise to calculate payment for a variety of patient services based on payer methodologies. HIA 407 HIA 407 HIA 408

II. Domain: Health Statistics, Biomedical Research, and Quality Management II.A. Subdomain: Healthcare Statistics and Research

Healthcare Statistics and Research

• Statistical analysis on healthcare data (Applying, 3)

• Descriptive statistics (such as means, standard deviations,

HIA333 HIA333

20




1. Analyze and present data for quality management, utilization management, risk management, and other patient care related studies. 2. Utilize statistical software. 3. Ensure adherence to Institutional Review Board (IRB) processes and policies.

frequencies, ranges, percentiles) (Analyzing, 4)

• Inferential statistics (such as t-‐tests, ANOVAs, regression analysis, reliability, validity) (Applying, 3)

• Vital statistics (Applying, 3)

• Epidemiology (Understanding, 2)

• Data reporting and presentation techniques (Evaluating, 5)

• Computerized statistical packages (Understanding, 2)

• Research design/methods (such as quantitative, qualitative, evaluative, outcomes) (Applying, 3)

• Knowledge-‐based research techniques (such as Medline, CMS, libraries, web sites) (Applying, 3)

• National guidelines regarding human subjects’ research (Analyzing, 4)

• Institutional review board process (Understanding, 2)

HIA333 HIA333 HIA333 HIA333 HIA333 HIA333 HIA 321: Research clinical trials in your state. Choose one and summarize key points. Asmt 7.1 HIA333: Create a table comparing indicators for quality patient outcomes

21




• Research protocol data

management Understanding, 2)

based on research. Asmt 5.2 HIA333: Analyze the role of the IRB in human subjects’ research and discuss the ethical issues encountered in this type of research. DQ 5.1 HIA333: Discuss the role of the IRB in healthcare HIA333

II.B. Subdomain: Quality Management and Performance Improvement 1. Provide support for facility-‐wide quality management and performance improvement programs. 2. Analyze clinical data to identify trends that demonstrate quality, safety, and effectiveness of healthcare.

Quality Management and Performance Improvement

• Quality assessment, and

management tools (such as benchmarking, Statistical Quality Control, and Risk Management) (Analyzing, 4)

• Utilization and resource management (Analyzing, 4)

HIA333 HIA333

22




3. Apply Quality Management tools.

• Disease management process (such as case management, critical paths) (Analyzing, 4)

• Outcomes measurement (such as patient, customer satisfaction, disease specific) (Evaluating, 5)

• Benchmarking techniques

(Creating, 6)

• Patient and organization

safety initiatives (Applying, 3)

HIA333 HIA333 HIA333 HIA333

III. Domain: Health Services Organization and Delivery III.A. Subdomain: Healthcare Delivery Systems 1. Evaluate and implement national health information initiatives in the healthcare delivery system for application to information systems policies and procedures. 2. Interpret, communicate, and apply current laws, accreditation,

Healthcare Delivery Systems

• Organization and delivery of healthcare systems (Evaluating, 5)

• Components and operation of healthcare organizations including e-‐health delivery (Evaluating, 5)

• Accreditation standards (such as Joint Commission, NCQA, CARF, CHAP, URAC) (Evaluating, 5)

HIA321 HIA321 HIA 321 HIA322

23




licensure and certification standards related to health information initiatives at the national, state, local, and facility levels. 3. Analyze and respond to the information needs of internal and external customers throughout the continuum of healthcare services. 4. Revise policies and procedures to comply with the changing health information regulations. 5. Translate and interpret health information for consumers and their caregivers.

• Regulatory and licensure requirements such as COP, state health departments (Evaluating, 5)

• Federal initiatives: ONC, CCHIT , Red Flag Rules, Meaningful Use (Evaluating, 5)

HIA321

III.B. Subdomain: Healthcare Privacy, Confidentiality, Legal, and Ethical Issues 1. Coordinate the implementation of legal and regulatory requirements related to the health information infrastructure. 2. Manage access and disclosure of personal health information. 3. Develop and implement organization-‐wide confidentiality policies and procedures. 4. Develop and implement privacy training programs.

Healthcare Privacy, Confidentiality, Legal, and Ethical Issues

• Legislative and legal system (Analyzing, 4)

• Privacy, confidentiality,

security principles, policies and procedures (Evaluating, 5)

• Identity management (Evaluating, 5)

• Health information laws, regulations, and standards (such as HIPAA, HITECH,


24




5. Assist in the development of security training. 6. Resolve privacy issues/problems. 7. Apply and promote ethical standards of practice. 8. Define and maintain elements of the legal health record. 9. Establish and maintain e-‐Discovery guidelines.

Joint Commission, State laws) (Evaluating, 5)

• Elements of compliance programs (Evaluating, 5)

• Professional ethical issues (Evaluating, 5)

• Legal Health Record, e-‐Discovery guidelinesDiscovery guidelines (Evaluating, 5)

• Information security training (Understanding, 2)

HIA322 HIA 322 HIA322 HIA322

IV. Information Technology and Systems IV.A. Subdomain: Information and Communication Technologies 1. Implement and manage use of technology, including hardware and software to ensure data collection, storage, analysis, and reporting of information. 2. Contribute to the development of networks, including intranet and Internet applications to facilitate the electronic health record (EHR), personal health record (PHR), public health, and other administrative applications. 3. Interpret the use of standards to achieve interoperability of healthcare information systems.

Information and Communication Technologies • Computer concepts

(hardware components, network systems architectures, operating systems and languages, and software packages and tools) (Analyzing, 4)

• Communications technologies (networks—LANS, WANS, WLANS, VPNs) (Understanding, 2)

• Data interchange standards

(such as NIST, HL7, 5010, Reference Information Modeling (RIM)) (Analyzing, 4)

• Internet technologies (Intranet, web-‐based

HIA330 HIA330 HIA 330 HIA330

25




systems, standards – SGML, XML) (Analyzing, 4)

• Data, information, and file structures (data administration, data definitions, data dictionary, data modeling, data structures, data warehousing, database management systems) (Evaluating, 5)

• System interoperability, data sharing, Health Information Exchanges (Evaluating, 5)

• Nation-‐wide Health Information Infrastructure NHIN (Applying, 3)


IV.B. Subdomain: Information Systems 1. Apply knowledge of database architecture and design (such as data dictionary, data modeling, data warehousing) to meet organizational needs. 2. Monitor use of clinical vocabularies and terminologies used in the organization’s health information systems. 3. Manage clinical indices/databases/registries. 4. Apply appropriate electronic or imaging technology for data/record storage.

Information Systems • Leading development of

health information resources & systems (Analyzing, 4)

• Database Architecture and Design (Evaluating, 5)

• Human factors and user interface design (Applying, 3)

• Systems Development Life Cycle (systems analysis, design, implementation, evaluation, and maintenance) (Evaluating, 5)


26




5. Apply knowledge of database querying and data mining techniques to facilitate information retrieval. 6. Implement and manage knowledge-‐based applications to meet end-‐user information requirements. 7. Design and generate administrative reports using appropriate software. 8. Apply appropriate electronic or imaging technology for data/record storage. 9. Participate in system selection processes (RFI and RFP).

10. Evaluate and recommend clinical, administrative, and specialty service applications (RFP vender selection, electronic record, clinical coding). 11. Apply appropriate systems to life cycle concepts, including systems analysis, design, implementation, evaluation, and maintenance to the selection of healthcare information systems.

• Clinical, business, and specialty systems applications (administrative, clinical decision support systems, electronic health record and computer-‐based health record systems, nursing, ancillary service systems, patient numbering systemsssystems at master and enterprise levels) (Evaluating, 5)

• Regional Health Information Exchange (RHIO RHIE?), Health Information Exchanges (HIE), Regional Health Extension Centers (RHEC) (Evaluating, 5)

• Project management (Evaluating, 5)

HIA330 HIA334 HIA330: Visit hhs.gov website and identify RHIO’s, and the HIE for each. Evaluate the benefits of the RHIO. Asmt 2.4 HIA330 HIA334

IV.C. Subdomain: Data Security 1. Protect electronic health information through confidentiality

Data Security

• Data security protection methods (such as

HIA330

27




and security measures. 2. Protect data integrity and validity using software or hardware technology. 3. Implement and monitor department and organizational data and information system security policies. 4. Recommend elements that must be included in the design of audit trails and data quality monitoring programs. 5. Recommend elements that should be included in the design and implementation of risk assessment, contingency planning, and data recovery procedures.

authentication encryption, decryption, firewalls) (Analyzing, 4)

• Data security (audits, controls, data recovery, e-‐security) (Evaluating, 5)

HIA330

V. Organization and Management V.A. Subdomain: Human Resources Management

1. Manage human resources to facilitate staff recruitment, retention, and supervision. 2. Ensure compliance with employment laws. 3. Develop and implement staff orientation and training programs. 4. Develop productivity standards for health information functions. 5. Monitor staffing levels and productivity, and provide feedback

Human Resources Management • Employment laws

(Analyzing, 4)

• Principles of human resources management (recruitment, supervision, retention, counseling, disciplinary action) (Evaluating, 5)

• Workforce education and training (Creating, 6)

• Performance standards (Evaluating, 5)

• Labor trends, market

HIA440 HIA440 HIA440 HIA440 HIA440

28




to staff regarding performance. 6. Benchmark staff performance data incorporating labor analytics. 7. Develop, motivate, and support work teams. 8. Analyze and report on budget variances.

9. Evaluate and manage contracts. 10. Apply principles of ergonomics to work areas.

analysis (Analyzing, 4)

• Cost benefit analysis of resource needs (Applying, 3)

HIA440

V.B. Subdomain: Strategic Planning and Organizational Development 1. Apply general principles of management in the administration of health information services. 2. Assign projects and tasks to appropriate staff. 3. Demonstrate leadership skills. 4. Apply project management techniques to ensure efficient workflow and appropriate outcomes. 5. Facilitate project management by integrating work efforts, as well as planning and executing project tasks and activities.

Strategic Planning and Organizational Development

• Organizational assessment

and benchmarking (Analyzing, 4)

• Critical thinking skills, emotional intelligence, employee engagement (Analyzing, 4)

• Project management (Evaluating, 5)

• Process reengineering and work redesign (Analyzing, 4)

• Change management (Analyzing, 4)

• Facilitation of teams and meetings (Applying, 3)

HIA333 HIA440


All Courses: Final team projects

29




• Principles of management

(Evaluating, 5)

• Negotiation techniques (Analyzing, 4)

• Communication and interpersonal skills (Evaluating, 5)

• Team/consensus building (Evaluating, 5)

• Professional development for self and staff (Creating, 6)

• Problem solving and decision making processes (Evaluating, 5)

require team collaboration and project facilitation by all students.

HIA440

HIA440

HIA440


Biomedical Sciences Anatomy (Applying, 3) Physiology (Applying, 3) Medical Terminology (Evaluating, 5) Pathophysiology (Analyzing, 4) Pharmacotherapy (Analyzing, 4)

30

Appendix B

Bloom’s Taxonomy: Revised Version

1 = Remembering: Can the student recall or remember the information?

2 = Understanding: Can the student explain ideas or concepts, and grasp the meaning of information?

3 = Applying: Can the student use the information in a new way?

4 = Analyzing: Can the student distinguish between the different parts, break down information, and infer to support conclusions?

5 = Evaluating: Can the student justify a stand or decision, or judge the value of?

6 = Creating: Can the student create new product or point of view?

31

Appendix C

AHIMA Code of Ethics

American Health Information Management Association Code of Ethics

Preamble

The ethical obligations of the health information management (HIM) professional include the safeguarding of privacy and security of health information; disclosure of health information; development, use, and maintenance of health information systems and health information; and ensuring the accessibility and integrity of health information.

Healthcare consumers are increasingly concerned about security and the potential loss of privacy and the inability to control how their personal health information is used and disclosed. Core health information issues include what information should be collected; how the information should be handled, who should have access to the information, under what conditions the information should be disclosed, how the information is retained and when it is no longer needed, and how is it disposed of in a confidential manner. All of the core health information issues are performed in compliance with state and federal regulations, and employer policies and procedures.

Ethical obligations are central to the professional's responsibility, regardless of the employment site or the method of collection, storage, and security of health information. In addition, sensitive information (e.g., genetic, adoption, drug, alcohol, sexual, health, and behavioral information) requires special attention to prevent misuse. In the world of business and interactions with consumers, expertise in the protection of the information is required.

Purpose of the American Health Information Management Association Code of Ethics

The HIM professional has an obligation to demonstrate actions that reflect values, ethical principles, and ethical guidelines. The American Health Information Management Association (AHIMA) Code of Ethics sets forth these values and principles to guide conduct. (See also AHIMA Vision, Mission, Values) The code is relevant to all AHIMA members and CCHIIM credentialed HIM professionals [hereafter referred to as certificants], regardless of their professional functions, the settings in which they work, or the populations they serve. These purposes strengthen the HIM professional’s efforts to improve overall quality of healthcare.

The AHIMA Code of Ethics serves seven purposes:

• Promotes high standards of HIM practice. • Identifies core values on which the HIM mission is based. • Summarizes broad ethical principles that reflect the profession's core values.

32

• Establishes a set of ethical principles to be used to guide decision-making and actions. • Establishes a framework for professional behavior and responsibilities when

professional obligations conflict or ethical uncertainties arise. • Provides ethical principles by which the general public can hold the HIM professional

accountable. • Mentors practitioners new to the field to HIM's mission, values, and ethical principles.

The code includes principles and guidelines that are both enforceable and aspirational. The extent to which each principle is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical principles.

Code of Ethics Principles

The Code of Ethics and How to Interpret the Code of Ethics

Principles and Guidelines

The following ethical principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members and certificants. Guidelines included for each ethical principle are a non-inclusive list of behaviors and situations that can help to clarify the principle. They are not meant to be a comprehensive list of all situations that can occur.

I. Advocate, uphold, and defend the individual's right to privacy and the doctrine of confidentiality in the use and disclosure of information.

A health information management professional shall:

1.1. Safeguard all confidential patient information to include, but not limited to, personal, health, financial, genetic, and outcome information.

1.2. Engage in social and political action that supports the protection of privacy and confidentiality, and be aware of the impact of the political arena on the health information issues for the healthcare industry.

1.3. Advocate for changes in policy and legislation to ensure protection of privacy and confidentiality, compliance, and other issues that surface as advocacy issues and facilitate informed participation by the public on these issues.

1.4. Protect the confidentiality of all information obtained in the course of professional service. Disclose only information that is directly relevant or necessary to achieve the purpose of disclosure. Release information only with valid authorization from a patient or a person legally authorized to consent on behalf of a patient or as authorized by federal or state regulations. The minimum necessary standard is essential when releasing health information for disclosure activities.

33

1.5. Promote the obligation to respect privacy by respecting confidential information shared among colleagues, while responding to requests from the legal profession, the media, or other non-healthcare related individuals, during presentations or teaching and in situations that could cause harm to persons.

1.6. Respond promptly and appropriately to patient requests to exercise their privacy rights (e.g., access, amendments, restriction, confidential communication, etc.). Answer truthfully all patients’ questions concerning their rights to review and annotate their personal biomedical data and seek to facilitate patients’ legitimate right to exercise those rights.

II. Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, peers, and to the health information management profession.


2.1. Act with integrity, behave in a trustworthy manner, elevate service to others above self-interest, and promote high standards of practice in every setting.

2.2. Be aware of the profession's mission, values, and ethical principles, and practice in a manner consistent with them by acting honestly and responsibly.

2.3. Anticipate, clarify, and avoid any conflict of interest, to all parties concerned, when dealing with consumers, consulting with competitors, in providing services requiring potentially conflicting roles (for example, finding out information about one facility that would help a competitor), or serving the Association in a volunteer capacity. The conflicting roles or responsibilities must be clarified and appropriate action taken to minimize any conflict of interest.

2.4. Ensure that the working environment is consistent and encourages compliance with the AHIMA Code of Ethics, taking reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the code.

2.5. Take responsibility and credit, including authorship credit, only for work they actually perform or to which they contribute. Honestly acknowledge the work of and the contributions made by others verbally or written, such as in publication.

A health information management professional shall not:

2.6. Permit one’s private conduct to interfere with the ability to fulfill one’s professional responsibilities.

2.7. Take unfair advantage of any professional relationship or exploit others to further one’s own personal, religious, political, or business interests.

34

III. Preserve, protect, and secure personal health information in any form or medium and hold in the highest regards health information and other information of a confidential nature obtained in an official capacity, taking into account the applicable statutes and regulations.


3.1. Safeguard the privacy and security of written and electronic health information and other sensitive information. Take reasonable steps to ensure that health information is stored securely and that patients' data is not available to others who are not authorized to have access. Prevent inappropriate disclosure of individually identifiable information.

3.2. Take precautions to ensure and maintain the confidentiality of information transmitted, transferred, or disposed of in the event of termination, incapacitation, or death of a healthcare provider to other parties through the use of any media.

3.3. Inform recipients of the limitations and risks associated with providing services via electronic or social media (e.g., computer, telephone, fax, radio, and television).

IV. Refuse to participate in or conceal unethical practices or procedures and report such practices.


4.1. Act in a professional and ethical manner at all times.

4.2. Take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. If needed, utilize theProfessional Ethics Committee Policies and Procedures for potential ethics complaints.

4.3. Be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. These include policies and procedures created by AHIMA, licensing and regulatory bodies, employers, supervisors, agencies, and other professional organizations.

4.4. Seek resolution if there is a belief that a colleague has acted unethically or if there is a belief of incompetence or impairment by discussing one’s concerns with the colleague when feasible and when such discussion is likely to be productive.

4.5. Consult with a colleague when feasible and assist the colleague in taking remedial action when there is direct knowledge of a health information management colleague's incompetence or impairment.

35

4.6. Take action through appropriate formal channels, such as contacting an accreditation or regulatory body and/or the AHIMA Professional Ethics Committee if needed.

4.7. Cooperate with lawful authorities as appropriate.


4.8. Participate in, condone, or be associated with dishonesty, fraud and abuse, or deception. A non-inclusive list of examples includes:

• Allowing patterns of optimizing or minimizing documentation and/or coding to impact payment

• Assigning codes without physician documentation • Coding when documentation does not justify the diagnoses or

procedures that have been billed • Coding an inappropriate level of service • Miscoding to avoid conflict with others • Engaging in negligent coding practices • Hiding or ignoring review outcomes, such as performance data • Failing to report licensure status for a physician through the appropriate

channels • Recording inaccurate data for accreditation purposes • Allowing inappropriate access to genetic, adoption, health, or

behavioral health information • Misusing sensitive information about a competitor • Violating the privacy of individuals

Refer to the AHIMA Standards for Ethical Coding for additional guidance.

4.9. Engage in any relationships with a patient where there is a risk of exploitation or potential harm to the patient.

V. Advance health information management knowledge and practice through continuing education, research, publications, and presentations.


5.1. Develop and enhance continually professional expertise, knowledge, and skills (including appropriate education, research, training, consultation, and supervision). Contribute to the knowledge base of health information management and share one’s knowledge related to practice, research, and ethics.

5.2. Base practice decisions on recognized knowledge, including empirically based knowledge relevant to health information management and health information management ethics.

36

5.3. Contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the health information management profession. These activities may include teaching, research, consultation, service, legislative testimony, advocacy, presentations in the community, and participation in professional organizations.

5.4. Engage in evaluation and research that ensures the confidentiality of participants and of the data obtained from them by following guidelines developed for the participants in consultation with appropriate institutional review boards.

5.5. Report evaluation and research findings accurately and take steps to correct any errors later found in published data using standard publication methods.

5.6. Design or conduct evaluation or research that is in conformance with applicable federal or state laws.

5.7. Take reasonable steps to provide or arrange for continuing education and staff development, addressing current knowledge and emerging developments related to health information management practice and ethics.

VI. Recruit and mentor students, staff, peers, and colleagues to develop and strengthen professional workforce.


6.1. Provide directed practice opportunities for students.

6.2. Be a mentor for students, peers, and new health information management professionals to develop and strengthen skills.

6.3. Be responsible for setting clear, appropriate, and culturally sensitive boundaries for students, staff, peers, colleagues, and members within professional organizations.

6.4. Evaluate students' performance in a manner that is fair and respectful when functioning as educators or clinical internship supervisors.

6.5. Evaluate staff's performance in a manner that is fair and respectful when functioning in a supervisory capacity.

6.6. Serve an active role in developing HIM faculty or actively recruiting HIM professionals.


37

6.7. Engage in any relationships with a person (e.g. students, staff, peers, or colleagues) where there is a risk of exploitation or potential harm to that other person.

VII. Represent the profession to the public in a positive manner.


7.1. Be an advocate for the profession in all settings and participate in activities that promote and explain the mission, values, and principles of the profession to the public.

VIII. Perform honorably health information management association responsibilities, either appointed or elected, and preserve the confidentiality of any privileged information made known in any official capacity.


8.1. Perform responsibly all duties as assigned by the professional association operating within the bylaws and policies and procedures of the association and any pertinent laws.

8.2. Uphold the decisions made by the association.

8.3. Speak on behalf of the health information management profession and association, only while serving in the role, accurately representing the official and authorized positions of the association.

8.4. Disclose any real or perceived conflicts of interest.

8.5. Relinquish association information upon ending appointed or elected responsibilities.

8.6. Resign from an association position if unable to perform the assigned responsibilities with competence.

8.7. Avoid lending the prestige of the association to advance or appear to advance the private interests of others by endorsing any product or service in return for remuneration. Avoid endorsing products or services of a third party, for-profit entity that competes with AHIMA products and services. Care should also be exercised in endorsing any other products and services.

IX. State truthfully and accurately one’s credentials, professional education, and experiences.


9.1. Make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the health information

38

management profession, a professional health information association, or one’s employer.

9.2. Claim and ensure that representation to patients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, training, certification, consultation received, supervised experience, and other relevant professional experience are accurate.

9.3. Claim only those relevant professional credentials actually possessed and correct any inaccuracies occurring regarding credentials.

9.4. Report only those continuing education units actually earned for the recertification cycle and correct any inaccuracies occurring regarding CEUs.

X. Facilitate interdisciplinary collaboration in situations supporting health information practice.


10.1. Participate in and contribute to decisions that affect the well-being of patients by drawing on the perspectives, values, and experiences of those involved in decisions related to patients.

10.2. Facilitate interdisciplinary collaboration in situations supporting health information practice.

10.3. Establish clearly professional and ethical obligations of the interdisciplinary team as a whole and of its individual members.

10.4. Foster trust among group members and adjust behavior in order to establish relationships with teams.

XI. Respect the inherent dignity and worth of every person.


11.1. Treat each person in a respectful fashion, being mindful of individual differences and cultural and ethnic diversity.

11.2. Promote the value of self-determination for each individual.

11.3. Value all kinds and classes of people equitably, deal effectively with all races, cultures, disabilities, ages and genders.

11.4. Ensure all voices are listened to and respected.

39

The Use of the Code

Violation of principles in this code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members although in some situations, violations of the code would constitute unlawful conduct subject to legal process.

Guidelines for ethical and unethical behavior are provided in this code. The terms "shall and shall not" are used as a basis for setting high standards for behavior. This does not imply that everyone "shall or shall not" do everything that is listed. This concept is true for the entire code. If someone does the stated activities, ethical behavior is the standard. The guidelines are not a comprehensive list. For example, the statement "safeguard all confidential patient information to include, but not limited to, personal, health, financial, genetic and outcome information" can also be interpreted as "shall not fail to safeguard all confidential patient information to include personal, health, financial, genetic, and outcome information."

A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values and ethical principles, and offers ethical guidelines to which a HIM professional can aspire and by which actions can be judged. Ethical behaviors result from a personal commitment to engage in ethical practice.

Professional responsibilities often require an individual to move beyond personal values. For example, an individual might demonstrate behaviors that are based on the values of honesty, providing service to others, or demonstrating loyalty. In addition to these, professional values might require promoting confidentiality, facilitating interdisciplinary collaboration, and refusing to participate or conceal unethical practices. Professional values could require a more comprehensive set of values than what an individual needs to be an ethical agent in one’s own personal life.

The AHIMA Code of Ethics is to be used by AHIMA members and certificants, consumers, agencies, organizations, and bodies (such as licensing and regulatory boards, insurance providers, courts of law, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. The AHIMA Code of Ethics reflects the commitment of all to uphold the profession's values and to act ethically. Individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments, must apply ethical principles.

The code does not provide a set of rules that prescribe how to act in all situations. Specific applications of the code must take into account the context in which it is being considered and the possibility of conflicts among the code's values, principles, and guidelines. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the AHIMA Code of Ethics does not specify which values, principles, and guidelines are the most important and ought to outweigh others in instances when they conflict.

40

Code of Ethics 2011 Ethical Principles

Ethical Principles: The following ethical principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members and certificants.


1. Advocate, uphold, and defend the individual's right to privacy and the doctrine of confidentiality in the use and disclosure of information.

2. Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, their peers, and to the health information management profession.

3. Preserve, protect, and secure personal health information in any form or medium and hold in the highest regards health information and other information of a confidential nature obtained in an official capacity, taking into account the applicable statutes and regulations.

4. Refuse to participate in or conceal unethical practices or procedures and report such practices.

5. Advance health information management knowledge and practice through continuing education, research, publications, and presentations.

6. Recruit and mentor students, peers and colleagues to develop and strengthen professional workforce.

7. Represent the profession to the public in a positive manner. 8. Perform honorably health information management association

responsibilities, either appointed or elected, and preserve the confidentiality of any privileged information made known in any official capacity.

9. State truthfully and accurately one’s credentials, professional education, and experiences.

10. Facilitate interdisciplinary collaboration in situations supporting health information practice.

11. Respect the inherent dignity and worth of every person.

http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024277.hcsp?dDocName=bok1_024277

41

Confidentiality Statement and Agreement

All information obtained and learned during the management capstone is completely confidential. Information obtained from patient medical records is also confidential and cannot be released without the patient’s written consent.

I understand and agree that as a student in the Health Information Administration Program at Medaille College, any violation of the confidentiality of patient information may result in dismissal from the HIM Program as well as possible legal action against me.

___________________________________________ _______________ Student Signature Date ___________________________________________ Student printed Name

Documents

Health Information Management Program (HIM) Student Handbook 2014/2015 · 2015-04-20 · HIM Program Goals and Objectives – 2014-2015 Program Goal Objectives/Outcomes 1. To develop