Health Records Information Technology

Health Records Information Technology (HRIT)

HRIT 100 Introduction to Health Care and Public Health in the U.S.

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is a survey of how health care and public health are organized and services delivered in the United States. It also covers public policy, relevant organizations and their interrelationships, professional roles, legal and regulatory issues, and payment systems.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • EXAMINE THE MEDICAL MODEL OF HEALTH CARE IN THE U.S. (SLO #01)
  • Distinguish between health care systems and health care practice
  • Measure key paradigm shifts in medicine
  • Examine in overview terms the technology used in the delivery and administration of health care
  • EVALUATE THE ADMINISTRATIVE AND FUNCTIONAL ORGANIZATION OF ENTITIES THAT DELIVER HEALTH CARE IN THE U.S., BOTH IN THE INPATIENT AS WELL AS THE OUTPATIENT SETTING (SLO #02)
  • Compare the organization of healthcare at the federal, state and local levels
  • Compare different types of long term care facilities, with an emphasis on their function
  • RESEARCH THE ROLE OF VARIOUS HEALTHCARE PROFESSIONALS, THEIR EDUCATION, AND CERTIFICATION/LICENSURE REQUIREMENTS (SLO #03)
  • Compare the organization of clinical health care delivery in the outpatient setting, and the organization of outpatient health care delivery (including organizational characteristics such as large medical groups, IPAs, small and single-provider offices, and types of outpatient environments such as multispecialty offices, single specialty offices, community health centers, urgent care centers and teaching/training clinics)
  • Describe the organization of ancillary health care delivery in the outpatient setting
  • Discuss the role of different health care providers, with an emphasis on the delivery of care in an interdisciplinary setting, and their education and licensing
  • EXAMINE HEALTH CARE FINANCING STRUCTURES, INCLUDING INSURANCE PLANS, THIRD-PARTY PAYERS, MEDICARE, AND MEDICAID (SLO #04)
  • Describe models of health care financing in the US and in selected other countries
  • Describe the organization and function of Medicare and Medicaid
  • Analyze the organization and structure of network-based managed care health insurance programs
  • ASSESS METHODS OF BILLING AND REIMBURSEMENT IN HEALTHCARE (SLO #05)
  • Describe concepts of billing and reimbursement in medicine
  • Summarize, at a broad overview level, concepts of coding
  • Discuss methods to control exorbitant medical costs
  • COMPARE AND CONTRAST THE FUNCTION OF THE JOINT COMMISSION, FDA, CDC, AND NIH, WITH AN EMPHASIS ON EHRS (SLO #06)
  • Categorize the organization and role of the Department of Health and Human Services (HHS), including the Office of the Secretary and the agencies of the HHS
  • Describe the role of JCAHO and the process of accreditation and certification of health care organizations in the U.S.
  • Identify major health care regulatory bodies in the U.S.
  • Describe the key processes in regulating the confidentiality and safety of the patient in the health care environment
  • Discuss legal aspects of medicine including medical malpractice and tort reform
  • CONTRAST THE ORGANIZATION OF PUBLIC HEALTH IN THE U.S. AT THE FEDERAL, STATE, AND LOCAL LEVELS, AND DISCUSS THE ROLE OF PUBLIC HEALTH IN AVERTING EPIDEMICS AND BIO-TERRORISM (SLO #07)
  • Discuss the role of public health in mitigating the severity of communicable and chronic diseases, and in averting bioterrorism
  • DESCRIBE EVIDENCE-BASED MEDICINE, CLINICAL PRACTICE GUIDELINES, AND QUALITY INDICATORS IN MEDICINE. IDENTIFY KEY ORGANIZATIONS INVOLVED IN DEVELOPING CLINICAL GUIDELINES (SLO #08)
  • Uncover evidence-based medicine, clinical practice guidelines, and quality indicators in medicine
  • Inspect the patient-centered medical home
  • Discuss the key issues driving health care reform in the U.S.

HRIT 102 The Culture of Health Care

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course addresses job expectations in a health care setting. It covers how care is organized inside a practice setting, privacy laws, and professional and ethical issues encountered in the workplace.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • ANALYZE THE MAJOR TYPES OF CLINICAL PERSONNEL INVOLVED IN HEALTH CARE, INCLUDING THEIR EDUCATION AND TRAINING, CERTIFICATION AND LICENSURE, AND TYPICAL ROLES IN HEALTH CARE (SLO #01)
  • Categorize common medical specialties and sub-specialties
  • Assess doctors and nurses (their education, training, certification, licensure, and roles)
  • Describe the major types of settings in which health care occurs including ambulatory care, acute and emergency care, hospital based and critical care, and community health and public health settings.
  • UNCOVER THE MAJOR TYPES OF SETTINGS IN WHICH HEALTH CARE OCCURS INCLUDING AMBULATORY CARE, ACUTE AND EMERGENCY CARE, HOSPITAL BASED AND CRITICAL CARE, AND COMMUNITY HEALTH AND PUBLIC HEALTH SETTINGS (SLO #02)
  • Distinguish between outpatient care and secondary care
  • COMPARE THE MAJOR PROCESSES OF INFORMATION GATHERING, ANALYSIS, AND DOCUMENTATION USED BY CLINICIANS TO DETECT, UNDERSTAND, AND PREVENT OR TREAT DISEASES (SLO #03)
  • Critique the classic paradigm (one doctor, one patient, one problem, one episode)
  • Compare the differences between nursing assessment, intervention, and judgment
  • EXAMINE THE ROLE OF COMMUNITY HEALTH AND PUBLIC HEALTH IN MANAGING ILLNESS OUTBREAKS, EPIDEMICS, AND PANDEMICS (SLO #04)
  • INSPECT THE ROLE OF MEDICAL ETHICS AND PROFESSIONAL VALUES IN CARE DELIVERY INCLUDING SUCH ISSUES AS PRIVACY (INCLUDING HIPAA), ETHICAL CONFLICTS, AND HEALTH DISPARITIES (SLO #05)
  • Critique the Oath of Geneva
  • Compare the principles of medical ethics (autonomy, beneficence, non-maleficence and justice)
  • Evaluate some common ethical conflicts (privacy and confidentiality, end of life care, death with dignity, disparities in health care, 'rationing' of care and clinician religious and conscientious objection)
  • ANALYZE COMMON FORMS OF QUALITY MEASUREMENT, PERFORMANCE IMPROVEMENT, AND INCENTIVE PAYMENT SCHEMES MEANT TO INFLUENCE CARE DELIVERY (SLO #06)
  • Examine quality measurement, performance improvement, and incentive payment schemes meant to influence care delivery
  • Evaluate socio-technical aspects of medicine
  • Rate the interaction and interdependence of social and technical issues, such as the "resistance to change"

HRIT 104 Medical Terminology for Health Records IT Professionals

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is designed to give IT Professionals an overview of medical language. Students will learn basic terms found in the health care systems. This course is intended only for students in the HRIT program. If you are interested in other Allied Health programs, please see a counselor or someone in the appropriate department to determine which medical terminology course will meet your program's requirements.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • POSSESS A BASIC WORKABLE KNOWLEDGE OF MEDICAL VOCABULARY – SLO #1
  • Utilize medical terms correctly as they apply to the systems of the body - anatomy, physiology, disease, diagnosis, and treatment
  • Define medical abbreviations and translate in to non-medical language.
  • ANALYZE THE STRUCTURAL DESIGN OF MEDICAL TERMS - SLO #2
  • Compose medical words with correct spelling and pronunciation
  • Identify component parts of a medical word including prefixes, suffixes and combining forms.

HRIT 112 Networking and Health Information Exchange for Health Records IT Professionals

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:CISC 310 or HCIT 110 with a grade of "C" or better
  • Catalog Date:June 1, 2019

This course is designed to give IT Professionals an overview of data mobility. Students will learn about hardware infrastructure, Internet protocols, nationwide health records information systems, and other nationwide approaches.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • POSSESS A BASIC WORKABLE KNOWLEDGE OF THE COMPONENTS OF HEALTH RECORDS IT STANDARDS FOR HEALTH INFORMATION EXCHANGE-SLO #1.
  • Identify component parts of health records IT standards, including Health Level 7 and Technical Committee standard 215.
  • POSSESS A BASIC KNOWLEDGE OF PRIVACY, CONFIDENTIALITY, AND SECURITY STANDARDS FOR HEALTH INFORMATION EXCHANGE-SLO #2
  • Describe professional and regulatory standards related to privacy, confidentiality, and security when implementing and maintaining networks and health information exchange systems.

HRIT 132 Configuring Electronic Health Records (EHRs)

  • Units:2
  • Hours:27 hours LEC; 27 hours LAB
  • Prerequisite:AH 110 or HCIT 104 with a grade of "C" or better
  • Catalog Date:June 1, 2019

This course offers a practical experience with a laboratory component, addressing approaches to assessing, selecting, and configuring EHRs to meet the specific needs of customers and end-users.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • EXPLAIN THE IMPORTANCE OF MIGRATING TO AN ELECTRONIC HEALTH RECORD (EHR) SYSTEM (SLO #01).
  • Describe the migration to the electronic health record.
  • Determine the appropriate members for a steering committee, who are planning to move to electronic health records.
  • Define the steps in a basic strategic management plan.
  • RELATE THE IMPORTANCE OF MEANINGFUL USE TO DEFINE THIS FIELD (SLO #02).
  • Understand the process and purpose of EHR certification and the work of CCHIT and other possible certifying bodies.
  • Understand how the exchange of electronic health data relates to meaningful use.
  • Understand how clinical quality measures relate to meaningful use.
  • DEFINE A CLINICAL DECISION SUPPORT (CDS) SYSTEM (SLO #03).
  • Define what is meant by clinical decision support (CDS) systems.
  • Discuss key factors in the development of CDS for clinical and administrative use.
  • Given a case study, analyze the issues related to provider fatigue related to alerts and reminders.
  • EVALUATION OF AN EHR SYSTEM AND SELECTION CRITERIA FOR A HOSPITAL AND A DOCTOR'S OFFICE (SLO #04).
  • Analyze/interpret user specification requirements against vendor specifications.
  • Assess interpersonal skills between IT and user.
  • Discuss/role-play the interaction between IT and user for successful development of user data entry screens and templates.
  • Discuss key issues in electronic health record development and implementation affecting acute care.
  • Discuss key issues in electronic health record development and implementation affecting long term care including interchange of health information with acute care.
  • Discuss key issues in electronic health record development and implementation affecting ambulatory care including interoperability with acute care, ASP and community offerings for an EHR.
  • Discuss key issues in electronic health record development in other health care settings including physician practice, home health and hospice, behavioral health, and health departments.

HRIT 140 Introduction to Health Records Management Information Systems

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is an introduction to health records IT standards, health-related data structures, software applications, and enterprise architecture in health care and public health organizations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • RECOMMEND SOME GENERAL FUNCTIONS, PURPOSES AND BENEFITS OF HEALTH INFORMATION SYSTEMS, WHY THEY ARE NEEDED, AND THE BENEFITS THEY PROVIDE IN DIFFERENT HEALTHCARE AND PUBLIC HEALTH SETTINGS (SLO #01)
  • Detect how health informaticians process data into information and knowledge for health care tasks with the support of information technology to improve patient care
  • Critique the professional roles and skills of health informaticians
  • Recommend some good information management, information technology and informatics systems
  • INVESTIGATE THE SIGNIFICANT DEVELOPMENTS AND FEDERAL INITIATIVES THAT HAVE INFLUENCED THE EVOLUTION AND ADOPTION OF HEALTH INFORMATION SYSTEMS (SLO #02)
  • COMPARE AND CONTRAST THE DIFFERENT TYPES OF HEALTH INFORMATION SYSTEMS IN TERMS OF THEIR ABILITY TO SUPPORT THE REQUIREMENTS OF A HEALTH CARE ENTERPRISE (SLO #03)
  • Define the concept of an information system in general and characteristics of an information system and a health information system in particular
  • Examine the challenges presented by emerging trends in information technology (e.g., mobility, web services, the Internet, Intranet, and wireless computing), social media, and global communications
  • Discuss the advantages and disadvantages of using the Internet as a platform for health care applications
  • MEASURE HOW ELECTRONIC HEALTH RECORDS AFFECT PATIENT SAFETY, QUALITY, EFFICIENCY AND PATIENT CARE, PRODUCTIVITY, AND REPORTING OUTCOMES (SLO #04)
  • Compare and contrast the similarities and differences between an electronic medical record (EMR) and electronic health record (EHR)
  • Explain how the use of an EHR can affect patient care safety, efficiency of care practices, and patient outcomes
  • Outline issues regarding governmental regulation of EHR systems such as meaningful use of interoperable health information technology and a qualified EHR
  • Identify how ongoing developments in biomedical informatics can affect future uses and challenges related to health information systems
  • Research how the Institute of Medicine’s 'Vision for 21st Century Health Care' and 'Wellness' may impact health management information systems
  • PROPOSE STRATEGIES TO MINIMIZE MAJOR BARRIERS TO THE ADOPTION OF ELECTRONIC HEALTH RECORDS (SLO #05)
  • Examine the purposes, processes, storage concerns, and management issues related to the use of imaging systems in healthcare
  • Analyze the purpose, attributes and functions of patient monitoring systems
  • Analyze how the integration of data from many sources assists health care professionals in making clinical decisions
  • Examine the role of smart technology and links to health information systems for use in the home
  • EMPLOY THE PRINCIPLES OF HEALTHCARE DATA EXCHANGE AND STANDARDS, WORKFLOW DESIGN AND ASSESSMENT, AND THEIR RELATIONSHIP TO PATIENT CARE (SLO #06)
  • Discuss how current and emerging technologies may influence consumer health informatics
  • Explore the strategies used by healthcare organizations to ensure integration of front-end clinical data collection, back-end billing functions
  • Explain how automation tools (such as scheduling system support tools) need to be and are being integrated in health information systems
  • Describe the significance of information systems in promoting the health of the public and communities
  • Examine how a national health information infrastructure is related to homeland security
  • Explore how public health related large-scale strategies and other federal initiatives are likely to shape the development of an HAI Information Architecture

HRIT 142 Installation and Maintenance of Health Records IT Systems

  • Units:2
  • Hours:27 hours LEC; 27 hours LAB
  • Prerequisite:CISA 320, CISC 356, and HCIT 112 with grades of "C" or better
  • Catalog Date:June 1, 2019

This course covers the installation and maintenance of a Health IT system, including testing prior to implementation. Introduction to principles underlying system configuration is also covered.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • DESCRIBE THE USE OF CLIENT AND SERVER HARDWARE TO ACCESS AND STORE EHRS (SLO #01).
  • Describe network needs to access and store EHRs.
  • Identify application software and back-end data storage software in a Health IT System.
  • DEFINE COTS (COMMERCIAL OFF-THE-SHELF) AND IN-HOUSE/HOMEGROWN SYSTEMS AND DESCRIBE THEIR RELATIVE ADVANTAGES AND DISADVANTAGES (SLO #02).
  • Estimate costs and consider advantages and disadvantages of purchasing versus licensing hardware and software.
  • Explain vendor documentation of system functionality and requirements.
  • Determine whether systems meet ARRA “Meaningful Use” criteria.
  • Compare and rank vendor systems.
  • Evaluate and select system based on requirements and certification needs.
  • IDENTIFY POSSIBLE STEPS TO CHOOSING AN EHR SYSTEM (SLO #03).
  • Gather functional requirements from institution and users.
  • Document use-cases and relate them to functional requirements.
  • Prioritize functional requirements, including grouping as essential versus desired.
  • Identify minimum and recommended software and hardware requirements.
  • CREATE PROJECT PLAN FOR SYSTEM DESIGN AND IMPLEMENTATION, INCLUDING DATA MIGRATION AND CONVERSION (SLO #04).
  • DEFINE THE STEPS OF THE SOFTWARE DEVELOPMENT LIFE CYCLE (SDLC) AND THE PURPOSE AND IMPORTANCE OF EACH ONE (SLO #05).
  • Map project plan to SDLC model.
  • Choose a popular, commonly-known software application and describe how it might have gone through the SDLC.
  • IDENTIFY REGULATORY REQUIREMENTS, SUCH AS HIPAA, FOR EHRS AND INTEGRATE THEM INTO THE PROJECT PLAN (SLO #06).
  • Identify best practices for OS and network system security installation and patches (such as those provided by vendors, SANS, and ISC2) and integrate into project plan.
  • Provide training for system users regarding the methods and importance of security compliance.
  • IDENTIFY AND IMPLEMENT AN EFFECTIVE TROUBLESHOOTING PROCEDURE FOR REPORTING, EVALUATING, FIXING, DEPLOYING, AND FOLLOWUP OF ERRORS, PROBLEMS, OR LIMITATIONS FOR THE SYSTEM (SLO #07).
  • Develop a process for communicating requirements and supplying updates between vendors/developer and users.
  • Create a baseline for system performance measurement and comparison for troubleshooting.
  • PERFORM SYSTEM TESTING AND VALIDATION (SLO #08).
  • Gather user feedback and performance baseline for system validation and testing
  • Document problems with their resolution status.
  • Create, execute, and document a test plan.

HRIT 144 Working with Health Records IT Systems

  • Units:2
  • Hours:27 hours LEC; 27 hours LAB
  • Prerequisite:HCIT 142 with a grade of "C" or better
  • Catalog Date:June 1, 2019

Students will work with simulated systems or real systems with simulated data. As they play the role of practitioners using these systems, they will learn what is happening “under the hood.” They will experience threats to security and appreciate the need for standards, high levels of usability, and how errors can occur.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • UNDERSTAND THE COMPONENTS OF A HEALTH IT SYSTEM (SLO #01).
  • Define a system and relate systems concepts to HIT
  • Discuss specific examples of settings where Health IT is used (acute, rural, public health, clinic, office, patient home, etc.).
  • Identify common components of a clinical HIT system.
  • Demonstrate beginning level competency in maneuvering the demonstration EHRS.
  • IDENTIFY THE FUNCTIONS OF A HEALTH IT SYSTEM (SLO #02).
  • Identify the health IT functions that support a generic ambulatory patient care process.
  • Identify the health IT functions that support a generic inpatient care process.
  • DISCUSS THE WAY INFORMATION IS EXCHANGED IN A HEALTH IT SYSTEM (SLO #03).
  • Identify common elements of the HIT system.
  • Explain the need for standards and why they exist.
  • Define and differentiate between messaging standards and terminology standards.
  • Compare current efforts to facilitate health information exchange between providers, communities, regions, & nation. (basic level definitions/descriptions – NHIN, HIEs, etc.).
  • UNDERSTAND THE EFFECTIVENESS OF A HEALTH IT SYSTEM (SLO #04).
  • Identify characteristics of an effective HIT system.
  • Define and provide examples of how evidence-based practice can be supported in HIT Systems.
  • List and contrast different types of reports/queries (predefined vs. ad hoc) required for internal and external reporting.
  • DEFINE THE USEABILITY OF A HEALTH IT SYSTEM (SLO #05).
  • Define usability in relation to HIT systems.
  • Explain the impact of HIT usability on user satisfaction, adoption, and workarounds in error rates or unintended consequences.
  • Provide alternatives to HIT usability bottlenecks.
  • RECITE ISSUES RELATED TO PRIVACY, SECURITY, AND CONFIDENTIALITY IN A HEALTH IT SYSTEM (SLO #06).
  • Explain and illustrate privacy, security, and confidentiality in HIT settings.
  • Identify common threats encountered when using HIT.
  • Formulate strategies to minimize threats to privacy, security, and confidentiality in HIT systems.

HRIT 160 Professionalism and Customer Service in the Health Care Environment

  • Units:1
  • Hours:18 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is designed to give IT Professionals an overview of the skills necessary to communicate effectively across the full range of roles that will be encountered in health care and public health settings.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • EXPLAIN KEY ELEMENTS OF CUSTOMER SERVICE IN HEALTH CARE IT-SLO #1
  • Describe the definitions of customer service.
  • Identify different approaches to customer service in Health Care IT.
  • DEMONSTRATE EFFECTIVE WRITTEN AND ORAL COMMUNICATION APPROACHES TO COMMON COMMUNICATION INTERACTIONS-SLO # 2.
  • Identify common roles in health care.
  • Define the purpose and goal of professional communication.

HRIT 162 Training and Instructional Design in Health Records IT

  • Units:1
  • Hours:18 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is an overview of learning management systems, instructional design software tools, teaching techniques and strategies, evaluation of learner competencies, maintenance of training records, and measurement of training program effectiveness in Health Records IT.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • EXAMINE DIFFERENT INSTRUCTIONAL SYSTEMS DESIGN METHODS AND THE PHASES OF THE ADDIE MODEL OF INSTRUCTION DESIGN, TO A GIVEN POPULATION OF ADULT LEARNERS (SLO #01)
  • Analyze the levels of learning per Bloom’s Taxonomic Domains (Cognitive, Affective, Psychomotor)
  • Categorize the characteristics of adult learners and factors that could impact training design and learning outcomes
  • Describe the five phases of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model of instruction design.
  • PLAN AND IMPLEMENT AN INSTRUCTIONAL NEEDS ASSESSMENT, GIVEN A SPECIFIC POPULATION OF USERS IN A HEALTH CARE SETTING (SLO #02)
  • Identify an instructional design problem for a given group of learners and a training setting
  • List a range of useful data collection methods for conducting needs assessments in healthcare settings
  • Analyze learner, task, and situational characteristics
  • Recognize the special training needs and constraints in a health care setting
  • ASSEMBLE A LESSON PLAN USING APPROPRIATE INSTRUCTIONAL METHODS AND APPROACHES, GIVEN A SPECIFIC POPULATION OF LEARNERS (SLO #03)
  • Compile measurable goals and learning objectives for a training program which meet the SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
  • Make specific learning objectives based on Bloom’s Taxonomy, classifying learning from the simplest to the most complex levels
  • Identify the appropriate instructional approaches tied to a needs analysis, situational characteristics, and subject matter domain when designing a lesson plan
  • Select appropriate activities for training objectives
  • Create learning objectives that are tied to needs analysis and outcomes
  • CONSTRUCT AN INSTRUCTIONAL PRODUCT USING APPROPRIATE MEDIA, SUCH AS CUSTOMIZED IMAGES, CUSTOMIZED VIDEO (SLO #04)
  • Design simple online tutorials using screen capture software
  • Select appropriate instructional media for a given lesson plan and objectives/goals
  • CREATE A CUSTOM PRESENTATION USING THE PRINCIPLES OF EFFECTIVE DESIGN, GIVEN A PARTICULAR TRAINING PROGRAM AND LEARNER POPULATION (SLO #05)
  • Construct a script or storyboard for a presentation
  • Distinguish between the appropriate use of color and text in a presentation
  • Assess different software for designing instructional materials
  • Design a custom slide background for a training program
  • BUILD A MULTIMEDIA TRAINING/PRESENTATION, GIVEN A SET OF USER NEEDS AND TRAINING CONTEXT (SLO #06)
  • Assess the training environment
  • Modify a presentation to compensate for presentation constraints
  • Demonstrate effective public speaking skills
  • Operate necessary computer and AV equipment to make an effective multimedia presentation
  • CONDUCT STUDENT OUTCOME ASSESSMENTS AND PROGRAM EVALUATIONS IN GIVEN TRAINING CONTEXTS (SLO #07)
  • Assess appropriate assessment/testing instruments and procedures aligned with instructional goals/objectives
  • Conduct formative evaluations in one-on-one and group contexts
  • DESIGN A TRAINING PROGRAM IN LEARNING MANAGEMENT SYSTEMS (LMS) THAT ADHERE TO THE STANDARDS AND OPEN SOURCE INITIATIVES IN ONLINE LEARNING (SLO #08)
  • Build a training program in an LMS, applying standards for online learning
  • Identify the role of standards and open source initiatives in online learning
  • Describe the basic functions and technologies in Learning Management Systems (LMS) and Content Management Systems (CMS)
  • CLASSIFY AND IMPLEMENT WEB 2.0 TECHNOLOGIES AS INSTRUCTIONAL TECHNOLOGIES GIVEN A SPECIFIC PLATFORM AND TRAINING PROGRAM (SLO #09)
  • Distinguish between synchronous and asynchronous learning
  • Utilize different tools within the design and delivery of online training
  • Select an appropriate platform for a particular training program
  • Use basic functions of an LMS or CMS

HRIT 164 Usability and Human Factors in Health Records IT

  • Units:1
  • Hours:18 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course covers the discussion of rapid prototyping, user-centered design and evaluation, usability; understanding effects of new technology and workflow on downstream processes; and facilitation of a unit-wide focus group or simulation.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • ARTICULATE A SYSTEMS APPROACH TO USABILITY AND HUMAN FACTORS AS IT APPLIES TO HEALTH INFORMATION TECHNOLOGY (SLO #01)
  • Assess the importance of technology in health
  • Test the concept of system usability
  • Distinguish patient safety issues
  • EXPLAIN THE COGNITIVE CONSEQUENCES OF HEALTH INFORMATION TECHNOLOGY ON CLINICAL PERFORMANCE (SLO #02)
  • Produce an understanding of how to conduct a workflow analysis
  • Construct different methods to interpret results of data collection
  • Support the need of gathering an usability evaluation
  • COMPARE AND CONTRAST COGNITION AND HUMAN PERFORMANCE MODELS (SLO #03)
  • Investigate the concept of cognitive engineering
  • Examine the representational effect as it applies to human computer interaction and web design
  • Correlate how cognition and human performance models should inform iterative design processes
  • EXAMINE HUMAN FACTORS IN RELATION TO SYSTEMS-DESIGN AND THE STUDY OF HUMAN ERRORS AND PATIENT SAFETY (SLO #04)
  • Distinguish between human factors and human computer interactions (HCI) as they apply to usability
  • Describe how the concepts of mental workload, selective attention and information overload affect usability
  • SELECT THE MOST APPROPRIATE USABILITY EVALUATION METHOD, GIVEN PARTICULAR SYSTEM, SETTING, AND DEVELOPMENT PHASE (SLO #05)
  • Rate the different usability testing environments, required equipment, logistics, and materials (moderator/facilitator guide, consent forms, and surveys) being used today
  • APPLY PRINCIPLES OF USABILITY AND DESIGN TO CRITIQUING EHR SYSTEMS AND TO MAKING RECOMMENDATIONS FOR ITERATIVE IMPROVEMENT (SLO #06)
  • Analyze the role of usability testing, training and implementation of electronic health records
  • Identify potential methods of assessing and rating EHR usability when selecting an appropriate EHR
  • Explain how user-centered design can enhance adoption of EHRs
  • DIAGNOSE PROBLEMS ASSOCIATED WITH A CLINICAL DECISION SUPPORT SYSTEM (SLO #07)
  • Define clinical decision support and its relation to errors in clinical error
  • ASSESS COGNITIVE METHODS OF ANALYSIS TO MEDICAL DEVICE TESTING (SLO #08)
  • Define the scope of medical devices in healthcare
  • Distinguish the role of usability in mobile health devices and communication in healthcare
  • COMPARE AND CONTRAST USER INTERFACE DESIGNS USING COGNITIVE METHODS OF ANALYSIS, USABILITY TESTING, AND NIELSEN’S HEURISTIC EVALUATION METHOD (SLO #09)
  • Recognize whether an interface design exhibits good design principles
  • Reason how requirements translate into good design
  • Distinguish the difference between low fidelity and high fidelity prototypes and when it would be appropriate to use one versus the other
  • DETECT VARIOUS TYPES OF ERRORS AND CREATE OR SELECT POTENTIAL SOLUTIONS (SLO #10)
  • Identify sources of error in medicine
  • Define workflow analysis
  • Explain the cognitive taxonomy of error
  • Explain how to “design for safety”
  • DETECT APPROPRIATE TECHNOLOGY INPUT METHODS GIVEN DIFFERENT TECHNOLOGY USES, USER POPULATIONS AND CONTEXTS (SLO #11)
  • Categorize and define a range of technology input methods (pen input, voice, gesture, menu structures & beyond, context-sensitive menus)
  • Compare and contrast technology input methods
  • EXAMINE HOW INFORMATION VISUALIZATION CAN SUPPORT AND ENHANCE THE REPRESENTATION OF TRENDS AND AGGREGATE DATA (SLO #12)
  • CRITIQUE THE ROLE OF MOBILE AND UBIQUITOUS COMPUTING IN HEALTHCARE (SLO #13)
  • Define context-sensitive applications
  • Examine the role of mobile and ubiquitous computing in healthcare

HRIT 180 Special Topics Course on Vendor-Specific Systems in Health Records IT

  • Units:1
  • Hours:18 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course is designed to give IT Professionals an overview of the most popular vendor systems, highlighting the features of each and noting the differences between the systems.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • ASSESS AND COMPARE COMMON COMMERCIAL EHR SYSTEMS-SLO #1
  • Describe the most common commercial electronic health record systems used in ambulatory and inpatient care settings.
  • ANALYZE THE FUNCTIONALITY OF A VENDOR EHR SYSTEM, GIVEN A SET OF USER NEEDS-SLO #2
  • Compare and contrast EHR functionality for CPOE, documentation, messaging, and results review among different vendor applications.

HRIT 298 Work Experience in Health Records Information Technology

  • Units:1 - 4
  • Hours:60 - 300 hours LAB
  • Prerequisite:None.
  • Enrollment Limitation:Students must be in a paid or unpaid internship, volunteer position or job related to career goals in Health Records Information Technology.
  • General Education:AA/AS Area III(b)
  • Catalog Date:June 1, 2019

This course provides students with opportunities to develop marketable skills in preparation for employment in their major field of study or advancement within their career. It is designed for students interested in work experience and/or internships in associate degree level or certificate occupational programs. Course content includes understanding the application of education to the workforce; completion of required forms which document the student's progress and hours spent at the work site; and developing workplace skills and competencies. Appropriate level learning objectives are established by the student and the employer. During the semester, the student is required to participate in a weekly orientation and 75 hours of related paid work experience, or 60 hours of unpaid work experience for one unit. An additional 75 or 60 hours of related work experience is required for each additional unit. Work Experience may be taken for a total of 16 units when there are new or expanded learning objectives. Only one Work Experience course may be taken per semester.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • DEMONSTRATE AN UNDERSTANDING AND APPLICATION OF PROFESSIONAL WORKPLACE BEHAVIOR IN A FIELD OF STUDY RELATED ONE’S CAREER.(SLO 1)
  • Understand the effects time, stress, and organizational management have on performance.
  • Demonstrate an understanding of consistently practicing ethics and confidentiality in a workplace.
  • Examine the career/life planning process and relate its relevancy to the student.
  • Demonstrate an understanding of basic communication tools and their appropriate use.
  • Demonstrate an understanding of workplace etiquette.
  • DESCRIBE THE CAREER/LIFE PLANNING PROCESS AND RELATE ITS RELEVANCY TO ONE'S CAREER.(SLO 2)
  • Link personal goals to long term achievement.
  • Display an understanding of creating a professional first impression.
  • Understand how networking is a powerful job search tool.
  • Understand necessary elements of a résumé.
  • Understand the importance of interview preparation.
  • Identify how continual learning increases career success.
  • DEMONSTRATE APPLICATION OF INDUSTRY KNOWLEDGE AND THEORETICAL CONCEPTS AS WRITTEN IN LEARNING OBJECTIVES IN PARTNERSHIP WITH THE EMPLOYER WORK SITE SUPERVISOR.(SLO 3)