MHA-FPX 5064 Health Information Technology Needs Analysis

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MHA-FPX 5064 Health Information Technology Needs Analysis

Complete a Vila Health interactive simulation in which you will gather information about the IT needs of various departments within the hospital. Then, construct a matrix of hospital department IT needs and write a 3-4 paragraph summary of your analysis findings.

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Introduction

Note: The assessments in this course will build upon the work you have completed in the previous assessments. Therefore, complete the assessments in the order in which they are presented.

It is important for today’s health care manager to have an understanding of the characteristics of the health information systems within a health care setting. Health care information management systems can vary greatly across different settings. However, they are often divided into two categories in a typical health care delivery setting: clinical or administrative. Both categories serve an important role in the health care organization, and administrators must understand the functions of each and how they work to support one another.

This assessment provides an opportunity for you to analyze and identify the IT needs of various hospital departments.

Overview and Preparation

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

MHA-FPX 5064 Health Information Technology Needs Analysis

The following resources are required to complete the assessment:

Vila Health: Health Information Technology Needs Analysis.
This multimedia simulation will enable you to gather the information you will need for your needs analysis.
IT Needs Matrix [DOCX].
Use this template to list the IT needs of the various hospital departments and summarize your findings.

In this assessment, you will assume the role of a mid-level manager. You have been asked to analyze the health information technology (IT) needs for the Independence Medical Center (IMC), a rural referral hospital located in Waterloo, IA.

Complete the Vila Health: Health Information Technology Needs Analysis interactive simulation. Gather information about the IT needs of various departments within the hospital that will support a needs assessment.

Requirements

Identify the IT needs of the various hospital departments, using the IT Needs Matrix. Then, analyze the information you have collected and summarize your findings.

Note: Remember that you can submit all—or a portion of—your draft needs matrix and analysis to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Supporting Evidence

It is not necessary to cite the Vila Health media simulation as the source of your information. However, if you reference other source materials, be sure to cite them correctly, using APA style.

IT Needs Matrix and Analysis

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your needs matrix addresses each point, at a minimum. You may also want to read the Health Information Technology Needs Analysis Scoring Guide to better understand how each criterion will be assessed.

Describe the components of a typical HIM system.
Choose a typical system in a setting you are familiar with.
Consider the clinical and administrative aspects of the system.
What evidence do you have that supports your description?
Describe the challenges and best practices related to choosing and implementing health information systems.
Describe two or three challenges.
Consider ways to ensure that systems are able to communicate with other needed systems, such as national databases and information-sharing programs.
What evidence do you have to support your assertions and conclusions?
Identify the clinical and administrative IT needs of the various departments.
Consider the impact of this information on strategic decisions about health information systems.
Explain how the IT needs of each department are, or are not, being met.
Base your assessment on your analysis of specific departmental IT needs.
Summarize the findings from your needs assessment, related to current IT system functionality, commonalities, and differences.
Analyze system functionality, commonalities, and differences.
Consider how different end users look at the system.
What are the implications of your analysis and possible next steps for the organization?
Identify potential gaps between current system functionality and services and likely future needs.
Extrapolate from what you already know about current system functionality and how well departmental needs are presently being met.
What evidence do you have that can support this forecast?
Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
Express your main points and conclusions coherently.
Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
Competencies Measured

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

Competency 1: Identify the characteristics and functionality of information and management systems used in health care, including those components most relevant for health care administrators.
Describe the components of a typical HIM system.
Identify the challenges and best practices related to choosing and implementing health information systems.
Identify the clinical and administrative IT needs of various hospital departments.
Explain how department IT needs are, or are not, being met.
Summarize the findings from one’s needs assessment, related to current IT system functionality, commonalities, and differences.
Competency 4: Forecast future organizational needs and/or applications of technology based on evolving business trends.
Identify potential gaps between current system functionality and services and likely future needs.
Competency 6: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
Health Information Technology Needs Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe the components of a typical HIM system. Does not describe the components of a typical HIM system. Provides a vague or superficial description of the components of a typical HIM system. Describes the components of a typical HIM system. Describes the components of a typical HIM system. Provides a thorough and accurate description, well-supported by credible evidence, that identifies both the clinical and administrative aspects of the system.
Identify the challenges and best practices related to choosing and implementing health information systems. Does not identify the challenges and best practices related to choosing and implementing health information systems. Identifies the challenges and best practices not clearly related to choosing and implementing health information systems. Identifies the challenges and best practices related to choosing and implementing health information systems. Identifies the challenges and best practices related to choosing and implementing health information systems. Provides a perceptive assessment of key challenges and best practices, well-supported by credible evidence.
Identify the clinical and administrative IT needs of various hospital departments. Does not identify typical clinical and administrative IT needs common in typically hospital settings. Identifies typical clinical and administrative IT needs common in typically hospital settings, but not clearly associated with specific departments. Identifies the clinical and administrative IT needs of various hospital departments. Identifies the clinical and administrative IT needs of various hospital departments. Provides a thorough and accurate analysis of current needs sufficient to support sound strategic decisions about health information systems.
Explain how department IT needs are, or are not, being met. Does not identify the department IT needs that are, or are not, being met. Identifies the department IT needs that are, or are not, being met. Explains how department IT needs are, or are not, being met. Explains how department IT needs are, or are not, being met. Provides a perceptive, articulate explanation and makes logically sound inferences from available information.
Summarize the findings from one’s needs assessment, related to current IT system functionality, commonalities, and differences. Does not summarize the findings from one’s needs assessment. Summarizes the findings from one’s needs assessment, without sufficient regard to current IT system functionality, commonalities, and differences, resulting in ambiguity and a lack of direction for decision makers. Summarizes the findings from one’s needs assessment, related to current IT system functionality, commonalities, and differences. Summarizes the findings from one’s needs assessment, related to current IT system functionality, commonalities, and differences. Provides a concise and insightful summary with clear implications for the organization and a sound basis for possible next steps.
Identify potential gaps between current system functionality and services and likely future needs. Does not identify potential gaps between current system functionality and services and likely future needs. Identifies potential gaps between current system functionality and services and likely future needs, based on tenuous conclusions drawn from a cursory examination of the issue. Identifies potential gaps between current system functionality and services and likely future needs. Identifies potential gaps between current system functionality and services and likely future needs. Provides a gap analysis based on an astute forecast of future needs.
Write clearly and concisely, using correct grammar, mechanics, and APA formatting. Does not write clearly and concisely, using correct grammar, mechanics, and APA formatting. Writing is unclear and disorganized, includes errors in grammar and mechanics that inhibit effective communication, or contains incorrect or improperly formatted source citations and references. Writes clearly and concisely, using correct grammar, mechanics, and APA formatting. Writes clearly and concisely. Grammar, mechanics, and APA formatting are err

Welcome to your Capella University online course, MHA-FPX5064 – Health Care Information Systems Analysis and Design for Administrators

The field of health informatics is a very complex and somewhat fluid environment. Today’s health care administrators need to understand the complexity of—and have the skills to work in—this environment. Health care informatics has grown to include many important aspects of health care operations, such as gathering and storing large amounts of data, managing complex systems, implementing and managing health IT system projects, and adopting electronic health records.

Managers today are challenged with balancing the cost of health informatics with meeting the needs of the health care organization. Today’s health care leaders must be able to make sound decisions on the types of systems needed to meet organizational needs. This means having the ability to analyze various health information systems and to differentiate among information and management systems used in health care, including those features most relevant for the organization’s needs.

Data collection and analysis are also very important in today’s health care setting. Managers must be able to classify and properly analyze data. Health information systems have improved the ability for managers to gather, store, and analyze data; however, today’s administrators must be able to identify the types of data that one gets from the data collection system and how the data applies to operational and clinical processes.

In order for these systems to function effectively, managers must understand the basic concepts of project management for health care IT implementation. They must be able to set time lines, overcome obstacles, hire the appropriate IT professionals, and apply a framework to decide which tools are appropriate to use and when.

The assessments in this course focus on meeting the real-world challenges of health informatics; gathering, storing, and analyzing data; and managing health care IT projects. In addition, you will have the opportunity, using Capella’s unique Vila Health simulations, to put yourself in a real-world management situation in which you will assume the role of a health care manager, making decisions and developing protocols related to health informatics.

APA Style Resources

Capella uses the most current edition of the Publication Manual of the American Psychological Association (commonly referred to as the APA Manual) as its style guide for scholarly writing. Using a single publication manual ensures a consistent style across degrees, programs, and schools, and APA style is well respected and widely used in scholarly works and academic publications.

For your program, Capella provides a selection of online resources designed to help you understand APA style and use it effectively. Please visit Capella’s APA Module for more information.

COURSE COMPETENCIES

To successfully complete this course, you will be expected to:

Identify the characteristics and functionality of information and management systems used in health care, including those components most relevant for health care administrators.
Apply data classification and management techniques to decision making as a health care administrator.
Incorporate project management principles into health care administration management and leadership.
Forecast future organizational needs and/or applications of technology based on evolving business trends.
Analyze current and future system needs and cost-benefit factors to define requirements for system selection.
Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

SCORING GUIDES

The following scoring guides will be used to evaluate your performance on the assessments in this course.

Assessment 1: Health Information Technology Needs Analysis Scoring Guide.
Assessment 2: Using Data for Decision Making Scoring Guide.
Assessment 3: Health Information System Implementation Scoring Guide.
Assessment 4: Health Information System Cost-Benefit Analysis Scoring Guide.

 

FlexPath courses are competency-based courses designed to allow you the flexibility to work at your own pace. Your progress in a FlexPath course depends solely on your ability to successfully demonstrate the course competencies. You will demonstrate these course competencies through multiple assessments that simulate the type of work you would be expected to do on the job. As a self-directed FlexPath learner, you will develop your own plan for completing the assessments.

To successfully complete each course, you must complete all assessments and demonstrate all course competencies at the level of:

Basic or above for undergraduate-level courses.
Proficient or above for master’s and doctorate-level courses.

After each assessment is evaluated, your Competency Map shows your updated, cumulative progress toward demonstrating each course competency. You can access your Competency Map via the course home page or from your academic plan on Campus.

Academic Community

To be a successful FlexPath learner, you must be skilled at the goal setting, time management, and self-direction needed to work independently. You will set your own pace, but you will also need to adhere to the deadlines you set. This can be difficult to manage alone.

As a learner at Capella University, you are a member of a scholarly community. Learning is a partnership; you are ultimately responsible for your own success, but you are not alone. As you work through the course assessments, take the time to build a network of people within the Capella community who can help you stay on track and achieve your goals.

Course Target Dates

In every FlexPath course, you will begin by setting your assessment target dates.  This will create your personal schedule for successfully completing all course assessments. You must submit your target dates within 12 days from the course start date which is shown on your Campus dashboard.

If you receive financial aid, submission of your target dates will release your financial aid funds.

After you submit your target dates, a timeline displays on the course home page and shows your target date for each assessment. This timeline pulls your target dates and reflects your progress as you complete each assessment.

You are expected to update and maintain your target dates until you complete the course and to use it to stay on track and on task. You can revise your target dates as unexpected changes to your schedule occur, or you can add time to incorporate feedback on your work.

Course Engagement

You are expected to engage in your course weekly.

Course Participation for FlexPath

Begin participating in your courses from the very beginning. Active participation helps to keep you from falling behind and gives you the opportunity to fully benefit from the course. It is also required for continuing enrollment, as stated in the Course Registration policy related to maintaining enrollment in the FlexPath “Initial Course Participation” and “Ongoing Course Participation” sections. To meet Initial Course Participation requirements in FlexPath, learners must set target dates within the first 12 days of the course. To meet Ongoing Course Participation requirements, learners must also continuously submit courseroom activities (see list below) throughout the duration of each course to remain enrolled in their course(s). If you are not actively participating in your course for 14 consecutive days, you will receive an e-mail notification directing you to take action. If you do not engage for another 14 consecutive days (for a total of 28 consecutive days), you will be removed from your course, which will result in a ‘non-performance’ (failure) for your course.

Initial Course Participation in FlexPath:
Setting target dates. The only way to participate initially is to set target dates. These must be submitted within 12 days from the course start date, which is shown on your Campus dashboard. Resetting target dates after the initial setting does not count as participation.
Ongoing Participation for FlexPath includes:
Submitting or resubmitting an assessment
Completion of a Course Activity.
Engagement within the courseroom with your course instructor regarding your course content.
Engagement with a tutor regarding your course content via Capella Connect (not available in select programs*).

*Tutors are not leveraged in the BSN, BS HCA, M Ed, and doctoral programs.

Note: Resetting target dates, communicating with an instructor via courseroom mail, in the Ask Your Instructor discussion board, or outside of the courseroom does not count as initial course participation. Also, it is not enough to contact your instructor when you are unable to participate in your course for more than 14 days. If circumstances prevent you from being an active participant in your course, please contact your Academic Coach immediately to review your options.

Academic Team
FlexPath Coaches

As a FlexPath learner, you have a FlexPath coach assigned to help you achieve your goals and complete your degree. Contact your coach if you have questions about your program or need help selecting courses to meet your degree requirements. Your coach can also help you understand Capella policies and procedures, and navigate through potential roadblocks. To contact your coach, use the Email link in your Coach menu at the top of the courseroom.

FlexPath Faculty

Your faculty is there to support your learning. In courses, you can:

Use the Message Your Faculty courseroom link to connect or follow-up on an assessment
Post on the Ask Your Faculty discussion board
Connect with your faculty member during office hours if offered.
Policies and Expectations

Learners at Capella University are expected to follow all university policies and procedures. These policies can be found and reviewed on Campus or Visitor Center. The following links include the full list of university policies, and a few key policies and resources that learners should review.

Campus – University Policies.

The full list of university policies and procedures at Capella is available on Campus and Visitor Center.

University Policy 3.01.01: Academic Integrity and Honesty.

The Academic Integrity and Honesty policy explains the concept of academic integrity and the consequences of plagiarism at Capella.

University Policy 4.02.04: Discrimination, Harassment, and Assault.

The Discrimination, Harassment, and Assault policy states that Capella prohibits discrimination, harassment, and assault of any member of the university community and any retaliatory behavior related to reports of such conduct.

University Policy 4.02.02: Learner Code of Conduct.

The Learner Code of Conduct policy outlines expected conduct and prohibited conduct at Capella. It also gives the resolution process when prohibited conduct occurs.

SafeAssign Source Matching Tool.

This tool helps learners, staff, and faculty members identify content matches in academic work.

Campus – Online Etiquette.

The online etiquette page on Campus serves as a resource for effective and courteous communication online.

Writing at Capella

Throughout your program, you will develop five core writing skills aligned to the Capella Writing Standards. In addition to the scoring guides that your faculty will use to assess your writing assignments, your faculty may also use the Writing Feedback Tool. The Writing Feedback Tool presents feedback related to Capella’s five core writing skills:

Address assignment Purpose
Develop strong Organization
Integrate appropriate Evidence
Use scholarly Tone
Develop grammatically sound Sentence Structure

Through use of the Writing Feedback Tool, your faculty will provide you with guidance and resources to target writing skill development. You are encouraged to study the Capella Writing Standards and to incorporate additional Writing Center resources and live support into your writing process.

Capella University is committed to providing reasonable accommodations to qualified learners with disabilities in all university programs and activities. Capella recognizes its obligations to accommodate the needs of learners with disabilities, according to the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), the Rehabilitation Act of 1973, and similar laws. Learners requiring academic accommodations should refer to Disability Services, e-mail DisabilityServices@capella.edu, or call 888-CAPELLA and ask to speak with a Disability Services team member.

Learners approved for academic accommodations will receive a Letter of Eligibility for Accommodations from the Disability Services office.

Important: Learners who have been approved for accommodations must share this letter with the academic advisor in order to receive the accommodations. If you are a learner with a disability, you are encouraged to secure this approval as early as possible, as accommodations cannot be applied retroactively.

ACADEMIC WRITER

Capella uses the Publication Manual of the American Psychological Association as its style guide for scholarly writing. Using a single publication manual ensures a consistent style across degrees, programs, and schools. APA style is well respected and widely used in scholarly works and academic publications.

Capella provides a thorough selection of online resources to help you understand APA style and use it effectively. Capella learners can access the companion website to the APA manual directly at Academic Writer (use Firefox or Chrome). Academic Writer contains the content found in the manual and offers 24/7 access to in-depth tutorials, quick guides, tools, samples, and templates. For more instruction and guidance about APA style and Academic Writer, see the APA Style and Format section of the Capella Writing Center.

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