Masters of E-Health (Health Informatics) incorporating Graduate Certificate and Graduate Diploma in E-Health (Health Informatics)

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1 Masters of E-Health (Health Informatics) incorporating Graduate Certificate and Graduate Diploma in E-Health (Health Informatics) Introduction Health informatics is a multi-disciplinary, multi-dimensional field focussing on the collection, management, and use of health related data, information and knowledge. By its very nature, health informatics is challenging and complex. Yet it is this complexity that makes it such an intriguing, exciting and rewarding field in which to be involved. Why study E-Health (Health Informatics)? The Australian Government is committed to e-health and is facilitating the transition of paper-based clinical record keeping to electronic systems. The roll-out of the National Broadband Network will facilitate the adoption of e-health systems across the nation. Successful adoption and use of these systems will depend on a workforce with the skill and knowledge to exploit them. The National E-Health Strategy stresses the need to build Australia s e-health skills. This includes programs for specifically trained e-health professionals, but also extends to all health professionals. The UTAS program is contributing to the development of such a workforce. What can I do with this qualification? Health Informatics is an emerging discipline and profession in its own right and career opportunities are emerging for health professionals with knowledge and skills in e-health and health informatics. Employment may be found in acute and community settings in public and private systems organizations, in public health, pharmaceutical and other health care related industries and educational institutions. The courses are suitable for both health professionals wishing to enhance their understanding of, and ability to work effectively with, information and communication technologies and for graduates who wish to pursue a career as health informatics specialists. It is anticipated that the course will be accredited by the Australian College of Health Informatics once this body has established its accreditation processes. A number of Australian health professional organizations and employers have approved the materials as professional development activities and support this extension to the graduate program. Course Intended Learning Outcomes The course(s) have the following intended learning outcomes:

2 Graduate Certificate Demonstrate advanced knowledge of the central role that health informatics and e-health play in contemporary health care by articulating: Contemporary trends, issues, policy and practice in health informatics. Theoretical perspectives that shape the discipline. Demonstrate advanced cognitive and practical skills by: Applying socio-technical approaches to critically analyse complex problems in the context of health informatics professional practice. Critically analysing social, ethical and legal issues associated with the introduction and use of electronic information systems. Apply knowledge and skills to: Demonstrate skills, judgement and self-management as a health informatics professional. Promote the growth of health informatics as an academic discipline and a profession. Graduate Diploma Demonstrate a comprehensive and integrated understanding of health informatics as a discipline and a profession by articulating: In-depth specialised knowledge of contemporary trends, issues, policy and practice in health informatics. Advanced knowledge of the theoretical perspectives that shape the discipline and profession. Comprehensive knowledge of the range of research principles and methods applicable to health informatics research and evidence-based practice. Demonstrate expert cognitive and practical skills by: Applying socio-technical approaches to analyse complex problems and generate effective and innovative responses in the context of health informatics professional practice. Critically analysing and generating solutions to the social, ethical and legal issues associated with the introduction and use of electronic information systems. Developing practical, ethical solutions that seek to balance stakeholder perspectives. Apply knowledge and skills to: Demonstrate leadership, expert judgement and self-management as a health informatics professional. Further the growth of health informatics as an academic discipline and profession.

3 Masters of E-Health (Health Informatics) Demonstrate a comprehensive and integrated understanding of health informatics as a discipline and a profession by articulating: In-depth specialised knowledge of contemporary trends, issues, policy and practice in health informatics. Advanced knowledge of the theoretical perspectives that shape the discipline and profession. Comprehensive knowledge of the range of research principles and methods applicable to health informatics research and evidence-based practice. Demonstrate expert cognitive and practical skills by: Applying socio-technical approaches complex problems and generate effective and innovative responses in the context of health informatics professional practice. Critically analysing and generating solutions to the social, ethical and legal issues associated with the introduction and use of electronic information systems. Developing practical, ethical solutions that seek to balance stakeholder perspectives. Apply knowledge and skills to: Demonstrate leadership, expert judgement and self-management as a health informatics professional. Engage in ethical health informatics research and evidence based practice. Further the growth of health informatics as an academic discipline and a profession. Length of course and maximum time for completion The Masters program is only available part time. It has a minimum completion time of three years with a maximum of six years completion. The Graduate Diploma has a minimum completion time of 2 years part time, over four semesters and a maximum of 4 years part-time. The Graduate Certificate has a minimum completion time of 1 year part-time, over two semesters and a maximum 2 years part-time Teaching mode/delivery This is an external part-time course that uses a range of teaching and learning strategies. The materials are structured to enable maximum flexibility and cater for a range of learning preferences. Students may choose from alternative learning pathways and assignments. Course structure The courses consist of a combination of compulsory units and electives as described below.

4 H5E Graduate Certificate in E-Health (Health Informatics) The Graduate Certificate comprises of four core units: CRH500 An Introduction to Health Informatics CRH501 Data, Information and Knowledge CRH503 E-Health Privacy and Security Issues CRH505 Electronic Health Records H6E Graduate Diploma of E-Health (Health Informatics) This course builds on the Certificate course. In addition to the four first year core units, it includes one additional core unit and three electives. The additional compulsory unit is: CRH604 The Diffusion of Health Technology: Change Management Electives include: CRH602 E-Health CRH606 Understanding Health Informatics Research CRH607 Health Informatics Research Methods CRH608 Health Information Systems CRH609: Rural and Remote Health Informatics H7E Master of E-Health (Health Informatics) This course builds on the Graduate course. It includes all ten core and elective units, together with the additional unit: CAM724: Workplace Learning, Major Project B Elective units are not available in the Masters program. However, with prior approval of the course coordinator, students may enrol in relevant electives from other Schools and Faculties at UTAS or partner institutions. Admission requirements To qualify for admission to the Certificate, Diploma or Masters courses, applicants should: Hold a three-year degree or a diploma with a major in a health related or communications technology area, or Have experience and/or qualifications as deemed appropriate by the Head of School. For international students who do not use English as their first language, minimum requirements are IELTS Overall band 6.0, with no band less than 6.

5 Technology requirements As the courses utilise online resources, students need to have regular access to and the Internet. The following system specifications are also recommended: Use an Operating System such as Windows 7 or later, Mac OSX10.7 Lion or later Internet connection such as National Broadband Network (NBN), Cable or ADSL broadband MyLO Requirements o Internet Explorer 9+, Firefox (newest), Safari (5.1+), Chrome (newest) o Javascript enabled o Cookies enabled o Flash plug-in installed o Display Screen Resolution 1024 x 768 pixels Credit for previous studies Passes in subjects or units in other courses (completed or otherwise) in this University or another approved tertiary institution (or other approved professional examining body) may be credited towards the Graduate Diploma, provided that the Faculty may specify what more a candidate so credited shall be required to do to qualify for the Graduate Diploma. Fees This is a full-fee paying course. Information on fees for 2015 is available on the Postgraduate Coursework web page For more information Dr Sue Whetton Senior Lecturer Course Coordinator Centre for Rural Health, School of Health Sciences Locked Bag 1322, Launceston Phone: Sue.Whetton@utas.edu.au

6 Unit descriptions Unit enrolment code CRH500 Introduction to Health Informatics Objectives At the completion of the Unit, students should be able to demonstrate, using appropriately presented and referenced formats: Demonstrate the skills and knowledge to use a range of hardware and software. Apply style guidelines and use the features of a range of software. Find and critically evaluate health resources using a range of electronic repositories. Critically review the various ways in which health and personal information is collected, used and shared in the health care environment Differentiate between health information and personal information. Identify points of overlap and duplication in the collection and sharing of information. Explore the role of health informatics and e-health in contemporary health care services. Explore the scope and focus of health informatics and e-health. Identify and explain issues faced by contemporary health service systems. Critically analyse the contribution of health informatics and e-health to enhance the efficiency and effectiveness of health care. Explain and analyse the features which contribute to the functionality and user friendliness of health related software. Discuss usability and explain its relevance to health and medical software. Discuss the context specific nature of usability in the health care environment. Apply software usability attributes. Content This unit lays the foundation for further exploration of E-Health (Health Informatics). It is studied in three modules: Using information in Health Care Health informatics is about managing information in health care. This first module considers the many uses of health information and identifies some of the challenges associated with ensuring that the right people are able to access the right information at the right time. The module also develops e-literacy skills. These are essential for the health informatics professional, or for any health professional in today s e-environment. The first module offers you the opportunity to review, revise and perhaps extend your e-literacy skills. Foundations of Health Informatics This second module encourages you to explore the increasing impact of information management systems on health services within the context of trends in contemporary society. You will explore the concepts and parameters of the discipline of health informatics. You will also critically review current applications of health informatics to identify the challenges associated with the use of information management systems in health care. Software Usability Software usability is a significant factor influencing health professionals decisions about whether to adopt a new e-health system. This module explores issues of software usability and evaluation.

7 Dr Sue Whetton Launceston, external, flexible delivery via Internet Recommended reading This is a self-directed learning unit. Students complete tasks and activities at their own pace. Continuous assessment by assignment/course work. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Conrick, M., (2006): Health Informatics : Transforming Healthcare with Technology, Thomson Social Science Press, Australia. Hovenga, E., Kidd, M., & Cesnik, B. (1996). Health informatics - an overview. Melbourne, Australia: Pearson Professional. Online W. Lawrence Neuman (2000). Social Research Methods: Qualitative and Quantitative Approaches (4 th Edition). Grain, S. and Proctor, P., (2009): Using Health Data: Applying technology to work smarter. Churchill Livingstone, Australia (Recommended) Extensive online resources will be available via the Internet and the University library databases.

8 CRH501 Data, Information and Knowledge Objectives Critically review the role of information systems in the health sector Explain the socio-technical perspective of health informatics and identify social and technical issues to be addressed when developing and implementing an information system. Discuss the role of standards in the development and implementation of a health information systems Design an information system using appropriate modelling techniques Discuss the fundamental place of databases in health information system Construct a small relational database Using appropriate modelling techniques Incorporating forms, queries, reports and menus and other relevant features. Applying software usability principles Content This unit adopts a socio-technical approach to understanding the development and implementation of health information systems. Students will explore the potential of information systems in the health care environment, discussing issues involved in developing, managing and maintaining health information systems. The unit includes a practical component with students constructing a small relational database. This will enable students to develop an understanding of the basics of information management. Darren Grattidge Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. Continuous assessment by assignment/course work. As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Recommended reading Conrick, M., (2006): Health Informatics: Transforming Healthcare with Technology, Thomson Social Science Press, South Melbourne, Australia. Grain, S. and Proctor, P., (2009): Using Health Data: Applying technology to work smarter. Churchill Livingstone, Australia

9 CRH503 E-Health Privacy and Security Issues Objectives On completion of this unit, students should be able to, using appropriately presented and referenced formats: Discuss concepts and terms relevant to privacy and security Critically review the Australian privacy framework as it applies to the use of health information Identify stakeholder perspectives on the use of health information, privacy and confidentiality Discuss challenges for the health informatics professional in ensuring the privacy and security of personal health information Consider the contribution of a code of ethics for guiding health informatics professionals Explain security issues in the context of risk management Select and justify appropriate security measures to manage identified risks Content This unit explores privacy, confidentiality and security issues arising from the use of information and communications technologies in the health care environment. It discusses these issues in the context of current state and national legislation, policies and processes that are intended to enable legitimate access to health information while ensuring individual privacy. The unit also considers codes of ethics for the health informatics professional and reflects on how these could or should shape professional activities. Special Notes This unit will be offered via electronic media. Dr Sue Whetton Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge Continuous assessment by assignment work. As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Recommended reading Extensive online resources will be available via the Internet and the University library databases.

10 CRH505 Electronic Health Records Objectives On completion of this unit, students should, using appropriately presented and referenced formats, be able to Explain the various interpretations of an electronic health record Identify drivers and trends influencing the development of an electronic health record; Model the use of an electronic health record within a particular healthcare environment Identify possible points of tension in the socio-technical system Incorporate relevant standards for interoperability of electronic health records Explain the importance of vocabularies Critically review stakeholder perspectives on the electronic health record Content: A number of trends are driving the development of the electronic health record. It is inevitable that in the very near future, most health systems around the world will have an electronic system for the collection, storage and sharing of patient health information. However, while there is broad agreement that an electronic health record is the way to go, there are many issues that must be resolved before an EHR is successfully implemented. This unit critically explores current issues relating to the development of an electronic health record. Special Notes This unit will be offered via electronic media. Dr Ming Wong Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: Legal and ethical issues of emerging technologies Continuous assessment by assignment work. As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne National Electronic Health Records Taskforce, (2000), A Health Information Network for Australia, Commonwealth Department of Health and Aging, Australia. Recommended reading Engelbardt, S. and Nelson, R., (2002): Health Care Informatics: An Interdisciplinary Approach. Mosby, St Louis. Coiera, Enrico, (2003), Guide to medical Informatics, the Internet and telemedicine, 2nd Edition, Arnold, London

11 CRH602 E-Health Objectives: On completion of this unit, students should be able to, using appropriately presented and referenced formats: Define the scope of e-health Analyse the drivers and challenges influencing the emergence and success of telemedicine, telehealth and other applications Link e-health initiatives to the strategic directions of an organisation Discuss e-health services from the perspective of different stakeholders Analyse changes in the consumer/health professional relationship Discuss relevant standards for e-health applications Develop a project plan for an e-health program Describe some evaluation strategies for an e-health project Content: The integration of information technology and telecommunications technology and the increasing use of the Internet for health care services are changing the face of health services. This unit explores the drivers of e-health together with barriers to its implementation. Technical and human issues relating to the implementation of e- health are identified, particularly those relating to consumer e-health. Learners are given the opportunity to plan and implement an e-health project. Special Notes This unit will be offered via electronic media. Karla Peek Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records Continuous assessment by assignment/course work. As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Recommended reading Engelbardt, S. and Nelson, R., (2002): Health Care Informatics: An Interdisciplinary Approach. Mosby, St Louis. Extensive online resources will be available via the Internet and the University library databases. H5E, H6E,H7E

12 CRH604 The Diffusion of Health Technology (Managing Change) Objectives On completion of this unit, students should be able to: identify the impact of information technology on the structure, culture and operations of the health organisation, discuss the influence of the structure, culture and processes of the health organisation on adoption rates of information technology, apply models of innovation diffusion to the uptake of health informatics technologies, compare and contrast approaches to change management, explain how change management strategies can facilitate diffusion of an innovative health informatics technology, and apply models of innovation diffusion and change management to develop a plan for the introduction of a health informatics technology. Content This unit explores issues relating to change management, particularly current theory and research on the successful introduction of technology in the health environment. The unit explores strategies for successful implementation of technology, including the identification of barriers to implementation. Students are encouraged to apply theories of innovation diffusion through an analysis of the organisational and social context of health care, the characteristics of health technology within this context and the ways in which innovative individuals and organisations facilitate the successful introduction of health technology. Special Notes This unit will be offered via electronic media. Karla Peek Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. CRH500:Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records Continuous assessment by assignment work. As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Recommended reading Engelbardt, S. and Nelson, R., (2002): Health Care Informatics: An Interdisciplinary Approach. Mosby, St Louis. Extensive online resources will be available via the Internet and the University library databases.

13 CRH606 Understanding Health Informatics Research Objectives: At the completion of the unit, students should be able to Discuss the relationship between theory and research Discuss the role of research and evaluation in health informatics Distinguish between different research and evaluation paradigms Identify the key characteristics of research approaches Discuss the contribution of various types of publications to the practice of health informatics Identify how social, economic, political and ethical issues can influence the choice of, direction and outcomes of research Content: This unit aims to provide you with the ability to utilise health informatics research in your professional environment. It will explore theoretical approaches to, and practical applications of research. This will include an exploration of the influence of the positivist, interpretive and critical paradigms on health informatics research. Examples of published research will be dissected into key components (including introduction, literature review, methodology and methods, results and discussion) and analysed in the context of professional practice. The unit focuses on seeking out and critically evaluating published health informatics research and does not require you to plan or implement research. The unit provides a foundation for the unit Health Informatics Research Methods. Dr Sue Whetton Launceston, external, flexible delivery via Internet or CD This is a self-directed learning unit. Students complete tasks and activities at their own pace, within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Recommended reading W. Lawrence Neuman (2000) Social Research Methods: Qualitative and Quantitative Approaches (4th Edition). Extensive online resources will be available via the Internet and the University library databases.

14 CRH607 Health Informatics Research Methods Objectives At the completion of the unit students should be able to: Explain the preliminary stages of a research proposal Explain the purpose of a research plan/ proposal. Discuss the role of ethics and the ethical considerations Demonstrate the purpose of the literature review Frame research questions that reflect different research approaches Discuss theoretical and methodological foundations of research Discuss the relationship between theory, methodology and methods Select, describe and justify appropriate approaches and methods of data collection and analysis Explain research analysis and reporting processes Identify key issues relevant to analysing different types of data Explain the purpose of discussion, recommendations and conclusion in a research report Content This unit focuses on the steps involved in undertaking health informatics research. It aims to develop students understanding of the planning, implementation and reporting processes used in health informatics research. Issues relating to the formulation of research questions, hypotheses, data collection and analysis methods are explored. The ethics involved in planning, conducting and reporting research is also an integral part of the unit. The unit will explore the design of data collection tools and an introduction to quantitative and qualitative data analysis techniques. This unit builds on CRH606: Understanding Health Informatics Research. Dr Sue Whetton Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records As a flexible learning course, students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. W. Lawrence Neuman (2000) Social Research Methods: Qualitative and Quantitative Approaches (4th Edition). Recommended reading Extensive online resources will be available via the Internet and the University library databases.

15 CRH608 Health Information Systems Objectives: On completion of this unit, using appropriately presented and referenced formats, students should be able to Identify an appropriate implementation model for introducing an information system specific organisational context Identify critical success factors for implementation of an information system in a specific organisational context Develop an implementation plan for the proposed system, identifying an appropriate methodology Identify technical issues, particularly standards, that need to be considered when developing a health information system Identify people issues which will impact on the planning, development and successful implementation of health information systems Distinguish between different types of evaluation Discuss the relevance of each type of evaluation Develop an evaluation strategy for an information systems project Content: This unit builds on the unit CRH501: Data, Information and Knowledge. It critically analyses theory and practice related to the development, implementation and maintenance of health information systems. It considers both technical and people issues which need to be resolved in the process of implementing a successful health information system Dr Ming Wong Launceston, external, flexible delivery via Internet or CD This is a self-directed learning unit. Students complete tasks and activities at their own pace, within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records As a flexible learning course, e-health (Health Informatics) students are able to select from alternative learning pathways. Three assessment tasks will be required. Specific configuration of the assessment will depend on the learning pathway selected by the student. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Merida L. Johns (2002): Information Management for Health Professionals (2nd Edition). Delmar (Thomson Learning), Albany, New York Recommended reading Engelbardt, S. and Nelson, R., (2002): Health Care Informatics: An Interdisciplinary Approach. Mosby, St Louis. Extensive online resources will be available via the Internet and the University library databases. Coiera, Enrico, (2003), Guide to medical Informatics, the Internet and telemedicine, 2nd Edition, Arnold, London Extensive online resources will be available via the Internet and the University library databases.

16 CRH609 E- Health, rural, remote, isolation Objectives: On completion of this unit, students should be able to: Critically review the major health challenges faced by many rural and remote communities Analyse those aspects of health informatics with the capacity to enable better health outcomes for people in rural and remote regions Present the issues raised by an informatics approach to health care from the perspective of rural and remote stakeholders Research and develop a funding proposal for a rural e-health service or project Content A key concern for rural, remote and isolated populations, world-wide, is access to health services. The capacity and role of health informatics and e-health offer new options for the delivery of health and related services, health information management and professional practice to these groups. E-Health and health informatics have the potential to offer new ways of providing efficient, effective, accessible and sustainable health services, particularly to rural and remote areas. They have the ability to provide some solutions to problems of accessibility, quality and costs of medical care. In reality, the application of health informatics and e-health, particularly for clinical consultations, is challenging. Issues include access to appropriate and affordable infrastructure, ethical and medico-legal matters, security, universal recognition of medical registration, high telecommunications costs, and issues of re-imbursement for private practitioners for provision of e-health services. These are socio-technical issues with political, fiscal and cultural dimensions and due to their complexity careful planning and adequate consultation is essential if integration of e-health into health care is to fulfil expectations. Dr Sue Whetton Launceston, external, flexible delivery via Internet This is a self-directed learning unit. Students complete tasks and activities at their own pace, within the parameters of semester requirements. CRH500: Introduction to Health Informatics CRH501: Data, information and Knowledge CRH503: E-Health Privacy and Security Issues CRH505: Electronic Health Records Continuous assessment by assignment/course work. As a flexible learning course, e- health (Health Informatics) students are able to negotiate assignment tasks. Two assessment tasks will be required. Whetton, S. (2005), Health Informatics: a socio-technical perspective, Oxford University Press, Melbourne Recommended reading Engelbardt, S. and Nelson, R., (2002): Health Care Informatics: An Interdisciplinary Approach. Mosby, St Louis. Extensive online resources will be available via the Internet and the University library databases. For details about CAM723 and CAM724, see the UTAS Online and Units guide.