HEALTH INFORMATION TECHNOLOGY PROGRAM

Transcription

1 HEALTH INFORMATION TECHNOLOGY PROGRAM STUDENT HANDBOOK This Copy Belongs To: (Last updated August 13, 2015) The Program Course Syllabi are the Property of the Salt Lake Community College, School of Health Sciences, Health Information Technology Program. Reproduction is prohibited without written permission and is copyright protected.

2 Contents INTRODUCTION... V SALT LAKE COMMUNITY COLLEGE MISSION STATEMENT... V SALT LAKE COMMUNITY COLLEGE EQUAL OPPORTUNITY/AFFIRMATIVE ACTION... V FACULTY/ADMIN. AND INSTRUCTIONAL SUPPORT FACULTY:... V SALT LAKE COMMUNITY COLLEGE LEARNING OUTCOMES... VI STUDENT SERVICES... VI LIBRARY... VI SECURITY AND PARKING... VI LEARNING SUPPORT AND TUTORING RESOURCES... VII FINANCIAL AID... VII RECORDS... VII HEALTH AND WELLNESS SERVICES... VII SALT LAKE COMMUNITY COLLEGE... VIII VISION AND MISSION STATEMENT... VIII GENERAL PROGRAM DESCRIPTION... 1 APPLICATION INFORMATION... 1 AMERICAN HEALTH INFORMATION MANAGEMENT ASSOCIATION CODE OF ETHICS PREAMBLE... 3 CODE OF ETHICS PRINCIPLES... 3 The Code of Ethics and How to Interpret the Code of Ethics... 4 THE USE OF THE CODE... 8 Code of Ethics 2011 Ethical Principles... 9 Acknowledgement... 9 Resources SALT LAKE COMMUNITY COLLEGE S LEARNING OUTCOMES HIT PROGRAM MISSION STATEMENT HIT PROGRAM PHILOSOPHY/LEARNING OUTCOMES HIT PROGRAM COURSE SEQUENCE PROFESSIONAL CERTIFICATION-PROFESSIONAL ORGANIZATIONS STUDENT ADVISING POLICY HIT PROGRAM COMPLETION POLICY HIT CODE OF ETHICS/CONDUCT POLICY TECHNOLOGY USE IN THE CLASSROOM POLICIES STUDENT ATTENDANCE AND ABSENCE POLICY ii

3 PROBATION, DEFERMENT, AND DISMISSAL POLICY LATE ASSIGNMENT POLICY APPEALS POLICY/PROCEDURE STUDENT CONFIDENTIALITY POLICY CRIMINAL BACKGROUND CHECK PROFESSIONAL PRESENCE/DRESS CODE STUDENT HEALTH RELATED POLICIES ALCOHOL AND DRUG POLICY ALCOHOL HEALTH RISKS ALCOHOL AND DRUG TESTING POLICY BLOODBORNE PATHOGENS POLICIES DAYTIME EXPOSURE: EVENING, NIGHTTIME, OR WEEKEND EXPOSURE: EXTERNSHIP PHILOSOPHY AND GENERAL OVERVIEW STUDENT EXTERNSHIP POLICIES APPENDIX iii

4 Welcome to the Health Information Technology Program at Salt Lake Community College. We are pleased that you have decided to share our love of the Health Information Technology profession. Our goal is to offer you the technical education that will open doors for you to fill a vital role in service in your community. This handbook in conjunction with the College Catalog has been compiled to help you become familiar with the policies of the College and the Health Information Technology program. The Student Handbook begins with important General Information related to the program as well as information related to the larger network that governs the profession and program. Later in the handbook are policies and procedures related to all area of the curriculum and program. Please read the information carefully. You will be asked to sign a form indicating that you have read the handbook and agree to abide by the policies and procedures. Failure to adhere to the policies and procedures could result in probationary status or dismissal. The College and program faculty reserve the right to add or change college and program policies during school year. The College and program faculty will make reasonable efforts to notify students of such changes at the time they become effective, or in advance if circumstances permit. Students are encouraged to raise any questions or concerns about the contents of this handbook, program requirement, or the College s expectations of students with the College Board of Trustees, Administration, Dean, Associate Dean, and faculty at any time. iv

5 PART ONE GENERAL SLCC INFORMATION INTRODUCTION Welcome to the Health Information Technology (HIT) program. You have chosen to enter a dynamic and challenging field that will bring you some of the most rewarding experiences available. This handbook will be a guide for you as you progress through the program and should be used in conjunction with the Salt Lake Community College Catalog. Information you will need to know about college-wide policies and procedures will be contained in the catalog. You should obtain a copy of the current catalog for the college and keep this as a reference until you have graduated. Information specific to the HIT will be contained in this handbook. SALT LAKE COMMUNITY COLLEGE MISSION STATEMENT Salt Lake Community College is a public, open-access, comprehensive community college committed to serving the broader community. Its mission is to provide higher education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve the needs of community and government agencies, business, industry and other employers. SALT LAKE COMMUNITY COLLEGE EQUAL OPPORTUNITY/AFFIRMATIVE ACTION Salt Lake Community College is an equal opportunity institution providing education and employment opportunities without regard to race, color, gender, sexual orientation, religion, national origin, disability, age and/or veteran status. FACULTY/ADMINISTRATION AND INSTRUCTIONAL SUPPORT FACULTY: FACULTY: There are currently several adjunct members in the program, each with specific program responsibilities. Ruben Rocha, HIT Program Director. (801) DEAN: Interim, Dean School of Health Sciences (801) ASSOCIATE DEAN : Sherrie Loewen, Associate Dean, Allied Health (801) CLINICAL EDUCATOR: While attending one of the affiliated clinical education centers, the on-site Clinical Educator will be your immediate supervisor and liaison. This person will act as your resource person for that center. They are the mentor and the liaison between the student in the clinical site and the program. The Clinical Educator will work with you and your Clinical Instructor to facilitate a learning environment at your clinical site. v

6 SALT LAKE COMMUNITY COLLEGE LEARNING OUTCOMES 1. Acquire substantive knowledge in the discipline of their choice sufficient for further study, and/or demonstrate competencies required by employers to be hired and succeed in the workplace. 2. Communicate effectively 3. Develop quantitative literacy s necessary for their chosen field of study. 4. Think critically and creatively 5. Develop the knowledge and skills to be civically engaged, and/or to work with others in a professional constructive manner. 6. Develop the knowledge and skills to work with others in a professional and constructive manner. 7. Develop computer and information literacy. 8. Develop the attitudes and skills for lifelong wellness. STUDENT SERVICES The HTC Building and the Student Pavilion on the Jordan Campus offers a variety of services including college cashier, health center, bookstore, copy center and food service. The Lifetime Activities Center on the Redwood Campus is the primary recreational facility for SLCC. The SLCC General Catalog describes these student services in detail. LIBRARY The main library is located on the Redwood Campus. A Health Sciences library is located on Jordan Campus in the Health Sciences building on the second floor. A SLCC ID card (One Card) is required to check out materials. In the Library, there are computers for word processing and internet research, individual study/media carrels and coin-operated copy machines. Most health related books are found in the non-fiction area. SECURITY AND PARKING Security services are provided by SLCC for the safety and welfare of students, employees, and visitors. Security Guards assist Campus Police in protecting college and personal property, traffic control, parking enforcement, and making arrests. SLCC has an extensive plan for dealing with emergencies and natural catastrophes. This plan is posted on every level in all buildings. Parking permits are required by all individuals wishing to park on a SLCC Campus. A complete set of parking regulations may be obtained at the Public Safety Office, Student Center Cashier, or one of the Student Information Desks. It is the responsibility of each person parking on campus to become familiar with these regulations. vi

7 LEARNING SUPPORT AND TUTORING RESOURCES Salt Lake Community College offers a wide range of Learning support center and Tutoring. These centers are located in each of the campuses throughout the Salt Lake Area. FINANCIAL AID Current information about the types of financial aid provided through Salt Lake Community College can be found on the HIT website at and on the College website, by clicking on the Financial Aid link. External loans, grants, and scholarships available to students are briefly explained in the Catalog and online. If more in-depth information is required, the Financial Aid Office in the College Center is available to help students in this area. Students are encouraged to apply for the School s scholarships and tuition waivers. Information may be found on the program s webpage and through the financial aid offices. Generally, applications are accepted at the beginning of the fall and spring semesters. All students are encouraged to apply. RECORDS The permanent record (transcript) of each student's academic achievement is kept in the Registrar's Office. Confidentiality of Records Policy follows the guidelines set forth by the Family Educational Rights and Privacy Act. Salt Lake Community College abides by this Act. Specifics are noted in the Salt Lake Community College General College Catalog. A cumulative record is kept on each Health Information Technology Program student. This record contains admission application, immunization record, and other pertinent information such as grades, performance evaluations, etc.; which document the student s attainment of the Program Objectives. It is kept on file for five years after the student s graduation. HEALTH AND WELLNESS SERVICES Salt Lake Community College has a staff of health educators, social workers, massage therapists, and medical providers who can offer educational experiences, training, support and care to keep students well and to help students overcome illnesses should they become sick. Some services are free to students, as well as immunizations. Contact Health and Wellness Services for additional information about specific services or visit vii

8 SALT LAKE COMMUNITY COLLEGE VISION AND MISSION STATEMENT Vision Salt Lake Community College will be the premier comprehensive community college in the nation. Mission Salt Lake Community College is a public, open-access, comprehensive community college committed to serving the broader community. Its mission is to provide quality higher education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve the needs of community and government agencies, business, industry and other employers. The College fulfills its mission by: Offering associate degrees, certificate program s, career and technical education, developmental education, transfer education, and workforce training to prepare individuals for career opportunities and an enriched lifetime of learning and growing; Offering program and student support services that provide students opportunities to acquire knowledge and critical thinking skills, develop self-confidence, experience personal growth, and value cultural enrichment; Maintaining an environment committed to teaching and learning, collegiality, and the respectful and vigorous dialogue that nourishes active participation and service in a healthy democracy. Health Information Technology Program Salt Lake Community College 3491 West Wights Fort Road West Jordan, UT viii

9 PART TWO GENERAL PROGRAM DESCRIPTION SALT LAKE COMMUNITY COLLEGE HEALTH INFORMATION TECHNOLOGY PROGRAM The Health Information Technology Program at Salt Lake Community College is designed to give students the fundamental knowledge and skill needed to acquire entry-level position in the Health Information Technology profession. The program s focus is to train entry level personnel in medical record management, health information security and protocols, and health data management, medical coding, including the new ICD 10 protocols and procedures that specialize in codifying patients medical information for reimbursement purposes. The program is designed to educate students in medical records (EMRs), digital security and health information covering assembling patients health information to include medical history, symptoms, examination results, diagnostic tests, treatment methods, and all other healthcare provider services. Student will be exposed to Meaningful Use criteria and data management arising from federal and state, such as the Health Information Technology for Economic and Clinical Health Act (HITECH) and Health Insurance Portability and Accountability Act (HIPAA). Students will be trained in the use of computer software and analyzing electronic data to improve healthcare information, improve patient safety and health care quality, and data management on patient safety, patterns of disease, and disease treatment and outcomes. The proposed courses and design of curriculum align with the AHIMA standards and CAHIIM standards. The program is funded by a U.S. Department of Labor Grant for workforce training. For more information visit, The HIT program consists of three semesters of coursework. Coursework is completed in a cohort model, in which each semester builds on previous semesters. The Capstone course is final part of the curriculum and allows the student to experience hands on the skills and education obtain during the course work. The Capstone is assigned by the Academic Coordinator in collaboration with program faculty. Application Information General College Admissions All students seeking Health Information Technology Certificate must meet the general admission requirements of Salt Lake Community College prior to acceptance into the program. The requirements for general admissions are located online at HIT Student Handbook 1

10 Program Admissions Salt Lake Community College is an open admission college; however, acceptance into the Health Information Technology program is a selective admissions process. Each semester, students, who meet all the selective admission criteria and are selected, are identified as candidates for the next available semester. All students seeking to be admitted into the Health Information Technology program must meet the following criteria: Applicants must complete the following steps: Complete a program application. Application may be found online at applications/app%20hit%20march% pdf Complete background check with the College s designated provider. The expense of this requirement is an additional student cost Submit transcripts of graduation from high school or GED. Complete program pre-requisites with a grade of C or better. Submit verification of immunizations* Submit application materials (background check paperwork, and pre-requisite documentation) to the School of Health Sciences Admissions office. Complete an interview with the program coordinator. Students will be notified by mail or of their acceptance into the program or tracks. HIT Student Handbook 2

11 American Health Information Management Association Code of Ethics Preamble The ethical obligations of the health information management (HIM) professional include the safeguarding of privacy and security of health information; disclosure of health information; development, use, and maintenance of health information systems and health information; and ensuring the accessibility and integrity of health information. Healthcare consumers are increasingly concerned about security and the potential loss of privacy and the inability to control how their personal health information is used and disclosed. Core health information issues include what information should be collected; how the information should be handled, who should have access to the information, under what conditions the information should be disclosed, how the information is retained and when it is no longer needed, and how is it disposed of in a confidential manner. All of the core health information issues are performed in compliance with state and federal regulations, and employer policies and procedures. Ethical obligations are central to the professional's responsibility, regardless of the employment site or the method of collection, storage, and security of health information. In addition, sensitive information (e.g., genetic, adoption, drug, alcohol, sexual, health, and behavioral information) requires special attention to prevent misuse. In the world of business and interactions with consumers, expertise in the protection of the information is required. Purpose of the American Health Information Management Association Code of Ethics The HIM professional has an obligation to demonstrate actions that reflect values, ethical principles, and ethical guidelines. The American Health Information Management Association (AHIMA) Code of Ethics sets forth these values and principles to guide conduct. (See also AHIMA Vision, Mission, Values) The code is relevant to all AHIMA members and CCHIIM credentialed HIM professionals [hereafter referred to as certificants], regardless of their professional functions, the settings in which they work, or the populations they serve. These purposes strengthen the HIM professional s efforts to improve overall quality of healthcare. The AHIMA Code of Ethics serves seven purposes: Promotes high standards of HIM practice. Identifies core values on which the HIM mission is based. Summarizes broad ethical principles that reflect the profession's core values. Establishes a set of ethical principles to be used to guide decision-making and actions. Establishes a framework for professional behavior and responsibilities when professional obligations conflict or ethical uncertainties arise. Provides ethical principles by which the general public can hold the HIM professional accountable. Mentors practitioners new to the field to HIM's mission, values, and ethical principles. The code includes principles and guidelines that are both enforceable and aspirational. The extent to which each principle is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical principles. Code of Ethics Principles HIT Student Handbook 3

12 The Code of Ethics and How to Interpret the Code of Ethics Principles and Guidelines The following ethical principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members and certificants. Guidelines included for each ethical principle are a non-inclusive list of behaviors and situations that can help to clarify the principle. They are not meant to be a comprehensive list of all situations that can occur. Advocate, uphold, and defend the individual's right to privacy and the doctrine of confidentiality in the use and disclosure of information. A health information management professional shall: 1.1. Safeguard all confidential patient information to include, but not limited to, personal, health, financial, genetic, and outcome information Engage in social and political action that supports the protection of privacy and confidentiality, and be aware of the impact of the political arena on the health information issues for the healthcare industry Advocate for changes in policy and legislation to ensure protection of privacy and confidentiality, compliance, and other issues that surface as advocacy issues and facilitate informed participation by the public on these issues Protect the confidentiality of all information obtained in the course of professional service. Disclose only information that is directly relevant or necessary to achieve the purpose of disclosure. Release information only with valid authorization from a patient or a person legally authorized to consent on behalf of a patient or as authorized by federal or state regulations. The minimum necessary standard is essential when releasing health information for disclosure activities Promote the obligation to respect privacy by respecting confidential information shared among colleagues, while responding to requests from the legal profession, the media, or other nonhealthcare related individuals, during presentations or teaching and in situations that could cause harm to persons Respond promptly and appropriately to patient requests to exercise their privacy rights (e.g., access, amendments, restriction, confidential communication, etc.). Answer truthfully all patients questions concerning their rights to review and annotate their personal biomedical data and seek to facilitate patients legitimate right to exercise those rights. Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, peers, and to the health information management profession. A health information management professional shall: 2.1. Act with integrity, behave in a trustworthy manner, elevate service to others above self-interest, and promote high standards of practice in every setting Be aware of the profession's mission, values, and ethical principles, and practice in a manner consistent with them by acting honestly and responsibly Anticipate, clarify, and avoid any conflict of interest, to all parties concerned, when dealing with consumers, consulting with competitors, in providing services requiring potentially conflicting roles (for example, finding out information about one facility that would help a competitor), or serving the Association in a volunteer capacity. The conflicting roles or responsibilities must be clarified HIT Student Handbook 4

13 and appropriate action taken to minimize any conflict of interest Ensure that the working environment is consistent and encourages compliance with the AHIMA Code of Ethics, taking reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the code Take responsibility and credit, including authorship credit, only for work they actually perform or to which they contribute. Honestly acknowledge the work of and the contributions made by others verbally or written, such as in publication. A health information management professional shall not: 2.6. Permit one s private conduct to interfere with the ability to fulfill one s professional responsibilities Take unfair advantage of any professional relationship or exploit others to further one s own personal, religious, political, or business interests. Preserve, protect, and secure personal health information in any form or medium and hold in the highest regards health information and other information of a confidential nature obtained in an official capacity, taking into account the applicable statutes and regulations. A health information management professional shall: 3.1. Safeguard the privacy and security of written and electronic health information and other sensitive information. Take reasonable steps to ensure that health information is stored securely and that patients' data is not available to others who are not authorized to have access. Prevent inappropriate disclosure of individually identifiable information Take precautions to ensure and maintain the confidentiality of information transmitted, transferred, or disposed of in the event of termination, incapacitation, or death of a healthcare provider to other parties through the use of any media Inform recipients of the limitations and risks associated with providing services via electronic or social media (e.g., computer, telephone, fax, radio, and television). Refuse to participate in or conceal unethical practices or procedures and report such practices. A health information management professional shall: 4.1. Act in a professional and ethical manner at all times Take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. If needed, utilize the Professional Ethics Committee Policies and Procedures for potential ethics complaints Be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. These include policies and procedures created by AHIMA, licensing and regulatory bodies, employers, supervisors, agencies, and other professional organizations Seek resolution if there is a belief that a colleague has acted unethically or if there is a belief of incompetence or impairment by discussing one s concerns with the colleague when feasible and when such discussion is likely to be productive Consult with a colleague when feasible and assist the colleague in taking remedial action when there is direct knowledge of a health information management colleague's incompetence or impairment Take action through appropriate formal channels, such as contacting an accreditation or regulatory body and/or the AHIMA Professional Ethics Committee if needed Cooperate with lawful authorities as appropriate. A health information management professional shall not: HIT Student Handbook 5

14 4.8. Participate in, condone, or be associated with dishonesty, fraud and abuse, or deception. A non-inclusive list of examples includes: Allowing patterns of optimizing or minimizing documentation and/or coding to impact payment Assigning codes without physician documentation Coding when documentation does not justify the diagnoses or procedures that have been billed Coding an inappropriate level of service Miscoding to avoid conflict with others Engaging in negligent coding practices Hiding or ignoring review outcomes, such as performance data Failing to report licensure status for a physician through the appropriate channels Recording inaccurate data for accreditation purposes Allowing inappropriate access to genetic, adoption, health, or behavioral health information Misusing sensitive information about a competitor Violating the privacy of individuals Refer to the AHIMA Standards for Ethical Coding for additional guidance Engage in any relationships with a patient where there is a risk of exploitation or potential harm to the patient. Advance health information management knowledge and practice through continuing education, research, publications, and presentations. A health information management professional shall: 5.1. Develop and enhance continually professional expertise, knowledge, and skills (including appropriate education, research, training, consultation, and supervision). Contribute to the knowledge base of health information management and share one s knowledge related to practice, research, and ethics Base practice decisions on recognized knowledge, including empirically based knowledge relevant to health information management and health information management ethics Contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the health information management profession. These activities may include teaching, research, consultation, service, legislative testimony, advocacy, presentations in the community, and participation in professional organizations Engage in evaluation and research that ensures the confidentiality of participants and of the data obtained from them by following guidelines developed for the participants in consultation with appropriate institutional review boards Report evaluation and research findings accurately and take steps to correct any errors later found in published data using standard publication methods Design or conduct evaluation or research that is in conformance with applicable federal or state laws Take reasonable steps to provide or arrange for continuing education and staff development, addressing current knowledge and emerging developments related to health information management practice and ethics. Recruit and mentor students, staff, peers, and colleagues to develop and strengthen professional HIT Student Handbook 6

15 workforce. A health information management professional shall: 6.1. Provide directed practice opportunities for students Be a mentor for students, peers, and new health information management professionals to develop and strengthen skills Be responsible for setting clear, appropriate, and culturally sensitive boundaries for students, staff, peers, colleagues, and members within professional organizations Evaluate students' performance in a manner that is fair and respectful when functioning as educators or clinical internship supervisors Evaluate staff's performance in a manner that is fair and respectful when functioning in a supervisory capacity Serve an active role in developing HIM faculty or actively recruiting HIM professionals. A health information management professional shall not: 6.7. Engage in any relationships with a person (e.g. students, staff, peers, or colleagues) where there is a risk of exploitation or potential harm to that other person. Represent the profession to the public in a positive manner. A health information management professional shall: 7.1. Be an advocate for the profession in all settings and participate in activities that promote and explain the mission, values, and principles of the profession to the public. Perform honorably health information management association responsibilities, either appointed or elected, and preserve the confidentiality of any privileged information made known in any official capacity. A health information management professional shall: 8.1. Perform responsibly all duties as assigned by the professional association operating within the bylaws and policies and procedures of the association and any pertinent laws Uphold the decisions made by the association Speak on behalf of the health information management profession and association, only while serving in the role, accurately representing the official and authorized positions of the association Disclose any real or perceived conflicts of interest Relinquish association information upon ending appointed or elected responsibilities Resign from an association position if unable to perform the assigned responsibilities with competence Avoid lending the prestige of the association to advance or appear to advance the private interests of others by endorsing any product or service in return for remuneration. Avoid endorsing products or services of a third party, for-profit entity that competes with AHIMA products and services. Care should also be exercised in endorsing any other products and services. State truthfully and accurately one s credentials, professional education, and experiences. A health information management professional shall: 9.1. Make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the health information management profession, a professional health information association, or one s employer Claim and ensure that representation to patients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, training, certification, consultation received, supervised experience, and other relevant professional HIT Student Handbook 7

16 experience are accurate Claim only those relevant professional credentials actually possessed and correct any inaccuracies occurring regarding credentials Report only those continuing education units actually earned for the recertification cycle and correct any inaccuracies occurring regarding CEUs. Facilitate interdisciplinary collaboration in situations supporting health information practice. A health information management professional shall: Participate in and contribute to decisions that affect the well-being of patients by drawing on the perspectives, values, and experiences of those involved in decisions related to patients Facilitate interdisciplinary collaboration in situations supporting health information practice Establish clearly professional and ethical obligations of the interdisciplinary team as a whole and of its individual members Foster trust among group members and adjust behavior in order to establish relationships with teams. Respect the inherent dignity and worth of every person. A health information management professional shall: Treat each person in a respectful fashion, being mindful of individual differences and cultural and ethnic diversity Promote the value of self-determination for each individual Value all kinds and classes of people equitably, deal effectively with all races, cultures, disabilities, ages and genders Ensure all voices are listened to and respected. The Use of the Code Guidelines for ethical and unethical behavior are provided in this code. The terms "shall and shall not" are used as a basis for setting high standards for behavior. This does not imply that everyone "shall or shall not" do everything that is listed. This concept is true for the entire code. If someone does the stated activities, ethical behavior is the standard. The guidelines are not a comprehensive list. For example, the statement "safeguard all confidential patient information to include, but not limited to, personal, health, financial, genetic and outcome information" can also be interpreted as "shall not fail to safeguard all confidential patient information to include personal, health, financial, genetic, and outcome information." A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values and ethical principles, and offers ethical guidelines to which a HIM professional can aspire and by which actions can be judged. Ethical behaviors result from a personal commitment to engage in ethical practice. Professional responsibilities often require an individual to move beyond personal values. For example, an individual might demonstrate behaviors that are based on the values of honesty, providing service to others, or demonstrating loyalty. In addition to these, professional values might require promoting confidentiality, facilitating interdisciplinary collaboration, and refusing to participate or conceal unethical practices. Professional values could require a more comprehensive set of values than what an individual needs to be an ethical agent in one s own personal life. HIT Student Handbook 8

17 The AHIMA Code of Ethics is to be used by AHIMA members and certificants, consumers, agencies, organizations, and bodies (such as licensing and regulatory boards, insurance providers, courts of law, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. The AHIMA Code of Ethics reflects the commitment of all to uphold the profession's values and to act ethically. Individuals of good character, who discern moral questions and, in good faith, seek to make reliable ethical judgments, must apply ethical principles. The code does not provide a set of rules that prescribe how to act in all situations. Specific applications of the code must take into account the context in which it is being considered and the possibility of conflicts among the code's values, principles, and guidelines. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the AHIMA Code of Ethics does not specify which values, principles, and guidelines are the most important and ought to outweigh others in instances when they conflict. Code of Ethics 2011 Ethical Principles Ethical Principles: The following ethical principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members and certificants. A health information management professional shall: Advocate, uphold, and defend the individual's right to privacy and the doctrine of confidentiality in the use and disclosure of information. Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, their peers, and to the health information management profession. Preserve, protect, and secure personal health information in any form or medium and hold in the highest regards health information and other information of a confidential nature obtained in an official capacity, taking into account the applicable statutes and regulations. Refuse to participate in or conceal unethical practices or procedures and report such practices. Advance health information management knowledge and practice through continuing education, research, publications, and presentations. Recruit and mentor students, peers and colleagues to develop and strengthen professional workforce. Represent the profession to the public in a positive manner. Perform honorably health information management association responsibilities, either appointed or elected, and preserve the confidentiality of any privileged information made known in any official capacity. State truthfully and accurately one s credentials, professional education, and experiences. Facilitate interdisciplinary collaboration in situations supporting health information practice. Respect the inherent dignity and worth of every person. Acknowledgement Adapted with permission from the Code of Ethics of the National Association of Social Workers. HIT Student Handbook 9

18 Resources National Association of Social Workers. Code of Ethics Available online on the NASW web site. AHIMA. Code of Ethics, 1957, 1977, 1988, 1998, and AHIMA. Standards for Ethical Coding Available in the AHIMA Body of Knowledge. Harman, L.B., ed. Ethical Challenges in the Management of Health Information, 2 nd ed. Sudbury, MA: Jones and Bartlett, McWay, D.C. Legal and Ethical Aspects of Health Information Management, 3rd ed. Clifton Park, NY: Cengage Learning, Revised & adopted by AHIMA House of Delegates (October 2, 2011) Copyright 2011 American Health Information Management Association. All rights reserved. All contents, including images and graphics, on this Web site are copyrighted by AHIMA unless otherwise noted. You must obtain permission to reproduce any information, graphics, or images from this site. You do not need to obtain permission to cite, reference, or briefly quote this material as long as proper citation of the source of the information is made. Please contact Publications to obtain permission. Please include the title and URL of the content you wish to reprint in your request. HIT Student Handbook 10

19 Salt Lake Community College s Learning Outcomes College Wide Outcomes 1. Acquire substantive knowledge in their intended major. General Education Outcomes 1. Acquire substantive knowledge throughout the General Education requirements 2. Communicative Effectively A. Develop critical literacies-reading, writing, speaking, listening, visual understandingthat they can apply in various contexts. B. Organize and present ideas and information visually, orally, and in writing according to the standard usage. C. Understand and use the elements of effective communication in interpersonal, small group, and mass settings. 3. Develop quantitative literacies necessary for their chosen field of study A. Approach practical problems by choosing and applying appropriate mathematical techniques. B. Use and interpret information represented as data, graphics, tables, and schematics in a variety of disciplines. C. Apply mathematical theory, concepts and methods of inquiry appropriate to programspecific problems. 4. Think critically and creatively. A. Reason effectively using available evidence, and are aware that knowledge is dynamic and builds on new evidence and alternative perspectives. B. Demonstrate effective problem solving. C. Engage in creative thinking, expression, and application. D. Engage in reflective thinking and expression. E. Demonstrate higher-order skills such as analysis, synthesis, and evaluation. F. Make Connections across disciplines. G. Apply scientific methods to the inquiry process. 5. Develop the knowledge and skills to be civically engaged A. Understand the natural, political, historical, social and economic underpinnings of the local, national, and global communities to which they belong. B. Develop the awareness of both civil rights and civil responsibilities for individual and collective action in a democracy. C. Engage in service-learning for community building and an enhanced academic experience. HIT Student Handbook 11

20 D. Develop the awareness and skills to take leadership roles in classrooms, the broader college, and the community, engaged in principled, vigorous, and respectful dialogue. 6. Develop the knowledge and skills to work with others in a professional and constructive manner. A. Engage with a diverse set of others to produce professional work B. Interact competently across cultures C. Understand and appreciate human differences. D. Understand and act on standards of professionalism and civility, including the requirement of the SLCC Student Code. 7. Develop Computer and information literacy. A. Use contemporary computer hardware and software to effectively complete collegelevel assignments. B. Gather and analyze information using technology, library resources, and other modalities. C. Understand and act upon ethical and security principles with respect to computer technology and to information acquisition and distribution. D. Distinguish between credible and non- credible sources of information, and use the former in their work in an appropriately documented fashion. 8. Lifelong Wellness is not a college wide learning outcome, but is a General Education outcome for AA and AS students. 8. Develop the attitudes and skills for lifelong wellness.( for AA and AS students only) A. Understand the importance of physical activity and its connections to lifelong wellness. B. Learn how participation in a fitness, sport, or Leisure activity results in daily benefits including stress reduction, endorphin release, and a sense of well-being. HIT Student Handbook 12

21 HIT PROGRAM MISSION STATEMENT SALT LAKE COMMUNITY COLLEGE HEALTH INFORMATION TECHNOLOGY PROGRAM The Health Information Technology program at Salt Lake Community College is committed to providing students with quality education and clinical expertise. The program is designed to prepare students for: Entry level practice as a Health Information Technician The national certification examination Civic engagement Making contributions to local and national professional communities through membership and service learning assignments The Health Information Technology Program at Salt Lake Community College will work to achieve its mission by: Engaging students in learning experiences to acquire, synthesize, integrate and assess intervention in areas of health and technology Providing a firm base of generalized education encompassing an introduction to the many aspects of Health Information practice that can be applied to traditional and emerging areas of practice Providing students with opportunities to utilize existing community resources and to develop professional contacts Designing curriculum to enhance student acquisition of knowledge, skills and attitudes necessary for successful performance as health care practitioners in the community HIT Student Handbook 13

22 HIT PROGRAM PHILOSOPHY/LEARNING OUTCOMES SALT LAKE COMMUNITY COLLEGE HEALTH INFORMATION TECHNOLOGY PROGRAM Generalist training, coupled with expectations identified in local industry are the basis for the competent entry-level Health Information Technician. Faculty members believe learning should be an integrated connection between course design, outcomes, and teaching. Students can develop affectively (positive attitudes and motivation), behaviorally (competent performance), cognitively (intellectual connections through reflection), and sociocultural. Student networking with faculty and other professionals enhances professional conduct. Instruction and learning becomes interactive through clinical observations, problem solving, clinical reasoning, and collaboration. The Salt Lake Community College Health Information Technology Program s student learning outcomes utilizes the college student learning outcomes as a basis for all learning. Each course syllabi within the HIT Program outlines how the overall college student learning outcomes align with the specific learning outcomes needed for successful completion of the course. HIT Student Handbook 14

23 HIT Student Handbook 15

24 HEALTH INFORMATION TECHNOLOGY PROGRAM COURSE SEQUENCE SALT LAKE COMMUNITY COLLEGE CERTIFICATE OF COMPLETION Courses: Credit Hours Prerequisites:* MATH 0990 Elem. Algebra 3 ENG 1010 Intro to Writing 3 Total 6 First Semester HIT 1010 Intro to Computers for HIT 1 HIT 1020 Basic Diagnosis Coding 3 HIT 1030 Basic Procedure Coding 3 HIT 1040 Pathophysiology for HIT 3 HIT 1100 Medical Terminology 3 Total 13 Second Semester HIT 2110 Health Informatics 3 HIT 2120 Pharmacology 2 HIT 2220 Intermediate Diagnosis and Procedure Coding 3 HIT 2230 ICD-10 and Root Analysis 3 CM Communication 3 Total 14 Third Semester HIT 2240 Health Data Content and Structure 3 HIT 2250 Healthcare Delivery Systems 3 HIT 2260 Healthcare Reimbursement 3 HIT 2270 Professional Practice Experience Capstone/Externship 1 HR Human Relation 2-3 Total Prerequisites Semester 1 13 Semester 2 11 Semester 3 10 Total 39 Semester Credit Hours HIT Student Handbook 16

25 PROFESSIONAL CERTIFICATION-PROFESSIONAL ORGANIZATIONS SALT LAKE COMMUNITY COLLEGE HEALTH INFORMATION TECHNOLOGY PROGRAM Once a student has graduated from the Salt Lake Community College s HIT Program, he/she may be eligible to sit for the Commission on Certification for Health Informatics and Information Management (CCHIIM) certification exams. Information about the exams and certifications/ recertification can be found at AHIMA American Health Information Management Association (AHIMA) 233 N. Michigan Avenue, 21st Floor Chicago, IL Phone: , Fax: To Submit HIT Transcripts Certification Transcripts AHIMA 233N.MichiganAve. 21stFl. Chicago, IL60601 CCHIIM serves the public by establishing, implementing, and enforcing standards and procedures for certification and recertification of health informatics and information management (HIIM) professionals. CCHIIM Mission Through certification, the CCHIIM ensures the competency of professionals practicing health informatics and information management worldwide. CCHIIM Vision Professional excellence in health informatics and information management through certification. CCHIIM Values The application of evidence-based best practices for certification; The validation of workforce competence through professional certification; The commitment to ongoing professional development, lifelong learning, and workforce excellence; and The recognition of CCHIIM-certified professionals role in maintaining and enhancing quality health information for the safety of the public and the improvement of healthcare. CCHIIM exam development Process: An overview for Stakeholders HIT Student Handbook 17

26 AHIMA/CCHIIM certification exams are valid, reliable, and legally defensible assessment instruments that measure the competency of potential certificants against a codified and relevant body of HIIM competencies (also referred to as knowledge, skills, and abilities). The subject matter (also referred to as a body of knowledge, or BoK for short) represented by these competencies is further segmented across specific roles and disciplines throughout the HIIM profession as a whole by the requisite levels of depth, breadth, and experiences necessary for successful job performance, as exemplified by each respective AHIMA certification Professional Certification through AHIMA Excellence in Operations and Healthcare Delivery. AHIMA establishes professional standards of excellence. Credentials are issued in HIIM, compliance and data quality, coding, privacy and security, and health data analysis, responding to the demands of the rapidly changing healthcare environment. Dedication Required, Competency Ensured Credentials are earned through a combination of education, experience, and performance on certification exams. Following initial certification, credentials must be maintained through rigorous continuing education, ensuring the highest level of competency for employers and consumers. HIT Student Handbook 18

27 OPERATIONAL POLICIES AND PROCEDURES HIT Student Handbook 19

28 STUDENT ADVISING POLICY SALT LAKE COMMUNITY COLLEGE HEALTH INFORMATION TECHNOLOGY PROGRAM Policy: Students will take responsibility for appropriate and timely advisement in regard to resolving academic difficulties including graduation readiness, financial difficulties and progression within the program. Procedures: 1. Students will refer questions or concerns on coursework to the instructor of each course. 2. Students may consult with faculty during office hours for the purpose of advisement first-come, first-serve basis. 3. Students may make individual appointments (other than office hours) with faculty if necessary. 4. Adjunct faculty may not have office hour availability as they may be practicing clinicians. Please make an appointment at a time which is mutually convenient or allow time to meet after class time. 5. Students must be sensitive to the amount of time taken for advisement if other students are waiting to speak with an instructor. 6. Students will make an appointment with the Program coordinator to discuss program questions or concerns after the student has spoken with the instructor. 7. Students must meet with their Health Sciences Academic Advisor; Kari , JHS #047 at least once per semester to insure all coursework is progressing towards graduation. 8. Students having financial difficulty making it difficult to continue with the HIT program should meet with the Health Sciences Academic Advisor, Kari Gonsalves. She may be able to provide resources for tuition waivers, scholarships, or financial aid. Scholarship information can be found through Financial Aid Office or at: HIT Student Handbook 20