Rural Health IT Workforce Grant Program

Transcription

1 Rural Health IT Workforce Grant Program Sharing Solutions for a Sustainable Health IT Workforce Offered by McDowell Technical Community College in partnership with Community Care of Western North Carolina

2 Rural Health IT Workforce Grant Program What is the Rural Health IT Workforce Grant Program? The Rural Health IT Workforce Program is designed to train and re-train currently employed healthcare workers, IT Professionals, veterans and displaced workers to enroll in a degree-seeking program to earn a certificate in Healthcare Informatics to earn the credential, CHTS-(Certified Healthcare Technology Specialist (formerly HITPro)), offered by American Health Information Management Association (AHIMA) during year 1 of the program. As a result, completers of the certificate program will be eligible to earn a, CHTS/HIT Pro designation in one of six workforce roles. During Year 2 and 3 of the program, participants will have the opportunity to continue working towards an Associate s Degree in Health Information Technology to earn the Registered Health Information Technician (RHIT) Credential also awarded by AHIMA. What is Health Informatics? Health informatics is the study of resources and methods for the management of health information. This area of study supports Health Information Technology, medical practice and medical research. Health Informatics involves systems such as electronic health records (EHR) and electronic medical records (EMR), health information exchange standards such as Health Level 7 (HL7), medical terminologies such as Systematized Nomenclature of Medicine, Clinical Terms (SNOMED-CT) and portable medical devices for the collection of data. In U.S. health care institutions, the current model for gathering health information tends to result in a provider-focused view of the patient's history. Health care IT initiatives seek to change that model by building a national health IT infrastructure that will result in a more comprehensive, patient-focused view of this information. How do you qualify? This program is being offered through a federal grant received from the Health Resources and Services Administration by McDowell Technical Community College in partnership with Community Care of WNC, MAHEC, Mission Health System The McDowell Hospital and Physician Practices. This program will serve the following counties in Western North Carolina: Buncombe, Henderson, Madison, McDowell, Mitchell, Polk, Transylvania, and Yancey, which are part of the CCWNC. This program will begin in January 2014, and will conclude on August 31, 2016 and will focus on McDowell, Mitchell, Yancey and Polk counties. This training program will be housed primarily at McDowell Technical Community College. Anyone who is: currently employed in a healthcare facility/agency Veterans Underemployed Unemployed

3 Partnering Agencies This program is being offered through a federal grant received from the Health Resources and Services Administration by McDowell Technical Community College in partnership with Community Care of WNC, MAHEC, Mission Health System The McDowell Hospital and Physician Practices. This program will serve the following counties in Western North Carolina: Buncombe, Henderson, Madison, McDowell, Mitchell, Polk, Transylvania, and Yancey, which are part of the CCWNC. This program will begin in January 2014, and will conclude on August 31, The initial set of counties that we will focus on are: McDowell, Mitchell, Yancey and Polk counties and participants from these areas will be given first priority in program admission. This training program will be housed primarily at McDowell Technical Community College. What are the specifications of the grant provided by HRSA, Office of Rural Health? In order to receive this grant, MTCC and our region had to meet several requirements such as being in a medically underserved population region and a medically indigent population area. MTCC met both of these requirements.. Courses will be designed to meet the needs of the community at-large with final approval from the Rural Health IT workforce Strategic Planning Council. The courses will include the ONC HITECH Curriculum and the traditional Health Information Technology Curriculum along with a specific unit on Rural Health Best Practices. Academic courses may be offered through traditional on-campus instruction or distance learning modalities, or combinations thereof. 3

4 What are the CHTS Workforce Roles? There are 6-12 components per role required based on the role selected by the enrollee and they are incorporated into the four HIT-core courses of the Health informatics Certificate. For more information on the specific components for each role, please contact the Grant Project Director Practice workflow and information management redesign Specialist (CHTS PW) - this role allows individuals to assist in reorganizing the work of a provider to take full advantage of the features of health IT in pursuit of meaningful use of health IT to improve health and care. Clinician/practitioner consultant (CHTS CP) - this role is similar to the Practice Workflow and Information Management Redesign Specialist listed above; in addition to that role s set of competencies, this role allows individual to bear the background and experience of a professional licensed to provide clinical care or a public health professional. Implementation support specialist (CHTS IS) - this role allows individuals to provide on-site user support for the period of time before and during implementation of health IT systems in clinical settings. These individuals will provide support services above and beyond what is provided by the vendor, to be sure the technology functions properly and is configured to meet the needs of the redesigned practice workflow. Implementation manager (CHTS IM) - this role allows individuals to provide on-site management of mobile adoption support teams for the period of time before and during implementation of health IT systems in clinical settings. Technical/software support staff (CHTS TS) - this role allows individuals to support on an ongoing basis the technology deployed in clinical settings. This role also allows individuals to maintain systems in clinical settings, including patching and upgrading of software, one-on-one support, in a traditional help desk model, to individual users with questions or problems. Trainers (CHTS-TR) - this role allows individuals to design and deliver training programs, using adult learning principles to employees in clinical settings. Why earn CHTS Credentials? The CHTS Credentials offer professionals: Increased job opportunities Validation of expertise and knowledge in the topic area Preparation for future changes in healthcare and IT Personal and professional development to help you stay on top of your field Long-term confirmation of skills endorsed by AHIMA

5 What do the CHTS Credentials mean to employers and professionals? The CHTS exams assess the competency of health IT professionals related to the implementation and management of electronic health information. The six separate exams measure competency related to: Assessing workflows Selecting hardware and software Working with vendors Installing and testing systems Diagnosing IT problems Training practice staff on systems Are you in need of financial assistance for training? MTCC received this grant to help assist those who qualify for financial assistance to receive payment or reimbursement for tuition, supplies, association memberships, exam fees to help provide training and re-training for those who qualify. Training on a CCHIT System (Certified Electronic Health Record System) with a focus on Rural Healthcare. A certificate in Health Informatics with the opportunity to sit for the CHTS (Certified Healthcare Technology Specialist) exam in one of six workforce roles defined by the ONC HITECH Grant from Opportunity to earn an associate s degree in Health Information Technology from a CAHIIM accredited program and the RHIT (Registered Health Information Technician) credential over the three-year period of the grant. Membership in two leading industry recognized professional associations HIMSS (Health Information Management and Systems Society) and AHIMA (American Health Information Management Association). Funding for professional credentialing exams to earn Healthcare industry recognized credentials CHTS and RHIT. Renewal of employability skills and the NC Career Readiness Certificate. Assistance with program-related costs. Resource Websites Health Information Management and Systems Society American Health Information Management Association North Carolina Health Information Management Association Commission on Accreditation of Health Informatics and Information Management Education North Carolina Health Information and Communications Alliance Health Information careers - 5

6 Admission Requirements 1. Currently Employed Healthcare worker, Veterans, Unemployed and Underemployed individuals will receive preference for admission on a first-come, firstserved basis. Residents of McDowell, Mitchell, Yancey and Polk counties will be given priority. 2. Complete an application for admission to the college designating HIT as their major. 2. Be a high school graduate or have earned a high school equivalency diploma (GED). 3. Submit official copies of all transcripts (high school and college). Transcripts must be sent directly to the institution. It is the responsibility of the applicant to ensure all necessary records are sent to the College s Admissions Office. 4. Have a grade point average of 2.0 or higher on a 4.0 scale of the most recent academic transcript (high school or postsecondary). 5. Meet the McDowell Technical Community College Placement Test requirement. This may be met by: (1) passing the college placement tests at the predetermined level set for the HIT program. The placement tests consist of Pre- Algebra, Algebra, Reading and English. If the placement test is not passed with the required score, developmental coursework may be required prior to entering any HIT, BIO or MED prefix course. (2) College Transcripts showing completion of college level English or Mathematics courses within the last 10 years will be accepted in lieu of the College Placement Test. 6. Prior to the Professional Practice Experience I course, the student must have MTCC s Health Form completed by the appropriate medical personnel, including required immunizations, physical assessment, and eye exam as well as a criminal background check and drug screen. These forms along with immunizations must be completed by August of each year. Students must also purchase liability insurance through MTCC s business office when the prior to beginning any Professional Practice Experience course. 7. Tuition and textbook reimbursements may be available for those who qualify.

7 Integration of ONC HITECH Curriculum components Allows the learner, in collaboration with the employer, to select components of interest/need to the facility from the following: 1. Introduction to Health Care and Public Health in the U.S. A survey of how health care and public health are organized and services delivered in the U.S. Covers public policy, relevant organizations and their interrelationships, professional roles, legal and regulatory issues, and payment systems. Must also address health reform initiatives in the U.S. 2. The Culture of Health Care For individuals not familiar with health care, this course addresses job expectations in health care settings. It will discuss how care is organized inside a practice setting, privacy laws, and professional and ethical issues encountered in the workplace. 3. Terminology in Health Care and Public Health Settings Explanation of specific terminology used by workers in health care and public health. Note that this is NOT a course in data representation or standards. 4. Introduction to Information and Computer Science For students without an IT background, provides a basic overview of computer architecture; data organization, representation and structure; structure of programming languages; networking and data communication. Includes basic terminology of computing. 5. History of Health Information Technology in the U.S. Traces the development of IT systems in health care and public health, beginning with the experiments of the 1950s and 1960s and culminating in the HITECH act. Introduces the concept of meaningful use. 6. Health Management Information Systems A theory component, specific to health care and public health applications. Introduction to health IT standards, health-related data structures, software applications; enterprise architecture in health care and public health organizations. 7. Working with Health IT Systems A laboratory component. Students will work with simulated systems or real systems with simulated data. As they play the role of practitioners using these systems, they will learn what is happening under the hood. They will experience threats to security and appreciate the need for standards, high levels of usability, and how errors can occur. Materials must support handson experience in computer labs and on-site in health organizations. 8. Installation and Maintenance of Health IT Systems Instruction in installation and maintenance of health IT systems, including testing prior to implementation. Introduction to principles underlying configuration. Materials must support hands -on experience in computer labs and on-site in health organizations. 9. Networking and Health Information Exchange More in-depth analysis of data mobility including the hardware infrastructure (wires, wireless, and devices supporting them), the ISO stack, standards, Internet protocol, federations and grids, the NHIN and other nationwide approaches. 7

8 10. Fundamentals of Health Workflow Process Analysis & Redesign Fundamentals of health workflow process analysis and redesign as a necessary component of complete practice automation; includes topics of process validation and change management. 11. Configuring EHRs A practical experience with a laboratory component, addressing approaches to assessing, selecting, and configuring EHRs to meet the specific needs of customers and end-users. 12. Quality Improvement Introduces the concepts of health IT and practice workflow redesign as instruments of quality improvement. Addresses establishing a culture that supports increased quality and safety. Discusses approaches to assessing patient safety issues and implementing quality management and reporting through electronic systems. 13. Public Health IT For individuals specifically contemplating careers in public health agencies, an overview of specialized public health applications such as registries, epidemiological databases, biosurveillance, and situational awareness and emergency response. Includes information exchange issues specific to public health. 14. Special Topics Course on Vendor-Specific Systems Provides an overview of the most popular vendor systems highlighting the features of each as they would relate to practical deployments, and noting differences between the systems. 15. Usability and Human Factors Discussion of rapid prototyping, user-centered design and evaluation, usability; understanding effects of new technology and workflow on downstream processes; facilitation of a unit-wide focus group or simulation. 16. Professionalism/Customer Service in the Health Environment Development of skills necessary to communicate effectively across the full range of roles that will be encountered in health care and public health settings. 17. Working in Teams An experiential course that helps trainees become team players by understanding their roles, the importance of communication, and group cohesion. 18. Planning, Management and Leadership for Health IT For those preparing for leadership roles, principles of leadership and effective management of teams. Emphasis on the leadership modes and styles best suited to IT deployment. 19. Introduction to Project Management An understanding of project management tools and techniques that results in the ability to create and follow a project management plan. 20. Training and Instructional Design Overview of learning management systems, instructional design software tools, teaching techniques and strategies, evaluation of learner competencies, maintenance of training records, and measurement of training program effectiveness.

9 Essential Functions/Skills of a Health Information Technologist/ Specialist: Essential functions are those considered to be necessary or fundamental to performance of a job. In postsecondary education, the student's job is to learn and participate in an academic environment and the clinical environment as well. The student, with or without reasonable accommodation, must possess these essential functions. Must be able to use computer programs following written instructions, (e.g. word processing, spreadsheet, presentation, database, flow-charting software, plus health information programs (e.g., electronic health records, encoders, tracking systems, etc.) Jobs may include up to eight hours per day of computer work. Must be able to protect the confidentiality/security of health and facility/ practitioner business information. Must be able to comply with laws, regulations and standards. Must show honesty/ethics including not cheating and not plagiarizing on assignments. Requires psychomotor coordination of hands/eyes in using automated equipment, etc. Must be able to keyboard words per minute, sort, assemble and file records from floor to ceiling level, and carry 25 pounds at waist height a distance of 50 feet. Must be able to read names/numbers on charts and voluminous paper or computerized medical records/reports/databases. Must be able to distinguish colors in color coded systems, interpret code books and reference materials, and prepare office layouts, design forms and computer screens. Must be able to operate equipment such as computer, calculator, scanner, movable files, etc. Must be able to exert up to twenty-five pounds of force and/or lift/move objects up to twenty-five pounds. Physical demands exceed that of sedentary work, (e.g. walking, sitting, standing, stooping, reaching, etc.) for extended time. Typical job is eight hours with a meal break and two short rest breaks during the shift. 9

10 Requires ability to communicate orally and in written form (or comparable communication skills) and use proper format, punctuation, spelling and grammar. Must use critical thinking, exhibit sound judgment, show emotional stability/ maturity, show physical/mental stamina, and receive/share information/ instructions from instructors, patients, physicians, and others in didactic and/or clinical setting. Must complete tasks accurately and timely. Must be able to apply principles of logical/scientific thinking, deal with nonverbal symbolism, and comprehend concepts Must be adaptable, able to make decisions related to class/lab/clinical assignments and have the ability to build/maintain constructive cooperative working relationships with others and develop goals/priorities to organize/ accomplish work. Must demonstrate professionalism, work alone or in teams, demonstrate integrity and sincerity, and show caring/sensitivity especially in areas of patient care. Must demonstrate neatness and good hygiene. Requires positive attitude when receiving constructive criticism. Must be willing to alter plans or change approaches in the learning/work environment, maintain composure and continue to function during stress. Must show respect to others. Must show dependability in attendance. Must be able to utilize mathematical formulas, determine percentages/ decimals; determine time; use metric systems, use/display descriptive statistics, calculate hospital statistics, productivity information, quality improvement studies, budgets, equipment and supply needs/costs, medical bills, etc. Must be able to apply algebraic formulas when preparing computerized spreadsheets. Requires the ability to travel to and from any or all of the following: home of the student, College campus, Professional Practice Experience facilities, public locations for the purposes of various meetings and other assigned locations off campus.

11 Cohort 1 Year 1 Program Layout Students will begin in January 2014 as a certificate in healthcare informatics as their major and will enroll and complete the following courses: Session I: Spring Semester, 2014 Session II: Summer Semester, 2014 (16 weeks) (10 weeks) HIT 114 Health Data Systems/Standards CIS 110 Introduction to Computers HIT 225 Health Informatics HIT 112 Health Law & Ethics HIT 221 Lifecycle of EHR HIT 227 Informatics Project Mgt. ACA 115 Success & Study Skills Cohort 2 Year 2 Program Layout Students will begin in August, 2014 as a certificate in healthcare informatics as their major and will enroll and complete the following courses: Session I: Fall Semester, 2014 Session II: Spring Semester, 2015 (16 weeks) (16 weeks) HIT 114 Health Data Systems/Standards CIS 110 Introduction to Computers HIT 225 Health Informatics HIT 112 Health Law & Ethics HIT 221 Lifecycle of EHR HIT 227 Informatics Project Mgt. Cohort 3 Year 3 Program Layout Students will begin in August, 2015 as a certificate in healthcare informatics as their major and will enroll and complete the following courses: Session I: Fall Semester, 2015 Session II: Spring Semester, 2016 (16 weeks) (16 weeks) HIT 114 Health Data Systems/Standards CIS 110 Introduction to Computers HIT 225 Health Informatics HIT 112 Health Law & Ethics HIT 221 Lifecycle of EHR HIT 227 Informatics Project Mgt. ACA 115 Success & Study Skills 11

12 Cohort 2A (Degree Seeking) Year 2 Program Layout Degree Seeking: Students who choose to continue from Year 1 and complete the degree program will adjust their major to the Associate s Degree in Health Information Technology. The will enroll in and complete the following courses: Session I: Fall Semester, 2014 (16 weeks) BIO 168 Anatomy & Physiology I ENG 111 Expository Writing HIT 110 Fundamentals of HIM MED 121 Medical Terminology I Session II: Spring Semester, 2015 (16 weeks) BIO 169 Anatomy & Physiology II HIT 215 Reimbursement Methodology MAT 140 Survey of Mathematics & Lab MED 122 Medical Terminology II Session III: Summer Semester, 2015 (10 weeks) COM 231 Public Speaking PSY 150 General Psychology HIT 226 Principles of Disease Session IV: Fall Semester, 2015 (16 weeks) HIT 210 Healthcare Statistics HIT 211 ICD Coding HIT 122 Professional Practice Experience I HIT 124 Professional Practice Exp II HIT 218 Management Principles in HIT HIT 220 Health Informatics and EHRs Session V: Spring Semester, 2016(16 weeks) HIT 214 CPT/Other Coding Systems HIT 216 Quality Management HIT 222 Professional Practice Exp. III HIT 280 Professional Issues

13 Cohort 3A (Degree Seeking) Year 3 Program Layout Degree Seeking: Students who choose to continue from Year 2 and complete the degree program will adjust their major to the Associate s Degree in Health Information Technology. The will enroll in and complete the following courses: Session I: Fall Semester, 2015 (16 weeks) BIO 168 Anatomy & Physiology I ENG 111 Expository Writing HIT 110 Fundamentals of HIM MED 121 Medical Terminology I Session II: Spring Semester, 2016 (16 weeks) BIO 169 Anatomy & Physiology II HIT 215 Reimbursement Methodology MAT 140 Survey of Mathematics & Lab MED 122 Medical Terminology II Session III: Summer Semester, 2016 (10 weeks) COM 231 Public Speaking PSY 150 General Psychology HIT 226 Principles of Disease **Students who do not complete the co-hort by August, 2016, may continue and complete the program, assuming grant funds are still available Session IV: Fall Semester, 2016 (16 weeks) HIT 210 Healthcare Statistics HIT 211 ICD Coding HIT 122 Professional Practice Experience I HIT 124 Professional Practice Exp II HIT 218 Management Principles in HIT HIT 220 Health Informatics and EHRs Session V: Spring Semester, 2017(16 weeks) HIT 214 CPT/Other Coding Systems HIT 216 Quality Management HIT 222 Professional Practice Exp. III HIT 280 Professional Issues 13

14 Rural Health IT Workforce Curriculum Course Descriptions ACA 115 Success and Study Skills Prerequisite: None This course provides and orientation to the campus resources and academic skills necessary to achieve educational objectives. Emphasis is placed on an exploration of facilities and services, study skills, library skills, self-assessment, wellness, goal -setting, and critical thinking. Upon completion, students should be able to manage their learning experiences to successfully meet educational goals. **College Requirement. CIS 110 Introduction to Computers Prerequisite: This course provides an introduction to computers and computing. Topics include the impact of computers on society, ethical issues, and hardware/software applications, including spreadsheets, databases, word processors, graphics, the Internet, and operating systems. Upon completion, students should be able to demonstrate an understanding of the role and function of computers and use the computer to solve problems. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural sciences/ mathematics. HIT 112 Health, Law and Ethics Prerequisite: Eng 095 or higher This course covers legislative and regulatory processes, legal terminology, and professional-related and practice-related ethical issues. Topics include confidentiality; privacy and security policies, procedures and monitoring; release of information policies and procedures; and professional-related and practice-related ethical issues. Upon completion, students should be able to apply policies and procedures for access and disclosure of Protected Health Information and apply and promote ethical standards. This course is also available through the Virtual Learning Community (VLC). HIT 114 Health Data Sys/Standards Prerequisite: Eng 095 or higher This course covers basic concepts and techniques for managing and maintaining manual and electronic health records (EHRs). Topics include structure and use of health information including data collection and analysis, data sources/sets, archival systems, and quality and integrity of healthcare data. Upon completion, students should be able to monitor and apply organization-wide clinical documentation guidelines and comply with regulatory standards.

15 Rural Health IT Workforce Curriculum Course Descriptions HIT 221 Lifecycle of EHR Prerequisites: ENG 095 Co-requisites: None This course covers the system selection, design and implementation of an electronic health record (EHR) in integrated delivery networks. Topics include the system development life cycle, analysis of existing systems, required resources, and common resource constraints. Upon completion, students should be able to understand system development life cycles, analyze design and engineering, and make recommendations to improve efficiency of operations. HIT 225 Healthcare Informatics Prerequisites: ENG 095 Co-requisites: None This course covers data analysis to support decision making, patient care, and regulatory compliance. Topics include clinical terminology and vocabulary systems, data capture methodology, data presentation and reporting, and initiatives to improve the quality of patient care. Upon completion students should be able to identify patient-specific data elements, data sets, analyze capture methodology across the healthcare setting, analyze compliance issues and make recommendations for improvements. HIT 227 Informatics Project Management Prerequisites: ENG 095 Co-requisites: None This course covers the required skills needed for implementing healthcare IT applications, with emphasis on electronic health records (EHR). Topics will include development of leadership skills, interdisciplinary collaboration, organizational change management, project management software and tools and the study of communication skills required across healthcare disciplines. Special emphasis will be placed upon the application of principles for adult learners, and methods of training and teaching system users. 15

16 Program Contact Information Valerie Dobson, MHS, RHIA Coordinator, HIT Program & Rural Health IT Workforce Project Director Health Sciences Department McDowell Technical Community College Health Sciences Department 54 College Drive Marion, NC Shanna Gorecki Educational Support Specialist Rural Health IT Workforce Program Health Sciences Department McDowell Technical Community College Health Sciences Department 54 College Drive Marion, NC Joyce Creech Workforce Development McDowell Technical Community College Job-Link Career Center , ext 135 Tonda Gosnell, MHA Regional Program Manager Community Care of Western North Carolina