ࡱ>  bjbjVV =J<<ڮ###8[ g<#,!!!!Q#&w);+ϬѬѬѬѬѬѬ Ѭ,Q#Q#,,Ѭ!!q=q=q=,!!Ϭq=,Ϭq=q=MŪ!`(n-_#1գ`0,5:pŪŪJ,,q=,,,,,ѬѬq=,,,,,,,,,,,,,,,,, :  Professionalism/ Customer Service in the Health Environment Instructors Manual Version 2.0/Spring 2011 Component Overview Component Number 16 Component Name Professionalism/Customer Service in the Health Environment Component Overview This component develops the skills necessary to communicate effectively across the full range of roles that will be encountered in health care and public health settings. Assigned Institution University of Alabama at Birmingham Team Lead Beth L. Elias, PhD, MS Community Health, Outcomes and Systems School of Nursing University of Alabama at Birmingham Content Developers Beth L. Elias, PhD, MS Community Health, Outcomes and Systems School of Nursing University of Alabama at Birmingham Darrell Burke, PhD Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Robert Weech-Maldonado, PhD Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Feliciano Yu, MD, MSHI Pediatric - Emergency Medicine Childrens Hospital of Alabama Critical Reviewers Carol McKelvey, MA, RHIA Health Care Information Programs Wallace State Community College Donna Stanley, EdS, RHIA, CCS Health Care Information Programs Wallace State Community College Virginia Caris Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Gerald L. Glandon, PhD Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Nancy E. Dunlap, MD, PhD, MBA Medicine - Pulmonary/Allergy/Critical Care University Hospital University of Alabama at Birmingham Amanda Dorsey, MSHI Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Instructional Designers Lorrinda Khan, MFA Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Matthew Jennings, EdM Nursing Clinical Simulation and Technology School of Nursing University of Alabama at Birmingham Instructors Manual Editor Shannon Houser, PhD, MPH, RHIA Department of Health Services Admin. School of Health Professions University of Alabama at Birmingham Lecture Narration Lori Stegner Maestro Productions Nashville, TN Bryan Talbot Talbot Sound Nashville, TN Author Biography Beth Elias, PhD, MS, is an Assistant Professor in the School of Nursing of the University of Alabama at Birmingham, teaching in the Nursing Informatics track. She has a Ph.D. in Instructional Technology and has worked as a systems programmer analyst, Senior Computer Systems Engineer, Information Systems Engineer and Instructional Design Consultant at various settings. She has experience in developing and delivering online learning and in instructional message design. Much of her research has also explored issues in user acceptance related to healthcare information technology. Darrell Burke, PhD, is an Associate Professor in the Master of Science in Health Informatics (MSHI). His research has been in the area of adoption of health IT as well as healthcare operations research. He has designed and taught in both traditional and online formats. He has published extensively on the role, measure and impact of healthcare information technology on delivery organizations and has taught for three different universities and a for-profit online education institution. Dr. Burke is a member of the Academy of Management and the Healthcare Information Management and Systems Society (HIMSS). Robert Weech-Maldonado, MBA, PhD, is Professor and L.R. Jordan Endowed Chair in the Department of Health Services Administration, University of Alabama at Birmingham. Dr. Weech-Maldonado is an organizational researcher who examines the impact of cultural competency strategies in reducing disparities in quality and access to care. His research projects include the development and testing of the Patient Assessments of Cultural Competency (PACC) and the Cultural Competency Assessment Tool for Hospitals (CCATH). He has evaluated racial/ethnic and language differences in patient experiences with care using data from the Consumer Assessments of Healthcare Providers and Systems (CAHPS). Dr. Weech-Maldonado is Co-Leader of the Research Program for the Minority Health & Health Disparities Research Center (MHRC), and serves as an advisory board member of the Deep South Resource Center for Minority Aging Research (RCMAR), the Lister Hill Center for Health Policy, and the Puerto Rico Health Services Research Institute. He is a member of the Cultural Competency Expert Panel for the National Quality Forum. He is an Editorial Board member for the journals of Health Services Research and Comparative Effectiveness Research. Feliciano Yu, Jr., MD, MSHI, MSPH, is Assistant Professor, Department of Pediatrics, Washington University School of Medicine and Chief Medical Information Officer, St. Louis Childrens Hospital, AL. He is the health informatics advisor for the National Association of Childrens Hospitals and Related Institutions (NACHRI); Co-chair, Pediatric Health Information Technology Special Interest Group, Healthcare Information Management Systems Society (HIMSS); Co-Chair, Health Level Seven (HL7) Child Health Work Group; as well as Co-chair of the Commission of Certification for Health IT(CCHIT) Child Health Work Group. He is also the Director for the Pediatric Computing Facility at Washington University inSt. Louis. He has taught the clinical and administrative systems course in the UAB MSHI graduate program, and has several funded research on health IT, including health information exchange using HL7 Continuity of Care Document, Integrating the Healthcare Enterprise (IHE) XDS.b and XDS-I, telemedicine, and health services research on computerized physician order entry. Carol D. McKelvey, MA, RHIA, has been a member of the faculty of the Health Information Technology (HIT) Program at Wallace State Community College since 1993. She earned a B.S. degree in health information administration from the University of Alabama at Birmingham and an M.A. degree in health science from the University of Alabama. Over the past six years, her concentration has been in the area of e-learning, serving as developer and instructor of distance education classes for the HIT Program, and evaluator of online course content and quality for Wallace State. Prior to becoming an educator, Ms. McKelvey served as the Director of Health Information Services in general acute care and rehabilitation settings. She is an active member of the American Health Information Management Association and the Alabama Association of Health Information Management. Donna S. Stanley, EdS, RHIA, CCS, is Director of the Health Information Technology (HIT) Associate Degree Program in the Health Division of Wallace State Community College in Hanceville, Alabama. She has been Program Director and Instructor in the HIT program since 1992, teaching both on campus and online courses. Mrs. Stanley is currently the President of the Alabama Association of Health Information Management (AAHIM). Virginia Caris, MA, is employed part-time in the Department of Health Services Administration at the University of Alabama at Birmingham. She provides review and editorial services on the HIT Curriculum Development Center project. She is a graduate of Emory University with a Masters degree in American Literature from George Washington University. She has taught at Din (Navajo) Community College and at the University of Montevallo and has worked in advertising and scientific/medical publishing. Gerald L. Glandon, PhD, is Professor and Chair of the Department of Health Services Administration of the School of Health Professions of the University of Alabama at Birmingham. His doctorate is in Economics but he teaches and has done research in various aspects of Health Information Technology. He is the lead author of the 2008 book Information Systems for Healthcare Management among other publications. He has designed and taught a number of courses relevant to this project in both traditional and online formats. Most recently, Dr. Glandon has served national organizations providing advice for major strategic decisions. These include the External Advisory Council for the National Association for Healthcare Quality as well as the Education Strategy Committee and Strategic Planning Committee for the American Health Information Management Association. In both cases a major activity has been positioning these organizations to better prepare their membership for a future of greater use of healthcare information technology. For several years, Dr. Glandon has been the program director and leader of an annual meeting, the National Symposium for Healthcare Executives, which draws between 150-200 health care leaders from around the country. Nancy Dunlap, MD, PhD, MBA, is Professor, Department of Pulmonary Medicine, UAB School of Medicine; Vice-Chair for Clinical Services in the Department of Medicine at UAB and Professor of Management in the UAB School of Business. She has also served as Chief of Staff and Chief Operation Officer, The Kirklin Clinic. She was clinical lead for selection and implementation of several of the UABs clinical systems. She has extensive education, research and practice experience relevant to training Health IT workforce. Amanda Dorsey, MSHI, is the Program Director for the Master of Science in Health Informatics (MSHI) Program in the Department of Health Services Administration at University of Alabama at Birmingham. She has extensive consulting and project management experience (over 10 years) in the healthcare IT industry and academia, including managing Healthcare IT implementations, contract negotiations, business continuity planning, HIPAA Privacy and Security regulations, strategic information systems planning and health IT outsourcing. In addition, she brings expertise in educational curriculum development and online instruction. Ms. Dorsey oversaw the conversion of the MSHI program to a distance learning modality three years ago. She has successfully worked with Ms. Kay Clements to transition and integrate the Health Information Management Program to the Masters level as a track in the MSHI Program. She provides quality assurance for all courses in the Graduate MSHI Program and has taught both Clinical and Administrative Systems and Project Management for Health Services Executives. Lorrinda Khan, MFA, is a Senior Instructional Design Specialist in the Department of Health Services Administration at the University of Alabama at Birmingham (UAB). She has a MFA and has worked as an editor for professional publications as well as an online instructor (Arts Institutes, Capella University, Baker College, Westwood Online, Alabama Fire College and University of South Florida). At UAB she provides support for online education for multiple graduate programs within the Department of Health Services Administration. She has extensive experience with course development and maintenance using a variety of online instructional technologies (Blackboard, WebCT, WebCT Vista, etc). She has also published guides for online instruction. Matthew Jennings has a Master of Education in Instructional Design and is currently a Senior Instructional Design Specialist in the School of Nursing at UAB. Before working in his current position with the School of Nursing, he served as the System Administrator for UABs Learning Management System, working with both faculty and IT. He has conducted numerous faculty training courses in the use of technology to enhance the educational experience. He has prior instructional design experience as an Instructional Technology Support Specialist at Augusta State University. Shannon Houser, PhD, MPH, RHIA, is an Associate Professor in the Department of Health Services Administration, School of Health Professions of the University of Alabama at Birmingham (UAB). Dr. Houser serves as a member of the American Health Information Management Association (AHIMA)s Education Strategy Committee and Research Committee; and the Healthcare Information and Management Systems Society (HIMSS)s Electronic Health Record Usability Taskforce. She has served on the editorial review board and is currently a reviewer of the Perspectives in Health Information Management journal, and associate editor of the International Journal of Privacy and Health Information Management. Dr. Houser develops courses and teaches in the undergraduate and graduate Health Information Management Programs for both the traditional classroom courses and online/distance learning courses. Notes to Instructors This Instructor Manual is a resource for instructors using the Professionalism/ Customer Service in the Health Environment component. Each component is broken down into Units, each of which will include the following elements: 1. Learning objectives 2. Suggested student readings, texts, and reference links to supplement the narrated and scripted PowerPoint slides 3. Lectures (narrated and scripted PowerPoint slides) 4. Application Activities (may include Discussion Questions, Assignments, Projects) with instructor guidelines and answer keys and/or expected outcomes 5. Quiz or Other Assessment reflecting Unit Objectives with answer keys and/or expected outcomes 6. Labs/Simulations (may not be included in every Component) 7. Additional Materials (may include videos, links to outside resources, tutorials, diagrams/charts, etc.) Contents Component Overview,.....2 Author Biography,.....4 Notes to Instructors......8 Unit 1 Customer Service in Healthcare IT....................................................................10 Unit 2 Professional Behavior in the Healthcare Environment.......................................12 Unit 3 Overview of Communication Relevant to Health IT.............................14 Unit 4 Key Elements of Effective Communication........................16 Unit 5 Regulatory Issues: HIPAA and Standard Precautions...18 Unit 6 Team and Small Group Communication............................................................20 Unit 7 Handling Conflict.............................................22 Unit 8 Ethical and Cultural Issues Related to Communication and Customer Service............24 Unit 9 Personal Communications and Professionalism........26 Acronyms and Abbreviation.........28 License............29 Unit 1 Customer Service in Healthcare IT Learning Objectives: By the end of this unit the student will be able to: 1. Describe the definitions of customer service. 2. Identify customers needs based on context. 3. Discuss different metrics to measure customer service in Healthcare IT. Unit Topic(s): 1a.1 - Customer Service in Healthcare IT, Definitions of Customers and Customer Service 1a.2 - What is customer service ? 1a.3 - A service culture 1a.4 - Who are healthcare IT customers ? 1a.5 - What do customers want ? 1b.1 - Customer Service in Healthcare IT, Measurement Challenges in Customer Service 1b.2 - The challenge 1b.3 - EHR customer service implementation success factors 1b.4 - Meaningful use perspective 1b.5 - Balancing customer demands Suggested Readings 1. Andrzejewski N, Lagua RT. Use of a customer satisfaction survey by health care regulators: a tool for total quality management. Public Health Rep. 1997 May-Jun;112(3):206-10; discussion 11. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1381992/pdf/pubhealthrep00040-0032.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1381992/pdf/pubhealthrep00040-0032.pdf 2. Rice, A., Austin, J. and Gravina, N. Increasing Customer Service Behaviors Using Manager-Delivered Task Clarification and Social Praise. J Appl Behav Anal. 2009 Fall; 42(3): 665669. .Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2741067/pdf/jaba-42-03-665.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2741067/pdf/jaba-42-03-665.pdf Lecture(s) 1a - Definitions of Customers and Customer Service 1b - Measurement Challenges in Customer Service Suggested Student Application Activities Unit 1 application activities are saved under comp16_unit1_activities. Unit Self-Assessment Questions Unit 1 self-assessment questions and answer key are saved under comp16_unit1_self-assess.doc and comp16_unit1_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Unruh P (eHow Contributor). The importance of attitude [Video]. Available from:  HYPERLINK "http://www.ehow.com/video_4401138_the-importance-attitude-customer-service.html" http://www.ehow.com/video_4401138_the-importance-attitude-customer-service.html Unruh P (eHow Contributor). Customer Service Tips [Video]. Available from:  HYPERLINK "http://www.ehow.com/video_4401163_customer-service-tips.html" http://www.ehow.com/video_4401163_customer-service-tips.html Unit 2 Professional Behavior in the Healthcare Environment Learning Objectives: By the end of this unit the student will be able to: 1. Define contextual norms expected in healthcare organizations. 2. Discuss the importance of dress, deportment, demeanor, and grooming. Unit Topic(s): 2.1 - Contextual norms 2.2 - Contextual norms: defined 2.3 - Norms and professional role 2.4 - Norms and organizational setting 2.5 - Contextual norms: what they mean for you 2.6 - Deportment, behavior for the part 2.7 - Professional deportment: defined 2.8 - Purpose and goal of professional deportment 2.9 - Unprofessional deportment 2.10 - Understanding the deportment of healthcare professionals 2.11 - Professional appearance 2.12 - Purpose and goal of having a professional appearance 2.13 - Hair, clothing, makeup 2.14 - Scented hygiene products and perfumes 2.15 - Fitting in the healthcare environment 2.16 - Information technology staff responsibilities 2.17 - Summary 2.18 - Contextual norms 2.19 - Professional demeanor 2.20 - Fitting in Suggested Readings 1. Clark M. Cultural context of medical practice. Western Journal of Medicine. 1983; 139(6): 806-10. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1011009/pdf/westjmed00196-0036.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1011009/pdf/westjmed00196-0036.pdf 2. Gesme DH, Towle EL, Wiseman M. Essentials of staff development and why you should care. J Oncol Pract. 2010 Mar;6(2):104-6. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835475/pdf/jop104.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835475/pdf/jop104.pdf Lecture(s) 2 - Professional Behavior in the Healthcare Environment Suggested Student Application Activities Unit 2 application activities are saved under comp16_unit2_activities. Unit Self-Assessment Questions Unit 2 self-assessment questions and answer key are saved under comp16_unit2_self-assess.doc and comp16_unit2_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials From eHow.com eHow Contributor. How to Act Professionally. Available from: HYPERLINK "http://www.ehow.com/how_4474731_act-professionally.html"http://www.ehow.com/how_4474731_act-professionally.html eHow Contributor. How to Maintain Personal Boundaries in the Workplace. Available from:  HYPERLINK "http://www.ehow.com/how_4524398_maintain-personal-boundaries-workplace.html" http://www.ehow.com/how_4524398_maintain-personal-boundaries-workplace.html Anderson A. Strategies for Handling Conflict. Available from: HYPERLINK "http://www.ehow.com/list_6509361_strategies-handling-conflict.html"http://www.ehow.com/list_6509361_strategies-handling-conflict.html Edwards T. The Importance of Diversity in the Workplace. Available from: HYPERLINK "http://www.ehow.com/about_5516774_importance-diversity-workplace.html"http://www.ehow.com/about_5516774_importance-diversity-workplace.html Welch C. Business Causal Ideas. Available from:  HYPERLINK "http://www.ehow.com/way_5161550_business-casual-ideas.html" http://www.ehow.com/way_5161550_business-casual-ideas.html Willman M. Business Casual Dress for Women. Available from: HYPERLINK "http://www.ehow.com/way_5162671_business-casual-dress-women.html"http://www.ehow.com/way_5162671_business-casual-dress-women.html eHow Contributor. What Is Mens Business Casual? Available from:  HYPERLINK "http://www.ehow.com/facts_5978455_men_s-business-casual.html" http://www.ehow.com/facts_5978455_men_s-business-casual.html Unit 3 Overview of Communication Relevant to Health IT Learning Objectives: By the end of this unit the student will be able to: 1. Explain the purpose and goal of professional communication. 2. Describe what is meant by effective communication. 3. Discuss what is meant by ineffective communication. 4. Identify communication needs of common roles in healthcare. 5. Describe Disability Etiquettes contribution to professional communication. Unit Topic(s): 3.1 - Overview of Communication Relevant to Health IT 3.2 - Unit 3: Objectives 3.3 - Professional communication: purpose and goal 3.4 - Effective communication 3.5 - Ineffective communication 3.6 - Communication and healthcare roles 3.7 - Description of different professional roles in healthcare 3.8 - Communication guidelines: face-to-face, electronic, phone 3.9 - Disability etiquette and professional communication 3.10 - Summary Suggested Readings 1. Jirjis J, Weiss JB, Giuse D, Rosenbloom ST. A framework for clinical communication supporting healthcare delivery. AMIA Annu Symp Proc. 2005:375-9. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1560606/pdf/amia2005_0375.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1560606/pdf/amia2005_0375.pdf 2. Kai J, Beavan J, Faull C, Dodson L, Gill P, Beighton A. Professional uncertainty and disempowerment responding to ethnic diversity in health care: A qualitative study. PLoS Med. 2007 Nov 13;4(11):e323. Available from:  HYPERLINK "http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.0040323" http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.0040323 3. Kuziemsky CE, Varpio L, Hall P, Casimiro L, Leipe E, Weaver L, et al. Health information systems design to support a nursing model of care: opportunities and challenges. Stud Health Technol Inform. 2009;143:177-85. 4. Watzlaf VJ, Rudman WJ, Hart-Hester S, Ren P. The progression of the roles and functions of HIM professionals: a look into the past, present, and future. Perspect Health Inf Manag. 2009;6:1i. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2781732/pdf/phim0006-0001i.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2781732/pdf/phim0006-0001i.pdf Lecture(s) 3 - Overview of Communication Relevant to Health IT Suggested Student Application Activities Unit 3 application activities are saved under comp16_unit3_activities. Unit Self-Assessment Questions Unit 3 self-assessment questions and answer key are saved under comp16_unit3_self-assess.doc and comp16_unit3_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Economic Independence Through Jobs and Self-Employment. Available from: HYPERLINK "http://www.disability.gov/employment"http://www.disability.gov/employment Agosta L. Key IT roles on healthcare business intelligence project teams. Available from:  HYPERLINK "http://searchbusinessanalytics.techtarget.com/news/2240019453/Key-IT-roles-on-healthcare-business-intelligence-project-teams" http://searchbusinessanalytics.techtarget.com/news/2240019453/Key-IT-roles-on-healthcare-business-intelligence-project-teams Healthcare and Technology Blog. Available from:  HYPERLINK "http://www.myhealthtechblog.com" http://www.myhealthtechblog.com Unit 4 Key Elements of Effective Communication Learning Objectives: By the end of this unit the student will be able to: 1. Discuss the definition of communication. 2. Discuss assumptions used in communication. 3. Discuss the communication models from general to health-specific. 4. Discuss variables used in communication. 5. Define nonverbal communications. 6. Describe how nonverbal communication functions in the human communication process. 7. Describe specific dimensions and give examples of nonverbal communication. 8. Discuss communication in paper-based and electronic formats. 9. Discuss personal communication in the work setting. 10.Discuss listening skills. 11.Discuss diversity. Unit Topic(s): 4a.1 - Lecture 1, Key elements of effective communication, verbal communication 4a.2 - Learning objectives 4a.3 - Communication defined 4a.4 - Assumptions of human communication 4a.5 - Communication models 4a.6 - Common health-specific communication models 4a.7 - HIT communication 4a.8 - Communication variables in healthcare 4a.9 - Summary 4b.1 - Lecture 2, Key elements of effective communication, nonverbal communication 4b.2 - Nonverbal communication 4b.3 - Learning objectives 4b.4 - Nonverbal communication defined 4b.5 - Importance of nonverbal communication 4b.6 - Functions of nonverbal communication 4b.7 - Dimensions of nonverbal communication 4b.8 - Components of kinesics 4b.9 - Components of proxemics 4b.10- Components of paralinguistics 4b.11- Summary 4c.1 - Lecture 3, Key elements of effective communication, using media for communication 4c.2 - Using media for communication 4c.3 - Paper based communication 4c.4 - Email communication 4c.5 - Email communication dos and donts 4c.6 - Maintaining records of electronic communications 4c.7 - Business phone and other real-time communications 4c.8 - Personal phone and other real-time communications 4c.9 - Tone of voice and language 4c.10- Listening skills 4c.11- Listening components 4c.12- Diversity issues 4c.13- Summary Suggested Readings 1. Northouse LL, Northouse PG. Health Communication: Strategies for health professionals. Fifth ed. Stamford, CT: Appleton and Lange. 1998. Lecture(s) 4a - Verbal Communication 4b - Nonverbal Communication 4c - Using Media for Communication Suggested Student Application Activities Unit 4 application activities are saved under comp16_unit4_activities. Unit Self-Assessment Questions Unit 4 self-assessment questions and answer key are saved under comp16_unit4_self-assess.doc and comp16_unit4_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Harnar L. How to improve poor communication skills. Available from:  HYPERLINK "http://www.ehow.com/how_4851066_improve-poor-communication-skills.html" http://www.ehow.com/how_4851066_improve-poor-communication-skills.html Unit 5 Regulatory Issues: HIPAA and Standard Precautions Learning Objectives: By the end of this unit the student will be able to: 1. Characterize the importance of and guidelines associated with infection control. 2. Relate protecting yourself and others with standard precautions. 3. Explain HIPAA and communication. Unit Topic(s): 5.1 - Regulatory issues: HIPAA and standard precautions 5.2 - Infection control 5.3 - Standard precautions 5.4 - HIPAA 5.5 - Important components of HIPAA 5.6 - HIPAA and communication 5.7 - Guidelines for communication 5.8 - Summary Suggested Readings 1. Infection control in paediatric office settings.Paediatr Child Health. 2008 May;13(5):408-35. Available from:  HYPERLINK "http://www.cps.ca/english/statements/ID/id08-03.htm" http://www.cps.ca/english/statements/ID/id08-03.htm 2. Yassi A, Bryce EA, Maultsaid D, Lauscher HN, Zhao K. The impact of requiring completion of an online infection control course on health professionals' intentions to comply with infection control guidelines: A comparative study. Can J Infect Dis Med Microbiol. 2009 Spring;20(1):15-9. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690520/pdf/jidmm20015.pdf" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690520/pdf/jidmm20015.pdf 3. Davis D, Having K. Compliance with HIPAA security standards in U.S. Hospitals. J Healthc Inf Manag. 2006 Spring;20(2):108-15. 4. Rinehart-Thompson LA, Hjort BM, Cassidy BS. Redefining the health information management privacy and security role. Perspect Health Inf Manag. 2009;6:1d. Available from:  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2781727/pdf/phim0006-0001d.pdf/?tool=pmcentrez" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2781727/pdf/phim0006-0001d.pdf/?tool=pmcentrez Lecture(s) 5 - Regulatory Issues: HIPAA and Standard Precautions Suggested Student Application Activities Unit 5 application activities are saved under comp16_unit5_activities. Unit Self-Assessment Questions Unit 5 self-assessment questions and answer key are saved under comp16_unit5_self-assess.doc and comp16_unit5_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Web-based Resources: Healthcare-associated Infections (HAIs), Centers for Disease Control and Prevention. Available from:  HYPERLINK "http://www.cdc.gov/hai/" http://www.cdc.gov/hai/ Health Information Privacy. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) Privacy and Security Rules. Available from:  HYPERLINK "http://www.hhs.gov/ocr/privacy/" http://www.hhs.gov/ocr/privacy/ Unit 6 Team and Small Group Communication Learning Objectives: By the end of this unit the student will be able to: 1. Define Group communication definition and tiered characteristics. 2. Categorize Goals, norms, and cohesiveness of groups. 3. Explain Stages of team communication. 4. Understand Communication networks and sociograms. Unit Topic(s): 6.1 - Definitions 6.2 - Characteristics of Groups 6.3 - Factors contributing to group cohesiveness and outcomes 6.4 - Factors of effective group goals 6.5 - Small group norms 6.6 - Leadership communication 6.7 - Group member roles 6.8 - Team stages 6.9 - Summary Suggested Readings 1. Lurie SJ, Fogg TT, Dozier AM. Social network analysis as a method of assessing institutional culture: three case studies. Acad Med. 2009 Aug;84(8):1029-35. 2. Lingard L, Regehr G, Orser B, Reznick R, Baker GR, Doran D, Espin S, Bohnen J, Whyte S. Evaluation of a preoperative checklist and team briefing among surgeons, nurses, and anesthesiologists to reduce failures in communication. Arch Surg. 2008 Jan;143(1):12-7; discussion 18. 3. Murray D, Enarson C. Communication and teamwork: essential to learn but difficult to measure. Anesthesiology. 2007 May;106(5):895-6. Lecture(s) 6 - Team and Small Group Communication Suggested Student Application Activities Unit 6 application activities are saved under comp16_unit6_activities. Unit Self-Assessment Questions Unit 6 self-assessment questions and answer key are saved under comp16_unit6_self-assess.doc and comp16_unit6_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Web-based Resources: Small group communication: Effective team communication. Available from:  HYPERLINK "http://www.buzzle.com/articles/small-group-communication-effective-team-communication.html" http://www.buzzle.com/articles/small-group-communication-effective-team-communication.html Papa N. Challenges and benefits of group and team communication. Available from:  HYPERLINK "http://www.ehow.com/list_6733703_challenges-benefits-group-team-communication.html" http://www.ehow.com/list_6733703_challenges-benefits-group-team-communication.html Unit 7 Handling Conflict Learning Objectives: By the end of this unit the student will be able to: 1. Describe Dimensions of conflict. 2. Define conflict. 3. Explain approaches used in conflict resolution. 4. Discuss conflict resolution styles. 5. Describe communication strategies to resolve conflict. 6. Discuss sources and strategies addressing technical implementation conflict. Unit Topic(s): 7.1 - Dimensions of Conflict 7.2 - Conflict Defined 7.3 - Major Distinctions of Conflict 7.4 - Healthcare IT Context 7.5 - Theoretical Perspectives of Conflict 7.6 - Conflict Models 7.7 - Conflict Resolution 7.8 - Individual Level Conflict Styles 7.9 - Summary Suggested Readings 1. Hersh W.A stimulus to define informatics and health information technology.BMC Med Inform Decis Mak. 2009; 9: 24. BMC Med Inform Decis Mak. 2009;9:24. 2. Lemieux-Charles L.Physicians in health care management: 10. Managing conflict through negotiation.CMAJ. 1994 October 15; 151(8): 11291132. Lecture(s) 7 - Handling Conflict Suggested Student Application Activities Unit 7 application activities are saved under comp16_unit7_activities. Unit Self-Assessment Questions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Self-Assessment Instructions All of the questions are multiple choices with a single correct answer. For each item, the test-taker is supposed to choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Web-based Resources: Successful Conflict Management at: Evans L. Successful team conflict management strategies. Available from: HYPERLINK "http://www.life123.com/career-money/career-development/team-conflict/team-conflict-management-strategies.shtml"http://www.life123.com/career-money/career-development/team-conflict/team-conflict-management-strategies.shtml Conflict resolution: Resolving conflict rationally and effectively. Available from:  HYPERLINK "http://www.mindtools.com/pages/article/newLDR_81.htm" http://www.mindtools.com/pages/article/newLDR_81.htm All about facilitation, group skills and group performance management. Available from:  HYPERLINK "http://managementhelp.org/grp_skll/resource.htm" http://managementhelp.org/grp_skll/resource.htm Unit 8 Ethical and Cultural Issues Related to Communication and Customer Service Learning Objectives: By the end of this unit the student will be able to: 1. Characterize dimensions of Ethics. 2. Identify major characteristics of Culture. 3. Distinguish elements in intercultural communication. 4. Perform effective intercultural communication. Unit Topic(s): 8a.1 - What are ethics? 8a.2 - Approaches in ethical decision making 8a.3 - Medical ethics committees 8b.1 - Diversity and health care 8b.2 - Diversity and cultural differences 8b.3 - Dimensions of diversity 8b.4 - Potential benefits of workforce diversity 8b.5 - Ethnocentrism and intercultural relationships 8b.6 - Stereotypes and intercultural communication 8b.7 - Cultural differences that may affect communication 8b.8 - Equal Employment Opportunity Laws 8b.9 - Implications of diversity for health care delivery 8b.10- Cultural Competency 8b.11- Summary Suggested Readings 1. Cooper L, Beach M, Rachel L, Johnson R & Inui T. Delving Below the Surface: Understanding How Race and Ethnicity Influence Relationships in Health Care. J Gen Intern Med. 2006 January; 21(S1): S21S27. 2. Shrank W, Kutner J, Richardson T, Mularski R, Fischer S, Kagawa-Singer M. Focus Group Findings about the Influence of Culture on Communication Preferences in End-of-Life Care. J Gen Intern Med. 2005 August; 20(8): 703709. doi: 10.1111/j.1525-1497.2005.0151.x. 3. Ngo-Metzger Q, Massagli M, Clarridge B, Manocchia M, Davis R, Iezzoni L, Phillips R. Linguistic and Cultural Barriers to Care: Perspectives of Chinese and Vietnamese Immigrants. J Gen Intern Med. 2003 January; 18(1): 4452. doi: 10.1046/j.1525-1497.2003.20205.x. Lecture(s) 8a - Ethical Issues 8b - Culture Issues Suggested Student Application Activities Unit 8 application activities are saved under comp16_unit8_activities. Unit Self-Assessment Questions Unit 8 self-assessment questions and answer key are saved under comp16_unit8_self-assess.doc and comp16_unit8_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Web-based Resources: Hospitals, Language, and Culture:A Snapshot of the Nation. Available from:  HYPERLINK "http://www.jointcommission.org/assets/1/6/hlc_paper.pdf" http://www.jointcommission.org/assets/1/6/hlc_paper.pdf Better Communication, Better Care: Provider Tools to Care for Diverse Populations. Available from:  HYPERLINK "http://www.innovations.ahrq.gov/content.aspx?id=2908" http://www.innovations.ahrq.gov/content.aspx?id=2908 Unit 9 Personal Communications and Professionalism Learning Objectives: By the end of this unit the student will be able to: 1. Describe appropriate use of personal communication devices in the healthcare workplace. 2. Discuss the impact of inappropriate use of personal communication devices in the healthcare workplace. 3. Identify the differences between personal and professional communications. Unit Topic(s): 9.1 - Definitions 9.2 - Business Communications 9.3 - Personal Communications During Work Hours 9.4 - Text Messaging and Email 9.5 - Social Media 9.6 - Internet Use 9.7 - Communication Devices 9.8 - Special Concerns in Healthcare 9.9 - Summary Suggested Readings 1. Hans N, Kapadia FN. Effects of mobile phone use on specific intensive care unit devices. Indian J Crit Care Med. 2008 Oct;12(4):170-3. 2. van Lieshout EJ, van der Veer SN, Hensbroek R, Korevaar JC, Vroom MB, Schultz MJ. Interference by new-generation mobile phones on critical care medical equipment. Crit Care. 2007;11(5):R98. 3. Francis J, Niehaus M. Interference between cellular telephones and implantable rhythm devices: a review on recent papers. Indian Pacing Electrophysiol J. 2006;6(4):226-33. Lecture(s) 9 - Personal Communications and Professionalism Suggested Student Application Activities Unit 9 application activities are saved under comp16_unit 9_activities. Unit Self-Assessment Questions Unit 9 self-assessment questions and answer key are saved under comp16_unit9_self-assess.doc and comp16_unit9_self-assess_key.doc. Self-Assessment Instructions All of the questions are multiple-choice with a single correct answer. For each item, the test-taker should choose the most appropriate answer among a set of options. Lab Simulations None. Additional Materials Web-based Resources: Habelow E. Whats the quickest way to irk a co-worker? Available from:  HYPERLINK "http://www.forbes.com/2010/06/30/office-work-pet-peeves-gossip-fobes-woman-leadership-time-management.html" http://www.forbes.com/2010/06/30/office-work-pet-peeves-gossip-fobes-woman-leadership-time-management.html Corbo SA. Workplace Etiquette: Its important to master this essential skill for professional success. Advance For Nurses. Available from: HYPERLINK "http://nursing.advanceweb.com/Article/Workplace-Etiquette.aspx"http://nursing.advanceweb.com/Article/Workplace-Etiquette.aspx King T. Proper phone etiquette in the workplace. Available from:  HYPERLINK "http://www.ehow.com/about_6740810_proper-phone-etiquette-workplace.html" http://www.ehow.com/about_6740810_proper-phone-etiquette-workplace.html Acronyms and Abbreviations ADA--Americans with Disabilities Act ARRA--American Recovery and Reinvestment Act CMS--Center for Medicare and Medicaid Services EEO--Equal Employment Opportunity EHR--Electronic Health Record EMI--Electromagnetic Interference HAC--Hospital Acquired Condition HIM--Health Information Management HIPAA--Health Information Portability and Accountability Act HITECH--Health Information Technology for Economic and Clinical Health IT--Information Technology POC--Point of Care ROI--Return on Investment SLA--Service Level Agreement SMART--Specific, Measureable, Achievable, Realistic, Time Bound SMCR--Source - Message - Channel - Receiver VoIP--Voice over Internet Protocol  Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported CC BY-NC-SA This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 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The best way to do this is with a link to this web page ( HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/3.0/" http://creativecommons.org/licenses/by-nc-sa/3.0/). To view the Legal Code of the full license, follow this link:  HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/3.0/legalcode" http://creativecommons.org/licenses/by-nc-sa/3.0/legalcode     Component 16 Health IT Workforce Curriculum  PAGE \* MERGEFORMAT 29 Version 2.0/Spring 2011  This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023. =>?STXpqrs #  ! = S T ɹɨsaSSSSHShGs5B*\phhohc.5B*\ph#hV<hc.5B*CJ(\aJ(phhoh5B*\phh5B*\phhc.5B*\ph hohc.5B*CJ0aJ0ph hohc.5B*CJ8aJ8phhohc.5B*CJH\phhohc.B*ph#hohc.5B*CJ`\aJ`phhohc.5CJ`aJ`hohc.5CJ`\aJ`>?@TUVWXpqrs   gdc.  X^ `Xgdc. ^`gdc.$a$gdc.$]^a$gdc.  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