92489 Foundations of Health Information Management
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health
Anti-requisite(s): 96332 Fundamentals of Health Information Management
Description
The last three decades have witnessed a phenomenal information revolution as a consequence of the internet and other information technologies. The worldwide demand for healthcare reform has led to health services moving from paper to electronic records, which has resulted in the need for more and better information. The amount of information generated by one person during an encounter with the health service is formidable, and the management of this information and its exchange between health professionals is integral to any healthcare system. The transformation to digital records requires accurate coding of clinical content to support patient safety and quality improvement. This subject exposes the student to three major components of health information management – the patient record, major documentation principles, and relevant clinical communication and information exchange systems. The foundation for a successful health information system rests on the content, organisation, reliability and appropriateness of its data, and students are shown how this view of information management applies to patient-related data. Lastly, students gain an appreciation of how to create and exchange health information with ease and flexibility so that information is available when it is needed for the right purpose and at the right time.
Subject learning objectives (SLOs)
| A. | Analyse the key functions, roles, requirements and expectations of the patient health record in the contemporary healthcare environment |
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| B. | Evaluate general and specific documentation guidelines for a selected range of common health record forms and views |
| C. | Appraise critically strategies available to health services to maximise data quality within its information ecosystem |
| D. | Review and explain contemporary challenges of clinical communication and information exchange inherent in the delivery of health care |
| E. | Interpret and apply the legal obligations of health information within the Australian healthcare environment |
| F. | Effectively communicate health information to audiences from different backgrounds |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Evaluate the effectiveness and efficiency of health projects and programs (2.1)
- Develop creative and innovative responses to health issues (2.2)
- Identify and use culturally sensitive and appropriate communication techniques aimed at improving health in diverse populations (3.1)
- Recognises the need of supportive and responsive evidence-based practice in diverse communities (4.2)
- Demonstrates critical thinking in the development and practice of public health (5.1)
Teaching and learning strategies
This subject is designed to assist students understand the basics of using health data and the systems that provide that information, as well as the health information that is frequently collected, reported, delivered and processed. It is anticipated that the knowledge and skills gained in this subject will allow the graduate to collect health information in a way that is reliable and to retain control of the information they collect.
Pre-session learning
Students access online learning resources such as podcasts, videos and literature prior to attending face-to-face on-campus sessions to improve their confidence in approaching the proposed content, afford them time to construct questions, and facilitate discussion in class, resulting in shared learning, experiences and reflections. The specific sessions will be detailed in this subject outline and all resources will be located on UTSOnline.
Blend of online and face-to-face strategies
This subject benefits from both the real time delivery of content and access to resources via UTSOnline, including videos and learning resources. Students attend weekly face-to-face on-campus sessions, in the form of a 3 hours workshop. The workshop provides a variety of models and theories for each content area, followed by discussion and activity on which are best suited to likely situations in the health service environment. A number of industry representatives provide their experience in collecting and analysing data, and reiterate lessons learnt in health information management.
Case based scenarios and collaboration
Contemporary Australian and international cases are used to help students explore the approaches to health information management. Students will collaborate and use these scenarios to learn concepts, interpret existing processes and procedures related to data within the healthcare environment. Self, peer and teacher feedback is provided during the workshop to develop students’ judgement.
Assessment range
Students will be exposed to a variety of assessment modes, including presentation, critique, design and report. Feedback will be provided on assessments to ensure students can identify areas for development and areas of sufficient expertise. Students are encouraged to use contemporary educational technology. Some of the assessment will use a case study approach, with the student asked to assume a designated health information manager role in a hypothetical health service.
Early low-stakes feedback will be provided via two methods:
- during workshop sessions, where students discuss material raised in the workshop, and ask questions of their peers and lecturing staff;
- partial result for the first assessment task (presentation), worth 15%, will be received prior to the census date
Continual feedback will be provided via the following methods:
- peer communication, individual and lecturing staff contributions to the workshop discussions, where a range of topics will be discussed;
- time in workshop sessions will be provided for each assessment task to help students consolidate lessons learned and to prepare for the assessment task;
- written and verbal feedback will be provided for each assessment task after submission;
- progressive assessment tasks, worth 30%, 20%, and 50%.
Content (topics)
The patient health record
- format evolution / sources of health data and information / role of health information manager
- drivers for electronic documentation adoption / electronic medical record / electronic health record
- legal requirements / general principles regarding access and disclosure policies
Documentation
- common health records – administrative, ancillary, clinical
- guidelines / format and types / design and control / data quality
Clinical communication and information exchange
- Overview and understanding of terms
- Interoperability, interfacing and mapping
- ICD-10 / DRGs / SNOMED-CT / ICPC2 / DSM-5 / LOINC / HL7 / UMLS / MeSH / NIC / NOC / ICNP / AMT / UMDNS / APACHE
Assessment
Assessment task 1: Group Assignment – Legal implications of information disclosure
| Intent: | This assessment requires students to consider health information ownership and the legal implications in relation to disclosure of patient information. It reinforces that while health information is valuable if accurate, complete and available when needed, health information management personnel must protect the integrity of that information. This assessment has been designed to highlight to the student that a variety of people and organisations want and need health information, and therefore every healthcare facility needs policies and procedures to guide employees in handling health information access and disclosure requests. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and E This assessment task contributes to the development of graduate attribute(s): .4, 2.1, 4.2 and 5.1 |
| Type: | Case study |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | Presentation - 15 mins Brochure - One double sized A4 page |
| Criteria: |
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Assessment task 2: Individual Assignment - Critique of health record forms
| Intent: | This assessment is designed to provide the students with an opportunity to apply the knowledge gained during the workshops to real-life scenarios. By undertaking a critique of a variety of health record forms, students will be able to appreciate how poor documentation design can lead to errors, lower productivity and workarounds to circumvent the troublesome format. It will ensure they are cognisant of the need to keep the human-technology interface central to the creation of all health record forms. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 2.1 and 2.2 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | One page critique per health record forms; 5 pages maximum |
| Criteria: |
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Assessment task 3: Individual Assignment – Design an electronic health record form
| Intent: | This assignment provides students with an opportunity to apply knowledge gained in workshops to actual practice. An important aspect of data collection in health, form design, is the focus of this assessment. The exercise in assignment 2 provides students with a better understanding of the essential elements of a data collection form. Building upon that knowledge, this assessment enables students to enhance knowledge and skills through hands-on experience in the design of a digital form. Given the current development in the arena of health information management, and the government announcement of total adaptation of digital data collection in coming years, students will gain timely form designing skills required by the industry through this assessment. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D and F This assessment task contributes to the development of graduate attribute(s): 2.1, 2.2 and 3.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 2500 words |
| Criteria: |
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Required texts
There is no specific text for this subject, however students are encouraged to access a range of content about data in textbooks, journals, podcasts and videocasts.
Other resources
UTS Student Centre
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For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.