COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Health Care Administration Department
Management and Information Systems
Fall 2015
Instructor: Nora Goto, PMP, MSN, MSHCA
E-mail: nora.goto@csulb.edu
Office Hours: 6p-7p Tuesday HHS 03
Phone: (714) 322-3299
Class Number: HCA 416-6790
Class Meets: Monday, 7:00-9:45p
Room number : - PH1 Room 108
Additional Contact:
HCA Dept. Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
I. Catalog Description
Evaluation of concepts, analysis and design of management information systems; management decision models, and strategies for implementing system changes. Letter grade only (A-F). Pre-requisite/Co-requisite: HCA
402.
II. Learning Objectives, Domain and Competency Table
Background and overview of the analysis, design, evaluation, selection, installation, use, and management of information systems in health care settings. Review of the information management function and the value of information. Explore the role of information technology in the provision of high quality care and management decision making. Discuss detail on computer hardware, software, networking, and telecommunications sufficient for understanding of concepts and relevant to health care managers and staff.
The class consists of lecture, discussion of reading material and associated questions, case studies, and contemporary topics in health care information management. Student participation and regular class attendance are essential for course success.
Link each learning objective to a domain and a competency as listed in the Health Leadership Alliance directory: http://www.healthcareleadershipalliance.org/directory.htm
.
1

Learning Objective- At the conclusion of this course, the student will be able to:
1.
Demonstrate an understanding of computer and computer related terminology.
Domain Competency
5 Role and function of information technology in operations
2.
Demonstrate an understanding of hardware and software.
5 Information technology (e.g., e-commerce;
Internet; Intranet)
Activity (A1),
Assignment (A2) or Assessment
(A3)
A2, A3
A2, A3
5 Data analysis including manipulation, understanding of, and ability to explain data
A1, A2, A3
3.
Analyze healthcare data using MS Excel and MS
Access.
4.
Analyze the nature of information needs in the organization.
5 Role and function of information technology in operations
Broad systems connections--potential impacts and consequences of decisions in a wide variety of situations both internal and external
Principles of database and file management
Role of data standards in the health care environment.
A2, A3
A2, A3
5.
Demonstrate understanding of relational database, data warehouse and data mart concepts.
Understand the importance of data standards.
5
5
6.
Demonstrate an understanding of
Electronic Medical
Records
5
7.
Demonstrate an understanding of decision support systems and processes
8.
Demonstrate understanding of basic statistical data used in healthcare industry
9.
Demonstrate an understanding of information security including HIPAA regulation.
10.
Demonstrate an understanding of creating reports with Graphs and charts to present data.
5
5
5
Physician practice management IT systems
(e.g., billing; referral/authorization; claims processing; electronic medical records; prescription writing; productivity; transcription)-
Role and function of information technology in operations
Role and function of information technology in operations
Privacy, confidentiality and security requirement for information management (e.g.,
HIPPAA; Medical Records)
Data analysis including manipulation, understanding of, and ability to explain data,
Turn data into information.
A2, A3
A2, A3
A1, A2, A3
A2, A3
A1, A2, A3
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III. Text(s) and other course materials
Primary Textbook:
Fenton, Susan H., Biedermann, Sue, Introduction to Healthcare Informatics. American Health Care
Information Management Association, 2014.
Required Reading (Articles and ebook):

Brackett, Michael, Data Resource Data, Technics Publications, (2014), Chapter 3- Data
Responsibility and Data Transformation (Those topics only-ebook, CSULB).

Utley, Craig (2008). Designing the Star Schema Database. CIOBriefings, 1.1
. Retrieved from: http://www.ciobriefings.com/Publications/WhitePapers/DesigningtheStarSchemaDatabase/tabid/101
/Default.aspx

Provost, Lloyd P, Murray, Sandra K, The Health Care Data Guide, Learning from Data for
Improvement, Josey Bass (2011), Chapters 1-2

Austin, Charles J., Boxerman, Stuart B, Information Systems for Health Services Administration
AUHPA Press/Health Administration Press, 6 th
Edition

Macdonald, Ian Burke, Catherine Stewart, Karl ,Systems Leadership, Creative Positive
Organizations, Part 4, Ashgate Publishing Ltd , 2006 (ebook library),

HIPAA - PHI: List of 18 Identifiers and Definition of PHI. UCSF Human Research Protection

Hsiao, C., Beatty, P., Hing, E., Woodwell, D., Rechtsteiner, E., & Sisk, J. (2009). Electronic Medical
Record/Electronic Health Record Use by Office-based Physicians: United States, 2008 and
Preliminary 2009. Centers for Disease Control and Prevention. Retrieved from: http://www.cdc.gov/nchs/data/hestat/emr_ehr/emr_ehr.htm

Health Information: Management of a Strategic Resource 4 th Edition by Mervat Abdelhak, Ph.D,
RHIA, FAHIMA, Sara Grostick, MA, RHIA, FAHIMA, Mary Alice Hanken, PhD, RHIA,CPRS,
Published by Elsevier Saunders, 2012
IV. Types of Assignments/Sequence of Assignments
Extra Credit
Extra credit class exercises on key terms provided by instructor in the previous session. Extra credits should be done in class. Students are not eligible to turn in extra credit for the sessions that they have an unexcused absence.

10 class exercises are 1% each.

Should be done in class - no exception

Student may miss one question and receive full 1% credit
3

Data Project *(Due 11/30)

Project should include the following sections. For more information please refer to Syllabus Review
PowerPoint as well as the project template provided.

Section I: Introduction

Section II: Overall Statistics (includes analysis, tables and graphs)
1.
ALOS State Statistic vs. National average
2.
Cost per Discharge vs. National average
3.
Cost per Day vs. National average

Section III: Top 5 DRGs by Discharges (includes analysis, tables and graphs)
1.
Top 5 DRG by Discharge State Statistic
2.
Top 5 DRG by Discharge National Statistic
 Section IV: Top 5 DRGs by ALOS (includes analysis, tables and graphs)
1.
Top 5 DRG by ALOS State Statistic
2.
Top 5 DRG by ALOS National Statistic

Section V: Conclusion

Summarize findings and add personal interpretation

What else would you recommend for further research based on your results?
Grading for the term project is broken down by the following categories:
- Data accuracy (30%)
- Data format (15%)
- Graphs (15%)
- Grammar (15%)
- Analysis (15%)
- Structure (10%)
Any delay in term project submission will result in 5 percentage points per day
4

Class Date
1 8/24/2015
2
3
8/31/2015
9/7/2015
Holiday
Class on
9/14/2015
Topic

Course purpose, outline and structure

Computer History

Associated Roles in Health
Care Informatics
Reading
Chapter 1-Fenton and Biedermann pages
16-24
Macdonald, Ian Burke, Catherine Stewart,
Karl ,Systems Leadership, Creative
Positive Organizations, Part 4, (ebook library)
Computer History http://www.computerhistory.org/timel ine/?category=cmptr
Chapter 1-Fenton and Biedermann pages
1-16
Chapter 3-Fenton and Biedermann
Turn In
Extra Credit 1
(Class 1)(1% extra credits)

Health Care Information
Infrastructure and Systems

History of EHR

Introduction to the
Electronic Health Record

Data Management

Data Transformation

MS Access Lab –
Introduction to Access (0%)
Extra Credit 2
(Class 2) (1% extra credits)
Chapter 4-Fenton and Biedrmann-pp. 93-
94
Chapter 5-Fenton and Biedermann pp. 95-117
Introduction to Information Systems,
5th Edition International Student
Version
By: R. Kelly Rainer; Brad Prince; Casey
G. Cegielski
Publisher: John Wiley & Sons
Pub. Date: April 21, 2014
Print ISBN: 978-1-118-80855-9
Web ISBN: 1-118808-55-X
Read the following
5.5 Data Warehouses and Data Marts
5.6 Knowledge Management
Data Resource Data
By: Michael Brackett
Publisher: Technics Publications
Pub. Date: September 1, 2014
Print ISBN-13: 978-1-935504-26-9
Web ISBN-13: 978-1-935504-28-3
Michael Brackett, Chapter 3-Data
Responsibility and Data Transformation
(Those topics only-ebook, CSULB).
Lab
5

Class Date
4 9/21/2015
5
6
7
8
9/28/2015
10/5/2015
10/12/2015
10/19/2015
Topic

Computer Files

Databases

Relational Databases

Data Management

Data Warehouse vs. Data
Marts

MS Access Lab Exercise
(10%)

Data Standards

Understanding
Terminologies

EMR: Electronic Medical

Records
Midterm review
Mid Term
Reading
Chapter-4 Fenton and Biedermann
Fundamentals of Relational Database
Design http://r937.com/relational.html
Access Terminology
Turn In
Extra Credit 3
(Class 3)(1% extra credits)
Class exercise
Build a database-
Teams 4-6 people
PM=2% participation
Access teminology.pdf
Introduction to Information Systems,
5th Edition International Student
Version
By: R. Kelly Rainer; Brad Prince; Casey
G. Cegielski
Publisher: John Wiley & Sons
Pub. Date: April 21, 2014
Print ISBN: 978-1-118-80855-9
Web ISBN: 1-118808-55-X-
Read the following
5.1 Managing Data
5.2 Big Data
5.3 The Database Approach
Utley, Craig. "Designing the Star Schema
Database." CIOBriefings. 4 Nov. 2006
<http://www.ciobriefings.com/WhitePape rs/StarSchema.asp>.
LAB exercises - students to answer key questions by analyzing an Access database, using Access queries.
Lab
Chapter 9-Fenton and Biedermann
Chapter 2-Fenton and Biedermann
Electronic Medical Records." Open
Clinic. 4 Nov. 2006
<http://www.openclinical.org/emr.html
http://www.aha.org/advocacyissues/hit/index.shtml
Extra Credit 4
(Class 4) (1% extra credits)
Class Exercise
Extra Credit 5
(Class 6) (1% extra credits)
6

Class Date
9 10/26/2015
10 11/2/2015
Topic

Metrics
 “Big Data”

Utilization

Readmission Rates

Quality of Care

Decision Support

Reporting


Business application
Data Analysis

Database and Access
Review
Reading
Chapter 7-Fenton and Biedermann
Chapter 9- Fenton and Biedermann, pp.
216-217
Turn In
Extra Credit 6
(Class 7) (1% extra credits)
Wiley_CIO_Volume_
578_Big_Data_Big_Analytics_Emerging_Business_Intelligence_and_Analytic_Trends_for_Today_s_Businesses.pdf
What is Care Management? http://www.rwjf.org/content/dam/farm/r eports/issue_briefs/2009/rwjf49853
Hospital Utilization
(in non-Federal short-stay hospitals) http://www.cdc.gov/nchs/fastats/hospital.
htm
Calculation of the Office of Statewide
Health Planning and Development’s
(OSHPD) Case Mix Index (CMI) http://www.oshpd.ca.gov/HID/Products/P atDischargeData/CaseMixIndex/default.a
sp
Managed Care Resources, Inc http://www.mcres.com/mcrdef.htm
What criteria should we use when screening measures of quality for public reporting? http://www.ahrq.gov/qual/perfmeasguide/ perfmeaspt4a.htm#q22
Readmission Reduction http://www.cms.gov/Medicare/Medicare-
Fee-for-Service-
Payment/AcuteInpatientPPS/Readmission s-Reduction-Program.html
Chapter 7 Fenton and Biederman pp165
Chapters 1-2, Provost and Murray, The
Health Care Data Guide, (ebook, library)
An Environmental Snapshot-- Quality
Measurement Enabled by Health IT:
Overview, Challenges, and Possibilities http://healthit.ahrq.gov/portal/server.pt/co mmunity/ahrqfunded_projects/654/health_itenabled_quality_measurement/30886
Lab
Extra Credit 7
(Class 9) (1% extra credits)
7

Class Date
11 11/9/2015
12
13
14
15
16
11/16/2015
11/23/2015
11/30/2015
12/7/2015
12/14/2015
Topic

Graphical Display

MS Excel – formulas and
 reporting exercises (5%)
MS Excel – Graphs and pivot table (5%)

Outcomes

Data

Interpretation/Comparison
Wearables and healthcare trends

Term Project -Review
Reading
Chapter 5-Fenton and Biedermann pp.
117-126
LAB exercises: calculating key health care statistics using Excel
LAB exercises: creating graphs and pivot tables
Lab
Library-American Hospital
Directory http://health.usnews.com/besthospitals/rankings http://www.calqualitycare.org/
Provider Outcomes www.healthgrades.com
www.zocdoc.com
www.cms.gov
www.certificationmatters.org http://health.usnews.com/doctors
Insurer Ratings. www.ncqa.org
www.cms.gov
www.chcf.org
http://www.opa.ca.gov/Pages/ReportCard
.aspx
Lab
Turn In
Extra Credit 8
(Class 10) (1% extra credits)
Extra Credit 9
(Class 11) (1% extra credits)
Class
Exercise/Share 2%
Participation

No Class

Holiday week

Security

Privacy

System Lifecycle and
 project management
The Legal Electronic Health
Record

Final Review

Final
Chapter 10 Fenton and Biedermann
Chapter 11 Fenton and Biedermann
HIPAA - PHI: List of 18 Identifiers and
Definition of PHI." UCSF Human
Research Protection Program. 20 Nov.
2003. 4 Nov. 2006 http://www.research.ucsf.edu/chr/HIPAA/ chrHIPAAphi.asp
Chapter 6-Fenton and Biedermenan
Chapter 12-Fenton and Biedermann
Coordination in Large Agile Projects, Xu,
Peng, Review of Business Information
Systems, Volume 13, No. 4 pp. 29-43.
Penalty for being late
Extra Credit 10
(Class 14) (1% extra credits)
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V. Basis for Assigning the Course Grade
% of Grade
10% Class
Participation and
Attendance
20% Labs
Details
- Attendance (5%)
- Participation in and contribution to class discussion of lecture material, reading assignments, and questions (5%)
- Lab 1: Introduction to Access tables and queries (0%)
- Lab 2: calculating statistics from an Access database (10%)
- Lab 3: using Excel to calculate key healthcare statistics (5%)
- Lab 4: creating Excel graphs and pivot tables (5%)
20% Data Project
50% Examinations - Mid-term (multiple-choice)—50 questions (25%)
(multiple choice)
10 Extra Credit
- Final (multiple-choice)—50 questions (25%)
-10class exercises are worth (1%)
Points
Final grade calculation = ((Participation*5)+(Attendance*5)+(Access lab*10)+(Excel lab1*5)+ (Excel lab2*5)+(Data project*20)+ (Midterm Exam *25)+ (Final Exam*25))/100.
Extra credit points will be added to final exam grade.
VI. Withdrawal policy
Withdrawal after 2 nd
week and before final 3 weeks “permissible for serious and compelling reasons”. The student will be asked to substantiate their circumstance with official documentation.
VII. Attendance policy
Students are expected to attend classes regularly and arrive on time. Students should not miss classes except for valid reasons such as illness, accident or participation in officially approved University activities. Students are expected to notify their instructor in advance when they know they will have an excused absence. It is the student’s responsibility to arrange to make up any work missed. All unexcused absences will result in 1 point reduction in your attendance grade.
VIII. Students Requiring Accommodations for Special Needs
It is the student’s responsibility to notify the instructor of the need for accommodations during the first week of class.
VIIII.
Commitment to Inclusion
California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect. All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the
Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.
X. Cheating and plagiarism
University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02 .
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The following is excerpted from the California State University, Long Beach Policy Statement 85-19, dated December 13, 1985.
It is the policy of the faculty and administration to deal effectively with the student who practices cheating or plagiarism. These acts are fundamentally destructive of the process of education and the confident evaluation of a student's mastery over a subject. A University maintains respect and functions successfully within the larger community when its reputation is built on honesty. By the same token, each student benefits in helping to maintain the integrity of the University. This policy, therefore, provides for a variety of faculty actions including those which may lead to the assignment of a failing grade for a course and for administrative actions which may lead to dismissal from the University. It is the intent to support the traditional values that students are on their honor to perform their academic duties in an ethical manner.
The following definitions of cheating and plagiarism shall apply to all work submitted by a student.
Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one's own, without giving credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived at through independent reasoning or logic or where the thought or idea is common knowledge.
Acknowledge of an original author or source must be made through appropriate references, i.e., quotation marks, footnotes, or commentary. Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions with rightfully belong to another; in written work, failure to use quotation marks when quoting directly from another, whether it be a paragraph, a sentence, or even a part thereof; close and lengthy paraphrasing of another writing or paraphrasing should consult the instructor.
Students are cautioned that, in conducting their research, they should prepare their notes by (a) either quoting material exactly (using quotation marks) at the time they take notes from a source; or (b) departing completely from the language used in the source, putting the material into their own words. In this way, when the material is used in the paper or project, the student can avoid plagiarism resulting from verbatim use of notes. Both quoted and paraphrased materials must be given proper citations.
Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included are plagiarism as defined and altering or interfering with the grading procedures.
It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner which clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.
One or more of the following academic actions are available to the faculty member who finds a student has been cheating or plagiarizing.
(a) Review -- no action.
10

(b) An oral reprimand with emphasis on counseling toward prevention of further occurrences;
(c) A requirement that the work be repeated;
(d) Assignment of a score of zero (0) for the specific demonstration of competence, resulting in the proportional reduction of final course grade;
(e) Assignment of a failing final grade;
(f) Referral to the Office of Judicial Affairs for possible probation, suspension, or expulsion.
11

XI. Bibliography
American Hospital Association (2010). The Road to Meaningful Use: What it Takes to Implement Electronic
Health Records. TrendWatch April 2010.
Di Donato, J and Walker S. (2008). Health Information Management: What Business Are We In? Health
Information Management Journal.
Hammond, W. Ed (2005), The Making And Adoption Of Health Data Standards, Health Affairs , Volume 24,
Number 5, pp. 1205-1213.
Miller, C. (2007). A Healthier Dose of Data Storage. ADVANCE for Health Information Professionals.
Gartee, R. (2010). Electronic Health Records. Upper Saddle River, NJ: Pearson-Prentice Hall
Marchibroda, J. (2010). There Can Be No Reform Without an Information Revolution. Forbes.com
Pickens S., & Solak J. (2005). National provider identifier (NPI) planning and implementation fundamentals for providers and payers. Journal of Healthcare Information Management , p. 41-47.
Smaltz D., Callander R., Turner M., Kennamer G., Wurtz H., Bowen A., & Waldrum M.R (2005). Making sausage—effective management of enterprise-wide clinical IT projects care Journal of Healthcare Information
Management, p. 48-55
Smith, Mark, Saunders, Robert, Stuckhardt, Leigh, McGinnis, J. Michael,Editors; Committee on the Learning
Health Care System in America; Institute of Medicine (Pre Publication Copy) (2012) Best Care at Lower Cost :
The Path to Continuously Learning Health Care in America, pp. 34-41
Zhang, Yang, Fong, Simon, Fiaidhi, Jinan, Mohammed, Sabah, (2012) Real-Time Clinical Decision Support
System with Data Stream Mining, Journal of Biomedicine and Biotechnology, Volume 2012, Article ID
580186, 8 pages.
XII. Additional information resources
For more information on the university syllabus policy please go to the Faculty Center for Professional
Development website at: http://www.csulb.edu/divisions/aa/personnel/fcpd/ .
The faculty handbook can also be found online at the following link: http://www.csulb.edu/divisions/aa/personnel/handbook/
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