SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-INTENT
T0 COLLEGE ASSOCIATE DEAN FOR
CURRICULUM DEVELOPMENT
PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO DR.
ALLEN JACOBS, COLLEGE ASSOCIATE DEAN FOR CURRICULUM
DEVELOPMENT. Dr. Jacobs determines which campuses are affected by proposal
and fills out the Response to Proposal Form below. Dr. Jacobs returns the Letter-of
Intent and Response to Proposal forms to proposer with copies to the appropriate
Executive Deans.
Proposer _Diane P. Fabian________
(name)
Department/Discipline
Campus:
A____
E____
G__X_
Health Sciences/ Health Information Technology___
Telephone_x6342__________
E-mail_fabiand@sunysuffolk.edu___________
Name of Curriculum/Course: Proposal _HIT/HIT114 & HIT119 Date_10/27/11____
College Associate Dean for Curriculum Development completes form below this line.
******************************************************************
Type of Proposal
Course
New_________________________________
Revised ___X____________________________
Adoption______________________________
Curriculum
New__________________________
Revised________________________
Expedited Revision _______________
A.A._____ A.S. _____ A.A.S _____
Certificate __
This proposal requires the following approval(s)
Single Campus _X____
*College_____
*College approval is required when the proposal has an
impact on more than one campus.
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-INTENT
T0 COLLEGE ASSOCIATE DEAN FOR
CURRICULUM DEVELOPMENT
Description of proposal idea and rationale.
(Proposer should present description of proposal idea on this page along with a
rationale for the proposal.)
The proposed changes would include prerequisites for the
Health Information Technology courses, HIT114 and HIT119. The
rationale for these changes is to ensure that the students follow
the proposed sequence. The problem has been that students are
getting into the upper level courses without the required
foundation courses. Please see the table for the proposed
changes:
Course
Proposed Change
HIT114 Introduction to Health Information Add as Prerequisites:
Technology
MED111
Medical
Terminology
and
BIO138 Structure and Function of Human
Anatomy
HIT119 Privacy and Security of the Electronic Add as Prerequisite:
Health Record
HIT 117 Electronic Health Record
SUFFOLK COUNTY COMMUNITY COLLEGE
RESPONSE TO PROPOSAL
FROM COLLEGE ASSOCIATE DEAN FOR CURRICULUM
DEVELOPMENT
College Associate Dean for Curriculum Development uses this form to respond to
the proposal with instructions for further developing proposal (e.g., which forms to
use, the campuses and departments who need to be consulted, items to be
considered when developing the proposal.)
******************************************************************
TO: Diane Fabian
FROM: Allen Jacobs
DATE: October 31, 2011
***********************************************************
Comments:
Please proceed with the approval process by completing a Course Revision Proposal
Form for each course. After these forms have been completed, email them, along with a
Campus Dean Final Approval Form for each course, to Dean Keane. After receiving the
executive dean’s approvals, email the entire proposal packet to one of the Grant
Campus Curriculum Committee co-chairs, MARIA REITANO or MARC FELLENZ.
Please note that letters of support from the executive dean are no longer required.
Cc:
Appropriate Executive Deans/Deans of Instruction
Tina Good, College Curriculum Committee Chair
SUFFOLK COUNTY COMMUNITY COLLEGE
COURSE-REVISION PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( ) Eastern
(X ) Grant
Date Submitted to Curriculum Committee: _____11/8/11_____
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.
PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.
Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.
( X ) Electronic Letter of Intent
( )
Electronic Letter of Support from Executive Dean(s)
(X )
Vote(s) of Department:
Name of Department: Health Sciences Department
For: __8___ Against: _____
Abstentions: __1___
Date of Vote: __10/31/11________
Proposer's Initials: _df____
Select One: Approved_____ Not approved_____
Name of Department: _(Name of Department/Campus)_
For: _____
Against: _____
Abstentions: _____
Date of Vote: __________ Proposer's Initials: _____
Select One: Approved_____ Not approved_____
Name of Department: _(Name of Department/Campus)_
For: _____
Against: _____
Abstentions: _____
Date of Vote: __________ Proposer's Initials: _____
Select One: Approved_____ Not approved_____
( )
Campus Dean Final Approval Form(s)
(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
-------------------------------------------------------------------------------------cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
Dr. Tina Good, College Curriculum Committee Chair
Academic Chairs of affected departments
Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the
Curriculum Committee Chair e-mails proposer and explains why proposal
was not approved and sends an electronic copy of explanation to the
College Curriculum Chair and the College Associate Dean for Curriculum
Development.)
***********************************************************
*******
( )
Vote of Curriculum Committee
Name of Committee:_______________________________
For: _____ Against: _____ Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
( )
Vote of Ammerman Faculty Senate (if appropriate)
For: _____ Against: _____ Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of East Congress (if appropriate)
For: _____ Against: _____ Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of Grant Assembly (if appropriate)
For: _____ Against: _____ Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
***********************************************************
*******
Proposal is _____Approved _____Not Approved
Date________________________________________
Comments:
NAME OF PROPOSAL:____HIT114 Introduction to Health Information Technology
DEPARTMENT/DISCIPLINE:
I.
Health Sciences/Health Information Technology___
CATALOG DESCRIPTION:
(Complete this section only if you wish to revise the catalog description.
Provide the current as well as the proposed description, and state a
rationale for the proposed change.)
CURRENT:
This course will introduce the students to the Health Care Delivery
system, the role of the electronic health record and health informatics as it relates to data
content, format and management. The National Health Information Infrastructure and
the role of the Health Information Management professional will be studied.
PROPOSED: :
This course will introduce the students to the Health Care Delivery
system, the role of the electronic health record and health informatics as it relates to data
content, format and management. The National Health Information Infrastructure and
the role of the Health Information Management professional will be studied. (Prerequisites
MED111 and BIO138)
The rationale to add prerequisites is to ensure that the
students follow the proposed sequence. The problem has been
that students are getting into the upper level courses without the
required foundation courses.
II.
STATEMENT OF COURSE OUTCOMES
Fill out this section only if you wish to add, delete, or revise course outcomes, and state a
rationale for the proposed change.
(Course outcomes should be stated in the form of precise and measurable learning outcomes,
e.g., “Upon successful completion of this course, students will be able to. . . . ”)
III.
RELATIONSHIP TO STUDENTS
A.
Credits/Contact Hours
(Complete this section only if you wish to change the credits or contact hours for the
course, and provide a rationale for proposed change in credits and contact hours. See
the formula for credits and contact hours on the Curriculum Website.)
Credit Hours _____
Contact Hours_____
Lecture_____
Lab_____
Studio_____
B.
Internship_____
Course Fees
(Complete this section only if the proposed revision has an impact on the fees
students will be charged when enrolling in the course.)
Lab Fees__________
C.
Course Fees__________
Prerequisites/Co-requisites
(Complete this section only if you wish to change the prerequisites or co-requisites for
this course. Provide a rationale for the proposed change.)
The
rationale is to ensure that the students follow the proposed
sequence. The problem has been that students are getting into
the upper level courses and are not academically prepared for
the work.
Add prerequisites MED111 and BIO138 to HIT114.
IV.
V.
RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES
A.
Will the proposed course revision require additional staff? If so, please
specify. No
B.
Will the proposed course revision require additional equipment, space,
technology, etc.? If so, please specify. NO
RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
(Complete this section out only if you wish to make an existing course a SUNY General
Education course.)
A.
Identify which of the ten SUNY knowledge and skills areas the course
will fulfill.
The ten SUNY knowledge and skill areas are Mathematics, Natural
Sciences, Social Sciences, American History, Western Civilization, Other
World Civilizations, Humanities, The Arts, Foreign Language, Basic
Communication. For a list of existing SUNY-approved General Education
courses offered at SCCC, see the curriculum website.
N/A
B.
Demonstrate how the course outcomes map to the SUNY Learning
Outcomes for the knowledge and skills areas you have identified. (For
a complete list of SUNY-approved General Education Learning Outcomes, see the
curriculum website.)
N/A
C.
How does this course incorporate the SUNY infused competencies of
Critical Thinking and Information Management? (See the SUNY-approved
General Education Learning Outcomes for Information Management and Critical
Thinking on the curriculum website.)
N/A
D.
Do the faculty within the department/discipline agree to assess this
course according to the approved SUNY-approved Campus Based
General Education Assessment Plan or the SUNY-approved
Strengthened Campus-Based Assessment Plan, using assessment
measures, i.e., instruments that measure the attainment of student
learning outcomes as described in the plan?
N/A
VI.
SAMPLE COURSE OUTLINE
(See Faculty Handbook online for guidelines.)
SUFFOLK COUNTY COMMUNITY COLLEGE
WESTERN CAMPUS
COURSE SYLLABUS
COURSE TITLE:
INTRODUCTION TO HEALTH INFORMATION
CATALOG NO:
CREDIT HOURS:
HIT 114
3 hours
Semester:
Professor:
COURSE DESCRIPTION:
This course will introduce the students to the Health Care Delivery system, the role of the
electronic health record and health informatics as it relates to data content, format and
management. The National Health Information Infrastructure and the role of the Health
Information Management professional will be studied .
OBJECTIVES:
Upon completion of the course the student will be able to:
1. Discuss the factors affecting health care delivery in the United States.
2. Explain the general structure and function of a hospital including
governing and committee structures.
3. Identify the role of the Health Information professional.
4. Describe the purpose, content and format of the medical record.
5. Describe the difference between primary and secondary health records and give examples.
6. Perform concurrent and retrospective quantitative, qualitative, and statistical
analysis.
7. Set up numbering and filing systems.
8. Explain the retention requirements for health information.
9. Develop policy and procedures for work flow.
INSTRUCTIONAL/TEACHING METHODS:
Blended Method
Lectures on scheduled dates
Discussions and Group Assignments online
Reading Assignments
Collaborative Projects
EVALUATION:
Successful completion of the course will depend upon the performance on the quiz, midterm,
final, and projects.
Quiz
Project
10%
20%
Midterm
Part I Multiple Choice,
Part II Analysis
Final Exam
Part I Multiple Choice
35%
35%
ATTENDANCE POLICY:
Students are expected to attend all classes. The College defines excessive absence or lateness as
more than one week of class meetings during the semester. Excessive absence or lateness may
lead to failure or removal from this class roster.
TEXT:
Health Information Management Technology: An applied approach, 3rd edition by Merida L.
Johns, PhD, R.H.I.A., American Health Information Management Association, 2010.
DOMAINS, SUBDOMAINS, AND TASKS
I.A.2. Conduct analysis to ensure that documentation in the health record supports the diagnosis
and reflects the patient’s progress, clinical findings and discharge status.
I. B. 1. Monitor and apply organization-wide health record documentation guidelines.
I.B.2. Apply policies and procedures to ensure organizational compliance with regulations and
standards.
I.B.3. Report compliance findings according to organizational policy.
I.B.4. Maintain the accuracy and completeness of the patient record as defined by
organizational policy and external regulations and standards.
I.B.5. Assist in preparing the organization for accreditation, licensing and/or certification
surveys.
II. A. 1. Abstract and maintain data for clinical indices/databases/registries.
II.A.2. Collect, organize, and present data for quality management, utilization management, risk
management, and other related studies.
III. A. 1. Apply information system policies and procedures required by national health
information initiatives on the healthcare delivery system.
III.A.2. Apply current laws, accreditation, licensure and certification standards related to
health information initiatives from national, state, local and facility levels..
III.A.4. Differentiate the roles of various providers and disciplines throughout the continuum of
healthcare and respond to their information needs.
IV. A. 2. Use common software applications such as spreadsheets, databases, word processing,
graphics, presentation, e-mail, and so on in the execution of work processes.
IV.A.3. Use specialized software in the completion of HIM processes such s record tracking,
release of information, coding, grouping, registries, billing, quality improvement, and imaging.
INTRODUCTION TO HEALTH INFORMATION
HI14
GENERAL OUTLINE
OBJECTIVE #1. Discuss the factors affecting health care delivery in the United States.
Student will be able to discuss the various types of healthcare delivery.
Acute Care Facilities
Ambulatory Care Facilities
Long Term Care Facilities
Nursing Homes
Mental Health Facility
Home Health Care
Managed Care
HMO
Integrated Delivery Systems
Mergers and Acquisitions
Reimbursement System
The student will be able to determine the functions and requirements of health agencies.
Accreditation, Licensure, and Certification
Federal and State agencies
American Hospital Association
American Medical Association
Joint Commission
World Health Organization
American Health Information Management Association AHIMA
Center for Medicare and Medicaid Services (C.M.S.)
New York State Department of Health (D.O.H.)
OBJECTIVE # 2. Explain the general structure and function of a hospital including
governing body and committee structures.
Health Care Facility Organizations
Student will be able to describe the organization and functioning of an
acute care hospital.
Governing Board
Medical Staff
Rules and Regulations
Documentation Requirements
Departments
Committees
Importance of confidentiality of health information
The student will be able to explain the purpose and importance of maintaining
confidentiality in healthcare.
Privacy issues (HIPAA)
A.H.I.M.A. position on Confidentiality
Confidentiality issues with electronic medical record
Legal issues
OBJECTIVE # 3
Identify the role of the Health Information professional.
The student will be able to explain the Health Information Technology field and how it
relates to the health care field.
Role of the health information management professional
Knowledge and skills
Relationship to the patient, providers, administrators,
A.H.I.M.A. Credentials and Requirements and Professional
Practice standards
National, (A.H.I.M.A.) State (N.Y.H.I.M.A.), Local
(L.I.H.I.M.A.)
HIPAA
OBJECTIVE # 4 Describe the purpose, content, and format of the Medical Record.
The student will work with copies of medical records. The student will be able to discuss
the purpose, content, and format of the medical record.
Format (Paper vs. computer based)
Electronic Health Record (EHR)
Personal Health Record (PHR)
Continuity Care Record (CCR)
Source oriented
Advantages and Disadvantages
Problem Oriented Medical Record
Database
Problem List
Initial Plans
Progress Notes
Integrated
S.O.A.P.
Medical Record vs. Health Record
Integrated Delivery System
Required characteristics of entries in Medical Record
Medical Staff ByLaws Rules and Regulations
Obstetrics, Newborns, Mental Health
OBJECTIVE #5. Describe the differences between primary and secondary health
records and give examples.
The student will be able to differentiate between the primary and secondary records and
will be able to give examples.
ADT
E.R. log manual vs. automated
EKG log manual
O.R. log manual and automated
D.R. .log manual and automated
Registries
Birth (electronic)/Death
Cancer/Tumor (automated)
OBJECTIVE # 6. Perform concurrent and retrospective quantitative, qualitative, and
statistical analysis.
Student will be able to assemble, analyze, and abstract a medical record (concurrent and
retrospective)
Quantitative Analysis
ADT
Discharge Notification
Master Patient Index (MPI)
Chart Tracking/Deficiency Systems/Abstracting
Relationship to Record Completion Tracking
Delinquent vs. Incomplete
Regulatory Requirements
Medical Staff Rules and Regs
Assembly order
Universal Chart Order
Deficiency Form Design
Data elements for Chart Deficiency System
design
Qualitative Analysis
Documentation Review
Inconsistencies & omissions
Medical record content & requirements
Knowledge of course of treatment
Importance of completeness
Continuity of patient care
Legal interests of patient, physician, &
hospital
Licensing/Accrediting/Certifying
requirements
Statistical Analysis
Abstracting Records
Purpose
Prime source of data is medical record
Demographic information
Planning
Clinical
Diagnosis/Operations/Physician Indices
Financial
Reimbursement
Forms design for data collection
Data element definition
Data accuracy
Data collection for facility wide needs
Survey form design
Interpret/Present Data
OBJECTIVE # 7 Set up numbering and filing system.
The student will work with copies of medical records. The student will be able to set up
a numbering and filing system.
Master Patient Index (MPI)
Serial numbering
Unit numbering
Serial unit numbering
Advantages and Disadvantages
Other: SS #, Family #, or Alpha
Different systems in different settings
Hospitals vs. Doctor’s offices
Straight numeric filing
Terminal digit filing
Modified Terminal Digit filing
Middle digit filing
Physical facilities in the File Area
Compute filing inches
Filing shelves
Stationary
Moveable
Procedures for monitoring quality
Determining floor space needs
Determining disk space needs
Network and Server
OBJECTIVE # 8. Explain the retention requirements for health information.
Student will be able to discuss the importance of record retention.
State and Federal Government Retention
requirements
Paper Records
Microfilm
Microfiche
Imaging Systems
Offsite
Primary and Secondary Records
Administrative/Financial/Legal issues
Data storage
Purging system
Tape storage
Data Warehouse
OBJECTIVE # 9
Develop Policy and Procedure for workflow.
Student will be able to evaluate the performance and effectiveness of Health
Information Management Department workflow.
How to write Policy
Develop Procedure
Chart Assembly Order
Quality Monitors by employee, unit,
department
Data accuracy for Abstracting
Routine monitoring
Documentation Review for completeness
Productivity
Measurement and Analysis
Benchmarking
Quantity Monitors
Work sampling
SUFFOLK COUNTY COMMUNITY COLLEGE
HIT 114 WEEKLY OUTLINE
INTRODUCTION TO HEALTH INFORMATION
Course Objectives & Requirements; Introduction
Week #1
to Health Information Technology; Student
Handbook; AHIMA credentials; C.E.
requirements; Importance of Confidentiality;
Electronic Health Record, HIPAA, AHIMA’s
position on Confidentiality
Week #2
Week #3
Week #4
Week #5
Week #6
Purpose of the health record; Format of the record;
Users and uses of health information; Speech
recognition
Project: Review actual medical records/META
Content and Structure of the Health Record; paper
and electronic
Specialized Health Record content.
Project: Review actual medical
records/specialized records
Documentation Standards, Regulatory agencies
and accreditation organizations, (Joint
Commission), Format of the Health Record;
Computerized patient record and technology;
National Health Information Infrastructure (NHII)
QUIZ
NO CLASS
Data Collection for healthcare facilities; Institutional data
needs & data sets; Ambulatory Care; Acute Care (hospitals);
Emergency Department; Long Term Care; Rehab; Home
Health (OASIS); Hospice; Mental Health/Psych Facilities;
Managed Care HEDIS; DEEDS; Standards for Electronic
Data Interchange (EDI)
PROJECT: Teams will examine different types
of facilities; Prepare a table of organization and
outline the data needs
Homework
Ch. 1 p.3-21
Do 1.1, 1.2
Ch. 4 p. 116-119
Ch. 4 p. 149-151
Johns Ch 1.
Do application
exercises:
#1 and #3 (p.1)
Ch. 2 p.23 -45
Do 2.1, 2.2, 2.3
Johns Ch. 2
Do application
exercise:#5 (p.5)
Ch. 3 p.47-90
Do 3.1, 3.2
Ch. 3 p.91-111
Do 3.3, 3.4
Johns Ch. 3
Do application
exercise #2 (p
11)
Ch. 5 p.157-189
Do 5.1, 5.2,
Johns Ch. 5
Do application
exercise #5 (p.
22)
Week #7
MIDTERM
Week #8
Review primary; secondary records; Master Patient
Index (MPI); Disease Index; Registries; Healthcare
Databases, emergency room records;
Ch. 8 p. 359,
Week #9
Concurrent and retrospective Quantitative,
Qualitative, & Statistical Analysis; Collecting data;
Quality of data; timeliness
Project: Form/screen design for collection of
deficiency data
Ch. 8 p. 350-354
Ch. 9 p. 420-424
Do 9.3
Ch. 12 p. 583584
Week #10
Importance of quality documentation; Joint
Commission Standards, Review each page of
medical record; purpose of each form; (E.R. forms)
Project: Design a form for collection of data
Ch. 8 p. 362-374
Record identification; numbering systems, filing
equipment; filing methods; filing rules; file folders;
record tracking; Automated record tracking
systems; record retention; microfilm; imaging
systems; offsite storage; data storage; voice
recognition
Project: Students will retrieve records using the
MPI in META and will file records in terminal
digit order
PROJECT DUE (Data Collection Form)
Healthcare Reimbursement Systems, Commercial
Insurance, Not-for Profit Plans, Government
Program, Managed Care, HMO, Integrated
Delivery Systems
QUIZ
Standardization of Medical Practice, Professional
and Trade Associations, World Health
Organization (WHO), Department of Health
(DOH), Organization/Operation of Hospitals,
Ch. 8 p. 331-350
Johns Ch. 8 & 9
p. 375-377,Do
8.4
Ch 9 p. 395-418
Do 9.1, 9.2
Johns Ch. 9
Do application
exercise # 1 (p.
46)
Do 8.2, 8.3
Week #11
NO CLASS
Week #12
Week #13
Week #14
Application
Exercise #1 (p. 40)
Ch. 7 p. 244-266
Do 7.2, 7.3, 7.4,
7.5
Ch. 13 p. 591-647
Do 13.1, 13.2,
13.3, 13.4, 13.5,
13.6, 13.7
Week #15
Week #16
Forces Affecting Healthcare Delivery (Mergers &
Acquisitions, Alliances)
Management and Supervisory Processes
(Importance of policies & procedures for health
information management department)
Write policies for work flow & confidentiality;
Review parts of a surgical record
REVIEW
Healthcare Delivery System; Hospital structure and
function; purpose, content and format of the
medical record; primary and secondary records;
quantitative, qualitative and statistical analysis;
numbering and filing systems; policy and
procedures for workflow and role of the health
information professional and technology
FINAL
Ch. 8 p. 378-384
Johns Ch. 13
Do application
exercise #1 (p.
71)
SUFFOLK COUNTY COMMUNITY COLLEGE
CAMPUS DEAN FINAL-APPROVAL FORM
PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE EXECUTIVE
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. The Executive Dean(s) completes this form and returns it to the proposer.
******************************************************************
*
The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:
 Academic Merit
 Availability of Personnel
 Adequacy of Facilities
 Budgetary Needs for Supplies and Equipment
******************************************************************
*
Name of Proposal: _HIT114 Course Revisions____
Campus:
A____
E____
G__X___
Type of Proposal:
___New Curriculum ___Curriculum Revision
___New Course
___Expedited Curriculum Revision
_X_Course Revision ___Inter-Campus Course Adoption
Approved__James M. Keane____
(Name of Executive Dean)
Not Approved____________________
(Name of Executive Dean)
Date___________11/8/11__________
******************************************************************
*
Comments:
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development