Transcript THE ANSWER IS YES

Tracy Locke, MS, RHIA
Commission on Accreditation for
Health Informatics & Information
Management
◦ Program Accreditation organization
require students to have onsite PPE
hours to graduate from our
accredited programs.
45 states and Puerto Rico with HIT
(Associate) or HIA (Bachelor) programs.
 5 states which do not have HIM programs:
Delaware, Vermont, New Hampshire,
Wyoming, and Rhode Island.
 States with the most HIM programs are
Texas, Florida, and Illinois (in this order)
 Processed 21 accreditation decisions,
conducted 27 site visits
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Welcomed 72 new program applicants to
CAHIIM accreditation
 The year 2012 closed with a total of 322
accredited programs:
-257 Health Information Management
degree programs (RHIT)
-57 Baccalaureate (RHIA)
-8 Master’s Degrees (HIM and Informatics)
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National Student Enrollment
2011-12 includes:
- 5,275 Baccalaureate
- 27,461 Associate
- 1245 Masters
for a total of 33,976 students in HIM
and Health Informatics programs
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There are more students than ever before, and
we are all competing for sites to hosts students
for their PPE onsite hours.
Average 80-100 hours per PPE
◦ Alfred State 80 Intro to HIM PPEs
◦ 80 hours Coding PPE for a total of 160 hours
(either 80 hours over 15 weeks or 160 over 15
weeks).
But we will take as many hours you can host
At least 50% of students are hired at
non-traditional sites:
◦ Hospice
◦ Correctional facilities
◦ Day treatment facilities
◦ Long term care
This impacts graduates available for hire
at traditional sites
AHIMA Code of Ethics
A health information management professional shall:
 6.1. Provide directed practice opportunities for students.
 6.2. Be a mentor for students, peers, and new health information
management professionals to develop and strengthen skills.
 6.3. Be responsible for setting clear, appropriate, and culturally sensitive
boundaries for students, staff, peers, colleagues, and members within
professional organizations.
 6.4. Evaluate students' performance in a manner that is fair and respectful
when functioning as educators or clinical internship supervisors.
 6.5. Evaluate staff's performance in a manner that is fair and respectful
when functioning in a supervisory capacity.
 6.6. Serve an active role in developing HIM faculty or actively recruiting
HIM professionals.
A health information management professional shall not:
 6.7. Engage in any relationships with a person (e.g. students, staff, peers,
or colleagues) where there is a risk of exploitation or potential harm to that
other person.
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HIM related software applications including:
Quantim,
3M Encoder, and Quadramed Quantim (now
Clintegrity 360)
HealthPorts and other document imaging
Release of Information systems
McKesson Deficiency Analysis, to name a few.
Microsoft Office Word, Access, Excel, and
PowerPoint
Students complete their PPEs after all other
core courses have been completed
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Students can attend your new employee
orientation,
HIPAA training, etc.
Then if they are later hired they have already
been through your orientation allowing them
to be up-to-speed even faster
Collaborate with other departments
Take students to meetings/shadowing
Review and update Policies/procedures
 Require the student to complete a
presentation for your employees such
as an ethics self-assessment, HIPAA
review, etc
 Ask students to locate videos from
(YouTube, MedlinePlus, Websurge.com)
on specific topics helpful to your staff
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View operative procedures then code the
procedure based on discussion/video
Recode older/common Dx/Procedure records to
ICD-10-CM/PCS-10 codes as part of a retraining
program from ICD-9-CM to I-10
Research / present a topics as a refresher to
your staff - such as A&P, Pathophysiology,
medications, procedures
Topics - professional attire for the work
environment, conflict management, etc.
Work with or create:
 Statistical reports
 Quality management reports
 Presentations
 Vetting codes
 Qualitative/quantitative review - work with
patient records both electronic or paper
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Best practice /time saver - students code charts
using the same charts over and over for all
students to code (not yesterday’s discharges)
Either original or copies - include a good sample
of your record-types
Use answer keys and FAQs for student to selfcorrect their coding
Coders may only have to answer questions not
covered in the answer key or the FAQ
Then update the FAQ for the next student
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Create an implementation plan for the a
new/revised initiative such as ICD-10-CM,
Meaningful Use, HIPAA
Create new/revised quality indicators for an area
and the methodology to implement such a plan
Perform audits of the chart locator reports to
determine if any charts are delinquent. Identify the
criteria, perform the audit, summarize the findings
and make recommendations
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Perform a data collection for a statemandated reporting requirement:
◦ Summarizing per-state requirements,
and submitting results appropriately
◦ Utilize a database for searching and
summarizing the results of a clinical
review
◦ Present findings at a meeting
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Assist in the coordination of an external
audit:
◦ Identify and pull the records needed,
◦ Coordinate the copying,
◦ Track each document through the
process of submitting the audit,
◦ Provide a spreadsheet of data elements
to allow tracking as audit results are
returned
 Work
with one of the state
representatives of MyPHR
 Design and perform the teaching
to a specified group
 Other PHR tasks
Perform an audit of the productivity of a
specified functional area - files, coding,
record completion
 Research benchmark standards for use
in comparison
 Summarize and make
recommendations
 Create local benchmark
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 In
an EHR setting, create a
multidisciplinary documentation
format to be used in paper form
during downtime
 Draft associated policies/procedures
 Perform education session for HIM
staff and/or other hospital staff
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Research and report on found protocols to
support secondary data uses in the areas of:
◦ Research, quality reporting (Agency for
Healthcare Research and Quality’s AHRQ)
◦ Accounts Receivable, and public health
◦ Compare the facilities protocols to other
facility protocols, identify what is missing
and what could be modified
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In a long-term care facility:
◦ Develop the functional requirements for
data retrieval and analysis and create a
simple computer-based data collection
application using Microsoft Access
◦ Research and report HIM protocols,
collect policies/procedures from other
facilities to establish productivity
measures
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In a hospice facility (or other alternate)
◦ Develop, maintain, and operate a patient
identity management program
◦ Train hospice staff in maintaining the
system
◦ Research and report HIM protocols,
collect policies/procedures from other
similar facilities to establish productivity
measures
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In a risk management department
◦ Design and implement business
continuity, information integrity, and risk
management plans for the HIM functions
◦ Research and report HIM protocols,
collect policies/procedures from other
similar facilities to establish productivity
measures
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In a multi-site healthcare system
◦ Identify and graphically present the
information architecture across EHR/PHR/HIT
systems, with a focus on identifying gaps
◦ In a physician practice, influence decisionmaking for the adoption of technology by
identifying benefits of moving to an EHR
practice to the practice staff and physician.
Utilize current literature reviews and local
interviews in your research
◦ Present finding to stakeholders
Utilize students as the preceptor at their
place of employment.
 Have a student at a site take the role to
manage the PPE students. This builds
leadership skills, gives them the
experience to place on their resume.
 Assign a student to an employee while
assessing their leadership abilities.
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Have each student complete an oral
presentation (recorded) then present it to
other students
 Use student’s Q&A recordings for other
student’s to review, limiting time needed
with each student
 If you have an employee who happens to
be an adjunct, assign them as the PPE
site supervisor
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Students compare / map paper location
of data to electronic location of data to
help identify duplication as well as to
identify your legal EHR.
 Ask your EHR vendor to work with your
student while they are on site, even just
to shadow the person for a day.
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Boston Hospital – hired 10 students to learn ICD10-CM/PCS coding as a paid internship
(apprenticeship)
Student were then hired to work remotely from
home
Work at the hospital 1 day per week
Started with10 students from 3 colleges for 6
months at fulltime, or 12 months at part time
More facilities the area are now starting this
model. Grant funds are available for this in some
geographical areas
A credentialed RHIT or RHIA is not required
for you to take a student in your facility.
 A credentialed RHIT or RHIA does not need
to be present every day the student is on
site.
 The schedule for onsite hours is not 8:004:00 Monday thru Friday.
 The schedule can be part time hours over a
full semester.
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Advisory board, PPE sites, and site supervisors
are critical to the success of our programs
Option: URMC Education Day
Any suggestions you have are welcome!
Question: Would you rather students contacted
you to ask about hosting them as a PPE student,
or prefer we contact you?
Best way to reach you so we get an answer?
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AHIMA-credentialed staff are eligible to claim 5
CEUs for providing on-site mentorship and
supervision of students.
AHIMA CEUs are provided when substantive
oversight and involvement of directed clinical
practice on behalf of a CAHIIM-accredited
program.
Five (5) CEUs per student supervised with a
maximum of ten (10) CEUs for student supervision
are allowed in each recertification cycle.
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If you cannot say yes, at least call us or
email back so we can move on to a facility
who may take the student.
Tracy Fulmer Locke, MS, RHIA
Alfred State
[email protected]