Healthcare Information Management Systems Concentration Curriculum Choices: Evaluating the CIO Perspective

The need for rigorous and relevant education in healthcare information management systems (HIMS) has been well documented. HIMS curriculum planners must continually assess the needs of the industry to ensure that HIMS programs are current and applicable. Additionally, HIMS concentration programs, designed to augment health administration, management, and allied health curriculum, must offer only the most important HIMS knowledge areas due to the limited number of courses that can be included in this format. Therefore, HIMS program planners must continually assess employer perceptions regarding program content importance and relevance. A survey was conducted to determine the HIMS knowledge areas that are deemed most important by healthcare CIOs. The results of this study were then compared to a similar study conducted in 1998 to determine if there have been any significant changes in CIO perception regarding HIMS knowledge area importance

Educating Students in Healthcare Information Technology: IS Community Barriers, Challenges, and Paths Forward

Healthcare information technology (HIT) is an exciting field to which information systems (IS) scholars have much to contribute. As the IS community continues to tackle enrollment and growth issues across the nation, HIT becomes an attractive topic for the IS educators to embrace. Careful consideration and domain understanding are needed to ensure a suitable depth and balance in curricula. The intent of this article is to provide guidance to the IS community to support and promote successful HIT educational courses and programs by investigating three important questions: (1) Does IS have a role in HIT? (2) Where does an IS educator look to begin with HIT education? (3) How do IS educators frame their vision for HIT curricula leveraging the discipline’s strengths? Our hope is that this article will illuminate HIT curriculum matters for the general IS faculty and generate purposeful debate regarding how best to position HIT education within the IS discipline if IS faculty want to join in the quest to successfully educate and place graduates in the growing health technology sector

Health Informatics in the Classroom: An Empirical Study to Investigate Higher Education\u27s Response to Healthcare Transformation

The explosive advances in information technology combined with the current climate for health care reform have intensified the need for skilled individuals who can develop, understand, and manage medical information systems in organizations. Health Informatics facilitates quality care at a reasonable cost by allowing access to the right data by the right people at the right time. A new generation of professionals, trained in health informatics, can expedite the transformation in healthcare delivery. This study examines health informatics, big data in the field of healthcare, and the distinction between clinical and non-clinical health informatics. Curricula, of different scopes and depths, offered by higher education, are examined and questions of what, who, where in regard to offerings in the healthcare arena are addressed. Finally, we make suggestions for actions that academia can take to assure that public health professionals have the knowledge, tools, and training to advance the mission of public health. The results of this study should be of interest to those, who directly or indirectly, would benefit of educating a new generation of the workforce in health informatics

Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study

Background: Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. Objective: This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. Methods: We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. Results: The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. Conclusions: An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines

An international recommendation framework of core competencies in health informatics for nurses.

Background: While health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework.Objectives: The primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings.Methods: To this end, (i) a survey was deployed and yielded insights from 43 nursing experts from 21 countries worldwide to measure the relevance of the core competency areas, (ii) a workshop at the International Nursing Informatics Conference (NI2016) held in June 2016 to provide information about the validation and clustering of these areas and (iii) exemplar case studies were compiled to match these findings with the practice. The survey was designed based on a comprehensive compilation of competencies from the international literature in medical and health informatics.Results: The resulting recommendation framework consists of 24 core competency areas in health informatics defined for five major nursing roles. These areas were clustered in the domains “data, information, knowledge”, “information exchange and information sharing”, “ethical and legal issues”, “systems life cycle management”, “management” and “biostatistics and medical technology”, all of which showed high reliability values. The core competency areas were ranked by relevance and validated by a different group of experts. Exemplar case studies from Brazil, Germany, New Zealand, Taiwan/China, United Kingdom (Scotland) and the United States of America expanded on the competencies described in the core competency areas.Conclusions: This international recommendation framework for competencies in health informatics directed at nurses provides a grid of knowledge for teachers and learner alike that is instantiated with knowledge about informatics competencies, professional roles, priorities and practical, local experience. It also provides a methodology for developing frameworks for other professions/disciplines. Finally, this framework lays the foundation of cross-country learning in health informatics education for nurses and other health professionals

Barriers and Enablers to Vocational IT Education: Responding to South Africa's ICT Skills Crisis

Advancement in digital technologies has directed the attention of developing countries toward ICT’s to aid socio-economic advancement. These technological solutions cannot be implemented as an island, and its effective use requires proportionate advancement in local ICT skills levels to ensure effective operation and sustainability. Increasingly demands for skilled ICT workforce globally is placing pressure on institutions to be more responsive, and to produce ICT graduates with a skillset that is more relevant and closer aligned to the needs of industries. In South Africa the ICT skills landscape remains an object of conflicting reports. Depending on who the question is posed to, the paradoxical views describe the country as either facing a critical shortfall of skilled ICT professionals, or that droves of qualified ICT professionals cannot find suitable employment. These contradictory notions suggest a possible mismatch between the current skills of ICT professionals, the supply of appropriately skilled ICT graduates by education institutions and industry demands for appropriately skilled ICT workforce. Attempts to reform the country’s skills landscape has resulted in numerous policy pronouncements and skills development strategies by the public and private sectors with limited success. This focus of this study was to evaluate the National Certificate Vocational Information Technology (NCV IT) strategy, an ICT skills development mandate issued to South African Technical and Vocational Education and Training (TVET) Colleges in response to the country’s ICT skills shortage. Using the Design-Reality Gap Model, the study evaluated the intended design objectives and current reality of NCV IT to gauge its status ten years post inception. While the South African government boasts increasing access to the programme, little focus is given to the handful of graduates who successfully complete the programme and even less who find meaningful employment. The study further operationalised the Design Reality Gap Model to demonstrate its applicability and value in the evaluation of Vocational Education and Training (VET) programmes. Primary data informing the study was from focus group discussions and semi-structured interviews with key NCV IT stakeholders. Secondary data supporting the study was collected by reviewing key documents relating to NCV IT. The findings reveal significant gaps exist between the programme’s intended design and current reality, indicative of the key challenges hindering the effective delivery of its ICT skills promise. It further positions the NCV IT programme as a post-apartheid dumping ground for financially disadvantaged and academically underperforming individuals hoping to achieve self-sufficiency. What was envisaged to be an enabler for the country’s ICT skills development has instead become a black hole for public funding yielding no return on investment. Recommendations were suggested along particular structural dimensions to improve the NCV IT programme, and the development of a more effective vocational ICT skills development strategy

Approaches on technological innovation and the accounting profession: a systematic review

Enquadramento: o desenvolvimento das tecnologias de informação tem impactado o mundo significativamente, reduzindo distâncias entre países erodindo as barreiras entre mercados, criando uma realidade global. A contabilidade tem sofrido os efeitos da evolução tecnológica que molda o sector através da criação de novas práticas, da alteração das exigências dos mercados e do desenvolvimento de novos sistemas. Objectivos: diminuir a lacuna de conhecimento sobre a relação entre a contabilidade e a tecnologia, identificando os padrões da mesma e providenciando informação relevante sobre como abordar o tópico de forma mais eficiente, permitindo que indivíduos e instituições se preparem da melhor forma para as mudanças que se sentem hoje e que se sentirão futuro. Metodologia: uma revisão sistemática da literatura foi elaborada, executando nos artigos seleccionados uma análise de dados baseada em quatro variáveis. Quatro critérios foram utilizados para a pesquisa dos artigos. Um processo de selecção foi levado a cabo através da análise do título, resumo e texto integral. Resultados: a revisão da literatura aponta para aspectos específicos da relação entre a contabilidade e a tecnologia, parcialmente suportados numa análise de dados que evidencia uma dispersão geográfica e temporal acentuada bem como uma preferência significativa dos autores pela utilização de métodos qualitativos. Conclusão: este estudo demonstra que a relação entre a tecnologia e a contabilidade é um assunto actual e relevante, preferencialmente abordado através de análises profundas e especificamente baseado nas tecnologias de informação e as alterações sofridas no sector da contabilidade.Background: the development of information technology is having a significant impact in the world, reducing the distances between countries and eroding the barriers between markets, creating a global reality. Accounting has been suffering the effects of the evolution of technology that molds the sector through the rise of new practices, the changing demands of the markets and the development of new systems. Objectives: diminish the knowledge gap on the relationship between technology and accounting, identifying the patterns of such relationship and provide relevant insights on how to approach the topic in a more efficient way, enabling individuals and institutions to better prepare for current and future changes in the sector. Methods: a systematic literature review was applied with a data analysis based on four variables of the articles included. Four criteria were used for the search. A selection process was applied based on a Title Sift, Abstract Sift and Full-Text Sift. Results: the literature review points out specific aspects from the relationship between accounting and technology partially supported by the data analysis that shows a great geographical and temporal dispersion and a significant preference of authors for the use of in in-depth qualitative studies. Conclusions: this research shows that the relationship between technology and accounting is a “hot topic”, preferentially approached through in-depth studies, and specifically based on IT and the changes caused in the accounting sector

LEADER DEVELOPMENT OF THE HEALTH INFORMATION MANAGEMENT (HIM) PROFESSIONAL

This study contributes to the body of knowledge in leader development by examining how higher education programs in a female dominated profession assist learners in developing person-related characteristics that support leader development. A ten-part online survey was sent to directors of health information management (HIM) programs accredited by the Commission on Accreditation for Health Informatics and Information Management (CAHIIM). Results suggest an opportunity for improvement in the curriculum for development of person-related characteristics critical for leadership positions. In the interest of the progression of women these results should be taken into consideration

2020-2021 Graduate Catalog

https://digitalcommons.sacredheart.edu/g_cat/1066/thumbnail.jp

Developing chiropractic students clinical practice skills - elements of best practice : a qualitative exploratory descriptive study

Background Although chiropractic has 125 years as an established profession, scrutiny of the literature proves that few studies have examined the clinical education of chiropractic students with a call for research from academics. This thesis is significant as it develops knowledge that can inform chiropractic bodies and help them improve an essential component of chiropractic education: clinical skill development. Research Purpose and Aims The purpose of this study was to identify elements of best practices in clinical education by critically examining, exploring and describing the aspects of an exemplar chiropractic clinical program that develops students’ clinical practice skills for transition into practice. This study explored the innovative clinical program of a reputable American chiropractic institution providing a scaffolded clinical program across varied clinical settings, patient populations and amongst other health disciplines. Research Design A six-phase exploratory descriptive qualitative design (EDQD) study was conducted to explore and describe the phenomenon being examined (Flick, 2014). This design enabled the collection of information about perceptions and lived experiences of three stakeholder cohorts: clinical faculty members, students and new graduates. Methods Purposive sampling (of students and clinical faculty members) and snowball sampling techniques (of new graduates) were used to derive the sample. Data were collected in three cycles across a two-year period using in-depth, semi-structured interviews. Interviews were conducted with 15 clinical faculty members and eight new graduates, and semi-structured focus groups were conducted with 20 students. All data were audio recorded, transcribed and thematically analysed using an inductive approach. Findings Chiropractic clinical education programs ought to be developed within a framework that incorporates adult learner principles; situated, social and experiential learning theories. Valued was a student-centred learning experience that includes authentic and diverse clinical placements, supervision and mentoring from multiple clinical educators which enhances students’ access to varied perspectives of clinical practices that contributes to developing clinical skills and professional identity. Business knowledge and entrepreneurial skills was an area of deficiency, which is problematic when the objective is to build graduates’ independence in clinical practice and professional prospects are predominantly private practice (NBCE, 2020). Embedding evidence-based practice within curricula and clinical training for educators and students are necessary to ensure this becomes a part of clinical practice. Conclusion This thesis posits best practice in chiropractic clinical education consists of the following: (a) using a scaffolded longitudinal clinical program, (b) varying clinical placements and case mix, (c) supervision and mentoring from multiple clinical educators, (d) educating the clinical educator, (e) curricula designed around industry standards and desired graduate attributes and capabilities, (f) an evidence-based practice approach in the curricula and clinical context, (g) aligning business skills, knowledge and practices with the professional context and (h) interprofessional learning and practice opportunities. Although this study has made a contribution to scholarly discourse, there remain many gaps in our knowledge where further studies are needed.Doctor of Philosoph