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HIMS 661 UMDC HIE and Interoperability Discussion
HIMS 661 UMDC HIE and Interoperability Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
HIMS 661 UMDC HIE and Interoperability Discussion
Hi, Please, read and contribute to peer discussions in 100 words minimum each with at least 2-3 credible references in APA style.
Peer 1: Improvements in EHR interoperability as well as other interoperable aspects of healthcare information systems are in demand because interoperability streamlines workflows and allows data transfer between different organizations, providers, and stakeholders (Healthit.gov, 2013). Creating interoperability standards regarding application interactions, system communications, information processing and management, and device integration is one way HIM managers can work to establish foundational interoperability at the very least for hospital EHR systems. Additionally, CMS recently mandated a final rule for health information interoperability by requiring HL7 FHIR API (Fast Healthcare Interoperability Resources Application Programming Interface) and information blocking standards (CMS, 2020). Therefore, seeking to improve interoperability is also an effort for organizations to remain compliant with current healthcare legislation and regulations. Some challenges to improving interoperability are data standardization and vulnerabilities to data leakage. Reisman (2017) write that while EHR adoption was highly incentivized in the past decade, health information exchange was not incentivized nearly to the same level. This resulted in lack of incentives for providers to justify paying fees required to integrate their EHR’s with others, lack of motivation for vendors to offer interoperable systems from the start, and a slow to non-existent pace for adoption of data infrastructure standards. Additionally, she writes that fragmented care and a competitive advantage culture in healthcare sometimes cause information blocking simply to create market dominance and improve revenue through data exclusivity. In regards to data leakage, interoperability creates cybersecurity risks where single point failures can cause the leakage of patient information (Yaqoob et al., 2021). This is especially evident in cloud sharing technology. To combat these challenges, HIM managers should foster a culture of coordinated care, where data sharing is aimed at the overall goal of improving patient care. HIM managers can support better HIE through implementing HIE standards like HL7 FHIR API’s and urging neighboring facilities to do the same. Developing new data safety measures for protecting patient data in interoperable systems is also one way HIM managers can push for more interoperable system adoption.
References:
CMS. (2020). CMS Rule. Www.cmspatientaccessrule.com. https://www.cmspatientaccessrule.com/#:~:text=CMS%20recently%20introduced%20new%20interoperability
Healthit.gov. (2013). What is EHR Interoperability and why is it important? | HealthIT.gov. Www.healthit.gov. https://www.healthit.gov/faq/what-ehr-interoperability-and-why-it-important
Reisman M. (2017). EHRs: The challenge of making electronic data usable and interoperable. P & T : A Peer-Reviewed Journal for Formulary Management, 42(9), 572–575. PMID: 28890644
Peer 2: Today there is lots of focus on improving interoperability to increase health information exchange. Some of the challenges in this area are improving interoperability including standardization of terminology
and normalizing data to those standards. The Health Information Technology for Economic and Clinical Health (HITECH) Act was passed to drive the adoption and use of HIT by authorizing the Centers for Medicare
and Medicaid Services (CMS) Incentive program. (Powell, K. (n. d.). For example, interoperability improves clinical decision-making through timely and complete access to information, evidence-based guidelines are
more accessible, and care is more person-centered when patients and caregivers are empowered by having access to and control over their health data. Health organizations might need to update their EHR systems
to improve the flow between providers so interoperability allows better access to patients and providers. The objective of interoperability is to allow the seamless flow of information to make health outcomes better.
HIM professionals support this work by the adoption of appropriate privacy and information security policies, which must also be considered in advancing the bidirectional sharing of data to ensure the privacy,
confidentiality, and security of a patient’s health information. (AHIMA, n. d.). Rules and regulations should be followed to ensure patient privacy and security are always in the interoperability process. While
information exchange must be kept up to date to allow interoperability to proceed, the HIM professional must keep abreast of new standards changes to implement these changes within the healthcare organization.
As HIM professionals, it is our duty to continue our education to make sure we educate providers and healthcare staff on new policies and procedures that implement better healthcare outcomes for patients.
References
Powell, K. & Alexander, G. (n. d.). Mitigating Barriers to Interoperability in Health Care. Retrieved from, https://www.himss.org/resources/mitigating-barriers-interoperability-health-care
AHIMA. (n. d.). AHIMA Public Policy Statement: Interoperability. Retrieved from, https://www.ahima.org/media/qlkjsw5f/ahima-interoperability-public-policy-s
HIMS 661 UMDC HIE and Interoperability Discussion
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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