University of Maryland Informatics and Data Management Discussion
Description
- How can one differentiate between the terms health record and health information?
Discussion 5.1
This post will evaluate the readiness of my facility’s keenness to advance with a strategic information plan to use enterprise data being collected with the enterprise data management using the reporting and analytics program, E-DRAP (McBride & Tietze, 2019). The E-DRAP framework contains three main components. The first is the reporting and analytics sections which comprise the business intelligence (BI), the BI library, key performance indicator (KPI), and KPI data definition, also called the dictionary (McBride & Tietze, 2019). The second component is data stores which are comprised of enterprise data warehouse (EDW) and data marts (marts) (McBride & Tietze, 2019). The final component is data management which comprises the data model (DM), master data management (MDM), and terminology standards supporting interoperability (STDS) (McBride & Tietze, 2019).
The organization I am employed at seems to be ready and has had time to prepare for a move forward with a strategic plan. The preparation includes integration of data-gathering technology in position with the CMS standards and terminology. Asset implementation of these few strategies embraces the workers, primarily with core values such as encouraging positive distinction among the workers and upholding a competitive attitude with the nearby facilities. The facility I work at appears to be in several E-DRAP stages of development (McBride & Tietze, 2019). The organization is working by evidence-based conclusions that have been proven to keep focus and a competitive advantage in the nearby marketplace (RSM, 2019). Where I work also has procedures that encourage accuracy, reconciliation of data, and enhancement of all KPIs (McBride & Tietze, 2019).
The use of BI at the organization I work at is the use of technology like software tools and algorithms that use data analysis to monitor performance components consistently (McBride & Tietze, 2019). The organization where I am employed uses its people including experienced staff members and executive team leaders. Additional utilization of people is leveraged in training for bedside staff members that are implemented in a trickle-down attitude from the headquarters office out of state. Several of these training sessions are held throughout the year for appropriate staff. The BI library contains the KPI data utilized to enhance processes and business drivers (McBride & Tietze, 2019). Bedside staff use processes and technology that promote all KPI reporting and analysis of care drivers, core measures, and satisfaction. Much of the process that bedside staff use is worked into the electronic charting and existing workflow of direct bedside care. Data Pine has found eight vital KPI parts. Those parts are treatment costs, average hospital stay, 30-day readmission rates, safety, satisfaction, cost by insurers, and treatment and emergency care wait times (Data Pine, n.d.). Each KPI part is recorded and published by the Medicare Hospital Compare website linked by the hospital’s quality care tracking portal, which has public access (National Quality Program achieves…-LifePoint Health, n.d.).
In conclusion, E-DRAP appears to be vital to my organization’s quality of reports and data analysis (McBride & Tietze, 2019). The administration at my organization has a good relationship with clinical staff that can help safeguard the idea that processes and technologies will be used and remain an effective way to report, track, and drive care. I am confident that my organization empowers its employees to be strong participants in the overall enhancement of patient care and the healthcare experience on all sides of the bed.
References
Data Pine. (n.d.). Start finding the right KPIs for your business. https://www.datapine.com/kpi-examples-and-templates/
McBride, S., Tietze, M. (2019). Nursing Informatics for the advanced practice nurse: Patient safety, quality, outcomes, and… interprofessionalism. Springer publishing.
National Quality Program achieves … – lifepointhealth.net. (n.d.). Retrieved March 19, 2022, from https://www.lifepointhealth.net/docs/default-source/default-document-library/joint-commission-journal-lifepoint-nqp-july-2018.pdf?sfvrsn=e87adaf0_2
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||