Running Head: CURRICULUM PLAN 1

Curriculum Plan

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Central Michigan University

Professor: Dr. Joe Mior

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CURRICULUM PLAN 2

Table of Contents

Introduction...................................................................................................................................3

Rationale for the Program.............................................................................................................3

Needs Assessment.........................................................................................................................4

Assumptions about the Learner.....................................................................................................5

Givens and Constraints..................................................................................................................5

Sponsoring Organization...............................................................................................................6

Vocational Learning Outcomes.....................................................................................................7

Program Map.................................................................................................................................8

Health Information Management Diploma Course Content.........................................................9

Learning and Teaching Resources...............................................................................................10

Teaching and Learning Strategies...............................................................................................11

Marketing Plan............................................................................................................................11

Evaluation Plans..........................................................................................................................12

Team Charter...............................................................................................................................15

Self Evaluation-Appendix A.......................................................................................................20

Peer Evaluation-Appendix B.......................................................................................................21

Faculty Evaluation-Appendix C..................................................................................................22

CURRICULUM PLAN 3

Introduction

The purpose of this document is to outline the curriculum plan for the Health Information

Management (HIM) program at Fleming College in Peterborough, Ontario. Health Information

Management professionals are the experts who compile, code, analyze, and prepare health

information needed by the patient, the health care facility, the public, agencies that pay the claims,

physicians and other members of the healthcare team. The Canadian Health Information

Management Association (CHIMA) who publishes a document, which outlines the learning content

areas required for HIM programs, guides this curriculum to a large degree. I serve in the role as

program coordinator and as a subject matter expert (SME), have a fair bit of latitude in curriculum

development. Part time faculty, also SME’s provide their expertise as required to support the

rapidly changing HIM environment. Additionally the HIM Advisory Board also guides the

curriculum to a certain extent as they represent the community of interest in hiring these students

and provide input into what their future needs are from these graduates.

Rationale for the Program

In 2009, I created a draft mission, vision, and philosophy document for the HIM program

and took this to the Advisory Committee for their input. The final version states the vision for the

program is “Inspiring innovative students to become innovative leaders in HIM through applied

learning”

The mission statements are as follows:

Achieve and maintain accreditation standards developed by the Canadian Health Information Management Association

Provide an environment that offers opportunities that encourage and challenge students to strive for excellence

Espouse the state-of-the-art in Health Information Management Promote collaboration and team-work with all health care professionals Provide relevant and current knowledge in electronic Health Information Management (e-

HIM) Promote leadership skills and excellence in customer service

CURRICULUM PLAN 4

The philosophy portion of the document outlines the following goals:

To attract and retain faculty members who are involved in ongoing education, professional growth and demonstrate current knowledge and expertise

To provide high quality curriculum that prepares the students with the educational base needed to meet the entry-level employment opportunities offered by the community of interest

To provide the needed learning and teaching resources as identified by CHIMA, the community of interest, faculty and students

To maintain appropriate enrolment and retention levels of students in the HIM Program To produce students/graduates who achieve acceptable knowledge and skills in all entry-level HIM

core competencies outlined in the current CHIMA, learning outcome content areas document, known as LOHIM

To provide supervised professional practicum’s that reinforce learning experience and support the needs of the community of interest

To produce students/graduates who demonstrate professional and ethical behaviour in school and the workplace

Needs Assessment

The CHIMA outlines the content areas that our program needs to cover so that the students

are well equipped for entry-level practice as new graduates. Our program must demonstrate

through an Accreditation process that we meet these learning content areas in order to remain a

recognized program. Certainly being a recognized program is the goal, as this allows students the

opportunity to challenge the CHIMA national exam after successfully completing the program and

upon passing this exam, they will have earned the credential CHIM, which means certified in

Health Information Management. Many employers as outlined on their job postings require this

certification. It also affords the opportunity for students to move to jobs throughout Canada, as this

national certification is portable.

In addition to the national organizations requirements for curriculum content areas, the

needs of the local stakeholders, who hire our graduates, are considered. The HIM Advisory

committee membership raises those needs. With the rapidly evolving information age and the

constant changes taking place in healthcare, it is important to consider curriculum a living,

breathing document. Addressing the needs of the communities of interest in a timely fashion is

paramount to maintaining current curriculum.

CURRICULUM PLAN 5

Assumptions about the Learners

The HIM program has a unique blend of learners. Students with an interest in health care

but not having an interest in hands-on patient care are often interested in this program. A very

small proportion of the students are right out of high school, simply a hand full with each start. The

vast majority are mature students; often second career strategy students and have often have had a

previous career in healthcare. The program has recruited nurses, pharmacy technicians, personal

support workers and even physicians who were educated in other countries and do not meet the

practice standards in Canada. Additionally it is common to have quite a number of degree prepared

students in the program. The characteristics the students should possess for success in this program

and career path are quality focused and detail oriented with an interest is biomedical sciences.

Meeting the needs of the adult learners and the right out of high school students is a challenge as

their expectations are very different. The high school students are often expecting to be spoon fed

the content, are easily bored, and have a good level of computer literacy, whereas the second career

strategies students focus on their learning demonstrating excellent study habits and usually a high

level of academic success, but often struggle with the computer literacy components of the

program, which are extensive. Five years of history with the program has demonstrated these

demographic and social characteristics are the norm so it is important for educators to adapt their

teaching styles to support the vast needs and very different learning styles of these different

learners.

Givens and Constraints

During the last five years, I have worked very hard to build a learning environment that was

suitable for the HIM program. When I first arrived on the scene, several months after the first

group of students had started there had not been a lot of thought on planning for the needs of this

new program and the givens I expected were not in place. I immediately set to work with

CURRICULUM PLAN 6

contacting various vendors to see who would be willing to support the program with their software

on a gratis or greatly reduced basis for classroom use. One of the applications needed for the

program was costing me 60,000.00 a year as a manager of a large health care health records

department. Certainly, this kind of expenditure represents a huge constraint for a college program

to endure and four additional, specific to HIM applications were also required. I negotiated with

several hospitals to receive anonymized patient records for our students use and a real database of

patient information, which had to have some fields scrambled to protect patient confidentiality, but

was robust enough to allow students to run realistic reports in their utilization management and

decision support course. A dedicated computer lab with dual flat panel monitors is now in place

with all of the software applications needed to create a current curriculum. A technology assistant

is also now supporting the needs of the program to a limited degree at present, but I am working at

strengthening this relationship. Although the new lab has almost all of what we need, the lighting

is an issue as there is no ability to turn the lights down or off for video use. There are also sound

concerns, as there is a constant drone in the lab causing difficulties with hearing. This past

semester there were also significant temperature issues where monitoring indicated an environment

that was not conducive to learning. These are all considered constraints I am working with

facilities to address them.

Sponsoring Organization

The Canadian College of Health Information Management (CCHIM) is the educational

body of the CHIMA and they have a sub-committee known as the Council on Professional Practice

and Education (CPPE). One of their responsibilities is to evaluate applications for recognition and

re-recognition (required every six years) and recommend approval to the Board in accordance with

established standards. It is important to meet the standards required in order for a program to be

recognized.

CURRICULUM PLAN 7

Vocational Learning Outcomes

Health Information Management Program Outcomes

A recent and extensive curriculum and program review process resulted in the following

vocational learning outcomes for the program:

1. apply knowledge of medical terminology, anatomy, physiology, clinical pathology, pharmacology, diagnostic, medical & surgical interventions to support the accurate collection, classification and analysis of written and electronic data and information upon which important health care decisions are based

2. apply federal/provincial legislation requirements to health information documentation3. apply internal and external standards and requirements for a HIM system4. design, manage, maintain and evaluate HIM systems for access, use, disclosure, linkage,

safeguards, retention, storage, back-up and destruction that comply with legislated requirements and contribute to decision making

5. collect, classify, abstract and code data in an accurate and timely manner to permit quality reporting and analysis; apply and understand various grouping methodologies to ensure data quality and appropriate funding

6. apply knowledge of the Canadian legal system with respect to healthcare organizations interpreting federal, provincial & territorial legislation to protect the confidentiality, integrity and availability of health information

7. apply knowledge of administrative, technical and physical safeguards in order to monitor and control access to and disclosure of health information as defined by federal/provincial/territorial legislation, statutes and organizational policies

8. apply basic knowledge of epidemiology, research methodologies, statistics and data analysis in order to meet reporting needs

9. apply knowledge of a variety of software applications to retrieve, analyze and present information to various stakeholders and serve as a resource by promoting an understanding on the appropriate use of the information

10. demonstrate knowledge and understanding of regulations, standards, legislation, protocols, funding systems, resources and trends within the Canadian health care system

11. apply and integrate relevant knowledge of the history, development, standards, professional ethics and domains of practice surrounding the role of the HIM professional

12. identify and implement strategies to improve job performance and promote personal and professional growth in a rapidly changing, complex work environment

13. apply management fundamentals to support the evolution of health information management (managing projects, people & budgets, etc.)

14. develop life-long learning habits through the pursuit of interdisciplinary areas of study related to social, economic and cultural understanding, civic life, personal understanding, science and technology and arts in society

15. prepare a portfolio that reflects personal growth, achievements, job readiness, ongoing professional development and learning

The following page is the program map showing where these program outcomes are addressed.

Running head: CURRICULUM PLAN 9

Health Information Management Vocational Outcomes Essential Employability & Core Competency Skills

Course # Course Name 1 2 3 4 5 6 7 8 9 10 11 1213 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13

Sem

este

r 1

SCIE002 Anatomy and Physiology I 1 1 1 1 1 1 1

COMP177 Computer Skills and Applications 1 1 1 1 1 1 1

HLTH155 Intro to HIM 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1COMM022 Introduction to College Communications 1 1 1 1 1 1 1 1

HLTH156 Professionalism in Health Care 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH158 Medical Terminology I 1 1 1 1 1 1 1 1 1 1 1 1 1

SCIE105 Clinical Pathology for Health Information Management I 1 1 1 1 1 1 1 1 1 1 1 1 1 1

SOCI125 Business Teams 1 1 1 1 1 1 1 1 1 1 1 1

Sem

este

r 2

SCIE003 Anatomy and Physiology II 1 1 1 1 1 1 1 1

SCIE106 Clinical Pathology for HIM II 1 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH069 Coding and Classification Systems I 1 1 1 1 1 1 1 1 1 1 1 1

HLTH068 Health Data Management & Use 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

FLPL091 Health Information Management Practicum I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH159 Medical Terminology II 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH157 Health Information Management Applications 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

General Education Elective 1

Sem

este

r 3

HLTH070 Coding and Classification Systems II 1 1 1 1 1 1 1 1 1 1 1 1 1COMM002 Communicating at Work 1 1 1 1 1 1 1 1

COMP178 Database Management 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH074 Management of Health Information Services 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

LAWS120 Health Law 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

MATH059 Health Statistics 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

General Education Elective 1

Sem

este

r 4

HLTH073 Applied Research and Epidemiology 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

SOCI038 Issues in Diversity 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH071 Coding and Classification Systems III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

HLTH072 Comprehensive 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1FLPL098 Health Information Management Foundations to Practicum 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

CURRICULUM PLAN Paula Weisflock 9

HLTH075 Utilization Management and Decision Support 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

FLPL092 Health Information Management Practicum II 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Running head: CURRICULUM PLAN 9HIM Diploma Course Content

Year 1 Fall 2009 – Semester 1(15 wks)

Winter 2010 – Semester 2 (15 wks)

CourseTotalHrs

Weekly

HrsCourse

TotalHrs

Weekly

HrsCommunications for Community Development &HealthCOMM79

45 3 General Education elective 45 3

Computer Skills & ApplicationsCOMP177 45 3 HIM Applications

HLTH157 30 2Professionalism in HealthcareHLTH156 30 2 Health Data Mgmt&

Use HLTH68 45 3Anatomy & Physiology I SCIE02 60 4 Anatomy & Physiology

IISCIE03

60 4Introduction to HIMHLTH155 30 2 HIM Practicum I FLPL91

(Weeks 9-10) 70 35 hrs/wk

Clinical Pathology for HIM ISCIE105

60 4 Clinical Pathology for HIM II SCIE106 60 4

Business TeamsSOCI125 45 3 Coding I HLTH069 45 3Medical Terminology IHLTH158 30 2 Medical Terminology II

HLTH159 30 2

Year 2 FALL 2010 – Semester 3 (15 wks)

* WINTER 2011 – Semester 4 (16wks)

CourseTotalHrs

Weekly

HrsCourse

TotalHrs

Weekly

HrsGeneral Education Elective

45 3 Issues in DiversitySOCI038

45 3

Database ManagementCOMP178

45 3 Utilization Mgmt. & Decision Support HLTH75

60 4

Health StatisticsMATH59

45 3 Applied Research & Epidemiology HLTH73

45 3

Mgmt of Health Information Services HLTH74

45 3 HIM Practicum II FLPL92(Weeks 13-16)

140 35 hrs/wk

Health LawLAWS120

45 3 HIM Foundations to Practicum FLPL08

70 6

Communicating at Work COMM02

45 3 ComprehensiveHLTH72 (Weeks 1-7)

15 2

Coding II HLTH070 45 3 Coding III HLTH071 45 3

*Winter semester of Y2 condensed to 12 weeks with Practicum II Weeks13-16

CURRICULUM PLAN 11

Teaching and Learning Resources

Title Author(s)Publication

Date ISBN # Course # Course Title

Intro to Human Body: Essentials Tortora (+ Wiley Plus) 2010978047046139

6 SCIE002 Anatomy & Physiology 1

Anatomy & Physiology 1 Lab Manual 2010 "Communication for Community, Development & Health

Edited by Nancy Rishor& Fred Wood 2009

9780176431822 COMM079 Communications for CDH

Custom/Cites & Sources Pkg. (3rd ed.)Haig, J., MacMillan, V., Raikes, G. 2010

9780176473501 "

Microsoft Office 2007 Premium Ed Shelly Cashman Series 2010978032482685

2 COMP177 Computer Skills & ApplicationFundamentals of Health Information Management Canadian Healthcare Assoc 2009

9781896151311 HLTH155

Intro to Health Information Management

Intro to HIM-Course notes pack Paula Weisflock 2009 N/AProfessionalism in Health Care-A Primer for Career Success Makely 3rd edrecom only 2009

9780135153871 HLTH156 Professionalism in Health Care

Professionalism-Course notes pack Paula Weisflock 2009 N/A

The Language of Medicine Chabner, 8th ed 2007978141603492

6 HLTH158 Medical Terminology 1

Pathophysiology for Health Professions Gould, 3rd ed 2006978141600210

9 SCIE105 Clinical Pathology for HIM 1

Clinical Pharmacology Made Incredibly Easy Springhouse 2009978078178938

7 SOCI125 Business Teams

Effective Teamwork Goetsch 2004978013048527

4

The Language of Medicine-purchased sem 1 Chabner, 8th ed 2007978141603492

6 HLTH159 Medical Terminology 2

Calculating & Reporting Healthcare Statistics Horton, 3rd ed 2010978158426215

2 HLTH068 Health Data Mgmt. & Use

Fundamentals of Health Info Mgmt-purchased sem 1 Canadian Healthcare Assoc 2009

9781896151311

Student Resource Package CHIMA N/A

ICD-10-CA/CCI Classification Primer Fletcher, 5th ed 2010978097345862

6 HLTH069 Coding & Classification Systems 1

Folio Software CIHI (Optional) 2009 N/AIntro to Human Body: Essentials-purchased sem 1 Tortora (+ Wiley Plus) 2010

9780470461396 SCIE003 Anatomy & Physiology 2

Communication for CDH Custom-purchased sem 1 Rishor 2009

9780176431822

COMM002 Communication @ Work

Concepts of Database Management Pratt, 6th ed 2008978142390147

1 COMP178 Database Management

Student Resource Package-purchased sem 1 CHIMA N/A HLTH074Management of Health Information Services

Concepts, Principles and Practice, Chpt 17,20-27 LaTour, K., 3rd ed AHIMA 2010978158426217

6

Fundamentals of Health Info Mgmt-purchased sem 1 Canadian Healthcare Assoc 2009

9781896151311 Health Law

Law for Canadian Health Care Administrators Morris 1996978043345460

1 Health Law

Canadian Health Information Rozovsky 2002 with above

Electronic Health Records: A guide for Professionals and Organizations Amatayakul, 4th ed 2009

9781584262190 FLPL098

Health Information Management Foundations to Practicum

Same resources as for coding I and II noted above HLTH071 Coding & Classification Systems 3

Epidemiology Gordis, 4th ed 2009978141604002

6 HLTH073 Applied Research & Epidemiology

Concepts, Principles and Practice, Chpt 16 LaTour, K., 3rd ed AHIMA 2010 978158426217

CURRICULUM PLAN 12

6

Concepts, Principles and Practice, Chpt 18, 19 LaTour, K., 3rd ed AHIMA 2010978158426217

6 HLTH075Utilization Management & Decision Support

Sociology (Points of the Compass) Brym 2008978017643196

9 SOCI138 Issues in Diversity

Practicum 1-Guides (Preceptor and Student) Paula Weisflock Yearly N/A FLPL091 Practicum I

Practicum 2-Guides (Preceptor and Student) Paula Weisflock Yearly N/A FLPL092 Practicum IINote ** A host of website resources are also extensively used in the program.

Teaching and Learning Strategies

I stepped into this teaching and program coordinator role without ever having taught before

and I freely admit I would do things so much differently today with having some knowledge on

curriculum development and teaching and learning strategies. The Masters of Arts in Education

program has been a fabulous resource and previous Focus on Learning sessions and Aligning and

Building curriculum education has helped as well. My first couple of years teaching must have been

very boring for the students as my PowerPoint lectures were my main resource, so a passive learning

style was in place. I was concentrating all my spare time on getting all of the resources in place such

as the lectures, assessments, lab, computers, software, patient records, scanning equipment and quite

frankly, the time to be creative was minimal even though I was working sixty plus hours per week. I

did develop several rubrics for project and team presentation use but active learning exercises were

minimal.

My goal is to move forward with the knowledge I have gained in this Masters program with

active learning strategies and a student centered focus. I am a creative person by nature and if the

pedagogy piece is the art component of curriculum development, I do feel that with the knowledge I

have gained, I can achieve this goal as a budding artist.

Marketing Plan

I often reflect on the various hats we wear as educators: the creator of new curriculum and its

delivery, the director of classroom management, the investigator of students with less than stellar

academic ideals, and the initiator of new ideas. Additionally other hats include the role of the

cheerleader of special program events, the counsellor of students struggling with balancing life and

school, and the marketer of my program, to name a few.

CURRICULUM PLAN 13

Program marketing is a major role of a program coordinator for a new program. Securing

practicum sites for students requires the practicum sites understanding of your program content and

goals and what skills the students are coming to them with. Recruiting an Advisory Board involves a

similar marketing role. Potential students are constantly contacting the coordinator as they attempt to

choose between several schools or sometimes even several programs within the same school and

again I wear my marketing hat during these conversations. Having a passion about the career options

and the program itself does make this a relatively easy task though. Recently I had the opportunity to

work on a marketing video for the School of Education, Health, and Wellness and a number of

students and I star in a good portion of this video. Each year the program coordinator is responsible

for updating the program content for both the website and the program calendars published for

potential students and again marketing is a major consideration in much of this verbiage. As I discuss

opportunities for practicum with potential sites, again, I am marketing the program and the students

skill set. Open House happens two times per year; I attend all of these, and deliver program sessions

for potential students considering the program. Finally, when people contact me for potential job

applicants, I am touting the skills the students learned in the program and the value of hiring them

over other programs students, again marketing!

CURRICULUM PLAN 14

Evaluation Plans

I am including one assignment here as well as the team charter and assessment pieces

(rubrics) to go along with it. The assignment is a team project in the third semester Management of

Health Information Services course and includes a number of components from their weekly lectures

and labs, hence considered an integrated project.

Project Management-Oncology Clinic data collection Ministry mandate______________________________________________________________________

Due date: All components are due on December 7, 2009

Grade value of this project: 25% of course grade (15% faculty assessed-team grade, 5% peer assessed by your fellow team members and 5% individually assessed by and for yourself), a further non graded group critique will also be completed by the other teams with feedback on this provided by the instructor. Several rubrics will be provided for further guidance on expectations and includes the detailed marking plan for each assessment [individual (A),peer(B) and faculty (C)].

Background: It is October, 2009 and you have just received a letter from your CEO that the Ministry of Health and Long Term Care has mandated the collection of outpatient Oncology Clinic visits beginning in six months (April 1, 2010….the start of the new fiscal year). Your multi site organization (Watersedge Healthcare) has a very active outpatient oncology service at the largest site (Watersedge-Fleming site) and you must gather a team together to plan out this new initiative. Here are some further details to assist you in planning.

The clinical leader for Oncology does not want the charts to go to the HIM dept. to be coded so you need to consider options within the oncology dept….of course space is limited

Assume that some of the data elements required for the new initiative are not currently being gathered within the existing chart; hence you need an education plan within oncology

Your project sponsor is the Chief Information Officer for your organization who also has finance within his portfolio and clearly understands the financial implications in penalties that the Ministry will impose if this data is not collected in a timely fashion

Not doing this coding could be an option but the financial and other implications of not doing it would have to be outlined…the financial penalty alone is 9000.00 per year for a facility your size and consider the organizations reputation

Your organization structure can be made up…but here are a few groups/committees you might want to consider

o CAC…Clinical Advisory Committees made up of nursing managers and physicians CIMC….Corporate Information Management Council

o Site Leadership groups made up of managers and physician leaders at each site

CURRICULUM PLAN 15

Some groups (not all mentioned) will need an fyi on the initiative and others (those impacted) will need varied levels of knowledge and involvement

The physician structure is broken down as followso Waters edge Healthcare (the organization) has a Chief of Staff, each site has a Deputy

Chief of Staff for site related matters Watersedge-Fleming site as the largest site involves many sub specialties and has a further

structure of physician leaders for each serviceo There is a physician leader for oncologyo There is also a clinical nursing leader for oncology

All Physician leaders and Deputy Chiefs meet with the Chief of Staff monthly for MAC….Medical Advisory Council

Evaluation (3 parts):

Part 1-Project plan report: The entire project plan is due to the instructor in the form of an electronically submitted 8-10 page, double spaced word processed report. It will be marked electronically and sent to all group members with comments. Use Tahoma font, size 11 and bolded headings for the various sections (Eg. 1.0 Executive summary) of your word processed report which should include the following components:

Title Page-1 page 1.0 Executive Summary-1 page 2.0 Project Charter highlights-2 pages 3.0 Project management timelines chart-1-2 page(s) 4.0 HR Plan-job description-1 page 5.0 Budget-1-2 page(s) 6.0 References-1 page

Part 2-PowerPoint: The entire project plan report should be synopsized into 10-12 PowerPoint slides and electronically submitted for marking.

Part 3-Team Presentation using PowerPoint: Together, the team will present this PowerPoint to the organizations management executive committee (your class) in order to gain their support to proceed with the initiative. This is expected to be a 20 minute presentation with all team members participating.

Hand in requirements recap: Each team will electronically submit one word processed 8-10 pg. report and one PowerPoint presentation on the due date prior to any class presentations taking place. I suggest a team leader be identified by the group at the beginning to communicate with instructor and to take on this responsibility. Spelling, grammar, format, sentence structure and the ability to follow directions as outlined will be marked for all components. See the grading sheets for further details on how your deliverables will be evaluated.

Further details on project component requirements:

Below you will find further details, from the above outline, on the seven components required within this project plan.

Title page

CURRICULUM PLAN 16

As this is a formal presentation to the organizations executive on a new initiative you are seeking support on handouts would normally be provided as well as the PowerPoint presentation, but due to a large class size only the instructor will receive a copy of the report.

1.0 Executive summary

Your executive summary should summarize all the other sections of your plan. It should include key financial numbers from your plan as well as brief summaries of other important sections including the ministry mandate directive. It should be the last thing you write in your plan, even though it's usually the first thing read by others. Its concise length and summary format will enable the reader to quickly understand what you plan to do with your project and why.

2.0 The Project Charter

Use the Project charter template provided as a guideline to outline important components of your project plan. You will choose which sections you use and there is not room for them all.

3.0 Project Management Schedule/Timelines of project plan

Prepare and present a chart (3 options noted below) for your project milestones, activities, timelines and participant goal tracking.

Microsoft project is loaded in classrooms and the learning commons for chart creation or perform a Google search for instructions to use excel in building a Gantt chart. Word can also be used for this or as a final option a hand drawn schedule of activities and timelines is acceptable (must be professional looking)o You are encouraged to try and tackle Microsoft Project as this is a widely used tool for

managing a project and is fairly quick to catch on to, however its use isnot a graded requirement

There is an expectation that all members of the group will be able to respond to questions on the project plan and timelines chart….in other words do not just assign this component to one member of the team without further plans to familiarize all team members

Use the ICD-10 implementation chart example provided to prompt you on potential planning milestones that may need to be considered for this project plan (Paula will bring one per group to your next class)

4.0 Human Resource requirements

As a component of your plan attach a job description with suitable qualifications for this job in order to recruit new coding specialists.

Assume you need to hire new staff and consider you want previous oncology experience You will need to research this component to know what to add to your regular coding

classification postings…see our HIM bulletin board or Workopolis for a starting point Consider the learning curve that staff will undergo and consider how you would address

getting the work done both short term and long termo For example you cannot hire 5 people if you need 3 in the long run...consider your

existing staff options

CURRICULUM PLAN 17

5.0 Budgeting plan

You are to prepare a budget for this project that will include all costs you have considered. Consider:

Software costs, interface costs, new staffing costs, training costs, equipment costs How many new full time equivalents (FTE’s) are required to meet the new coding

demands? Show details as to how you came up with your FTE requirements. Consider how long it

might take these staff to get up to speed due to the learning curve and how you might recruit these highly talented individuals

Consider oncology resources (texts etc.) that these new coders might require

6.0 References

Complete a reference list that allows the instructor to link to the exact reference used. APA format is not required. You should use all class resources provided (text, lecture notes, handouts, etc.) as well as plan to do some research as well as learn more about project management software to support this project plan and future project opportunities. Personal references should also be noted.

Further details for the budgeting portion of your project plan

Your organization has approximately 50,000 oncology visits per year Assume your current staff cannot handle this increase, nor are they experienced in

oncology coding Exception to the above-you have one coding specialist on staff who previously worked at

another facility in Ontario that had piloted oncology coding It is expected from preliminary estimates done by pilot sites that a coder could code 60-80

oncology visits per day once they are trained and 40 per day while they are training…training is planned to take 2 months

A computer is deemed to cost 1800.00 complete with 21” flat panel monitors, each workstation is deemed to cost 2200.00 for a compact yet suitable for coding workstation

The charts for oncology are stored in a decentralized environment because of their daily use needs and you plan to have the coders work in that same area

Assume that current software developed for other ambulatory coding will meet the needs for the most part

However, CIHI has mandated staging and primary site fields which will need to be added by the software vendor and they want a one time cost of 10.000.00 for this customization, your interface vendor wants an additional 1000.00 one time cost to modify the interface to support this

CURRICULUM PLAN 18

Team Charter

A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. A team whose members work well together can outperform even the most talented collection of individuals whose efforts are not mutually supportive and accountable. Effective teams complement strengths of their members; compensate for weaknesses; meet basic needs (motivators) through affiliation, respect, and esteem; can develop a cohesive and trusting work environment and provide development of leadership and other team building skills.Developing the team charter should accelerate your team’s development by establishing a common direction, mission, goals, procedure, and roles to move the team to the performing stage. The following are characteristics of high performing teams:

Committed to the completion of common goals Members demonstrate open and candid communication The team supports and builds up members & monitors their progress on an ongoing basis Spends time to get to know team mates and use diversity to create strength Members are involved and participate actively and willingly Has a climate of trust & loyalty and had established team norms for functioning Has well planned meetings that end with decisions and actions Has processes for resolving conflict, solving problems and making decisions Has clearly defined roles and tasks and has determined timelines

Team Name: Give your team a name. Does your team have a motto they would like to live by?

Team Purpose & Mission: Provide a brief description of the purpose of your team & your teamMission statement (i.e. why does your team exist?) Summarize your team project details.

TeamGoals: State your team goal using the SMART format (Specific, Measurable, Attainable,Relevant, and Timeline). Goals include objectives for the project, course, and team (e.g. grade goal).Make sure that each goal is linked to the mission statement and that they show specificallywhat the team is supposed to accomplish.

CURRICULUM PLAN 19

Team Roles: Identify team roles with a “job description” (who does what tasks - be specific). Includeroles such as leader, minute taker, agenda maker/distributor, file keeper& methods, editor,researcher etc.) Name Name: Role: R Job Description:

Communication Strategy: Include Meeting Information: Weekly Meeting Time,Location, how willthe team communicate; Meeting structure (who will create & distribute agendas? What filekeepi

keeping methods will you use? When/where you will meet? How will meetings be organized and run?

Expected behaviours and rules for meetings e.g. Expectations for attendance, punctuality

Name Name: E-mai E-mail: Phon Phone numbers:

Decision-making Strategy: Identify a Decision-making strategy and decision-making process you use. What decision-making process will your team follow (eight step)?Include decision-making structure (e.g. how does the team make decisions, does majority rule?

Does Doesit have to be unanimous? Etc) Include expected behaviours and rules for decision-making

(e.gn In case of a tie, does the leader decide? Will we stay with the decision until we all agree, etc?)

Ground Rules/Team Expectations: Develop a list ground rules that all team members have agreed to follow using the SMART format. Establish boundaries for your team by developing statements that describe how team members are to behave and perform together on the project.List the ground rules ALL team members have identified and agreed to follow. Be specific. What standards characterize “quality” work? How active is “active participation”? Some examples may include:

Meeting attendance is mandatory Be accountable (never miss a deadline, help others)Participate (ask questions, give opinions) Arrive on timeSubmit quality work (grammar, spelling) Respect others (discuss & disagree on task not people)

CURRICULUM PLAN 20

Consequences: Develop a list of consequences appropriate for team members breaking the ground rules your team has established. They should be SMART, enforceable and agreed to by all team members. What sanctions will be invoked? (what specific grade deductions? removal from the team?) How they will be carried out? What intermediary steps, if any, will be taken to deal with unacceptable behaviour? Consequences define how a member’s behaviour will or will not affect their share of any team mark!

Grou Ground Rules: Cons Consequences:

Team members sign off:

We the group members have prepared this contract together and we hereby agree to the above noted requirements of each one of us. Signed, this ______ day of ______(month), _______(year).________________________________ ___________________________________

________________________________ __________________________________

________________________________ __________________________________

Hand this signed contract in to your instructor. Due date: Nov 17, 2009

CURRICULUM PLAN 21

Health Information Management Team Project

SELF-EVALUATION-Appendix AName______________________

Describe your participation in the final project. Discuss and evaluate, in specific and concrete detail, the contributions you made to your group's project. Describe the things you did well, what roles you played and also describe the areas in which you could have done better. Consider the following contributions and add any others that you might have made:

1. discussion, preparation and suggestions2. research, resource gathering, integrating components3. writing report and PowerPoint preparation4. leadership, meeting attendance5. overall team contribution

At the conclusion of your comprehensive written self-evaluation outlining your effectiveness, give yourself a number grade, as described below on your own team effort in participating in this project. If documentation is not comprehensively detailed, instructor will determine appropriate grade here based on what is stated.

4-A extraordinary; completed more than an equal share in all areas listed above 3-B very good; completed almost an equal share of the work in all areas listed above2-C fair; did not do my fair share but did contribute to some areas listed above1-D fell below the basic requirements for group work; did very little work at all0-E did not complete any work to support the team

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I evaluate my own team contribution to have earned the following # grade ______

Running head: CURRICULUM PLAN 9

Your name: _________________________Team # _______________ Appendix B-Peer Evaluation for Team Project-5% of grade

Topic and Date of Presentation __________________________________

Each fellow student should be evaluated based on the following contribution criteria with a maximum of 10. This information is strictly confidential. Comments are required to support your assessment. Provide 1-2 sentences per criteria describing their participation in and contributions to the project...consider things like; What was the most effective part of the persons contribution? Why was this the most effective part? What could the individual learn from this part that s/he could use to improve the next group activity? How could the team member improve her/his use of discussion, research skills, writing, editing skills, etc. Use the following grading scale to guide you in each criteria area. 0-Did not participate at all .5-Hardly participated 1.0-Only contributed 1/2 of the time with their full share 1.5-Did a fair bit but not quite a full share 2.0-Full share of contribution in this criteria area.

Student names

Criteria

Contribution to data gathering & research for project /2 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0

Contribution to integration of gathered information into report and PowerPoint /2 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0

Contribution to team project by attending group meetings and practice sessions and responding to team email discussions regarding the project /2 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0

Contribution to the team project by supporting the team and valuing everyone’s input and assisting others if needed /2 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0

Contribution to overall project (leadership, interest, creativity etc.)/2 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0 0 0.5 1.0 1.5 2.0Total grade /10

Team Assignment -- Project Planning -- Oncology Coding Appendix C-Faculty Rubric

CURRICULUM PLAN 23

Student's Names:   ____________________________________________________________________________________________________________________________________________________

CATEGORY 1 2 3 4Title Page & References

The title page does not follow the instructions provided and is not professional in presentation.

The title page minimally follows the instructions provided and is somewhat professional in presentation.

The title page meets most of the criteria provided and is somewhat professional in presentation.

The title page meets all of the criteria provided and is entirely professional in presentation with creativity demonstrated. (Use of border, a company logo, color, etc.)

1.0 Executive summary

The team does not demonstrate an understanding of the components necessary within an executive summary. The summary is in complete and does not provide a full picture of the project plan.

The team demonstrates an understanding of the components necessary within an executive summary. The summary is somewhat complete but lacking in a full picture of the project plan.

The team demonstrates an understanding of the components necessary within an executive summary. The summary is mostly complete and enables the reader to comprehend the plans major components and potential issues.

The team clearly demonstrates a thorough understanding of the components necessary within an executive summary. The summary is complete and enables the reader to comprehend the plans major components and potential issues. A good synopsis of the summary was presented to the class.

2.0 Project Charter

The team has not clearly considered all aspects of the project charter.

The team has done a fair job on the project charter considering some of the necessary components and capturing most of the required information.

The team has done a fair job on the project charter considering most of the necessary components and accurately capturing the required information provided with critical thinking skills identified.

The team has done a thorough job on the project charter considering all necessary components and accurately capturing the required information provided with critical thinking skills identified.

3.0 Timelines/milestones chart development

Team needs help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Team independently develops a timeline using Microsoft Project describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Team independently develops a timeline using Microsoft Project describing when most parts of the work will be done. All students in-group can independently describe the high points of the timeline.

Team independently develops a reasonably complete timeline using Microsoft Project or a reasonable fascmile, describing when different parts of the work will be done and noting the need for involvement by others and any interdependencies. All students in-group can independently describe the high points of the timeline.

4.0 Human Resources

The team has not clearly identified their need for additional FTE's. Their job posting is lacking in some of the components that should be considered as necessary to support the project.

The team has identified their need for additional FTE's. Their job posting identifies some of the components that should be considered as necessary to support the project.

The team has identified and provided data to backup their need for additional FTE's. Their job posting identifies most of the components that should be considered as necessary to support the project.

Their job posting clearly identifies all components that should be considered as necessary to support the project. Creativity and critical thinking skills are demonstrated in the job posting.

5.0 Budget The team missed several key costing areas and inadequately budgeted for several key costs.

The team missed a key costing area and inadequately budgeted for a certain key cost.

The team covered all of the costing areas but underestimated significantly certain key costs.

The team covered all of the costing areas and their calculations are very near the mark. Creativity and critical thinking skills are evident in their budgetary plan with demonstrated resource use. The team has clearly identified and provided data to backup their need for additional FTE's

Written report/PowerPoint: Spelling, grammar, punctuation and overall professional presentation of report and PowerPoint

The team has not demonstrated a feasible project plan. Many grammatical, spelling, and/or punctuation errors were noted.

The teams plan is in-complete. There are some grammatical, spelling, and/or punctuation errors noted.

The team has demonstrated a project plan that is fairly well done in writing style and detail. Almost no grammatical, spelling or punctuation errors were noted.

The team has demonstrated a project plan report and PowerPoint that is exemplary in presentation style and detail demonstrating creativity throughout and comprehensive resource utilization . Critical thinking skills are evident. No grammatical, spelling or punctuation errors were noted. All instructions were followed.

Formal class presentation: formal overall professional presentation of findings

The teams formal presentation did not demonstrate teamwork and professionalism in its entirety.

The teams formal presentation was a little weak in demonstrating professionalism and teamwork. The flow was unpolished.

The team’s formal presentation demonstrated professionalism and evidence of teamwork throughout. Some critical thinking skills were noted. Timing of presentation was off from assigned time expectations (too long or too short)

The team has formally demonstrated a project plan that is exemplary in presentation style and detail. Critical thinking skills are evident in several areas of the plan. The team’s presentation was extremely professional and a team effort was evident throughout. Speakers projected her/his voice so that it was clear and made visual contact with the audience. The talk was appropriately paced and the required timelines were adhered to.

CURRICULUM PLAN 24

Team Charter and Meeting minutes

The team did not complete a team charter and did not submit meeting minutes for at least 3 meetings.

The team submitted a late completed team charter and at least 2 sets of meeting minutes for the project planning stages

The team submitted a completed team charter on time and at least 3 sets of meeting minutes for the project planning stages Total marks available /35

Running head: CURRICULUM PLAN 9