MHST/NURS  602     Transforming Healthcare through Informatics

Delivery mode:  Paced/home-study online
Credits: 3 - Applied Studies
Prerequisite: n/a
Precluded courses: n/a


1.0 Introduction | 2.0 Course Goals | 3.0 Course Materials | 4.0 Course Structure | 5.0 Course Outline | 6.0 Assessment Structure

1.0     Introduction

Healthcare throughout the world is becoming more and more complex.  Almost every major world economy is experiencing the effects of the high cost of healthcare, and many, if not most, national and regional governments are in some stage of healthcare reform.  However, the changes associated with healthcare are not easy to understand.  They are complex, political, and rapid, and there doesn't seem to be any end in sight.  Neither those working within the healthcare system on a daily basis nor those on the outside seem to be able to comprehend the expensive changes.  Furthermore, most people have very definite -- and sometimes quite emotional -- opinions about what should be done to "improve" the system.

For a variety of reasons, healthcare has traditionally been a  "dabbler" in the information technology area.  Many healthcare organizations are still functioning with information systems that by contemporary business standards are ludicrous for organizations of their size.  However, this is rapidly changing.  These healthcare organizations are realizing that informatics and information technology are transforming health care.

Today there is a greater need for information to support decision-making in both the clinical arenas and in the administrative -- financial arenas.  Thus the effective and efficient use of integrated information systems is crucial for healthcare organizations and their success.  It is within this framework of change that this course is situated.  

This course examines a number of emerging informatics technologies and processes including Consumer Informatics, the Internet, Telehealth, the Electronic Patient Record and Information exchange. Ways in which the technologies/processes could transform health care are explored. The issues and concerns related to the application of the technologies/processes such as data protection are also considered.


2.0     Course Goals

After completing this course, the student should be able to:  

  1. Describe ways in which emerging informatics technologies/processes can transform health care;  
  2. Identify issues related to the application of emerging informatics technologies/processes;  
  3. Strategize solutions to address these issues  
  4. Apply concepts of data protection to emerging informatics technologies/processes; and  
  5. Propose ways in which emerging informatics technologies/processes could address health care delivery concerns in their workplace.  

This set of goals constitutes the initial direction of the course. As a participant in this course, you likely have questions of your own which may not be reflected in the initial goals. One of the first activities in this course is to articulate your questions and issues to the other participants so that we can work together to find ways of attending to them. In this way, the course becomes, at least in part, your own creation, since it is only through interacting, building on each others ideas and reflecting on your own experience that a course actually comes into existence.


3.0     Course Materials 

MHST/NURS 602  is comprised of both Online and Print-based course materials. 

Online Materials

  • Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.

  • Schedule: Outlines the timing of course activities

  • Units: Contains the units that comprise the course

  • Assessment: Outlines the assignments/evaluation procedures of the course.

  • Reference: Listing of required readings, web sites, and citations included in the units

Print Materials:

The textbook listed below is used in this course.  

      Edwards, M. J. A. (2002). The Internet for nurses and allied health professionals. New York: Springer-Verlag.


4.0     Course Structure  

This is in asynchronous on- line course.  This means that there is no established time when you must log on.  Each week at a specified time, the instructor will make an on-line presentation relating to the topic of the week and the issues of the day.  This presentation will set the tone for the on-line discussion.  The presentation will also include a list of discussion questions.  The nature of the discussion questions will be available in the study guide, but will be modified relative to the expectations of the particular students in the course and the events occurring in healthcare at the time of the sections presentation. The purpose of the weekly input is to keep all students on the same topic. Once the instructor's  presentation is "posted" students may add to the discussion at any time.  Students must "log on" once a week at a minimum.  Several times a week is desirable so that the discussion freely continues back and forth. 

5.0     Course Outline  

The course consists of 6 units:

Unit 1 - Orientation and Introduction
Time Frame: Week One

In this unit, we will very briefly overview healthcare informatics, focusing on Canada. We will discuss the need for a vision to guide informatics development on all levels. We will examine several federal and provincial informatics vision documents. Students will also post a personal introduction. The introductions and the vision discussion will provide opportunities for becoming familiar with conferencing technology and process.

Unit 2 - The Internet
Time Frame: Weeks two and three

This unit will assist students to understand and work with the Internet to identify professional resources. There will be opportunities to test your search strategies and evaluate professional sites. During the second week, we will discuss consumer informatics, meaning health information available on the Internet for clients. Issues related to client use of information found on the Internet and the professionals responsibility related to consumer informatics will be discussed.

Unit 3 - Electronic patient record
Time Frame: Weeks four and five

The electronic patient record incites very strong responses from many people. We will examine both the collection of data for an electronic patient record, as well as the data storage options and concerns.

Unit 4 - Information exchange
Time Frame: Weeks six and seven  

This unit builds on the previous one. Once there are electronic patient records, the ideal is to share the record as needed amongst health professionals. Issues related to data coding and access will be discussed.

Unit 5 -Telehealth
Time Frame: Weeks eight

Telehealth applications build on all the previous units. In this unit, we will discuss a variety of telehealth applications and related issues such as liability and remuneration. We will also consider the use of decision-support tools

Unit 6 - The Future of Healthcare Informatics
Time Frame: Week nine

The intent of the readings and discussion in this unit is to consider how information gathered and available through informatics applications can be used to change practice.

Unit 7 - Wrap-up and reflection
Time Frame: Week thirteen

This unit allows us to complete any outstanding discussion and to reflect on learning's to date.


6.0     Assessment Structure  

Web Site Evaluations 15%
Conference Participation 15%
Collaborative Presentation 30%
Final Paper 40%
Total 100%

 

Web Site Evaluations

Feedback will focus on your critical assessment of the sites you have selected for this purpose. Your comments will be assessed on the basis of your organization of the points you are making and on the support you provide for making them.

Conference Participation

Feedback on your participation in the conference will be ongoing. Keep in mind that it is the quality, not the quantity, of your submissions that is the goal. Feedback will focus on your ability to provide organized and original contributions that reflect analysis and synthesis of the material presented.

Collaborative Working Group Presentations

Feedback on your collaborative work that results in presentations on the computer conference will be organized according to the following categories:

  • Organization: Is the presentation clearly organized, with the topic and objectives clearly defined? Is the material presented in a format and in segments that make it relatively easy to understand? Are the materials being presented and the medium chosen for the presentation a good match?
  • Content: Is the content substantive? Does it both inform and challenge? Is the material more than simply a rehash of what participants already know?
  • Collaboration: Is the presentation truly collaborative? Does the work appear to have been evenly and equitably allocated?
  • Discussion: Do the questions posed prompt further discussion? Is the discussion moderated in a way that keeps the contributions on target and constructive? Are summaries provided with appropriate frequency and clarity?
  • Originality: Is there evidence of creativity in the presentation? Are the voices original and distinctive as opposed to copies of what has already been heard?

Each Collaborative Working Group will be awarded one overall grade. Each group has a choice, however, as to how its members may allocate individual grades. For example, members of the group may decide that everyone made an equivalent contribution and so everyone deserves the same grade. Or they may decide to divide the grade differently. If, for example, the group had3 members and the overall grade they received is 83 per cent, these members might decide to divide the total of 249 [83 times 3] into 80 points for member A, 83 points for member B, and 86 points for member C on the basis of the effort each member contributed to the final outcome. Each Collaborative Working Group is to make its own decision on the allocation of grades and then inform the instructor of this decision.

Final Paper

The Final Paper is due by the end of Week 13.

For your Final Paper, write a Proposal for an informatics application, telehealth or Internet-based, that would transform the delivery of health services in your area/institution/practice. This proposal should not exceed the equivalent of 20 pages of 8 ˝ X 11 in., double-spaced text. The paper should address:

  • Identified need
  • Proposed solution
  • Brief literature review of the proposed intervention
  • Implementation concerns re proposed solution, including: Data protection; Information exchange; Access; and Other implementation issues
  • Rough costing estimates and rationale
  • Summary

The feedback you receive on your written paper will be organized according to the following categories:

  • Relevance: How clearly have the central questions or issues been defined? How closely does the subsequent writing relate to those questions or issues? How succinct and concise is the writing?
  • Definition: Have those terms that need to be defined (i.e., technical terms, or terms whose meaning is central to the argument being presented in the paper) been defined in a clear and appropriate way?
  • Organization, argument, support: How coherent is the argument that comprises the paper? Is the topic sufficiently introduced and concluded? Are transitions between ideas clearly and smoothly accomplished? Are the arguments sufficiently elaborated? Are the arguments adequately supported by illustrative examples and references to external sources where appropriate? Are sources of material acknowledged? Is the format of internal footnotes and bibliography in APA style, which is required for the MHS program? Is the implementation of this style consistent and adequate?
  • Accuracy and clarity: Is the writing sufficiently free of grammatical errors and awkwardness to communicate meaning clearly? Are word choices appropriate and accurate? Is the presentation free of factual error and omission?
  • Originality: Does the writing display an original voice, as opposed to one that relies primarily on other's words and voices? Is there evidence of original and creative thought?
  • The comments you will receive on your work are intended to help and support rather than to criticize for the sake of criticism. Writing is a skill we all need to strive to develop further. I am always pleased to have an editor make my work read better!

Open March 4, 2002 to archived version.


Athabasca University reserves the right to amend course outlines occasionally and without notice.
Note: This syllabus was last updated January 2002
Page last edited: October 28, 2003 ©Copyright 200
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