Vision 2016: a Blueprint for Quality Education in HIM

1. Vision 2016: a Blueprint for Quality Education in HIM Understanding and Discussing the Key Issues

2. AHIMA Board of Directors Charge 2006-07 HIM Education Strategy Committee To ensure the future of the health information management profession and the broader health informatics profession to achieve a strong leadership role to transform healthcare through quality health information, for the successful deployment of electronic health records, personal health records, and the national health information network. This all began with a charge to the HIM Education Strategy Committee to ensure the future of the HIM profession. A strategic planning session in August 2006 led to refinements of the Vision and development of the extensive publication: Vision 2016: A Blueprint for Quality Education in Health Information management. This all began with a charge to the HIM Education Strategy Committee to ensure the future of the HIM profession. A strategic planning session in August 2006 led to refinements of the Vision and development of the extensive publication: Vision 2016: A Blueprint for Quality Education in Health Information management.

3. HIM Education -- Vision 2016 - Blueprint -- Timeline This timeline indicates the extensive work and reports historically � all leading to the current Vision 2016 and 2009 work plans where Vision 2016 becomes operationalized.This timeline indicates the extensive work and reports historically � all leading to the current Vision 2016 and 2009 work plans where Vision 2016 becomes operationalized.

4. Key Priorities A. Transform health information management to a graduate level profession by 2016 B. Realign the health information management associate degree with work force needs by 2016 C. Prepare an effective, qualified pool of health information management faculty by 2016 The 3 priorities articulated in the Vision 2016The 3 priorities articulated in the Vision 2016

5. AHIMA 2009 Strategic Framework

6. In 2005 AHIMA and the American Medical Informatics Association held a summit to discuss future workforce needs to support implementation of electronic health records and information interoperability. This report can be found on the AHIMA website under: HIM Resources/ Emerging Issues/ scroll down to the report. It was mailed to all AHIMA Members in April 2006. Its message remains a challenge to us all � to better train the current workforce and strengthen formal education for the future workforce of health information specialists across all levels. In 2005 AHIMA and the American Medical Informatics Association held a summit to discuss future workforce needs to support implementation of electronic health records and information interoperability. This report can be found on the AHIMA website under: HIM Resources/ Emerging Issues/ scroll down to the report. It was mailed to all AHIMA Members in April 2006. Its message remains a challenge to us all � to better train the current workforce and strengthen formal education for the future workforce of health information specialists across all levels.

7. New � Workforce Task Force Report 2008 Contains core competencies and skills necessary for anyone in the healthcare workforce who uses the electronic health record. A companion matrix tool sorts appropriate competencies for 25 different roles in healthcare. The �Plum� report is the second product of this AHIMA/AMIA relationship and can be found on the AHIMA website under: HIM Resources/ Emerging Issues /Reports and below the report is a link to the matrix tool. The competencies can be used in job descriptions, for identifying in-service training needs and also for incorporating into academic program curricula for any health-related professions. This report was a joint project with AMIA and AHIMA.The �Plum� report is the second product of this AHIMA/AMIA relationship and can be found on the AHIMA website under: HIM Resources/ Emerging Issues /Reports and below the report is a link to the matrix tool. The competencies can be used in job descriptions, for identifying in-service training needs and also for incorporating into academic program curricula for any health-related professions. This report was a joint project with AMIA and AHIMA.

8. Transform health information management to a graduate level profession by 2016 2009 research project of employers to validate future jobs and skill sets for HIM professionals; assessing all degree levels through master�s degrees To ensure Master�s curriculum supports job needs Evaluate post-baccalaureate certificate programs as a pathway to RHIA eligibility Campaign for academic institutions, employers, and the public at large on the value of an HIM Master�s prepared graduate Be recognized as a profession with both undergraduate and graduate level academic programs A few key points about each Priority. Priority A � explores graduate education in HIM. HIM today is viewed as an undergraduate profession with HIM professionals seeking various advanced degrees in other disciplines. There are programs in health information management and health informatics at the graduate level � currently enrolling and graduating many professionals who do not see AHIMA or HIM as their professional home. CAHIIM has issued accreditation standards and plans to invite for accreditation, these many HIM/Health Informatics programs. The Commission on Certification has, at this time, determined that a graduate level credential is not warranted. A few key points about each Priority. Priority A � explores graduate education in HIM. HIM today is viewed as an undergraduate profession with HIM professionals seeking various advanced degrees in other disciplines. There are programs in health information management and health informatics at the graduate level � currently enrolling and graduating many professionals who do not see AHIMA or HIM as their professional home. CAHIIM has issued accreditation standards and plans to invite for accreditation, these many HIM/Health Informatics programs. The Commission on Certification has, at this time, determined that a graduate level credential is not warranted.

9. Realign the health information management associate degree with work force needs by 2016 Employer research on future marketability of associate degree specialties and coding professionals with associate degrees Test concept of Year One Core + Year Two Specialty Prepare a workforce ready graduate with deep learning of a given focus area (beyond �entry level�) Consider requiring an associate�s degree + coding certificate option with the implementation of ICD-10 where clinical coding becomes a two year associate degree track option Conduct employer research to validate marketability of associate degree HIM specialty skill sets. ? Conduct employer research to validate marketability of associate degree for coding professionals. ? Restructure/redesign the curriculum and competencies for the HIM associate degree level. This would represent a �core� degree area and �specialization� tracks, including but not limited to encompass the RHIT generalist, coding professional, data analyst, data quality manager, clinical data specialist, release of information specialist, cancer registrar, physician EHR specialist, health information technology (IT) specialist, and other emerging specialty certifications. ? Examine complementary changes in the CAHIIM accreditation standards to facilitate specialty tracks. Promote educational program flexibility to adjust specialization aspects to meet needs of communities of interest and market demand. ? If an associate degree is justified as a prerequisite for coding credentials and/or if HIM specialties emerge at the associate degree level, provide clear pathways and guidance for graduates to progress to baccalaureate and master�s degrees, with greater focus on improving the credit transfer process for seamless academic progression. ? Increase collaboration with industry (vendors, facilities, organizations, government) to present new technologies via classroom and alternative presentation delivery modules. ? Develop a communication strategy to carry the message to internal and external stakeholders and customers on the benefits of associate degrees, including not only AHIMA members but the industry itself. ? Evaluate the HIM generalist credential (RHIT) and opportunities for new specialty certifications at the associate degree level.Conduct employer research to validate marketability of associate degree HIM specialty skill sets. ? Conduct employer research to validate marketability of associate degree for coding professionals. ? Restructure/redesign the curriculum and competencies for the HIM associate degree level. This would represent a �core� degree area and �specialization� tracks, including but not limited to encompass the RHIT generalist, coding professional, data analyst, data quality manager, clinical data specialist, release of information specialist, cancer registrar, physician EHR specialist, health information technology (IT) specialist, and other emerging specialty certifications. ? Examine complementary changes in the CAHIIM accreditation standards to facilitate specialty tracks. Promote educational program flexibility to adjust specialization aspects to meet needs of communities of interest and market demand. ? If an associate degree is justified as a prerequisite for coding credentials and/or if HIM specialties emerge at the associate degree level, provide clear pathways and guidance for graduates to progress to baccalaureate and master�s degrees, with greater focus on improving the credit transfer process for seamless academic progression. ? Increase collaboration with industry (vendors, facilities, organizations, government) to present new technologies via classroom and alternative presentation delivery modules. ? Develop a communication strategy to carry the message to internal and external stakeholders and customers on the benefits of associate degrees, including not only AHIMA members but the industry itself. ? Evaluate the HIM generalist credential (RHIT) and opportunities for new specialty certifications at the associate degree level.

10. Prepare an effective, qualified pool of health information management faculty by 2016  Raise visibility of role of HIM Educator to enhance recruitment of practitioners to teaching Reach out to vendors to help support faculty development Invite existing doctoral faculty with complementary backgrounds to teach in HIM programs Re-evaluate accreditation standards for program director at all academic levels (by requiring a credential � will we be able to support the number of current and new programs?)\ CSAs carry the �Practitioner to Professor� campaign by identifying and supporting HIM professionals who want to teach Preparing more faculty to take positions in new HIM programs AND replace retiring educators is a key issue. We are quickly facing a shortage of educators for our HIM programs which raised the question of how to keep them going when educators are not coming forward to take these jobs. Considering becoming an educator: The Practitioner to Professor campaign began at the AHIMA national convention in 2008 at a breakfast attended by over 35 interested practitioners conversing causally over a complimentary breakfast with several experienced educators, finding out what it is like to teach, the benefits, how to get started, try it out � all the questions you want to ask but didn�t know to whom or how. CSAs are encouraged to carry this campaign to the state and local meetings � remember not all programs need to be in your �backyard� � there are many opportunities to teach online for colleges in other states. Check the AHIMA Job Bank periodically for education positions. Preparing more faculty to take positions in new HIM programs AND replace retiring educators is a key issue. We are quickly facing a shortage of educators for our HIM programs which raised the question of how to keep them going when educators are not coming forward to take these jobs. Considering becoming an educator: The Practitioner to Professor campaign began at the AHIMA national convention in 2008 at a breakfast attended by over 35 interested practitioners conversing causally over a complimentary breakfast with several experienced educators, finding out what it is like to teach, the benefits, how to get started, try it out � all the questions you want to ask but didn�t know to whom or how. CSAs are encouraged to carry this campaign to the state and local meetings � remember not all programs need to be in your �backyard� � there are many opportunities to teach online for colleges in other states. Check the AHIMA Job Bank periodically for education positions.

11. A Call to Action To grow the increased numbers of highly specialized HIM professionals needed for the near future and beyond, new strategies are needed to provide: ? accessible, high-quality formal education in HIM at associate, baccalaureate, and master�s degree levels ? enough educators to support HIM academic program growth ? continuing professional development for each AHIMA member Vision 2016, much like Vision 2006 � is a CALL to ACTION to the membership � that to secure and grow our position in the healthcare workforce of the future, several key issues must be addressed through formal education channels. Despite an impending recession and changes in our nation�s industries � healthcare remains a major employer � not only in hospitals but in other healthcare services, coupled with the growth of electronic health information systems - physician practices, long term care, specialty care services � all are on a growth pattern with an aging population AND with advancements in information technologies. We need a strong, adaptive health information management workforce to meet the needs of the future --- a highly trained technical workforce, resourceful managers, and well-prepared HIM leaders � to realize the vision of the electronic health record. Vision 2016, much like Vision 2006 � is a CALL to ACTION to the membership � that to secure and grow our position in the healthcare workforce of the future, several key issues must be addressed through formal education channels. Despite an impending recession and changes in our nation�s industries � healthcare remains a major employer � not only in hospitals but in other healthcare services, coupled with the growth of electronic health information systems - physician practices, long term care, specialty care services � all are on a growth pattern with an aging population AND with advancements in information technologies. We need a strong, adaptive health information management workforce to meet the needs of the future --- a highly trained technical workforce, resourceful managers, and well-prepared HIM leaders � to realize the vision of the electronic health record.

12. HIM HOD Higher Education and Workforce Team Work Plan: New HOD teams � formed in 2008 to discuss issues of relevance to education and workforce Advise the HIM Education Strategy Committee on the Vision 2016 Blueprint, discuss competencies and the development of graduate level offerings Provide advice to Commission on Certification, CAHIIM on issues Review submitted resolutions Develop resolution concepts The HIM Higher Education and Workforce Team will: Advise the HIM Education Strategy Committee on the Vision 2016 Blueprint, discussing competencies and the development of graduate level offerings Where feasible, review submitted resolutions and assist in outlining the arguments for and against, and assist in leading debate/discussion among delegates Develop resolution concepts Provide feedback on issues of HIM programs, curriculum, and expectations for program graduates to meet workforce needs. To date � this active committee has completed and posted on the State Leader COP and the AHIMA COP � a Professional Practice Experience �kit� for practitioners and CSAs to support taking students into your place of employment for that valuable networking, reality experience. The HIM Higher Education and Workforce Team will: Advise the HIM Education Strategy Committee on the Vision 2016 Blueprint, discussing competencies and the development of graduate level offerings Where feasible, review submitted resolutions and assist in outlining the arguments for and against, and assist in leading debate/discussion among delegates Develop resolution concepts Provide feedback on issues of HIM programs, curriculum, and expectations for program graduates to meet workforce needs. To date � this active committee has completed and posted on the State Leader COP and the AHIMA COP � a Professional Practice Experience �kit� for practitioners and CSAs to support taking students into your place of employment for that valuable networking, reality experience.

13. 2009 AHIMA Action Priorities Work in progress on employer survey to assess HIM education levels and job opportunities for the future Develop an effective communication strategy to build support from academic programs and the institutions in which they reside, as well as the healthcare industry � to embrace the various academic levels of HIM professionals in the workplace. Workforce issues and the Economic Stimulus Plan are highlighted and AHIMA will be poised to act quickly. Funding sought for a 2nd Workforce Summit CAHIIM to begin accreditation of HIM and Health Informatics master�s degree programs. Since the Vision 2016 Blueprint was issued as a thought-piece summarizing the past, assessing the current, and projecting the future of HIM higher education � AHIMA has begun work on these priorities this year: Since the Vision 2016 Blueprint was issued as a thought-piece summarizing the past, assessing the current, and projecting the future of HIM higher education � AHIMA has begun work on these priorities this year:

14. 2009 AHIMA Action Priorities Increased collaboration with industry (vendors, facilities, associations, government) to educate the healthcare workforce today as well as in the classroom for graduates of the future. Seek funding sources to create community models linking academic programs and employers. Raise the visibility of higher education and faculty status in HIM through such initiatives as ACE, national convention, research and other venues to enhance recruitment and development of new faculty who are essential to accomplish growth of the HIM profession at the graduate level, as well as sustain and grow HIM programs at the associate and baccalaureate levels. Models are already coming to our attention � where healthcare organizations have partnered with area colleges and university HIM programs, to ensure an adequate supply of well-trained graduates, funded allocation of the AHIMA Virtual Lab for students, or developed paid internships for new graduates. Much more can be done to encourage these models throughout the country. Funding sources related to the healthcare workforce continue to be available through rural health grants and projects; as well as the Wu Bill (still in Congress) and other health technology bills slated during 2008. AHIMA is experiencing a significant depletion of its long-time educators through retirements, prompting a new initiative and message to encourage any of you in this audience --- to consider becoming an educator --- serving as an adjunct faculty member is a great way to start, but consider too, �giving back� to your profession in the unique way that becoming an educator provides. Models are already coming to our attention � where healthcare organizations have partnered with area colleges and university HIM programs, to ensure an adequate supply of well-trained graduates, funded allocation of the AHIMA Virtual Lab for students, or developed paid internships for new graduates. Much more can be done to encourage these models throughout the country. Funding sources related to the healthcare workforce continue to be available through rural health grants and projects; as well as the Wu Bill (still in Congress) and other health technology bills slated during 2008. AHIMA is experiencing a significant depletion of its long-time educators through retirements, prompting a new initiative and message to encourage any of you in this audience --- to consider becoming an educator --- serving as an adjunct faculty member is a great way to start, but consider too, �giving back� to your profession in the unique way that becoming an educator provides.

15. 2009 AHIMA Action Priorities Ensure external brand marketing of HIM academic programs and HIM professionals as key to the EHR future. AHIMA is exploring partnerships with academic institutions specializing in teacher education to offer a package of courses to train new HIM faculty to lead educational reform. CourseShare developed in 2008 as an online content resource system to support HIM educators � practitioners are encouraged as well as educators to submit activities and content support items to this free online resource. Along with the AHIMA branding initiative, a student website to help with recruitment efforts can be found at: www.healthinformationcareers.com Intended as a one-stop-shop for guidance and pathways to become an HIM professional through education and training. This project is intended to provide an array of options to help new educators gain basic teaching skills through online offerings. CourseShare is a free, member benefit system to provide lesson resources, student activities, content reinforcement, and guides to help HIM educators teach cutting edge subjects. Practitioners are encouraged to submit content and suggested student activities to add to the library to help reinforce and teach some of the new, cutting edge topics facing HIM. Contact Patt Peterson, Director of Education at AHIMA: patt.peterson@ahima.org (312) 233-1132Along with the AHIMA branding initiative, a student website to help with recruitment efforts can be found at: www.healthinformationcareers.com Intended as a one-stop-shop for guidance and pathways to become an HIM professional through education and training. This project is intended to provide an array of options to help new educators gain basic teaching skills through online offerings. CourseShare is a free, member benefit system to provide lesson resources, student activities, content reinforcement, and guides to help HIM educators teach cutting edge subjects. Practitioners are encouraged to submit content and suggested student activities to add to the library to help reinforce and teach some of the new, cutting edge topics facing HIM. Contact Patt Peterson, Director of Education at AHIMA: patt.peterson@ahima.org (312) 233-1132

16. Common Misconceptions Baccalaureate programs may go away RHIA won�t have value anymore We won�t be able to staff for all of the associate degree specialty tracks Entry level students now helped by certificate programs will lose out on jobs We won�t be able to afford to make changes at my college/university Here are some of the misconceptions we have heard. Here are some of the misconceptions we have heard.

17. Will Baccalaureate programs go away? This brings about more choice, not less Baccalaureate programs will still be significant � just as associate programs are significant today with a baccalaureate option for those that choose it Curriculum content for baccalaureate level is too extensive and prescriptive to offer at a master�s degree level This would become known as �degree creep� Employers will seek a variety of applicants to fill jobs: Associate for technical expertise Baccalaureate for general management/department leadership Master�s for expanded roles at the executive level and enterprisewide Let�s take each one and briefly discuss. Let�s take each one and briefly discuss.

18. RHIA won�t have value anymore Still need to carefully assess the education outcomes characteristic of each academic level At least through 2016 � existing RHIA�s will outnumber the number of HIM master�s prepared graduates Having an HIM master�s degree option will allow HIM professionals to seek employer funding for tuition reimbursement for �terminal degree� achievement Graduate programs could enhance and strengthen existing baccalaureate programs on 95% of our campuses.

19. We won�t be able to staff for all of the associate degree specialty tracks Few school programs will offer all tracks � the tracks offered reflect the needs of the communities of interest, the students preferences, as well as the interests and training of the faculty Offers the associate degree student a reason to return to their HIM program for additional track training (student recycling) We need to whittle down the curriculum at associate degree level to ensure success on the RHIT exam, but allow for enhanced specialty content and PPE practice

20. Entry level students now helped by certificate programs will lose out Certificate programs can and do exist outside the academic model � increase AHIMA approval program to ensure quality learning Beware of inability to transfer credits to continue education when attending commercial coding programs Concerns by graduates of little chance of actually getting employed as a coder

21. Further Resources: Go to the www.ahima.org Under HIM Resources go to �Emerging Issues�: Vision 2016 .pdf http://www.ahima.org/emerging_issues/Vision2016BlueprintforEduc.pdf - HIM Workforce Report .pdf http://www.ahima.org/infocenter/whitepapers/workforce_2008.pdf Contact Patt Peterson, Director of Education at AHIMA for CourseShare: patt.peterson@ahima.org (312) 233-1132 To access the full Vision 2016 report or the �plum� Workforce Report� go to the AHIMA website under HIM Resources/Emerging Issues/Reports and scroll down to view the reportsTo access the full Vision 2016 report or the �plum� Workforce Report� go to the AHIMA website under HIM Resources/Emerging Issues/Reports and scroll down to view the reports

22. In conclusion, there is much that each one of us can contribute from within our own realm of practice to influence and guide health information management education and to develop improved data capture systems, utilize appropriate data standards, policies and practices to deliver on accurate, quality health information now and for the future. It begins with awareness, educating ourselves, builds on sharing, discussions, publicizing, influencing, and communicating to the healthcare industry, the providers that deliver care and the clinical and health-related educators in our colleges and universities. It can strengthen and grow in momentum by promoting these vital and interesting careers to potential students, and demonstrate value to the health of our nation�s population through the benefits derived from quality health information using emerging technologies. In conclusion, there is much that each one of us can contribute from within our own realm of practice to influence and guide health information management education and to develop improved data capture systems, utilize appropriate data standards, policies and practices to deliver on accurate, quality health information now and for the future. It begins with awareness, educating ourselves, builds on sharing, discussions, publicizing, influencing, and communicating to the healthcare industry, the providers that deliver care and the clinical and health-related educators in our colleges and universities. It can strengthen and grow in momentum by promoting these vital and interesting careers to potential students, and demonstrate value to the health of our nation�s population through the benefits derived from quality health information using emerging technologies.

23. Your Discussion and Ideas are Sought What has been overlooked in the �suggested action steps� that should be considered for 2009? How do we influence the next generation to seek HIM careers? How do we influence the next generation of HIM graduates to seek masters and doctoral education? How would an associate�s degree help the professional coder of the future? What motivators can be used to coax practitioners to become educators? We want to hear from you ---- (depending on the time available � this can be an interactive roundtable discussion; an open forum, or simply write down their opinions and collect after the meeting or at the registration table.) (For opportunities where more time is available � this can be a 30-45 minute breakout activity with roundtable discussion, a leader to take notes, and feedback to the group or merely post on the State Leadership CoP or submit to the AHIMA Education Strategy Committee via staff: benjamin.reed@ahima.org A category is posted on the State Leader CoP to post summaries of member feedback. We want to hear from you ---- (depending on the time available � this can be an interactive roundtable discussion; an open forum, or simply write down their opinions and collect after the meeting or at the registration table.) (For opportunities where more time is available � this can be a 30-45 minute breakout activity with roundtable discussion, a leader to take notes, and feedback to the group or merely post on the State Leadership CoP or submit to the AHIMA Education Strategy Committee via staff: benjamin.reed@ahima.org A category is posted on the State Leader CoP to post summaries of member feedback.