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PATHWAY: Health Informatics

COURSE: Medical Terminology in Healthcare Systems

UNIT 2: HS-MTH-2 Health Records

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Annotation:

Students will learn how to accurately apply medical terminology in healthcare systems. Students will learn the HIPAA guidelines in relation to health records.

Grade(s):

| |9th |

| |10th |

|X |11th |

|X |12th |

Time:

10 Hours

Author:

Leola McNeill

Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation. . Many students (both with and without disabilities) who struggle with reading may benefit from the use of text reading software or other technological aids to provide access to printed materials. Many of these are available at little or no cost on the internet.

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GPS Focus Standards:

HS-MTH-7. Students will explain the fundamentals of the disease process.

a) Identify important contributions in medicine.

b) List and explain at least seven causes of disease.

c) List methods of treatment of disease.

d) Explain the five stages of dying and aspects of end of life care to include the living will, advanced directives, healthcare proxy, and hospice as it relates to cultural expectations.

HS-MTH-9. Students will examine the types, content, and structure of the health record.

a) Explain the different purposes for maintaining a medical record.

b) Identify the various components of a health record and explain their purpose.

c) Explain the differences and similarities in record keeping in the various healthcare settings to include long-term care, acute care, rehabilitation settings, ambulatory care, and clinic/medical office settings.

d) Demonstrate understanding of HIPAA guidelines as it relates to health records.

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Enduring Understandings:

It is essential for health care providers to understand the HIPPA guidelines and comply with the Privacy Act of 1974. In order to maintain health records, there are numerous legal, ethical, and documentation requirements.

Essential Questions:

• What were the major important contributions in medicine and their importance in treatment of disease?

• What are the five stages of death and dying?

• What type of documentation is necessary to plan the aspects of end-of-life care?

• What are differences and similarities in healthcare settings?

• What are the components of the health record?

• Why is health information kept confidential?

• What are the HIPAA guidelines?

• Why is HIPAA important?

Knowledge from this Unit:

Students will be able to:

• Explain the impact and limitations of HIPAA regulations on paper-based and/or electronic medical records.

• Describe the advantages and disadvantages of technology in maintaining health records.

• Define the statute of limitations when keeping various medical records (i.e. birth delivery records).

• Identify the difference between legal and ethics.

Skills from this Unit:

Students will:

• List the components of the health/medical records.

• Promote patient confidentiality.

• Compare and contrast the methods for correcting mistakes and making amendments to an electronic medical record and paper copy.

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Assessment Method Type:

| |Pre-test |

| |Objective assessment - multiple-choice, true- false, etc. |

| |__ Quizzes/Tests |

| |__ Unit test |

|X |Group project |

|X |Individual project |

| |Self-assessment - May include practice quizzes, games, simulations, checklists, etc. |

| |__ Self-check rubrics |

| |__ Self-check during writing/planning process |

| |__ Lab Book |

| |__ Reflect on evaluations of work from teachers, business partners, and competition judges |

| |__ Academic prompts |

| |__ Practice quizzes/tests |

| |Subjective assessment/Informal observations |

| |__ Essay tests |

| |__ Observe students working with partners |

| |__ Observe students role playing |

| |Peer-assessment |

| |__ Peer editing & commentary of products/projects/presentations using rubrics |

| |__ Peer editing and/or critiquing |

|X |Dialogue and Discussion |

| |__ Student/teacher conferences |

| |__ Partner and small group discussions |

| |_x_ Whole group discussions |

| |__ Interaction with/feedback from community members/speakers and business partners |

|X |Constructed Responses |

| |__ Chart good reading/writing/listening/speaking habits |

| |_x_ Application of skills to real-life situations/scenarios |

| |Post-test |

Assessment Attachments and / or Directions:

NONE

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• LESSON 1: Important Contributions in Medicine

1. Identify the standards. Standards should be posted in the classroom.

HS-MTH-7. Students will explain the fundamentals of the disease process.

a) Identify important contributions in medicine.

b) List and explain at least seven causes of disease.

c) List methods of treatment of disease.

d) Explain the five stages of dying and aspects of end of life care to include the living will, advanced directives, healthcare proxy, and hospice as it relates to cultural expectations.

HS-MTH-9. Students will examine the types, content, and structure of the health record

a) Explain the different purposes for maintaining a medical record.

b) Identify the various components of a health record and explain their purpose.

c) Explain the differences and similarities in record keeping in the various healthcare settings to include long-term care, acute care, rehabilitation settings, ambulatory care, and clinic/medical office settings.

d) Demonstrate understanding of HIPAA guidelines as it relates to health records.

2. Review Essential Questions. Post Essential Questions in the classroom.

• What were the major important contributions in medicine and their importance in treatment of disease?

3. Identify and review the unit vocabulary. Terms may be posted on word wall.

|Acute Care |Ethical |Living Will |

|Ambulatory Care |HIPAA |Long-Term Care |

|Advance Directives |Hospice |Medical/Health Record |

|Clinic/Medical Office |Healthcare Proxy |Rehabilitative Care/Settings |

|Documentation |Legal | |

4. To get students to begin thinking about the subject, explain the following:

• “You may have enjoyed several periods of history, because people married to have children by the time they were 12 – 14…in ancient times …because they were dead by the age of 30. Up until AD 1650, the world agreed with teenagers today, any one over the age of 30 was old and by the time people were 40 they were dead. Today, we will discuss major contributions to healthcare and how lives have been saved because of these interventions.”

5. Show students the video about discoveries in medicine at .

6. Divide students into groups for presentations. Each group will need to research one of the following topics and present their findings to the class using PowerPoint presentations they have created.

• Intriguing facts about the history of medicine

o Pass out the Hippocratic Oath Handout

o The discovery of bacteria

o The discovery of the importance of cleanliness in healthcare and what happened prior to the discovery

o Contributions by teenagers in medicine

• Review the causes of disease.

• Explain at least five different treatments of disease and how they differ.

7. To summarize the lesson, go around the room and ask each student to answer the following questions:

• What is one new thing you learned today during class discussion?

• How may this impact you and your desire to make a contribution to health care?

• LESSON 2: Facilitating End of Life Care through the Various Healthcare Settings

1. Review Essential Questions. Post Essential Questions in the classroom.

• What are the five stages of death and dying?

• What type of documentation is necessary to plan the aspects of end-of-life care?

• What are differences and similarities in healthcare settings?

2. Divide students into four groups. Assign each group one of the four aspects of end of life care (living will, advanced directive, hospice, and healthcare proxy). Each group will research their topic and present a PowerPoint presentation to the class. A good resource is .

3. To summarize the lesson, go around the room and ask each student to answer the following questions:

• What is one new thing you learned today about causes of death in U.S?

• How may this impact you and/or a family member?

• LESSON 3: Medical Records - Components and Purpose

1. Review Essential Questions. Post Essential Questions in the classroom.

• What are the components of the health record?

• Why is health information kept confidential?

2. Generate a discussion using the following lead-in:

• “You step on a nail. You go to your doctor‘s office the first thing he does is look up your immunization history and checks to see when was the last time you had a tetanus shot….when was the last time you had one?”

3. View the Medical Records PowerPoint.

4. Generate a class discussion using the Medical Records Q&A Note Sheet. Ask students the questions and let them discuss them before you give the answers. .

5. View the Retention of Medical Records PowerPoint.

5. To summarize the lesson, go around the room and ask students to answer the following questions:

• How does this lesson impact you and/or your family member – are your immunizations up to date?

• What surprised you today about the components of your health record

LESSON 4: HIPAA and the Confidentiality of Your Medical Record

1. Review Essential Questions. Post Essential Questions in the classroom.

• What are the HIPAA guidelines?

• Why is HIPAA important?

2. Generate a discussion using the following lead-in:

• “How would you feel if your significant other (boyfriend or girlfriend) found out you had HIV or another sexually transmitted disease by overhearing your provider making his report in the hallway about his care of you?”

3. Discuss HIPAA guidelines including confidentiality, release of information, and patient’s rights. Explain the difference between ethical and legal issues affecting the management of medical information. In addition, compare and contrast the legal and ethical rights of the patient/provider and healthcare facility.

4. Have students scan through the “Summary of the HIPAA Privacy Rule” at . Have students complete the corresponding HIPAA Privacy Rule Worksheet.

5. Read through with students the Health Information Privacy Rights Handout.

6. To summarize the lesson, ask students to discuss the following question:

• Reading a patient’s chart not assigned to you because he/she is a celebrity is what type of violation (ethical or legal). How could it be both?

• ATTACHMENTS FOR LESSON PLANS:

Hippocratic Oath Handout

Health Research Project Handout

Medical Records PowerPoint

Medical Records Q&A Note Sheet

Retention of Medical Records PowerPoint

HIPAA Privacy Rule Worksheet

Health Information Privacy Rights Handout

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Culminating Unit Performance Task Title:

Cause of Death Research Project

Culminating Unit Performance Task Description/Directions/Differentiated Instruction:

Pass out the Cause of Death Project Handout. Students will research the causes of death in the United States individually. Assign students one of the causes and ask them to find the types of institutions these patients are seen in. Students should also research what forms of healthcare are prescribed. Students will present their findings in a short paper that they will turn in.

Attachments for Culminating Performance Task:

Cause of Death Project Handout

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Web Resources:





nchs/fastats/lcod.htm





Materials & Equipment:

• Computers with internet access

• Projection Equipment

21st Century Technology Used:

|X |Slide Show Software | |Graphing Software | |Audio File(s) |

| |Interactive Whiteboard | |Calculator | |Graphic Organizer |

| |Student Response System | |Desktop Publishing | |Image File(s) |

| |Web Design Software | |Blog |X |Video |

| |Animation Software | |Wiki | |Electronic Game or Puzzle Maker |

| |Email |X |Website | | |

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Healthcare Science

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