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RHIA - Registered Health Information Administrator(R) (RHIA) - Dump Information
|Exam Name||:||Registered Health Information Administrator(R) (RHIA)|
|Questions and Answers||:||1832 Q & A|
|Updated On||:||November 15, 2017|
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RHIA Questions and Answers
Take a look at the comparison of the two life cycles below:
Look at the cell in the Information Systems Life Cycle that is filled with question marks. Which of the following should replace those question marks to make a complete, correct comparison?
You are the coding supervisor at a large inpatient facility. Recently, there has been an increase in coding errors. You have a meeting with your coders to discuss possible reasons for the problem. The group agrees on the reasons listed below:
Having determined a good list of possible reasons for the increase in coding errors, you would like to have your coders help you determine where you should place your problem resolution efforts first. Your best bet for achieving consensus is to use
- nominal group technique.
- force field analysis.
- affinity grouping.
In your job as Chief Security Officer, you are evaluating software programs that will support your policy on sound terminal controls within your facility. One of the features you include in your request for information to vendors is
- time-out feature.
- voice recognition feature.
- unique identifier for log-on.
The plus sign beside survival time for subjects two (2) and six (6) in the table above indicate observations on these subjects were censored. This means the subjects
- entered the study at an advanced stage of the subject's illness.
- have one or more risk factors in addition to the subject's illness.
- withdrew from the study alive or were lost to follow-up.
- died prior to the end of the study, regardless of cause.
As the Project Manager for the upcoming HER implementation, you ask one of your assistants to develop a work breakdown structure (WBS). Critical to implementations and project success, the WBS
- lists steps needed to complete the project.
- determines dependencies among project tasks.
- describes project responsibilities.
- defines the project's critical path.
As the HIM manager in charge of your department's budget, you are mandated to report on variances of more than 6% either positive or negative to your Chief Financial Officer and include the reasons for the variance and any action plans necessary. Based on the table below for the December variance report, what category would you be required to report on to the CFO?
- office supplies
- contract services
Evidence-based management and decision-making is an emerging model now used to make more informed decisions. The primise of this model is
- using intuition based on previous experience.
- using a decision tree that branches to alternatives.
- using the best clinical and research practices available.
- using an alternative that meets minimum requirements.
As a member of the project team for document imaging implementation, you were asked to provide the information in the grid .This is an example of a(an)
- PERT diagram.
- Gantt chart.
- PMBOK chart.
- work flow diagram.
Carson surveyed members of AHIMA's student CoP regarding the relationship between clinical experiences and job opportunities. All respondents were seniors in HIA programs and each one expected to graduate and take the national exam within the next 6 months. Fifteen of the eighteen respondents indicated at least one clinical rotation had resulted in a job offer. Based on this information, Carson expects to be offered a job during senior clinical rotations. Carson is basing this expectation on
- scientific inquiry.
- inductive reasoning.
- deductive reasoning.
Investigator A claims his results are statistically significant at the 10% level. Investigator B argue that significance should be announced only if the results are statistically significant at the 5%.. level. From this we can conclude
- if investigator A has significant results at the 10% level, they will never be significant at the 5% level.
- it will be more difficult for investigator A to reject the statistical null hypotheses if he always works at the 10% level compared with investigator B who works at the 5% level.
- if investigator A has significant results at the 10% level, they will also be significant at the level.
- it will be less difficult for investigator A to reject the statistical null hypotheses if he always works at the 10% level compared with investigator B, who works at the 5% level.
A researcher at your facility has submitted his study to the IRB for approval. As a member of the IRB Review Committee, you note that his research is investigating lung cancer occurrence in women who smoke. His timeframe for the study is January through December of 2008. In this study, the independent variable in this case is:
- the study timeframe.
- women who smoke.
- women who do not smoke.
- cancer occurrence. Answer: B QUESTION: 255
Your HIM department is moving to a new location, and in order to arrange your employees functions for optimal work flow efficiency and to decide which employees need to be placed d to each other, the tool you decide to use is a
- data flow diagram.
- PERT chart.
- proximity chart.
- flow process chart.
A p value of less than 0.05 is what researchers commonly use to reject the null hypothesis. small p value may place interpretation of the results of the study at risk for a
- sampling error.
- stratification error.
- type 1 (a) error.
- type 2 (b) error.
Which of the following employees would be considered exempt under the Fair Labor Standards Act?
- the head of the Department of Health Information Services who is involved in decision making and planning 90%, of the time
- the coding supervisor who has responsibility for three employees and performs analysis and coding 80% of the time
- the departmental secretary who is responsible for performing a variety of clerical and administrative tasks
- the sole employee in the physician's workroom who has responsibility for maintaining and tracking medical record deficiencies
In order to prevent the accidental introduction of a virus into your facility's local area network, your facility has a policy that strictly prohibits
- doing personal work on the computer system, even during personal time.
- sharing disks from one workstation to another within the facility.
- downloading executable files from electronic bulletin boards.
- sending or receiving e-mail from addresses that have not been authorized.
Healthcare RHIA Exam (Registered Health Information Administrator(R) (RHIA)) Detailed InformationRegistered Health Information Administrator (RHIA®)
Working as a critical link between care providers, payers, and patients, the RHIA:
Is an expert in managing patient health information and medical records, administering computer information systems, collecting and analyzing patient data, and using classification systems and medical terminologies.
Possesses comprehensive knowledge of medical, administrative, ethical and legal requirements and standards related to healthcare delivery and the privacy of protected patient information.
Manages people and operational units, participates in administrative committees, and prepares budgets.
Interacts with all levels of an organization - clinical, financial, administrative, and information systems - that employ patient data in decision-making and everyday operations.
Job opportunities for RHIAs exist in multiple settings throughout the healthcare industry. These include the continuum of care delivery organizations, including hospitals, multispecialty clinics and physician practices, long-term care, mental health, and other ambulatory care settings. The profession has seen significant expansion in nonpatient care settings, with careers in managed care and insurance companies, software vendors, consulting services, government agencies, education, and pharmaceutical companies.
RHIA applicants must meet one of the following eligibility requirements:
Successfully complete the academic requirements, at the baccalaureate level, of an HIM program accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM).¹; OR
Successfully complete the academic requirements, at the master’s level, of an HIM program accredited by CAHIIM and following a specific set of criteria.
*Master’s level candidates must use the Master’s Program Exam Application below; OR
Graduate from an HIM program approved by a foreign association with which AHIMA has a reciprocity agreement.²
Click here to view a list of currently approved Certificate of Completion programs.
Master’s Application Process
CCHIIM has recently approved a master’s degree eligibility pathway for CAHIIM accredited HIM master’s level programs utilizing the 2014 curriculum and the minimum core competencies which have been outlined by AHIMA.
Existing master’s programs that currently offer a credential or bridge style program that leads to RHIA exam eligibility will also be listed on this website until 2017 when all programs are required to have fully implemented the 2014 curriculum competencies. Click here to view a list of currently approved master's programs.
Candidates who qualify to sit for the RHIA following the master’s degree pathway must submit a paper application. Click here for the Master’s Program Exam Application.
Students in CAHIIM-accredited programs for RHIT® or RHIA®, enrolled in their final term of study, are now eligible to apply for and take their respective certification exam early. Eligible students include the following:
Students currently enrolled and in their last term of study
Students who have completed their course work but have not yet graduated
Graduates who are currently waiting for their official transcripts
How to Become a Registered Health Information Administrator
Learn how to become a registered health information administrator. Research the education and career requirements, training information, and experience required for starting a career in health information administration.
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Should I Become a Registered Health Information Administrator?
The role of a registered health information administrator (RHIA) is to ensure that health records are kept according to medical laws and ethics. Although RHIAs may manage some paper records, many patient records are electronic or will be soon, in compliance with the Affordable Care Act. In addition, RHIAs use information technology to ensure that patient information is properly documented and moves efficiently among medical personnel. These professionals may also manage other staff members.
RHIAs, like other types of medical and health services managers, usually work full-time during normal business hours. They complete their work primarily in office settings, utilizing computers, phones, and paperwork to ensure compliance. Much of such administrators' work can be done independently. A small risk of exposure to infectious diseases is present for all individuals who work in medical care settings.
Degree Level Bachelor's degree is standard
Degree Field Health information management
Certification AHIMA awards the RHIA credential
Experience Entry level; no experience necessary
Key Skills Strong verbal and written communication skills, knowledge of federal and state health care privacy laws, medical terminology, medical records management software
Salary (2015) $48,455 (median for all RHIAs)
Sources: U.S. Bureau of Labor Statistics, American Health Information Association, PayScale.com.
Step 1: Earn a Bachelor's Degree
Prospective RHIAs must complete a bachelor's program in health information management accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). These programs are available in campus-based and online formats.
In many cases, students must complete two years of prerequisite coursework or an approved associate's program before applying to a health information management bachelor's program. Prerequisite topics include human anatomy, biology, psychology and computer applications. The core health information management curriculum covers medical ethics, medical law, privacy law, data analysis and electronic records management.
Complete an internship. Enrolling in an internship or practicum is one way to gain experience while earning a bachelor's degree. These field experiences are often included in bachelor's programs.
Build leadership skills. In some cases, RHIAs have staff management responsibilities. With courses such as professional communication and human resource management, candidates can learn to delegate tasks when necessary and improve their listening skills.
Step 2: Become Certified
After earning a CAHIIM-accredited bachelor's degree, students can pursue the RHIA credential. To earn this designation, individuals must pass a 180-question exam that covers organization and management, health data management and information technology systems.
Prepare for the exam. AHIMA offers a practice test and an exam preparation guide, as well as a list of recommended study resources. Applicants may increase their chances of success by preparing for the exam.
Step 3: Continue Education
RHIAs are required to recertify every two years by earning 30 continuing education units. Continuing education activities may include publishing and presenting materials relevant to the field, attending AHIMA meetings or completing relevant college coursework.
Those who wish to advance in the field should consider pursuing a graduate degree. With combined education and experience, RHIAs can be promoted to top administrator. Top administrators often have a team of administrators working under their supervision.
Program Chair for Health Information ManagementCategory:
Open Until Filled
marked as a Priority
Mercy College of Health Sciences is seeking program chair candidates for its newly developed Health Information Management program. The 4 year degree program is one of only a few bachelor's programs in the state of Iowa.
The successful candidate will have responsibility for managing the program, teaching and advising students, building curriculum and course content, recruiting students and working toward accreditation of the program. Teaching responsibility will be 75% of the position.
The ideal candidate will possess a master's degree in a related field, ">RHIA certification and experience working in health information management. Previous experience in higher education is preferred. Offsiteremote location is a possibility.
This is an exciting opportunity to be on the ground floor of building a program for the future of health information management.
Anne Dennis, PHR, SHRM-CPHuman ResourcesMercy College of Health Sciences
It is Mercy College of Health Sciences’ policy to conduct all academic programs and business activities in a manner that is free from unlawful discrimination and to provide equal opportunity for and equal treatment of students and employees regardless of race, color, age, ethnicity, religioncreed, national origin, pregnancy, sexual orientation, gender, gender identity, genetic information, sex, marital status, disability or status as a U. S. veteran or any other factor protected by law. Inquiries regarding nondiscrimination policies may be directed to the Vice President, Enrollment Management and Student Affairs or the Human Resources’ Business Partner at 515.643.3180, 928 6th Avenue, Des Moines, Iowa 50309, mchshrmercydesmoines.
2016 Internet Employment Linkage, .
">RHIA: Registered Health Information AdministratorAHIMA, the American Health Information Management Association, which has more than 103,000 members, offers a reasonably complete, multi-tiered health care IT certification program.
The ">RHIA provides the knowledge and services that link care providers, patients and payers together in the medical system as practiced in the United States today. ">RHIAs are experts in managing patient health information and related records, administering health information systems, collecting and analyzing patient data, and using classification systems and medical terminology.
">RHIAs must understand medical, administrative, ethical and legal requirements related to health care delivery as well as privacy and confidentiality requirements for protected patient data. Such professionals may also manage people and operational units, interact with administrative and technical committees, and provide input to or prepare IT budgets. ">RHIA candidates are expected to demonstrate mastery across five domain knowledge areas:
AHIMA offers two other certifications that the IT-inclined should check out: the Certified Healthcare Technology Specialist (CHTS) and the Registered Health Information Technician (RHIT). AHIMA also offers various health care coding credentials, and certifies individuals as health data analysts, privacy and security specialists, and document improvement professionals. Be sure to check out their website for a complete list of certifications.
">RHIA Facts & Figures Certification Name Registered Health Information Administrator (">RHIA) Prerequisites & Required Courses Bachelor's degree (or higher) from a Health Information Management (HIM) program accredited by CAHIIM, or graduate from an HIM program approved by a foreign association with which AHIMA has a reciprocity agreement (primarily Canada and the EU at present). Application, including college or university transcripts, required. Number of Exams One exam: 180 questions (20 un-scored pretest questions), 4 hours Cost per Exam $229 members; $299 nonmembers. Exams administered by Pearson VUE. AHIMA authorization required to register. Ongoing annual membership: $175. URL .ahimacertificationrhia.aspx Self-Study Materials AHIMA offers an Exam Content Outline and an Exam Content Outline Crosswalk as well as a comprehensive list of recommended resources. Practice exams are available for $49.99 member; $59.99 nonmember.
ICD-10-PCS Book and Online Courses Released to Prepare Coders for FY 2017Newly Revised and Updated Materials from Nationally Recognized Coding Expert Lynn Kuehn
BEDFORD, Mass. – Nov. 17, 2016 – PRLog — To assist coders in mastering ICD-10-PCS procedure coding including the significant changes for FY 2017, nationally recognized ICD-10-PCS expert and Libman Education instructor Lynn Kuehn has revised her ICD-10-PCS course series and textbook.
“ICD-10-PCS continues to challenge inpatient coders and the 2017 ICD-10-PCS updates are significant — 3,827 new codes, 491 revised titles, and 12 deleted codes — as well as significant changes to cardiovascular coding,” said Lynn. “The updated textbook and course series provide what coders need to understand and master in the ICD-10-PCS coding system, including the updates. The textbook provides a thorough PCS reference guide; the course series takes one from beginner to advanced in minimal time.”
The textbook “ICD-10-PCS: An Applied Approach 2017” is authored by both Lynn Kuehn, MS, ">RHIA, CCS-P FAHIMA, and Teri Jorwic, MPH, ">RHIA, CCS, CCS-P, FAHIMA, and published by the American Health Information Management Association (AHIMA). (Uses a blue and red cover to distinguish it from previous versions.)
The revised and updated ICD-10-PCS course series available from Libman Education includes ICD-10-PCS, Part 1: The MedSurg Section, ICD-10-PCS, Part 2: The MedSurg- and Ancillary Sections, and ICD-10-PCS, Part 3: Advanced Coding by Body System. The series
• Provides in-depth and advanced ICD-10-PCS knowledge.• Provides additional examples, exercises, case studies and coding tips not found within the textbook.• Educates with examples and coding practice using actual operative reports.• Covers difficult topics in an understandable manner.• Provides many examples with anatomical illustrations and audiovideo content.
For more about “ICD-10-PCS: An Applied Approach 2017,” visit
For more about Lynn’s ICD-10-PCS course series, visit
ABOUT LYNN KUEHNLynn Kuehn, MS, ">RHIA, CCS-P, FAHIMA, is president of Kuehn Consulting, LLC, in Waukesha, Wisconsin, a consulting firm specializing in coding for all settings and physician practice management issues. Lynn has been deeply immersed in the ICD-10 coding system and training for ICD-10 and was among the first instructors for AHIMA’s ICD-10 Train-the-Trainers. She has authored Libman Education’s 3-part series of ICD-10-PCS courses and EM Coding: Evaluation and Management Coding for Professional Fee Services.
ABOUT LIBMAN EDUCATIONLibman Education . is a leading provider of training for the healthcare workforce. Libman Education offers self-paced online courses designed and developed by leading industry experts in Health Information Management (HIM) and Medical Record Coding. Courseware is designed for individuals as well as health care providers and institutions, public and private workforce development training programs, and professional and volunteer associations interested in preparing their employees and members for the challenges facing the HIM workforce.
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2 Respiratory Therapists Clinical Laboratory ScientistMedical Technologist Medical RecordsHIT Technician Radiologic Technologists Dietician Nutritionists 2-year associate s degree or 4-year bachelor s degree programs. Most respiratory therapists obtain a four-year or higher degree from an accredited institution. However, there are associate s degree and certificate programs that can get you started. All states, except Alaska and Hawaii, require respiratory therapists to obtain a license in order to practice. Four-year bachelor s degree program in Medical Technology or Clinical Laboratory Science. Medical records and health information technicians entering the field usually have an associate degree from a career college or community college. Experienced technicians may specialize in coding, particularly Medicare coding, or in cancer registry. Most coding and registry skills are learned on the job. Some schools offer certificates in coding as part of the associate degree program for health information technicians. Radiologic technician program options include: - 1-year certificate or diploma - 2-year associate s degree - 4-year bachelor s degree Upon completion of an associate degree, opportunities exist to continue education and obtain a bachelor s degree. A bachelor s or master s degree in one of the radiologic technologies is desirable for supervisory, administrative, or teaching positions. Dietitian qualifications are a 4 year degree in dietetics or nutrition with a 9-12 month internship or completion of a coordinated undergraduate program that combines classroom and clinical experience. National exam to become a Certified Respiratory Therapist (CRT). After passing this exam, you can decide to sit for two additional tests to become a Registered Respiratory Therapist (RRT). Clinical laboratory scientists must pass a national certification examination given by The American Society for Clinical Pathology (ASCP), the National Credentialing Agency for Laboratory Personnel (NCA), American Medical Technologists (AMT), or the American Association of Bioanalysts (AAB). California, Florida, Georgia, Hawaii, Louisiana, Montana, Nevada, North Dakota, Rhode Island, Tennessee, and West Virginia all require licensure of individuals. Other states require licensure of clinical laboratories. Most employers prefer to hire Registered Health Information Technicians (RHIT) or Registered Health Information Administrators (">RHIA), who must pass a written examination offered by the American Health Information Management Association (AHIMA). To take the examination, a person must graduate from a 2-year associate degree program accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). In 2005, 38 states required radiologic technologists and technicians to be certified. Graduation from an accredited program in medical radiography or radiologic sciences satisfies academic eligibility to apply to take the national certifying examination given by the American Registry of Radiologic Technologists (ARRT). Most states require licensure or certification. The Commission on Dietetic Registration (CDR) offers national certification and testing which earns dietitians the title Registered Dietitian (RD). The wide variety in the type of professional services needed and scope of training required to provide the spectrum of care is one of the challenges rural communities face when working to address workforce needs for allied health services. There are over 1,000 educational programs for Allied Health professionals nationally, which enroll over 30,000 students annually. Many allied health careers are also among the fastest growing professions (Bureau of Labor Statistics, 2006). 2
3 Although it is common knowledge that rural health care facilities face challenges in attracting and retaining qualified professionals to meet their allied health needs, consistent data regarding workforce shortages for allied health professions in rural communities is not readily available (Mueller, K.J., 2003). Issues Lack of Allied Health Workforce Data Rural shortages of certain health care providers, such as physician, nurses, nurse practitioners, physicians, dentists, and mental health care providers are typically well documented. However, despite the fact that similar rural shortages in allied health are commonly acknowledged, consistent data is unavailable at the national or state levels to quantify the issues. Studies measuring outcomes of inclusion of allied health in the patient care process are limited and discipline specific. This further limits knowledge related to the impact of allied health as a member of the health care team. Federal funding under for the Title VII Health Professions Workforce Information and Analysis program, which supports the compilation and analysis of data on the nation s health workforce, was eliminated in FY 2006, further hampering efforts to evaluate and access aggregate workforce issues for allied health. Varying Practice Regulations, Requirements and Reimbursement The role of each allied health discipline differs based on the regulations governing the practice of that particular discipline which is often individualized to each state. Entry into practice of each discipline may also be varied. Practice can also be regulated based on referrals of health care providers and consideration of insurance reimbursement. The presence of allied health often depends of the value of the service by the population and by the providers. The diversity and specialization of health care has created the need and use of various allied health services that enhance and extend the delivery of health care. Outcomes based reimbursement depends on using what ever possible to help the population achieve better health and decreased relapse and hospitalizations. Standards of care are uniform regardless of rural or urban setting, and providers are held to that standard regardless of resources available. Appropriate levels of service may not always be possible due to the lack of allied health resources, and fear of legal recourse could prevent providers from practicing in rural areas due to the lack of allied health services. Rural and frontier areas have significant health care professional shortage areas which directly impact the development of collaboration and use of allied health care professionals. When providers are not available to order the services, the services cannot be performed regardless of the need. Recruitment and retention of allied health care decreases when health care providers leave due to financial and reimbursement issues. Rural areas have experienced declines in available health care providers and subsequently, allied health services which are provider driven also have diminished in rural areas. Relocation of allied health providers can also be difficult when spousal employment is needed and specialized jobs are sparse. Rural areas have a high number of Medicaid and Medicare populations which may limit income for the allied health provider. State policy is varied in every state and with every discipline. Facilities that are needed to house the discipline, such as physical therapy, also may not be available. Access to education and training programs Access to education and training for allied health professionals can be difficult, even though many courses are now available online. Universities provide interactive class via the web and have electronic means of testing and receiving grading paper work. Many rural areas do not have an internet carrier that has the speed to support institutional programs that house the classes. This reduces the opportunity to train willing individuals already living in rural communities to gain the skills and certification to provide services. The availability of rural internship andor practicum opportunities can also be limited, and having enough faculty to support training programs in rural areas adds an additional challenge. Once in practice, network support for collaboration of allied health professions can be sparse, leading to frequent on-call schedules. Professional support may not be available for isolated rural providers making practice in more urban areas a more attractive option. 3
4 Strategies The solution to improving and restoring health to rural and frontier areas is multi-factorial and requires actions at every level as a partnership. Rural and frontier community members deserve the same access to health care as individuals in urban areas, including services from a team of professionals of which allied health is an imperative part. A team approach of educational institutions, health care providers and local, state, and federal government is needed to address the challenges in recruiting and retaining the necessary allied health professionals in rural communities. Examples of potential strategies to address the Allied Health workforce pipeline are listed below: Educational Institutions Develop innovative interdisciplinary training programs to accommodate workforce needs in rural areas. Make training programs more assessable by using information technology or developing regionalized access points. Recruit from vo-technical programs, and give credit for high school programs. Expand health related educational courses offered that begin in high school that transfer to the college level. Enhance student recruitment programs to encourage health occupations. Engage in welfare to work programs and offer tuition waivers for those trying to establish a work career. Advertise programs through the media to attract potential students of all ages and offer programs to acclimate older students to the educational process. Provide resources and support for allied health students to ask questions, or seek advice and peer support. rease the number of faculty available to support the demand for training health professions students. Enhance and expand the availability of clinical training sites in rural settings. Rural Health Facilities Partner with educational institutions to develop programs that will allow students to continue current employment and family responsibilities while enhancing their careers. Develop career ladder training programs. Recruit professionals that could provide clinical training for potential students. Collaborate with local and state education agencies to expose elementary, junior high and high school students into health professional programs and careers. Work with State High School educational agencies to develop vocational educational opportunities as an entry to allied health careers. Partner with local economic development to create local opportunities. Search for links outside the realm of health care. Attach needs to economic growth and meet with industries and business that have not linked with health care previously. Enhance retention activities and increased opportunities to maintain Allied Health Professionals currently employed. Partner with local Foundations and businesses to offer tuition reimbursement and loan repayment incentives. States Offer financial incentives to encourage allied health professionals to locate in rural underserved areas in the state. These incentives could include scholarships, loan repayment programs and tuition waivers to students from areas that lack in specific allied health professionals. Develop formal programs to ensure an adequate healthcare workforce, to include training, recruitment and retention. Support funding at the university level to enhance the availability of clinical instructors. Provide capital resources necessary to fund distance education programs. 4
5 Develop statewide career ladder training programs through campus and distance learning options. Promote practice parameters that are national to reduce licensure problems with recruiting from other states. Support programs that link educational facilities and rural areas. Offer tax breaks to allied health professionals that practice in underserved areas, return to school for education that will fill needs and vacancies in these areas. Offer tax breaks to institutions that financially support training and recruitment of needed allied health care professionals to their area. Support the delivery and reimbursement of allied health via telemedicine. Develop formal Workforce Tracking Programs to collect and analyze allied health workforce trends and opportunities. Require public service providers who provide or could provide high speed internet to cover all of the state and offer incentives for those who extend into rural areas. Congress Reauthorize and increase funding for Title VII and VIII to support workforce development programs. Promote universal licensing and practice parameters of allied health to simplify requirement from state to state. rease funding and grants available for the recruitment and retention of allied health professionals to the rural areas. Provide personal tax breaks for health care professional that practice in rural and underserved areas. Promote and fund research that evaluates the impact of allied health in rural areas as compared to urban areas that have these resources available. Recommendations The Institute of Medicine outlined key strategies and findings relating to rural healthcare workforce issues in their 2005 report Quality Through Collaboration (see below). The NRHA endorses the following recommendations aligning with the IOM report with a focus on allied health professionals: IOM Recommendation To target workforce training programs most effectively, federal, state, and local governments need better information on the current supply and types of health professionals. Data that would be particularly useful include the numbers of providers and provider hours of clinical practice, practice specialties, and sites of service. Financial and policy incentives at the federal and state levels could be put in place to facilitate the gathering, analysis, and retention of health professions workforce data that are comparable across states. Allied Health Application Although most states have some availability of workforce data on physicians and nursing professions. There is a particular lack of workforce data regarding allied health professions. What data is available is frequently inconsistent or not comparable from state to state. Financial and policy incentives for development of workforce data centers and increased health care workforce data development need to include a focus on allied health professions to best target programs and incentives in the workforce pipeline for this broader scope of health care professional. IOM Recommendation Congress should provide appropriate resources to the Health Resources and Services Administration to expand experientially based workforce training programs in rural areas to ensure that all health care professionals master the core competencies of providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, applying quality improvement, and utilizing informatics. These competencies are relevant to the many discipline-specific and multidisciplinary programs supported under Titles VII and VIII of the Public Health Service Act. 5
6 Allied Health Application Title VII funding is a key resource to ensuring an adequate allied health workforce in rural communities. Title VII programs such as Area Health Education Centers (AHECs), interdisciplinary training programs, and workforce programs that recruit students from minority and underserved communities, all play a key role in the pipeline for engaging and recruiting allied health professionals. The Area Health Education Centers can also play a key role in helping engage and prepare K-12 students from rural communities with adequate educational preparation, and consideration of allied health professions as a viable career option. IOM Recommendation Schools of medicine, dentistry, nursing, allied health, and public health and programs in mental and behavioral health should: Work collaboratively to establish outreach programs to rural areas to attract qualified applicants. Locate a meaningful portion of the educational experience in rural communities. Universities and 4-year colleges should expand distance learning programs andor pursue formal arrangements with community and other colleges, including tribal and traditionally African American colleges, located in rural areas to extend the array of rural-based education options while encouraging students to pursue higher levels of education. Make greater effort to recruit faculty with experience in rural practice, and develop rural-relevant curricula addressing areas that are key to improving health and health care, including the five core competencies (i.e., providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, applying quality improvement, and utilizing informatics), the fundamentals of population health, and leadership skills. Develop rural training tracks and fellowships that (1) provide students with rotations in rural provider sites; (2) emphasize primary care practice; and (3) provide cross-training in key areas of shortage in rural communities, such as emergency and trauma care, mental health, and obstetrics. Allied Health Application Training programs that include an emphasis on practice opportunities in rural communities are of key importance in developing an adequate allied health workforce. In addition, many allied health profession training programs can be amenable for working adults. orporation of a wide variety of strategies to engage and support working adults in selecting allied health as a career option, and to support current allied health professionals in furthering their education and skills will also be critical in addressing the allied health workforce pipeline. References Advisory Committee on Interdisciplinary, Community-Based Linkages. (2005). Advisory committee on interdisciplinary, community-based linkages, fifth annual report to the secretary of the U.S. department of health and human services and to the congress, Rockville, MD: HRSA, Health Resources and Services Administration. (report from 5th). All Star Directories. (2008). Health care careers. Retrieved 512009, from Bureau of Labor Statistics. (2006). Occupational employment and wages. Washington, DC: U.S. Census Bureau, U.S. Department of Labor. Health Professions Network. (2007). Communication, consensus, and advocacy. Reston, Virginia: Health Professions Network. Retrieved from Institute of Medicine. (2005). Quality through collaboration: The future of rural health (Medical No. 2005). Washington, DC: The National Academies Press. Mueller, K. J., Stoner, J. A., Shambaugh-Miller, M. D., Lucas, W. O., & Pol, L. G. (2003). A method for identifying 6
7 places in rural America at risk of not being able to support adequate health services. The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association, 19 (4), Wakefield, M., Amundson M., Moulton, P., Gibbens, B. (2007). North Dakota Health Care Workforce: Planning Together to Meet Future Health Care Needs. Policy Brief from the North Dakota Center for Rural Health. January Policy adopted October Government Affairs Office 1108 K Street NW, 2nd Floor Washington, DC (202) You can access this document online at 7
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">RHIA Certification: What Is It? Should You Get Certified?By Lisa A. Eramo
With so many career options in health care, it’s difficult to narrow down the choices. However, given the increasing cost of higher education, today’s graduates need to think about return on investment. Health information management—a profession dedicated to ensuring the integrity, privacy, and security of medical records—continues to be in high demand as patients gain access to healthcare services and as technology shapes the ways in which data is captured. The Registered Health Information Administrator (">RHIA®) credential is one of many options for those seeking to enter this demanding area of health care.
What is the ">RHIA credential?
The ">RHIA credential—awarded by the American Health Information Management Association (AHIMA)—denotes one’s competency in the management of protected health information, including its input, security, transmission, and storage. Although this information was once stored in paper files, it’s increasingly stored in an electronic health record (EHR). EHRs make it possible for healthcare organizations to perform complex monitoring, tracking, and trending like never before. Those with ">RHIA certification help tell the stories behind this data, including its limitations and its potential uses.
Why is ">RHIA certification beneficial?
Those with an ">RHIA credential are extremely valuable to any healthcare organization because they understand the business of health care—that is, how coded data translates to payment, quality indicators, patient safety scores, and more. Given the importance of coded data, organizations increasingly hire those who not only have a bachelor’s degree but who have also taken steps to achieve a formal ">RHIA certification. This certification demonstrates one’s expertise as well as one’s commitment to the profession. It also increases one’s earning potential and career mobility.
In what settings does a certified ">RHIA work?
Those with an ">RHIA credential can work in a variety of settings, including hospitals or physician practices. Others may land jobs working for an insurance company, software vendor, consulting company, government agency, pharmaceutical company, or educational institution. Common job titles include HIM director or manager, coding supervisormanager, privacysecurity officer, and compliance analyst. New and emerging titles include patient information coordinator, data quality manager, data integrity analyst, project manager, and EHR implementation specialist.
How can one obtain ">RHIA certification?
To get an ">RHIA credential, individuals must 1) complete an on-campus, online, or hybrid bachelor’s program in health information management or health information technology (HIT) that’s accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), or 2) graduate from an HIM program approved by a foreign association with which AHIMA has a reciprocity agreement. Bachelor’s programs in HIM or HIT typically include courses on medical ethics, medical law, data analysis, data collection tools and methods, health data management, reimbursement methodologies, and healthcare information technology.
After obtaining a bachelor’s degree, individuals must successfully pass a 180-question certification exam that includes topics such as health data management, privacy and security, database design, human resource management, and information technology systems. Those with an ">RHIA credential must recertify every two years by earning 30 continuing education credits.
How do I know whether the ">RHIA credential is right for me?
The ">RHIA credential is an ideal option for those who are interested in the role that data plays in health care. Today’s healthcare administrators help organizations understand how data can be used to improve clinical care, outcomes, and population health. The role of healthcare administrators and mangers will continue to evolve with technology. Those holding an ">RHIA credential must be willing to evolve and adapt in this dynamic profession.
Find out more about a career in health information management by visiting the UW Bachelor of Science in Health Information Management and Technology home page.
Lisa A. Eramo is guest writer for the UW Health Information Management and Technology Blog. As a freelance writer, she regularly contributes to healthcare publications, websites, and blogs with a particular interest in health information management, medical coding, ICD-10, clinical documentation improvement, and healthcare quality and efficiency. .lisaeramo.wordpressm for more about Lisa.
about health information management:
Hi there! I manage the University of Wisconsin Health Information Management and Technology Blog. I am a biologist turned writer—online and previously for magazines such as Prevention, The American Gardener, and Delta Sky—but I never lost my deep fascination for science and medicine. I’m glad you’re here. Feel free to poke around our blog and email me at missy.katneruwex.edu if you have questions or suggestions.
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