Week 5 Discussion 1Challenges of HCITDiscuss the major challen.docx

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This document discusses challenges and the future of Health Care Information Technologies (HCIT). It asks students to discuss major challenges for managing HCIT in the context of health care reform, and how existing and future HCITs should be managed. It also asks what the future of HCIT looks like in terms of software development, education, research, and practices, and what challenges could arise. The document provides a class text on health care administration by Wolper for additional context.

Education

Week 5 Discussion 1
Challenges of HCIT
Discuss the major challenges for managing Health Care
Information Technologies (HCIT) in the context of Health Care
reform. How should existing and future HCITs be managed?
Week 5 Discussion 2
Future of HCIT
What does the future look like for HCIT in terms of software
development, education, research, and practices? What
challenges could arise?
Class Text
Wolper, L.F. (2011). Health care administration: Managing
organized delivery systems (5th ed.). Boston: Jones and
Bartlett.

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Assignment #1: Prepare Descriptive Statistics Data Analysis Plan Before conducting any statistical analyses, researchers develop a plan for how they will analyze their data to answer their research questions. The purpose of this assignment is to provide an experience developing a descriptive statistics analysis plan. Note: This first assignment is a plan only; no statistics will be calculated or graphs created. The second assignment will involve carrying out the plan. .

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Assignment #1 Early Intervention Strategies Paper Submit Assignment Due Jan 17 by 11:59pm Points 15 Submitting a text entry box or a file upload Early Intervention Strategies Paper (15 points) The purpose of the presentation is to help classmates understand different types of intervention strategies for early intervention. Students will be expected to write a 5-7 page paper that is comprised of two parts. In Part I, the student will discuss the role of each of the following professionals that can comprise a treatment team in a maximum of 3 pages: Developmental Teacher Occupational Therapist Physical Therapist Speech/Language Pathologist Audiologist Vision Consultant Psychologist Pediatrician Part II: Furthermore, each student will set up a site visit at a local agency or provider of services to young children and will spend some time observing a particular facility or program that cares for and provides services to infants and young children. The following list should be used to guide the observations. The student should summarize thefollowing information in at least 3 pages: Name of the facility or program Ages of the children served History and philosophy of the facility or program Structure of the facility or program (Co-Op, Pre-K, ) Services provided Activities and routines in which the children engage Adult to child ratio Types of delays and disabilities of the children who attend this program Family involvement Type of setting: inclusive setting, provisions for inclusion Curriculum used Would you recommend this facility to a family with a child with a disability? Why or why not? .

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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