Medical coding textbook for beginners that is easy to read and understand. Covers diagnosis coding with ICD-9-CM and ICD-10-CM and procedure coding with CPT-4, HCPCS, and ICD-10-PCS. This presentation showcases all of this textbook's features.
Medical coding is the process of translating medical information and diagnoses into alphanumeric codes for documentation and billing purposes. A medical coder will take a doctor's report of a patient's symptoms, tests, diagnoses, and treatments and translate each piece of information into the appropriate medical codes. Proper medical coding is important for accurate medical billing and reimbursement. The coded medical information is then passed to the medical biller to create claims to submit to insurance companies for payment.
The document provides an overview of medical coding topics including ICD-9-CM codes, CPT/HCPCS codes, global surgery periods, modifiers, and common terms. Key areas covered are diagnosis and procedure coding systems, bundled vs unbundled services, modifiers to identify services or avoid bundled edits, and global periods for major and minor surgeries.
This document provides an overview of common medical coding systems used in the United States. It discusses the International Classification of Diseases (ICD), Current Procedural Terminology (CPT) codes, and Healthcare Common Procedure Coding System (HCPCS). ICD codes are used for diagnoses. CPT codes document medical procedures and services performed by physicians. HCPCS codes include additional medical items and services not covered by ICD or CPT codes, such as durable medical equipment. The document provides details on the purpose and guidelines for each coding system.
The document summarizes a presentation on the transition from ICD-9-CM to ICD-10-CM. It discusses the reasons for replacing ICD-9-CM, including that it is outdated and lacks specificity. It also describes some key differences between ICD-9-CM and ICD-10-CM, such as ICD-10-CM codes having up to 7 characters instead of 3-5. Additionally, it provides an overview of the structure and users of the new ICD-10-CM classification system which will be implemented on October 1, 2013.
The document discusses various medical coding systems used in healthcare including ICD, CPT, and HCPCS codes. It provides an overview of each coding system including their purpose, format, and how they are used. ICD codes are used for diagnoses and provide a universal vocabulary for causes of injury, illness, and death. CPT codes document medical procedures and services. HCPCS codes include additional services and items not covered by CPT codes, such as durable medical equipment and ambulance rides. Proper medical coding is important for tasks such as medical statistics, reimbursement, payments, and quality review.
Medical coding is the process of transforming transcribed data into set of numerical codes using a system of numbers to represent various medical problems, (diagnoses), and treatments (procedures
The document discusses the transition from ICD-9 to ICD-10 coding standards. ICD-10 provides more specific codes that allow for improved measurement of health services and public health surveillance. While the transition requires training and system changes, studies have found the benefits of more accurate coding outweigh the costs. The U.S. must transition to ICD-10 by October 1, 2014 to align with international standards and ensure accurate health records. Organizations should identify needs, communicate with vendors, and start testing and training staff well in advance of the deadline.
1) Coding is essential for physicians to get paid for the care they provide to patients. CPT and ICD codes are used to describe medical services and diagnoses.
2) RBRVUs and E/M codes determine payment amounts from insurers based on the complexity of care. Higher level E/M codes and procedural codes pay more than lower levels or well visits.
3) It is important for physicians to accurately code at high enough levels to reflect the full work being done, but not overcode and risk audits and penalties. Procedural codes often pay more than E/M visit codes alone.
Medical coding is the process of translating medical information and diagnoses into alphanumeric codes for documentation and billing purposes. A medical coder will take a doctor's report of a patient's symptoms, tests, diagnoses, and treatments and translate each piece of information into the appropriate medical codes. Proper medical coding is important for accurate medical billing and reimbursement. The coded medical information is then passed to the medical biller to create claims to submit to insurance companies for payment.
The document provides an overview of medical coding topics including ICD-9-CM codes, CPT/HCPCS codes, global surgery periods, modifiers, and common terms. Key areas covered are diagnosis and procedure coding systems, bundled vs unbundled services, modifiers to identify services or avoid bundled edits, and global periods for major and minor surgeries.
This document provides an overview of common medical coding systems used in the United States. It discusses the International Classification of Diseases (ICD), Current Procedural Terminology (CPT) codes, and Healthcare Common Procedure Coding System (HCPCS). ICD codes are used for diagnoses. CPT codes document medical procedures and services performed by physicians. HCPCS codes include additional medical items and services not covered by ICD or CPT codes, such as durable medical equipment. The document provides details on the purpose and guidelines for each coding system.
The document summarizes a presentation on the transition from ICD-9-CM to ICD-10-CM. It discusses the reasons for replacing ICD-9-CM, including that it is outdated and lacks specificity. It also describes some key differences between ICD-9-CM and ICD-10-CM, such as ICD-10-CM codes having up to 7 characters instead of 3-5. Additionally, it provides an overview of the structure and users of the new ICD-10-CM classification system which will be implemented on October 1, 2013.
The document discusses various medical coding systems used in healthcare including ICD, CPT, and HCPCS codes. It provides an overview of each coding system including their purpose, format, and how they are used. ICD codes are used for diagnoses and provide a universal vocabulary for causes of injury, illness, and death. CPT codes document medical procedures and services. HCPCS codes include additional services and items not covered by CPT codes, such as durable medical equipment and ambulance rides. Proper medical coding is important for tasks such as medical statistics, reimbursement, payments, and quality review.
Medical coding is the process of transforming transcribed data into set of numerical codes using a system of numbers to represent various medical problems, (diagnoses), and treatments (procedures
The document discusses the transition from ICD-9 to ICD-10 coding standards. ICD-10 provides more specific codes that allow for improved measurement of health services and public health surveillance. While the transition requires training and system changes, studies have found the benefits of more accurate coding outweigh the costs. The U.S. must transition to ICD-10 by October 1, 2014 to align with international standards and ensure accurate health records. Organizations should identify needs, communicate with vendors, and start testing and training staff well in advance of the deadline.
1) Coding is essential for physicians to get paid for the care they provide to patients. CPT and ICD codes are used to describe medical services and diagnoses.
2) RBRVUs and E/M codes determine payment amounts from insurers based on the complexity of care. Higher level E/M codes and procedural codes pay more than lower levels or well visits.
3) It is important for physicians to accurately code at high enough levels to reflect the full work being done, but not overcode and risk audits and penalties. Procedural codes often pay more than E/M visit codes alone.
The presentation speaks about the history and the purpose of why Medical Coding was brought into practice. It also speaks about how it came into picture and what are the recent advancements in this field.
The document provides an overview of the Current Procedural Terminology (CPT) coding system. It describes CPT as a standardized coding system maintained by the American Medical Association to provide uniform descriptions and codes for medical services and procedures. The document outlines the 10 learning objectives of the chapter, including describing the purpose, organization, and use of CPT codes. It also summarizes the different code categories and sections within CPT as well as modifiers used to provide additional information about procedures.
ICD-10 Presentation Takes Coding to New HeightsPYA, P.C.
PYA Staff Consultant Kim-Marie Walker updated physicians at Robins Air Force Base on the latest in ICD-10 as part of “Soaring Together: A Collaboration in Continuing Medical Education."
Medical coding professionals assign codes to medical documentation of health care services provided to patients. The coder abstracts information from records of office visits, hospital stays, or ambulatory care and assigns codes according to classification systems like ICD-9-CM. Codes are used to bill and get paid for services. Coding involves both outpatient care like office visits and same-day procedures, as well as more complex inpatient care for hospital stays over 24 hours for conditions such as surgery or medical issues. Coders must understand multiple code sets and guidelines to accurately classify the services delivered to patients.
This document provides an overview of a training on ICD-10 coding conventions and guidelines. It discusses the following topics: conventions regarding includes, excludes, etiology/manifestation, code also notes; general coding guidelines regarding specificity, signs/symptoms, probable diagnoses; chapter-specific guidelines; and conventions such as laterality, combination codes, sequela. The training emphasizes starting with the specific code and working backwards to find relevant instructional notes, and properly sequencing acute vs. chronic conditions.
Comprehensive Medical Coding and Billing Training for the AAPC CPC Exam. Online Training with videos and Skype sessions. HIPAA Training included along with Medical Billing. Trainer is Dr Guptha, world record holder.
The document provides an overview of ICD-10, including definitions of ICD-10-CM and ICD-10-PCS, key differences from ICD-9, code structure changes, the October 1, 2015 implementation date, resources available, potential impacts of implementation, stakeholders involved, and considerations for revenue cycle management and readiness.
Clinical Documentation Guidelines for ICD-10-CMPamela Marasco
1) The document discusses the importance of proper clinical documentation for selecting accurate ICD-10-CM codes beginning October 1, 2015.
2) ICD-10-CM requires more specific documentation than ICD-9-CM to capture details like laterality, severity, and complications.
3) Providers are encouraged to review their documentation practices to ensure specific details are included to support code selection and to avoid issues with reimbursement.
standardized codes to medical terms, procedures, and products. Medical coding is used to ensure consistency and accuracy in the collection, analysis, and reporting of clinical data. The following are some of the ways in which medical coding is used in clinical research:
Adverse event coding: Adverse events (AEs) are coded using standardized coding dictionaries such as MedDRA (Medical Dictionary for Regulatory Activities) or WHO Drug Dictionary. This allows for consistent reporting and analysis of AEs across different studies and databases.
Medical history coding: Medical history information is coded using the International Classification of Diseases (ICD) system, which allows for standardized and consistent coding of diseases and medical conditions.
Procedure coding: Procedures performed during clinical trials, such as surgeries or imaging studies, are coded using standardized coding systems such as the Current Procedural Terminology (CPT) or the International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM).
Product coding: Medical products used in clinical trials, such as drugs and devices, are coded using standardized coding systems such as the Anatomical Therapeutic Chemical (ATC) classification system or the National Drug Code (NDC) system. This allows for consistent reporting and analysis of product-related data across different studies and databases.
Quality control: Medical coding is also used as a quality control measure to ensure the accuracy and completeness of clinical data. Double coding and consistency checks are used to minimize errors and ensure data quality.
The document discusses evaluation and management (E/M) coding guidelines. It covers the key components of E/M codes which are history, examination, and medical decision making. E/M codes are used to bill for office visits, hospital visits, consultations, and other services. Assignment of the codes depends on factors like new vs. established patient, type of service, place of service, patient age, and time spent. History, examination, and medical decision making are the three main components used to determine the level of E/M service provided.
This document provides an overview and introduction to ICD-10 coding fundamentals and navigation. It discusses similarities and differences between ICD-9 and ICD-10, including greater specificity and detail in ICD-10 codes. The overview outlines topics that will be covered in the four-part ICD-10 Boot Camp, including coding conventions and guidelines, code selection strategies, and documentation improvement. It also provides examples to illustrate increased specificity in ICD-10 codes compared to ICD-9.
The medical coding system originated in the 17th century in England to collect statistical data on causes of death. This early system of coding mortality data evolved into the International Classification of Diseases (ICD), which is now in its 10th edition (ICD-10-CM/PCS) and used globally to track health trends and mortality rates. Medical coding translates documentation of a patient's diagnosis, treatment, and services into standardized codes to provide information to payers.
This document is a lecture on Current Procedural Terminology (CPT) and Health Care Procedure Coding System (HCPCS) coding systems given by Raymond R. Arons at Baruch College/Mount Sinai School of Medicine. It provides a history of CPT, how it is organized and updated, examples of codes for evaluation and management, anesthesia, surgery, radiology, pathology, and medicine. It also includes New York State Medicaid fee schedules for physician services.
The document discusses evaluation and management (E/M) coding guidelines. It covers the key components of E/M codes which are history, examination, and medical decision making. E/M codes are used to bill for office visits, hospital visits, consultations, and other services. Assignment of the codes depends on factors like new vs. established patient, type of service, place of service, patient age, and time spent. History, examination, and medical decision making are the three main components used to determine the level of E/M service provided.
Through the Medical Coding Specialist program, students learn to retrieve data from health records, understand disease symptoms and treatments, and practice medical coding. The program teaches students to classify medical data, review patient records, and assign diagnostic and procedure codes. Graduates will be able to work as integral members of healthcare teams by communicating effectively and working accurately with detailed medical data.
The document provides updates to ICD-10-CM coding guidelines for 2023. Some key updates include clarifying that code assignment for complications of care is based on documentation of a relationship between the condition and care/procedure. Chapter-specific updates include guidance on coding HIV infections, sepsis, malignancies, diabetes, dementia, gestational diabetes, and termination of pregnancy. Social determinants of health codes and codes for underimmunization status are also addressed.
Uncover all things Sepsis in this slide presentation by Laura Legg, HRG Executive Director of Revenue Integrity and Compliance. Decipher the costs, detect the coding challenges and determine solutions during this presentation.
The following information was taken from Chapter 2 of Buck's Step-by-Step Medical Coding, 2019 Edition. The book is cited on the last slide of the presentation. All information is relevant as of 2019. Any updates after November 2019 will not be in this presentation. This presentation was created through Canva.
Lecture 1-Introduction to labour market skills (1).pptxShorooqSuleiman1
Introduction to labor market skills in Biology like : Define evidence-based medicine (EBM).
Explain the reasons for practicing EBM.
List the steps for practicing EBM.
Formulate background and foreground questions to be answered by EBM.
Detail the levels of scientific evidence in health care.
Use resources for EBM: pre-appraised evidence (Up-to-date, DynaMed, etc…) or search engines (PubMed, Medline, Google, Google Scholar).
Describe how science and practice of health care is moving forward from basic research to practice (translational science).
Define IT and IoT.
Identify the criteria needed to use IoT in health care.
Describe how technology, basic science and research has changed the job market.
Describe how technology, basic science and research has changed the job market.
Define “Big Data” and how it is collected.
Recognize the advantages and disadvantages of large data collection.
Identify the uses of IoT in medical education.
Describe the uses of IoT in virtual lab and surgical simulation.
This document contains Giovanna Melita's portfolio for applying to health information programs. It includes her contact information, table of contents, mission statement, elevator speech, plan of study at DeVry University for an Associate of Applied Science in Health Information Technology, course descriptions, academic history showing a 4.0 GPA, resume, professional development and references. The portfolio demonstrates her qualifications and experience in the health information field.
The presentation speaks about the history and the purpose of why Medical Coding was brought into practice. It also speaks about how it came into picture and what are the recent advancements in this field.
The document provides an overview of the Current Procedural Terminology (CPT) coding system. It describes CPT as a standardized coding system maintained by the American Medical Association to provide uniform descriptions and codes for medical services and procedures. The document outlines the 10 learning objectives of the chapter, including describing the purpose, organization, and use of CPT codes. It also summarizes the different code categories and sections within CPT as well as modifiers used to provide additional information about procedures.
ICD-10 Presentation Takes Coding to New HeightsPYA, P.C.
PYA Staff Consultant Kim-Marie Walker updated physicians at Robins Air Force Base on the latest in ICD-10 as part of “Soaring Together: A Collaboration in Continuing Medical Education."
Medical coding professionals assign codes to medical documentation of health care services provided to patients. The coder abstracts information from records of office visits, hospital stays, or ambulatory care and assigns codes according to classification systems like ICD-9-CM. Codes are used to bill and get paid for services. Coding involves both outpatient care like office visits and same-day procedures, as well as more complex inpatient care for hospital stays over 24 hours for conditions such as surgery or medical issues. Coders must understand multiple code sets and guidelines to accurately classify the services delivered to patients.
This document provides an overview of a training on ICD-10 coding conventions and guidelines. It discusses the following topics: conventions regarding includes, excludes, etiology/manifestation, code also notes; general coding guidelines regarding specificity, signs/symptoms, probable diagnoses; chapter-specific guidelines; and conventions such as laterality, combination codes, sequela. The training emphasizes starting with the specific code and working backwards to find relevant instructional notes, and properly sequencing acute vs. chronic conditions.
Comprehensive Medical Coding and Billing Training for the AAPC CPC Exam. Online Training with videos and Skype sessions. HIPAA Training included along with Medical Billing. Trainer is Dr Guptha, world record holder.
The document provides an overview of ICD-10, including definitions of ICD-10-CM and ICD-10-PCS, key differences from ICD-9, code structure changes, the October 1, 2015 implementation date, resources available, potential impacts of implementation, stakeholders involved, and considerations for revenue cycle management and readiness.
Clinical Documentation Guidelines for ICD-10-CMPamela Marasco
1) The document discusses the importance of proper clinical documentation for selecting accurate ICD-10-CM codes beginning October 1, 2015.
2) ICD-10-CM requires more specific documentation than ICD-9-CM to capture details like laterality, severity, and complications.
3) Providers are encouraged to review their documentation practices to ensure specific details are included to support code selection and to avoid issues with reimbursement.
standardized codes to medical terms, procedures, and products. Medical coding is used to ensure consistency and accuracy in the collection, analysis, and reporting of clinical data. The following are some of the ways in which medical coding is used in clinical research:
Adverse event coding: Adverse events (AEs) are coded using standardized coding dictionaries such as MedDRA (Medical Dictionary for Regulatory Activities) or WHO Drug Dictionary. This allows for consistent reporting and analysis of AEs across different studies and databases.
Medical history coding: Medical history information is coded using the International Classification of Diseases (ICD) system, which allows for standardized and consistent coding of diseases and medical conditions.
Procedure coding: Procedures performed during clinical trials, such as surgeries or imaging studies, are coded using standardized coding systems such as the Current Procedural Terminology (CPT) or the International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM).
Product coding: Medical products used in clinical trials, such as drugs and devices, are coded using standardized coding systems such as the Anatomical Therapeutic Chemical (ATC) classification system or the National Drug Code (NDC) system. This allows for consistent reporting and analysis of product-related data across different studies and databases.
Quality control: Medical coding is also used as a quality control measure to ensure the accuracy and completeness of clinical data. Double coding and consistency checks are used to minimize errors and ensure data quality.
The document discusses evaluation and management (E/M) coding guidelines. It covers the key components of E/M codes which are history, examination, and medical decision making. E/M codes are used to bill for office visits, hospital visits, consultations, and other services. Assignment of the codes depends on factors like new vs. established patient, type of service, place of service, patient age, and time spent. History, examination, and medical decision making are the three main components used to determine the level of E/M service provided.
This document provides an overview and introduction to ICD-10 coding fundamentals and navigation. It discusses similarities and differences between ICD-9 and ICD-10, including greater specificity and detail in ICD-10 codes. The overview outlines topics that will be covered in the four-part ICD-10 Boot Camp, including coding conventions and guidelines, code selection strategies, and documentation improvement. It also provides examples to illustrate increased specificity in ICD-10 codes compared to ICD-9.
The medical coding system originated in the 17th century in England to collect statistical data on causes of death. This early system of coding mortality data evolved into the International Classification of Diseases (ICD), which is now in its 10th edition (ICD-10-CM/PCS) and used globally to track health trends and mortality rates. Medical coding translates documentation of a patient's diagnosis, treatment, and services into standardized codes to provide information to payers.
This document is a lecture on Current Procedural Terminology (CPT) and Health Care Procedure Coding System (HCPCS) coding systems given by Raymond R. Arons at Baruch College/Mount Sinai School of Medicine. It provides a history of CPT, how it is organized and updated, examples of codes for evaluation and management, anesthesia, surgery, radiology, pathology, and medicine. It also includes New York State Medicaid fee schedules for physician services.
The document discusses evaluation and management (E/M) coding guidelines. It covers the key components of E/M codes which are history, examination, and medical decision making. E/M codes are used to bill for office visits, hospital visits, consultations, and other services. Assignment of the codes depends on factors like new vs. established patient, type of service, place of service, patient age, and time spent. History, examination, and medical decision making are the three main components used to determine the level of E/M service provided.
Through the Medical Coding Specialist program, students learn to retrieve data from health records, understand disease symptoms and treatments, and practice medical coding. The program teaches students to classify medical data, review patient records, and assign diagnostic and procedure codes. Graduates will be able to work as integral members of healthcare teams by communicating effectively and working accurately with detailed medical data.
The document provides updates to ICD-10-CM coding guidelines for 2023. Some key updates include clarifying that code assignment for complications of care is based on documentation of a relationship between the condition and care/procedure. Chapter-specific updates include guidance on coding HIV infections, sepsis, malignancies, diabetes, dementia, gestational diabetes, and termination of pregnancy. Social determinants of health codes and codes for underimmunization status are also addressed.
Uncover all things Sepsis in this slide presentation by Laura Legg, HRG Executive Director of Revenue Integrity and Compliance. Decipher the costs, detect the coding challenges and determine solutions during this presentation.
The following information was taken from Chapter 2 of Buck's Step-by-Step Medical Coding, 2019 Edition. The book is cited on the last slide of the presentation. All information is relevant as of 2019. Any updates after November 2019 will not be in this presentation. This presentation was created through Canva.
Lecture 1-Introduction to labour market skills (1).pptxShorooqSuleiman1
Introduction to labor market skills in Biology like : Define evidence-based medicine (EBM).
Explain the reasons for practicing EBM.
List the steps for practicing EBM.
Formulate background and foreground questions to be answered by EBM.
Detail the levels of scientific evidence in health care.
Use resources for EBM: pre-appraised evidence (Up-to-date, DynaMed, etc…) or search engines (PubMed, Medline, Google, Google Scholar).
Describe how science and practice of health care is moving forward from basic research to practice (translational science).
Define IT and IoT.
Identify the criteria needed to use IoT in health care.
Describe how technology, basic science and research has changed the job market.
Describe how technology, basic science and research has changed the job market.
Define “Big Data” and how it is collected.
Recognize the advantages and disadvantages of large data collection.
Identify the uses of IoT in medical education.
Describe the uses of IoT in virtual lab and surgical simulation.
This document contains Giovanna Melita's portfolio for applying to health information programs. It includes her contact information, table of contents, mission statement, elevator speech, plan of study at DeVry University for an Associate of Applied Science in Health Information Technology, course descriptions, academic history showing a 4.0 GPA, resume, professional development and references. The portfolio demonstrates her qualifications and experience in the health information field.
Chamberlain College of NursingNR451 RN Capstone CourseCapstone.docxcravennichole326
Chamberlain College of Nursing NR451 RN Capstone Course
Capstone Project Milestone 1:
Practice Issue and Evidence Summary Worksheets
Student Name:Date:
Directions
1. Refer to the guidelines for specific details on how to complete this assignment.
2. Type your answers directly into the worksheets below.
3. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.
4. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response.
Practice Issue Worksheet
What is the Practice Issue?
Define the scope of the Practice Issue:
What is the practice area?
___ Clinical
___ Education
___ Administration
___ Other (list)_________________________________
How was the practice issue identified? (check all that apply)
___ Safety/risk management concerns
___ Unsatisfactory patient outcomes
___ Wide variations in practice
___ Significant financial concerns
___ Difference between hospital and community practice
___ Clinical practice issue is a concern
___ Procedure or process is a time waster
___ Clinical practice issue has no scientific base
__ Other:
Describe the rationale for your checked selections:
What evidence must be gathered? (check all that apply)
___ Literature search
___ Guidelines
___ Expert Opinion
___ Patient Preferences
___ Clinical Expertise
___ Financial Analysis
___ Standards (Regulatory, professional, community)
___ Other
Describe the rationale for your checked selections:
Evidence Summary Worksheet
Directions: Please type your answers directly into the worksheet.
Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms:
Find a source of evidence that is a systematic review article on a nursing topic that is relevant to your practice problem. Write the complete APA reference for the systematic review article you selected:
Define the search terms for your systematic review:
Identify the objectives of the article.
Provide a statement of the questions being addressed in the work and how they relate to your practice issue:
Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes.
Summarize the main findings by the authors of your systematic review including the strength of evidence for each main outcome. Consider the relevance to your project proposal for the Milestone 2 project paper.
Outline evidence-based solutions that you will consider for your project.
Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project.
NR451 W3 MS1 Practice Issue and Evidence Summary Worksheets 2/16/17 GH
1
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Click here to enter text.
I. Planning
Lesson summary and focus:Click here to enter text.
Classroom and student factors:Clic ...
Computer based assessment of clinical reasoning (Heidelberg 2012)Mathijs Doets
This document summarizes a project between 3 Dutch medical schools to develop computer-based assessments of clinical reasoning. The project aims to reduce workload for teachers while improving assessment quality. Literature identified Extended Matching Questions and Comprehensive Integrative Puzzles as suitable formats. Teachers were trained on question development. A prototype system was piloted with positive feedback. Future work includes developing more questions and implementing assessments in curricula.
Steps and processes required as the foundation to address issues.docxwrite4
This document outlines the requirements for a capstone project that addresses a clinical problem using evidence-based research. Students must develop a 1,250-1,500 word paper that includes: background on the clinical problem, a problem statement, purpose of the change proposal, PICOT question, literature search strategy, literature evaluation, applicable theory, implementation plan with outcomes, use of evidence-based practice, and evaluation plan including potential barriers. The project applies steps and processes to address an issue in future nursing practice.
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
The curriculum was developed by medical coding experts to provide students with the skills needed for industry credentials. It offers an affordable online education with one-on-one support. The document outlines the learning objectives for the Professional Medical Coding and Billing with Applied PCS program, which will teach students to code using ICD-10-CM, ICD-10-PCS, CPT, and HCPCS through modules covering topics like medical terminology, anatomy, pathophysiology, and coding guidelines.
"How do Professional Record Standards Support Timely Communication & Information Flows for all Participants in Health & Social Care"? Gurminder khamba (Clinical Lead for Secondary Care, HSCIC) discusses this question at the Healthcare Efficiency Through Technology Expo 2013.
The document discusses principles of adult learning and medical education as a system. It defines adult learning and outlines the principles of adult learning, including that adults are problem-centric, prefer active and self-directed learning approaches, and draw on previous experience. It also describes learning styles and processes. Additionally, it frames medical education as a system with inputs, processes, outputs and feedback, and discusses the educator's role in optimizing the system to achieve desired outputs.
This criterion is linked to a Learning OutcomeIntroductionRequirGrazynaBroyles24
This document outlines the guidelines for a capstone evidence-based paper assignment. The paper focuses on a priority concept or topic selected by the student based on their NCLEX-RN assessment performance. The paper must include sections on the introduction of the topic, importance, healthcare disparities and interventions, legal/ethical considerations, interdisciplinary approaches, quality improvement, and conclusion. Each section lists specific criteria that must be addressed. The paper aims to apply the priority concept to evidence-based nursing practice and address related healthcare issues through an interdisciplinary lens.
The effectiveness of continuing professional developmentDr Lendy Spires
This document provides a summary of a report on the effectiveness of continuing professional development (CPD). The report was commissioned by the General Medical Council and Academy of Medical Royal Colleges and involved researchers interviewing medical practitioners and educators across specialties about their experiences with and views on CPD.
Key findings from the research included that conferences, local events, and journals were the most commonly reported CPD activities. Interest, addressing knowledge gaps, and reflection on practice were most influential in determining CPD participation. The greatest impacts of CPD were found to be changes in treatment practice, knowledge acquisition, and learner satisfaction. Colleges and faculties were most often identified as responsible for CPD provision and content. Experience was most often reported
This report explores the effectiveness of continuing professional development (CPD) for doctors. It involved interviews and questionnaires with doctors from a range of specialties and roles.
Key findings include: Conference and local event attendance were the most common CPD activities. Interest, knowledge gaps, and reflection on practice were the top drivers for CPD. The greatest impact of CPD was seen in changes to treatment practice, knowledge acquisition, and learner satisfaction. Study leave availability, cost, and work-life balance were the top barriers to CPD participation. Colleges and faculties were seen as the top providers and determiners of CPD content. Workplace learning was seen as highly effective but difficult to systematically assess. Formal CPD
The effectiveness of continuing professional developmentDr Lendy Spires
This document provides a summary of a report on the effectiveness of continuing professional development (CPD). The report was commissioned by the General Medical Council and Academy of Medical Royal Colleges and involved researchers interviewing medical practitioners and educators across specialties about their experiences with and views on CPD.
Key findings from the research included that conferences, local events, and journals were the most commonly reported CPD activities. Determinants of effective CPD included interest, addressing knowledge gaps, and reflection. The greatest impacts of CPD were reported as changes in treatment practice, knowledge acquisition, and learner satisfaction. Barriers to CPD participation included availability of study leave, costs, and work-life balance issues.
The discussion analyzed
This document provides a summary of a report on the effectiveness of continuing professional development (CPD). The report was commissioned by the General Medical Council and Academy of Medical Royal Colleges and involved researchers interviewing medical practitioners and educators across specialties about their experiences with and views on CPD.
Key findings from the research included that conferences, local events, and journals were the most commonly reported CPD activities. Interest, addressing knowledge gaps, and reflection on practice were most influential in determining CPD participation. The greatest impacts of CPD were found to be changes in treatment practice, knowledge acquisition, and learner satisfaction. Colleges and faculties were most often identified as responsible for CPD provision and content. Experience was most often reported
NR452 Capstone Course
RUA- Capstone Evidence-Based Practice Paper Guidelines
NR452_RUA- Capstone Evidence-Based Guidelines Revised: 03/2021 1
Purpose
To analyze own performance on the integrated comprehensive assessments and reflect on areas of opportunity and
strategies to promote NCLEX-RN success and transition into practice. The student will apply the priority concept
(topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive
impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to
professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for
the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as
consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with
health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health
team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family
preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional
nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 250 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Track performance on the comprehensive assessments by logging NCLEX-RN Client Need Category performance on
the Individual Student ATI Assessment Trends: Longitudinal Performance tool.
2) Based on individual performance on the comprehensive assessments, prioritize the top concept (topic) of greatest
opportunity.
3) Include the following criteria for each identified concept (topic): The NCSBN NCLEX-RN Test Plan will support this
process (detailed criteria listed below and in the Grading Rubric must match exactly).
a. Priority Concept (Topic)- 20 points/8%
• Identify the priority concept (topic) of opportunity.
• Provide a description of how this aligns with the NCLEX-RN Test Plan as indicated by performance in the
Individual Studen ...
This document outlines clinical assignment guidelines for respiratory therapy students. It specifies that students must complete 6 SOAP notes, 2 case reports, and 2 handover reports for each clinical course. It provides guidelines for these assignments, including formatting, submission process, and deadlines. The intended learning outcomes are for students to assess patients, document clinical findings, and communicate effectively both orally and in writing. An oral case presentation is also required for the ICU courses. The document guides students on collecting relevant patient data and presenting it in an organized case report or presentation format.
The document provides course descriptions for biology, medical coding, billing, and other healthcare-related programs at Virginia. The biology courses cover anatomy and physiology of the body's structures, organs, and systems. The medical terminology course teaches medical prefixes, roots, and suffixes. The medical coding courses introduce Current Procedural Terminology and International Classification of Diseases coding systems. Later courses cover intermediate and advanced coding techniques, billing, reimbursement, and certification review. Students can gain experience through a medical billing and coding externship. Other courses teach microcomputer fundamentals, medical law, and ethics.
A Comprehensive Guide to Medical Coding Course.pdfTraining Centre
Medical coding is an essential aspect of the
healthcare industry, ensuring that healthcare
services are accurately documented and
billed. As a medical coder, you play a crucial
role in translating medical procedures,
diagnoses, and treatments into a universal
code system for insurance claims and
healthcare records. To embark on a career in
medical coding, a comprehensive tutorial is
necessary to master the intricacies of this
profession. This guide provides an overview
of what a medical coding course tutorial
typically entails.
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxtemplestewart19
For this assignment you willwrite a paper using TOPIC 1: QUANTITATIVERESEARCH &TOPIC 2:QUALITATIVE RESEARCH. Do not worry about the word count as this is not part of the grading criteria for this assignment. Below is a template of how the paper should be setup. This paper will be in APA format. In the template below I am providing a sample of the headers that should be used in APA format to organize your paper. I would highly recommend using them in your paper.
The introduction should introduce the paper. The intro would also include your thesis statement. The thesis tells the reader what will be discussed in the rest of the paper. This section should be in first paragraphs.
PICOT Statement
Revise the PICOT statement you wrote - PICOT Statements: (1). Changes in leisure time physical activity preference and development of hypertension were significantly correlated, especially among urban Chinese. Hypertension prevention programs may identify the groups at elevated risk by examining levels and changes of LTPA preferences. (2). Hypertension is a major health concern that leads to many complications besides the heart attack, heart failure and other related issues. Therefore, this study will help in studying the Systolic Blood Pressure Intervention Trial (SPRINT) so as to arrive at the solutions. The study will aim at answering the question, how to treat to lower systolic blood pressure. (3). There are several reasons that contributed to non-adherence to treatment in hypertensive patients. Diversity of these reasons is an indication that design and implementation of different kinds of interventions are required in order to increase the patients' awareness, empower them and encourage self-efficacy.” Based on these provide justification of the problem and supporting evidence from multiple resources to justify why this is a problem. This section should be 1-2 paragraphs.
Research Critiques
Use the research critiques to complete this assignment that has both qualitative and quantitative.
Qualitative Studies
Background of the study. Answer the following questions in narrative form regarding the qualitative studies in this section.
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
.
1. Please define a case control study. What are the components of SantosConleyha
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
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Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
2. About the Author
Beth A. Rich, B.S., CPC-H
• 12 years as a post-secondary coding instructor – 8+ years with
Pittsburgh Technical Institute (pti.edu) – MOA degree, MA
degree, Coding certificate – recent high school grads, adult
learners
• 8 previous years training others and as project manager
• 8 years as a manager of patient registration, patient financial
services, medical coding, chart auditing, and customer service
• Experienced writer, instructional designer
• Healthcare consulting experience
• Experience in acute care, skilled nursing, rehabilitation,
pharmacy, mental health, dental, primary care
• Additional teaching – medical office management; revenue
2
cycle; EHR; professionalism; patient relations; job readiness
3. Today’s Presentation
•
•
•
•
•
•
•
Why did I write this textbook?
Thousands of coding opportunities
Contents of the textbook
What makes this textbook different?
Additional Features
Instructor Manual Features
MyHealthProfessionsLab Features
3
4. Why Did I Write This Textbook?
1. To appeal to beginners and keep students
engaged in learning a difficult
subject
Relevant for everyone
Incorporated students’ questions
2. To write in a way that is easy for students to
read and understand
Speaks directly to students in a classroom
Not copied from the coding manuals
Walk-through examples
Tables, including bulleted and numbered points
Did not sacrifice content
4
5. Why Did I Write This Textbook? (cont.)
3. To allow instructors to teach coding without
being “the constant liaison”
Homework can be assigned without fear
Students can understand the basics by reading
Works with instructors, not against them
Saves instructors’ time
4. To incorporate all the tools for success
Anatomy and physiology texts or medical dictionary not
mandatory
Medical terminology text not mandatory
Internet searches not mandatory
5
6. Why Did I Write This Textbook? (cont.)
5. To provide constant support and
encouragement to students
Cheers students on through content and exercises
and continues to “talk them through” difficult and
challenging concepts, posing questions, providing
examples
6
7. Thousands of Coding
Opportunities
• 2,119 practice exercises in textbook- 664 more
than Step-by-Step Medical Coding textbook
(1,455)
• Plus 2,554 practice exercises in
MyHealthProfessionsLab
• Total of 4,673 practice exercises (text and lab)
7
8. Medical Coding - A Journey
Contents
• 36 chapters - Comprehensive coverage of:
– ICD-9-CM – outpatient and inpatient diagnoses; inpatient
procedures (Chs. 3-5, 7-15)
– ICD-10-CM – outpatient and inpatient diagnoses (Ch. 6,
additional exs. in Chs. 7-15 “A Look Ahead to ICD-10-CM”)
– ICD-10-PCS – inpatient procedures (Ch. 16)
– CPT-4, including modifier chapter (Chs. 17-34)
– HCPCS chapter (Ch. 35)
– Coding and the revenue cycle chapter (Ch. 1)
– Medicare outpatient and inpatient reimbursement (Ch.
15)
– Medical records and regulations chapter (Ch. 2)
8
– Professionalism and patient relations chapter (Ch. 36)
9. What makes this text different?
-Writing is easy to read and understand
Speaks directly to students
9
10. What makes this text different?
-Writing is easy to read and understand
Not copied from the coding manuals
a. General E Code Coding Guidelines – From the ICD-9-CM Official Guidelines for Coding and Reporting
1) Used with any code in the range of 001-V91
-An E code from categories E800-E999 may be used with any
code in the range of 001-V91, which indicates an injury,
poisoning, or adverse effect due to an external cause.
-An activity E code (categories E001-E030) may be used with
any code in the range of 001-V91 that indicates an injury, or
other health condition that resulted from an activity, or the
activity contributed to a condition.
2) Assign the appropriate E code for all initial treatments
-Assign the appropriate E code for the initial encounter of an
injury, poisoning, or adverse effect of drugs, not for subsequent
treatment.
-External cause of injury codes (E-codes) may be assigned
while the acute fracture codes are still applicable.
See Section I.C.17.b.1 for coding of acute fractures.
10
11. What makes this text different?
-Writing is easy to read and understand
Walk-through examples
11
12. What makes this text different?
-Writing is easy to read and understand
Walk-through examples (cont.)
12
13. What makes this text different?
-Writing is easy to read and understand
Tables
13
14. What makes this text different?
-Writing is easy to read and understand
Tables (cont.)
14
15. What makes this text different?
-Writing is easy to read and understand
Tables (cont.)
15
16. What makes this text different?
-Incorporates all the tools for success
Anatomy and physiology texts or
medical dictionary not mandatory
16
17. What makes this text different?
- Incorporates all the tools for success
Medical terminology text not mandatory
17
18. What makes this text different?
-Provides constant support to
students
18
19. What makes this text different?
-Diagnoses and procedures explained
19
20. What makes this text different?
-Diagnoses and procedures explained
(cont.)
20
21. What makes this text different?
-Medical specialties explained
• Medical specialties reviewed before students
code diagnoses and procedures
21
22. What makes this text different?
-ICD-9-CM chapters covered
comprehensively
• 12 chapters devoted to coding diagnoses from
all of the 17 chapters of the Tabular List (over
300 pgs. of text)
• Inpatient diagnosis coding for ICD-9-CM and
inpatient diagnosis coding for ICD-10-PCS are
covered in the same chapter
• Complete coverage of the Official Guidelines
for Coding and Reporting, anatomy and
physiology, medical terminology – explained
in plain language
22
23. What makes this text different?
-Consistent Index entries help to code
• In explanations of coding
• In examples
• In tables
23
24. What makes this text different?
-Exercises and examples are realistic
• Outline real-world scenarios, not one-line
documentation
• Include physicians’ names and specialties,
patients’ names, conditions, ages, and
procedures performed
24
25. What makes this text different?
-Exercises and examples are realistic
(cont.)
25
26. What makes this text different?
- 2,119 coding exercises in “Take a Break” strategically placed
• Provide encouragement
• Throughout chapter at various intervals
• Includes theory and coding practice
• CPT exercises include optional diagnosis
coding
26
27. What makes this text different?
- 2,119 coding exercises in “Take a Break” strategically placed (cont.)
27
28. What makes this text different?
-“Destination Medicare” - real-world
practice
• Medicare is the largest payer in the U.S.
• Students research coding, billing, and
reimbursement regulations on Medicare’s
website
• Found in Chapters 7-36
28
29. What makes this text different?
-“Destination Medicare” - real-world
practice (cont.)
29
30. What makes this text different?
-“Workplace IQ” exercises
• Real-world work scenarios
• Students problem-solve
• Incorporates higher levels of Bloom’s
taxonomy
• Found in Chapters 6-36
30
31. What makes this text different?
-“Workplace IQ” exercises (cont.)
31
32. What makes this text different?
-“Interesting Facts” break up content
• Learn more about a given topic in each
chapter; more facts in the Instructor’s Manual
• Opportunity to break and review new and
interesting information
32
33. What makes this text different?
-“Interesting Facts” break up content
(cont.)
33
34. What makes this text different?
-“Pointers from the Pros” interviews
• Interviews with healthcare professionals who
hold a variety of positions – interview
questions and answers provided to students
• Offers real-world advice for handling many
types of workplace situations
• Found in Chapters 6-36
34
35. What makes this text different?
-“Pointers from the Pros” interviews (cont.)
35
36. What makes this text different?
-Video Pit Stop (Instructor’s Manual)
• Videos correlate to every chapter:
-Surgeries – physicians moderate
-Diagnoses and procedures - computer-based
training
-Healthcare issues
-All videos include an exercise
36
37. What makes this text different?
-Medical Record Interpretation and
Chart Audit (MyHealthProfessionsLab)
• Students read a medical record and interpret
its content using hints provided
• Students then review codes assigned to
determine their accuracy
• Correlate to Chapters 7-35
37
38. What makes this text different?
-Current Medicare regulations
• Up-to-date coding, billing, and
reimbursement guidelines discussed from:
-National coverage determinations (NCDs)
-NCD Manual
-Local coverage determinations (LCDs)
-Medicare Claims Processing Manual
-Medicare Benefit Policy Manual
38
39. Additional Features
Chapter Review exercises
comprehensive
• Incorporates elements in chapter to test for
understanding
• Part theory – multiple choice
• Part coding
• CPT chapters include option to code diagnoses
39
41. Additional Features
Colored diagrams and photos
throughout chapters
• Illustrate various conditions, procedures, and
anatomy and physiology discussions
41
44. Instructor’s Manual (online)
Features
•
•
•
•
•
•
•
•
PowerPoint presentations
Learning objectives and outlines
Detailed lesson plans
In-class activities
Teaching notes and tips
Additional Interesting Facts
Video Pit Stop
Answer key for chapter exercises and chapter
review
• Test bank
44
45. MyHealthProfessionsLab
Features
•
•
•
•
•
•
Pre-test to assess skills learned per chapter
Results show practice target areas
Opportunities to practice per chapter
Post-test to assess improvement
2,554 total practice exercises
Medical Record Interpretation and Chart Audit
45
46. Thank you for your time!
Do you have any questions?
46