This document provides the syllabus for a course on health information analytics taught at the University of New Haven. The course will cover topics such as how health analytics can support healthcare systems, data management, developing analytics strategies, quality measures, data visualization, and advanced predictive analytics. It is a blended course with both in-person and online classes. Students will complete individual and group assignments, and the final grade will be based on class participation, assignments, and a group project. The instructor, Frank Wang, has extensive experience in healthcare analytics consulting.
Introduction to Population Health Analytics, Predictive Analytics, Big Data a...Frank Wang
UNH HCAD 6635 Healthcare Analytics Session 12, the last session of Health Information Analytics. Details of the topics of this session will be covered in HCAD 6637 "Advanced Analytics and Health Data Mining"
Population Health Management, Predictive Analytics, Big Data and Text AnalyticsFrank Wang
HCAD 6635 Health Information Analytics session 12
Population Health Management Analytics
Predictive Analytics
Big Data and its potential applications in Healthcare
Text Analytics
Public Health Analytics
Introduction to Population Health Analytics, Predictive Analytics, Big Data a...Frank Wang
UNH HCAD 6635 Healthcare Analytics Session 12, the last session of Health Information Analytics. Details of the topics of this session will be covered in HCAD 6637 "Advanced Analytics and Health Data Mining"
Population Health Management, Predictive Analytics, Big Data and Text AnalyticsFrank Wang
HCAD 6635 Health Information Analytics session 12
Population Health Management Analytics
Predictive Analytics
Big Data and its potential applications in Healthcare
Text Analytics
Public Health Analytics
POV Healthcare Payer Medical Informatics and AnalyticsFrank Wang
Health Insurance / Payer Analytics
Medical Informatics
Fraud Detection
Care Management
Utilization Management
Business Performance Management
Clinical Outcome Measures
Late Binding: The New Standard For Data WarehousingHealth Catalyst
Join Dale Sanders as he explains the concepts behind the Late-Binding (TM) Data Warehouse for healthcare. In this webinar, Dale covers 5 main concepts including 1) The history and concept of "binding" in software and data engineering, 2) Examples of data binding in healthcare, 3) the two tests for early binding (comprehensive and persistent agreement), 4) the six points of binding in data warehouse design (including a comparison of data modeling and late binding), and 5) the importance of binding in analytic progressions (including the eight levels of analytic adoption in healthcare).
With all the buzz around machine learning, predictive analytics, and artificial intelligence (AI) there are a lot of misconceptions and misunderstandings surrounding the optimal use of modern machine learning tools. Healthcare.ai, a free software package developed by the Health Catalyst data science team, was recently released to help hospitals gain valuable insights and advance outcomes improvements from their immense data sets. The software automates machine learning tasks and democratizes machine learning by making it accessible to ‘citizen data scientists’. We have received several questions about machine learning in healthcare, such as how do you define machine learning, how is it different than AI, what are some common uses cases for machine learning in healthcare, and what are the pitfalls. This webinar will develop a common vocabulary around these ideas. We’ll cover the differences between the most cutting-edge predictive techniques, how a model can be improved over time, and use case vignettes to understand and avoid typical machine learning pitfalls. In today’s healthcare industry, the fastest path to healthcare outcomes is often achieved using the simplest predictive tools.
Mike Mastanduno, PhD, data scientist, and Levi Thatcher, PhD, director of data science, will discuss the landscape of healthcare-specific machine learning. Mike and Levi have extensive experience building and deploying impactful machine learning models using healthcare.ai and have worked at the cutting edge of medical research. During and after the discussion, they will answer viewer-submitted questions. This webinar will:
Compare and contrast machine learning and AI.
Discuss techniques that offer feedback into the system and when it’s necessary to retrain a model.
Give advice on how to avoid common pitfalls in machine learning implementation.
Provide use case example and vignette examples on how to apply the different classes of machine learning techniques.
Why Payers, Providers and Life Science/Pharma Must Join Forces to Achieve Tru...Health Catalyst
Is value-based care (VBC) the path to reducing the 18% of GDP that is spent on healthcare? It just may be, but all parties must play their part. Iya Khalil, chief commercial officer & co-founder at GNS Healthcare argues that in order for VBC to reach peak levels of performance and adoption, there must be a convergence of understanding between three key players: payers, providers and the life science industry.
These three parties have developed lifesaving innovations, tech-enabled new procedures, and advanced medical training that have all contributed over the last half century to push the US economy to spend an unsustainable amount on healthcare. Data and analytics are key to fixing this problem and are transforming the way that healthcare is delivered, however, VBC implementation remains complex. In this webinar Iya and Elia Stupka, SVP and general manager, life sciences business at Health Catalyst discuss how the healthcare industry reached this tipping point, why the move to VBC is so important, and how these parties can jointly work together to make healthcare sustainable.
View the webinar and learn:
- How you can make the move to VBC
- The importance of AI and data to drive VBC
VBC will happen and presents an unprecedented moment for payers, providers and life science groups to work together.
Reviewing the Healthcare Analytics Adoption Model: A Roadmap and Recipe for A...Health Catalyst
Dale Sanders provides an update on the Healthcare Analytics Adoption Model. Dale published the first version of this model in 2002, calling it the Analytics Capability Maturity Model. The three intentions at that time are the same as they are today: 1) Provide healthcare leaders with a clear roadmap for the progression of analytic maturity in their organization. 2) Provide vendors with a roadmap to meet the analytic needs of clients. 3) Create a common framework to benchmark the progressive adoption of analytics at the industry level.
In 2012, Dale co-published a new version of the Model with Dr. Denis Protti, rebranding it the Healthcare Analytics Adoption Model and purposely borrowing from the widespread adoption of the EMR Adoption Model (EMRAM) published and supported by HIMSS. In 2015, Dale transferred the model under a creative commons copyright to HIMSS to create a vendor-independent industry standard that is now widely applied to support the original three intentions. He continues to collaborate with HIMSS to progress the Model.
During this webinar, Dale:
-Reviews the current state of the Health Catalyst Model, including recent changes that advocate a ninth level—direct-to-patient analytics and AI.
-Shares his observations of maturity in the market.
-Provides an update on the current state of the HIMSS Adoption Model for Analytic Maturity.
Improving Clinical and Operational Outcomes by Leveraging Healthcare Data Ana...NUS-ISS
Presented by Mr. Sandeep Makhijani, Regional Director for Asia Pacific (APAC), Truven Health Analytics at ISS Seminar: How Analytics is Transforming Healthcare on 31 Oct 2014.
Getting to the Wrong Answer Faster with Your Analytics: Shifting to a Better ...Health Catalyst
Wrong conclusions in your analytics can cause waste and disillusionment, not to mention suboptimal outcomes that may take months or even years to recover from. But analytic analysis isn’t about perfection—it’s about getting to the right answer by quickly getting to the wrong one.
In this interactive webinar, Jason Jones, chief data scientist at Health Catalyst, walks through scenarios that illustrate how commonly used analytic methods can lead analysts and leaders to the wrong conclusions, and shares how to course correct if this happens to you. In health and healthcare, leaders drive change by understanding and supporting better approaches, and analytics provide the best foundation for informed change management. Let’s work together to shift towards a better use of AI in healthcare.
View this webinar to learn:
- How analysis of the same data set can result in different conclusions.
- Tools and techniques to get your organization back on track after a misstep.
- Lessons from two case studies that will help you drive better analytics in your own organization.
The Imperative of Linking Clinical and Financial Data to Improve Outcomes - H...Health Catalyst
Quality and cost improvements require the intelligent use of financial and clinical data coupled with education for multi-disciplinary teams who are driving process improvements. Once a data warehouse is established, healthcare organizations need to set up multi-disciplinary clinical, financial, and IT specialist teams to make the best use of the data. Sometimes, financial involvement is minimized or even excluded for a number of reasons that can turn out to be counterproductive. However, including financial measurements and participation up front can help enhance the recognized value and sustainability of quality improvement or waste reduction efforts. the In this session you will learn keys to success and real-life examples of linking clinical, financial and patient satisfaction data via multi-disciplinary teams that produce impressive results.
User Group Kickoff and New Product Roadmap - HAS Session 12Health Catalyst
This session will be highly interactive, targeted primarily at existing Health Catalyst clients. First, our “three amigos” will introduce the concept of three user groups focused around analytics, deployment, and clinical knowledge assets, and solicit your feedback and input on the best way to collaborate and share best practices. Then we will introduce our new product category offerings, and solicit your interactive input and priorities as a guide to our future product roadmap.
A Reference Architecture for Digital Health: The Health Catalyst Data Operati...Health Catalyst
There are essentially four strategic options to address the enterprise data platform requirements of today’s healthcare systems: (1) build your own, (2) buy from EHR vendors, (3) look to a Silicon Valley high-tech startup, and (4) partner with Health Catalyst or a handful of similar companies.
In this webinar, Health Catalyst’s CTO, Dale Sanders, comments on all four approaches, hoping to help you to assess your organization’s strategy against the options and vendors in each category.
It’s been exactly three years since Health Catalyst embarked on a major investment in its next-generation technology, the Data Operating System (DOS™) and its applications. This webinar is an update on the progress, less about marketing the technology, but rather offering DOS as a reference architecture that can support analytics, AI, text processing, data-first application development, and interoperability, as an all-in-one agile cost-savings architecture.
In addition to the successes, Dale comments on the challenges that Health Catalyst has faced under a very ambitious DOS development plan. In its current state, DOS has made some significant improvements to overcome early mistakes, and is now a very solid enterprise data platform. In the interests of industry-wide learning, Sanders will talk transparently about those mistakes and how those learnings are being applied to the DOS platform, positioning it to evolve gracefully over the next 25 years.
View the webinar to learn how the DOS reference architecture:
- Helps manage the 2,000+ compulsory measures in US healthcare
- Enables applications as varied as a real-time patient safety surveillance system, and an activity-based costing system in one platform
- Can ingest data of any type or velocity from over 300 healthcare source systems and growing
- Bundles tools, applications, and analytics that would cost 3-6x more to build on your own
- Compares to EHR vendors as an option to serve as an enterprise data and analytics platform
- Is a performant, sustainable, and maintainable platform for deploying AI models in the natural flow of the healthcare data pipeline
- Provides curated data content and models while still allowing for the agility of a late binding design option
- Functions as a reference architecture that all healthcare organizations and vendors will ultimately have to build in their pursuit of digital health
Webinar Deck: The Changing Face of IT Outsourcing in the Healthcare Payer Mar...Everest Group
On June 5, Everest Group will host a one-hour webinar that will answer the following questions: What are the beneath-the-surface changes taking place in the payer IT industry? What are the trends and opportunities arising out of these changes? Why should CIOs start thinking of these transformational changes now? How should service providers assess their services portfolios and sales strategies from this transformational change perspective?
The Changing Role of Healthcare Data AnalystsHealth Catalyst
The healthcare industry is undergoing a sea change, and healthcare data analysts will play a central role in this transformation. This report explores how the evolution to value-based care is changing the role of healthcare data analysts, how data analysts’ skills can best be applied to achieve value-based objectives and, finally, how Health Catalyst’s most successful health system clients are making this cultural transformation happen in the real world.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
Course Title: Advanced Practice Role: Theory and Knowledge Development Course Number: APRN 501Credit Hours: 3 Day and time: online Location: online
Program Outcomes
FNP Track
Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice role that effects and changes systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice nursing role that effects and changes healthcare systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice role that effects and changes Course Description:
This course examines advanced practice nursing concepts, theoretical underpinnings, and current professional issues. Learners will examine how theoretical issues are integrated into practice and how they can be a mechanism to improve patient outcomes related to health promotion and disease prevention. Understanding of the role and scope of the advanced practice registered nurse is an expectation.
educational systems to promote learner-centered knowledge thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evide.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
POV Healthcare Payer Medical Informatics and AnalyticsFrank Wang
Health Insurance / Payer Analytics
Medical Informatics
Fraud Detection
Care Management
Utilization Management
Business Performance Management
Clinical Outcome Measures
Late Binding: The New Standard For Data WarehousingHealth Catalyst
Join Dale Sanders as he explains the concepts behind the Late-Binding (TM) Data Warehouse for healthcare. In this webinar, Dale covers 5 main concepts including 1) The history and concept of "binding" in software and data engineering, 2) Examples of data binding in healthcare, 3) the two tests for early binding (comprehensive and persistent agreement), 4) the six points of binding in data warehouse design (including a comparison of data modeling and late binding), and 5) the importance of binding in analytic progressions (including the eight levels of analytic adoption in healthcare).
With all the buzz around machine learning, predictive analytics, and artificial intelligence (AI) there are a lot of misconceptions and misunderstandings surrounding the optimal use of modern machine learning tools. Healthcare.ai, a free software package developed by the Health Catalyst data science team, was recently released to help hospitals gain valuable insights and advance outcomes improvements from their immense data sets. The software automates machine learning tasks and democratizes machine learning by making it accessible to ‘citizen data scientists’. We have received several questions about machine learning in healthcare, such as how do you define machine learning, how is it different than AI, what are some common uses cases for machine learning in healthcare, and what are the pitfalls. This webinar will develop a common vocabulary around these ideas. We’ll cover the differences between the most cutting-edge predictive techniques, how a model can be improved over time, and use case vignettes to understand and avoid typical machine learning pitfalls. In today’s healthcare industry, the fastest path to healthcare outcomes is often achieved using the simplest predictive tools.
Mike Mastanduno, PhD, data scientist, and Levi Thatcher, PhD, director of data science, will discuss the landscape of healthcare-specific machine learning. Mike and Levi have extensive experience building and deploying impactful machine learning models using healthcare.ai and have worked at the cutting edge of medical research. During and after the discussion, they will answer viewer-submitted questions. This webinar will:
Compare and contrast machine learning and AI.
Discuss techniques that offer feedback into the system and when it’s necessary to retrain a model.
Give advice on how to avoid common pitfalls in machine learning implementation.
Provide use case example and vignette examples on how to apply the different classes of machine learning techniques.
Why Payers, Providers and Life Science/Pharma Must Join Forces to Achieve Tru...Health Catalyst
Is value-based care (VBC) the path to reducing the 18% of GDP that is spent on healthcare? It just may be, but all parties must play their part. Iya Khalil, chief commercial officer & co-founder at GNS Healthcare argues that in order for VBC to reach peak levels of performance and adoption, there must be a convergence of understanding between three key players: payers, providers and the life science industry.
These three parties have developed lifesaving innovations, tech-enabled new procedures, and advanced medical training that have all contributed over the last half century to push the US economy to spend an unsustainable amount on healthcare. Data and analytics are key to fixing this problem and are transforming the way that healthcare is delivered, however, VBC implementation remains complex. In this webinar Iya and Elia Stupka, SVP and general manager, life sciences business at Health Catalyst discuss how the healthcare industry reached this tipping point, why the move to VBC is so important, and how these parties can jointly work together to make healthcare sustainable.
View the webinar and learn:
- How you can make the move to VBC
- The importance of AI and data to drive VBC
VBC will happen and presents an unprecedented moment for payers, providers and life science groups to work together.
Reviewing the Healthcare Analytics Adoption Model: A Roadmap and Recipe for A...Health Catalyst
Dale Sanders provides an update on the Healthcare Analytics Adoption Model. Dale published the first version of this model in 2002, calling it the Analytics Capability Maturity Model. The three intentions at that time are the same as they are today: 1) Provide healthcare leaders with a clear roadmap for the progression of analytic maturity in their organization. 2) Provide vendors with a roadmap to meet the analytic needs of clients. 3) Create a common framework to benchmark the progressive adoption of analytics at the industry level.
In 2012, Dale co-published a new version of the Model with Dr. Denis Protti, rebranding it the Healthcare Analytics Adoption Model and purposely borrowing from the widespread adoption of the EMR Adoption Model (EMRAM) published and supported by HIMSS. In 2015, Dale transferred the model under a creative commons copyright to HIMSS to create a vendor-independent industry standard that is now widely applied to support the original three intentions. He continues to collaborate with HIMSS to progress the Model.
During this webinar, Dale:
-Reviews the current state of the Health Catalyst Model, including recent changes that advocate a ninth level—direct-to-patient analytics and AI.
-Shares his observations of maturity in the market.
-Provides an update on the current state of the HIMSS Adoption Model for Analytic Maturity.
Improving Clinical and Operational Outcomes by Leveraging Healthcare Data Ana...NUS-ISS
Presented by Mr. Sandeep Makhijani, Regional Director for Asia Pacific (APAC), Truven Health Analytics at ISS Seminar: How Analytics is Transforming Healthcare on 31 Oct 2014.
Getting to the Wrong Answer Faster with Your Analytics: Shifting to a Better ...Health Catalyst
Wrong conclusions in your analytics can cause waste and disillusionment, not to mention suboptimal outcomes that may take months or even years to recover from. But analytic analysis isn’t about perfection—it’s about getting to the right answer by quickly getting to the wrong one.
In this interactive webinar, Jason Jones, chief data scientist at Health Catalyst, walks through scenarios that illustrate how commonly used analytic methods can lead analysts and leaders to the wrong conclusions, and shares how to course correct if this happens to you. In health and healthcare, leaders drive change by understanding and supporting better approaches, and analytics provide the best foundation for informed change management. Let’s work together to shift towards a better use of AI in healthcare.
View this webinar to learn:
- How analysis of the same data set can result in different conclusions.
- Tools and techniques to get your organization back on track after a misstep.
- Lessons from two case studies that will help you drive better analytics in your own organization.
The Imperative of Linking Clinical and Financial Data to Improve Outcomes - H...Health Catalyst
Quality and cost improvements require the intelligent use of financial and clinical data coupled with education for multi-disciplinary teams who are driving process improvements. Once a data warehouse is established, healthcare organizations need to set up multi-disciplinary clinical, financial, and IT specialist teams to make the best use of the data. Sometimes, financial involvement is minimized or even excluded for a number of reasons that can turn out to be counterproductive. However, including financial measurements and participation up front can help enhance the recognized value and sustainability of quality improvement or waste reduction efforts. the In this session you will learn keys to success and real-life examples of linking clinical, financial and patient satisfaction data via multi-disciplinary teams that produce impressive results.
User Group Kickoff and New Product Roadmap - HAS Session 12Health Catalyst
This session will be highly interactive, targeted primarily at existing Health Catalyst clients. First, our “three amigos” will introduce the concept of three user groups focused around analytics, deployment, and clinical knowledge assets, and solicit your feedback and input on the best way to collaborate and share best practices. Then we will introduce our new product category offerings, and solicit your interactive input and priorities as a guide to our future product roadmap.
A Reference Architecture for Digital Health: The Health Catalyst Data Operati...Health Catalyst
There are essentially four strategic options to address the enterprise data platform requirements of today’s healthcare systems: (1) build your own, (2) buy from EHR vendors, (3) look to a Silicon Valley high-tech startup, and (4) partner with Health Catalyst or a handful of similar companies.
In this webinar, Health Catalyst’s CTO, Dale Sanders, comments on all four approaches, hoping to help you to assess your organization’s strategy against the options and vendors in each category.
It’s been exactly three years since Health Catalyst embarked on a major investment in its next-generation technology, the Data Operating System (DOS™) and its applications. This webinar is an update on the progress, less about marketing the technology, but rather offering DOS as a reference architecture that can support analytics, AI, text processing, data-first application development, and interoperability, as an all-in-one agile cost-savings architecture.
In addition to the successes, Dale comments on the challenges that Health Catalyst has faced under a very ambitious DOS development plan. In its current state, DOS has made some significant improvements to overcome early mistakes, and is now a very solid enterprise data platform. In the interests of industry-wide learning, Sanders will talk transparently about those mistakes and how those learnings are being applied to the DOS platform, positioning it to evolve gracefully over the next 25 years.
View the webinar to learn how the DOS reference architecture:
- Helps manage the 2,000+ compulsory measures in US healthcare
- Enables applications as varied as a real-time patient safety surveillance system, and an activity-based costing system in one platform
- Can ingest data of any type or velocity from over 300 healthcare source systems and growing
- Bundles tools, applications, and analytics that would cost 3-6x more to build on your own
- Compares to EHR vendors as an option to serve as an enterprise data and analytics platform
- Is a performant, sustainable, and maintainable platform for deploying AI models in the natural flow of the healthcare data pipeline
- Provides curated data content and models while still allowing for the agility of a late binding design option
- Functions as a reference architecture that all healthcare organizations and vendors will ultimately have to build in their pursuit of digital health
Webinar Deck: The Changing Face of IT Outsourcing in the Healthcare Payer Mar...Everest Group
On June 5, Everest Group will host a one-hour webinar that will answer the following questions: What are the beneath-the-surface changes taking place in the payer IT industry? What are the trends and opportunities arising out of these changes? Why should CIOs start thinking of these transformational changes now? How should service providers assess their services portfolios and sales strategies from this transformational change perspective?
The Changing Role of Healthcare Data AnalystsHealth Catalyst
The healthcare industry is undergoing a sea change, and healthcare data analysts will play a central role in this transformation. This report explores how the evolution to value-based care is changing the role of healthcare data analysts, how data analysts’ skills can best be applied to achieve value-based objectives and, finally, how Health Catalyst’s most successful health system clients are making this cultural transformation happen in the real world.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
Course Title: Advanced Practice Role: Theory and Knowledge Development Course Number: APRN 501Credit Hours: 3 Day and time: online Location: online
Program Outcomes
FNP Track
Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice role that effects and changes systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice nursing role that effects and changes healthcare systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice role that effects and changes Course Description:
This course examines advanced practice nursing concepts, theoretical underpinnings, and current professional issues. Learners will examine how theoretical issues are integrated into practice and how they can be a mechanism to improve patient outcomes related to health promotion and disease prevention. Understanding of the role and scope of the advanced practice registered nurse is an expectation.
educational systems to promote learner-centered knowledge thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evide.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
PART1- Due Thursday Respond to the following in a minimum of 175.docxJUST36
PART1-
Due Thursday
Respond to the following in a minimum of 175 words:
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
Describe how you will apply that learning in your daily life, including your work life.
Describe what may be unclear to you, and what you would like to learn.
PART2-
University of Phoenix Material
Case Study Four Worksheet
Respond to the following questions in 1,500 to 1,750 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. Does this situation meet the standards set by the duty to protect statue? How might whether or not Dr. Yeung’s state includes researchers under such a statute influence Dr. Yeung’s ethical decision making? How might the fact that Dr. Yeung is a research psychologist without training or licensure in clinical practice influence the ethical decision?
3. How are APA Ethical Standards 2.01a b, and c; 2.04; 3.04; 3.06; 4.01; 4.02; and 10.10a relevant to this case? Which other standards might apply?
4. What are Dr. Yeung’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and Dr. Yeung’s obligations to stakeholders?
5. What steps should Dr. Yeung take to ethically implement her decision and monitor its effects?
Reference
Fisher, C. B. (2013).
Decoding the ethics code: A practical guide for psychologists
. Thousand Oaks, CA: Sage.
PART3-
I will post part 3 Tuesday, it will consist of two power-point slides.
Reference
Psychologists responsible for education and training programs have an obligation to establish relationships of loyalty and trust with their institutions, students, and members of society who rely on academic institutions to provide the knowledge, skills, and career opportunities claimed by the specific degree program (Principle B: Fidelity and Responsibility). This requires knowledge of system change and competencies in academic program management and leadership skills (APA, 2012f; Standard 2.03, Maintaining Competence). Psychologists responsible for administering academic programs must ensure that course requirements meet recognized standards in the relevant field and that students have sufficient practicum, externship, and research experiences to meet the career outcome goals articulated by the program (Wise & Cellucci, 2014).
Department chairs and other faculty responsible for undergraduate curricula development need to ensure that course requirements expose undergraduates majoring and minoring in psychology and students taking survey courses to the knowledge and skills considered fundamental to the discipline.
Cha.
Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docxAASTHA76
Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length
8 weeks
Your instructor may schedule optional synchronous/live sessions using the Virtual Classroom (Blackboard
Collaborate) meeting space. Please check your course announcements for specific dates and times. All meetings
will be recorded and will be accessible in the Virtual Classroom.
Contact Information
Course Description
This course is designed to provide an opportunity to explore the role of educator in both academic and clinical
settings as advanced practice nurses. Understanding how people learn and the various theories about learning is
fundamental to being able to develop solid educational plans. Faculty roles are changing to meet the needs of
learners in a world experiencing explosive technological advances. The educator role now synthesizes a broader
range of scholarship, which emphasizes discovery, integration, application, and the scholarship of Teaching. A
variety of both traditional and innovative Teaching and evaluation methodologies will be explored as well as
appraising the four major components of the educator role: Teaching, curriculum, information technology, and
evaluation of students and programs.
Total Course Credits:
3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum
Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes
1. Discuss the faculty role and responsibilities in nursing education.
2. State your philosophy of teaching and learning.
3. Examine the major determinants of learning.
4. Compare the instructional paradigm with the learning paradigm.
5. Analyze the concepts of pedagogy and andragogy for their similarities and differences.
6. Analyze the characteristics of the learner in today's educational programs.
7. Evaluate current trends in nursing classroom and clinical education, discussing advantages and
disadvantages of each.
8. Assess legal and ethical issues related to academic performance, and issues related to students with
West Coast University • WCU Orange County • College of Nursing
NURS 535 PRINCIPLES OF TEACHING AND LEARNING
201809FAIOL OL-3
201809FAIOL 2018 Section ALL 09/03/2018 to 10/28/2018
Modified 08/20/2018
disabilities.
9. Assess the environments for clinical teaching and learning, and roles and responsibilities of clinical teachers.
10. Develop a plan for creating a safe learning environment in the classroom and in the clinical setting.
11. Create a class for a group of diverse learners.
12. Examine the use of technology and various forms of media in nursing classes.
13. Evaluate classroom and clinical assessment methods, noting the advantages and disadvantages of each.
14. Compare program evaluation methods used to assess student learning outcomes in classroom and clinical
instruction
Week CLOs PLOs ILOs AACN Essentials
1 1, 2, 3, 6, 9, 10 1, 8, 9 1, 2 I, IV
2 3, 6, 7, 8, 9, 11 1, 8, 9 1, 3 I, IV
3 2, 4,.
What are the basic service classifications and how can under.docxphilipnelson29183
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
StarCompliance is a leading firm specializing in the recovery of stolen cryptocurrency. Our comprehensive services are designed to assist individuals and organizations in navigating the complex process of fraud reporting, investigation, and fund recovery. We combine cutting-edge technology with expert legal support to provide a robust solution for victims of crypto theft.
Our Services Include:
Reporting to Tracking Authorities:
We immediately notify all relevant centralized exchanges (CEX), decentralized exchanges (DEX), and wallet providers about the stolen cryptocurrency. This ensures that the stolen assets are flagged as scam transactions, making it impossible for the thief to use them.
Assistance with Filing Police Reports:
We guide you through the process of filing a valid police report. Our support team provides detailed instructions on which police department to contact and helps you complete the necessary paperwork within the critical 72-hour window.
Launching the Refund Process:
Our team of experienced lawyers can initiate lawsuits on your behalf and represent you in various jurisdictions around the world. They work diligently to recover your stolen funds and ensure that justice is served.
At StarCompliance, we understand the urgency and stress involved in dealing with cryptocurrency theft. Our dedicated team works quickly and efficiently to provide you with the support and expertise needed to recover your assets. Trust us to be your partner in navigating the complexities of the crypto world and safeguarding your investments.
Adjusting primitives for graph : SHORT REPORT / NOTESSubhajit Sahu
Graph algorithms, like PageRank Compressed Sparse Row (CSR) is an adjacency-list based graph representation that is
Multiply with different modes (map)
1. Performance of sequential execution based vs OpenMP based vector multiply.
2. Comparing various launch configs for CUDA based vector multiply.
Sum with different storage types (reduce)
1. Performance of vector element sum using float vs bfloat16 as the storage type.
Sum with different modes (reduce)
1. Performance of sequential execution based vs OpenMP based vector element sum.
2. Performance of memcpy vs in-place based CUDA based vector element sum.
3. Comparing various launch configs for CUDA based vector element sum (memcpy).
4. Comparing various launch configs for CUDA based vector element sum (in-place).
Sum with in-place strategies of CUDA mode (reduce)
1. Comparing various launch configs for CUDA based vector element sum (in-place).
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
1. 1
Health Information Analytics
Course Syllabus: HCAD 6635
Fall 2016
West Haven Campus MAXY 200A
University of New Haven
Instructor
Frank F. Wang, MBA, MS 203-558-0095 (Cell)
(FWang@newhaven.edu)
Prerequisites:HCAD 6620
Learning Objectives and Competencies:
Learning Objectives and Competencies
1.Learn how health analytics can help support a more efficient, more
effective, and lessexpensivehealthcare system.
2.Understand what analyticsisand is not, what healthcareanalyticsisand is
not, and learn what the key elementsofa good business
intelligence/analyticssystem are.
3.Learn conceptsof data,data management,data acquisition and data
enrichment.Recognizethe importanceofdata quality and data governance
in healthcareanalytics.
4.Study a framework of healthcareanalyticsstrategydevelopment and
implementation by aligning businessobjectives,analytical needs,and
information technologyapproaches.
5.Study basic healthcare qualitymeasures,key performanceindicators(KPI)
required by regulatorybodiesand how they are reported. Engage
physicians, patients, and payersto develop appropriatequality system.
6.Learn how to select the optimaldata display to present healthanalytic
data; appreciatethe art and science ofdata visualization.
2. 2
7.Study examplesof a traditional healthcaredata warehouseand
understand conceptsofdata transformation (ETL),metadata,masterdata
management(MDM),controlledvocabulary,ontologyand data standards.
8.Review basic statistics and apply appropriately in healthcare data discovery.
Performrealworld evidence-based data analysis (healthdata.gov)to develop
competencies of descriptiveanalytics and diagnostic analytics skills.
9.Explore data-driven healthcarequalityand performanceimprovement
initiativesassociated with value-based purchasing and bundled payments.
Review continuousprocessimprovement frameworksused in healthcare.
10. Develop skills in manipulating and analyzing largedatasets using
Microsoft Excel, and gain familiarity with SPSS. Develop skillsto choose
different businessintelligence and analyticsplatforms.
11. Learn advanced analytics(predictiveanalytics)in health care in relation
to analytic needsofpopulation healthmanagement and accountablecare
organizations.
12.Study concepts ofbig data analyticsand how it differentiatesfrom
traditional warehousetechniques. Explorethe use of big data analysisin
translational medicineand personalizedmedicineresearch.
Course Dates
Class 1 Sept 1 2016 Thursday 6:00 – 8:40 PM
Class 2 Online
Class 3 Sept 8 2016 Thursday 6:00 – 8:40 PM
Class 4 Online
Class 5 Sept 15 2016 Thursday 6:00 – 8:40 PM
Class 6 Online
Class 7 Sept 22 2016 Thursday 6:00 – 8:40 PM
Class 8 Online
Class 9 Sept 29 2016 Thursday 6:00 – 8:40 PM
Class 10 Online
Class 11 Oct 6 2016 Thursday 6:00 – 8:40 PM
Class 12 Online
Class 13 Oct 13 2016 Thursday 6:00 – 8:40 PM
3. 3
Class Format
This is a "blended" course meaning that some of the classes are taught in the conventional classroom
format, face to face, and others are taught "on line" per University of New Haven Policy.
Live Classes: These classes are more interactive in nature requiring active student
participation.
On-line Classes: Some materials as well as learnings on how to use analytics software
are prerecorded and delivered online within the blackboard.com system. Students are
expected to learn these materials and complete assignments on time.
Required Textbook
o Trevor Strome, Healthcare Analytics for Quality and Performance Improvement,Hoboken: John
Wiley & Sons, Inc., 2013
For Reference
o HealthCatalyst. It All Starts with a Data Warehouse, HealthCatalyst.com, 2014.
o David Burton, MD. Accountable Care Transformation Framework, HealthCatalyst.com, 2016.
Supplemental Materials
Other materials for the class will be posted in the “MODULES” and “CONTENTS” section of
Blackboard.com. These are materials I have acquired over past few years and they will be used in
conjunction with the textbooks. Additionally, here is what you will find posted on blackboard:
This syllabus
Detailed class agenda
Copies of all the PowerPoints used in class
Supplemental reading materials
Templates for all business cases and presentations
Healthcare business intelligence and analytics artifacts
Evaluation Criteria
The final grade will be based on in-class participation and performance on individual and group
assignments, as described below. There will be no final examination. Instead, I will try to “ease”
student evaluation over the course of eight weeks, in an effort to reduce test anxiety about an impeding
final. I hope this approach will allow students to focus more on the course material and apply them
to case studies/projects/presentations without culminating towards a singular examination.
In Class ParticipationandQuizzes (30% of grade)
All students are expected to attend “ALL” classes and be on time. Missing one class means missing a
significant part of the overall course material due to the accelerated nature of the course. In class
participation will be evaluated based on active participation and occasionally quizzes. I came
from industry and recognize that some students work full time jobs that may require business
travel and that illness does occur. All absences and tardiness must be discussed with the
instructor in advance.
4. 4
Take Home Assignments (40%of grade)
After each online session, there will be assignments including data analysis, business case studies,
development of analytics strategies and governance models. Sample templates and real world examples
will be provided to help students complete the assignments. Students are expected to complete
assignments on time. The instructor will need to concur with any delay in home assignment completion.
TeamAssignment(30% of grade)
Because health analytics is generally performed in groups, I will assign students to groups of four to
complete a teamwork assignment. The teamwork assignment will be based on real world
analytics problems bought to the class by students. Groups will be created by on Sept 1 in
the class. On the final day of our onsite class (Oct 13, 2016), imagine that I am the CEO of your
healthcare facility, and the rest of the students are members of the operating committee including the
COO, CFO, CMO, CNO, CIO and CMIO, you are giving this presentation to persuade us to make a
decision (to launch a new performance and quality improvement project, to develop a data warehouse to
facilitate clinical transformation, to show case your population health management tools for us to buy)
based on your analysis. This exercise will allow each group to learn from the others and recognize
the different roles healthcare analysts can play. Grades will be based on the written reports/slide decks
submitted prior to the meeting and on the presentations. All students are expected to present
and to exchange ideas during the discussions. We will spend the group presentation session
reviewing strategies different groups employed to manipulate, analyze, and visualize the data.
The best way to succeed in this class will be to attend all the lectures, interact with the content
actively, play a proactive role in the group assignments, and do the readings.
Course Grading Scale:
99-100 A+
94-98 A
90-93 A-
88-89 B+
87-84 B
83-80 B-
78-79 C+
77-74 C
73-70 C-
69-68 D+
67-64 D
63-60 D-
59 and less F
5. 5
Expectations and Policies: Information about university grades
can be found at:
http://www.newhaven.edu/academics/17041/
Adding/Droppinga Class: The final day to drop a course
without it appearing on your transcript is Wednesday, August
31st. After this day, the University policy will be followed:
http://www.newhaven.edu/academics/17435/
Attendance: All students are expected to attend regularly and
promptly all their classes, appointments, and exercises. While
the university recognizes that some absences may occasionally
be necessary, these should be held to a minimum. A maximum
of two weeks of absences will be permitted for illness and
emergencies. The instructor has the right to dismiss from class
any student who has been absent more than the maximum
allowed. After the last date to drop as published in the
academic calendar, a student will receive a failure (F), if failing at
that point, or a W, if passing at the time of dismissal.
http://www.newhaven.edu/academics/16648/
Make Ups: If you are going to be absent for an examination or
quiz you must notify the instructor prior to the examination to
seek permission unless there is an emergency that prevents you
from doing this.
Academic Integrity Policy: Academic integrity is a core
university value that ensures respect for the academic
reputation of the University, its students, faculty and staff, and
the degrees it confers. The University expects that students will
conduct themselves in an honest and ethical manner and
respect the intellectual work of others. Please be familiar with
6. 6
the UNH policy on Academic Integrity. Please ask about my
expectations regarding permissible or encouraged forms of
student collaboration if they are unclear.
Students are required to adhere to the Academic Integrity
Policies found at: http://www.newhaven.edu/academics/16246/
University Support Services:
a) Campus Access Services: The University of New Haven
seeks to maintain a supportive academic environment for all
students inclusive of those with any disabilities, chronic medical
conditions or military related disorders. If you feel that you
may need reasonable accommodations in this course, please
provide me with your Verification of Disability/Request for
Reasonable Accommodations letter or contact the Campus
Access Services office to begin the process to ensure that
accommodations can be made available to you. Campus
Access Services is located in Sheffield Hall on the ground floor
in the rear of the building, and can be reached by email at
CampusAccess@newhaven.edu or by phone at (203) 932-
7332. For additional information, please visit:
http://www.newhaven.edu/student-
life/CampusLife_StudentAffairs/Campus_Access_Services/
b) Writing Resources: The Center for Learning Resources
(CLR), located on the lower level of the Library, offers FREE
tutoring support for most freshman and sophomore, and select
upper-level, courses, as well as general writing and computer
assistance. Students who sought CLR support in 2011-2012
saw a 91.7% success rate in their final course grade. Students
may make appointments online
7. 7
(http://www.newhaven.edu/academics/13736/) or see a tutor
on a walk-in basis, although appointments are recommended
to ensure immediate assistance. Students may choose their
tutor from a range of professional, graduate student, and
undergraduate staff. Visit the CLR website, or call (203) 932-
7215, for more information.
Commitment to Positive Learning Environment: The
University adheres to the philosophy that all community
members should enjoy an environment free of any form of
harassment, sexual misconduct, discrimination, or intimate
partner violence. If you have been the victim of sexual
misconduct we encourage you to report this. If you report this
to a faculty/staff member, they must notify our college's Title IX
coordinator about the basic facts of the incident (you may
choose to request confidentiality from the University).
If you encounter sexual harassment, sexual misconduct, sexual
assault, or discrimination based on race, color, religion, age,
national origin, ancestry, sex, sexual orientation, gender
identity, or disability please contact the Title IX Coordinator,
Caroline Koziatek at (203) 932.7479
or ckoziatek@newhaven.edu.
8. 8
About the Faculty
Frank F. Wang, MBA, MS
A seasoned executive with years of healthcare and life sciences
industry/consulting experience transforming business landscapes, driving technology innovation and
igniting business growth, Mr. Wang is known to formulate strategies to help enterprises to expedite
development of new products and services, accelerate new market penetration, streamline business
processes and reduce operational costs.
Mr. Wang was employed by or consulted for blue chip organizations such as Amgen, Bayer AG,
BlueCross BlueShield Association, Boehringer-Ingelheim GmBH, Daiichi Sankyo Inc., Children’s
Hospital of Boston, Cigna, Harvard Partner’s Health System, Hawaii State Department of Health,
Ministry of Health of China, Merck, National Institute of Health (NIH), Pfizer, Procter & Gamble,
University of Texas MD Anderson Cancer Center, University of Pittsburg Medical Center (UPMC), US
Food and Drug Administration (FDA) and many others. He is a trusted advisor to CEOs, Chief Medical
Officers (CMOs), Chief Scientific Officers (CSOs) and CIOs.
Mr. Wang has had various leadership roles directing informatics and analytics organizations to shorten
product development cycle time, advance quality of patient care, increase customer acquisition and
enhance sales and marketing effectiveness.
Mr. Wang has been a speaker at many conferences related to big data analytics and industry trends
organized by Cambridge Healthtech Institute, International Business Communication, and many global
organizers. He contributes to healthcare and life sciences key issues on LinkedIn
(www.linkedin.com/in/frankfangwang) and Slideshare and has many followers.
Mr. Wang is a member of American Competitive Intelligence Society, member of Drug Information
Association (DIA), member of Healthcare Information and Management Systems Society (HIMSS),
member of Managed Care Executive Group (MCEG), member of American Health Insurance Plan
(AHIP).
Mr. Wang is a principal at FFW Consulting, a firm that is specialized in advising healthcare and life
sciences clients on analytics issues. He is also an adjunct professor at the University of New Haven.
Prior to that, he was WW Lead, Healthcare and Life Sciences, Hewlett Packard Company (HP),
responsible for healthcare and life sciences consulting and managed services business.
Mr. Wang earned his M.S. in biochemistry from University of Texas Medical Branch and his MBA
from Xavier University of Cincinnati, OH. He also had executive continuing educations at Harvard
Business School and MIT Sloan School of Management. He lives in Connecticut with his wife and
two children.