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HC 450 Herzing University W4 EHR Migration Path For A Rural Hospital Research

Unit 4 Assignment – Migration Paths

  • Due Aug 2 by 11:59pm
  • Points 40
  • Submitting a text entry box, a website url, a media recording, or a file upload

Instructions

Figures 6.2, 6.3, 6.4, 6.5, 6.6 and 6.7 in the Amatayakul textbook all show the migration path towards an EHR using different formats, e.g. picture, building block, step diagram, flow chart, etc. Assess the migration path formats and evaluate the similarities and differences.

  • Develop an EHR migration path of a type of your choice for a small, 49-bed, rural hospital. The hospital has no skilled nursing homes, nor is it associated with any physician clinics.
  • Develop a summary of your evaluation and reasoning for the chosen format.
  • Your file should be in Microsoft Word, Microsoft PowerPoint, Microsoft Excel, or Adobe Acrobat format.
  • Cite all sources in APA format.
  • Submit your EHR migration path and summary for grading.
  • Reminder: You must upload your completed document using Browse My Computer. Then, hit the Submit button to successfully complete the assignment submission process. Do not copy and paste text into the text box.

Rubric

Unit 4 Assignment – Migration Paths

Unit 4 Assignment – Migration Paths

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeAnalysis of KnowledgePRICE-P

10.0 pts

Level 5

Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/field/discipline.

9.0 pts

Level 4

Analyzes knowledge (facts, theories, etc.) from one’s own academic study/field/discipline.

8.0 pts

Level 3

Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/field/discipline.

7.0 pts

Level 2

Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/field/discipline.

6.0 pts

Level 1

There Is some evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/field/discipline.

0.0 pts

Level 0

There is little to no evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/field/discipline.

10.0 pts

This criterion is linked to a Learning OutcomeDefines Content

10.0 pts

Level 5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

9.0 pts

Level 4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

8.0 pts

Level 3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

7.0 pts

Level 2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

6.0 pts

Level 1

Demonstrates the ability to explain contextual facts but does not provide a defined statement.

0.0 pts

Level 0

There is no evidence of a defined statement.

10.0 pts

This criterion is linked to a Learning OutcomeRelationship to Research

5.0 pts

Level 5

Evaluates materials for scholarly significance and relevance within and/or across the various disciplines, evaluating them according to their contributions and consequences.

4.5 pts

Level 4

Examines materials for scholarly significance within and/or across the various disciplines to explore contributions in relation to important questions.

4.0 pts

Level 3

Uses materials in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.

3.5 pts

Level 2

Engages materials with the intention and expectation of building topical and world knowledge.

3.0 pts

Level 1

Approaches materials in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit.

0.0 pts

Level 0

There is little to no evidence of engagement with outside materials used in a scholarly manner.

5.0 pts

This criterion is linked to a Learning OutcomeConclusion and Related Outcomes

5.0 pts

Level 5

Conclusions (consequences and implications) are logical and reflect informed evaluation and the ability to place evidence and perspectives discussed in priority order.

4.5 pts

Level 4

Conclusions are logically tied to and reflect student’s informed evaluation in priority order and are clearly identified.

4.0 pts

Level 3

Conclusion is logically tied to a range of information and is identified clearly.

3.5 pts

Level 2

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion).

3.0 pts

Level 1

Conclusion is inconsistently tied to some of the information discussed and oversimplified.

0.0 pts

Level 0

Conclusion is either not present, unclear, or does not reflect the information presented.

5.0 pts

This criterion is linked to a Learning OutcomeWriting

5.0 pts

Level 5

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

4.5 pts

Level 4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling, and minor errors do not impair the flow of communication.

4.0 pts

Level 3

The paper exhibits an acceptable command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

3.5 pts

Level 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

3.0 pts

Level 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0.0 pts

Level 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

5.0 pts

This criterion is linked to a Learning OutcomeAPAPRICE-I

5.0 pts

Level 5

The required APA elements are all included with correct formatting, including in-text citations and references.

4.5 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

4.0 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

3.5 pts

Level 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

3.0 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

0.0 pts

Level 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

5.0 pts

Total Points: 40.0

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Expert Solution Preview

Introduction:
As a medical professor in charge of creating assignments for medical college students, I have designed a unit on EHR migration paths. This assignment requires the students to assess and evaluate the migration path formats presented in the Amatayakul textbook and to develop an EHR migration path for a small, rural hospital. In this answer, I will provide a summary of my evaluation and reasoning for the chosen format.

Answer:
Overall, the migration path formats presented in the Amatayakul textbook are similar in that they all involve a step-by-step process to implement an EHR. However, the formats differ in terms of their level of detail and complexity. The picture and building block formats provide a high-level overview of the migration path, while the step diagram and flow chart formats provide more detailed and structured information.

For the small rural hospital scenario, I would recommend using a flow chart format for the EHR migration path. This format would provide a detailed and structured overview of the steps involved in implementing an EHR, which would be beneficial for a hospital with limited resources and experience in implementing EHRs. The flow chart format would also allow for easy visualization and tracking of progress towards EHR implementation.

In summary, while the migration path formats presented in the Amatayakul textbook are similar in their step-by-step approach, they differ in their level of detail and complexity. For a small, rural hospital scenario, a flow chart format would be a suitable choice for the EHR migration path due to its detailed and structured approach.

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