CAHIIM Curriculum Requirements – AHIMA 2011 Curriculum Competencies and Knowledge Clusters for Health Information Management (HIM) Education at the Baccalaureate Degree Level Program/Institution Name/City/State: To use this template for CAHIIM accreditation purposes, please document the course or courses (in Column 3) by prefix and number, that contain the knowledge clusters listed in Column 2 and those courses that address achievement of Entry-Level Competency for each Domain and Subdomain (Column 1). Note that each knowledge cluster contains the term and number corresponding to the New Version of Bloom’s Taxonomy (see last page of this document). Where a knowledge cluster is specified at a higher taxonomy level, it is expected that the content will be introduced and reinforced in the curriculum, which in some cases may occur in more than one course in the program. When this occurs please list all courses that cover the knowledge cluster and that build toward entry-level competence. Column 3 – List the Course(s) Prefix and Number that contain each of the Knowledge Clusters as Column 1 - HIM Baccalaureate Degree listed in Column 2 and those courses that Competencies Column 2 - Knowledge Clusters address achievement of Entry-Level Competency (Student Learning Outcomes) (Curricular Components) for each Domain and Subdomain (Column 1). I. Domain: Health Data Management Health Data Structure, Content, and Acquisition I.A. Subdomain: Health Data Structure, Capture, structure, and use of health information Content, and Standards (Evaluating, 5) 1. Manage health data (such as data Health information media (paper, electronic) (Evaluating, 5) elements, data sets, and databases). Data quality assessment and integrity (Evaluating, 5) 2. Ensure that documentation in the health record supports the diagnosis and reflects the Secondary data sources such as registries and indexes progress, clinical findings, and patient’s (Applying, 3) discharge status. Healthcare data sets (such as HEDIS, UHDDS, OASIS) (Analyzing, 4) Health information archival and retrieval systems (Evaluating, 5) Data capture tools and technologies (such as forms; data input screens; templates, other health record documentation tools) (Evaluating, 5)
CAHIIM Curriculum Requirements – AHIMA 2011 Curriculum Competencies and Knowledge Clusters for Health Information Management (HIM) Education at the Baccalaureate Degree Level Program/Institution Name/City/State: To use this template for CAHIIM accreditation purposes, please document the course or courses (in Column 3) by prefix and number, that contain the knowledge clusters listed in Column 2 and those courses that address achievement of Entry-Level Competency for each Domain and Subdomain (Column 1). Note that each knowledge cluster contains the term and number corresponding to the New Version of Bloom’s Taxonomy (see last page of this document). Where a knowledge cluster is specified at a higher taxonomy level, it is expected that the content will be introduced and reinforced in the curriculum, which in some cases may occur in more than one course in the program. When this occurs please list all courses that cover the knowledge cluster and that build toward entry-level competence. Column 1 - HIM Baccalaureate Degree Competencies (Student Learning Outcomes) Column 2 - Knowledge Clusters (Curricular Components) Column 3 – List the Course(s) Prefix and Number that contain each of the Knowledge Clusters as listed in Column 2 and those courses that address achievement of Entry-Level Competency for each Domain and Subdomain (Column 1). I. Domain: Health Data Management I.A. Subdomain: Health Data Structure, Content, and Standards 1. Manage health data (such as data elements, data sets, and databases). 2. Ensure that documentation in the health record supports the diagnosis and reflects the patient’s progress, clinical findings, and discharge status. Health Data Structure, Content, and Acquisition Capture, structure, and use of health information (Evaluating, 5) Health information media (paper, electronic) (Evaluating, 5) Data quality assessment and integrity (Evaluating, 5) Secondary data sources such as registries and indexes (Applying, 3) Healthcare data sets (such as HEDIS, UHDDS, OASIS) (Analyzing, 4) Health information archival and retrieval systems (Evaluating, 5) Data capture tools and technologies (such as forms; data input screens; templates, other health record documentation tools) (Evaluating, 5)
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