UMDC HIMS 670 -Discussion Topic: Feasibility Studies -

UMDC HIMS 670 -Discussion Topic: Feasibility Studies

Sample Answer for UMDC HIMS 670 -Discussion Topic: Feasibility Studies Included After Question

UMDC HIMS 670 -Discussion Topic Feasibility Studies

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Hi, please, read and respond to peers in 150 words minimum each supporting, challenging, clarifying, or adding existing information by using credible evidence to support your ideas.

A Sample Answer For the Assignment: UMDC HIMS 670 -Discussion Topic: Feasibility Studies

Title: UMDC HIMS 670 -Discussion Topic: Feasibility Studies

Peer 1:

The goal of a feasibility study is to give an unbiased analysis that considers all components of a proposed project, such as the technical, financial, operational, and legal aspects. The results of this analysis are subsequently utilized to assess whether the project should continue.

The technical feasibility places an emphasis on the technical resources available to the organization. It provides assistance to businesses in determining whether their technical staff is able to transform plans into functioning systems and whether their resources match their capacity (Simplilearn, 2022). In addition, software and hardware compatibility, security and data storage are weighed in this area as they pertain to the implementation of an electronic health record system.

The financial feasibility evaluates the total cost of ownership for an EHR system, factoring in upfront costs as well as ongoing expenses such as staff training and upgrades. The report also assesses the EHR system’s potential economic benefit, like reduced expenses and higher revenues.

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The operational feasibility examines the viability of the proposed solution in the target setting by looking in the challenges involved. This evaluates how an EHR system will affect the business as a whole, from the standpoint of the employees, clinical workflow, to the possibility for greater efficiency, quality and productivity. The operational feasibility analysis evaluates how well a proposed plan fits into the current business setting and considers whether the organization will use the product once developed. Some of the factors that will determine the result of this analysis are whether management is on board with the idea, whether the company will gain from the system that is being offered (Indeed, 2022).

The legal aspect evaluates the legal standards and laws that need to be followed in to successfully implement an EHR system. Examples of these include HIPAA compliance, as well as data privacy and security. Legal and statutory regulations are examined to ensure that they are in accordance with both regional and national laws (Newbold, 2021).

Through the examination of a variety of characteristics and the presentation of potential solutions, the feasibility study assists the HER steering committee in gaining a better understanding of the actual problem or aim (Newbold, 2021). It is advisable for an electronic health record system to fulfill the requirements of all four facets of the feasibility study because each aspect is essential to the success of the EHR system as a whole, If a single component is not satisfied, it can have a detrimental influence on the organization’s capacity to effectively utilize the system. On the other hand, meeting all the requirements of the feasibility study may not be achievable. In a case of financial limitations, the organization needs to evaluate the advantages of EHR in comparison to the expenses and complexities associated with its implementation and concluding based on the requirements and concerns that are unique to their operations.

References:

Indeed. (2022, February 2). What is a feasibility study? Definition, benefits and types. https://www.indeed.com/career-advice/career-development/feasibility-studies

Newbold, S. (2021, July 29). System design lifecycle framework. Nurse Key. https://nursekey.com/system-design-life-cycle-a-framework/

Simplilearn. (2022, December 21). Feasibility study and its importance in project management. https://www.simplilearn.com/feasibility-study-article#:~:text=The%205%20types%20of%20feasibility,Economic%20Feasibility%2C%20and%20Technical%20Feasibility.

Pr 2:

When developing and implementing an in-house Electronic Helath Record (EHR) it is imperative to analyze the feasibility of the proposed system across of four key aspects: technical, financial, operational, and legal.

In regards to the technical aspect, it is necessary that the EHR not only embody the requirements that the hospital would like included within the actual system (e.g., charting, electronic prescription filing, communication between patients and providers, result management, clinical workflow management, etc.), but also the platform must meet the technical requirements of the facility (Penedo, 2022). For example, it is necessary that the EHR meet technical requirements pertaining to integration, extensibility, meaningful use, as well as all other privacy and security concerns. Without fully understanding the technical feasibility of the EHR, the project will not get off the ground and may not seamlessly fit into the overall hospital’s information technology platforms.

Financial and operational feasibility are two additional aspects that must be analyzed. Specifically, it is imperative the hospital fully identifies whether the EHR system will allow the organization to increase income, payoff debt (e.g., from purchasing the system), project cash flow, etc. By determining this information, the hospital will understand whether implementing an EHR is a benefit to the organization. Additionally, from an operational perspective, understanding how the EHR will impact physician time, patient’s access to information, clinical workflow enhancements, etc., is key to determining overall impact in terms of time, process flow, resourcing, etc.

Lastly, yet equally important, a hospital must review the legal feasibility of developing an EHR in house and comprehend whether the proposed system will conflict with any legal requirements (PricewaterhouseCoopers, 2022). Further, a review of legal feasibility allows for any updates or changes that must be made to come to the surface so that the EHR can be compliant with all necessary rules and regulations. By reviewing these four aspects of feasibility, a hospital can ensure that the newly proposed EHR meets all necessary requirements and can sustain as a valuable solution.

References:
Penedo, F. J., Medina, H. N., Moreno, P. I., Sookdeo, V., Natori, A., Boland, C., Schlumbrecht, M. P., Calfa, C., MacIntyre, J., Crane, T. E., & Garcia, S. F. (2022). Implementation and Feasibility of an Electronic Health Record–Integrated Patient-Reported Outcomes Symptom and Needs Monitoring Pilot in Ambulatory Oncology. JCO Oncology Practice, 18(7), e1100–e1113. https://doi.org/10.1200/op.21.00706

PricewaterhouseCoopers. (2022). The importance of legal feasibility assessments in IBR projects. PwC.
https://www.pwc.com/gx/en/services/legal-business-solutions/corporate-and-commercial/the-importance-of-legal-feasibility-assessments-in-ibr-projects.html

Grid View

	Excellent	Good	Fair	Poor
Main Postinga	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.