Dementia Care Workshop Delivered in semester two, this fully online workshop required students to work together through a case study and a number of activities in the context of dementia and devise a client and family centred care plan for dementia management.
The workshop involved 125 students from social work, occupational therapy, nursing, speech pathology, and health information management (HIM).
This is the feedback for last year for the dementia workshop. Please, read it. Only to understand what I need from you to write.
Positive Aspects of the Dementia Workshop
The most frequently mentioned
positive was the ability to gain an appreciation for other
professions viewpoints and approaches
“Discovering how other health professional students are
thinking and how they approach health care.”
“I had the chance to hear from other professionals in the
healthcare profession and to learn from their expertise in
their own profession.”
“Getting to know the roles of different professionals and
[their] associated thinking patterns.”
Others roles: The second most frequent positive mentioned
by participants was the gaining of an understanding of
other professionals, roles. For this analysis, this has been
treated as separate from understanding alternate
approaches to healthcare. An understanding of roles refers
to a more basic functional understanding of other
healthcare professionals. Of particular mention here was
that a number of students commented on now knowing
what HIMS students do and how medical coding might
“Learning about what other professionals do.”
“I now know what a clinical coder does. Before this
workshop I wasn’t aware such a role existed.”
“…the importance of good clinical documentation and the
effects it has on patient care, clinical coding and funding.”
Client centred care: Another frequently mentioned positive
was the increased awareness of the importance of
collaborative care, often in the context of the required
collaboration in order to achieve this.
“Understanding the holistic nature of clients’ issues was
very important to understand their specific context and
“Getting an understanding of the ICF framework and the
principles of patient-centre care.”
Collaboration: The final frequently mentioned positive was
the awareness and value of working collaboratively.
“Forming collaborative relationships to enhance pt care –
as all disciplines have shared knowledge that compliments
the knowledge of other professions involved.”
This is for example for you. This work for an student who participated on old workshop about dementia. (He only mentioned one points from a lot about documentation practice)
I wish you find the information down very useful. According to the information that you provided me with in the care plan, I was able to code them and calculate the DRG cost weigh for Shirley’s care plan. The Care Plan was grouped using 3M Grouper DRG Version 6.14 which released in Jan 2013.Using the formula : DRG (CWt) * (Avg Cost DRG where).
The aim of this activity is to explain how poor documentation practice can negatively affect the DRG code assignment and that in turn affect the hospital budget (where the hospital is funded according to that DRG). As HIM student, it is mandatory to have the knowledge of professional coding, therefore, we follow a set of criteria and guidelines according to the Australian Coding Standards for accurate code assignment. In order to get 100% accurate codes there must be good documentation regarding the patient hospitalisation time. For example, in Shirley’s case, there are no further explanation regarding the fall which is the major cause that let Shirley’s to be in hospital. As a result we have to go back to ambulance call note and find out more regarding these incident, however, if that documentation incorporated into the progress note we are able to find and link that information for best coding practice.