Course Map
| Training Provider | Course URL | Course Title | Course Description | Course Learning Outcomes | Suggested Audience | Questions This Course Answers | Problems Addressed | Alternative Search Phrases | Credits (CEUs) |
|---|---|---|---|---|---|---|---|---|---|
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/8813/mastering-prior-authorization-best-practices | Mastering Prior Authorization: Best Practices | This course focuses on the critical aspect of understanding and utilizing payer resources for healthcare providers to optimize reimbursement. Participants will explore the significance of familiarizing themselves with payer resources, identifying key elements essential for authorization approval, and strategies to address authorization-related claim denials through reconsideration methods. | Upon completion of this course, you should be able to: Describe the importance of becoming familiar with payer resources. Identify the key elements required for authorization approval. List three potential reconsideration methods for authorization related claim denials. | Staff responsible for securing pre-certifications/pre-authorizations | How can healthcare organizations reduce prior authorization denials? What information is typically required for authorization approval? How do payer resources help improve reimbursement outcomes? What should providers do when an authorization-related claim is denied? What reconsideration options are available after a denial? How can staff improve authorization approval rates? | Frequent prior authorization denials Delayed reimbursement Incomplete authorization submissions Lack of knowledge of payer requirements Lost revenue due to denied claims Inefficient appeals and reconsideration processes | Prior authorization training; Prior authorization best practices; Healthcare reimbursement training; Authorization denial prevention; Insurance authorization approval training; Healthcare payer requirements; Revenue cycle authorization education; Prior authorization appeals process; Reducing claim denials training; Hospital authorization management; Pre-certification training; Insurance approval workflow education; | 1 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/8156/clinical-documentation-improvement-cdi-inpatient-virtual-workshop | Clinical Documentation Improvement (CDI) Inpatient Virtual Workshop | This workshop focuses on enhancing clinical documentation in inpatient settings. It covers the principles and importance of Clinical Documentation Improvement (CDI), common documentation issues and solutions, best practices for improving documentation quality and accuracy, and the role of CDI in compliance and revenue optimization. | Upon completion of this training, you should be able to: Describe the principles and importance of CDI in inpatient settings. Identify common documentation issues and solutions. Recall the benefits of improved documentation for patient care and organizational performance. Describe best practices to improve the quality and accuracy of inpatient CDI. Identify tools and techniques to enhance documentation practices. Recall the role of CDI in compliance and revenue optimization. | Physicians, coders, HIM directors, HIM/coding managers, CDI staff, billing, charge master staff, and those involved in all aspects of the revenue cycle. | What is Clinical Documentation Improvement (CDI)? Why is CDI important in inpatient settings? How can hospitals improve documentation quality and accuracy? What documentation issues commonly affect reimbursement and compliance? What tools can improve clinical documentation practices? How does CDI support organizational performance? | Incomplete physician documentation Documentation errors affecting coding Compliance risks Revenue leakage due to poor documentation Inconsistent documentation practices Reduced quality reporting accuracy | Clinical documentation improvement training; CDI training for hospitals; Inpatient CDI education; Physician documentation improvement; HIM documentation training; Revenue cycle documentation education; Hospital coding documentation training; Clinical documentation compliance; Documentation accuracy workshop; Documentation improvement best practices; Healthcare documentation education; CDI compliance training; | 2 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/8033/understanding-dementia-the-basics-memory-loss-dementia-and-alzheimers | Understanding Dementia - The Basics: Memory Loss, Dementia and Alzheimer's | With the increasing number of individuals with dementia, including Alzheimer’s, it is crucial to improve education, training, and organizational support for direct care workers (DCWs) in order to prepare for and fulfill the need for highly competent direct care workers who can deliver quality comprehensive person-centered care to people living with dementia. Alzheimer’s disease and related dementia are not a normal part of aging. It is a progressive and fatal brain disease that is the most common form of dementia. This course lays the foundation for Direct Care Workers to provide patient-centered care to individuals and their families with dementia and Alzheimer’s. | Upon completion of this course, you should be able to: Identify common conflicting messages and stigma’s related to dementia Differentiate between general memory loss, dementia, and Alzheimer’s disease Differentiate between irreversible and reversible dementia Describe methods to differentiate between dementia and Alzheimer’s disease Describe the symptoms and effects of dementia and Alzheimer’s disease Describe how dementia and Alzheimer’s affects the brain Describe the stages of the disease(s) Identify the benefits of early detection Identify causes and risk factors of dementia Describe the steps included in a clinical assessment of a patient Outline the treatment(s) and common medications provided to patients Describe patient-centered methods to utilize to help patients aaddress impairments related to dementia or a diagnosis of Alzheimer’s disease Describe ways DCWs can promote early diagnosis Identify actions direct care workers can take to help reduce stigmas and stereotypes related to dementia Describe methods to help family members or caregivers to address impairments related to dementia or a diagnosis of Alzheimer’s disease Identify resources and organizations that can help patients and family members with dementia and Alzheimer’s | Direct care workers (DCWs) | What is the difference between memory loss, dementia, and Alzheimer's disease? What are the warning signs of dementia? How does Alzheimer's disease affect the brain? What are the stages of dementia? How can caregivers provide person-centered dementia care? How can direct care workers support families affected by dementia? Why is early detection important? What resources are available for patients and caregivers? | Confusion about dementia versus normal aging Lack of caregiver knowledge Dementia-related stigma and misconceptions Difficulty supporting patients with cognitive decline Delayed recognition of dementia symptoms Limited awareness of available dementia resources Challenges communicating with affected patients and families | Dementia training; Alzheimer's training; Memory loss education; Dementia care training; Person-centered dementia care; Direct care worker dementia education; Alzheimer's disease awareness training; Dementia caregiver education; Dementia symptoms and stages; Dementia support strategies; Caring for patients with Alzheimers; Dementia communication skills; | 2 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/learning-plans/133/healthcare-grant-professional-training-certification-prep | Healthcare Grant Professional Training & Certification Prep | The goal of this series, Healthcare Grant Professional Training and Certification Prep, is to help build the knowledge and skills of those involved in seeking and managing grants within healthcare organizations. For those interested in pursuing the GPCI Certification, it will also provide a big picture overview of the areas included in the testing, as well as prep materials. For hospitals already awarded grant programs, it will be a helpful compliance check that you are avoiding grant pitfalls that could put your hospital at risk. This program is intended for project managers, grant managers, executive and financial leadership, compliance, and others interested in improving knowledge and skills in seeking and managing grants within healthcare organizations. This training program has been reviewed and approved under the Grant Professionals Certification Institute's GPCI Accepted Education program. | Upon completion of this training, you should be able to: Describe the purpose of the Healthcare Grant Professional Training and Certification Prep Program (GPCI 7.01). Define a Grant Professional. Describe the benefit of grants for healthcare organizations in serving their communities (GPCI 7.03). Describe the benefits of obtaining the Grant Professionals Certification for individuals working in the healthcare field (GPCI 7.02). Recall the means of meeting the GPCI Eligibility Criteria to take the GPC exam. Identify the appropriate pathway and options for credentialing or skill building based on individual experience and goals. Recall common competencies for grants management. Recall the 9 GPCI recommended competencies and skills required for certification. Describe the GPC Candidate registration and exam timeline. Recall recommended resources for grant professional education and training for individuals in the healthcare field. Describe the purpose and benefits of undertaking grant funding to supplement designated initiatives and activities. Recall and describe the basic steps of the grant life cycle. Identify the importance of performing proper grant research and vetting before responding to grant opportunities. Describe best practices in grant organizational development for ensuring your organization is ready to manage a grant. Identify individuals on an ideal grant project design team responsible for creating an effective project. Identify the various building blocks involved in proposal development, including grant writing and the documents, financials, and data needed. Identify the primary considerations for ensuring effective post-award management. Describe specific hospital board and authority’s responsibilities for fiscal management and reporting related to grant activities according to state laws or grant contracts. Describe the importance of working relationships and meaningful connections for grant programs. Identify common ethical issues that arise during grant management and best practices to display professionalism by the grant manager and team. Identify common funding sources for healthcare organizations, including public funding and private grant funding (GPCI 1.01/02). Recall grant funding trends impacting small or rural hospitals (GPCI 1.01). Describe the practice and impact of “chasing the grant dollars. Describe how the hospital’s cultures, values, decision-making processes, and norms can help or hinder the pursuit of grant opportunities (GPCI 2.07). Describe best practices for identifying fundable programs and projects for specific organization (GPCI 1.06). Identify methods hospitals can utilize to identify strategy, direction, or needs prior to seeking funding. Describe the importance of mission, strategy, goals, and needs as it relates to grant funding (GPCI 2.05). Describe best practices for performing strategic planning and community health needs assessments for rural hospitals. Describe the role and processes of the hospital board and executive leadership in approving grant-seeking activities (GPCI 2.06). Recall items that indicate a solid match of funding intent to specific programs or needs (GPCI 1.07/1.08/2.08). Identify how data can help support a strong grant proposal or grant program (GPCI 1.07/9.01). Define a “needs statement” in the context of a grant proposal. Define and describe various types of data (GPCI 3.06). Describe common sources of data for rural healthcare organizations. Describe way to ensure a grant program/project is data-based (GPCI 3.06). Recall examples of methods for the presentation of rural health data. Compare various methods for the communication of data, including visuals, for various needs (GCPI 4.07). Recall appropriate methods for the proper citation of sources of data (GPCI 4.04). Identify categories of grant funding. Recall common grantors and grant directories utilized by healthcare organizations (GPCI 1.03). Recall how to register and maintain registration within common grantor organizations, including SAM, DUNS, and grants.gov (GPCI 4.13). Describe techniques to learn more about funders (GPCI 1.04). Describe the purpose and elements of a Letter of Inquiry and In-Person Presentations when identifying funders. Identify common parts of a grantor’s application and/or request for proposal (RFP). Recall where to find funding/grantor eligibility requirements. Recall best practices and tools for tracking of grant opportunities and grant funders (GPCI 1.05). Describe the importance of ongoing grant reporting to hospital leadership and board members. Compare various roles of a hospital in relation to a grantor, such as grantee, contractor, subcontractor, beneficiary, or other stakeholders. Identify reasons for partnering with other organizations for grant management. Describe the benefits of maintaining ongoing relationships with potential stakeholders or partners for future grant work (GPCI 3.07). Describe ways to evaluate if a grant is a "match" for your organization. Recall the purpose of the organizational development stage in the grant life cycle. Identify important steps to take to ensure your hospital is “grant ready” (GCPI 2.02/2.03). Compare and contrast grant management best practices with project management best practices in project initiation. Identify and assign individuals within your organization based on skillsets for organizational preparedness (GPCI 2.01). Identify accounting and budget structures that must be in place prior to grant seeking to ensure accounting is aligned with grants (GPCI 3.03). Describe the role of a functioning board of directors and executive leadership in the organizational development process (GCPI 2.06). Define the role of a “project sponsor. Describe various methods and best practices for evaluating the success of a grant programming (GPCI 3.08). Utilize tools, templates, and checklists provided to aid in ensuring grant preparedness. Describe the importance of effective communication among the grant team Define the basic elements of the communication process (message, noise, sender, etc.) Describe the role of the grant manager/coordinator in communicating regarding program or project management (GPCI 5.02) Describe the various stakeholders involved in a grant program, and their varying needs related to communication (GPCI 3.02/5.03) Recall common challenges for effective communication Identify effective strategies to utilize when communication face-to-face Identify effective communication strategies to utilize when communicating virtually Recall strategies for effectively communicating your organization’s “story” when applying for a grant Identify best practices for building the project design team. Describe key parts in a typical application related to internal personnel. Describe activities involved in designing a stakeholder or partner register and stakeholder plan (GPCI 3.01). Define a Logic Model, and related parts, including inputs, activities, outputs and objectives (GPCI 3.04). Describe the parts of a grant workplan. Define and compare project goals, objectives, activities, and deliverables (GPCI 3.05). Describe how to build a timeline. Recall the use of a Work Breakdown Structure (WBS) as a tool for grant design. Describe the various parts to build a grant budget and justification. Describe the key parts of an evaluation plan. Recall the key items to design related to a sustainability plan. Recall methods for designing a plan for resources and procurements necessary, allowable, reasonable and consistent for a grant program (GPCI 3.07). Describe the common elements of a grant application and proposal (GPCI 4.01). Describe common RFP guidelines and requirements for healthcare organization funders (GPCI 4.02). Describe the benefit of participating in Q&A sessions offered by funders. Identify options for forming the grant writing team, including hiring outside grant writers. Recall best practices for proposals submitted online (GPCI 4.12). Recall best practices for paper proposal submissions (GPCI 4.12). Identify project management strategies for submitting high-quality and complete proposals on time (GPCI 4.04). Recall the purpose of the narrative section of a proposal. Describe how to ensure a narrative’s elements are appropriate, sequential, consistent, and logical (GPCI 4.05). Recall how various proposal-writing approaches, styles, tones, and formats can affect the quality of your proposal (GPCI 4.06). Identify best practices for finalizing a submission. Describe potential post-submission activities for the grant writer and team. Identify where to find information on the GPC Exam and GPCI Competencies. Summarize the purpose of the writing portion of the GPC Exam. Describe examples of successful and unsuccessful persuasive writing (9.01). Recall questions to answer prior to starting work on a grant application. Describe the elements of a standard grant proposal application (GPCI 4.01). Locate and describe common grant application request for proposal (RFP) guidelines and requirements that help to ensure high quality responses (GPCI 4.02). Describe the importance of organizing ideas appropriately in a grant proposal or narrative (GPCI 9.02). Describe the importance of a logic model when crafting a grant proposal (GPCI 3.04). Define “action words” and how to utilize them. Identify examples of high quality goals and objectives. Describe how to build a clear, logical timeline that supports a proposal. Describe the components of a grant application narrative. Describe how to ensure narratives are appropriate, sequential, consistent, and logical (4.05). Discuss how various grant-writing approaches, styles, tones, and formats of a narrative can vary in appropriateness depending on the grantor and audience (4.06). Describe examples of successful and interesting writing pieces (9.01). Describe the grant professional competencies related to writing a convincing case for funding (GPCI 9). Recall common pitfalls of bad writing and grammar (GPCI 9.04). Describe how to utilize a scoring matrix provided in an RFP to prioritize grant proposal work. Recall project management strategies for submitting high-quality and complete proposals on time (GPCI 4.03). Compare methods utilized by common healthcare organization funders for submitting proposals, including both electronically and in hard-copy format (GPCI 4.12). Discuss strategies to apply to develop key relationships with funders or partners (GPCI 3.02). Define "ethics" and its importance for any profession. Compare ethical behavior with illegal behavior. Recall potential consequences of unethical behavior for a grant team member. Identify common ethical dilemmas that occur for grant team members (GPCI 6.02). Recall the components of the Grant Professionals Association (GPA) Code of Ethics. Recall other codes of Ethics that may apply to healthcare organizations and grant programs. Define "conflict of interest" and how it can threaten a grant program (GPCI 6.01, 6.04). Describe the role of "truth" and "accuracy" in ethical grant development (GPCI 6.03). Recall considerations related to cultural competency or diversity in grant design/development (GPCI 3.09). Describe common ethical issues related to grant communication (GPCI 6.05), budgets (6.06), payment (6.07), and performance and reporting (6.08). Describe the importance of effective grant management. Identify key steps involved in post-award grant management. (GPCI 5.02) Describe the purpose of a grantor site visit during the award decision stage. Describe a professional response for getting turned down for a grant. Describe the roles and responsibilities of a grant project team required for effective post-award management. (GPCI 5.03/7.02) Describe grant considerations related to regulatory compliance and cost principles. Identify where to find a grant's guidelines and requirements related to fiscal management and reporting, and common requirements or expectations for hospitals. (GPCI 5.04) Describe specific hospital board and authority’s responsibilities for fiscal management and reporting related to grant activities according to state laws or grant contracts. (GPCI 5.05) Identify successful strategies for cultivating and maintaining relationships between fund-seeking and recipient organizations and funders. (GPCI 8.01/8.03) Recall examples of overcoming challenges in a healthcare organization that help ensure the grant's purpose is achieved. Define “grant evaluation” and related terminology. Describe the benefits of high quality and thoughtful grant evaluations (GPCI 3.08). Compare common grant evaluation models (GPCI 4.11). Identify best practices for creating meaningful evaluation tools. Describe methods for utilizing data to support evaluations. Recall strategies to measure and demonstrate continuous improvement. Describe the accountabilities of the grant team related to evaluations. Define “Return on Investment” and its relationship to evaluations. Describe methods for utilizing data to support evaluations. Recall examples of meaningful evaluation tools. Describe the importance of the steps involved in grant closeout. Identify documentation items that should be included in a common/closed grant file. Define and describe dissemination and continuation as it relates to grant closeout. Identify the importance of continued development on the part of the grant team (GPCI 7.01). Recall sources for continuing education and training. Describe involvement in a grant review process and its benefits to participants (GPCI 7.01). Recall grant-related and similar professional organizations available (GPCI 7.02). Describe the importance of ongoing networking and the building of relationships among people who live and work in an organization’s community (GPCI 7.03). Identify the benefit of seeking credentialing in the grant world. Define efficiency and describe its importance to grant management. Describe strategies for time management. Describe ideas on how to write under pressure to ensure quality submissions. Identify methods to use work plans to meet basic grant reporting and grants management. Define accountability and describe its importance to grant management. Recall some accountability strategies to develop tools to meet deadlines. Identify skills required for budget tracking and fund management. Recall the top competencies identified required for grant professionals and ways to further develop them. Apply the standards elements of an effective compliance program to grant funding activities. (GPCI 5.01) Recall the roles and responsibilities of those involved in ensuring compliance as it related to grant funding. Recall common underlying laws, regulations, policies and guidance for grant programs. Recall where to find specific statutory provisions, agency regulations and guidance for an individual grant. Describe common areas of grant fraud. Identify characteristics of business relationships that result in conflicts of interest or give the appearance of conflicts of interest as it related to grant programs. (GPCI 6.01) Describe techniques to manage risk and compliance related to grants. Utilize audit tools to perform self-audits on existing grant programs. Describe the scope of the Office of Management and Budget (OMB) related to grant compliance. Describe single audit requirements related to Uniform Guidance 2 CFR 200. | Project managers, grant managers, executive and financial leadership, compliance, and others interested in improving knowledge and skills in seeking and managing grants within healthcare organizations | How do healthcare organizations successfully pursue grants? What skills are needed to manage healthcare grants? What should organizations do to remain compliant with grant requirements? How can professionals prepare for GPCI certification? What grant management pitfalls should healthcare organizations avoid? What are best practices for administering awarded grants? | Limited grant management knowledge Grant compliance risks Ineffective grant administration Failed grant funding opportunities Lack of grant certification preparation Poor oversight of awarded grant programs Financial risk from grant management errors | Healthcare grant management training; Grant professional certification prep; GPCI certification training; Healthcare grant writing education; Grant compliance training; Hospital grant management education; Healthcare funding education; Grant administration best practices; Healthcare project grant training; Grant risk management; Healthcare grant professional development; Grant program oversight training; | 24 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/5408/emtala-law | EMTALA Law | Are you familiar with EMTALA Law as it applies to your healthcare facility? The Emergency Medical Treatment and Active Labor Act (EMTALA) was passed in 1986 to ensure public access to emergency services no matter the financial condition of the patient and was again updated in 2008 to clarify all hospital's obligations. Is your facility licensed by the state as an emergency provider? What are your obligations as a dedicated emergency department? Are you in compliance with providing call coverage in the Emergency Department? Michele Madison, Attorney at Law, designed this course to help you understand the criteria of the EMTALA Law. Know your EMTALA obligations, where they begin and where they end. | Upon completion of this session, you should be able to: Define EMTALA. Restate the steps that must be taken to maintain general compliance with EMTALA regulations. Define Dedicated Emergency Department, Emergency Medical Condition and an Appropriate Medical Screening. Recognize the appropriate and compliant time to request Financial and Registration information. | All Hospital Staff: Clinical, Non-Clinical, Emergency Departments, Patient Access and Business Office, Volunteers | What is EMTALA and who must comply with it? When does EMTALA apply? What is an appropriate medical screening examination? What qualifies as an emergency medical condition? What is a dedicated emergency department? When can hospitals request financial or insurance information? What are a hospital's obligations under EMTALA? How can organizations avoid EMTALA violations? | Risk of regulatory violations Confusion regarding emergency department obligations Improper patient screening practices Incorrect collection of registration information Staff misunderstanding of EMTALA requirements Liability associated with noncompliance | EMTALA training; EMTALA compliance training; EMTALA law education; Emergency department compliance; EMTALA regulations explained; Appropriate medical screening training; Emergency medical condition education; Hospital EMTALA requirements; Patient transfer compliance; Emergency department registration compliance; EMTALA violation prevention; EMTALA webinar; | 1 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/8038/swing-bed-innovations | Swing Bed Innovations | The course addresses changes in health care coverage and rural hospital training because of ongoing issues with epidemics/pandemics, an aging population challenging all post-acute settings but particularly addressing rural hospital swing bed programs constantly addressing disease processes, data-driven funding, and management of a higher acuity post-acute program in rural areas. Kerry Dunning discusses assessing, planning, and maintaining a compliant swing bed program copacetic with CMS guidelines. The goal is not only to meet Federal requirements but also to individualize programs to the local population while maintaining compliance with state and federal regulations. | Upon completion of this presentation, you should be able to: Evaluate core elements and initiate a community-based post acute action plan. Identify key partners to integrate hospital and CMS goals for quality post-acute health care, address hospital readmission reduction, and proactively address cost containment initiatives. Establish a multi-level action plan to coordinate change and track improvement in post-acute services. | C-Suite Leaders, CNOs/DONs, and Medicare/Charge Nurses with swing bed programs | How can rural hospitals improve swing bed programs? What CMS requirements apply to swing bed services? How can hospitals build effective post-acute care programs? What partnerships improve post-acute outcomes? How can hospitals reduce readmissions through swing bed services? How can rural hospitals improve post-acute care compliance? | Underperforming swing bed programs Difficulty meeting CMS requirements Poor coordination across post-acute care services High readmission rates Limited post-acute service planning Challenges managing higher-acuity post-acute patients Lack of community-based care strategies | Swing bed training; Swing bed program management; Rural hospital swing bed education; CMS swing bed compliance; Post-acute care training; Rural hospital post-acute services; Swing bed regulations training; Hospital readmission reduction education; Swing bed best practices; Rural healthcare post-acute care; Skilled nursing transition programs; Swing bed operations workshop; | 1 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/courses/8752/protecting-financial-sustainability-in-rural-critical-access-hospitals-arxchange-july-17 | Protecting Financial Sustainability in Rural & Critical Access Hospitals - ARXChange (July 17) | This webinar showcases how rural and Critical Access hospitals can strengthen financial sustainability by combining insurance discovery, presumptive charity/FAP classification, and reimbursement intelligence inside existing billing workflows. The session will focus on how hospitals can protect reimbursement before it is lost by identifying missed Medicaid and other insurance coverage, improving charity/FAP accuracy, reducing avoidable bad debt, and supporting DSH, ICTF, directed-payment, and audit-readiness requirements. It will also include provider-class results and case-study examples from Effingham Health System and Jenkins County Medical Center. | By the end of the session, participants will understand how to: Identify missed Medicaid and other insurance coverage before accounts are written off or reclassified. Improve the accuracy of charity/FAP determinations using presumptive, policy-driven financial intelligence. Support DSH, ICTF, and directed-payment reimbursement with defensible audit detail. Reduce manual work by returning structured outputs into existing billing workflows. Understand the provider CFO/CEO perspective on operational value, reimbursement lift, workflow integration, and audit readiness. | Hospital CEOs, COOs, CFOs, Revenue Cycle Directors, Billers Patient Financial Services; Patient Financial Counselors (Charity Care); and any Business partner involved in RCM | How can rural hospitals improve financial sustainability? How can organizations identify missed Medicaid coverage? How can hospitals improve charity care and FAP determinations? What strategies help reduce bad debt? How can reimbursement intelligence improve hospital revenue? How can organizations strengthen audit readiness? How can billing workflows be improved through automation and reimbursement insights? | Lost reimbursement opportunities Missed insurance coverage identification Excessive bad debt Inaccurate charity care classification Audit readiness concerns Manual billing inefficiencies Financial pressures facing rural and Critical Access Hospitals Revenue cycle performance challenges | Rural hospital financial sustainability; Critical Access Hospital reimbursement training; Medicaid reimbursement education; Healthcare revenue cycle optimization; Hospital bad debt reduction; Charity care determination training; Financial assistance policy education; Rural healthcare financial management; Revenue integrity training; Audit readiness education; Insurance discovery training; Hospital reimbursement improvement strategies; | 0 |
| HomeTown Health University (HTHU) | https://lms.hthu.net/learn/learning-plans/306/artificial-intelligence-practitioner-for-rural-healthcare-ai-prh | Artificial Intelligence Practitioner for Rural Healthcare (AI-PRH) | A rural healthcare professional who applies artificial intelligence (AI) techniques to solve real-world problems and ensure the responsible use of AI within an organization - that is what it means to be an AI Practitioner in Rural Healthcare.. This program is designed to equip rural healthcare professionals with the knowledge and tools to responsibly adopt, implement and scale generative AI in your organization. | Upon completion of this training, you should be able to: Define key AI concepts and distinguish between types of AI (generative, ambient, and agentic systems). Describe how AI is currently applied in rural healthcare, with clinical, operational, and administrative use cases. Reflect on how AI could enhance or support tasks in one’s own role or department. Identify key ethical principles related to AI use in hospital operations. Recognize common risks and challenges specific to rural, non-clinical settings. Describe a practical framework for responsible AI adoption. Explain how to continuously monitor AI tools to ensure safety, effectiveness, and trust over time. Define generative AI and distinguish it from other major types of AI, including ambient and agentic systems. Describe the basic process by which generative AI tools retrieve information, analyze it, and generate new content. Identify practical inputs, processes, and outputs commonly used by large language models (LLMs). Recognize key risks associated with generative AI, including hallucinations, bias, and data security concerns. Define key concepts related to large language models (LLMs), including tokens and AI-generated predictions. Describe the elements of an effective prompt, such as clarity, specificity, context, and formatting. List common prompting techniques used to improve AI-generated outputs in healthcare scenarios. Explain how prompt design can influence bias, hallucinations, and inappropriate AI responses. Identify different types of prompting techniques such as role prompting, step-by-step prompting, and chain-of-thought prompting. Describe how temperature, top-k, and top-p settings affect AI output behavior. Explain common types of AI output errors, including hallucinations and bias. Define essential terms related to AI adoption, including change leadership and governance. List common causes of project failures rural hospitals face when implementing AI solutions. Describe the leader’s role in guiding responsible AI use across clinical, operational, and administrative areas. Explain why clear internal policies and governance structures are critical for safe, effective AI deployment. Describe the evolving role of healthcare technology leaders in AI adoption. Identify best practices for evaluating and contracting with AI vendors. Explain how to integrate AI tools into operational systems securely and efficiently. List key strategies for scaling AI responsibly, including training and governance. Identify five key non-clinical operational areas where Gen AI can reduce burden and improve efficiency. Describe real-world use cases of Gen AI in administration, HR, finance, communication, and facilities. Recognize opportunities for small AI pilots that align with operational needs. Identify common project management and QI tasks where Gen AI can help. Describe how Gen AI can support research, planning, and root cause analysis. Explain how AI-generated outputs can be used to inform decisions and team communication. | Rural healthcare professionals | What are the key AI concepts, and how do generative, ambient, and agentic AI systems differ? How is AI currently used in rural healthcare across clinical, operational, and administrative settings? How can staff identify ways AI could support tasks in their own role or department? What ethical principles and governance practices are needed for responsible AI use in hospital operations? What risks and challenges should rural, non-clinical healthcare teams watch for when adopting AI? What practical framework can guide responsible AI adoption, monitoring, and continuous improvement? What is generative AI, and how do large language models use inputs, tokens, predictions, and outputs to generate content? How do generative AI tools retrieve information, analyze it, and produce new content? What makes an effective healthcare AI prompt, including clarity, specificity, context, and formatting? Which prompting techniques, such as role prompting, step-by-step prompting, and chain-of-thought prompting, can improve healthcare AI outputs? How can prompt design and model settings such as temperature, top-k, and top-p influence hallucinations, bias, inappropriate responses, and output quality? What causes rural hospital AI projects to fail, and how do change leadership, governance, and internal policies support responsible adoption? How should healthcare technology leaders evaluate vendors, contract for AI tools, and integrate AI securely into operational systems? Where can generative AI reduce non-clinical burden in administration, HR, finance, communication, facilities, project management, QI, research, planning, and root cause analysis? How can AI-generated outputs support decisions, team communication, small pilots, scaling, training, governance, and ongoing monitoring? | Limited understanding of key AI concepts and differences between generative, ambient, and agentic AI systems. Lack of awareness of current AI applications in rural healthcare settings. Difficulty identifying opportunities to apply AI within one's own role or department. Limited understanding of ethical principles related to AI use in hospital operations. Limited awareness of AI risks, including hallucinations, bias, data security concerns, and challenges in rural non-clinical environments. Lack of knowledge of responsible AI adoption frameworks and governance practices. Uncertainty about how to monitor AI tools for safety, effectiveness, and trust over time. Limited understanding of how generative AI and large language models (LLMs) function. Weak prompt-writing skills that reduce the quality and reliability of AI outputs. Lack of familiarity with prompting techniques and model settings that influence AI output behavior. Difficulty recognizing and mitigating AI output errors such as hallucinations and bias. Limited knowledge of change leadership, governance, and policy requirements for AI implementation. Challenges evaluating, contracting with, and integrating AI vendors and solutions. Lack of understanding of how to scale AI initiatives responsibly through training and governance. Underutilization of generative AI in non-clinical operational areas such as administration, HR, finance, communication, facilities, project management, quality improvement, research, planning, and root cause analysis. 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