BHIS 503 Colorado State University Global Campus Communications Discussion

Based on the readings and research describe 2 positive elements and 2 negative elements of team/group decisions and behaviors (see readings). Consider the concept of groupthink in your evaluation. How can the positives be promoted and the negatives be prevented or resolved? Give examples. Include in-text citations and a reference list.

Assignment 2

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Minute Paper BHIS 503 Communications in Health Informatics Course 2021(5).

The readings and resources provided are a starting point. Additional research is suggested in this
course.
Required Reading
Communication, Teams/Groups, Collaboration, Listening Skils:
Use this text as a resource beyond the required readings listed. The index and appendix are helpful.
1. Guffey M E, Loewy D. (2018) Business communication process & product. 9th Edition.
Cengage Learning.


Collaboration- Figures 1.9 and 1.10-p. 21-22. Forms of communicationadvantages, disadvantages and effectiveness by media type

Virtual Teams Groupthink (positive vs. negative), Successful teams, Meetings,
Virtual meetings- p. 44-58. Positive and negative group behaviors, groupthink and
decisions-Figure 2.2, p. 47

Listening skills- p. 59-63, note Figure 2.9 trained listeners vs. untrained listeners

Analyzing the Audience- p. 135-140
Group think and teamwork in health care:
1.
Kaba, A., Wishart, I., Fraser, K., Coderre, S. & McLaughlin, K. (2016). Are we at risk of
groupthink in our approach to teamwork interventions in health care? Medical Education 50, 400408.
https://i-shareuic.primo.exlibrisgroup.com/permalink/01CARLI_UIC/18a1ccs/cdi_proquest_miscellaneous_17751
66540
Group Discussions:
1.
Infographic: https://online.jwu.edu/blog/how-write-strong-discussion-postinfographic
2.
How to Write A+ Discussion Posts Infographic: https://online.jwu.edu/blog/howwrite-strong-discussion-post-infographic
Health Informatics Competencies: Note: Focus on the appendices of these articles for specific
descriptions of competency skills.
Teamwork and intercollaborative practice- See F9 Competency Intercollaborative Practice in:
1.
Valenta, A., Berner, E., Boren, S., Deckard, G., Eldredge, C., Fridsma, D., & Johnson, S.
(2018). AMIA Board White Paper: AMIA 2017 core competencies for applied health informatics
education at the master’s degree level. Journal of the American Medical Informatics
Association 25(12), 1657–
1668. https://doi.org/10.1093/jamia/ocy132 https://doi.org/10.1093/jamia/ocy132
2.
Silverman, H. et al. (2019) Domains, tasks, and knowledge for clinical
informatics subspecialty practice: Results of a practice analysis. Journal of the
American Medical Informatics Association 26(7), 586-593. https://doi.org/10.1093/jamia/ocz051
Note: Apply the specific competencies for physicians outlined in Appendix A and B to a health
informatician.
Silverman 2019-05- 14_Supplementary_File_-_CIS_Practice_Analysis_APPENDIX_A.pdf
Silverman 2019-05-14_Supplementary_File_-_CIS_Practice_Analysis_APPENDIX_B.pdf
Interprofessional and team work in health care:
1.
Holden, R., Binkheder, S., Patel, J. & Viernes, S. (2018). Best practices for health
informatician involvement in interprofessional health care teams. Applied Clinical Informatics. 9,
141-148. http:// 10.1055/s-0038-1626724
https://i-shareuic.primo.exlibrisgroup.com/permalink/01CARLI_UIC/1ei7dcp/cdi_pubmedcentral_primary_oai_pubmedc
entral_nih_gov_5830162
Holden Supplemental Materials- Examples of competencies
2. Frimpong, J. (2017). When health care providers look at problems from multiple perspectives, patients
benefit. Harvard Business Review Digital Articles, 2–6h
Supplemental:
1.
Epstein, R., Fiscella, K., Lesser, C., & Stange, K. (2010). Why the nation needs a policy
push on patient-centered health care. Health Affairs, 29(8), 1489–
1495. https://doi.org/10.1377/hlthaff.2009.0888 https://i-shareuic.primo.exlibrisgroup.com/permalink/01CARLI_UIC/1ei7dcp/cdi_proquest_journals_744045533
2. Christopherson, T., Troseth, M. & Clingerman, E. (2015) Informatics-enabled
interprofessional education and collaborative practice: A framework-driven approach. Journal of
Interprofessional Education and Practice 1, 10-15. https://i-shareuic.primo.exlibrisgroup.com/permalink/01CARLI_UIC/1ei7dcp/cdi_openaire_primary_oai_dnet_ba
se_oa_ad508a552ba6289c857740fd3b0863a5
3. Snyder, C., Wu, A., Miller, R., Jensen, R., Bantug, E., & Wolff, A. (2011). The role of informatics
in promoting patient-centered care. Cancer Journal 17(4), 211218. https://doi:10.1097/PPO.0b013e318225ff89
4. Guffey M E, Loewy D. (2018) Business communication process & product. 9th Edition.
Cengage Learning.
p. 12-13, Figure 1.6 Communication Technologies (phone, mobile apps, wearable devices, web
conferencing, etc.)
Team Writing/Collaboration p. 146-149
Introductory Lecture.
Teamwork and Collaboration (F9 Interprofessional Collaborative Practice)
Teamwork and Collaboration
Health informatics is based on a foundation of inter-collaborative and participatory practices, working
cross-functionally with team members from multiple disciplines toward common goals. The quality of
the dynamics of the team is imperative to the team’s integrity, effectiveness, success, or failure. The
CAHIIM competency domain F9 Interprofessional practice acknowledges the necessity of combining
knowledge, skills, and attitudes to function effectively (Valenta et al., 2018).
The competencies build upon each other and are interdependent …. Leadership, professionalism,
and collaboration. If a team is not effective or lacks results, a needs assessment often reveals a defect
in one (or more) of the three elements.
The Guffey (2018) textbook provides key elements for team decisions and dynamics as well as the
importance of listening skills.
Google search provides an extensive list of teamwork and collaboration skills- build and maintain
relationships, active listening, listen to and acknowledge feelings, concerns, opinions of others; support
group decisions, give and seek input, check for understanding, the action of the team working toward a
common goal, incorporate different skill sets, engaging others outside of the direct authority-cross unit,
cross-functional, cross-discipline; coordination, multi-tasking, delegation; team think vs. groupthink
Listening skills are required for a successful career (Guffey, 2018). Good listeners focus on the
content of the message facts, engage, identify key facts, avoid interrupting, ask questions, rephrase,
retain information, withhold judgment, and discern nuances (Guffey, 2018).
The communication medium (a form of communication) may influence the listener.
Face to face meetings and virtual meetings have commonalities:
-can demonstrate the speaker’s leadership, communication skills and problem-solving abilities
-have a purpose or goal, plan, attendees
-include multi-media i.e. slides, visuals, agenda
-involve moderation, distractions, noise (Guffey, 2018)
Virtual meetings, although convenient include the following idiosyncrasies that affect the listener versus
face to face meetings:
-lack ability to read non-verbal body language, group energy, eye contact, and expressions
-need extra ground rules set at the beginning to manage the discussion, asking questions, distractions
-require extra instruction for technology, time zones, language, the distraction of other technologies,
phones, etc.
-may require security and privacy rules
-need a sense of camaraderie or interaction to set the tone of teamwork (Guffey, 2018)
– audience tends to multi-task and misses content
Team/Group Decisions
Team or group decisions are usually better than individual decisions due to the following characteristics
of teams/groups:
-multiple skillsets, diverse perspectives
-improved efficiency, brainstorming, analysis of blind spots
-willingness to solve a problem, routines, shared objectives
-information sharing, defined rules, consensus-building (Guffey, 2018)
The culture of groupthink can also skew the quality, authenticity, and outcomes caused by the following:
-avoidance of conflict
-consensus-based on conflict avoidance or pressure to conform
-biased data, blind spots avoiding risks
-lack of contingency plans
-over tolerance of a dominant team member
-impulsive decisions, time pressure, lack of diversity
-lack of subject matter expertise
-ignoring team dynamics, lack of participation (Guffey, 2018)
Decisions in health care have a significant impact on the patients. Health informaticians support health
care, teams/groups, to deliver optimal patient care and improve outcomes. The role is dynamic and
varies, dependent on the role, the setting, the patient cohort, the goals, and the environment (Holden,
et al. 2018).
Initial Post and Group Discussions
The initial post and discussion, just like a meeting, provide the opportunity to “demonstrate leadership,
communication skills, and problem-solving skills” (Guffey, 2018, p. 51). Remember to provide examples.
Examples always help to reinforce and strengthen the validity of a concept. Discussions are similar to a
discussion in a face-to-face class, except the message is dependent on the written word. As a result, pay
more attention to your choice of words, tone, and persuasion. Is your discussion backed up by facts and
references?
Missing in an online discussion is the advantage of observing eye contact or body language, reading the
tone of the room, or verbally verifying if your premise makes sense to the listener.
Research and use of all resources are important, similar to presenting data and arguments to a group
hiring a health informatician. A health informatician is a valuable resource to have on the team. What
evidence you offer and how you present it may make the difference between credibility and trust.
Please post any questions to the bulletin board.
References
Guffey M. E. & Loewy D. (2018) Business communication process & product. 9th Edition.
Cengage Learning.
Holden, R., Binkheder, S., Patel, J. & Viernes, S. (2018). Best practices for health
informatician involvement in interprofessional health care teams. Applied Clinical Informatics. 9, 141148. http:// 10.1055/s-0038-1626724
Valenta, A. L., Berner, E. S., Boren, S. A., Deckard, G. J., Eldredge, C., Fridsma, D. B., Gadd, C., Gong,
Y., Johnson, T., Jones, J., Manos, E. L., Phillips, K. T., Roderer, N. K., Rosendale, D., Turner, A. M.,
Tusch, G., Williamson, J. J., & Johnson, S. B. (2018). AMIA board white paper: AMIA 2017 core
competencies for applied health informatics education at the master’s degree level. Journal of the
American Medical Informatics Association, 25(12), 1657-1668. https://doi.org/10.1093/jamia/ocy132
Instructions
You have been assigned to a course group. Access the discussion board for your assigned group —
either Group A or Group B. You can access your group home page by clicking the link above or using the
link in My Groups in the left menu. Open the group discussion board and open the Unit 4 Discussion
Forum.
Initial Post



Due Sunday
Write an initial post for your assigned DQ. Your initial post should be 450-600 words
Post it in your assigned DQ thread. Label the Initial Post with your Last Name in the Subject Line.
Response Posts
• Discussion is open on Monday and closes on Wednesday. See the calendar.
• You must post a response to both DQ 1 and DQ 2 during the discussion.
• Response posts should be 200-250 words, with citations and references Refer to the rubrics!
• Two response posts over the course of the discussion dates (3 days) meet the minimum post
for a B grade.
• To advance the discussion, it is important that engagement begins before 10 pm CT for the post
to count for the day and not on the last day or the last minute of the discussion time. Penalties
apply.
Discovery Questions
Discovery Question 1- Listening Skills – Based on the readings and research, describe 3 of the most
important elements of listening skills and how they are used and demonstrated. Consider audience
composition and how communication delivery medium influences these skills, e.g. face to face vs virtual
delivery; personal vs. professional communication, and patient vs professional audience. Give examples.
Include in-text citations and a reference list.
Discovery Question 2- Team/Group Decisions – Based on the readings and research describe 2
positive elements and 2 negative elements of team/group decisions and behaviors (see readings).
Consider the concept of groupthink in your evaluation. How can the positives be promoted and the
negatives be prevented or resolved? Give examples. Include in-text citations and a
Assignment 1
Discovery Question 2
Based on the readings and research describe 2 positive elements and 2 negative elements of team/group
decisions and behaviors (see readings). Consider the concept of groupthink in your evaluation. How can
the positives be promoted and the negatives be prevented or resolved? Give examples. Include in-text
citations and a reference list.
Assignment 2
Minute Paper BHIS 503 Communications in Health Informatics Course
2021(5)
????????????
QUESTION 1
1. The listening skills assessment was helpful.
1. Strongly
2. Agree
Agree
3. Neither Agree
4. Disagree
nor Disagree
QUESTION 2
1. How will you use the results of the listening skills assessment?
QUESTION 3
1. The unit was intellectually challenging and stimulating.
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly Disagree
QUESTION 4
1. The content helped me to understand the learning objectives for this unit.
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly
Disagree
5. Strongly Disagree
QUESTION 5
1. Can you apply the concepts or applications from this unit in your career or work?
QUESTION 6
1. The unit organization was excellent.
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly Disagree
QUESTION 7
1. The unit instructions were clear.
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly Disagree
QUESTION 8
1. The unit readings, resources were useful and applicable (textbook, articles, UIC library,
supplemental resources, etc.)
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly Disagree
QUESTION 9
1. What changes to the unit would improve your learning?
QUESTION 10
1. What resources were most beneficial? What resources do you need?
QUESTION 11
1. I was well prepared for the unit.
1. Strongly Agree
2. Agree
3. Neither Agree nor Disagree
4. Disagree
5. Strongly Disagree
QUESTION 12
1. Rubrics – multiple answer question
A. I have reviewed the rubrics before I start preparing for the assignment.
B. I have not reviewed the rubrics before starting the assignment.
C. I know where to find the rubrics for each assignment.
D. I do not know where to find the rubrics for each assignment.
QUESTION 13
1. My Grades and grading feedback. Multiple answers.
A. I review the grading feedback and use it to improve my work in the next assignment.
B. I don’t review the grading feedback for each assignment.
C. I know how to find and review the feedback for each graded assignment.
D. I do not know how or where to find the feedback for each graded assignment.
QUESTION 14
1. What was the biggest obstacle this week in preparing for or completing the unit?
QUESTION 15
1. List one thing you could do to improve your performance in this unit.
QUESTION 16
1. What other questions should be added to the Minute Paper survey?

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