[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-241690-105":3,"doc-detail-241690-en":80,"detail-sidebar-cat-1-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","50_cashatt-strategy-for-educating-clinicians-on-government-programs","50_Cashatt - Strategy for Educating Clinicians on Government Programs","","Strategy outlines how a Government Programs team educated 38,000 clinicians ahead of the 2014 Meaningful Use (MU) attestation period and established ongoing documentation workflows support. Meaningful Use requirements are explained as objective EHR usage measurements and clinical quality reporting tied to CMS. The initiative combines roadshows, in-person lunch-and-learn sessions, clinical informatics support, monitoring workshops, online training modules, intranet interactive resources, FAQ submission, and hard-copy workflow documents, then evaluates attestation performance for 2014–2015 and refines approaches based on completion barriers and learning outcomes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/50_cashatt-strategy-for-educating-clinicians-on-government-programs/241690/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/50_cashatt-strategy-for-educating-clinicians-on-government-programs/241690.png","ImageObject",442,249,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-11","2026-09-12",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main objective of the clinicians education initiative?","Question",{"text":62,"@type":63},"To efficiently and effectively educate 38,000 clinicians within three months before the start of the 2014 attestation period, while also creating a structure for continued government programs documentation workflow support.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which methods were used to educate end users and support documentation?",{"text":67,"@type":63},"The program used a mix of in-person roadshows, lunch-and-learn/Q&A sessions, clinical informatics elbow support and rounding, and report monitoring workshops, supported by an online training module, intranet interactive resources, educational materials, hard-copy workflow documents, and an intranet FAQ submission/answer page.",{"name":69,"@type":60,"acceptedAnswer":70},"What barriers affected module completion and how were results handled?",{"text":71,"@type":63},"Key barriers included inaccurate email addresses, login ID/password issues, and burnout because MU training ran concurrently with rolling EHR implementations. Frequent monitoring of completion rates helped determine when additional approaches were needed, and when an approach failed, the initiative was to act quickly to remediate.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},241690,1791748337,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":91,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",11,"Strategy for Educating Clinicians on Government Programs  \nDocumentation Workflows  \nCristine M. Cashatt MSN, RN-BC  \nClinical Informatics Liaison, Government Programs Team, PH&S  \n[cristine.cashatt@providence.org](cristine.cashatt@providence.org)  \nMU happens at the intersection of Quality, Finance, Clinical Care & Information Services.  \nBackground  \nMeaningful Use (MU) is a federal government program created to monetarily incentivize eligible hospitals and providers to invest in electronic health records (EHR) . To receive payments, they must demonstrate that they are“meaningfully using a certified EHR” by meeting a set of objective measurements and reporting clinical quality measures established by the Centers for Medicare & Medicaid Services (CMS) . Program performance is dependent upon proficient end-user documentation. The financial incentives for a large Catholic notfor-profit healthcare enterprise serving five western states with 475 clinics, 33 hospitals, 5,000 employed providers, 7,000 affiliated providers and 26,000 nurses, represented $70 million for FYs 2014 & 2015. The Government Programs team, responsible to interpret rules, understand financial impacts, develop education, implement projects, and report program metrics was tasked with guiding the organization to successful attestations for MU.  \nObjective  \nThe objective of the initiative was to efficiently and effectively educate 38,000 clinicians in a three month timeframe prior to the start of the 2014 attestation period as well as create a structure for continued government programs documentation workflows support.  \nIn-person Methods  \n• Government Programs team roadshows for Regional Leadership  \n• End-user lunch & learn and Q&A sessions at hospitals and clinics  \n• Clinical Informatics elbow support and purposeful rounding in hospitals and clinics  \n• Report monitoring workshops for Regional Leads  \nTechnological Methods  \nOnline educational training module:  \n© 2016 Epic Systems Corporation. Used with permission.  \n© 2016 Epic Systems Corporation. Used with permission.  \nIntranet interactive resource:  \nEducational Materials  \nHard-copy workflow documents:  \n© 2016 Epic Systems Corporation. Used with permission.  \nIntranet FAQ submission/answer page:  \nTraining Module Results  \nBarriers to Provider module completion:  \n• Inaccurate email addresses  \n• Login ID/Password issues  \n• Burnout with EHR initiatives – MU training occurred concurrently with rolling EHR implementations  \nAttestation Results  \n\n| CY/FY | Eligible Hospitals |  | Eligible Providers |  |\n| --- | --- | --- | --- | --- |\n|  | \\# | Passing rate | \\# | Passing Rate* |\n| 2014 | 32 | 99% | 1284 | 97% |\n| 2015 | 33 | 100% | 1438 | 97% |\n\n* After additional in-person education and support  \nDiscussion  \nImpression  \n• Collaboration with key partners including Clinical Informatics Specialists, EHR Analysts, Training and Curriculum Developers, and Clinical and Operational Leaders was essential  \n• Reaching clinicians throughout the enterprise required a multi-faceted approach utilizing technological, in-person, and hard-copy resources  \n• Educational approaches are translatable to other CMS EHR-related financial incentive/penalty programs  \nLessons Learned  \n• Frequent monitoring of educational approach completion rates determined when additional approaches were required to be developed and implemented  \n• When an educational approach fails, consider the initiative implications and act quickly toremediate  \n• Clinic and hospital staff educational approaches differed; know the intended recipient and tailor to fit their needs  \n• Providers and nurses appreciate different approaches to education; tailor to fit these specific groups  \nNext Steps  \n• Update Periodic Tables and workflow documents for MU Modification Rule and MUStage 3  \n• Utilize workflow document template for other Government Programs (e.g. PQRS & eCQMs)","cbCaivgUZV7Lc10j","https://ap.wps.com/l/cbCaivgUZV7Lc10j","pdf",1440739,6,"English","# Strategy for Educating Clinicians on Government Programs\n## Background and Objective\n## In-person Methods\n## Technological Methods\n## Training Module Results and Barriers\n## Discussion and Lessons Learned\n## Next Steps","[{\"question\":\"What was the main objective of the clinicians education initiative?\",\"answer\":\"To efficiently and effectively educate 38,000 clinicians within three months before the start of the 2014 attestation period, while also creating a structure for continued government programs documentation workflow support.\"},{\"question\":\"Which methods were used to educate end users and support documentation?\",\"answer\":\"The program used a mix of in-person roadshows, lunch-and-learn/Q\\u0026A sessions, clinical informatics elbow support and rounding, and report monitoring workshops, supported by an online training module, intranet interactive resources, educational materials, hard-copy workflow documents, and an intranet FAQ submission/answer page.\"},{\"question\":\"What barriers affected module completion and how were results handled?\",\"answer\":\"Key barriers included inaccurate email addresses, login ID/password issues, and burnout because MU training ran concurrently with rolling EHR implementations. Frequent monitoring of completion rates helped determine when additional approaches were needed, and when an approach failed, the initiative was to act quickly to remediate.\"}]","50_Cashatt - Strategy for Educating Clinicians on Government Programs | PDF",1789179160,{"code":4,"msg":81,"data":98},[99,102,107,112,117,122,127,132,137],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":100,"slug":101},90,"presentations",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},12,"Resumes",80,"resumes",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},14,"Invoices",70,"invoices",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},15,"Posters",60,"posters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},16,"Social Media",50,"social-media",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},17,"Forms",40,"forms",{"id":128,"doc_module":22,"doc_module_name":25,"category_name":129,"show_sort_weight":130,"slug":131},18,"Letters",30,"letters",{"id":133,"doc_module":22,"doc_module_name":25,"category_name":134,"show_sort_weight":135,"slug":136},21,"Paper Templates",5,"papers-templates",{"id":138,"doc_module":22,"doc_module_name":25,"category_name":139,"show_sort_weight":4,"slug":140},158,"General","general-158"]