Sample Medical Paper on certifications under the AHIMA

Medical Sciences

CEU Requirements

Medical Sciences

Among the certifications under the AHIMA include the CHDA ( Certified Health Data Analyst), CHPS (  Certified in Healthcare Privacy and Security), CDIP ( Certified Documentation Improvement Practitioner), CHTS (Certified Healthcare Technology Specialist), AND CPHI (Certified Professional in Health Informatics). Each of these certifications requires a degree as a basic qualification for being considered for a certification program. The applicants have to present their documentation to prove that they haves acquired the basic education in a specified nursing field and can handle the different elements related to the task assigned to them. At the same time, all the certifications also have to provide documentation that indicates the number of working hours within a specific field or nursing within which they are aiming to develop their career. Experience is critical in determining if a professional healthcare provider should be certified or recertified basing on the ability of the nurse to handle the different complexities of the jobs and assigned roles (Trinkoff, Lerner, Storr, Han, Johantgen, & Gartrell, 2015).

With most of the certification programs based on the integration of technology in the healthcare setting, a prior knowledge and skill in technology is a requirement for the applicants of the certifications. Therefore, HIC (Healthcare Information Credential) is considered as part of the requirement for the certifications. This is considered as a basis for the certification programs and consideration for the ability of the applicants to integrate easily the learned lessons and elements in the real-life settings when dealing with the patients. For the professions that have not yet integrated technology, the certification program defines and exposes them to some of the concerns related to their professions. Training and constant exposure to the different settings allows the professionals learn and start to integrate the same learning options in their professions.

After attaining a certificate and licensing in physiology, a student can work as a massage therapist. Their task becomes to help patients loosen tense muscles and soothe injuries. The post-training diploma is included in the practical training as well as the anatomy of the human being. They get absorbed into the athletic business and sports. Their tasks also include therapeutic massages to the patients. The strain in training and the expectations in the field are at times overwhelming; as such the trainer gets to develop both psychological expertise in their fields.

In certain instances, some people have been in the health industry for a while working under different sections. The need for finding a more challenging position is the drive towards enrolling for a further degree or attaining certification. Such nurses are those who have already managed to obtain their LPN licensure. This is considered as adding a specialty NCP to the LPN qualification. Some employers who would be willing to sponsor pharmacology certificate for their employees for an LPN working period for them. This becomes manageable for those who are already employed and working with employees with such a provision.

The LPN or LVN licenses must be current and acceptable within the United States. There are those who also have the educational qualifications for taking NCLEX-LP examination. During the application process, there will be need of a signature from the program director that has to be included in the application form. The applicant is also required to obtain a pass on the NAPNES pharmacology certification examination. All the certificates require 24 contact hours of the continuing education during the certification period to be eligible for re-certification.

 

References

AHIMA. (2018). CEU Requirements. Retrieved April 4, 2018, from AHIMA: http://www.ahima.org/certification/Recertification

Trinkoff, A. M., Lerner, N. B., Storr, C. L., Han, K., Johantgen, M. E., & Gartrell, K. (2015). Leadership education, certification and resident outcomes in US nursing homes: Cross-sectional secondary data analysis. International journal of nursing studies, 52(1), 334-344.