instructional resources: database management and design

Instructional Resources: Database Management and DesignGeneral InformationBecause of the growth of databases in healthcare environment, HIT professions need to be familiar with the basics of database management and design. The following activities, assessments and resources are appropriate for technical students.

Course MaterialsThe instructional materials in this document are listed by appropriate learning objectives under Activities, Discussions, or Assessments. Additional resource materials are included in the section marked Articles, Videos, Etc. Many of the course materials were developed for online use but are equally applicable for in-class sessions. Each resource includes a course reference. The indicated course is one example of where the item was used.

NOTE: An assessment question may apply to more than one learning objective; if so, it is listed under each learning objective to which it applies.

The course materials were developed and piloted by Health eWorkforce Consortium members: Bellevue College, Bellingham Technical College, Clark College, Clover Park Technical College, Northern Virginia Community College, Pierce College, Renton Technical College, Spokane Community College, and Whatcom Community College.

Stanford University OLI Instructional ResourcesFor additional superb online resources, see the (free) Stanford University Open Learning Initiative Health Information Technology Foundations course. For content and activities relevant to database management and design, see Unit 3: Technology Environment, Module 11: Systems Architecture and Components. Access at http://oli.stanford.edu/health-technology.

http://oli.stanford.edu/health-technology

Activities:

Learning Objective:Explain the roles, responsibilities and tools of a business analyst

Activity: Business Analyst as a Profession

Instructions:

Do an internet occupation search on “business analyst” and/or “systems analyst”. What do they “do”? What are salary ranges, skills needed, certifications and training needed, job outlook for your area? What fields use Business Analysts? How do the job descriptions compare across the different fields (example: healthcare business analyst versus IT business analyst). Are they different or similar?

Write a one-page occupation summary and outlook. All sources should be cited.

Website Examples:

Occupational Outlook Handbook: U.S. Bureau of Labor Statistics. (2014) U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics. Retrieved from: http://www.bls.gov/ooh/.

Business Analysis. (n.d.). In Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Business_analysis.

"Business Analyst.(n.d.). In Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Business_analyst.

"WOIS/The Career Information System." WOIS/The Career Information System. Retrieved from: http://www.wois.org/use/occs/viewer.cfm?occnum=100057 (or your own state occupation information system)

Course: Pierce College: Certificate in Healthcare Database Management and Design: Business Analysis, class CIS210

Activity: Know Yourself - You as the Business Analyst

Instructions: Students will add the following tools and techniques in their Business Analysis Tools/Techniques portfolio. The table of contents and bibliography will be updated as necessary. In addition to the tool/technique requirements, a summary page will be created for each tool/technique with key points from each listed article/video (be sure to cite) along with a summary paragraph explaining the tool/technique and why/when to use it.

Assignments:

Students will complete required readings and exercises for BA Tools & Techniques -32 SWOT Analysis located in the Appendix to this document.

Find examples of current BA jobs through Dice.com, Indeed.com, etc. Using your learnings from this research and from your SWOT, create and submit a version of your personal resume customized for a BA position emphasizing the applicable job skills you currently possess. Be sure to keep it up-to-date as you build skills through your courses and through your internship.

Research BA certifications. Many types of certifications require tracking your hours to meet certification testing or recertification minimum hour requirements. Create a BA tracking log for documenting your progress required for the CCBA® certification. What are the requirements? How should your charts be created (a spreadsheet is a good tool to use) to be able to summarize all needed information by required categories?

http://www.wois.org/use/occs/viewer.cfm?occnum=100057

http://en.wikipedia.org/wiki/Business_analyst

http://en.wikipedia.org/wiki/Business_analysis

http://www.bls.gov/ooh/

Confirm your charts work by using your class contact time as professional development.

Course: Pierce College: Certificate in Healthcare Database Management and Design: Business Analysis (CIS210)

Learning Objective:

Utilize Business Analysis best practices, tools, techniques and methodologies for planning processes and activities to meet stakeholder needs.

Activity: Planning for Processes and Stakeholders Involvement

Instructions: Students will add the following tools and techniques in their Business Analysis Tools/Techniques portfolio. The table of contents and bibliography will be updated as necessary. In addition to the tool/technique requirements, a summary page will be created for each tool/technique with key points from each listed article/video (be sure to reference) along with a summary paragraph explaining the tool/technique and why/when to use it.

Students will complete required readings and exercises for the following BA Tools & Techniques located in the Appendix to this document:

35 RACI Matrix & 38 Requirements Signoff 15 Lessons Learned 20 Problem Tracking 8 Decision Analysis 24 Risk Analysis 12 Functional Decomposition


Learning Objective:

Apply methods and tools for process and workflow analysis.

Activity: Activities in Clinical Process and Workflow Analysis

Instructions: Students will create a process map for the patient visit in the online article,

Best Practice Workflow: Routine Patient Visit. Retrieved from http://himss.files.cms-plus.com/HIMSSorg/Content/files/BestPracticeWorkflow-%20RoutinePatientOfficeVisit.pdf

This is a homework assignment with in class peer review. [This ties to BABOK 21 Process Modeling.]


Learning Objective:

Use appropriate business analysis techniques to elicit stakeholder requirements. Use appropriate business analysis techniques to identify and justify appropriate solutions to meet stakeholder needs.

Activity: Needs versus Wishes – Solve the Right Problem

http://himss.files.cms-plus.com/HIMSSorg/Content/files/BestPracticeWorkflow-%20RoutinePatientOfficeVisit.pdf

Students will add the following tools and techniques in their Business Analysis Tools/Techniques portfolio. The table of contents and bibliography will be updated as necessary. In addition to the tool/technique requirements, a summary page will be created for each tool/technique with key points from each listed article/video (be sure to reference) along with a summary paragraph explaining the tool/technique and why/when to use it.

Students will complete required readings and exercises for the following BA Tools & Techniques located in the Appendix to this document. (NOTE to Instructor: some of these activities are combined, and others could be combined to fit course time constraints):

31 Survey/Questionnaire 5 Data Dictionary and Glossary 4 Business Rules Analysis & 9 Document Analysis & 10 Estimation 39 Coverage Matrix 30 Structured Walkthrough

Activity: Scope and Scope Creep



25 Root Cause Analysis 23 Requirements Workshops & 16 Metrics and Key Performance Indicators & 37 Variance & 38 Baselining 2 Benchmarking & Feasibility


Learning Objectives:

1. Discuss how business analysis best practices, tools, techniques and methodologies are used to ensure solutions meet stakeholder needs.

2. Identify gaps between proposed, and deployed, solutions versus the original usability needs and determine necessary changes to meet the required deliverables and stakeholder acceptance.

3. Develop feasibility studies for development versus acquisition decisions.

Activity: Requirements Analysis and Modeling



26 Scenarios and Use Cases & 33 User Stories & 17 Non-functional Requirements Analysis 22 Prototyping 40 Unified Modeling Language

Activity: User Training

Instructions: Students will complete required readings for User Training before attempting this activity.

The Most Effective Training Techniques. (2015) Retrieved from: http://trainingtoday.blr.com/employee-training-resources/How-to-Choose-the-Most-Effective-Training-Techniques

Peterson, Deb. 5 Principles for the Teacher of Adults. In About.com. Retrieved from: http://adulted.about.com/od/teachers/a/teachingadults.htm

Students will then divide into teams of four (4) to research topics and then train the other team members. In each team, each student will select one of the following BA Tools & Techniques (no duplication) to research:

6 Data Flow Diagram 13 Interface Analysis 34 Vendor Assessment 1 Acceptance and Evaluation Criteria Definition

The student(s) will then create a training module to teach their teammates.

The following rubric will be used for team members to assess the “trainer” and the “training”. Zero points will be given if the skill was not addressed. The “trainer” will evaluate his/her own performance before hearing the feedback from the other team members in order to check own perception against team members’ perceptions.

Rubric used to train team members

Skill 5 pts

Excellent

3 pts

Proficient

1 pts

Emerging

Feedback

(Required)

Trainer defined scope of work to meet customers’ learning requirements

Trainer acquired and synthesized information; created detailed supporting documents

Trainer presented complex ideas/ information; analyzed group responses; posed critical questions

Trainer clarified verbal and non-verbal communication

Trainer coached others to apply related concepts; facilitated the learning process

Trainer respected diversity of learning styles.

Trainer evaluated effectiveness of training

Team member can interpret and apply the new tool

http://adulted.about.com/od/teachers/a/teachingadults.htm

http://trainingtoday.blr.com/employee-training-resources/How-to-Choose-the-Most-Effective-Training-Techniques

http://trainingtoday.blr.com/employee-training-resources/How-to-Choose-the-Most-Effective-Training-Techniques

Have students revisit “Lessons Learned” module. What did they learn about training from this exercise? Individually? As a team? What would they do differently the next time they needed to train? Have students complete a “Lessons Learned” summary on the bottom or back of the rubric before submitting to the instructor for a grade.


Learning Objective:

Identify the logical phases of the SDLC.

Activity: Identify and Diagram SLDC Using Logical Phases.

Instructions:

As a class, students identify an everyday activity such as planning and throwing a party. What steps needs to be in the feasibility phase? What steps need to be in the analysis phase, etcetera? What would be the follow up after the party? This can be an individual homework activity discussed in class, or it could be a small group

Instructor will look to make sure the steps fall into the right phases, and that phases correctly diagramed. In terms of assessing for logical phases, instructor will need to consider the individual scenario that the students have identified, as each scenario may have different phases.

Course: Pierce College: Certificate in Healthcare Database Management and Design Systems Analysis (CIS280)

Learning Objective:

Identify and describe alternatives to the traditional “waterfall” SDLC.

Activity: Compare and contrast the traditional waterfall method of system development to alternatives like prototyping and incremental development.

Instructions:

Either in small groups or individually, create a short informational PowerPoint presentation contrasting two different development strategies and determining which might be best applied to the Sound Health LLC scenario. For this activity, students will need to research and choose two different methodologies, such as waterfall, agile, and scrum.

Students will present the PowerPoint to their classmates, seeking input and feedback from their peers. Instructor will assess the work by ensuring that the presentation is well-researched, that they compare

the similarities and differences, and that it includes examples for teach methodology, applied to the Sound Health, LLC scenario.

Resources needed: Computer with MS PowerPoint, projector


Learning Objective:

Identify and describe 2 methodologies for modeling systems.

Activity: Model the Sound Health, LLC, scenario using Data Flow Diagrams or E-R Diagrams.

Instructions: In small groups, collaborate to create the DFD using an appropriate diagram. Use modeling software to create a professional looking model that is correctly labeled. Groups report out to the rest of the class, explain how they modeled what they interpreted from the scenario. Making sure all components of the scenario are correctly modelled. Using an appropriate model for the Sound Health, LLC, and scenario.

Resources needed: computer with MS PowerPoint and/or MS Visio, projector.


Learning Objective:

Identify and describe the uses for the 3 methods of defining process specifications.

Activity: Create process specifications for internal processes identified in the model of Sound Health, LLC. Use Structured English, Decision Tables and/or Decision Trees appropriately for the processes.

Instructions: In small groups, create draft process specifications. Students will present their process specifications to the class, and will seek informal feedback from peers and instructor.

The instructor will consider the following components when reviewing the groups’ process specifications:

Are all of the applicable constraints included in the decision table? Are all extraneous information filtered out? Are the chosen constraints converted into a decision tree? Does the decision tree offer with reasonable decisions and solutions for the given scenario?


Learning Objective:

Identify and discuss potential user interfaces

Activity: User Interfaces

Instructions: Create input and output screens for the processes developed in previous process specifications.

In small groups, create input and output screens that would provide the user interface for the processes.

NOTE: From the instructors’ perspective, each decision will create more questions. Therefore this is an iterative process and the instructor will need to iterate as much as time permits for this given activity.

Resources needed: computer with MS Office and/or MS Visio and/or Visual Studio, projector


Learning Objective:

Describe the elements that should be included in systems proposals.

Activity: Identify and describe components of system implementation

Instructions: The Sunny Happy Care Clinic is considering keeping their old practice management system (PMS) since they are already familiar with it and hope to save some money. They currently use Vitera (formerly Sage) Intergy 5.5 as their PMS software. Use online research to answer the following discussion questions:

Is the practice’s PMS software HIPAA and CCHIT compliant? Can you identify any EHR systems from other vendors to which it would be able to interface directly? If the clinic selected an EHR to which the PMS could not be interfaced directly, what would need to be

developed to ensure compatibility, and why?

Instructor Guidelines: This application encourages students to factor in compliance and compatibility – with pre-existing applications as well as new and future applications – in the process of selecting and installing new EHR software.

Expected Outcomes: Responses should include the source of compliance verification and interoperability with the given system, usually provided by the vendor.

For reference, as of Jan. 29, 2012, the Vitera PMS product page is http://www.viterahealthcare.com/solutions/intergy/Pages/IntergyPracticeManagement.aspx. Vitera reports their EHR product is CCHIT-certified (http://www.viterahealthcare.com/solutions/intergy/Pages/Certifications.aspx) and that their products “help our customers meet their [HIPAA] obligations” (http://www.viterahealthcare.com/government_initiatives/HIPAA/Pages/HIPAA_Compliance.aspx); there is no formal HIPAA certification for software products per se, however (http://www.hipaacertification.net/), so the obligation of compliance falls primarily on the healthcare provider.

Vitera advertises that their PMS integrates fully with their own EHR product (http://www.viterahealthcare.com/solutions/intergy/Pages/IntergyPracticeManagement.aspx) but, not surprisingly, does not make it easy to tell what EHRs from other vendors (if any) could do the same. Students may find some references to successful integrations via search engines, but this is not mandatory since it leads them to address Question 3.

The student should note that an interface engine would need to be purchased or developed to facilitate communication between the current PMS and new EHR. The alternative is a human interface between the two systems, switching manually between them, in which case the cost of additional training and the risk of human error in moving data should be considered carefully.


Learning Objective:

Associate analysis and design activities to resources and time

Activity: Project management fundamentals

Instructions: Individually (or in small groups) create a listing of possible tasks that might need to be accomplished in order to the system development for a patient scheduling and billing system to support Sound Health, LLC.

This activity is a brainstorming session to prepare students for the next activity. It may be completed as a small group activity reported out to the class, or as a small homework assignment, in which individual students create a list of possible tasks that might need to be accomplished, and then compare their lists with other students.

Resources Needed: computer with Microsoft Office and Microsoft Project


http://www.viterahealthcare.com/solutions/intergy/Pages/IntergyPracticeManagement.aspx

http://www.hipaacertification.net/

http://www.viterahealthcare.com/government_initiatives/HIPAA/Pages/HIPAA_Compliance.aspx

http://www.viterahealthcare.com/solutions/intergy/Pages/Certifications.aspx

http://www.viterahealthcare.com/solutions/intergy/Pages/IntergyPracticeManagement.aspx

Learning Objective:

Use Microsoft Project to create a phased system development project including Gantt charts and project budget reports

Activity: Create a project management file using Microsoft Project and list all the potential tasks, group them appropriately into phases, assign estimated durations, create a resource sheet, assign resources to tasks and set project baseline.

Instructions: Students will individually (or in small groups) create a Microsoft Project file using the tasks from the Project management fundamentals activity. Students will research similar software solutions to estimate durations and costs, create a resource sheet with appropriate analysts, managers, engineers, etc., assign resources to the tasks. Students will submit this project as a Microsoft Project file.

Instructors should look for students’ ability to find and research and find workable solutions that meet all of the tasks assigned, which were listed in the Project management fundamentals activity. Time and cost are not a major factor for the Sound Health, LLC example. However, students should estimate the costs, and provide documentation/justification



Learning Objective:

Explain Gantt charts and PERT diagrams and their relationship to critical path.

Activity: Generate project budget reports based on the tasks and resources. Change some task durations and note the effect on the project duration using the Tracking Gantt feature and note the effect on project budget costs.

Instructions: Use the materials prepared in the previous two activities. After the resources as assigned to tasks and the project baseline set, generate project budget reports. Make changes to durations of tasks, noting the effect on the project completion date and the effect on the project budget reports.

Students submit a second copy where there is a time constraint on this budget (for example 70% of original projected time), noting how this constraint impacts resource needs and costs. This shows students iterations based on changes to time, resources, and/or budget constraints.



Learning Objective:

Differentiate the 5 general management functional areasActivity: General management functional areas and skills.

Instructions: Initially in small groups, brainstorm the desirable qualities of managers and/or leaders and how they are relevant to the general functional areas of management.

Case Study: Sound Health, LLC wants to hire a general project manager for developing the new integrated healthcare system for their office. In small groups, students will write and submit a job description for a project manager using Sound Health, LLC as an example

Resources Needed: PC with MS Office, access to the Internet, whiteboard.


Learning Objective:

Identify critical knowledge, skills, and abilities (KSA) in the areas of databases and programming needed for effective management. Identify critical soft skills needed for effective communications.

Activity: Technical knowledge, skills, and abilities needed by IT managers.

Instructions: Individually, or in small groups, identify specific skills sets, experiences, and/or certifications you think IT managers of different types of IT organizations need to possess in order to be effective.

Case Study: Sound Health wants to hire an IT manager for developing the new integrated healthcare system for their office. In small groups, students will write and submit a job description for an IT manager, using Sound Health, LLC as an example. How does this position differ from the general project manager in activity 1?

Resources Needed: PC with MS Office, access to the Internet, whiteboard.


Activity: Common core industry standards for IT Management

Instructions: Individually, or in small groups, research and current positions for healthcare IT managers and identify common industry requirements and qualifications for applicants. Use the findings to modify the IT manager position for Sound Health, LLC, so that this position reflects current industry standards and certifications (as an example, HIMSS CPHIMS certification).

Resources Needed: PC with access to the internet.


Learning Objective:

Discuss database management systems and database administration

Activity: Identify Databases with Personal Information

Instructions: Have student list all the databases that might contain information about him/her. Discuss with other students to generate a “more comprehensive” list. (Example: IRS, school, library, doctor’s office, hospital, Telephone Company, banks, credit card companies, email companies, cable company, utilities, police, FBI, magazine company, etc.). Have student groups report out.

Course: Pierce College: Certificate in Healthcare Database Management and Design Database Management Systems (CIS260)

Learning Objective:

Analyze, design, and create relational databases to meet industry and customer needs using current relational database management system software.

Activity: Data Governance, Policy and Procedures Manuals

Instructions: Have student do an internet search for business examples of Data Governance, Policy and Procedures Manuals. Many colleges, public institutions and government agencies have theirs online. Students create their own blank templates based on ideas from these online manuals and from ideas generated from activity 1 to use later in this course and other courses.

Suggested responses: Good online examples to share with students of policy versus procedure manuals:

Cal Poly. San Louis Obispo. (2013) Policy vs. Procedure: A Guideline. Retrieved from: http://policy.calpoly.edu/cappolicy.htm.

Another example showing a SQL Server Policy and Procedure:

Robidoux, Greg. (2007) Defining and Establishing SQL Server Policies and Procedures. Edgewood Solutions, LLC, Retrieved from: http://www.mssqltips.com/sqlservertip/1305/defining-and-establishing-sql-server-policies-and-procedures/.


Activity: Career and Certification Research

Instructions: Time permitting – Small group work otherwise as homework and discuss next class: Students do an internet occupation search on “database administrator”, “data analyst”, and “database developer”. In their research, students should address the following questions: What do they “do”? What are current salary ranges, skills needed, certifications and training needed, job outlook for your area? Discuss this database degree and certification training/preparation embedded throughout – CAHIMS, Microsoft MOS - ACCESS, Microsoft MTA – Database, and Microsoft SQL Server MSCA

Website Examples:

“Occupational Outlook Handbook: U.S. Bureau of Labor Statistics." U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics, n.d. Web. 26 Apr. 2013. Retrieved from: http://www.bls.gov/ooh/.

"Database administration and automation." Wikipedia. 22 Apr. 2013. Wikimedia Foundation. 26 Apr. 2013. Retrieved from: http://en.wikipedia.org/wiki/Database_administration_and_automation.

"Database administrator." In Wikipedia. (2013) Wikimedia Foundation. Retrieved from: http://en.wikipedia.org/wiki/Database_administrator.

"WOIS/The Career Information System." WOIS/The Career Information System. Retrieved from: http://www.wois.org/use/occs/viewer.cfm?occnum=100057 (or your own state occupation information system)

Learning Objectives:1. Validate, import, convert, and export data from one application to another.

http://www.wois.org/use/occs/viewer.cfm?occnum=100057

http://en.wikipedia.org/wiki/Database_administrator

http://en.wikipedia.org/wiki/Database_administration_and_automation

http://www.bls.gov/ooh/

http://www.mssqltips.com/sqlservertip/1305/defining-and-establishing-sql-server-policies-and-procedures/

http://www.mssqltips.com/sqlservertip/1305/defining-and-establishing-sql-server-policies-and-procedures/

http://policy.calpoly.edu/cappolicy.htm

2. Discuss database management systems and database administration.

Activity: Data Capture, Validation, and Maintenance

Instructions: Students read and discuss:

AHIMA. "HIM Functions in Healthcare Quality and Patient Safety. Appendix C: HIM’s Role in Data Capture, Validation, and Maintenance." Journal of AHIMA 82, no.8 (Aug 2011): expanded online version.

http://library.ahima.org/xpedio/idcplg?IdcService=GET_HIGHLIGHT_INFO&QueryText=xPublishSite+%3csubstring%3e+%60BoK%60+%3cAND%3e+%28xCategory+%3csubstring%3e+%60Health+Records+Management%60+%3cAND%3e+xSubject+%3csubstring%3e+%60Data+Management%60%29&SortField=xPubDate&SortOrder=Desc&dDocName=bok1_049164&HighlightType=HtmlHighlight&dWebExtension=hcsp

Discussion Questions: IT and the business owners both have important roles in capturing, validating, and maintaining the organization’s data. What are the responsibilities of the IT department? What are the responsibilities of the data owner, in this case, HIM professionals?


Activity: Data Validation

Instructions: Instructor brings in copies of forms and reports students would have familiarity – credit card applications, college registration form, college application, patient intake form from a doctor’s office, example of an electric bill or telephone bill, etc. Distribute two examples to small teams (2-3 students). Students identify the data elements from the form and the report, and discuss the types of validation they believe is needed (or would have been needed to feed data to a report). Students create examples of constraints and error messages needed. Discuss team result variations as a class. [To Instructor: help students understand that analyzing current forms and reports assists with new development.]

Potential Homework: Give the class another form so students can analyze and document individually and create examples of constraints and error messages needed. Students will compare their examples with those of their classmates.

Activity: Data Governance White Papers

Instructions: Students divide into small teams, read, discuss, and then report out key facts to the class. Have teams peer review the templates they created in the data validation activity.

Discussion Questions: What was missing based on these white papers? What might be confusing or unclear to the peer reviewers if they were to use the other team members’ templates instead of their own? Using the team feedback, students update their own templates.

Two articles from IBM on data governance.

"Six easy steps for smart governance", IBM Software, IBM Corporation, June 2010, Web, 19 Mar. 2013

https://www14.software.ibm.com/webapp/iwm/web/signup.do?lang=en_US&source=sw-infomgt&S_PKG=optim_smart_governance_wp



http://library.ahima.org/xpedio/idcplg?IdcService=GET_HIGHLIGHT_INFO&QueryText=xPublishSite+%3Csubstring%3E+%60BoK%60+%3CAND%3E+(xCategory+%3Csubstring%3E+%60Health+Records+Management%60+%3CAND%3E+xSubject+%3Csubstring%3E+%60Data+Management%60)&SortField=xPubDate&SortOrder=Desc&dDocName=bok1_049164&HighlightType=HtmlHighlight&dWebExtension=hcsp



IBM Corporation. (2007) The IBM Data Governance Council Maturity Model: Building a roadmap for effective data governance. Retrieved from:

https://www-935.ibm.com/services/uk/cio/pdf/leverage_wp_data_gov_council_maturity_model.pdf

An article on the importance of data governance from a healthcare enterprise records manager.

Nunn, Sandra. (2009) Driving Compliance through Data Governance. Journal of AHIMA 80, no.3 (March): 50-51. Retrieved from: http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_042957.hcsp?dDocName=bok1_042957

Six free, downloadable whitepapers from Microsoft on Data Governance.

"A Guide to Data Governance for Privacy, Confidentiality, and Compliance." Microsoft Download Center. Microsoft Corporation, 29 Sept. 2010. Web. 19 Apr. 2013. Retrieved from: http://www.microsoft.com/en-us/download/details.aspx?id=10985.

The Data Governance Framework articles:

Thomas, Gwen. "The DGI Data Governance Framework." Whitepapers and Downloads from The Data Governance Institute, n.d. Web. 19 Apr. 2013. Retrieved from: http://www.datagovernance.com/whitepaper_abstracts.html.

Varieties of data governance:

Thomas, Gwen. "’Flavors’ of Data Governance." Whitepapers and Downloads from The Data Governance Institute. n.d. Web. 19 Apr. 2013. Retrieved from: http://www.datagovernance.com/whitepaper_abstracts.html.

Discussion Questions: Which “flavors” would healthcare need? How? Why? [Students should be able to give examples to justify all of the flavors when thinking about the whole healthcare industry.]

Remind students that learning how to build and maintain databases is only part of the database administrator’s job. Without good data, a working database has no value.


Activity: Data Dictionary Template

Instructions: Students read:

AHIMA. "Managing a Data Dictionary." Journal of AHIMA 83, no.1 (January 2012): 48-52. Retrieved from:

http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_049331.hcsp?dDocName=bok1_049331.

“This practice brief describes common data inconsistencies found within healthcare organizations' systems, defines the data dictionary and its associated data management challenges, and outlines the HIM role in maintaining data integrity.”

Students do online research for example data dictionaries and/or data dictionary templates. Discuss the types of information included in their findings. Create a template based on learnings from the article and from their online research. This template will be used later in this course and in subsequent courses. Not all content would be needed in each IT project, but this template will evolve to be their own career resource.


http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_049331.hcsp?dDocName=bok1_049331

http://www.datagovernance.com/whitepaper_abstracts.html

http://www.datagovernance.com/whitepaper_abstracts.html

http://www.microsoft.com/en-us/download/details.aspx?id=10985



https://www-935.ibm.com/services/uk/cio/pdf/leverage_wp_data_gov_council_maturity_model.pdf

Learning Objective: Identify the business rules and customer requirements to be included in the data model

Activity: O.U.R Hospital Employee Training Database - Gather Requirements [Business, Functional, & Technical Requirements]

Instructions: Students read the following online articles before attempting the O.U.R Hospital scenario listed below:

Pedersen, Martin G. "Top 10 Writing Good Requirements Tips." Top 10 Writing Good Requirements Tips. RequirementOne Inc. (15 Jan 2012). Web. 18 Mar 2013. Retrieved from: http://www.requirementone.com/Blog/2012/01/15/Top-10-Writing-good-requirements-tips.

Stroud, J. DeLayne. "Business Requirements Document: A High-level Review." ISixSigma. (26 Feb 2010). Web. 25 Mar. 2013. Retrieved from: http://www.isixsigma.com/implementation/project-selection-tracking/business-requirements-document-high-level-review/.

"Requirements Document." New Mexico Human Services Department. (4 Nov 2010). Centers for Medicare & Medicaid Services. 26 Apr 2013. Retrieved from: http://www.hsd.state.nm.us/pdf/hcr/HIX/CMS%20Requirements%20Document.pdf.

O.U.R Hospital Employee Training Database Scenario:

“You’ve been tasked to create an Access database to be used for scheduling and tracking training courses for your hospital’s employees.

Along with HIPAA training for new employees, and CPR/1st Aid certification and re-certification courses for all employees, you also need to schedule training on the new Electronic Medical Records (EMR) system that is being implemented. While all employees will be trained, they don’t all take the same EMR training modules.”

Whole class or small team discussion; students will individually add results to their O.U.R Hospital Training Requirements Document.docx. Instructor may grade as individual or small team assignments.

[Note to instructor: the analysis and design for this project is oversimplified as this is the first course in the certificate sequence. Discuss with students and track ideas on the board, but for more complex ideas, let the students know that they will learn more skills in the next courses .This is an iterative process as we will find in the next course – Business Analysis. ALSO, let them know as they work through the O.U.R Hospital Employee Training Database scenario, that they will repeat the steps again independently in another scenario at the end of the course.]

After completing the reading, respond to the following questions:

Based on the scenario, what are we being tasked to create? Break it into specific bullets.

Who are the stakeholders? How might the project seem to change as you talk to the various stakeholders? Take each stakeholder identified and see how they might want something different or more/less complex. (Examples: training manager wants a master report showing all courses for the month and enrollments; floor supervisors, want a report showing who and when just their staff will be in training and unavailable; individual employees want their course title, day, time, and place.)

As you drill down into details, more questions are raised and you must go back to the stakeholders to refine.

http://www.hsd.state.nm.us/pdf/hcr/HIX/CMS%20Requirements%20Document.pdf

http://www.hsd.state.nm.us/pdf/hcr/HIX/CMS%20Requirements%20Document.pdf

http://www.isixsigma.com/implementation/project-selection-tracking/business-requirements-document-high-level-review/

http://www.isixsigma.com/implementation/project-selection-tracking/business-requirements-document-high-level-review/

http://www.requirementone.com/Blog/2012/01/15/Top-10-Writing-good-requirements-tips

Note to instructor: Be sure the following answers are solicited from the students. We will use the following “answers” as we develop this case:

Problem Statement and Deliverables Create an Access database for the training department to use for scheduling and tracking training courses

for the hospital’s employees. Schedule courses & instructors & locations Identify who needs training Schedule attendees Track delivery of training courses (change from scheduled to completed) Track who attended Update completed training by attendee

Create weekly schedule reports for Training management, class list for instructor, course date/location for employee, list of employees still needing training for this year and type of training

Stakeholders:

Training management Instructors Employees Hospital Administration

Ask students to divide into teams representing the different stakeholder groups. Students discuss and identify their needs related to the employee training, then report to the group. (As example, the Hospital Administration group said they would like to know which courses were offered quarterly and how many students were served. They would also like to know how many employees still need training, by course. They are looking at it from a compliance perspective.) Use this information to students build a simple Requirements Document to accompany the scenario. The example template, O.U.R Hospital Training Requirements Document.docx, is included with the Instructor Notes.


Activity: O.U.R Hospital Employee Training Database - Governance, Policies & Procedures

Instructions: Students will add results to their OUR Hospital Training Requirements Document.docx

What would be the Governance requirement(s) that would prompt the need for the database, and therefore, provide management and funding support for its development? Remember “governance” asks “why we must do this”. How would those Governance statements be brought down to policy level and procedure level statements?

(Have the students help create governance, policy, and procedure statements around HIPAA, CPR/1st Aid training for all employees and EMR training and include these in the Requirements Document as Background information.)

Example:

Governance: O.U.R. Hospital and its employees will comply with all federal HIPAA requirements.

Policy: All O.U.R. Hospital Employees will attend HIPAA training within one week of employment.

Procedure: HR will notify Training of all new hires prior to their start date so that they can be scheduled for HIPAA training during their first week of employment. )

Discussion: how does the Governance, Policies, and Procedures shape the database Business Requirements? Do we need to add/subtract anything from our Requirements Document? (Example – business requirement “HIPAA training within one week of hire”.)


Activity: O.U.R Hospital Employee Training Database - Data Dictionary

Instructions: It is important to start building/utilizing a data dictionary from the start of the project. It helps to minimize conflicting meanings of terms with all the stakeholders, to minimize different data types being used for the same information in parallel IT projects, and becomes a common, shared location to document constraints as they are discovered. For this course, the Data Dictionary is included in the Requirements Document.

Based on the O.U.R. Hospital Training Database scenario, what data will we need to collect in our database? Using the Data Dictionary template students build in Module 3 activity: 4:

List each data element that is known at this time Define each data element Determine the data type Determine the field constraints and messages Determine the data validation requirements

Learning Objective:

Differentiate and create conceptual data models, logical data models and physical data models. Use database design patterns in data modeling. Use modeling/diagramming software to model data. Normalize relationships in tables.

Activity: Data Modeling and ER Diagrams.

Instructions: What kinds of models do they use or have they seen? Why develop or use models instead of the real object? (Developing right in the database?)

Students look around the room and name all the nouns/entities that could be collected in a database. Good time to start them thinking about the difference between a “chair” as data versus a Chair as an entity. And will Chair as an entity restrict the business growth? What if they want to add production of ottomans? Does the database need to be redesigned then? Would Furniture be better? Discuss options.

Activity: Internet search for E-R diagram images. Let students take turns practicing “reading” them aloud to another student. Some are too “advanced” for the students at this point; might be best to hand select a few.

Microsoft and Oracle Examples (complex, but GREAT for show and tell!!):

AdventureWorks 2008 OLTP Schema. (2008). Diagram. Web. 30 May 2013. Retrieved from: http://merc.tv/img/fig/AdventureWorks2008.gif

http://merc.tv/img/fig/AdventureWorks2008.gif

Microsoft Northwind Schema. (2008). Diagram. Web. 30 May 2013. Retrieved from: http://merc.tv/img/fig/AdventureWorks2008.gif

Oracle. Oracle Retail Data Model Reference. 10g Release 2 (10.2). Redwood City, CA: Oracle USA, 2009. Web. 30 May 2013. Retrieved from: http://docs.oracle.com/cd/B19306_01/bi.102/e10084.pdf


Activity: Unique Identifiers (UIDs)

Discuss the following online article about 20 million Americans sharing the same Social Security Numbers and the impact of that on database UIDs.

"20 Million Americans Have Multiple Social Security Numbers Associated With Their Name." ID Analytics-20 Million Americans Have Multiple Social Security Numbers Associated With Their Name. ID Analytics, Inc., 11 Aug. 2010. Web. 19 Apr. 2013. Retrieved from: http://www.idanalytics.com/news-and-events/news-releases/2010/8-11-2010.php.


Activity: O.U.R Hospital Employee Training Database - Database Naming Conventions

Instructions: There are a variety of naming conventions and even variations between businesses with arguments on all sides. The first thing you should do as a new database employee is find out the naming conventions used by your company. The most important thing is to label so that your informed Stakeholders could understand the diagrams (at least at the conceptual level), and to not use something that may cause problems over time such as special characters or spaces.

Here are some links to explore the variety:

"Database Design and Naming Conventions." CodeProject. 26 Apr 2013. Retrieved from: http://www.codeproject.com/Articles/232457/Database-Design-and-Naming-Conventions

"Database Naming Rules." About.com Databases. 26 Apr 2013. Retrieved from: http://databases.about.com/od/specificproducts/a/Database-Naming-Rules.htm

"What naming convention should I use in my database?" ASPFAQ. 26 Apr 2013. Retrieved from:http://databases.aspfaq.com/database/what-naming-convention-should-i-use-in-my-database.html

"Enforce SQL Server Database Naming Conventions Using Policy Based Management." MSSQLtips. 26 Apr. 2013 http://www.mssqltips.com/sqlservertip/2298/enforce-sql-server-database-naming-conventions-using-policy-based-management/

Individual work; students will add results to their OUR Hospital Training Requirements Document.docx

Have each student decide on the Access database naming conventions he/she will use for the O.U.R Hospital scenario, then document it as part of the Procedures manual attached to their Requirements document.


http://www.mssqltips.com/sqlservertip/2298/enforce-sql-server-database-naming-conventions-using-policy-based-management/

http://www.mssqltips.com/sqlservertip/2298/enforce-sql-server-database-naming-conventions-using-policy-based-management/

http://databases.aspfaq.com/database/what-naming-convention-should-i-use-in-my-database.html

http://databases.about.com/od/specificproducts/a/Database-Naming-Rules.htm

http://www.codeproject.com/Articles/232457/Database-Design-and-Naming-Conventions

http://www.idanalytics.com/news-and-events/news-releases/2010/8-11-2010.php

http://www.idanalytics.com/news-and-events/news-releases/2010/8-11-2010.php

http://docs.oracle.com/cd/B19306_01/bi.102/e10084.pdf

http://merc.tv/img/fig/AdventureWorks2008.gif

Activity: Microsoft VISIO

Instructions: Demo “Get to know VISIO”, and “Create a Database Model”.

"Get to Know Visio." Practice. Microsoft Corporation, 2013. Web. 19 Apr. 2013. http://office.microsoft.com/en-us/visio-help/get-to-know-visio-RZ001126777.aspx?section=11

"Create a Database Model (also Known as Entity Relationship Diagram)." - Visio. Microsoft Corporation. (n.d.). Web. 19 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/visio-help/create-a-database-model-also-known-as-entity-relationship-diagram-HA010115477.aspx.

Use these other VISIO links as class or homework depending on available time.

"Download Office 2010 Training." - Access. Microsoft Corporation. (n.d.). Web. 19 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/download-office-2010-training-HA101901726.aspx?CTT=1.

"Make the Switch to Visio 2013." - Support. Microsoft Corporation. (n.d.). Web. 19 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/support/make-the-switch-to-visio-2013-RZ102925050.aspx?CTT=5.

"Visio 2007 Training Courses." - Visio. Microsoft Corporation. (n.d.). Web. 19 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/visio-help/visio-2007-training-courses-HA010214368.aspx?CTT=1.


Activity: Create a model

Instructions: Students recreate a small database model (can find samples using Google Images or from www.databaseanswers.org) so they can practice adding entities, attributes, PK, FK, cardinality, optionality and relationships. Be sure to point out “Database, Display Options” in the menu for setting display options such as relationships and crow’s feet.

Activity: O.U.R Hospital Employee Training Database - Conceptual Model

Individual work; students will add results to their O.U.R Hospital Training Requirements Document.docx

Based on the O.U.R. Hospital Training Database scenario, use Microsoft VISIO to:

1. Diagram the tables2. Add fields to the tables and data types3. Add primary keys

Note to instructor: Be sure to check the database options settings in VISIO before beginning to diagram (crow’s foot, relationship lines, and optionality)


Activity: Normalization

Instructions: Bring student applications and/or registration forms from your college; in small teams (2-3 students), students diagram and normalize. Since they registered for your class, they will usually comprehend this example as a starting point in developing their modeling skills.

http://office.microsoft.com/en-us/visio-help/visio-2007-training-courses-HA010214368.aspx?CTT=1

http://office.microsoft.com/en-us/support/make-the-switch-to-visio-2013-RZ102925050.aspx?CTT=5

http://office.microsoft.com/en-us/access-help/download-office-2010-training-HA101901726.aspx?CTT=1

http://office.microsoft.com/en-us/visio-help/create-a-database-model-also-known-as-entity-relationship-diagram-HA010115477.aspx


http://office.microsoft.com/en-us/visio-help/get-to-know-visio-RZ001126777.aspx?section=11

http://office.microsoft.com/en-us/visio-help/get-to-know-visio-RZ001126777.aspx?section=11

Follow up this college forms example by asking students to relate this to the patient intake forms at a clinic or an Urgent Care facility. Bring in examples (some can be found online through various medical clinics) and students diagram and normalize. Emphasize that one form does not represent all the data in a database and this activity is only for modeling skill building.

More complex Healthcare normalized examples for discussion can be seen at http://www.databaseanswers.org

Homework: (This is listed as an Access 2003 online training module, but contains modeling and normalization. It also includes hands on practice and self-tests for review of these concepts.)

"Table that data." Office Support - Access. 26 Apr 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/overview-RZ006149432.aspx?section=1.


Activity: O.U.R Hospital Employee Training Database - ER Diagram

Instructions: Individual work; students will add results to their O.U.R Hospital Training Requirements Document.docx

Based on the O.U.R. Hospital Training Database scenario, expand the Microsoft VISIO diagram to:

Add relationships between tables and label with relationship verbs. Normalize to 3NF


Activity: Other Modeling Concepts

Instructions: The IT field changes faster than books can keep up. IT professionals therefore learn from each other through blogs, webinars, conferences, and following leaders specializing in the different topic areas. Use the following two blogs as examples of online research of database practitioner’s learnings and best practices.

Kramek, Andy. "Modeling Lookup Tables." FoxiteCOM Community Weblog Andy Kramek. N.p., 10 May 2009. Web. 16 Apr. 2013. Retrieved from: http://weblogs.foxite.com/andykramek/2009/05/10/modeling-lookup-tables.

"Why use an int as a lookup table's primary key?" Stack Exchange - Database Administrators. 26 Apr. 2013. Retrieved from: http://dba.stackexchange.com/questions/1910/why-use-an-int-as-a-lookup-tables-primary-key.

Students pick a topic covered on database modeling that is unclear for them and do an internet search for a clearer explanation or a best practice of that topic. Discuss how they found the information (key words used), how they screened through the various findings, how reliable they feel the information is that they found. This can be a written homework assignment.


Activity: Data Patterns

Instructions: Discuss different templates/patterns in everyday life – what is a template/pattern? Give examples? Why use templates/patterns? How helpful? How can they constrain?

http://dba.stackexchange.com/questions/1910/why-use-an-int-as-a-lookup-tables-primary-key

http://weblogs.foxite.com/andykramek/2009/05/10/modeling-lookup-tables

http://office.microsoft.com/en-us/access-help/overview-RZ006149432.aspx?section=1

http://office.microsoft.com/en-us/access-help/overview-RZ006149432.aspx?section=1

http://www.databaseanswers.org/

(Examples: Word or Excel templates, painting/stenciling templates; clothing patterns, cookie cutters, etc)

Data patterns exist for database models. Discuss, show examples, how would they be helpful, how would they constrain? At the simplest level, Microsoft templates provide the same benefits/limitations – this might be an example the students can relate. Now imagine a “template” for a hospital? Or a retail company? This is the idea behind data patterns. [Note to instructor: This idea will be revisited later when Microsoft Access templates are discussed.]

Hospital data models can be found in:

Silverston, Len. The Data Model Resource Book: A Library of Universal Data Models by Industry Types, Revised Edition, Volume 2. John Wiley & Sons. 2001.

“Universal Data Models with Len Silverston.” Dir. EmbarcaderoTechNet. Perf. Len Silverston.YouTube. 24 Mar. 2010. 26 Apr. 2013. Retrieved from: http://www.youtube.com/watch?v=D5Rgpl6humE.


Activity: O.U.R Hospital Employee Training Database - Physical Diagram


What database design patterns would be helpful? Based on the O.U.R. Hospital Training Database scenario, expand the Microsoft VISIO diagram to: Resolve many-to-many relationships Add Cardinality Add Optionality



1. Analyze, design, and create relational databases to meet industry and customer needs using current relational database management system software.

2. Validate, import, convert, and export data from one application to another.

3. Create data queries that sort, filter, manipulate and calculate data.

4. Develop effective queries, forms, reports and custom user interfaces for databases.

Activity: Microsoft Access: Introduction/Review Materials

[An introduction to Microsoft Office Professional is a requisite to our program. This would be a review for our students if it has been a while since they took the course.]

Instructions: Students review, or read and work through the following Microsoft training materials, as needed:

"Database Basics." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/database-basics-HA010341616.aspx.

http://office.microsoft.com/en-us/access-help/database-basics-HA010341616.aspx

http://www.youtube.com/watch?v=D5Rgpl6humE

"Database Design Basics." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/database-design-basics-HA010341617.aspx?CTT=3.

"Create an Access Database." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-an-access-database-HA010341576.aspx?CTT=3. [Note to instructor: “Create an Access database” includes building from a template. May wish to save this for the section on templates depending on your course sequencing. Just concentrate on new development from data models.]

"Guide to the Access 2010 User Interface." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/guide-to-the-access-2010-user-interface-HA010341735.aspx?CTT=3.


Activity: Microsoft Access: Create Tables

Instructions: In class activity or homework. Students work through the following videos, articles, and online training and then apply the concepts to the O.U.R Hospital scenario in activity 5.

"Introduction to Tables." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-tables-HA010341584.aspx?CTT=1.

"Create Tables for a New Database." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-tables-for-a-new-database-RZ101772997.aspx. [Note to instructor: this feeds to “Design the tables for a new database” online training series below. The web link is on the right side of the web page once “Create Tables for a New Database” is completed.]

[Online training series of 9 videos with practices, quizzes, and Quick Reference Cards. They will be identified in the modules that follow.]

"Design the Tables for a New Database." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/design-the-tables-for-a-new-database-RZ101772996.aspx.

"Introduction to Data Types and Field Properties." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-data-types-and-field-properties-HA010341783.aspx.


Activity: Microsoft Access – Working with Relationships

Instructions: In class activity or homework. Students work through the following videos, articles, and online training and then apply the concepts to the O.U.R Hospital scenario activity 5.

"Create Relationships for a New Database." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-relationships-for-a-new-database-RZ101772998.aspx.

"Guide to Table Relationships." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/guide-to-table-relationships-HA010120534.aspx?CTT=1.

http://office.microsoft.com/en-us/access-help/guide-to-table-relationships-HA010120534.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/create-relationships-for-a-new-database-RZ101772998.aspx

http://office.microsoft.com/en-us/access-help/create-relationships-for-a-new-database-RZ101772998.aspx

http://office.microsoft.com/en-us/access-help/introduction-to-data-types-and-field-properties-HA010341783.aspx

http://office.microsoft.com/en-us/access-help/introduction-to-data-types-and-field-properties-HA010341783.aspx

http://office.microsoft.com/en-us/access-help/design-the-tables-for-a-new-database-RZ101772996.aspx

http://office.microsoft.com/en-us/access-help/create-tables-for-a-new-database-RZ101772997.aspx

http://office.microsoft.com/en-us/access-help/introduction-to-tables-HA010341584.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/guide-to-the-access-2010-user-interface-HA010341735.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/guide-to-the-access-2010-user-interface-HA010341735.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-an-access-database-HA010341576.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/database-design-basics-HA010341617.aspx?CTT=3


Activity: Microsoft Access: Working with Data

In class activity or homework. Students work through the following videos, articles, and online training and then apply the concepts to the O.U.R Hospital scenario activity 5.

"Restrict Data Input by Using a Validation Rule." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/restrict-data-input-by-using-a-validation-rule-HA010341586.aspx.

"Add a Calculated Field to a Table." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/add-a-calculated-field-to-a-table-HA101820564.aspx?CTT=1.

"Introduction to Importing and Exporting Data." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-importing-and-exporting-data-HA101790599.aspx?CTT=1.

"Video: Import Data to an Access Database." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-import-data-to-an-access-database-VA101815333.aspx?CTT=3.


Activity: O.U.R Hospital Employee Training Database – Build Database

Using the Physical Model diagram and the Data Dictionary from previous O.U.R Hospital activities, build the Microsoft Access tables for the training database.

Include data validation Include user validation messages Create a minimum of 10 records per table For the employees table, create an Excel spreadsheet with the Employee data first. Pretend that it is an

export file from the HR database. Now import it into the Access database. Include the spreadsheet printout as part of your documentation.

Build the table relationships


Activity: O.U.R Hospital Employee Training Database – Build Queries

[Microsoft Access: Create Queries]

Instructions: In class activity or homework. Students work through the following videos, articles, and online training and then apply the concepts to the O.U.R Hospital scenario.

"Introduction to Queries." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-queries-HA010341786.aspx?CTT=1.

http://office.microsoft.com/en-us/access-help/introduction-to-queries-HA010341786.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-import-data-to-an-access-database-VA101815333.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-import-data-to-an-access-database-VA101815333.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/introduction-to-importing-and-exporting-data-HA101790599.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/introduction-to-importing-and-exporting-data-HA101790599.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/add-a-calculated-field-to-a-table-HA101820564.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/restrict-data-input-by-using-a-validation-rule-HA010341586.aspx

http://office.microsoft.com/en-us/access-help/restrict-data-input-by-using-a-validation-rule-HA010341586.aspx

"Create Queries for a New Database." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-queries-for-a-new-database-RZ101772999.aspx?CTT=1.

"Video: Calculate Values in a Query." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-calculate-values-in-a-query-VA101822639.aspx?CTT=3.

"Video: Create an Expression." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-create-an-expression-VA101812615.aspx?CTT=3.

"Create an Expression." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-an-expression-HA010341590.aspx?CTT=1.

"Use the Expression Builder." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/use-the-expression-builder-HA101812460.aspx?CTT=3.


Individual work; students will create Access database to accompany this project

Now that the tables are built, the IT development team is ready to build the queries that will feed the forms and reports.

Build queries to answer the following questions: Which courses are offered this week, sorted by weekday? Who is enrolled in today’s classes? Who still needs HIPAA training? Who is ready for CPR/First Aid recertification?


Activity: Microsoft Access: Create Pivot Tables & Charts


“Video: Pivot Your Data in Access." - Office.com. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-pivot-your-data-in-access-VA101842926.aspx?CTT=1.

"Create PivotTable or PivotChart Views in a Desktop Database." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-pivottable-or-pivotchart-views-in-a-desktop-database-HA101901543.aspx?CTT=3.

Activity: O.U.R Hospital Employee Training Access Database – Build Pivot Tables & Charts


Training Management would like a Pivot Chart to see enrollments in courses for the current week.

Create a query to see number of employees enrolled per course for current day plus 7

Create a pivot chart to display the results of the new query.

http://office.microsoft.com/en-us/access-help/create-pivottable-or-pivotchart-views-in-a-desktop-database-HA101901543.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-pivottable-or-pivotchart-views-in-a-desktop-database-HA101901543.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-pivot-your-data-in-access-VA101842926.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/use-the-expression-builder-HA101812460.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-an-expression-HA010341590.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-create-an-expression-VA101812615.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-calculate-values-in-a-query-VA101822639.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-calculate-values-in-a-query-VA101822639.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-queries-for-a-new-database-RZ101772999.aspx?CTT=1


Activity: O.U.R Hospital Employee Training Database - Build Forms [Microsoft Access: Create Forms]


"Introduction to Forms." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-forms-HA010343724.aspx?CTT=1.

"Create a Form by Using the Form Tool." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-tool-HA010341567.aspx?CTT=3.

"Create a Form by Using the Form Wizard." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-wizard-HA010341568.aspx?CTT=3

"Create Forms for a New Database." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-forms-for-a-new-database-RZ101773001.aspx.

"Video: Set the Record Source for a Form or Report." - Office.com. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-set-the-record-source-for-a-form-or-report-VA101814106.aspx?CTT=1.

"Create a Tabbed Form." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-tabbed-form-HA010341583.aspx?CTT=3.

"Video: Highlight Data on Forms by Using Conditional Formatting." - Office.com. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-highlight-data-on-forms-by-using-conditional-formatting-VA102438087.aspx?CTT=3.

"Video: Improve the Appearance of Your Access Forms and Reports with Office Themes." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-improve-the-appearance-of-your-access-forms-and-reports-with-office-themes-VA101815213.aspx?CTT=1.



Training administrative assistants need forms for enrolling the employees, or to look up information when an employee calls with questions.

The instructors are responsible for scheduling the training courses depending on their availability (not during department meetings or their vacations) and with some time between sections to allow them to reset the classroom. They need a form for scheduling.


Activity: O.U.R Hospital Employee Training Access Database – Build Reports

http://office.microsoft.com/en-us/access-help/video-improve-the-appearance-of-your-access-forms-and-reports-with-office-themes-VA101815213.aspx?CTT=1


http://office.microsoft.com/en-us/access-help/video-highlight-data-on-forms-by-using-conditional-formatting-VA102438087.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-highlight-data-on-forms-by-using-conditional-formatting-VA102438087.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-a-tabbed-form-HA010341583.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-set-the-record-source-for-a-form-or-report-VA101814106.aspx?CTT=1


http://office.microsoft.com/en-us/access-help/create-forms-for-a-new-database-RZ101773001.aspx

http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-wizard-HA010341568.aspx?CTT=3


http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-tool-HA010341567.aspx?CTT=3


http://office.microsoft.com/en-us/access-help/introduction-to-forms-HA010343724.aspx?CTT=1

(Microsoft Access)


"Introduction to Reports." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-reports-HA010343725.aspx?CTT=3.

"Create a Simple Report." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-simple-report-HA010341579.aspx?CTT=3.

"Create a Grouped or Summary Report." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-grouped-or-summary-report-HA010341571.aspx?CTT=3.

"Video: Set the Record Source for a Form or Report." - Office.com. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-set-the-record-source-for-a-form-or-report-VA101814106.aspx?CTT=3.

"Create Reports for a New Database." - Access. Microsoft Corporation, n.d. Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-reports-for-a-new-database-RZ101773004.aspx?CTT=1.

"Video: Use Conditional Formatting on Reports." - Office.com. Microsoft Corporation, n.d. Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-use-conditional-formatting-on-reports-VA101814119.aspx?CTT=1.

"Display Comparative Data Visually with Data Bars." - Access. Microsoft Corporation, n.d. Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/display-comparative-data-visually-with-data-bars-HA101851088.aspx?CTT=1.

"Video: Improve the Appearance of Your Access Forms and Reports with Office Themes." - Office.com. Microsoft Corporation, n.d. Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-improve-the-appearance-of-your-access-forms-and-reports-with-office-themes-VA101815213.aspx?CTT=1. [Note to instructor: this is video is also listed with Forms]


Activity: O.U.R Hospital Employee Training Access Database Scenario

Instructions: Individual work; students will create Access database to accompany this project

Students build design and build reports to meet the following end user needs:

Training Management Staff:o Training Management Staff need to report to upper management the training progress. They

need to see numbers of courses and sections offered and number of students served by month along with the number of students still needing that training.

Training Instructors:o Training Instructors need to see their weekly training schedule at a glance with course names,

dates/times and room locations. They would like this grouped by work day, then by course name and section.



http://office.microsoft.com/en-us/access-help/display-comparative-data-visually-with-data-bars-HA101851088.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/display-comparative-data-visually-with-data-bars-HA101851088.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-use-conditional-formatting-on-reports-VA101814119.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-use-conditional-formatting-on-reports-VA101814119.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/create-reports-for-a-new-database-RZ101773004.aspx?CTT=1



http://office.microsoft.com/en-us/access-help/create-a-grouped-or-summary-report-HA010341571.aspx?CTT=3


http://office.microsoft.com/en-us/access-help/create-a-simple-report-HA010341579.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/introduction-to-reports-HA010343725.aspx?CTT=3

o Training Instructors need their class rosters for the day they teach sorted by employee last name, then first name along with the employee’s department (to customize examples when possible). They would also like the date/time and room location, and course name listed at the top of the page.

o Include report design notes in the Requirements Document. Be sure to update the Data Dictionary if more fields are created


Activity: Microsoft Access: Database Administration


"Compact and Repair a Database." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/compact-and-repair-a-database-HA010341740.aspx?CTT=1.

"Archive Access Data." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/archive-access-data-HA010288259.aspx?CTT=3.

"Protect Your Data with Backup and Restore Processes." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/protect-your-data-with-backup-and-restore-processes-HA010341510.aspx?CTT=1.


Activity: O.U.R Hospital Employee Training Access Database – Database Administration

Instructions: Determine answers for the administration of the database and add to the Requirements Document.

Based on the O.U.R. Hospital Training Database scenario, develop an administration plan for our database.

What is the backup plan and schedule? Who is responsible? Who is responsible for recovery if needed? Who is responsible and when will the backup/recovery process be tested? What determines or when will the database be compacted/repaired?

Activity: Microsoft Access Best Practices

A good practice before working with any new software is to do an internet search of best practices for that product so many “poor lessons learned” are avoided.

Students will do an internet search on Access Best Practices and discuss the concept of best practices and how to learn from others in the field. Using “Best Practices for Microsoft Access” below as a starting point, students will research a best practice to update one of his topics or find others to add to this chart.

Toews, Tony. "Best Practices for Microsoft Access." Best Practices for Microsoft Access. Granite Consulting, 27 Sept. 2010. Web. 23 Apr. 2013. Retrieved from: http://www.granite.ab.ca/access/bestpractices.htm.

http://www.granite.ab.ca/access/bestpractices.htm

http://office.microsoft.com/en-us/access-help/protect-your-data-with-backup-and-restore-processes-HA010341510.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/protect-your-data-with-backup-and-restore-processes-HA010341510.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/archive-access-data-HA010288259.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/compact-and-repair-a-database-HA010341740.aspx?CTT=1

Scott, Brad. "Microsoft Access Developer Best Practices." Microsoft AccessPros. N.p. (n.d.). Web. 25 May 2013. Retrieved from: http://microsoftaccesspros.com/microsoft-access-best-practices.htm.

Activity: O.U.R Hospital Employee Training Access Database - Using Templates.

Students will review the video and articles before completing the activity:

"Video: Get Started Using Templates in Access 2010." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/videos/video-get-started-using-templates-in-access-2010-VA101944638.aspx?CTT=3.

"Search Results for Access - Templates - Office.com." Search Results for Access - Templates - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/templates/results.aspx?qu=access.

"Introduction to the Access 2010 Templates." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-the-access-2010-templates-HA010341734.aspx?CTT=1.

"Video: Modify the Access 2010 Templates." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-modify-the-access-2010-templates-VA101794442.aspx?CTT=3.


Activity: Microsoft Access: Templates

Instructions: Review online Microsoft Access templates for ideas that could enhance O.U.R Hospital Employee Training Database. List and reference five templates along with descriptions of functionality that you believe would enhance your database. If you had started with a template first, which template would you have chosen and why? How would that have helped you? How would starting with a template have hindered your database development?


Activity: Microsoft Access: Programming and Macros


"Create a Data Macro." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/create-a-data-macro-HA010378170.aspx?CTT=1.

"Video: Create a User Interface (UI) Macro." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-create-a-user-interface-ui-macro-VA101814109.aspx?CTT=3.

http://office.microsoft.com/en-us/access-help/video-create-a-user-interface-ui-macro-VA101814109.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-create-a-user-interface-ui-macro-VA101814109.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/create-a-data-macro-HA010378170.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-modify-the-access-2010-templates-VA101794442.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-modify-the-access-2010-templates-VA101794442.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/introduction-to-the-access-2010-templates-HA010341734.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/introduction-to-the-access-2010-templates-HA010341734.aspx?CTT=1

http://office.microsoft.com/en-us/templates/results.aspx?qu=access

http://office.microsoft.com/en-us/videos/video-get-started-using-templates-in-access-2010-VA101944638.aspx?CTT=3

http://office.microsoft.com/en-us/videos/video-get-started-using-templates-in-access-2010-VA101944638.aspx?CTT=3

http://microsoftaccesspros.com/microsoft-access-best-practices.htm

"Video: Introduction to the Macro Builder." - Office.com. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-introduction-to-the-macro-builder-VA100393510.aspx?CTT=3.

"Introduction to Access Programming." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-access-programming-HA010341717.aspx?CTT=3.

"Access 2010 Development." Office Dev Center 2013. Microsoft. (n.d.). 26 Apr. 2013 Retrieved from: http://msdn.microsoft.com/en-us/library/office/ff604965(v=office.14).aspx.

"Get Help for Built-in Functions, Properties, Macro Actions, and SQL Keywords." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/get-help-for-built-in-functions-properties-macro-actions-and-sql-keywords-HA010357048.aspx?CTT=1.


Activity: O.U.R Hospital Employee Training Access Database – Navigation Forms

Instructions: Individual work; students will create Access database to accompany this project

Create a Navigation Form for ease of use by the Training department utilizing forms and macros. Training Management wants to be able to quickly find and print the reports showing employee training is

progressing as required. Training Instructors want to find their class rosters, dates/times and room locations. Training administrative assistants want to get to their forms for enrolling the employees, or to look up

information when an employee calls with questions.


Activity: Microsoft Access: SQL

Instructions: Students will chose a custom query they created for O.U.R Hospital Employee Training Database. The student will create a print screen of the Design View for that query and paste into a Word document then select “Design, View, SQL View”, the student will copy the SQL code to the Word document below the print screen. The student will then compare the SQL code against the design view to see the correlation between the two options. This can be a class discussion, small group discussion, or a written homework assignment.

"Introduction to Access SQL." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-access-sql-HA010341468.aspx?CTT=1.

"Access SQL: Basic Concepts, Vocabulary, and Syntax." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/access-sql-basic-concepts-vocabulary-and-syntax-HA010256402.aspx.

"Comparison of Microsoft Access SQL and ANSI SQL." Office Dev Center 2013. Microsoft. (n.d.). 26 Apr. 2013. Retrieved from: http://msdn.microsoft.com/en-us/library/office/bb208890(v=office.12).aspx

http://msdn.microsoft.com/en-us/library/office/bb208890(v=office.12).aspx

http://office.microsoft.com/en-us/access-help/access-sql-basic-concepts-vocabulary-and-syntax-HA010256402.aspx

http://office.microsoft.com/en-us/access-help/access-sql-basic-concepts-vocabulary-and-syntax-HA010256402.aspx

http://office.microsoft.com/en-us/access-help/introduction-to-access-sql-HA010341468.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/get-help-for-built-in-functions-properties-macro-actions-and-sql-keywords-HA010357048.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/get-help-for-built-in-functions-properties-macro-actions-and-sql-keywords-HA010357048.aspx?CTT=1

http://msdn.microsoft.com/en-us/library/office/ff604965(v=office.14).aspx

http://office.microsoft.com/en-us/access-help/introduction-to-access-programming-HA010341717.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/introduction-to-access-programming-HA010341717.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-introduction-to-the-macro-builder-VA100393510.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/video-introduction-to-the-macro-builder-VA100393510.aspx?CTT=3

"Microsoft Access SQL Reference." Office Dev Center 2013. Microsoft. (n.d.). 26 Apr. 2013. Retrieved from: http://msdn.microsoft.com/en-us/library/office/ff841692(v=office.14).aspx

Optional Resources

"Learn the structure of an Access database." - Access. Microsoft Corporation. (n.d.). 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/learn-the-structure-of-an-access-database-HA001213954.aspx?CTT=3

"Access 2007 Reserved Words and Symbols." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/access-2007-reserved-words-and-symbols-HA010030643.aspx?CTT=1.

"Access 2010 Specifications." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/access-2010-specifications-HA010341462.aspx?CTT=1.

"Access Glossary." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/access-glossary-HA010218202.aspx?CTT=1.

"Video: Ten Quick Tips to Help Work More Efficiently in Access 2010." - Office.com. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-ten-quick-tips-to-help-work-more-efficiently-in-access-2010-VA101831095.aspx?CTT=1.

"Create Dynamic Reports in Access Using Linked Tables." - Support. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/support/create-dynamic-reports-in-access-using-linked-tables-HA001042820.aspx?CTT=1. [Note to instructor: this is a previous version of Access but the content is still valid.]

"Import or Link to Data in an Excel Workbook." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/import-or-link-to-data-in-an-excel-workbook-HA010341760.aspx?CTT=1.

"Split an Access Database." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/split-an-access-database-HA102749583.aspx?CTT=1.

"Ways to Share an Access Database." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/ways-to-share-an-access-database-HA010342110.aspx?CTT=1.

"Video: Create a Navigation Form." - Office.com. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/video-create-a-navigation-form-VA101812613.aspx?CTT=3.

"Access 2010 Custom Themes." Access Blog -. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://blogs.office.com/b/microsoft-access/archive/2009/09/25/access-2010-custom-themes.aspx.

"Access 2010: Database Tasks." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/access-2010-database-tasks-HA101829991.aspx?CTT=5&origin=HA010341722. [Note to instructor: this is an overview of many of the Access features. Could be for introduction, or better for overall review.]

"Add or Change a Lookup Column." - Access. Microsoft Corporation. (n.d.). Web. 27 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/add-or-change-a-lookup-column-HA010163773.aspx?CTT=1.

http://office.microsoft.com/en-us/access-help/add-or-change-a-lookup-column-HA010163773.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/access-2010-database-tasks-HA101829991.aspx?CTT=5&origin=HA010341722


http://blogs.office.com/b/microsoft-access/archive/2009/09/25/access-2010-custom-themes.aspx

http://office.microsoft.com/en-us/access-help/video-create-a-navigation-form-VA101812613.aspx?CTT=3

http://office.microsoft.com/en-us/access-help/ways-to-share-an-access-database-HA010342110.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/split-an-access-database-HA102749583.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/import-or-link-to-data-in-an-excel-workbook-HA010341760.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/import-or-link-to-data-in-an-excel-workbook-HA010341760.aspx?CTT=1

http://office.microsoft.com/en-us/support/create-dynamic-reports-in-access-using-linked-tables-HA001042820.aspx?CTT=1

http://office.microsoft.com/en-us/support/create-dynamic-reports-in-access-using-linked-tables-HA001042820.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-ten-quick-tips-to-help-work-more-efficiently-in-access-2010-VA101831095.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/video-ten-quick-tips-to-help-work-more-efficiently-in-access-2010-VA101831095.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/access-glossary-HA010218202.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/access-2010-specifications-HA010341462.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/access-2007-reserved-words-and-symbols-HA010030643.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/access-2007-reserved-words-and-symbols-HA010030643.aspx?CTT=1

http://office.microsoft.com/en-us/access-help/learn-the-structure-of-an-access-database-HA001213954.aspx?CTT=3


http://msdn.microsoft.com/en-us/library/office/ff841692(v=office.14).aspx

"Build an Access Database to Share on the Web." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/build-an-access-database-to-share-on-the-web-HA010356866.aspx?CTT=3.


Learning Objective:

Demonstrate an understanding of ethics and security issues surrounding data and databases

Activity: Microsoft Access: Security


"Introduction to Access 2010 Security." - Access. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/introduction-to-access-2010-security-HA010341741.aspx.

"Create Strong Passwords." Password Generator & Checker. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://www.microsoft.com/security/online-privacy/passwords-create.aspx.

"Use Sandbox Mode in Access 2010." - Access. Microsoft Corporation. (n.d.). Web. 23 Apr. 2013. Retrieved from: http://office.microsoft.com/en-us/access-help/use-sandbox-mode-in-access-2010-HA010342092.aspx?CTT=1.

"Security and Compliance." Oracle Database Security. (June 2008). Web. 27 Apr. 2013. Retrieved from: http://www.oracle.com/technetwork/database/security/twp-security-checklist-database-1-132870.pdf

Harkins, Susan. "10 Tips for Securing a Microsoft Access Database." TechRepublic. Microsoft Corporation (26 Feb 2009). Web. 22 Apr. 2013. Retrieved from: http://www.techrepublic.com/blog/10things/10-tips-for-securing-a-microsoft-access-database/552.

"Access Database Best Practices." Best Practices for Deploying Your Access Database. OpenGate Software Inc. (2013). Web. 22 Apr. 2013. Retrieved from: http://www.opengatesw.net/ms-access-tutorials/Access-Articles/MSAccess-Deployment-Best-Practices.htm.

"Database Security Best Practices for the Vigilant Database Administrator and Developer." Database Security Best Practices. Microsoft Corporation. (n.d.). Web. 22 Apr. 2013. Retrieved from: http://technet.microsoft.com/en-us/security/gg483744.aspx.


Activity: O.U.R Hospital Employee Training Access Database – Security Plan


Based on the O.U.R. Hospital Training Database scenario, develop a security plan for our database.

Who gets access to the database? Who approves their access? Who sets up their access? Where does the database reside?

http://technet.microsoft.com/en-us/security/gg483744.aspx

http://technet.microsoft.com/en-us/security/gg483744.aspx

http://www.opengatesw.net/ms-access-tutorials/Access-Articles/MSAccess-Deployment-Best-Practices.htm

http://www.techrepublic.com/blog/10things/10-tips-for-securing-a-microsoft-access-database/552

http://www.techrepublic.com/blog/10things/10-tips-for-securing-a-microsoft-access-database/552

http://www.oracle.com/technetwork/database/security/twp-security-checklist-database-1-132870.pdf

http://office.microsoft.com/en-us/access-help/use-sandbox-mode-in-access-2010-HA010342092.aspx?CTT=1

http://www.microsoft.com/security/online-privacy/passwords-create.aspx

http://office.microsoft.com/en-us/access-help/introduction-to-access-2010-security-HA010341741.aspx

http://office.microsoft.com/en-us/access-help/build-an-access-database-to-share-on-the-web-HA010356866.aspx?CTT=3


Will a password be required or will the location be password protected? How frequently will the password change?

Have class or teams discuss a security plan for the Hospital Employee Training Access database. Review the following list from NWCET Database Curriculum. Which ones will be needed for this assignment? Be sure those identified are included in the student security plan. What would be the security requirements for this assignment if deployed in a “real” setting?

Key Competencies from Security module, NWCET Database Curriculum Identify database security procedures and implementation plans Gather and document security requirements Identify user’s access requirements Differentiate methods of security Identify and understand customer’s need for security Identify potential security conflicts Gather information based on technical security requirements Communicate security tradeoffs and risks Evaluate risks based on impact on the whole system Evaluate maintenance plan for regular integrity checks Prepare contingency plan and create alternatives Understand security system tools available Implement user access privileges Implement appropriate methods of security


Learning Objective:

Test the integrity of the database design. Analyze, design, and create relational databases to meet industry and customer needs using current relational database management system software.

Activity: O.U.R Hospital Employee Training Database - Test Plan


Based on the O.U.R. Hospital Training Database scenario, create a test plan to confirm all parts are working as required.

Students should include the following information in the Test Plan section of their Requirements document:

Who should determine the test requirements? Who should manage the test plan? Who should perform the tests? Who signs off that the tests were successful? What are the tests to be performed? What is the intent of each test? How will the tester know whether

the test worked or not?


Activity: O.U.R Hospital Employee Training Database - Training Plan


Based on the O.U.R. Hospital Training Database scenario, create a training plan for the Access users. Remind the students that the IT developers aren’t the Training department.

Why is a Training Plan needed? What should be included? Is a training/user’s manual needed?


DiscussionsLearning Objective:

Discuss database management systems and database administration

Discussion Question: Ethical and Legal Boundaries of Databases

Have students read and discuss the following news article by Stephanie Simon, that talks about the release of a new educational database that “already holds files on millions of children identified by name, address and sometimes social security number. Learning disabilities are documented, test scores recorded, attendance noted. In some cases, the database tracks student hobbies, career goals, attitudes toward school - even homework completion.”

Simon, Stephanie. (2013). K-12 Student Database Jazzes Tech Startups, Spooks Parents. Retrieved from: http://www.reuters.com/article/2013/03/03/us-education-database-idUSBRE92204W20130303


Learning Objective:

Use appropriate business analysis techniques to communicate and manage scope and stakeholder requirements.

Discussion Question: Give an example of a personal project you undertook without clearly defining the requirements. How did it turn out? What were the impacts? What was the scope creep?


Learning Objective:

Review historical performance of large scale systems development projects.

http://www.reuters.com/article/2013/03/03/us-education-database-idUSBRE92204W20130303

Discussion Questions:

Why is information a critical organization resource? What level of detail is needed by users at different levels in an organization? Why is it important to use multiple methods activities to gather data when acquiring the needed

background to perform system analysis activities?


Learning Objective:

Identify and describe alternatives to the traditional “waterfall” SDLC. Identify and describe components of system implementation.


What conditions might it be appropriate to use a traditional waterfall method of systems development? How would you document the process specification for calendaring/scheduling issue involving the

availability of rooms, doctors, and patients? What is the best way to implement a new or improved system?


Learning Objective:



What other types of projects could project management tools and techniques be used and could project management software like Microsoft Project be appropriate?

If a task runs longer than expected, and since it is on the critical path results in a projected delay and missed deadline, what steps can you take as a project manager to bring the project back to its scheduled deadline?


Learning Objective:

Identify critical knowledge, skills, and abilities (KSA) in the areas of databases and programming needed for effective management.


Why is it important for you to be cognizant of the general parameters or aspects of effective management and leadership for an organization?

Why is it important for IT managers to be technically competent or experienced in the areas of information technology that the “organization” they manage or lead works (e.g. server hardware, or databases, or networking, etc.)?


Learning Objective:

Discuss database management systems and database administration. Analyze, design, and create relational databases to meet industry and customer needs using current relational database management system software.


What limitations/restrictions/regulations do you think should exist to you being included on a “database”? How do you get on one and how do you get off? (Activity: 2)

How is the VistA database different than the Access templates or Microsoft Northwind sample database? What are some similarities? (ONC Comp4/Unit6 Lecture D)

Why is reducing data redundancy important? Why could it be critical in a healthcare environment? (ONC Comp4/Unit6 Lecture A)



1. Discuss database management systems and database administration.

2. Analyze, design, and create relational databases to meet industry and customer needs using current relational database management system software.


From ONC Component 4, Unit6, Lecture D, what is “administered”, what kinds of policies and procedures might be needed, and how would governance be used? Why are these important?[Note to instructor: this content will be developed over several courses. Keep it simple for now – get the students to realize that these topics must be evaluated for any database development.]

What Laws and Regulations do you as a student know that could impact data governance? What impact do you think they might have? [If the students need an idea to get started, name some students will be familiar with such as HIPAA and FERPA.] (Laws and regulations will be discussed in more detail in BTECH257 and CIS280.)

Which career path in the database field interests you based on your research? Why?


Learning Objective:

Identify the business rules and customer requirements to be included in the data model.

Discussion Question: Discuss building a relationship with Stakeholders. Read “Advice for IT Support in working with End Users”, http://www.try2stop.us/it/post/advice-it-support-working-end-users, 04/08/13. Remember

http://www.try2stop.us/it/post/advice-it-support-working-end-users

your experiences as a customer needing service/support from a business (doesn’t need to be an IT experience), what do you think is missing from this list?


Learning Objective:

Test the integrity of the database design.

Discussion Question: Should we create a PatientID for the Patient table or use something that exists already such as SSN for Patient?

[Note to instructor: Use this as an opening for discussion of confidentiality]. Should SSN be used for PatientID? Also some things aren’t as unique as we think. Could we use home phone number for PatientID – (No, other family members use the same phone number, phone numbers change, etc.)


AssessmentsLearning Objective:

Explain the roles, responsibilities and tools of a business analyst

Question: The ____________ ensures the technology meets the business needs.

a. Technical writerb. Programmerc. *Business analyst d. Stakeholder

Feedback: Feedback: Correct answer C. Information on this topic can be found in presentation slides Module 1 Lecture 1.


Question: The Business Analyst

a. *Is any person who performs business analysis activities, no matter what their job title or organizational role may be.

b. Is a profession requiring the CBAP® certificationc. Is a professional having completed 7,500 hours of hands-on BA experienced. The same as a systems analyst

Feedback: Correct answer A. Information on this topic can be found in presentation slides Module 1 Lecture 1.


Question: The BABOK® is

a. *Generally accepted business analysis practicesb. The professional institute for BA’sc. The certification for BA’sd. A tool/technique for mapping stakeholder requirements



Learning Objective:

Identify stakeholders needed to complete the required deliverables.

Question: A __________ is outside the boundary of a given organization or organizational unit. They make use of products or services produced by the organization and may have contractual or moral rights that the organization is obliged to meet.

a. *Customerb. Subject matter expertc. Sponsord. Stakeholder



Question: A ________ is any individual with in-depth knowledge of a topic relevant to the business need or solution scope.

a. Customer b. *Subject matter expertc. Sponsord. Stakeholder

Feedback: Correct answer B. Information on this topic can be found in presentation slides Module 1 Lecture 2.


Question: A _______ is a means to elicit ideas and attitudes about a specific product, service or opportunity in an interactive group environment. The participants share their impressions, preferences and needs, guided by a moderator.

a. *Focus group b. SWOTc. RACI matrixd. Stakeholder map



Learning Objective:

Utilize Business Analysis best practices, tools, techniques and methodologies for planning processes and activities to meet stakeholder needs.

Question: A process improvement technique used to learn about and improve on a process or project. The team explores what worked and what didn’t work from the just-completed iteration, and how to adapt processes and techniques before continuing or starting anew.

a. Process Mapb. *Lessons Learned Processc. Decision Analysisd. Problem Tracking

Feedback: Correct answer B. Information on this topic can be found in presentation slides Module 2 Lecture 1. Course: Pierce College: Certificate in Healthcare Database Management and Design: Business Analysis (CIS210)

Question: A business model that shows a business process in terms of the steps and input and output flows across multiple functions, organizations, or job roles.

a. *Process Mapb. Lessons Learned Process c. Decision Analysisd. Problem Tracking

Feedback: Correct answer A. Information on this topic can be found in presentation slides Module 2 Lecture 1. Course: Pierce College: Certificate in Healthcare Database Management and Design: Business Analysis (CIS210)

Question: An approach that examines and models the possible consequences of different choices and assists in making an optimal choice under conditions of uncertainty.

a. Process Map b. Lessons Learned Process c. *Decision Analysisd. Problem Tracking

Feedback: Correct answer C. Information on this topic can be found in presentation slides Module 2 Lecture 1.


Question: A process improvement technique used to learn about and improve on a process or project. The team explores what worked and what didn’t work from the just-completed iteration, and how to adapt processes and techniques before continuing or starting anew.

a. Process Mapb. *Lessons Learned Processc. Decision Analysisd. Problem Tracking

Feedback: The correct answer is b. Information on this topic can be found in presentation slides Module 2 Lecture 1.


Question: A business model that shows a business process in terms of the steps and input and output flows across multiple functions, organizations, or job roles.

a. *Process Mapb. Lessons Learned Process c. Decision Analysisd. Problem Tracking

Feedback: The correct answer is a. Information on this topic can be found in presentation slides Module 2 Lecture 1.


Question: An approach that examines and models the possible consequences of different choices and assists in making an optimal choice under conditions of uncertainty.

a. Process Map b. Lessons Learned Process c. *Decision Analysisd. Problem Tracking

Feedback: The correct answer is c. Information on this topic can be found in presentation slides Module 2 Lecture 1.


Learning Objective:

Use appropriate business analysis techniques to elicit stakeholder requirements.

Question: A(n) ________ identifies a specific numerical measurement that indicates progress toward achieving an impact, output, activity or input.

a. Riskb. Business rule(s)c. Non-functional requirement(s)d. *Indicator

Feedback: Correct answer D. Information on this topic can be found in presentation slides Module 3 Lecture 1.


Question: A list and definition of the business terms and concepts relevant to the solution being built or en-hanced is a ____.

a. Data Dictionaryb. *Glossary

c. Risk analysisd. Requirements



Learning Objective:

Discuss how business analysis best practices, tools, techniques and methodologies are used to ensure solutions meet stakeholder needs.

Question: An analysis model that illustrates processes that occur, along with the flows of data to and from those processes.

a. *Data Flow Diagram (DFD)b. Data Modelc. Observationd. User Story



Question: A type of diagram that shows objects participating in interactions and the messages exchanged between them.

a. State Diagram b. *Sequence Diagramc. Interfaced. User Story



Question: A high-level, informal, short description of a solution capability that provides value to a stakeholder. It provides the minimum information necessary to allow a developer to estimate the work required to implement it.

a. *User Storyb. Prototypec. State Diagramd. Interface



Learning Objective:

Review historical performance of large scale systems development projects.

Question: The systems development life cycle is a systematic process for change including investigation, analysis, __________, implementation, and ____________.

a. Design, Revisionb. *Design, Operationc. Revision, Operationd. Revision, Designe. None of the above

Feedback: Correct answer: b. Information on this topic can be found in slide 19.

Course: Certificate in Healthcare Database Management and Design Systems Analysis (CIS280)

Learning Objective:

Explain the importance of organizational information, management, and the SDLC

Question: A good systems analyst needs technical skills as well as interpersonal, verbal, written, and ___________________ communication skills.

a. Analyticalb. *Presentationc. Self-deprecatingd. A and Ce. None of the above

Feedback: Correct answer: b. Information on this topic can be found in slide 23.


Question: True or False? Data and information an analyst collects during the investigative phase at the beginning of a systems analysis may be both quantitative and qualitative.

a. *Trueb. False

Feedback: Correct answer: True. Information on this topic can be found in slide 26.


Question: True or False? The 2 types of questions you may use on a questionnaire are open-ended and essay.

a. Trueb. *False

Feedback: Correct answer: False. Information on this topic can be found in slide 35.


Learning Objective:

Explain the importance of organizational information, management, and the SDLC

Question: No matter how the waterfall phases are labelled, which of the following is in the correct order for an SLDC?

a. *Analysis, design, implementationb. Design, analysis, implementationc. Implementation, analysis, designd. Design, implementation, analysise. Design, implementation, analysis, design

Feedback: Correct answer: a. Information on this topic can be found in slides 41-43.


Learning Objective:

Identify and describe alternatives to the traditional “waterfall” SDLC.

Question: Alternatives to traditional “waterfall” system development include:

a. Data Flow Diagramsb. Agilec. Scrumd. *b and ce. None of the above

Feedback: Correct answer: d. Information on this topic can be found in slides 44, 45.

Information on this topic can be found in slides 44, 45.


Question: Prototyping is an appropriate development approach when the problem is:

a. *Novel, complex, unstructured or uncertain.b. Straightforward, structured, predictablec. Solvable with existing technologyd. a and be. None of the above

Feedback: Correct answer a. Information on this topic can be found in slides 48-54.


Learning Objective:

Identify and describe 2 methodologies for modeling systems.

Question: Depending on the nature of the system and the requirements, appropriate system modeling tools/techniques include:

a. *Entity-Relationship diagramsb. Decision Tablesc. Structured English

d. b and ce. None of the above

Feedback: Correct answer a. Information on this topic can be found in slides 66-86.


Learning Objective:

Identify and describe the uses for the 3 methods of defining process specifications.

Question: True or False? Structured English (pseudo code) is the best method to portray transforming processes.

Feedback: Correct answer is: False. Information on this topic can be found in slides 93-98.


Learning Objective:

Identify and describe the different conversion options and methods for evaluating system performance.

Question: True or False? The direct method of conversion from old to new system is best when the new system has significant changes as this will minimize user confusion.

Feedback: Correct answer is: False. Information on this topic can be found in slides 134-138.


Learning Objective:

Associate analysis and design activities to resources and time.

Question: Project management encompasses the careful stewardship of a project resources and time from initiation through completion and involves the following:

a. Determining feasibilityb. Training vendorsc. Task schedulingd. *A and Ce. None of the above

Feedback: Correct answer is: d. Feedback information on this topic can be found in slides 141, 142.


Learning Objective:


Question: A Gantt chart provides a visual depiction of a project by listing in sequence the necessary _________, assigning estimated __________, and showing the ______________ between tasks.

a. Relationships, tasks, duration

b. Costs, tasks, duration c. *Tasks, duration, relationshipsd. None of the above

Feedback: Correct answer is c. Information on this topic can be found in slides 143, 144.


Learning Objective:

Use Microsoft Project to create a phased system development project including Gantt charts and project budget reports

Question: True or False? Project management applications, like Microsoft Project, are highly sophisticated database management systems optimized to track and manage virtually aspects of any type of project involving tasks over time, resources, and deadlines.

Feedback: Correct answer is: True. Information on this topic can be found in slides 144-146.


Question: True or False? Project management software, like Microsoft Project, provides the ability to track changes in the project’s task completions, and their impact on time and budget, after a baseline is set.

Feedback: Correct answer is: True. Information on this topic can be found in slides 145-146.


Learning Objective:

Differentiate the 5 general management functional areas.

Question: In general, management can be divided into the following functional areas:

a. Public, private, controlling, planning, orderingb. *Planning, staffing, organizing, controlling, directingc. Leading, directing, planning, organizing, staffingd. All of the abovee. None of the above

Feedback: Correct answer is b. Information on this topic can be found in slides 145-146.


Question: Selecting people for projects is an example of the ____________ function of management.

a. Directingb. Controllingc. *Staffingd. All of the abovee. None of the above

Feedback: Correct answer is c. Information on this topic is associated with slide 152.


Learning Objective:

Identify critical soft skills needed for effective communications.

Question: Effective managers need critical “soft” skills if they are going to be successful. These soft skills include:

a. Interpersonal communicationsb. Tactc. Listeningd. *All of the abovee. None of the above

Feedback: Correct answer is d. Information on this topic is associated with slide 153.

Course: Pierce College: Course: Certificate in Healthcare Database Management and Design Systems Analysis (CIS280)

Learning Objective:

Identify critical knowledge, skills, and abilities (KSA) in the areas of databases and programming needed for effective management.

Question: True or False? Managers of technicians or technical activities/operations do not need more than cursory understanding in order to be effective. Information on this topic is associated with slide 153.

Feedback: Correct answer is: False.


Question: True or False? Highly skilled and specialized technical people always make the best managers for complex technical projects.

Feedback: Correct answer is: False. Information on this topic is associated with slides 153, 154.


Learning Objective:

Discuss database management systems and database administration.

Question: How is a database different from a DBMS?

a. A database is smaller than a DBMS.b. A DBMS doesn’t include tools for administration or maintenance, a database does.c. A database is relational, a DBMS is not.d. *A database doesn’t include tools for administration and maintenance, a DBMS does.

Feedback: Correct answer D. Information on this topic can be found in presentation slides Module 1 Lecture 1.


Question: Databases management systems provide varied structures and design, including:

a. Relational Database Management System (RDBMS)b. Object Relational Database Management System (ORDBMS)c. Object Oriented Database Management System (OODBMS)d. *All of the above

Feedback: Correct answer is: D. Information on this topic can be found in presentation slides Module 1 Lecture 1.


Learning Objective:


Question: Database Administration includes:

a. Establish and maintain sound backup and recovery policies and procedures.b. Implement and maintain database security c. Setup and maintain documentation and standards.d. *All of the above

Feedback: Correct answer D. Information on this topic can be found in presentation slides Module 2, Lecture 1.

Course: Certificate in Healthcare Database Management and Design Database Management Systems (CIS260)

Learning Objective:


Question: Rules or methods addressing day to day operations are detailed in which manual?

a. Governanceb. Policiesc. *Procedures

Feedback: Correct answer C. Information on this topic can be found in presentation slides Module 2, Lecture 2.


Question: True or False? Database administrator is a potential career path for an individual completing the HIT degree program.

Feedback: The correct answer is: True. Information on this topic can be found in presentation slides Module 2 Lecture 3.


Learning Objective:


Question: In order for an organization to have successful business continuity and effective data recovery, their business and IT managers need to be able to succinctly answer the question:

a. How would your customers be served through the HIT system?b. *What is the value of your organization’s data?c. How does your organization utilize information?d. What are your organization’s procedures to secure data?

Feedback: Correct answer is b. Information on this topic can be found here: http://www.technologyexecutivesclub.com/Articles/management/artBusinessValueofData.php


Learning Objective:

Discuss ethics and security issues and regulations surrounding data and databases.

Question: Data Governance is an approach public and private entities can use to organize one or more aspects of their data management efforts, including:

a. *Business Intelligence (BI)b. Data collection procedures (DCP)c. Revision management (RM)d. Total quality management (TQM)

Feedback: Correct answer is a. Information on this topic can be here: http://www.microsoft.com/en-us/download/details.aspx?id=10985


Learning Objective:

Validate, import, convert, and export data from one application to another.

Question: True or False? Normalization is the process of ensuring data entered falls within accepted boundaries of the application collecting the data.

Correct answer: False

Feedback: Information on this topic can be found here http://www.webopedia.com/TERM/V/validation.html


Learning Objective:


Question: The data dictionary is useful for several reasons, including:

a. Limit liability for disaster recovery (LA/DR)b. *For systems optimizationc. To eliminate the need for authoritative sourcingd. To maintain the disparate elements of data

http://www.webopedia.com/TERM/V/validation.html

http://www.microsoft.com/en-us/download/details.aspx?id=10985

http://www.technologyexecutivesclub.com/Articles/management/artBusinessValueofData.php

Feedback: Correct answer is b. Information on this topic can be found here: http://www.informit.com/guides/content.aspx?g=sqlserver&seqNum=382


Learning Objective:


Question: When developing your business functional and technical requirements for a database, important stakeholders who need to be part of the process include:

a. People needed to implement the product*b. Sales representatives from competing DBMS companiesc. Textbook publishersd. All of the above



Learning Objective:

Differentiate and create conceptual data models, logical data models and physical data models.

Question: The _______________ model follows formal database design rules documenting the comprehensive business information requirements in a consistent and accurate format.

a. Conceptual Modelb. *Logical Modelc. Physical Modeld. Procedural Model

Feedback: Correct answer is b. Information on this topic can be found here: http ://pic.dhe.ibm.com/infocenter/dzichelp/v2r2/index.jsp?topic=% 2Fcom.ibm.db2z10.doc.intro%2Fsrc%2Ftpc %2Fdb2z_datamodeling.htm


Question: In documenting relationships, you show how one piece of data interacts with another piece of data by drawing a line and labeling the line with a ________ to describe the relationship.

a. Adverbb. Adjectivec. Nound. *Verb

Feedback: Correct answer is d. Information on this topic can be found in presentation slides Module 5 Lecture 2.


http://pic.dhe.ibm.com/infocenter/dzichelp/v2r2/index.jsp?topic=%2Fcom.ibm.db2z10.doc.intro%2Fsrc%2Ftpc%2Fdb2z_datamodeling.htm




http://www.informit.com/guides/content.aspx?g=sqlserver&seqNum=382

Learning Objective:

Use modeling/diagramming software to model data.

Question: True or False? Microsoft VISIO is a proprietary diagramming software package providing the user the ability to create an Entity Relationship database model.

Feedback: The correct answer is: True. Information on this topic can be found here: http://office.microsoft.com/en-us/visio-help/create-a-database-model-also-known-as-entity-relationship-diagram-HA010115477.aspx


Learning Objective:

Normalize relationships in tables.

Question: One of the rules for Second Normal Form (2NF) is:

a. Create additional fields in records for sets of values applying to multiple tablesb. Create multiple keys in a record for relating to multiple recordsc. *Create separate tables for sets of values applicable to multiple recordsd. Relate tables with their Primary Keys (PK).

Feedback: Information on this topic can be found here: http:// support.microsoft.com/kb/283878


Question: True or False? Databases designed for Third Normal Form (3NF), i.e. fully normalized, also optimize performance.

Feedback: The correct answer is: False. Information on this topic can be found here: http://infocenter.sybase.com/help/index.jsp?topic=/com.sybase.dc20020_1251/html/databases/databases215.htm


Question: When a record in one table relates to multiple records in a second table, and a record in the second table relates to multiple records in the first table, the relationship requires a third table, called a_________________.

a. Tertiary tableb. Composite tablec. Construction tabled. *Junction table

Feedback: Correct answer is d. Information on this topic can be found here: http:// office.microsoft.com/en-us/access-help/table-that-data-RZ006149432.aspx?section=26


http://office.microsoft.com/en-us/access-help/table-that-data-RZ006149432.aspx?section=26

http://office.microsoft.com/en-us/access-help/table-that-data-RZ006149432.aspx?section=26

http://infocenter.sybase.com/help/index.jsp?topic=/com.sybase.dc20020_1251/html/databases/databases215.htm

http://infocenter.sybase.com/help/index.jsp?topic=/com.sybase.dc20020_1251/html/databases/databases215.htm

http://support.microsoft.com/kb/283878



Learning Objective:

Use database design patterns in data modeling.

Question: True or False? Universal patterns for data modeling are reusable guides providing data modeling templates for very prevalent or universal themes occurring in data modeling.

Feedback: The correct answer is: True. Information on this topic can be found here: The Data Model Resource Book, http://www.youtube.com/watch?v=D5Rgpl6humE


Learning Objective:


Question: Microsoft Access is a:

a. Flat file managerb. Network file managerc. *Relational Database Management Systemd. Hierarchical Database Management System

Feedback: Correct answer is c. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/learn-the-structure-of-an-access-database-HA001213954.aspx?CTT=3


Question: True or False? When you create a new database, Access opens an empty table (named Table1) in design view.

Feedback: The correct answer is: False. Information on this topic can be here: http://office.microsoft.com/en-us/access-help/access-2010-database-tasks-HA101829991.aspx?CTT=5&origin=HA010341722


Question: You can help keep your data organized by periodically archiving old or inactive records. You can archive:

a. Queries.b. Formsc. Reportsd. *Tables

Feedback: Correct answer is d. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/archive-access-data-HA010288259.aspx?CTT=3


http://office.microsoft.com/en-us/access-help/archive-access-data-HA010288259.aspx?CTT=3





http://www.youtube.com/watch?v=D5Rgpl6humE

http://www.univdata.com/LinkClick.aspx?link=265&tabid=228

http://www.univdata.com/LinkClick.aspx?link=265&tabid=228

Learning Objective:

Validate, import, convert, and export data from one application to another.

Question: When you create relationships between tables, you relate the _________ in one table to the ________ in the second table.

a. Foreign Key, Secondary Keyb. *Primary Key, Foreign Keyc. Primary Key, Replacement Keyd. Replacement Key, Foreign Key

Feedback: The correct answer is b. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/introduction-to-tables-HA010341584.aspx?CTT=1


Learning Objective:

Create data queries that sort, filter, manipulate and calculate data.

Question: Access provides two primary methods to create select queries, the Query Designer and the Query Wizard. Regardless of the tool you use, you use the following steps:

a. Select sorting/filtering; select fields, choose a record source, run queryb. Select fields, choose a record source, run query, select sorting/filteringc. Run query, select sorting/filtering, choose a record source, select fieldsd. *Choose a record source, select fields, select sorting/filtering, run query

Feedback: The correct answer is d. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/the-basics-of-creating-select-queries-RZ101772999.aspx?CTT=1&section=3


Learning Objective:

Develop effective queries, forms, reports and custom user interfaces for databases.

Question: When you use the Form Wizard to create a form:

a. You may only use one table or query for the form.b. *You may define how the data is grouped and sorted.c. You may precisely place where each field displays on the form.d. Start by clicking on the Database Tools tab on the ribbon.

Feedback: The correct answer is b. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-wizard-HA010341568.aspx?CTT=3


Question: True or False? If Access finds a table with a one-to-many relationship with the table or query that you used to create the form, you must manually add a Subdatasheet to the form.



http://office.microsoft.com/en-us/access-help/the-basics-of-creating-select-queries-RZ101772999.aspx?CTT=1&section=3

http://office.microsoft.com/en-us/access-help/the-basics-of-creating-select-queries-RZ101772999.aspx?CTT=1&section=3



Feedback: The correct answer is: False. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/create-a-form-by-using-the-form-tool-HA010341567.aspx?CTT=3


Question: To facilitate understanding, Access provides the ability to group and sort information. One of the easiest ways to group and sort information in a report is to create the new report using the:

a. Report Toolb. Report Design Toolc. *Report Wizardd. Report Grouper

Feedback: The correct answer is c. Information on this topic can be found here: http://office.microsoft.com/en-us/access-help/create-a-grouped-or-summary-report-HA010341571.aspx?CTT=3


Question: You can use Access 2010 and Access Services to build web database applications that will help you:

a. Secure and manage access to your datab. Share data throughout an organizationc. Share data over the Internetd. *All of the above.

Feedback: The correct answer is d. Information on this topic can be found in presentation slides Module 6 Lecture 8, http://office.microsoft.com/en-us/access-help/build-an-access-database-to-share-on-the-web-HA010356866.aspx?CTT=3


Question: Like a sentence, a SQL statement has clauses. Some common SQL reserved words that make up a clause are:

a. *Selectb. Inputc. Sortd. Loop

Feedback: The correct answer is a. Information on this topic can be found in presentation slides Module 6 Lecture 9, http://msdn.microsoft.com/en-us/library/office/bb208890(v=office.12).aspx


Question: True or False? Microsoft Access SQL and ANSI SQL utilize the same reserved words and data types.

Feedback: The correct answer is: False. Information on this topic can be found in presentation slides Module 6 Lecture 9, http://msdn.microsoft.com/en-us/library/office/bb208890(v=office.12).aspx









Articles, Videos, Etc.Office of the National Coordinator for Health Information Technology (ONC) curriculum materials, http://knowledge.amia.org/onc-ntdc. These materials formed the basis for the Open Learning Initiative (OLI) Health Information Technology Foundations course, http://oli.stanford.edu/health-technology/.

"A Guide to the Business Analysis Body of Knowledge® (BABOK® Guide)." International Institute of Business Analysis. (n.d.). Web. 06 May 2013. http://www.iiba.org/IIBA/Professional_Development/Business_Analysis_Body_of_Knowledge/IIBA_Website/Professional_Development/Business_Analysis_Body_of_Knowledge_pages/Business_Analysis_Body_of_Knowledge.aspx?hkey=d0891e0a-996a-431f-a6f5-a7d644e23a5cNOTE: Available as online book from Google Books (non-downloadable, non-printable). Can be purchased as PDF from IIBA.org, or as textbook from Amazon.com. All referenced page numbers will be from the online PDF.

Bellevue College, Life Science Informatics Center, & Healthcare Information and Management Systems Society. (2013). CAHIMS Exam Preparation Course. Retrieved from https://www.nterlearning.org/web/guest/course-details?cid=912

Gary B. Shelly, Thomas J. Cashman, Harry J. Rosenblatt; Systems Analysis and Design, 6th Ed; Thomson Course Technology, Boston, MA 02210, 2006.

Kenneth E. Kendall, Julie E. Kendall; Systems Analysis and Design, 3rd Ed.; Prentice Hall, Englewood Cliffs, NJ 07632, 1995

Marvin Gore, John W. Stubbe; Elements of Systems Analysis, 4th Ed., Wm. C. Brown, Dubuque, IA 52001, 1988.

Panchadsaram, P. (May 27 2013) TedMed talk: Empowering patients through information design. Retrieved July 9, 2013 from http://www.youtube.com/watch?v=7Mv8UzJlUtw&feature=youtu.be

Scott, Samuel T. “Systems Analysis Lectures.” Health Information Technology. Pierce College, Puyallup. 08 Dec. 2013. [Insert URL once Bellevue College uploads materials]

Led by Bellevue College, the Health eWorkforce Consortium was formed to elevate Health Information Technology workforce development locally and nationally and provide career paths into this promising field for veterans and others. The nine-college consortium includes Bellevue College, Bellingham Technical College, Clark College, Clover Park Technical College, Northern Virginia Community College, Pierce College, Renton Technical College, Spokane Community College, and Whatcom Community College. The Health Information and Management Systems Society (HIMSS) is also a primary partner.

This workforce solution was 100% funded by an $11.7m grant awarded by the U.S. Department of Labor's Employment and Training Administration, Grant #TC-23745-12-60-A-53. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information,

http://www.youtube.com/watch?v=7Mv8UzJlUtw&feature=youtu.be

https://www.nterlearning.org/web/guest/course-details?cid=912

https://www.nterlearning.org/web/guest/course-details?cid=912

http://www.iiba.org/IIBA/Professional_Development/Business_Analysis_Body_of_Knowledge/IIBA_Website/Professional_Development/Business_Analysis_Body_of_Knowledge_pages/Business_Analysis_Body_of_Knowledge.aspx?hkey=d0891e0a-996a-431f-a6f5-a7d644e23a5c



http://oli.stanford.edu/health-technology/

http://knowledge.amia.org/onc-ntdc

including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.

Except where otherwise noted, this work is licensed by Bellevue College (http://hiteducation.org ) under a Creative Commons Attribution 4.0 International License – http://creativecommons.org/licenses/by/4.0/. Any ONC materials included in this work are licensed under a more restrictive CC BY-NC-SA license – https://creativecommons.org/licenses/by-nc-sa/3.0/.

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