TRAINING INSTITUTE

MDS Credentialing


Ontario
Toronto July 6-8, 2009

Additional dates TBA


RAI-RUG Funding


Ontario

Toronto June 4, 2009



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MDS Credentialing

Testimonial:

Dear Paul:

The presentation you gave in October 2008 on MDS credentialing was excellent. I want to thank you for your dedication and for providing such a valuable service. I was feeling overwhelmed at the thought of returning to work after my MAT leave. I needed to refresh my mind. I thought that taking your credentialing course would alleviate my anxiety.

I learned a great deal. The atmosphere was not rushed. Your seminar provided an excellent forum to ask questions and voice opinions.

The training helped to refresh my mind on coding and the various reports. It really drove home the importance of accuracy.

There is a definite need in the industry of MDS users to become better informed. I would recommend that any user of CCRS MDS 2.0 take the credentialing course.

Thank you again for your dedication and expertise.

Sincerely,
Johanna Caba-Guzman, MDS-RAI Coodrinator

Who: MED e-care / MDS-RAI Research Network Credentialing

What: Canadian Content MDS Credentialing

When:

  • Toronto July 6-8, 2009

Why: MDS is in full rollout all Long Term Care Homes will be on board as of September 2009.

Why attend ours?

  • MED e-care and Educators incorporate more than 80 years of combined MDS research and clinical experience. Our team includes RN’s, Professors, Accountants and Administrators.
  • We have the largest MDS Data Base in Canada. We have been collecting, analyzing and producing valuable report to our MDS clients for more than 8 years.
  • We have MDS “Canadian” Credentialed the most Health Care professionals than any other credentialing body in Canada.

What our Credentialing students will walk away with:

  • In depth knowledge of all the major components of the MDS process (Assessment Coding, RUGs, RAPs, QIs, Reports).
  • The whole process broken down into simplified digestible modules.
  • Suggested Best Practice for implementation and processes.
  • Relief of MDS ANXIETY!

Course Details: 3 days of interactive education that includes all meals and breaks, course materials, resource CD, exams and certificate.

Information flyers: [Course details 1] [Course details 2] [Promotions]


Understanding Funding (RUGS)

Course Objectives

  • Understand the relationship between the MDS functional assessment items and the Resource Utilization Groups (RUG III) resource classification model
  • Understand the calculation of the RUG-III classification level from the 105 Minimum Data Set (MDS) assessments items
  • Understand the relationship between RUG-III classification and case mix funding calculation
  • Understand the relationship of the RUG based funding model to Canadian Classifications Systems for funding in LTC and Acute Care.
  • Understand the relationship between the 105 MDS indicators for RUG and the 8 Indicators for the Alberta Resident Classification (ARC)
  • Understand how ADL impact funding in the RUG classification system
  • Understand how to utilize client and group reports to optimized RUG funding levels
  • Understand the changes required in coding practices from ARC to MDS that impact funding
  • Understand how ADL, Cognition and Depression can significantly impact funding
  • Understanding the role of supporting documentation in ensuring your funding level

Course Dates:

  • Toronto June 4, 2009

Information flyers: [Course details 1] [Course details 2]



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TESTIMONIALS

NIAGARA HEALTH SYSTEM
Colleen Winger RegN, BSc

“The coding was a challenge to me as I do not complete the assessments, but learning the importance of correct coding, how easily the data can be skewed if it is not coded correctly and the overall impact on a CCC area. Paul, without your explanation and helpful hints regarding section G, it may not have ever come clear. As an ‘Outputs’ user, developing programs that are reflective of the RAPS triggered, learning the inter-relatedness of the assessment, the RAPs, the QIs, and creating the care plan to accurately reflect our patient needs, the credentialing course tied all the areas together, they are longer separate entities, but intertwined and dependent on the assessment data. Taking the credentialing course whether you are the assessor or the management person making program decisions to impact patient care on a global level, you will have found yourself challenged and more experienced from a learning perspective at the end of the day.”