| Course | HIM 350 Communication and Technologies |
|---|---|
| Module | Module 8 |
| Paper type | BS Health Information Management closing discussion on communication technology |
| Length | About 340 words, 3 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | BS Health Information Management |
| Updated | September 2026 |
Free sample paper for HIM 350 Module 8
Module Eight Discussion
The Text Message Was Never the Point
At the start of the term, I thought of our agency's communication problems as technology problems: the wrong reminder system, too many pagers, a portal few people use. Eight weeks later I think of them as relationship problems that technology can either help or harm.
The first lesson came from our video visits. Hilty et al. (2013) concluded that remote mental health care was effective and appeared comparable to office visits across many groups of patients, and our clinicians agree that most therapy works well on screen. But when I looked at who missed video visits, I found clients on Medicaid and in our most rural areas. National survey work by Kontos et al. (2014) points the same way: the less income and schooling people have, the less they use digital health tools. A tool that works well on average can still leave behind the very clients a community agency exists to serve.
The second lesson came from the case managers' texts. I first saw them only as a privacy problem, and they are one. Then clients told us those messages were the most helpful thing we do. The goal was never to stop the texting but to move it somewhere safe and documented, so the relationship survives and the risk does not.
The third lesson came from our social media page. Greysen et al. (2010) described social media as a mirror of professional identity, and seeing staff accidentally confirm that commenters were clients showed me how quickly a friendly reply can cross a line. Professional boundaries protect relationships too, and a clear policy protects staff who are only trying to be kind.
In my next role on our technology committee, I plan to ask two questions about every new tool: who will it leave out, and what will it do to the relationship between clients and the people who help them? For classmates: which communication tool in your workplace strengthens relationships most, and which one quietly weakens them?
References
Greysen, S. R., Kind, T., & Chretien, K. C. (2010). Online professionalism and the mirror of social media. Journal of General Internal Medicine, 25(11), 1227-1229. https://doi.org/10.1007/s11606-010-1447-1
Hilty, D. M., Ferrer, D. C., Parish, M. B., Johnston, B., Callahan, E. J., & Yellowlees, P. M. (2013). The effectiveness of telemental health: A 2013 review. Telemedicine and e-Health, 19(6), 444-454. https://doi.org/10.1089/tmj.2013.0075
Kontos, E., Blake, K. D., Chou, W.-Y. S., & Prestin, A. (2014). Predictors of eHealth usage: Insights on the digital divide from the Health Information National Trends Survey 2012. Journal of Medical Internet Research, 16(7), Article e172. https://doi.org/10.2196/jmir.3117
What the HIM 350 Module 8 instructions ask for
In the closing HIM 350 discussion, students usually reflect on how their thinking about healthcare communication technology changed and what they will do differently. Around 350 to 450 words is typical, supported by two or three sources in APA 7, with responses to peers later. Choose a few genuine shifts in your thinking, show each through a moment from your coursework or workplace and connect each to a reading. End with how you will apply the lessons, stated specifically, and a question that asks classmates to evaluate tools in their own settings. HIM 350 graders notice clean headings in HIM 350 papers. HIM 350 names and dates need checking before HIM 350 submission. HIM 350 prompts vary by term, so recheck HIM 350 directions.
How this HIM 350 Module 8 discussion example is built
A health information coordinator moves from seeing communication problems as technology problems to seeing them as relationship problems. Hilty and colleagues' telemental health review supports video visits, while Kontos and colleagues' digital divide findings explain who misses them. Case managers' texts, first seen only as a privacy risk, turn out to be what clients value most. Greysen and colleagues' view of social media as a mirror of professional identity frames staff replies that crossed a line. The post ends with two questions for evaluating any tool. HIM 350 students can reuse this structure for HIM 350 work. HIM 350 claims here trace to cited HIM 350 sources. HIM 350 readers can adapt each section to HIM 350 data.
Where the HIM 350 Module 8 rubric puts the points
Instructors reading the last HIM 350 post look for a genuine change of mind, sources used accurately, examples from real work, plans concrete enough to observe and thoughtful replies to peers. The best entries admit tensions, such as a tool that helps clients but threatens privacy, and turn what they learned into habits or questions they will actually use. A final question that pushes classmates to judge their own tools, rather than simply name them, tends to spark the richest thread. HIM 350 marks favor careful formatting across HIM 350 sections. HIM 350 citations keep every HIM 350 argument credible. HIM 350 instructors weigh evidence heavily in HIM 350 grading.
HIM 350 Module 8 help: the mistakes that cost points
Reflection posts lose points when they summarize course topics, cite readings without linking them to experience, describe only benefits of technology or end with vague plans. Another frequent gap is missing the human side of communication tools. Choose honest turning points, give each a scene and a source and say exactly how you will act on them. If your prompt asks you to focus on a particular competency or course outcome, send it with your HIM 350 notes so the reflection addresses it. HIM 350 drafts start well from a HIM 350 outline. HIM 350 feedback already received guides HIM 350 revisions. HIM 350 rubrics posted in Brightspace clarify HIM 350 expectations.
Get HIM 350 Module 8 written to your instructions
Send the HIM 350 Module 8 directions along with two or three things that surprised you this term. We will shape them into a short, honest post that links each surprise to a course reading, commits you to something specific at work and leaves classmates with a question worth debating, within 24 to 48 hours, free the first time. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
More HIM 350 papers and related BS Health Information Management samples
- HIM 350 Module 1 Discussion: How Technology Changed Care Conversations After 2020
- HIM 350 Module 2 Telehealth Short Paper: Evidence, Modalities and Documentation for Video and Phone Visits
- HIM 350 Module 3 Clinical Communication Short Paper: Secure Messaging, Paging and Structured Handoffs
- HIM 350 Module 4 Project One: A Communication Technology Audit of a Behavioral Health Agency
- HIM 350 Module 5 Patient Communication Short Paper: Reminders, Portals, Health Literacy and Access
- HIM 350 Module 6 Digital Privacy Short Paper: Texting, Email, Social Media and Substance Use Disorder Rules
- HIM 350 Module 7 Project Two: A Communication Technology Improvement Plan
- HIM 215 Module 3 ICD-10-PCS Short Paper: Seven Characters and Root Operations With Worked Examples
- HIM 200 Module 1 Discussion: Why Health Information Technology Matters: From Paper to Digital
- HIM 220 Module 6 Data Governance Short Paper: Stewardship and Patient Matching
HIM 350 Module 8 questions, answered
Where can I find a free HIM 350 Module 8 Discussion sample?
Scroll up for the complete HIM 350 Module 8 post on telehealth, the digital divide and keeping human connection in digital care.
What should an HIM 350 closing reflection include?
A few honest turns in your thinking, the scene behind each, the reading that explains it and a concrete plan for using it at work.
Can a communication tool work on average but still cause harm?
Yes. A tool can help most users while excluding groups with less access, as digital divide research shows.
Why do professional boundaries matter online?
Public replies can reveal that someone is a client and blur the professional relationship that protects them.
What questions should guide new communication tools?
Who will it leave out, and how will it affect the relationship between patients and the people who help them?