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Laboratory Management > B - Lesson 6 Information Management > Flashcards

B - Lesson 6 Information Management Flashcards

1
Q

is defined as the transfer of information including feelings, and ideas from one person to another.

A

Communication

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2
Q

The goal of communication is to have the receiver [?] the message as it was intended.

A

understand

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3
Q

is essential for the coordination of business/laboratory.

A

Communication

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4
Q

provides management with answers to questions related to what motivates its workers to perform effectively, what products or services the customers want, and others.

A

effective communication system

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5
Q

is a two way process in which a sender reaches a receiver with a message.

A

Communication

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6
Q

SIX COMPONENTS OF AN EFFECTIVE COMMUNICATION

A
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7
Q

Who makes the attempt to send a message which could be spoken, written, in sign language, or nonverbal to another person or a group of persons

A

SENDER

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8
Q

The degree of attention the message will receive will depend on the perceived authority and experience of a sender

A

SENDER

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9
Q

How the message is received is influenced by the following factors

A

a) Clarity of the message
b) Alertness of the receiver
c) Complexity and length of the message
d) How the information is organized

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10
Q

Communication channels

A

a) Formal
b) Informal

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11
Q

the communication of policies, procedure, and other official announcements

A

a) Formal

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12
Q

do not follow the chain of command

A

b) Informal

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13
Q

The person receiving a message is the (?).

A

receiver

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14
Q

He must interpret and understand the message

A

receiver

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15
Q

Refers to the process of communicating how one feels about something another person has done or said

A

FEEDBACK

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16
Q

Refers to the circumstances in which message are transmitted and received

A

ENVIRONMENT

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17
Q

Refers to anything that disrupts communication, including the attitude and emotions of the receiver

A

NOISE

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18
Q

Steps in the Communication Process

A
  1. Encoding the message (organizing ideas into symbols such as words, gestures)
  2. Communication media (select medium to best fit the message, such as e-mail)
  3. Decoding the message (receiver interprets the message, and makes it meaningful; barriers often surface)
  4. Feedback (receiver responds to message, shows level of understanding)
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19
Q

(organizing ideas into symbols such as words, gestures)

A
  1. Encoding the message
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20
Q

(select medium to best fit the message, such as e-mail)

A
  1. Communication media
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21
Q

(receiver interprets the message, and makes it meaningful; barriers often surface)

A
  1. Decoding the message
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22
Q

(receiver responds to message, shows level of understanding)

A
  1. Feedback
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23
Q

BASIC METHODS OF INTERPERSONAL COMMUNICATION

A
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24
Q

Functions of Communication

A

Information function
Motivation function
Control function
Emotive function

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25
Q

: needed for decision making

A

Information function

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26
Q

: used to objectives

A

Motivation function

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27
Q

: clarifies duties, authority and responsibilities thereby permitting control

A

Control function

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28
Q

permits the expression of feelings, and the satisfaction of social needs

A

Emotive function

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29
Q

Basic Goals of Commun ication

A

To gain goodwill
To inquire
To inform
To persuade

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30
Q

Barriers to Communication

A

Filtering
Selective perception
Information overload
Emotions
Language
Communication apprehension
Absence of feedback
Physical separation
Lack of credibility of the sender

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31
Q

if the sender has low credibility, the message , even if it gets through, will likely be ignored

A

Lack of credibility of the sender

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32
Q

interferences to effective communication occurring in the environment where the communication is undertaken

A

Physical separation

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33
Q
  • it does not provide the sender the opportunity to correct misimpressions about the message sent
A

Absence of feedback

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34
Q
  • undue tension and anxiety about oral communication, written communication or both
A

Communication apprehension

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35
Q
  • words do not always mean the same thing to different people. Use words that are commonly used by the audience
A

Language

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36
Q
  • how the receiver’s feelings affect his ability to understand any message sent to him
A

Emotions

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37
Q
  • condition in which information inflow exceeds an individual’s processing capacity
A

Information overload

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38
Q

Kinds of Communication Flow

A
  1. Downward Communication Flows
  2. Upward Communication Flows
  3. Horizontal and Diagonal Communication Flows
  4. Circular
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39
Q

➢ company leaders and managers share information with lower-level employees

A

Downward Communication Flows

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40
Q

➢ The most common types of downward communication are everyday directives of department managers or line managers to employees.

A

Downward Communication Flows

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41
Q

➢ These can even be in the form of instruction manuals or company handbooks.

A

Downward Communication Flows

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42
Q

➢ delivers information that helps to update the workforce about key organizational changes, new goals, or strategies;

A

Downward Communication Flows

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43
Q

provide performance feedback at the organizational level;

A

Downward Communication Flows

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44
Q

coordinate initiatives;

A

Downward Communication Flows

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45
Q

present an official policy (public relations);

A

Downward Communication Flows

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46
Q

improve worker morale or consumer relations.

A

Downward Communication Flows

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47
Q

Information moving from lower-level employees to high-level employees (also sometimes called vertical communication)

A
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48
Q

Items typically communicated upward include progress reports, proposals for projects, budget estimates, grievances and complaints, suggestions for improvements, and schedule concerns.

A

Upward Communication Flows

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49
Q

Sometimes a downward communication prompts an upward response, such as when a manager asks for a recommendation for a replacement part or an estimate of when a project will be completed.

A

Upward Communication Flows

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50
Q

➢ involves the exchange of information across departments at the same level in an organization (i.e., peer-to-peer communication).

A

Horizontal and Diagonal Communication Flows

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51
Q

➢ The purpose is to request support or coordinate activities.

A

Horizontal Communication Flows

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52
Q

➢ is cross-functional communication between employees at different levels of the organization.

A

’ Diagonal Communication Flows

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53
Q

➢ is becoming more common in organizations with a flattened, matrix, or product-based structure

A

Diagonal Communication Flows

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54
Q

➢ Communication starts at any level then moves to another point or level

A

Circular

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55
Q

➢ communications moves back formally or informally

A

Circular

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56
Q

General purpose is to express the feeling behind a message

A

Nonverbal Communication

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57
Q

Nonverbal Communication Types

A
  1. Hand and body gestures (e.g., frequent gesturing shows positive attitude)
  2. Facial expressions and movement (reliable indicator of sender’s feelings)
  3. Posture (e.g., leaning forward is positive)
  4. Body placement (e.g., facing person in relaxed, casual style shows acceptance)
  5. Voice quality (e.g., can communicate confidence, nervousness, enthusiasm; watch out for whining, complaining tone)
  6. Clothing, dress, and appearance (can communicate willingness to comply with organizational standards)
  7. Nonverbal communication also used in applications such as airport screening.
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58
Q

Nonverbal Communication Types

A
  1. Hand and body gestures (e.g., frequent gesturing shows positive attitude)
  2. Facial expressions and movement (reliable indicator of sender’s feelings)
  3. Posture (e.g., leaning forward is positive)
  4. Body placement (e.g., facing person in relaxed, casual style shows acceptance)
  5. Voice quality (e.g., can communicate confidence, nervousness, enthusiasm; watch out for whining, complaining tone)
  6. Clothing, dress, and appearance (can communicate willingness to comply with organizational standards)
  7. Nonverbal communication also used in applications such as airport screening.
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59
Q

(e.g., frequent gesturing shows positive attitude)

A
  1. Hand and body gestures
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60
Q

(reliable indicator of sender’s feelings)

A
  1. Facial expressions and movement
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61
Q

(e.g., leaning forward is positive)

A
  1. Posture
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62
Q

(e.g., facing person in relaxed, casual style shows acceptance)

A
  1. Body placement
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63
Q

(e.g., can communicate confidence, nervousness, enthusiasm; watch out for whining, complaining tone)

A
  1. Voice quality
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64
Q

(can communicate willingness to comply with organizational standards)

A
  1. Clothing, dress, and appearance
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65
Q
  1. Nonverbal communication also used in applications such as (?)
A

airport screening

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66
Q

Organizational channels and directions of communication

A

Formal Communication Channels
Social media also used for employees to communicate with each other.
Networks Created by Leaders
Capitalizing on Informal Networks (or Communities of Practice)
Chance Encounters

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67
Q

The official pathways for sending information in and out of organization.

A

Formal Communication Channels

68
Q

Formal channels include intranets, e-mail, videoconferences, Web conferences, and physical meetings. Blogs are also in use.

A

Formal Communication Channels

69
Q

Social media websites such as Twitter and Facebook often used instead of blogs. Social media also used for employees to communicate with each other.

A

Formal Communication Channels

70
Q

Companies also have private social media Websites for internal communication.

A

Formal Communication Channels

71
Q

Employee blogs not authorized by company are not a formal channel.

A

Formal Communication Channels

72
Q

Web conferencing important for company with geographically dispersed employees.

A

Formal Communication Channels

73
Q

Networks Created by Leaders

A

a. Operational
b. Personal
c. Strategic

74
Q

Leaders use informal networks extensively to accomplish goals.

A

Networks Created by Leaders

75
Q

Focus on issues important to the organization.

A

Capitalizing on Informal Networks (or Communities of Practice)

76
Q

Establish community goals and deliverables (end-products).

A

Capitalizing on Informal Networks (or Communities of Practice)

77
Q

Provide real governance (networks should report to a senior manager).

A

Capitalizing on Informal Networks (or Communities of Practice)

78
Q

Set high management expectations.

A

Capitalizing on Informal Networks (or Communities of Practice)

79
Q

Unscheduled contacts between managers and employees can be effective and efficient informal communication channel

A

Chance Encounters

80
Q

Spontaneous communication events can occur anywhere such as in cafeteria

A

Chance Encounters

81
Q

Useful information can be obtained on the spot

A

Chance Encounters

82
Q

: the major informal communication channel.

A

The Grapevine

83
Q

Rumors based on what people wish to happen or dread.

A

The Grapevine

84
Q

Gossip helps people bond because sharing information leads to trust and intimacy.

A

The Grapevine

85
Q

Gossip can alert employees to problems.

A

The Grapevine

86
Q

About ¾ of messages are true.

A

The Grapevine

87
Q

Valuable workers might leave in response to rumors about an impending layoff.

A

Rumor Contro

88
Q

Combat rumor with formal communication.

A

Rumor Contro

89
Q

Best to move quickly on a decision.

A

Rumor Contro

90
Q

Explain why not ready to comment.

A

Rumor Contro

91
Q

Conform rumor, and discuss with workers.

A

Rumor Contro

92
Q

Learning organization is skilled at creating, acquiring, and transferring knowledge.

A

Organizational Learning

93
Q

Knowledge management is used to leverage knowledge for business value.

A

Organizational Learning

94
Q

Knowledge becomes systematized.

A

Organizational Learning

95
Q

Chief information officer helps systematize knowledge in a learning organization.

A

Organizational Learning

96
Q

Barriers, or noise, most likely when message is complex, arouses emotion, or clashes with receiver’s mind-set. Common barriers are presented next.

A

Barriers to Communication

97
Q

Low motivation and interest (must appeal to needs and interests of receiver)

A

Barriers to Communication

98
Q

Inappropriate language (could be semantics problem, or not right difficulty level)

A

Barriers to Communication

99
Q

Defensive communication (people want to make themselves look, therefore treat uncomfortable information with denial)

A

Barriers to Communication

100
Q

Insufficient nonverbal communication (could make message unconvincing)

A

Barriers to Communication

101
Q

Information overload (as a result receiver might process information poorly)

A

Barriers to Communication

102
Q

Poor communication skills (sender needs to communicate clearly)

A

Barriers to Communication

103
Q

Electronic communication problems

A

Barriers to Communication

104
Q

E-mail better suited to communicating routine rather than complex or sensitive information.

A

Barriers to Communication

105
Q

E-mail is not confidential so workers may hold back on giving honest opinion.

A

Barriers to Communication

106
Q

Eye contact needed for PowerPoint use.

A

Barriers to Communication

107
Q

Understand the receiver (assists with overcoming every communication barrier)

A

Overcoming Barriers to Communication

108
Q

Communicate assertively and directly.

A

Overcoming Barriers to Communication

109
Q

Use two-way communication and ask for clarification (reduces misunderstanding).

A

Overcoming Barriers to Communication

110
Q

Elicit verbal and nonverbal feedback (both indicate if message has been understood).

A

Overcoming Barriers to Communication

111
Q

Enhance listening skills (important for eliciting information).

A

Overcoming Barriers to Communication

112
Q

Unite with a common vocabulary (people in various units make speak differently enough to create communication barriers).

A

Overcoming Barriers to Communication

113
Q

Be sensitive to cultural differences (needed in a global environment).

A

Overcoming Barriers to Communication

114
Q

Engage in metacomunication (talk about your communication).

A

Overcoming Barriers to Communication

115
Q

Ideas expressed explicitly and with feeling are more likely to be received.

A

Communicating Assertively and Directly

116
Q

Informative confrontation helps overcome discrepancies in messages.

A

Communicating Assertively and Directly

117
Q

Repeat messages and using multiple channels (be persistent).

A

Communicating Assertively and Directly

118
Q

Be direct (better than evasiveness).

A

Communicating Assertively and Directly

119
Q

Use powerful (power-packed) words.

A

Communicating Assertively and Directly

120
Q

Receiver listens for total meaning.

A

Enhance Listening Skills

121
Q

Receiver reflects message back.

A

Enhance Listening Skills

122
Q

Sender and receiver both understand the message and engage in a concluding discussion.

A

Enhance Listening Skills

123
Q

Sender asks questions instead of making statements.

A

Enhance Listening Skills

124
Q

Receiver does not blurt out questions as soon as employee is finished speaking.

A

Enhance Listening Skills

125
Q

Be sensitive to their presence.

A

Be Sensitive to Cultural Differences

126
Q

Show respect for all workers.

A

Be Sensitive to Cultural Differences

127
Q

Use straightforward language.

A

Be Sensitive to Cultural Differences

128
Q

Be alert to cultural differences in customs and behavior.

A

Be Sensitive to Cultural Differences

129
Q

Be sensitive to nonverbal differences.

A

Be Sensitive to Cultural Differences

130
Q

Do not be diverted by accent, grammar, or personal appearance.

A

Be Sensitive to Cultural Differences

131
Q

Be attentive to individual differences in appearances. (A faux pas is to frequently confuse people of another racial group because you do not observe their individual differences.)

A

Be Sensitive to Cultural Differences

132
Q

Pronounce correctly the names of people you interact with from other countries. (Requires courage and practice for many people.)

A

Be Sensitive to Cultural Differences

133
Q

predefined written procedural method in the design and implementation of experiment s

A

Protocol

134
Q

written whenever it is desirable to standardize a laboratory method to ensure successful replication of results by others in the same laboratory or by other laboratories.

A

Protocol

135
Q

facilitate the assessment of results

A

Protocol

136
Q

records, manages, and stores data for clinical laboratories.

A

LABORATORY INFORMATION SYSTEM

137
Q

adept at sen ding laboratory test orders to lab instruments, tracking those orders, and then recording the results, typically to a searchable database

A

LABORATORY INFORMATION SYSTEM

138
Q

experiment with time and data management functions in the healthcare setting

A

1960

139
Q

Company Bolt Beranek Newman and the Massachusetts General Hospital worked together to create a system that “included timesharing and multiuser techniques that would later be essential to the implementation of the modern LIS

A

1960

140
Q

the advent of Structured Query Language (SQL), relational database management systems (RDBMS), and Health Level 7 (HL7) allowed software developers to expand the functionality and interoperability of the LIS, including the application of business analytics and business intelligence techniques to clinical data.

A

1980

141
Q
  • web-based and database-centric internet applications of laboratory informatics software changed the way researchers and technicians interacted with data, with web-driven data formatting technologies like Extensible Markup Language (XML) making LIS and electronic medical record (EMR) interoperability a much-needed reality
A

2010

142
Q

COMMON LIS FUNCTIONS

A
  1. patient management, including admission date, admitting physician, ordering department, specimen type, etc. patient data tracking
  2. 3decision support, including comparisons of lab orders with their respective ICD-9 codes
  3. standard test ordering and specimen tracking
  4. test ordering for point-of-care, molecular, and genetic testing
  5. quality assurance
  6. workload and management reporting
  7. analytical reporting
  8. workflow management
  9. billing
  10. third-party software integration
143
Q

A laboratory information management system (LIMS) is software designed to make labs that process large quantities of samples for research and development (R&D), manufacturing, and clinical research more efficient and effective.

A

LIMS

144
Q

Functions of LIMS

A
  1. Sample management
  2. Workflow management
  3. Reporting
145
Q

As samples move from person to person and place to place, it’s easy for them to get lost or mixed up.

A

Sample management

146
Q

Accurate, detailed records are essential to making sure everything gets done and done right.

A

Sample management

147
Q

For example, a good record should tell you whether a sample meets project criteria, but they can be a pain to create and maintain.

A

Sample management

148
Q

When you create a sample, most LIMSs will record and store information such as:
Who or what the sample was taken from
Which researchers/providers are working with it
Where it’s been, and where it needs to go next
How to store it
When it needs to move

A

Sample management

149
Q

codify existing methods and procedures in a LIMS

A

Workflow management

150
Q

delegate decision-making to the software

A

Workflow management

151
Q

able to quickly pull reports that can answer questions such as which instruments get used the most, how long your sample backlog is, and how long it takes your lab, on average, to process a sample.

A

Reporting

152
Q

This kind of data is extremely useful for data analysis auditing and audit trail.

A

Reporting

153
Q

contains over 400 comprehensive policies, procedures and forms to help you comply with the latest Joint Commission Laboratory standards and CLIA regulations

A

Clinical Laboratory Policy and Procedure Manual

154
Q

Each template gives you a roadmap to effective department management, clinical procedures and operations that you can make specific to your organization.

A

Clinical Laboratory Policy and Procedure Manual

155
Q

(?) throughout the healthcare setting are very complicated.

A

Communication and information flow or transfer

156
Q

It is the responsibility of laboratory management to ensure that the information flow is (?).

A

bidirectional

157
Q

The laboratory should not simply send out information, memos, policies, and procedures but should have a (?) for receiving information from its clients.

A

mechanism

158
Q

Management should have a [?] — a plan that is used whenever the laboratory has information that it wants to disseminate.

A

communication strategy

159
Q

The plan should include the [?], i.e., recipients of the information, the communication options that the laboratory will use, and the purpose of the communicat ion.

A

elements of the strategy

160
Q

Laboratories should communicate with all of their customers: [?], and The means of communication are fairly simple: [?].

A

physicians, nursing and allied health professionals, patients, third paying customers.party payors

the spoken word, the written word, and visual images

161
Q

The [?] include written memoranda, emails, reports, notices, newsletters, flyers, telephone service, manuals, and formal presentations, among others.

A

mechanics

162
Q

[?] must encourage a routine exchange of thoughts and messages betwee n the laboratory departments, management and staff, and different shifts.

A

Laboratory managers

163
Q

[?] tends to be more formal than intradepartmental and needs to be carefully structured.

A

Written interdepartmental communication

164
Q

Entities external to the organization include (?)

A

insurance companies, the federal government, accrediting agencies, competitors, and others

165
Q

There are myriad regulations that affect a laboratorya’s operation, such as a

A

license to operate and personnel policies

Laboratory Management (13 decks)

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