ROUTINE HEALTH INFORMATION SYSTEMS

A Curriculum on Basic Concepts and Practice

MODULE 10:
RHIS Design and Reform
SESSION 3.
RHIS Reform in the Context of Scalability and
Sustainability
The complete RHIS curriculum is available here:
https://www.measureevaluation.org/our-work/ routine-health-information-systems/rhis-curriculum

1
Session 3: RHIS Reform in the Context of Scalability
and Sustainability

Learning Objectives
By the end of this module, participants will be able to:
• Describe data requirements and data collection and reporting tools at
different levels (including ICT)
• Describe key considerations in the design of data recording and reporting
tools (especially in the context of scalability and sustainability)
• Explain the core elements of an RHIS strengthening/scale-up plan

2
Session 3: RHIS Reform in the Context of Scalability
and Sustainability

Topics Covered
• Key considerations for data collection and reporting tools (including ICT)
• Match data requirements to data sources/tools
• Translate an assessment result into an action plan

3
Examples of Key Considerations in the Design of RHIS Data Collection and
Reporting Tools

• Purpose of data collection and reporting (three management levels)

• Participatory design of data collection and reporting instruments
through an iterative process
• Task oriented to and integrated in users’ workflow:
o Identification of users’ functions;
o Meeting the users’ data needs for those functions;
o Supporting service quality or system management
• Cost: monetary (one-time and recurrent); staff time; technical
assistance requirements (one-time and recurrent);

4
Exercise: Design of RHIS Data Collection and Reporting Tools

• Based on previous work on maternal survival strategies in this

module, discuss:
o Types of tools (paper-based, electronic, combined,
longitudinal patient record, and service registry) that would
be most appropriate in a health facility and a community
healthcare setting
o Ease of extracting data from such tools for reporting on the
indicators selected in the previous activity
• After 45 minutes, each group presents its work to the plenary
group.

5
Core Processes of RHIS Strengthening/Scale-Up

Assessment & analysis

• Statement of the problem
• Root cause analysis
• Prioritize: List RHIS components that need strengthening
Planning
• Define objectives
• Propose interventions
o Technical (including ICT)
o Organizational
o Behavioral
• Decide timeline and assign responsibilities
Implementation
Monitoring & evaluation

6
Problem Statement

• Good problem statement should be:

 Specific in explaining the existing situation or phenomenon
 Measurable: compare the situation with a target or standards
to show the gap
 Helpful for writing effective management objectives

7
 Problem Statement: Examples

HIS Performance
Problem Statement
and Processes

Data quality Data quality is 70%, but the target was 90%+5%, indicating a gap of 20%.
Information use is 40%, but the target was 60%+5%, indicating a gap of
Use of information
20%.

Management
The information is collected through different channels, creating
information needs/
duplication, redundancies, and waste of time.
indicators

70% of the facilities filled out all data cells/items in the monthly report
Data collection
form, but the target was 95%, indicating a gap of 25%.

80% of the facilities submitted their report on time, but the target was
Data transmission
95%, indicating a gap of 15%.

70% of the districts have two or more people trained in data entry, but the
Data processing
target was 100%, indicating a gap of 30%.
8
 Problem Statements: Examples

HIS Performance
Problem Statement
and Processes

60% of the districts produced standardized tables based on management

Data analysis
questions, indicating 40% have not met the target.

40% of the facilities displayed updated information, but the target was
Information display
70%, indicating a gap of 30%.

40% of the facilities carried out data quality checks before submitting
reports, but the target was 80%.
Data quality check
No tool exists for checking data quality at district or higher levels.
20% of the districts carry out data quality assessments on a quarterly basis.

Feedback 10% of the districts provide feedback reports on a monthly basis, but9the
target was 100%.
What Makes a Good Management Objective?

• Specific: Identifies concrete events or actions that will take

place
• Measurable: Quantifies the amount of resources, activity, or
change to be expended and achieved
• Appropriate: Logically relates to the overall problem
statement and desired effects of the program
• Realistic: Provides a realistic dimension that can be
achieved with the available resources and plans for
implementation
• Time-bound: Specifies a time within which the objective
will be achieved

10
Guidance to Write Objectives

To [action] What
The [specify what knowledge,
attitudes, skills, behaviors]
Among [specify population or Who
segment]
From–to [from baseline to desired How much
level]
Or by [x percent]
Or to [specific level]
By [timeframe] When

11
Deciding Solutions/Interventions

Use the following criteria to prioritize

alternative solutions:
• Time required to implement the solution
• Cost of implementation
• Potential for improving the situation
• Availability of resources

12
Prioritizing Solutions and Interventions

Criteria Action 1 Action 2 Action 3

(Rank 1–3)
Time to implement
1=most; 3=least time
Cost to implement
1=highest; 3=least
Potential for improving in the long
term
1= least; 3=most potential

Availability of resource
1= least; 3=most available
Total

13
Interventions to Improve RHIS Performance

• Technical interventions
• Organizational interventions
• Behavioral interventions

14
Examples of Technical Interventions

• Define a set of essential indicators

• Information needs to be adapted to management functions
of the health system at all levels
• Standardize data generation architecture based on
best practices
• Revising/simplifying data collection instruments
• Developing computerized data entry/data processing
applications
• Streamlining data flows within the MOH

15
Examples of Technical Interventions

• Development of a computerized data

analysis/presentation application: DSS
• Build a data warehouse

16
Examples of Organizational and Behavioral
Interventions

Let us go a step further...

• Create incentives for use of information (Pakistan; Uganda)

• Promote HMIS self-assessment (Uganda)
• Capacity building of health professionals (pre-service and in-
service) in using information for data management based on a
problem-solving approach (Thailand)
• Undertake participatory decision space analysis in
decentralized district-managed health systems (Pakistan)

17
Examples of Organizational and Behavioral
Interventions

Let us go a step further...

• Provide sufficient and appropriate resources: staffing,
equipment/supplies, ICT, financial resources
• Integration of public/private RHIS
• Provide advocacy skills to district and facility managers
(Honduras; Paraguay)

18
Advocacy for RHIS Improvement

• Advocacy is focused on handling those causes that

have been prioritized as “not under your control”
and “need assistance” from others to be resolved
• RHIS improvement needs involvement of other people
within and outside the organization
• Advocacy assumes that change can be achieved by
overcoming obstacles through assistance from others

19
 Advocacy Chart for Improving Data Quality
HIS information for Expected outcomes Whom to Strategy
advocacy (specify what you influence (who (how to
want) will bring the influence the
desired decision maker)
outcome)

•Data quality is only 40%. •Availability of funds •Donors •Build alliance

•No training plan or to implement within the
manuals exist. training plan, human MOH
•MOH does not have the resources, training •Build alliance
capacity or funds to curriculum, and with a training
hire a consultant to supplies to train institute
develop a training plan staff on data quality •Network with
and manual. donors

20
RHIS Implementation

Will depend on types of planned and approved interventions

such as:
• Hiring dedicated and highly skilled staff
• Developing/adapting or using appropriate HMIS tools
to bring changes
• Applying sound and proven strategies and approaches
on the ground (supportive supervision/targeted
supervision)
• Capacity building at individual, institutional, and
system levels

21
M&E of RHIS Scale-Up

• Selection of inputs, process, outputs, and outcome

indicators for RHIS implementation
• Early monitoring of progress on activities to enable
corrective action and modifications if needed
• Mid- and end-term evaluations of the implementation’s
progress (an example is the PRISM assessment in Liberia
—next slide)
• Research when identified gaps are difficult to address

22
Group Work: Effect of RHIS Strengthening on RHIS Performance in Liberia

Participants will read the PRISM assessment report from Liberia in

the handout.
In Liberia, a PRISM assessment was conducted in 2012 and an
action plan was drafted to improve identified gaps in RHIS
performance. A second PRISM assessment was implemented in
2014.
QUESTIONS:
• Did the 2012 RHIS strengthening plan improve RHIS
performance? Explain why or why not.
• What would you recommend after the 2014 PRISM
assessment? Propose at least one
technical/organizational/behavioral intervention.
23
 HEALTH INFORMATION SYSTEM
STRENGTHENING MODEL

ICT support

DONORS • GLOBAL INITIATIVES • CIVIL/POLITICAL UNREST • DECENTRALIZATION • DISEASE OUTBREAKS • SOCIOECONOMIC STATUS • NATURAL DISASTERS • UTILITIES 24
 ROUTINE HEALTH INFORMATION SYSTEMS
A Curriculum on Basic Concepts and Practice

This presentation was produced with the support of the United States Agency for International
Development (USAID) under the terms of MEASURE Evaluation cooperative agreement AID-OAA-L-
14-00004. MEASURE Evaluation is implemented by the Carolina Population Center, University of
North Carolina at Chapel Hill in partnership with ICF International; John Snow, Inc.; Management
Sciences for Health; Palladium; and Tulane University. The views expressed in this presentation do not
necessarily reflect the views of USAID or the United States government.

25