Author:
Sarah Hubel
Subject:
Health, Medicine and Nursing, Career and Technical Education
Material Type:
Activity/Lab
Level:
High School
Tags:
  • Health Insurance
  • Health Sciences
  • NE Medical
  • Nebraska Department of Education
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Health Insurance and Patient Care

    Health Insurance and Patient Care

    Overview

    This lesson provides an overview of common health insurance plans. This lesson will also introduce how health insurance processes can sometimes impact patient care. This lesson is best complemented with a guest speaker from an area hospital, ask for an individual who works in billing and insurance. 

     

    • Standards

    HS.HS.8.2.b Compare types of health care insurance, including private, managed care, and government programs

    Overview

    This lesson provides an overview of common health insurance plans. This lesson will also introduce how health insurance processes can sometimes impact patient care. This lesson is best complemented with a guest speaker from an area hospital, ask for an individual who works in billing and insurance. 

     

    HS.HS.8.2.b Compare types of health care insurance, including private, managed care, and government programs

     

    Title Image: Image by Thomas Breher from Pixabay

    Overview, Standards, Objectives

    Overview

    This lesson provides an overview of common health insurance plans. This lesson will also introduce how health insurance processes can sometimes impact patient care. This lesson is best complemented with a guest speaker from an area hospital, ask for an individual who works in billing and insurance. 

     

    • Standards

    HS.HS.8.2.b Compare types of health care insurance, including private, managed care, and government programs

     

    • Essential Question

    What are the different types of health insurance?

    How does health insurance practices impact health professionals providing care?

     

    • Learning Goal

    Students will be able to compare types of health insurance.

    Lesson Plan

    Instructor notes 

     

    • Materials: easel pad and markers, student computers and internet access, projector, worksheet (attached), paper, pencils

     

    • Hook / Interest Approach: 

    Ask students to complete a “brain dump” of things they know or have heard about health insurance. Students will write the things they know on easel pads throughout the room. Students should write terms or short phrases. Once students are done, discuss some of the items they put on the easel pads and correct any misunderstandings. Certain insurance terms like “deductible” or “copay” are likely to come up - be sure to know how to explain. 

     

    • Content / Procedure / Activity: 

    Instruct students to read through the different types of insurance offered by health insurance agencies: https://www.aetna.com/health-guide/hmo-pos-ppo-hdhp-whats-the-difference.html#:~:text=HMO%3A%20A%20budget%2Dfriendly%20plan&text=While%20it%20may%20have%20coinsurance,doctors%20in%20the%20HMO%20network.

    As they read through the insurance types, student should summarize each type in three sentences (i.e. describe PPO in three sentences). Students should focus on in-network and out-of-network accessibility and referrals to specialists while writing their summaries. 

     

    When students are done with their summaries, they should check with a partner. They will start with Partner A sharing their description for HMOs. Partner B will say they agree or disagree with the summary and why. Then, Partner B will share their description for POS. Partner A will say they agree or disagree with the summary and why. Continue this pattern until students are done with all insurance types. 

     

    Students will then complete the attached worksheet where they will determine which health insurance plan is best for a fictional character and why. An answer key is provided. The worksheet does include two “thought” questions leading to further activities.

     

    After completing the worksheet, ask students to share how they answered the question about what medical professionals need to know about insurance. Ask students if they think insurance impacts medical care at all and why or why not. There is not a correct answer, this is simply to jog students thoughts. 

     

    Play the following video for students: https://www.ama-assn.org/practice-management/prior-authorization/what-doctors-wish-patients-knew-about-prior-authorization

     

    Ask the students, based on the scenarios and the video, are there any other financial or insurance obstacles PATIENTS may face when seeking medical treatment? Is there anything healthcare providers can do about those obstacles? Why or why not?

     

    If possible, have someone who works at the local hospital come speak about the insurance process. 

     

    • Closure / Exit Ticket / Check for Understanding / Google Classroom Discussion Post: 

    In groups of four, instruct students to complete a paper slide. Each student will start with a piece of paper. They will write down one fact that they can remember from the lesson, for example, what HMO stands for or that EPOs only cover in-network care. After writing a fact, students will pass the paper to their left so that they have one of their groupmate’s paper. They will read what their groupmate wrote, and add a new fact to their paper. Continue this pattern. Students should avoid writing the same fact over and over. End the rotating after 1 minute or when students have stated they can’t remember anything else. Ask a representative to share one fact at a time from each group, until each group has shared. Review missing spots of knowledge as necessary.