MHA 668 – HEALTHCARE QUALITY MANAGEMENT Coursework Help

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HEALTHCARE QUALITY MANAGEMENT
MHA 668
Online Studies Student Module
© Belhaven University | updated August 2016
2
Course Description
This course enriches the understanding of the historical concepts of quality. It is an advanced study of how to achieve quality within the structure and relationships of the complex system of a health care organization. The concepts explored include systems thinking, improving and managing process change, performance measurement, as well as applicable examples and case studies.
Student Competencies
 Apply biblical principles to the formulation and application of quality management strategies and performance concepts relative to the administration of healthcare facilities
 Utilize scriptural references to identify and propose quality strategies for resolution of various performance issues in healthcare administration
 Develop sound ideas for integrating quality into planning processes for healthcare organizations
 Discuss approaches that address quality and performance in the implementation of healthcare reform initiatives
3
Assessment Criteria
Assignments
Points Possible
Personal Bio
10
Writing Assignments
350
Discussion Questions
240
Quizzes
160
Portfolio Paper
300
Total
1060
Grades will be posted no later than seven days following the end of Unit 8.
Grading Scale:
986+
A
954-985
A-
922-953
B+
880-921
B
848-879
B-
816-847
C+
774-815
C
742-773
C-
710-741
D+
668-709
D
636-667
D-
0-635
F
Resource Inventory
Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. (2013). Integrating quality and strategy in
health care organizations. Burlington, MA: Jones and Bartlett Learning. ISBN: 9780763795405
The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online
https://blazenet.belhaven.edu/library/Pages/default.aspx
4
Expectations of Online Studies Students
Attendance
Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are to be marked as present if they interact with the course through submitting a paper or posting to the discussion forum. If the student performs either of these elements then he or she is marked present for that week. If not, the student is marked absent. Viewing a lecture or taking a quiz does not constitute attendance for a student.
Due Dates
A unit is considered to be Sunday (Day 1) – Saturday (Day 7). However, you are encouraged to “Observe the Sabbath day and keep it holy.” Good time management is essential to career and academic success. Early submissions of assignments and discussion responses are encouraged. Assignments submitted late will be subject to a 30% reduction for each day they are late up to two days and will not be accepted late after two days. For Online Studies courses, due dates are posted to the assignments. For EDU/REA courses, assignments received within 48 hours of the due date are subject to a 30% reduction in grade. After two days late, the assignment will not be accepted.
Communication
Communicate questions directly to the professor, except in cases where you need to contact technical support. Your Belhaven University email address will be utilized for the class, so check it frequently.
Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that may be research based is the Publication Manual of the American Psychological Association (APA). Review the APA Quick Reference Style and Formatting Guide which includes Belhaven University exceptions. (http://www.belhaven.edu/pdfs/student_services/APA-Quick-Guide.pdf)
Plagiarism
Belhaven University subscribes to a third-party plagiarism detection service. Any assignment the instructor chooses to have checked for plagiarism will automatically be submitted to Turnitin once you have completed it.
Plagiarism involves the presentation of some other person’s work or idea as if it were the work of the presenter either intentionally or unintentionally. Plagiarism includes submitting a paper or parts of a paper written by someone other than the student. Plagiarism also includes quoting from source materials without using quotation marks or block indentations to show that the material was quoted as required in acceptable documentation. Self-plagiarism is also a violation and is defined as using one’s own prior work to gain credit for current works of the learner without properly citing the original source, such as a previous paper or homework activity. For more information regarding plagiarism, access http://www.plagiarism.org.
The Bible teaches that God honors honesty and fair dealing. God will bless the person who “walks blamelessly and does what is right and speaks truth” from the heart (Psalm 15:2; see also
5
Proverbs 20:7). Only responsible, honest research fulfills this high ethical standard. Good research and writing is hard work. The Bible also teaches that God blesses diligent, righteous labor (Proverbs 12:24, 27). The Bible stresses that work should be performed in such a manner as will please God (Colossians 3:22-24).
Responsible Research
Responsible research is a critical component of education, and any individual conducting research must learn how to investigate, read, understand, systematize, interpret, and finally explain complex ideas and issues in writing. An individual conducting research must also understand that ideas found in literature, media presentations, interviews or any other form of media do not belong to the researcher and therefore must be given credit through proper documentation. It is required that every person conducting research provides proper credit through correct use of documentation not only to prevent plagiarism, but also to demonstrate respect to the originator of the idea. To ensure that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of non-original material or noticeable undocumented information will be subject to a discount in points at the discretion of the faculty.
Originality
Unit writing and portfolio papers will be evaluated for originality using Turnitin. Belhaven University encourages a high degree of originality in writing. Quoted material should seldom be used and must be limited to phrases that cannot be paraphrased or summarized without losing their effectiveness. Students are required to cite and reference all sources of information and images using APA style. Review the APA Quick Reference Style and Formatting Guide that includes Belhaven University exceptions. (http://www.belhaven.edu/pdfs/student_services/APA-Quick-Guide.pdf). Non-originality exceeding 20% on papers will be subject to discount at the professor’s discretion and students may be referred to a writing lab for assistance with originality.
Specific Practices to Avoid
1. Do not attempt to get a research paper from the Internet (or anywhere else) and submit as your paper. This is dishonest and unethical.
2. Do not copy from any book, article, or encyclopedia and submit this for your paper. This is not acceptable research.
3. Include references (including source and page numbers) which document every source upon which you have in any way relied for each paragraph of your paper. If sources are not properly referenced, the student has cheated the sources out of deserved credit and cheated readers out of valuable information.
4. Do not use material from any other student’s paper or work unless you give that student full credit in reference notes.
6
Summary of Assignments
Writing Assignments
Writing assignments must be APA-compliant and include a title page, appropriate citations, and references. Each will be evaluated using the Unit Assignments and Portfolio Paper rubric (Appendix A). The professor will post Unit Assignments on the first day of each unit (Sunday). Assignments are due no later than 11:59 p.m. (CT) on Saturday (Day 7). Earlier submissions are encouraged.
Discussion Questions
The professor will post discussion questions on the first day of each weekly unit (Sunday). You should respond to the initial discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to classmate’s discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are encouraged.
Initial discussion question responses must be 250-300 words each. A response to a classmate must be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. One initial response and one response to a classmate’s posting are required for each question.
You must mention the person’s name to whose comments you are responding and quote what aspect of his or her post you are addressing. Without either, it is not possible to see the direction of your comments and the comments will not receive any points.
Unit Quizzes
Students will complete unit quizzes on all reading assignments and lectures. Quizzes are available once all unit lectures have been viewed. Unit quizzes must be completed by Saturday at 11:59 p.m. (CT). Only after 11:59 p.m. (CT) on Saturday will correct answers for quizzes be posted.
The Portfolio Paper—Case Study Analysis
The portfolio paper covers the topics discussed and presented in the course. The paper will be evaluated using the Unit Assignments and Portfolio Paper rubric (Appendix A). This assignment is due in Unit 8.
Prepare the Portfolio Paper using the following guidelines:
 2500 – 3750 words and APA-compliant, including title and reference pages
 Include Biblical Foundations application (500 – 750 words)
 Minimum of 5 scholarly references
7
Unit One Assignments
 Reading Assignments
o Chapters 1 and 2 (Sadeghi et al. text)
o Corrigan, J.M., Donaldson, M.S., & Kohn, L.T. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: The National Academies Press. http://www.nap.edu/html/quality_chasm/reportbrief.pdf
o Boucher, N.A., McMillian, M.A., & Gould, J.S. (2015). Agents for change: Nonphysician medical providers and health care quality. The Permanente Journal, 19(1), 90-93.
 Online Activities
o Review the course module.
o Access the Online Library and become familiar with navigating to and searching in the E-Resource Databases.
o View lectures.
o Complete unit quiz.
o Post your introduction to the Bio discussion forum.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical concept of quality differ from that of the traditional business concept of quality?
o Discussion Question 2: How can healthcare providers work to improve quality at the same time that payers are reducing access to services?
 Writing Assignments: Submit by Saturday 11:59 p.m.
o Write a paper (APA-compliant, 500-word minimum) answering the following question: How can the Christian health administrator balance the importance of financial efficiency and customer satisfaction?
8
Unit Two Assignments
 Reading Assignments
o Chapter 3 (Sadeghi et al. text)
o National Research Council. (2000). To err is human: Building a safer health system. Washington, D.C.: The National Academies Press.
o Crowl, A., Sharma, A., Sorge, L., & Sorensen, T. (2015). Accelerating quality improvement within your organization: Applying the model for improvement. Journal of The American Pharmacists Association, 55(4), e364-e376.
o Philippians 1:27-30, Matthew 7:12, and Ephesians 6:7
 Online Activities
o View lectures.
o Complete unit quiz
o Select a case from Chapter 10 for your Case Study Analysis Paper (due in Unit 8) and claim it in the discussion board created for this purpose. If someone else has claimed the case you wanted, please select a different one. Case assignments are on a first come, first served basis. The case belongs to the first person to claim it.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical concept of quality differ from that of the traditional business concept of quality?
o Discussion Question 2: How can healthcare providers work to improve quality at the same time that payers are reducing access to services?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following question: How do health organizations bring together the common sayings, “No margin, no mission” and “No mission, no soul”?
9
Unit Three Assignments
 Reading Assignments
o Chapters 4 and 5 (Sadeghi et al. text)
o Betancourt, J. R. (2014). In pursuit of high-value healthcare: The case for improving quality and achieving equity in a time of healthcare transformation. Frontiers of Health Services Management, 30(3), 16-31.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: Is poor quality healthcare due to inadequate performance reporting procedures?
o Discussion Question 2: Should Christian health administrators try to make quality and performance improvement perfect or simply acceptable? Why?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: How does Christian worldview frame the internal and external dynamics of quality measurement?
10
Unit Four Assignments
 Reading Assignments
o Chapter 6 (Sadeghi et al. text)
o McHugh, M., Neimeyer, J., Powell, E., Khare, R.K., & Adams, J.G. (2014). Is emergency department quality related to other hospital quality domains? Academic Emergency Medicine, 21(5), 551-557.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical teaching of the plumb line found in Amos 7:7-8 provide guidance to the Christian health administrator in the measurement of quality?
o Discussion Question 2: Discuss how the instructions found in 2 Timothy 2:15-16 can be used to inspire Christian healthcare workers to consider quality in their work.
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Examine your ideas about the biblical concept of the Golden Rule and present your philosophy of how understanding this scriptural context might result in increased healthcare quality.
11
Unit Five Assignments
 Reading Assignments
o Chapter 7 (Sadeghi et al. text)
o Pope, J. E., Padula, E., & Wallace-Dooley, D. (2015). Improving ourselves for the sake of others: Our Baldrige journey. Frontiers of Health Services Management, 32(1), 3-16.
o Shine, K.I. (2002). Health care quality and how to achieve it. Academic Medicine, 77 (1), 91-99.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How might a health administrator use the Christian worldview in strategic planning?
o Discussion Question 2: Discuss accountability for quality and performance within a healthcare organization as it applies to the Christian health administrator.
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Discuss the importance of balancing finance, quality, mission and its relevance to sustainability of organizational performance. Include at least one example that supports this concept.
12
Unit Six Assignments
 Reading Assignments
o Chapter 8 (Sadeghi et al. text)
o Perlin, J. B., Horner, S. J., Englebright, J. D., & Bracken, R. M. (2014). Rapid core measure improvement through a “business case for quality”. Journal for Healthcare Quality: Official Publication of the National Association for Healthcare Quality, 36(2), 50-61.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical worldview frame decision making in the measurement of organizational performance?
o Discussion Question 2: What are some of the challenges of integrating finance and quality in a healthcare organization?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: What are some of the common quality measurements used in your healthcare employer? How do they do they fit into the organization’s values, mission, and vision?
13
Unit Seven Assignments
 Reading Assignments
o Chapter 9 (Sadeghi et al. text)
o Benzer, J.K., Young, G.J., Burgess, J.J., Baker, E., Mohr, D.C., Charns, M. P., & Kaboli, P.J. (2014). Sustainability of quality improvement following removal of pay-for-performance incentives. Journal of General Internal Medicine, 29(1), 127-132.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How can a health administrator establish and nurture a culture of quality within their organization?
o Discussion Question 2: How can health administrators use SWOT analysis to identify gaps in quality within their organizations?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Discuss how Donabedian’s paradigm helps us understand performance-driven planning in a healthcare setting.
14
Unit Eight Assignments
 Reading Assignments
o Chapter 10 (Sadeghi et al. text)
o Farr, M., & Cressey, P. (2015). Understanding staff perspectives of quality in practice in healthcare. BMC Health Services Research, 15123. doi:10.1186/s12913-015-0788-1
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How can a health administrator use teamwork to improve quality in healthcare facilities?
o Discussion Question 2: Discuss how you might apply what you have learned in this course to your current work environment.  Portfolio Paper: Case Study Analysis o The MHA 668 course has focused on the understanding of the role of healthcare administrators in the development and implementation of quality standards as part of the strategic planning process. This final paper requires research and analysis of a case study focusing on various quality improvement issues encountered by the healthcare administrator. The purpose of the assignment is to apply course concepts in the analysis and interpretation of situations in health administration. o Students will use one of the case studies in Chapter 10 of the course textbook. Since there are many cases in the book, students should avoid duplication of assignments. Therefore, students must use the case submitted and agreed upon in Unit 2. This is the only way your selection will be valid. In the event that all cases do become assigned, please contact course instructor for further instructions. o In order to analyze a case study, one must examine closely the issues which healthcare agency is confronted. Most often, it may be necessary to read the case several times – once to grasp the overall picture of what is happening to the facility and then several times more to discover and grasp the specific problems. o After reviewing the details of the case study, students should complete a professional analysis paper between 2,000 – 2,500 words in length, typed and double-spaced in 12pt Times New Roman font, and APA-compliant. Use one- inch margins. The page length requirement does not include the required title page and reference pages.
o Recommended paper format:
 Title page and page numbers
 Introduction – This section of the paper should provide background information of the case. This includes a brief overview of the key facts of the case. It may be necessary to use properly referenced sources to support information in this section. This component of the paper should not be lengthy but should contain enough information to create interest in the case.
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 Statement of the problem – Define the central issue. The paper should include a concise statement of the major problem identified in the case. Many cases will involve several issues or problems. Identify the most important problems and separate them from the more trivial issues.
 Causes of the problem – This section provides a detailed analysis of the causes of the problem identified. Students should clearly demonstrate the use of course concepts in problem identification.
 Possible solutions – This section should detail a variety of solutions to the problem in addition to the ones that may be mentioned in the case. Make sure that the solution addresses the CAUSE of the problem. The analysis should address what should be done, by whom, and in what sequence. Students should also consider the pros and cons of all possible solutions.
 Recommendations and Conclusions – This section of the case analysis process involves making recommendations based on your analysis. Obviously, the quality of your recommendations is a direct result of the thoroughness with which you prepared the case analysis. This section of the analysis should tell why your solution and implementation will work. A major objective of this section is to show how course concepts are applied to reach a workable solution. The conclusions and recommendations should be supported by references, course readings, and lecture notes.
 Christian worldview – The last part of the paper should also address how your Christian worldview perspective impacts or frames your ideas and discussions related to the issues presented in the paper. This part of the assignment should be 500-750 words in length (within the paper).
 Reference page – Your paper must be APA-compliant. Resources for APA formatting are included in the Resources section of this module. You should have a minimum of five references (not including The Holy Bible which should not be listed on the reference page).
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APPENDIX A
Total Points Discussion Rubric
10
Excellent – a contribution that demonstrated sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content and was submitted on time
8
Very Good – a contribution that fell slightly short of the excellent guidelines and may have either been submitted late or left a few points unaddressed from the discussion criteria
6
Good – a contribution that needed additional development in using sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
4
Needing Improvement – a contribution that needed additional development in using sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
2
Unsatisfactory – a contribution that did not reflect the use of sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
0
Did not submit posts by close of the unit forum
Note to student
Please use this rubric to support your response and follow-up replies in the discussion forums. It is necessary to also understand the substance of the discussion question and your responses should reflect applying the learning content up to and including the unit of the discussion forum. Personal experience, workplace examples, and scriptural support are always encouraged to support your response. However, it is important to avoid any proprietary information from the workplace.
If your score is lower than expected, use the rubric as a guide to evaluate your responses for improvement efforts. If unsure as to what steps to take try:
1. Reading the discussion question thoroughly and repeatedly before replying
2. Including additional depth in your responses
3. Tightening your focus; be more concise
4. Working on application of content to your workplace or area of ministry
5. Making sure your response is compatible with a sound Christian Worldview
Student Guidelines for Online Discussion Questions
Discussion Questions
Your professor will post discussion questions on the first day of the unit (Sunday). You should respond to the discussion questions no later than 11:59 p.m. CT each Wednesday. Responses to classmate’s discussion questions are due no later than Saturday at 11:59 p.m. each unit. Earlier postings are encouraged. A response is considered to be a 250-300 word answer to each discussion question. A response to a classmate should be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. One initial response and one response to a classmate’s posting are required for each question.
Example of initial posting
Technology can mean many different things. It can mean the implements used to make a job easier or it can mean new ideas that appear to disrupt the way we operate on a daily
17
basis. No matter how technology is defined, it is a word that elicits a reaction in the person that hears it: fear and trepidation or excitement and curiosity. Those in whom fear is the reaction feel threatened by the influx of new technologies. They feel that they cannot keep pace with the changes that occur and that they will be replaced by machines that work faster and more efficiently. Those in whom excitement is the reaction see technology as a tool to make them more efficient and they become curious about the impact of the new technology. This excitement often creates a desire to learn how to use and implement the new technology. There are also social issues related to technology, issues such as threat to personal privacy (spyware), fears of overuse of technology (health issues), fears of misuse (sexting), social networking (takes too much time in people’s lives), as well as others that are named.
These scenarios are true in the field of education as well. Technology can influence education for good but has potential to be negative as well. It is important to think through not only what we are saying but the means by which we are doing so because the means by which we communicate often carry overtones that were not intended to be included in the message that is sent.
Example of Response posting
I find it interesting that you focus on the definition of the term as well as the individual’s response. Words often carry weight beyond what we initially intend. I know from my experience there are words that I have different feelings about than others. I also tend to be more open to adopting technology than others. It is important for us to examine not just the message but the way it is being perceived in order to be effective communicators. I was reading in the newspaper this morning about the importance of communication and how people tend to perceive based on their past experiences (you can find this article at www.example.com).
In addition to required discussion question responses, you could post “substantive comments” and respond in a thoughtful and constructive way to class members’. Substantive comments should add to the class discussion in a way that enhances knowledge. Responses such as, “I agree,” are not considered to be substantive.
An example of a “substantive comment” from Teresa is:
Professor wrote: Theory Y forms the basis of an interesting core of research literature about Type A individuals, support or refute findings about Theory Y or Type A individuals as related to this unit’s reading.
Teresa: I was just reading an article in the Journal of Organizational Behavior about that topic. According to the authors, there is a new line of thought that further explains McGregor’s theory and supports a more comprehensive approach to understanding the contribution that Type A individuals make in team dynamics. The authors conducted primary research using a group of Belhaven University graduate online students. Here’s the link to the article: http://www.JOB/march-aprilarticle.
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Finding appropriate digital resources, such as links, and bringing topics to class discussion is encouraged.
Rubric for Evaluation of Unit Assignments and Portfolio
Criterion
0.0 – 0.33
Below Average
0.34 – 0.67
Average
0.68 – 1.00
Above Average
Communication
Originality
Critical Thinking
Integration
Christian Worldview
Communication evaluates the proper attention to format, grammar, punctuation, and the student’s ability to develop thought in an organized structure that exhibits advance level work.
Originality evaluates the attention to proper citing and referencing of source materials and the student’s ability to summarize, paraphrase, and effectively quote the work of others, while developing original ideas and thoughts from researched material.
Critical thinking evaluates the exhibited understanding of the process for reasoning and the elements of thought as illustrated in the student’s written work.
Integration evaluates the appropriate inclusion of thoughts, ideas, and information from assigned reading in context with the topic, question, or task.
Christian worldview evaluates the appropriateness of referenced Scripture to the topic, question, or task.HEALTHCARE QUALITY MANAGEMENT
MHA 668
Online Studies Student Module
© Belhaven University | updated August 2016
2
Course Description
This course enriches the understanding of the historical concepts of quality. It is an advanced study of how to achieve quality within the structure and relationships of the complex system of a health care organization. The concepts explored include systems thinking, improving and managing process change, performance measurement, as well as applicable examples and case studies.
Student Competencies
 Apply biblical principles to the formulation and application of quality management strategies and performance concepts relative to the administration of healthcare facilities
 Utilize scriptural references to identify and propose quality strategies for resolution of various performance issues in healthcare administration
 Develop sound ideas for integrating quality into planning processes for healthcare organizations
 Discuss approaches that address quality and performance in the implementation of healthcare reform initiatives
3
Assessment Criteria
Assignments
Points Possible
Personal Bio
10
Writing Assignments
350
Discussion Questions
240
Quizzes
160
Portfolio Paper
300
Total
1060
Grades will be posted no later than seven days following the end of Unit 8.
Grading Scale:
986+
A
954-985
A-
922-953
B+
880-921
B
848-879
B-
816-847
C+
774-815
C
742-773
C-
710-741
D+
668-709
D
636-667
D-
0-635
F
Resource Inventory
Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. (2013). Integrating quality and strategy in
health care organizations. Burlington, MA: Jones and Bartlett Learning. ISBN: 9780763795405
The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online
https://blazenet.belhaven.edu/library/Pages/default.aspx
4
Expectations of Online Studies Students
Attendance
Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are to be marked as present if they interact with the course through submitting a paper or posting to the discussion forum. If the student performs either of these elements then he or she is marked present for that week. If not, the student is marked absent. Viewing a lecture or taking a quiz does not constitute attendance for a student.
Due Dates
A unit is considered to be Sunday (Day 1) – Saturday (Day 7). However, you are encouraged to “Observe the Sabbath day and keep it holy.” Good time management is essential to career and academic success. Early submissions of assignments and discussion responses are encouraged. Assignments submitted late will be subject to a 30% reduction for each day they are late up to two days and will not be accepted late after two days. For Online Studies courses, due dates are posted to the assignments. For EDU/REA courses, assignments received within 48 hours of the due date are subject to a 30% reduction in grade. After two days late, the assignment will not be accepted.
Communication
Communicate questions directly to the professor, except in cases where you need to contact technical support. Your Belhaven University email address will be utilized for the class, so check it frequently.
Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that may be research based is the Publication Manual of the American Psychological Association (APA). Review the APA Quick Reference Style and Formatting Guide which includes Belhaven University exceptions. (http://www.belhaven.edu/pdfs/student_services/APA-Quick-Guide.pdf)
Plagiarism
Belhaven University subscribes to a third-party plagiarism detection service. Any assignment the instructor chooses to have checked for plagiarism will automatically be submitted to Turnitin once you have completed it.
Plagiarism involves the presentation of some other person’s work or idea as if it were the work of the presenter either intentionally or unintentionally. Plagiarism includes submitting a paper or parts of a paper written by someone other than the student. Plagiarism also includes quoting from source materials without using quotation marks or block indentations to show that the material was quoted as required in acceptable documentation. Self-plagiarism is also a violation and is defined as using one’s own prior work to gain credit for current works of the learner without properly citing the original source, such as a previous paper or homework activity. For more information regarding plagiarism, access http://www.plagiarism.org.
The Bible teaches that God honors honesty and fair dealing. God will bless the person who “walks blamelessly and does what is right and speaks truth” from the heart (Psalm 15:2; see also
5
Proverbs 20:7). Only responsible, honest research fulfills this high ethical standard. Good research and writing is hard work. The Bible also teaches that God blesses diligent, righteous labor (Proverbs 12:24, 27). The Bible stresses that work should be performed in such a manner as will please God (Colossians 3:22-24).
Responsible Research
Responsible research is a critical component of education, and any individual conducting research must learn how to investigate, read, understand, systematize, interpret, and finally explain complex ideas and issues in writing. An individual conducting research must also understand that ideas found in literature, media presentations, interviews or any other form of media do not belong to the researcher and therefore must be given credit through proper documentation. It is required that every person conducting research provides proper credit through correct use of documentation not only to prevent plagiarism, but also to demonstrate respect to the originator of the idea. To ensure that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of non-original material or noticeable undocumented information will be subject to a discount in points at the discretion of the faculty.
Originality
Unit writing and portfolio papers will be evaluated for originality using Turnitin. Belhaven University encourages a high degree of originality in writing. Quoted material should seldom be used and must be limited to phrases that cannot be paraphrased or summarized without losing their effectiveness. Students are required to cite and reference all sources of information and images using APA style. Review the APA Quick Reference Style and Formatting Guide that includes Belhaven University exceptions. (http://www.belhaven.edu/pdfs/student_services/APA-Quick-Guide.pdf). Non-originality exceeding 20% on papers will be subject to discount at the professor’s discretion and students may be referred to a writing lab for assistance with originality.
Specific Practices to Avoid
1. Do not attempt to get a research paper from the Internet (or anywhere else) and submit as your paper. This is dishonest and unethical.
2. Do not copy from any book, article, or encyclopedia and submit this for your paper. This is not acceptable research.
3. Include references (including source and page numbers) which document every source upon which you have in any way relied for each paragraph of your paper. If sources are not properly referenced, the student has cheated the sources out of deserved credit and cheated readers out of valuable information.
4. Do not use material from any other student’s paper or work unless you give that student full credit in reference notes.
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Summary of Assignments
Writing Assignments
Writing assignments must be APA-compliant and include a title page, appropriate citations, and references. Each will be evaluated using the Unit Assignments and Portfolio Paper rubric (Appendix A). The professor will post Unit Assignments on the first day of each unit (Sunday). Assignments are due no later than 11:59 p.m. (CT) on Saturday (Day 7). Earlier submissions are encouraged.
Discussion Questions
The professor will post discussion questions on the first day of each weekly unit (Sunday). You should respond to the initial discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to classmate’s discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are encouraged.
Initial discussion question responses must be 250-300 words each. A response to a classmate must be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. One initial response and one response to a classmate’s posting are required for each question.
You must mention the person’s name to whose comments you are responding and quote what aspect of his or her post you are addressing. Without either, it is not possible to see the direction of your comments and the comments will not receive any points.
Unit Quizzes
Students will complete unit quizzes on all reading assignments and lectures. Quizzes are available once all unit lectures have been viewed. Unit quizzes must be completed by Saturday at 11:59 p.m. (CT). Only after 11:59 p.m. (CT) on Saturday will correct answers for quizzes be posted.
The Portfolio Paper—Case Study Analysis
The portfolio paper covers the topics discussed and presented in the course. The paper will be evaluated using the Unit Assignments and Portfolio Paper rubric (Appendix A). This assignment is due in Unit 8.
Prepare the Portfolio Paper using the following guidelines:
 2500 – 3750 words and APA-compliant, including title and reference pages
 Include Biblical Foundations application (500 – 750 words)
 Minimum of 5 scholarly references
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Unit One Assignments
 Reading Assignments
o Chapters 1 and 2 (Sadeghi et al. text)
o Corrigan, J.M., Donaldson, M.S., & Kohn, L.T. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: The National Academies Press. http://www.nap.edu/html/quality_chasm/reportbrief.pdf
o Boucher, N.A., McMillian, M.A., & Gould, J.S. (2015). Agents for change: Nonphysician medical providers and health care quality. The Permanente Journal, 19(1), 90-93.
 Online Activities
o Review the course module.
o Access the Online Library and become familiar with navigating to and searching in the E-Resource Databases.
o View lectures.
o Complete unit quiz.
o Post your introduction to the Bio discussion forum.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical concept of quality differ from that of the traditional business concept of quality?
o Discussion Question 2: How can healthcare providers work to improve quality at the same time that payers are reducing access to services?
 Writing Assignments: Submit by Saturday 11:59 p.m.
o Write a paper (APA-compliant, 500-word minimum) answering the following question: How can the Christian health administrator balance the importance of financial efficiency and customer satisfaction?
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Unit Two Assignments
 Reading Assignments
o Chapter 3 (Sadeghi et al. text)
o National Research Council. (2000). To err is human: Building a safer health system. Washington, D.C.: The National Academies Press.
o Crowl, A., Sharma, A., Sorge, L., & Sorensen, T. (2015). Accelerating quality improvement within your organization: Applying the model for improvement. Journal of The American Pharmacists Association, 55(4), e364-e376.
o Philippians 1:27-30, Matthew 7:12, and Ephesians 6:7
 Online Activities
o View lectures.
o Complete unit quiz
o Select a case from Chapter 10 for your Case Study Analysis Paper (due in Unit 8) and claim it in the discussion board created for this purpose. If someone else has claimed the case you wanted, please select a different one. Case assignments are on a first come, first served basis. The case belongs to the first person to claim it.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical concept of quality differ from that of the traditional business concept of quality?
o Discussion Question 2: How can healthcare providers work to improve quality at the same time that payers are reducing access to services?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following question: How do health organizations bring together the common sayings, “No margin, no mission” and “No mission, no soul”?
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Unit Three Assignments
 Reading Assignments
o Chapters 4 and 5 (Sadeghi et al. text)
o Betancourt, J. R. (2014). In pursuit of high-value healthcare: The case for improving quality and achieving equity in a time of healthcare transformation. Frontiers of Health Services Management, 30(3), 16-31.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: Is poor quality healthcare due to inadequate performance reporting procedures?
o Discussion Question 2: Should Christian health administrators try to make quality and performance improvement perfect or simply acceptable? Why?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: How does Christian worldview frame the internal and external dynamics of quality measurement?
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Unit Four Assignments
 Reading Assignments
o Chapter 6 (Sadeghi et al. text)
o McHugh, M., Neimeyer, J., Powell, E., Khare, R.K., & Adams, J.G. (2014). Is emergency department quality related to other hospital quality domains? Academic Emergency Medicine, 21(5), 551-557.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical teaching of the plumb line found in Amos 7:7-8 provide guidance to the Christian health administrator in the measurement of quality?
o Discussion Question 2: Discuss how the instructions found in 2 Timothy 2:15-16 can be used to inspire Christian healthcare workers to consider quality in their work.
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Examine your ideas about the biblical concept of the Golden Rule and present your philosophy of how understanding this scriptural context might result in increased healthcare quality.
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Unit Five Assignments
 Reading Assignments
o Chapter 7 (Sadeghi et al. text)
o Pope, J. E., Padula, E., & Wallace-Dooley, D. (2015). Improving ourselves for the sake of others: Our Baldrige journey. Frontiers of Health Services Management, 32(1), 3-16.
o Shine, K.I. (2002). Health care quality and how to achieve it. Academic Medicine, 77 (1), 91-99.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How might a health administrator use the Christian worldview in strategic planning?
o Discussion Question 2: Discuss accountability for quality and performance within a healthcare organization as it applies to the Christian health administrator.
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Discuss the importance of balancing finance, quality, mission and its relevance to sustainability of organizational performance. Include at least one example that supports this concept.
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Unit Six Assignments
 Reading Assignments
o Chapter 8 (Sadeghi et al. text)
o Perlin, J. B., Horner, S. J., Englebright, J. D., & Bracken, R. M. (2014). Rapid core measure improvement through a “business case for quality”. Journal for Healthcare Quality: Official Publication of the National Association for Healthcare Quality, 36(2), 50-61.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How does the biblical worldview frame decision making in the measurement of organizational performance?
o Discussion Question 2: What are some of the challenges of integrating finance and quality in a healthcare organization?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: What are some of the common quality measurements used in your healthcare employer? How do they do they fit into the organization’s values, mission, and vision?
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Unit Seven Assignments
 Reading Assignments
o Chapter 9 (Sadeghi et al. text)
o Benzer, J.K., Young, G.J., Burgess, J.J., Baker, E., Mohr, D.C., Charns, M. P., & Kaboli, P.J. (2014). Sustainability of quality improvement following removal of pay-for-performance incentives. Journal of General Internal Medicine, 29(1), 127-132.
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How can a health administrator establish and nurture a culture of quality within their organization?
o Discussion Question 2: How can health administrators use SWOT analysis to identify gaps in quality within their organizations?
 Writing Assignments
o Write a paper (APA-compliant, 500-word minimum) answering the following: Discuss how Donabedian’s paradigm helps us understand performance-driven planning in a healthcare setting.
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Unit Eight Assignments
 Reading Assignments
o Chapter 10 (Sadeghi et al. text)
o Farr, M., & Cressey, P. (2015). Understanding staff perspectives of quality in practice in healthcare. BMC Health Services Research, 15123. doi:10.1186/s12913-015-0788-1
 Online Activities
o View lectures.
o Complete unit quiz.
 Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question 1: How can a health administrator use teamwork to improve quality in healthcare facilities?
o Discussion Question 2: Discuss how you might apply what you have learned in this course to your current work environment.  Portfolio Paper: Case Study Analysis o The MHA 668 course has focused on the understanding of the role of healthcare administrators in the development and implementation of quality standards as part of the strategic planning process. This final paper requires research and analysis of a case study focusing on various quality improvement issues encountered by the healthcare administrator. The purpose of the assignment is to apply course concepts in the analysis and interpretation of situations in health administration. o Students will use one of the case studies in Chapter 10 of the course textbook. Since there are many cases in the book, students should avoid duplication of assignments. Therefore, students must use the case submitted and agreed upon in Unit 2. This is the only way your selection will be valid. In the event that all cases do become assigned, please contact course instructor for further instructions. o In order to analyze a case study, one must examine closely the issues which healthcare agency is confronted. Most often, it may be necessary to read the case several times – once to grasp the overall picture of what is happening to the facility and then several times more to discover and grasp the specific problems. o After reviewing the details of the case study, students should complete a professional analysis paper between 2,000 – 2,500 words in length, typed and double-spaced in 12pt Times New Roman font, and APA-compliant. Use one- inch margins. The page length requirement does not include the required title page and reference pages.
o Recommended paper format:
 Title page and page numbers
 Introduction – This section of the paper should provide background information of the case. This includes a brief overview of the key facts of the case. It may be necessary to use properly referenced sources to support information in this section. This component of the paper should not be lengthy but should contain enough information to create interest in the case.
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 Statement of the problem – Define the central issue. The paper should include a concise statement of the major problem identified in the case. Many cases will involve several issues or problems. Identify the most important problems and separate them from the more trivial issues.
 Causes of the problem – This section provides a detailed analysis of the causes of the problem identified. Students should clearly demonstrate the use of course concepts in problem identification.
 Possible solutions – This section should detail a variety of solutions to the problem in addition to the ones that may be mentioned in the case. Make sure that the solution addresses the CAUSE of the problem. The analysis should address what should be done, by whom, and in what sequence. Students should also consider the pros and cons of all possible solutions.
 Recommendations and Conclusions – This section of the case analysis process involves making recommendations based on your analysis. Obviously, the quality of your recommendations is a direct result of the thoroughness with which you prepared the case analysis. This section of the analysis should tell why your solution and implementation will work. A major objective of this section is to show how course concepts are applied to reach a workable solution. The conclusions and recommendations should be supported by references, course readings, and lecture notes.
 Christian worldview – The last part of the paper should also address how your Christian worldview perspective impacts or frames your ideas and discussions related to the issues presented in the paper. This part of the assignment should be 500-750 words in length (within the paper).
 Reference page – Your paper must be APA-compliant. Resources for APA formatting are included in the Resources section of this module. You should have a minimum of five references (not including The Holy Bible which should not be listed on the reference page).
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APPENDIX A
Total Points Discussion Rubric
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Excellent – a contribution that demonstrated sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content and was submitted on time
8
Very Good – a contribution that fell slightly short of the excellent guidelines and may have either been submitted late or left a few points unaddressed from the discussion criteria
6
Good – a contribution that needed additional development in using sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
4
Needing Improvement – a contribution that needed additional development in using sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
2
Unsatisfactory – a contribution that did not reflect the use of sound critical thinking skills in analyzing, evaluating, and/or applying substance of the unit content.
0
Did not submit posts by close of the unit forum
Note to student
Please use this rubric to support your response and follow-up replies in the discussion forums. It is necessary to also understand the substance of the discussion question and your responses should reflect applying the learning content up to and including the unit of the discussion forum. Personal experience, workplace examples, and scriptural support are always encouraged to support your response. However, it is important to avoid any proprietary information from the workplace.
If your score is lower than expected, use the rubric as a guide to evaluate your responses for improvement efforts. If unsure as to what steps to take try:
1. Reading the discussion question thoroughly and repeatedly before replying
2. Including additional depth in your responses
3. Tightening your focus; be more concise
4. Working on application of content to your workplace or area of ministry
5. Making sure your response is compatible with a sound Christian Worldview
Student Guidelines for Online Discussion Questions
Discussion Questions
Your professor will post discussion questions on the first day of the unit (Sunday). You should respond to the discussion questions no later than 11:59 p.m. CT each Wednesday. Responses to classmate’s discussion questions are due no later than Saturday at 11:59 p.m. each unit. Earlier postings are encouraged. A response is considered to be a 250-300 word answer to each discussion question. A response to a classmate should be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. One initial response and one response to a classmate’s posting are required for each question.
Example of initial posting
Technology can mean many different things. It can mean the implements used to make a job easier or it can mean new ideas that appear to disrupt the way we operate on a daily
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basis. No matter how technology is defined, it is a word that elicits a reaction in the person that hears it: fear and trepidation or excitement and curiosity. Those in whom fear is the reaction feel threatened by the influx of new technologies. They feel that they cannot keep pace with the changes that occur and that they will be replaced by machines that work faster and more efficiently. Those in whom excitement is the reaction see technology as a tool to make them more efficient and they become curious about the impact of the new technology. This excitement often creates a desire to learn how to use and implement the new technology. There are also social issues related to technology, issues such as threat to personal privacy (spyware), fears of overuse of technology (health issues), fears of misuse (sexting), social networking (takes too much time in people’s lives), as well as others that are named.
These scenarios are true in the field of education as well. Technology can influence education for good but has potential to be negative as well. It is important to think through not only what we are saying but the means by which we are doing so because the means by which we communicate often carry overtones that were not intended to be included in the message that is sent.
Example of Response posting
I find it interesting that you focus on the definition of the term as well as the individual’s response. Words often carry weight beyond what we initially intend. I know from my experience there are words that I have different feelings about than others. I also tend to be more open to adopting technology than others. It is important for us to examine not just the message but the way it is being perceived in order to be effective communicators. I was reading in the newspaper this morning about the importance of communication and how people tend to perceive based on their past experiences (you can find this article at www.example.com).
In addition to required discussion question responses, you could post “substantive comments” and respond in a thoughtful and constructive way to class members’. Substantive comments should add to the class discussion in a way that enhances knowledge. Responses such as, “I agree,” are not considered to be substantive.
An example of a “substantive comment” from Teresa is:
Professor wrote: Theory Y forms the basis of an interesting core of research literature about Type A individuals, support or refute findings about Theory Y or Type A individuals as related to this unit’s reading.
Teresa: I was just reading an article in the Journal of Organizational Behavior about that topic. According to the authors, there is a new line of thought that further explains McGregor’s theory and supports a more comprehensive approach to understanding the contribution that Type A individuals make in team dynamics. The authors conducted primary research using a group of Belhaven University graduate online students. Here’s the link to the article: http://www.JOB/march-aprilarticle.
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Finding appropriate digital resources, such as links, and bringing topics to class discussion is encouraged.
Rubric for Evaluation of Unit Assignments and Portfolio
Criterion
0.0 – 0.33
Below Average
0.34 – 0.67
Average
0.68 – 1.00
Above Average
Communication
Originality
Critical Thinking
Integration
Christian Worldview
Communication evaluates the proper attention to format, grammar, punctuation, and the student’s ability to develop thought in an organized structure that exhibits advance level work.
Originality evaluates the attention to proper citing and referencing of source materials and the student’s ability to summarize, paraphrase, and effectively quote the work of others, while developing original ideas and thoughts from researched material.
Critical thinking evaluates the exhibited understanding of the process for reasoning and the elements of thought as illustrated in the student’s written work.
Integration evaluates the appropriate inclusion of thoughts, ideas, and information from assigned reading in context with the topic, question, or task.
Christian worldview evaluates the appropriateness of referenced Scripture to the topic, question, or task.

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