Department of Professional Studies s3

N COLLEGE OF HEALTH AND HUMAN SERVICES California State University, Long Beach Health Care Administration Department

Principles of Risk Management and Patient Safety HCA 468- 01 (3 Units) Spring 2017

Instructor: Dr. Henry O’Lawrence Class Number: 7907 On Campus: Class Meets in: ECS Room 202 on MoWe Henry.O’[email protected] from 9:30AM – 10:45AM Office Hours: Wednesdays, 3:30-6:30pm by appointment or by phone anytime Additional Contact Information: Office Location: HHS1- 001 HCA Dept. Administrative Coordinator: Phone: (562) 562-985-8103 Deby McGill, [email protected] Tel. 562/985-5694; fax 562/985-5886

INTRODUCTION

A study and application of a comprehensive resources for risk management in health care services; measurement outcomes of core policies, patient and staff safety, analyses of case studies and system failure, outcomes and design models of health care provider and caregivers.

Teaching/Learning Objectives Students who have completed this course should be able to:

Learning Objectives, Domain and Competency Table

Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3) State the major trends in risk management 3 B. Professional Discussion, small and patient safety; and articulate risk Development and exercises and financing issues and insurance Lifelong Learning reflection/critical commentary for each major discussion post Synthesize patient/consumer 2 Write up of market communication skills to reduce risk and A. Relationship analysis, feasibility identify the value and context of Management analysis, and mitigation and the mitigation planning legal/regulatory process issues for business plan Analyze hazard-specific loss reduction 5 E. Strategic Planning Group projects, strategies and the link between mitigation and and marketing discussion and short sustainability essay reports

1 Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3) Discuss and address ethical issues for Risk 1 B. Professional Group project report, Managers to ensure safety and security issues; standards and codes assignment and and identify and control risks in the of ethics BeachBoard workplace discussion

E-Portfolio Designated Assignments

Learning Objective, Domain Competencies, Title of E-Portfolio from Syllabus {Job relevant skills to Designated Assignment learn} Synthesize Business Skills and Professional standards and Group Case Project /Final patient/consumer Knowledge codes of ethics business plan communication skills to reduce risk and identify Professional the value and context of standards and mitigation and the codes mitigation planning process; State the major trends in risk management and patient Outcomes measures and safety; and articulate Communication Management risk financing issues and and Relationship insurance; Discuss and Management address ethical issues for Risk Managers to ensure safety and Confidentiality principles security issues; And and laws Identify control risks in the workplace.

Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect. All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity,

2 religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed

TEXTS Required: Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones & Bartlett Learning.

Highly Recommended Additional Readings:

Carroll, R. & Brown, S.M. (2012). Risk Management Handbook for Health Care Organizations, Business Risk: Legal, Regulatory, and Technology Issues. (Volume 3) by American Society for Healthcare Risk Management (ASHRM). ISBN-13: 978-0470620830 ISBN-10: 0470620838 Edition: Volume 3. Sixth Edition

METHODS OF INSTRUCTION  Discussion  Case studies  Business Plan  Analytical and reflective writing  Informal peer content critique/feedback  Informal and formal critique/feedback by the instructor  Readings from class texts, class notes/material, and from additional sources  Individual field and research activities

EVALUATION

Your unit grade will be based on the following criteria:

Legal and Regulatory Report 50 (10%) 4 Discussion Board Assignment and participation @ 10 points each and Final 40 Reflection (22%) Assignments (2) 100 (10%) Midterm 100 (5%) Group Case Study Project 100 (5%) Group Case Study Project PowerPoint Presentation 20 (3%) Individual Business Plan/Project 100

3 (30%) Final Exam 100 (15%) Total 610 (100%)

SEMESTER LETTER GRADES

Please note that an A in this class is a 92.5% or better.

Course Grades will be assigned based on the following percentages/scores:

% Letter Grade 93-100% A 83-92% B 73-82% C 63-72% D 0-62% F

CLASS POLICIES:

Attendance: Class attendance policy in this class in a traditional sense—must be followed very strictly and students are required to participate in the class activities at any specific time each week. However, every assignment in this class has a due-date—such assignments must be submitted/presented on time.

Participation: In this class, Participation is a set of specific weekly activities with the established deadlines. Due dates are described above. Specific topics will be on the Assignment Board.

**** All students are expected to be proactive about formatting their Business Project or Group Business project according to guidelines provided. Failure to conform to formatting guidelines can affect your overall grade in the course. It is the responsibility of each student to work with the group and the instructor to successfully complete the Business Project.

**** Grading of the Project: The grade for the Project is about 30% of the total grade. - Completion of your business project adequately will result in a grade of B. - Provision of brilliant creative insights and impeccably presented sections of the business project may earn you an A. - Poorly written business plans will earn you a C or lower. - Grades are based on overall organization and clarity, quality and thoroughness of the literature review, appropriateness of the analytic or other methods, quality of presentation of results or completion of the business plan/project, overall writing quality and general contribution to the health care administration knowledge base.

4 **** Students completing a business plan/project are expected to complete the Excel template which will be made available for that purpose.

The purpose of this course is to develop the ability/habit of critical thinking and reasoning while learning and this can be best accomplished in a setting of phased learning. The written assignments and the feedback students receive from the instructor are designed to advance the cause of critical thinking and writing. This means students are expected to revise written assignments based on instructor’s comments.

Withdrawal policy Withdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” include statement of how you will interpret university policy.

Cheating and plagiarism Statement referencing University policy http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02. You may also state what you will do in case of cheating/plagiarism.

ASSIGNMENTS

All assignments except the Beachboard assignments (which are answered on Beachboard) will be submitted to the dropbox. If you need to email me something, please be sure you specify your class number and section and if there is a file, use the format below: ………………………………………………………………..

Lastname.Firstinitial.AssignmentName

Example: Jones.X.Quiz1

Please submit in word files …………………………………………………………………

Basic Technical Requirements: Internet access, E-mail account and access, Word Processing with MS Word compatibility doc file: many of the class notes, documents, and additional readings are stored as MS Word files and documents; the exam --you will need this program in order to retrieve and open these documents and files; you will also need to use a MS Word compatible program to submit some of your work to the instructor.

Individual Assignments: All individual/group assignments must be computer-typed and word-processed, in the format described in the latest APA manual.

Exams/Weekly Quizzes:

You will have 10 multiple choice quizzes over the reading assignments from the textbook. You will be allowed to take the exam two times and the computer will save the higher score. Once 5 you open the exam, you must finish it. You cannot save it and return later. All weekly exams and the midterm will be opened 8:00 am on Monday and closed 11:59 pm on Sunday. The final exam will be in the class!! (The date is subject to change if the schedule of exams conflicts with it). The midterm and final exams are multiple-choice and questions. They are a random selection from the same question pool as the weekly quizzes. The final will cover material covered after the midterm.

Discussion Questions: Discussion Board Lessons Must show a total word count – references are not included in the word count 350-400 word essays addressing the questions stated in the assignment. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, and your ability to conduct additional and relevant research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference a minimum three sources of information; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

Evaluating Criteria for Discussion Questions The responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

10 points per lesson--relevant content provided to all questions for the lesson; well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format 8 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format 6 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research 5 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references) 0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Discussion Participation Lessons Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.

Evaluating Criteria for Discussion Participation: Must show a word count

6 Your comments must be at least 150 words each. The comments to each lesson’s Posting will be assessed according to the following rubric:

5 points per comment—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences for each one. 3 point per comment—3 point per comment—the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment does not have the required amount of words or sentences or does not acknowledge the points in the posting. 0 points per lesson—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

Profile Page – This is the profile on the BeachBoard page- You complete it there and save it and I will grade it there. You do not need to submit it to me.

The requirements for each section of the profile page are listed below:

Must have picture for full credit Interests/Hobbies: At least 3

Favorite Music: Favorite type of music and favorite song

Favorite TV At least 3 Shows:

Favorite Movies: At least 3

Favorite Books: At least 3

Favorite At least 1 Quotations:

Favorite At least 3 with description – must describe even if a common site and tell why you like it – be creative on the Websites: sites

Future Goals: At least 3

AtMost least Memorable 1 with the Describe the experience and the reason it is your most memorable experience Learning Experience:

“I don’t have one is not an acceptable answer for above.”

Midterm: Multiple choice and true false questions from the material covered in the first half of the class.

7 **Business Report Components

 Abstract (2%)  Market Analysis: Industry Description and Outlook (10%)  Target Market (10%)  Target Market Size (10%)  Pricing and Gross Margin Targets (10%)  Competition and Strategy (10%)  Feasibility Analysis (SWOT) (10%)  Legal, Tax, and Ethical Issues (10%)  Financial Data (8%)  Overall APA format (10%)

* Note: All research projects must be written in APA style

It will be submitted to the dropbox.

GROUP PROJECT

Group Project: You will be assigned to groups of 4 or more and together as a group you will be given a case project to work on and submit your final report at the end of the semester or the assigned due date. Together you will develop a PowerPoint presentation of at least 12 slides and post it to the discussion board and to the dropbox. The reference slides are not included in the 12 slide. I expect to see creativity, graphics and information that is thorough enough for the reader to understand when you present your case report in class.

Group Project Responses: You have to comment on at least two of your classmate’s group projects. Your comments need to be insightful and thought provoking.

Final Exam: Your final exam will be multiple choice questions. It will cover all material covered in last half of the class.

Submission Instructions:

Discussion Questions; Discussion Participation Comments: Type (or copy/paste from a word file) your answers, comments, and bibliography entries into the class main discussion board under the forums designated by the instructor. It is to your advantage to type it into word and then copy it into the discussion board. Word will spellcheck and grammar check your document and save you losing senseless points.

HCA 468 Tentative Course Schedule (still under construction)

8 Assignment Due Date Description PROFILE 1/23/17 Introduction: & 1/25/17 Chapter 1 (14 slides) Risk Mngt & Patient Safety: The Synergy and the Tension

Chapter 2 (11 slides) Integrating Risk Mngt, Quality Mngt, and Patient Safety

Chapter 3 (13 slides) Benchmarking in Risk Management

`1 1/30/17 Chapter 4 (16 slides) Risk Mngt Strategic Planning for a & Changed Healthcare Delivery System 2/1/17 Chapter 5 (26 slides) Setting up a Risk Mngt Department

2/6/17 Chapter 6 (8 slides) Patient Safety: The Past Decade & 2/8/17 Chapter 7 (13 slides) Using “Never Events” to Reduce Risk and Advance Patient Safety

Chapter 8 (14 slides) The Patient Safety and Quality Improvement Act

2 2/13/17 Chapter 9 (18 slides) The Role of Governance in Hospital & Risk Mngt and Patient Safety 2/15/17 Chapter 10 (20 slides) The Culture of Medicine, Legal Opportunism, and Patient Safety

Quiz # 1 2/20/17 Chapter 11 (21 slides) Enterprise Risk Mngt: The Impact on & Healthcare Organizations 2/22/17 Chapter 12 (15 slides) Developing a Request for Proposal and Working with Insurance Providers

3 2/27/17 Chapter 13 (17 slides) The Importance of Developing a Medical Liability Cost Allocation System

9 3/1/17 Chapter 14 (16 slides) Managing the Risks of Workers’ Compensation

4 2/6/17 Chapter 15 (16 slides) Guidelines for In-House Claims Management

3/8/17 Chapter 16 (19 slides) Principles for Strategic Discovery

Quiz 2

5 3/13/17 Post Discussion Board 4 responses

Chapter 17 (17 slides) Full Disclosure as a Risk Management Imperative

3/15/17 Post two comments on classmates’ discussion 4

Chapter 18 (23 slides) The Development of Full-Disclosure Programs: Case Studies

MIDTERM

6 3/20/17 Chapter 19 (13 slides) Developing Early-Offer Programs Following Disclosure

Chapter 20 (17 slides) Criminalization of Healthcare Negligence

322/17 Chapter 21(11 slides) Preparing for and Limiting Potential Liability for Medical Care (Disaster Events

DISCUSSION 2 DUE 7 3/27/17 SPRING BREAK – 3/27/-4/2/17 8 4/3/17 Chapter 22 (20 slides) Creating Systemic Mindfulness: Anticipating, Assessing, and Reducing Risks of Health Care

Chapter 23 (12 slides) Risk Mngt in Selected High-Risk Hospital Departments

10 Chapter 22 (20 slides) Creating Systemic Mindfulness: Anticipating, Assessing, and Reducing Risks of Health Care

Chapter 23 (12 slides) Risk Mngt in Selected High-Risk Hospital Departments

9 4/5/17 Chapter 24 (21 slides) Improving Risk Mngr Performance and Promoting Patient Safety with High Reliability Principles

Chapter 25 (26 slides) The Benefits of Using Simulation in Risk Mngt and Patient Safety

Chapter 26 (19 slides) Creating a Mindfulness of Patient Safety Among Physicians Through Education

4/10/17 Chapter 24 (21 slides) Improving Risk Mngr Performance and Promoting Patient Safety with High Reliability Principles

Chapter 25 (26 slides) The Benefits of Using Simulation in Risk Mngt and Patient Safety

Chapter 26 (19 slides) Creating a Mindfulness of Patient Safety Among Physicians Through Education

8 412/17 Chapter 27 (15 slides) Managing Patient Expectations Through Informed Consent

Chapter 28 (16 slides) Improving Health Literacy to Advance Patient Safety

DISCUSSION 3 DUE

4/17/17 Chapter 27 (15 slides) Managing Patient Expectations Through Informed Consent

Chapter 28 (16 slides) Improving Health Literacy to Advance Patient Safety

11 GROUP CASE REPORT PRESENTATION

9 4/17/17 Chapter 29 (25 slides) The Impact of Fatigue on Error and Patient Safety

Chapter 30 (44 slides) Managing the Failures of Communication in Healthcare Settings

GROUP CASE REPORT PRESENTATION

4/19/17 Chapter 29 (25 slides) The Impact of Fatigue on Error and Patient Safety

Chapter 30 (44 slides) Managing the Failures of Communication in Healthcare Settings

DISCUSSION 4 DUE

11 4/24/17 Chapter. 31 (17 slides) Improving Handoff Procedures in Health Care to Reduce Risk and Promote Safety

Chapter 32 (11 slides) The Risks and Benefits of Using E- Mail to Facilitate Communication

Chapter 33 (19 slides) Risk Management for Research

4/26/17 Chapter 31 (17 slides) Improving Handoff Procedures in 12 Health Care to Reduce Risk and Promote Safety

Chapter 32 (11 slides) The Risks and Benefits of Using E- Mail to Facilitate Communication

Chapter 33 (19 slides) Risk Management for Research

FINAL 5/1/17 Class Presentation BUSINESS PLAN INDIVIDUAL BUSINESS PLAN DUE TODAY BY MIDNIGHT

5/3/17 REVIEW FOR FINAL EXAM 5/8/-5/10 Class Presentation

12 Review for Final Exam and feedback on Business Plan

FINAL 5/14/17 IN CLASS EXAM (Official date would be posted later on Beachboard) *Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the Beachboard. It is a student’s responsibility to remain updated on course changes.

Grades and Grading Procedures Definitions: The following definitions apply to grades assigned in all undergraduate and graduate courses.

A. Performance of the student has been at the highest level, showing sustained excellence in meeting all course requirements and exhibiting an unusual degree of intellectual initiative.

B. Performance of the student has been at a high level, showing consistent and effective achievement in meeting course requirements.

C. Performance of the student has been at an adequate level, meeting the basic requirements of the course.

D. Performance of the student has been less than adequate, meeting only the minimum course requirements.

F. Performance of the student has been such that minimal course requirements have not been met in the format described in the latest APA manual.

NOTE: All written assignments must be word-processed and saved as a doc file. Due dates are listed on each assignment sheet and in the tentative schedule of classes.

Commitment to Inclusion California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect. All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.

METHODS OF PRESENTATION

13 The method of instruction will be primarily lecture with discussion and demonstrations by the instructor. Audiovisual materials will be used where appropriate. Individual student projects will be assigned and group projects.

METHODS OF EVALUATION OUTCOMES

A. Objectives tests: weekly, midterm, and final B. Weekly assignments C. Group Case Study project C. Individual Business Plan/Project

BIBLIOGRAPHY

Brennan, J. A. (2005). Principles of EMS systems. American College of Emergency Physicians. 3 edition. ISBN-10:0763733822.

Carroll, R., et al. (2006). Risk management handbook for health care organizations

14 American Hospital Publishing. Edition 5, 1.

Cailahan, M. (2008). Negligent credentialing developments: Impact of recent cases and new joint Commission medical staff standards. Katten, Muchin, Rosenman, LLP. Webinar presentation, April 16, 2008, p.8.

Hoetmer, G. L. (1991). Introduction in emergency management: Principles and practice for local government. Washington, D.C.: International City/County Management Association, XXXIV.

William L. W. (2007). Terrorism as disaster in handbook of disaster research, ed. Havidan Rodriguez, E. L. Quarantelli, and Russel R. Dynes (New York: Springer,

388-404.

William, L. M. (2006). The political costs of failure in the responses to Hurricanes Katrina and Rita, “in shelter from the storm: Repairing the National Emergency Management System after Hurricane K atrina, ed. Thousand Oaks, Calif.: Sage Publication

Kohn, L., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health care system. Committee on Quality of Health Care in America. Institute of Medicine. Washington, DC: National Academy Press.

Kristen, M. C. et al (2004). Population trends along the Coastal United States: 1980- 2008, Coastal Trends Report Series (Washington, D.C.: National Oceanic and Atmospheric Administration. U.S. Department of Commerce.

Light, P. C. (2007). The Katrina Effect on American preparedness: A report on the lessons Americans learned in watching the Katrina disaster unfold. New York: Center for Catastrophe Preparedness and Response, New York University.

The Joint Commission. (n.d.). Comprehensive office manual for hospitals: The official handbook. CAMH Refreshed Core, Standard MS.08.01.01, MS-22; MS.08.01.03, MS-23.

Nardi, P. M. (2002). Doing survey research: A guide to quantitative research methods. 1st Edition. Boston, MA: Allyn and Bacon.

Neuman, (2003). Social research methods. Qualitative and quantitative approaches (5th Ed.). Pearson Education, Inc., Boston, MA: Allyn and Bacon.

Reason, J. (1997). Managing the risks of organizational accidents. Burlington, VA: Ashgate Publishing Company.

Rejda, G.E. (2011). Principles of Risk Management and Insurance (11th ed.). Boston,

15 MA: Pearson Education, Inc.

Weick, K. E., & Sutcliffe, K. M. (EDs). (2007). Managing the unexpected: What business can learn from high-reliability organizations (2nd ed.). San Francisco: Wiley & Sons.

Weick, K. (2001). Making sense of the organization. Malden, MA: Blackwell Publishing.

U.S. Department of Homeland Security (DHS), (2004). National Response Plan. Washington, D.C.

Kemp, R. L. (2006). Emergency Management and Homeland Security: An Overview. Washington, D. C.: ICMA.

Ristuccia, H., & Epps, D. (2009, April). Becoming risk intelligent. Risk Management (RIMS) 56-88.

Wagner, S., & Layton, M. (2007, August). The two faces of risk. Deloitte Review, 71-75.

Related Resources:  9-1-1 Center Operations: Challenges and Opportunities  EMS in Critical Condition: Meeting the Challenge IQ Report E-Document  Preparing for a Pandemic IQ Report E-Document

JUSTIFICATION Risk management is the preventative process for managing risks. Risk management involves identifying risks, strategizing ways to avoid or mitigate those risks and developing a contingency plan in case risks cannot be prevented or avoided. According to The Medical and Public Health Law Site, health care risk management goes beyond the protection of a business operations and finances; it involves understanding how risks can impact patients. One of the most important features of health care risk management is ensuring the continuity of patient care. This means that hospitals and doctors' offices have to consider how risks can be managed in a way that does not disrupt a patient's treatment. As risk management continues to evolve and become more professionalized, there is a need for a sound, reliable and up-to-date resource to guide people. This course, which will be a required course for all students in the program, will provide and assist current and future risk managers in fulfilling their crucial function by providing context, sharing experience, and offering insights into today’s challenges in health care administration.

Appendix E

CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010

16 The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific competencies, organized into 5 domains (http://www.healthcareleadershipalliance.org/). CSULB’s Health Care Administration Department has adopted these competencies as the basis for its curriculum, effective 2010. The domains are listed and defined below, with the principal areas included in each domain. HCA graduates are expected to demonstrate competence in aspects of all five domain areas.

Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establishes and maintains relations, and facilitates constructive interactions with individuals and groups. A. Relationship Management B. Communication Skills C. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains. A. Leadership Skills and Behavior B. Organizational Climate and Culture C. Communicating Vision D. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement. A. Personal and Professional Accountability B. Professional Development and Lifelong Learning C. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function. A. Healthcare Systems and Organizations B. Healthcare Personnel C. The Patient’s Perspective D. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment. A. General Management B. Financial Management C. Human Resource Management D. Organizational Dynamics and Governance E. Strategic Planning and Marketing F. Information Management G. Risk Management H. Quality Improvement

17 "Students with Disabilities: Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructors. If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, s/he should seek the assistance of the Director of Disabled Student Services on campus."

My Rubric for Grading Research Paper

Levels of Writing Quality Research Paper for the Following Classes (HCA 417i, 410, 422i, 457i and 468)

Writing quality research paper for my course will be evaluated using the features defining the four levels. A passing grade for the writing quality of the paper will be achieved by writing at Level 3.

Level 1 Writing (Beginner). Features of these papers:  Ill-defined or no thesis  Unfocused sense of audience  Inadequate organization and/or development  Inappropriate or insufficient details to support ideas  Does not demonstrate understanding of topic beyond a surface level  Multiple errors in grammar, diction, sentence structure, or spelling

Level 2 Writing (Novice). Features of these papers:  Vague purpose or multiple purposes  Sense of audience wavers  Evident but inconsistent development  Does not advance an argument with adequate support  Demonstrates some understanding of the topic, but does make connections among ideas  Lack of language facility with frequent errors

Level 3 Writing (proficient). Features of these papers:  Expresses a clear, coherent thesis  Sticks to the purpose and provides adequate transitions among ideas  Connects ideas within the material and to other ideas and sources  Moves beyond surface understanding and demonstrates facility with topical and disciplinary knowledge  Conveys a sense of audience with appropriate use of disciplinary language  Advances argument with sound evidence and references  Readability enhanced by facility with language and sentence conventions

18 Level 4 Writing (Advanced). Features of these papers:  Insightful, creative or skillfully designed purpose  Sense of audience demonstrated through form and language  Demonstrates disciplinary understanding and interconnections; makes links that suggest the discovery of new information or new ways of designing/displaying information  Effective organization contributes to full development of presentation  Innovatively or expertly advances argument with well-researched evidence and documentation  Work enhanced by facility in language use, range of diction, and syntactic variety

Dichotomous Scale for Evaluating Writing

Yes No Substance ______1. Paper addresses the issue. ______2. Paper has a focus, central idea. ______3. Paper develops major aspects of the central idea. ______4. Paper shows awareness of importance of main ideas.

Organization ______5. Structure or pattern of the paper is clear. ______6. Paper has an introduction, development, and conclusion. ______7. Each paragraph is coherent. ______8. Transitions from one idea to next are logical.

Mechanics ______9. Sentence structure is coherent ______10. Sentences are not awkward. ______11. Sentences are varied. ______12. Errors in use of verbs are few. ______13. Errors in use of pronouns are few. ______14. Errors in use of modifiers are few. ______15. Errors in word usage are few. ______16. Punctuation errors are few. ______17. Spelling errors are few.

Evidence ______18. Statements are accurate. ______19. Opinions are adequately supported. ______20. Sources are identified and documented appropriately.

Mechanics (alternative) ______Paper shows control of grammar. ______Paper shows control of syntax. ______Paper has few misspellings.

19 Appendix D

CRITERIA FOR GRADING A Grade

 Participate in all group activities/assignments/discussions  Take all quizzes (92%)  Write a good individual Business Plan (must include at least 15 references, and/or not less than 15 pages; written in APA style, must grammatically sound, and must be a very good quality report)  Take mid-term examination (must score 92%)  Take final exam (must score 92%)

B Grade

 Participate in all group activities/assignments/discussions  Take all quizzes (85% or higher)  Take mid-term examination (must score 85% or higher)  Take final exam (must score 85% or higher)  Business Plan acceptable

C Grade  Participate in all group activities/assignments/discussions  Take all quizzes (75%)  Take mid-term examination (must score 75% or higher)  Take final examination (must score 75% or higher)  Poor Business Plan