California State University, Long Beach s29

CALIFORNIA STATE UNIVERSITY, LONG BEACH COLLEGE OF HEALTH AND HUMAN SERVICES HEALTH CARE ADMINISTRATION PROGRAM

Fall 2013 HCA 410 – Health Care Management and Organization Instructor: Brenda Freshman, PhD Course: 7160 On Campus: [email protected] Section: 2 Campus Phone: 562/985-1962 Class Meets: Wednesdays 4-6:45 Campus Office Hours: Tuesday & Wednesday, Class Room: Kin - 63 2:00-3:30pm Additional Contact Information: Office Location: HHS-08 Bungalow HCA Program Administrative Coordinator: Cell Phone: 310-498-3829 Deby McGill, [email protected] Tel. 562/985-5694; fax 562/985-5886

Course/Catalog Description Prerequisite/Co-requisite: HCA 402. Introduction to health care management practices and concepts. Planning, decision-making, influencing, and effecting change. Effects of environment, technology and human behavior on organizational design. (Lecture.) Letter grade only (A-F).

Syllabus and assignments may change depending on availability of guest speakers, class size and needs. Changes will be announced in class and posted on BeachBoard – check for updates.

Course Outcomes, Competencies, and Assessments. The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competencies Assessment Tool and the Healthcare Leadership Alliance (HLA) Competency Directory. This course is designed to develop competencies in HLA Domain 5, General Management, HLA Domain 2, Leadership Skills and Behavior, HLA Domain 1, Facilitation, and HLA Domain 3, Personal and professional accountability. The chart below describes course outcomes and how they will be met and measured.

Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3) Define the functions of management 5 General In Class exercises; reflection, in a health care setting; Management critical commentary for each major function, exam questions Identify and discuss major 2 Leadership Reading, competency and behavioral science principles related Skills and personality assessments and to leadership Behavior debrief activities, reflection essays. Plan and conduct effective meetings 1 Facilitation Reading, Conducting Meetings, Role Plays & Team assignments Work effectively as a team member 3 Personal and Team presentation assignment or leader professional and peer feedback accountability

HCA 410 Fall 2013 - Page 1; 5/8/18 CLASS SCHEDULE AND ASSIGNMENTS Session # - Date Topic Reading Assignments Assignment, Deliverable & Activities 1 August 28 Course Syllabus, Course Assignment  Review syllabus, ask questions. Introduct Descriptions  In Class Exercise (ICE) ion Form Presentati on Teams 2. September 4 Organizat Course Reader Chapter 1 & 2  Assigned Reading Exercise On- ions, Articles and URLs posted on Line (Always due Tuesday Organizat Beachboard before class session @ ional 11:59pm) Effectiven  In Class Exercise (ICE) ess Organizat ional Design Accounta ble Care Organizat ions

3. September 11 Developin Course Reader Chapters 3 & 4  Assigned Reading Exercise On- g Self- Line awarenes  In Class Exercise (ICE) s  MML training 4:15 (Jen) Time and reschedule. Stress  On-line profile due photo and Managem complete text by 11:59pm ent Sept. 10.

4. September 18 Building Course Reader Chapter 5  Assigned Reading Exercise On- Relations Line hips  In Class Exercise (ICE) 5. September 25 Ethics in Ethics Game Inventory  Inventory & Simulation Healthcar Ethics Game Simulation completed on-line e  In Class Exercise (ICE) Administ ration 6. October 2 Cultural Article  Assigned Reading Exercise On- Compete Dotson & Nuru-Jeter (2012) Line ncy and  In Class Exercise (ICE) Diversity  Guest Speaker: Dr. James CSULB Sauceda Multi-  Professional Association Cultural Membership Scan and post Center receipt to Drop box (10/1/) visit 7. October 9 Motivatin Course Reader Chapter 7  Assigned Reading Exercise On- g Others Line  In Class Exercise (ICE)  Mid-Term Review Posted***  Teams Formed March 8. October 16 Building Course Reader Chapter 9  Assigned Reading Exercise On- Effective Line Teams  In Class Exercise (ICE)

HCA 410 Fall 2013 - Page 2; 5/8/18 9. October 23 Mid- Study for Mid-Term  On-line Mindfulness reflection Term due Oct. 22 11:59pm

10. October 30 Conducti Course Reader Chapters 10 &  Assigned Reading Exercise On- ng 11 Line Effective  In Class Exercise (ICE) Meetings  Discuss Role Play Making Oral and Written Presentati ons 11. November 6 Gaining Course Reader Chapter 6  Assigned Reading Exercise On- Power Line and  Virtual Course Assignment Influence Team Presen tation

1 : Orga nizati on Desig n and ACO’ s – Gorill a or Unico rn?

12. November 13 Managing Course Reader Chapter 8  Assigned Reading Exercise On- Conflict Line Team  In Class Exercise (ICE) Presentati on 2: Cultural Compete ncy for Healthcar e Professio nals 13. November 20 Leadershi Article  Assigned Reading Exercise On- p in Stefl & Bontempo (2008) Line Healthcar  In Class Exercise (ICE) e  Role Play Due Nov. 19 Team Guest Speaker: Terrance Presentati Cunningham, MHA, FACHE on 3: Motivatin g Health care professio nals

HCA 410 Fall 2013 - Page 3; 5/8/18 November 27 Thanksgi ving No Class Session 14. December 4 Team Presentation Prep.  Peer Feedback (ICE) Presentati  Final Review posted *** ons 4,5, & 6 Ethical Decision Making Healthcar e Teams Healthcar e Leadershi p

15. December 11 Final Presentation and Final Prep.  Prep. & Study Moved  Peer feedback (ICE) Here  Individual Presentation Write-up Due Dec. 15, in Drop Box. No Late Papers Accepted.

**Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced in class, via email and on the beachboard. It is a student’s responsibility to remain updated on course changes. *** Reviews will be posted on this date or as soon as available, actual posting might vary.

Required Text(s) and course materials:

A. ISBN-13 9781269391337 -OR ISBN-10: 126939133X Whetten - Business Pkg CSULB Fall 13 (available only at the bookstore, or Etext through publisher) This package contains the following items:  Custom Book for HCA 410 CSULB Fall 2013  MyManagement Lab Student Access Code

B. Ethics Game Simulation and Inventory ($31.50) to be purchased through on line portal, instructions posted in "course content" on the course beachboard portal

 Articles supplied by instructor, posted on BeachBoard and/or distributed in class.* (*If you miss a class lecture it is your responsibility to procure materials distributed.)

Session #5 Cultural Competency/ Managing Diversity  Dotson, E., Nuru-Jeter, A., & Brooks-Williams, D. (2012). Setting the stage for a business case for leadership diversity in healthcare: History, research, and Leverage/PRACTITIONER APPLICATION. Journal of Healthcare Management, 57(1), 35-44; discussion 45-6. Retrieved from http://search.proquest.com/docview/920291660?accountid=10351

Session #12 Healthcare Leadership  Stefl, M. E., PhD., & Bontempo, C. A. (2008). Common competencies for all healthcare managers: The healthcare leadership alliance Model/PRACTITIONER APPLICATION. Journal of Healthcare Management,

HCA 410 Fall 2013 - Page 4; 5/8/18 53(6), 360-73; discussion 374. Retrieved from http://search.proquest.com/docview/206729682?accountid=10351

 Other Requirements: E-mail address and Internet access to use the online BeachBoard course software system. If you have trouble with registration, contact the CSULB Technology Help Desk by phone at 562- 985-4959 via e-mail at [email protected] or in-person at the North Campus Center. NOTE: Use Internet Explorer as your browser for BeachBoard

 Methods of Evaluation

Assignment (due date) Pts. % Assigned Reading Exercise (weekly)………………...... 11 X 6 66 16.5 Sign In(weekly) …………………………………...... ……..1 X 14 14 3.5 In Class Exercises(weekly)…………….……………………..14 X 6 84 21 Prof. Dev. Actions......  On-line profile and photo (Sept. 10), (5)  Prof. Association Membership (Oct.1), (5) 10 2.5 Ethics Game Inventory & Reflection (Sept. 25)...... 20 5 Ethics Game Simulation (Sept. 25)...... 20 5 Mindfulness Module and Reflection (6 weeks in class, final reflection due Oct. 22 11:59pm)...... 16 4 Mid Term (Oct. 23)……………………………………………… 30 7.5 Role Play assignment (Nov.19)……………………………………. 40 10 Presentation (team) (Dec. 4 & Dec. 11)…………………………...... 30 7.5 Presentation (individual) Write Up & Peer Feedback (Dec.15) ……...... 40 10 Final (Dec. 18)……………………………………………………… 30 7.5 Total 400 100

Grade Thresholds A = 90% + points B = 80-89% points C = 70-79% points D = 60-69% points F = 59% - points

G. Assignment Descriptions

1. Assigned Reading Exercises (AREs). For each class session where reading is assigned, you will be given a task related to the reading to complete during the week. These assignments will vary with the topic. Explanation of the assignment will be posted on a forum discussion specific to that week’s session. It is the students’ responsibility to check the discussion board assignment for this detail. Points are allocated for depth of reflection, application to health care management, spelling and grammar, and following instructions. Each post should be a minimum of 150 total words to answer 2-3 questions; include word counts at end of each answer.

2. In-Class Exercises (ICEs). Most weeks there will be an exercise and a written deliverable associated with it. Sometimes these will be team activities; in those cases everyone on the team will receive the same score.

HCA 410 Fall 2013 - Page 5; 5/8/18 3. Ethics Game Inventory & Simulation* - "The Ethical Lens Inventory™ (ELI) is a personal evaluation tool designed to help students understand the values that influence their choices. It identifies how they prioritize values when making ethical decisions. By understanding what values are most important to them and what values are most important to the other parties involved in an ethical situation, they can minimize unnecessary conflict, make better ethical decisions, and live their values with confidence and integrity." "EthicsGame simulations teach students how to recognize ethical situations, analyze multiple options for action, identify the best solution, pause for reflection and communicate the solution to interested stakeholders.

Performance data supports at least three learning outcomes: ■Students view an ethical dilemma from multiple perspectives ■Students learn to consider stakeholder impact while making an ethical decision ■Students articulate their own process for making a decision in a written assignment"

The instructions for purchasing these course materials are posted on Beachboard in the "Ethics Module" on course content. ( *Source: http://www.ethicsgame.com/exec/site/index.html)

4. Mindfulness training and reflection - Developing the important management skills of focus and emotional management will be facilitated with a mindfulness training component. Further explanation and reading materials and assignments will be presented during classroom sessions.

5. Exams. There will be a mid-term and a final exam (multiple choice/T-F format). The exam questions will come from the readings, class lectures, and student presentations. The mid-term will cover the first 7 weeks of instruction; the final will be cumulative, emphasizing material from weeks 8-15. Students absent for either the mid-term or final exam must provide written third party documentation of unforeseen and unavoidable circumstances in order to be eligible to take a make-up exam. Disabled students who qualify for alternative testing arrangements, please advise the instructor at least 2 weeks prior to the exam. Bring a #2 pencil and Parscore Form 1712 for each exam.

6. Team Presentations and Individual Write Ups  Team Presentation: During the course you will be forming teams to create and deliver a presentation demonstrating your acquired knowledge about management processes and healthcare organizations. At the end of the course you will be giving a team presentation. As part of learning and demonstrating the management skill of “delegation” and the art of “division of labor,” each team member will be responsible for 1 or more aspects of the team presentation. This will be determined in your team setting by team members. The presentation should demonstrate concepts, skill sets and theories presented in course and/or relevant to the course material and objectives, with new information from the research literature not found in either text. These presentations will be 30 minutes approximately (precise timing will be discuss in class session). Grading is based on content, clarity and style of presentation, and the degree of class involvement your presentation encourages. An anonymous team rating form will be used to rate your team members. Class members will participate in rating each team presentation.

 Individual write-up. The individual presentation “write up” will be on your segment of the team responsibilities. This document should be unique and differentiated from your other team members. It will be a 2-3 page format that will include an outline of the presentation and an executive summary of your area of responsibility, methods, research (minimum of 5 peer reviewed resources) and ultimate contribution to the team. Grading is based on adherence to format, clarity of writing, use of proper grammar, organization of the material, your critical insights and interviews and your ability to add additional references to clarify and support your conclusions.

HCA 410 Fall 2013 - Page 6; 5/8/18 7. Peer Presentation Feedback Form. During presentations each student will provide feedback to their own team as well as each of the other teams. These feedback forms will be reviewed by the instructor and points will be tabulated on the following criteria (honesty, depth, inclusion of both positive comments and opportunities for improvement, & legibility). Each team will synthesize its feedback for the other teams as well.

8. Participation, Attendance and Preparation. You are expected to engage with the material, ask questions, respond with answers and participate fully in the class session. In order to do this you need to be in class. There will be an attendance roster that you must sign each session to be eligible for this point each class session. You are expected to have read the assigned readings before the class session, to be prepared to comment on the material (including the exercises) and to actively participate in class discussions. Lectures will cover highlights of the reading and include supplementary information. If you have trouble understanding what you read or hear, please ask for clarification in class or make an appointment to discuss the problem area(s). Disabled students requiring special accommodations, please advise instructor. Attendance policy conforms to University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.

9. Role Play Assignment - You will read an article (posted on Beachboard) that presents various conflict management scenarios in healthcare. Select a scenario and compose a "Role Play," involving 2 actors. Templates and Instructions are posted on the beachboard portal in "content."

10. Networking/Professional/Technical Skills Development: You may earn points by providing information about yourself, joining and participating in healthcare professional organizations, including HCA Student Forum and CSULB Career Development Center workshops. 5 points for a complete BeachBoard profile (with your photo); 5 points for joining an organization (see due date on beachboard dropbox); See HCA Dept. website for healthcare administration professional organizations; HCASF will count for this assignment, but not limited to.

11. Class attendance is critical.

Each unexcused absence will lose 7 points for the day, per the grading assignments identified above. 6 pts lost for the in-class exercise, 1 pt lost for sign-in. There will be no make-up opportunities for unexcused absences.

Excused absences will have the opportunity for a make-up assignment to regain the 7 lost points. Excused absences must conform to university policy. THERE WILL BE NO EXCEPTIONS. Make-up assignments and documentation for excused absences must be turned into the professor within 2 weeks of the absence date. It is the student’s responsibility to provide documentation and meet with the professor for to obtain the make-up assignment.

Attendance policy conforms to University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.

12. Extra Credit:  Up to 10 extra credit points maximum  Submit a 1-page, single space 12pt font. 1 inch margins commentary a peer reviewed journal article (published since 2007, must be health care management related) Include 3 sections. 1. Original Summary, 2. What you learned. 3. How you will apply what you learned. (up to 3 points).  Attend a HCA Student Forum meeting (2 points), (use the HCASF student forum sign in sheet to prove attendance. ) AND upload a completed guest speaker and event reflection form to dropbox.

HCA 410 Fall 2013 - Page 7; 5/8/18  Attend other professional healthcare association meetings in person (up to 3 points); AND upload a completed guest speaker and event reflection form to dropbox. and Include documentation of event. (scanned and uploaded)  .

13. Performance Expectations and Deadlines. Assignments are due on the date specified. Depending on the assignment, some Late assignments might be accepted at a loss of 10% of points for each day past the deadline. ***NO LATE acceptance for on-line Reading assignments and will NOT be eligible for points. These ARE's are due at 11:59pm on the Tuesday before Wednesday session.

14. Withdrawal policy. Per University policy; see: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” instructor will evaluate student withdrawal requests on a case by case basis.

15. Classroom Rules  Turn off and put away cell phones or other electronic devices before class begins. Laptops in classroom perimeter seats only. Violation of this policy will result in 1. First time per semester "verbal warning," 2. 2nd time excused for class session that day and written warning, 3rd time per semester 5 points deducted from course score and each violation thereafter.  Arrive on time (sign-in sheet will be available until 4:05pm)  Actively participate in all classroom activities and discussions.  Be respectful of others’ opinions and perspectives.  You are responsible for ALL weekly reading assignments and are expected to have read the chapter prior to attending the lecture.  Check BeachBoard and my management lab regularly, including the gradebook. If there is any discrepancy between the posted grades and your records, advise the instructor immediately.  CSULB catalog rules apply in this classroom.

16. Student Responsibilities and University Policies

 Cheating and Plagiarism. Please be aware of and ensure that your behavior conforms to University Policy, as contained in the California State University, Long Beach Policy Statement 80-01: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02.

 Disabilities must be verified by the University. Instructor may require confirmation of disability and evaluation of accommodation request from Disabled Student Services. A reminder that it is the student's responsibility to notify the instructor in advance of the need for accommodations of a university verified disability”

 Withdrawal policy. Withdrawal is the responsibility of student. Per University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after 2nd week and before final 3 weeks is “permissible for serious and compelling reasons;” instructor will evaluate student withdrawal requests on a case by case basis.

 Communications: Students are expected to check email and BeachBoard accounts regularly for class announcements and their standing in the course.

HCA 410 Fall 2013 - Page 8; 5/8/18 Additional Resources: Journal Articles Casali, G., & Day, G.. (2010). Treating an unhealthy organizational culture: the implications of the Bundaberg Hospital Inquiry for managerial ethical decision making. Australian Health Review, 34(1), 73-9.

Chullen, C., Dunford, B., Angermeier, I., Boss, R., Boss, A., & Kirby, J.. (2010). Minimizing Deviant Behavior in Healthcare Organizations: The Effects of Supportive Leadership and Job Design/PRACTITIONER APPLICATION. Journal of Healthcare Management, 55(6), 381-398.

Dreachslin, Hunt, Sprainer, & Snook Jr. (1999). Communication patterns and group composition: Implications for patient-centered care team effectiveness / Practitioner response. Journal of Healthcare Management, 44(4), 252-66; discussion 266-8.

Deshpande, S., & Joseph, J.. (2009). Impact of Emotional Intelligence, Ethical Climate, and Behavior of Peers on Ethical Behavior of Nurses. Journal of Business Ethics, 85(3), 403-410.

Edmondson, Bohmer, & Pisano. (2001). Disrupted routines: Team learning and new technology implementation in hospitals. Administrative Science Quarterly, 46(4), 685-716

Feng, & Manuel. (2008). Under the knife: a national survey of six sigma programs in US healthcare organizations. International Journal of Health Care Quality Assurance, 21(6), 535-547.

Freshman, & Rubino. (2004). Emotional Intelligence Skills for Maintaining Social Networks in Healthcare Organizations. Hospital Topics, 82(3), 2-9.

Gertner, E., Sabino, J., Mahady, E., Deitrick, L., Patton, J., Grim, M., Geiger, J., Salas-Lopez, D., & Brown, M.. (2010). Developing a Culturally Competent Health Network: A Planning Framework and Guide/PRACTITIONER APPLICATION. Journal of Healthcare Management, 55(3), 190-204; discussion 204- 5.

Kaissi, A., Begun, J., & Nelson, T.. (2008). Strategic Planning Processes and Hospital Financial Performance/PRACTITIONER APPLICATION. Journal of Healthcare Management, 53(3), 197-208; discussion 208-9.

Malvey, D.. (2010). Unionization in Healthcare Background and Trends. Journal of Healthcare Management, 55(3), 154-7. Retrieved November 1, 2010, from ABI/INFORM Global. (Document ID: 2052740331).

Pawar. (2007). Getting Beyond Blame in Your Practice. Family Practice Management, 14(5), 30-4.

Rangel, E.. (2009). Clinical Ethics and the Dynamics of Group Decision-Making: Applying the Psychological Data to Decisions Made by Ethics Committees. HEC Forum, 21(2), 207-28.

HCA 410 Fall 2013 - Page 9; 5/8/18 Verhezen, P.. (2010). Giving Voice in a Culture of Silence. From a Culture of Compliance to a Culture of Integrity. Journal of Business Ethics, 96(2), 187-206.

Wicks, St Clair, & Kinney. (2007). Competing Values in Healthcare: Balancing the (Un)Balanced Scorecard/PRACTITIONER APPLICATION. Journal of Healthcare Management, 52(5), 309-23; discussion 323-4. Books Bennis, W., Spreitzer, G., & Cummings, T. (2001). The future of leadership. San Francisco: Jossey-Bass.

Blanchard, K. & Johnson, S. (2004). The one minute manager. New York: HarperCollins.

Cohen, N.H. (1999). The mentee’s guide to mentoring. Amherst, MA: HRD Press.

Covey, S.R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.

Drucker, P. (1986). Managing for results. New York: HarperCollins.

Evashwick, C. & Riedel, J. (2004). Managing long-term care. Chicago: Health Administration Press.

Hammer, M. & Champy, J. (2001). Re-engineering the corporation: A manifesto for business revolution. New York: HarperBusiness.

Hurd, J. (2002). The everyday genius: Profiting from your strengths and making your weaknesses irrelevant. Claremont, CA: Freedom Hills Press.

Katzenbach, J.R., & Smith, D.K. (1993). The wisdom of teams: Creating the high-performance organization. New York: HarperCollins.

Kroeger, O., Thuesen, J.M. & Rutledge, H. (2002). Type talk at work: How the 16 personality types determine your success on the job. New York: Dell Publishing.

Kouzes, J.M. & Posner, B.J. (2002). The leadership challenge. San Francisco: Jossey-Bass.

Maxwell, J.C. (1999). The 21 indispensable qualities of a leader : becoming the person that people will want to follow. Nashville, TN: Thomas Nelson, Inc.

Stephen Shortell, Arnold Kaluzny, Health Care Management, Organization Design and Behavior. (5th Edition) Thomson Delmar, 2006. Academic Journals (partial list): Academy of Management Journal, Harvard Business Review, Public Administration Review, Healthcare Executive, Journal of Healthcare Management; Frontiers of Health Service Management, Administrative Science Quarterly, Journal of Applied Behavioral Science, Journal of Organizational Behavior, Organizational Behavior and Human Decision Processes, Organizational Dynamics, Academy of Management Review +…. Business Publications: Business Week, Fast Company, Fortune, Hospitals & Health Systems, Modern Healthcare, Workforce Management (free subscription: www.workforce.com) HCA 410 Fall 2013 - Page 10; 5/8/18 On-Line Resources: Academy of Management http://www.aomonline.org/ American College of Healthcare Executives, ache.org American Hospital Association, aha.org Society for Human Resource Management web site http://www.shrm.org/ California Health Line, a service of California Health Care Foundation, daily Internet news on healthcare in California, www.chcf.org Journal of Science and Health Policy, www.scipolicy.net National Information Center for Health Services Administration, www.nichsa.org (web links to American College of Healthcare Executives, American Hospital Association, American Health Information Management Association) Harvard Business Review http://www.harvardbusinessonline.org

HCA 410 Fall 2013 - Page 11; 5/8/18 Appendix E

CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010

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, establish and maintain relations, and facilitate 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

HCA 410 Fall 2013 - Page 12; 5/8/18