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Health
Care Administration
Summer,
Second Session 2003
Monday/Wednesday
6:00–10:00 p.m. TESC
Lab
I, Room
Joan
Bantz, Office: Lab I, 3011
Office Hours:
M/W 4:30-5:30 p.m., and By Appointment
email: bantzj@evergreen.edu
Voice mail: 360-867-5095
Home Page: http://academic.evergreen.edu/curricular/healthcareadministration/home.htm
Course Description:
This course surveys the
historical, social, economic, and political context of the U.S. health
care system. It provides students an understanding of health politics as
a key component of the environment in which the health care administrator
must function. We will examine American health care visions and values
and how key actors are often at odds with one another. The purpose of this
course is to enhance students' abilities to evaluate the effectiveness,
efficiency and equity of health policies and programs. Emphasis will be
given to the tension between health and health care. As a key component
of the environment in which the health care administrator must function,
the political processes and roles of the legislative, executive
and
judicial branches of government in health policy will be examined.
Major health care policy
participation and development are identified within the political and institutional
contextual framework. Those seeking to advance health care reform will
acquire broader perspicacity by exploring agencies, policies, organization,
leadership challenges, administration, consumerism and development of public
and community health programs. Political processes, the legislative, executive
and judicial branches of government relations, the public and private
sector, and the political roles that selected health professionals assume
in the community will be examined.
The course seeks to provide
practical mechanisms to intervene on behalf of programs or institutions.
Course Objectives:
Overall, we will seek
to integrate theory and practice. Specifically, this course will enhance
students' abilities to evaluate the effectiveness, efficiency, and equity
of health policies and programs, using rigorous analytical reasoning.
Upon successful
completion of the course the student will:
-
Understand the structure of
the political process in the health policymaking process in the United
States, at the State and Federal level.
-
Recognize the political roles
of the legislative, executive and judicial branches of government relative
to health policy.
-
Examine the political role
that selected health professionals assume in the community.
-
Identify and classify the major
and minor forces and institutions that shape or frame health care policy.
-
Understand the steps in the
health policy process and how they as administrators may intervene on behalf
of their program or institution
-
Explore current demands for
change and positive actions currently underway in many public agencies
to meet those demands; and
-
Enhance writing and presentation,
analysis, critical thinking and collaborative skills.
Required Materials:Email
and Internet Access are Required
Required Text
| Johns
Hopkins Univ Pr; 2nd edition April 2002
ISBN: 0801868467 |
Weissert,
Carol S., William. G. Weissert |
Governing
Health: the Politics of Health Policy |
| W.E.
UpJohn Institute for Employment Research Edition Number: 1 2001
ISBN 0-88099-223-9 /2001 |
Zhou,
Huizhong (Ed.) |
The
Political Economy of Health Care Reforms |
| New
Press 2002
SBN: 156584582X |
Kawachi,
Ichiro, Bruce P. Kennedy |
The
Health of Nations: Why Inequality Is Harmful to Your Health |
| Michigan
State University 1992
ISBN 0-88099-118-6 |
Goddeeris,
John H, and Andrew J. Hogan, Eds |
Improving
Access to Health Care: What Can the States Do? |
Performance/Expectation
Measurement:
A. Written Work
30 percent
B. Legislative Briefing
10 percent
C. Final Group Presentation,
Abstract and Bibliography 30 percent
D. Class Participation
30 percent
Description of Performance
Measures and Expectations:
The course will be conducted
as an intensive seminar with workshops and lectures. When possible,guest
participants from the health professional community will be invited to
provide personal
insight into the topic under discussion. Student comprehension of the coursematerial
will be demonstrated by class and Seminar participation, written assignmentsand
shared intellectual journals. A team project presentation with detailed
abstract and bibliography
will be required from selected current health policy areas.
A successful learning community
requires that students attend classes regularly, arrive prepared to critically
discuss readings and complete timely all assignments. Please contact faculty
in advance if you must be absent from class by e-mail or phone. More than
one (1) absence may result in loss of credit. Work submitted late will
be read only under extraordinary circumstances
A. Reflective Written
Assignments
Various dates
The assignments will consist
of several different types of writing:
-
2 performance self-assessments.
A self-assessment tool will be distributed the first evening.
Assessment
tool
The completed personal review
of where you are presently and where
you seek to advanceis due
at the beginning of the second class. A final assessment
is to be due on 8/27.
This mapping tool will assist in crafting your
personal goals/objective paper.
-
1 personal learning goal
and objective paper: a
one page outcome focused paper using
your assessment tool will
describe your road map for the course. Due the beginning
of the second class, 7/30
B. Intellectual Journey
Reflection Papers Due
each class
Your reflective journal papers
are to be completed by the beginning of class and must be
exchanged and discussed in
person or by email with a fellow co-learner prior to the next Seminar.
These personal intellectual
journals/reflections or cognitive maps should summarize the major messageand
concepts of the readings in a format that is useful to you and fellow co-learners.
Journals are not a book report, but
rather a representation of what is important in understanding thecontext
of the readings. The intent of the journal/reflection papers is to capture
your thoughts about several particular ideas, facts, or issues presented
that warrant seminardiscussion, and summarize these concepts and theories
in a format that will be useful inyour intellectual journey. The papers
should demonstrate your mastery of the coursematerial and its application
in your work life in a thoughtful, clear and well-writtennarrative. Proper
citations must be used. One Page written peer reviews will be incorporatedinto
your journal before the following class. Submission of journals, with peer
reivews to faculty are required twice during the session. (8/11 and 8/25.)
Learning Objective:
Critical
thinking and expression, reflective thinking and
shared responsibility for co-learning community opportunity.
B. Legislative Policy
Briefing Paper and Presentation Due: 8/13
-
The Health
Care Policy Briefing Paper: Some
options
In the second week we will
begin to practice analyzing aspects of current health
care policy. Students
will explore, critically examine and draft a briefing paper and then "brief"
the class. Students will function as administrative or legislative
leaders and the presenter as analysts. The briefing paper will follow the
guidelines presented in class, and should be no longer than two pages.
Note:
The list of topics will be explored the first week of class for this exercise.
From this list teams will select the policy areas for the group project
to complete a indepth policy analysis.
-
The Policy
Briefing Presentation:
Presentations must include
an executive summary, briefing points/bullets; all of which formatted in
a strong visual format in a manner easily reviewed by busy administrators
or legislators. Each student will have 10 minutes for the briefing.
Immediate written Peer feedback will assist students to determine the effectiveness
of their briefing.
Learning Objective:
General knowledge, writing skills, analysis and synthesis,
practice brevity with persuasion, constructive feedback
and critical thinking.
C. Group Presentation
Project Due: 8/25, 8/27
Most public agency deliberation
is done within groups. This course will mirror that reality. You will self-select
groups of 2-3 members from interests discovered during the policy
briefings. Teams will have an opportunity to meet during class
time. Each team will maintain a record of their process and will conduct
a peer assessment.
-
Group Project Assignment: Current
Health Care Administrative Challenge
Students will research self-selected
areas from the briefing papers on current health care
administrative challenges,
grappling with key political, cultural, political, funding and trade-off
issues while exploring creative solutions. Teams will present their research
and options to the learning community during the last part of the class.
Multimedia or visual production is expected. Handouts
should include sources, examples or copies of slides, overheads, etc.
Each Team will make a 60
minute formal presentation to the class. Each member will be evaluated
based on content, analysis,
presentationand peer assessments. Due at the time of the presentation will
be:
-
A half page assessment of each
individual team member and self; and
-
An executive summary, handouts
and detailed bibliography signed by all
members of the team.
Learning Objective:
General knowledge, critical analysis, oral and written presentation skills,
assessment and collaboration.
D. Portfolio: Last
Self Assessment, Self and Faculty Evaluations
Due: 8/27
Templates for evaluations
are available ON-LINE at http://www.evergreen.edu/academiccomputing/download.htm
E. Optional
Two Credit Individual Research Module Due: 8/27
The two Credit individual research module requires the writing of
a major research paper based on application of course materials and additional
study. The topic for the major paper should be approved the first week,
an outline for critique and guidance is due 8/4 and a brief meeting with
faculty on 8/11 is expected. Selected subjects can duplicate the policy
briefing papers or group project but must contain additional in-depth research.
Further criteria will be provided to enrolled students.
Learning Objective:
Enhanced
understanding and appreciation, writing skills,
research analysis and synthesis, critical thinking and independent
study.