California State University

California State University, Chico
DEPARTMENT OF HEALTH AND COMMUNITY SERVICES

HCSV 530	Spring 2009
Capstone Seminar in Health Services Administration	Butte 205
Monday, 6:00 to 8:50

Richard A. Narad, D.P.A., J.D.	Phone: (530) 898-5309
Butte 627	FAX: (530) 898-5107
Email: RNARAD@CSUCHICO.EDU
Office Hours: Monday 2-5, Tuesday 1-3, or by appointment

1. Scope of Course: This course will integrate theory and practice by examining issues and solutions to problems in the management of health services organizations. It functions as a capstone for the health services administration program, allowing students to apply coursework from across the curriculum. The class will use case studies to apply knowledge and skills to real life problems. It will also cover, in greater depth, health service organization finance and marketing, and decision making and problem solving techniques.
2. Student Outcome Assessment: HCSV 530 meets the following program learning objectives in the Department of Health and Community Services. (Please see www.csuchico.edu/hcsv/hsa_obj.html for a complete listing of the program learning objectives). 1. Demonstrate knowledge, skills, and beliefs related to the health care delivery system a. Discuss, describe, and analyze the impact of politics and economics on the health care delivery system and on health care organizations and be able to participate in influencing political decisions. b. Discuss the major ethical issues that are affecting health care and be able to articulate their own beliefs. 2. Demonstrate knowledge, skills, and beliefs related to health care organizations. a. Describe how the medical/professional staff is governed, how membership to the staff is granted, and what entity has responsibility for disciplinary action. b. Describe the roles, responsibilities, and functions of various services within healthcare organizations, including risk management, financial services, materials management, and facility management. c. Measure the quality of services and apply general approaches to quality management problems. d. Utilize the jargon and language of health care organizations. 3. Demonstrate knowledge, skills, and beliefs related to management processes, including planning, implementation, and evaluation. a. Manage day-to-day organizational activities, including handling the informal, on-going flow of activities, managing time effectively, developing priorities, making considered decisions, and reviewing/evaluating performances and outcomes. b. Manage people, including teambuilding, networking, coordinating, committee management, motivating, resolving conflict/mediating, presenting, persuading, supervising staff, and conducting employee performance evaluations. c. Manage program/organizational finances, including applying basic principles of budgeting, capital financing, and case-mix budgeting, using the budget as an internal control device, and applying various financial ratios. 4. Demonstrate competent communication skills, including written and spoken communication, use of electronic media and formal presentations/business reports.
3. Reading Materials:
Texts: · Linda Swayne, W. Jack Duncan, Peter Ginter, Strategic Management of Healthcare Organizations, 5th Ed. (Blackwell Publishing, 2006) ["SDG"] · Jonathon S. Rakich, Beaufort B. Longest, and Kurt Darr Cases in Health Services Management,4th Edition ["RLD "] · Other cases and course material posted on WebCT [“WebCT”] Health administration core library: · Vergil Slee, Debora Slee, & HJ Schmidt (eds.). Slee's Health Care Terms, 5th Edition (St. Paul, MN: Tringa Press, 2008)—earlier editions are acceptable. · Diana Hacker. A Pocket Style Manual, 5th ed. (Boston: Bedford Books of St. Martin’s Press, 2008)—earlier editions are acceptable.
4. Course Format: Classes will combine case study presentations and discussions. There will be a few lectures, but the bulk of the class will be student presentations and discussion.
5. Grading:
Exams
· Take-home final.........................................................................................................			150
· Reading quizzes (10@15).......................................................................................			150
Projects
· Case study write-up and presentation (team) (2)..................................................			300
· Case study write-up and presentation (individual) (2)...........................................			300
· Case study critique and presentation.....................................................................			100
Subtractions
· Attendance: 50 points lost for every session missed. One excused absence will be allowed. · Because this class depends on student presentations, all work must be completed on time. No credit will be given for late work!
Grades:
A 930 - 1000		C+ 770 - 799
A- 900 - 929		C 730 - 769
B+ 870 - 899		C- 700 - 729
B 830 - 869		D+ 660 - 699
B- 800 - 829		D 600 - 659
6 Projects and Activities:
· Case studies: Presentation of case studies from the Swayne or Rakich book or WebCT and leading of class discussion of the assigned case. One case study will be done as part of a team and the other two will be done individually. One(1) printed copy and one(1) electronic copy (via e-mail) of the case study write-up are due at the class prior to the class at which the case will be presented and discussed.
· Case study critique: Written response to a case study presented by other students. This will be presented following the presentation of the case.
· Reading quizzes: Most weeks (starting week #3), reading quizzes will cover the assigned case studies and assigned readings. The reading quizzes will be done on WEBCT with access granted two days prior to the class session.
· Take-home final: A final case study will be provided. It will be turned in at the time of the scheduled final.
· Readings: Students are expected to have read the assigned readings by the date indicated on the course schedule. Everyone must read all of the case studies.
· Class participation: Attendance is expected. Participation means more than being present in class. Students are expected to actively participate in class activities and discussions.
· Standard: This syllabus includes descriptions of each of the written assignments. General standards are described below. Students should ensure that papers and presentations include all of the required items and meet these standards.
· If you have difficulty writing, the Writing Center (898-5042, Student Services Building 310) on campus provides free tutoring and help with specific papers. USE THEIR SERVICES.
7. Confidentiality: During this course, the instructor, guest speakers, or students may share information regarding specific organizations or individuals. Such information should be treated as confidential and not discussed outside of the classroom. If you are in doubt regarding the confidentiality of any information, consult the instructor.
8. Academic honesty: Students must ensure that appropriate credit is given for all materials. Ideas taken from other persons must be properly cited. Any direct quote must be enclosed in quotation marks and must be cited. All papers will be checked for plagiarism at "turnitin.com". Any student who engages in academic dishonestly (e.g., plagiarism, cheating, etc.) will receive a failing grade in this course and Student Judicial Affairs will be notified.
9. Assignments should be of the same quality that is expected of an employee in a professional position in the healthcare field. That means that grammar and spelling will be considered in grading assignments. It means that due dates and project specifications are taken seriously. It means that attendance is expected.
10. Written papers: All papers turned in for this course must comply with the following:
· You must turn in both a hardcopy (printed) version of your term paper (which I will grade and return to you). You must also submit an electronic version to "turnitin.com" using the link available on the class WebCT page.
· Use 81/2" x 11" paper, with one-inch margins on all sides
· Type all written materials, with all text, including quotes, double-spaced
· Do not use covers or cover pages
· Use the Courier 12 font . No other font is acceptable.
· Do not exceed the maximum length for the assignment.
· Papers must be free of typographical and spelling errors and must be grammatically correct.
· Papers not meeting these standards may be returned for rewriting before they are graded. Any rewrite will result in a reduction of one grade.
11. Presentations: The presentation that you make in this class must comply with the following:
· Presentations should cover the same area as the paper, but should not be just a reading of the written paper. DON’T READ YOUR PAPER!
· Be prepared to respond to questions from the instructor and the class
· Do not exceed the maximum time for the presentation.
· Use visual aids (e.g., PowerPoint, overheads, presentation graphics) and handouts, in an appropriate manner.
· PowerPoint will be available when the career and comparative health presentations are scheduled. If you want to use it for your topic paper, let the instructor know the previous week.
· Dress professionally. This means the same way that you would dress for a job interview or a professional presentation.
12. On-line resources: This class requires the use of WebCT. I will place class handouts on the site prior to each week's class. Other materials and relevant links can be found there.

NOTE: Specific assignments will be determined once the size of the class is known.

Schedule

Session/Week	Topic(s)	Assignments
1 (1/26)	· Introduction · Case study method · In-class exercises
2 (2/2)	· Business reports · Problem solving · In-class exercises · Cases assigned	SDG-1, 2 SDG Appendix A
3 (2/9)	· Project planning · Project planning exercise	SDG-3, 4
4 (2/16)	· Management info systems · In-class exercises	SDG Appendix B
5 (2/23)	· Team case studies (2)	SDG-5,6
6 (3/2)	· Team case studies (2)	SDG-7,8
7 (3/9)	· Individual case studies (3)	SDG-9, 10
	NO CLASS—3/16
8 (3/23)	· Individual case studies (3)
9 (3/30)	· Individual case studies (3)
10 (4/6)	· Individual case studies (3)
11 (4/13)	· Individual case studies (3)
12 (4/20)	· Individual case studies (3)
13 (4/27)	· Individual case studies (3)
14 (5/4)	· Individual case studies (1) · In-class exercises
15 (5/11)	· In-class exercises
16 (5/18)	· FINAL DUE

RLD = Rakich,. Longest, Darr

SDG = Swayne, Duncan, Ginter

Since we will do in-class exercises from the text books and WebCT, bring them (or copies from WebCT) to class when any reading or case study is shown on the schedule.

CASE STUDY

Assignment: Case studies from the "CASES" book and on WebCT will be assigned. Develop a paper and presentation on each. Using the outline below, prepare a written report for the assigned cases and present them to the class on the appropriate date. All students must read ALL cases and be prepared to discuss them in class.

A case study is a "real world" problem and you will assume that you are a manager in the organization. You should identify the problem, develop a solution, and decide how you would implement your solution.

Instead of the academic style used in most other college papers, your written analysis should be in the form of a business report to your superior (as indicated by the case study) and should follow a business writing style. Your presentation will also be a "report to your colleagues."

Papers should be a maximum of five pages, plus a cover (transmittal) letter or memo. In addition, attach copies of the PowerPoint slides and/or handouts to be used in your presentation. Presentations should be approximately fifteen minutes.

Written case papers and presentations must follow this outline. Use each header exactly as listed.

1. Major Facts

Facts may be reported in narrative form or may be outlined. These should include the most important and pertinent incidents in the situation. Limit this section to no more than TWO paragraphs! DO NOT restate what is in the case. Summarize it instead.

2. Problems(s)

The facts of the case reveal one or more problems that require attention. Indicate those problems and briefly explain their importance. A good place to look for problems is to begin with structural questions: Has an organization chart been provided? If not, create one. What are the reporting relationships? Does the affected employee report to more than one person? Are written policies and procedures described? Is a legal issue involved, or is it primarily a problem of communication, conflict, roles, or other less tangible issues?

3. Alternative Solutions and Probable Outcomes

Analyze at least THREE optional courses of action and the probable outcomes of each. This is one of the most important parts of the analysis. Remember, a decision not to act or not to do something is always an alternative. However, doing nothing also has repercussions. You must identify at least THREE courses of action and their probable outcomes.

4. Recommended Solution and Probable Outcome

This section should include the recommended action, justification for the action, how that action would be implemented, and the probable outcome(s). Your justification should include a reference to similar issues discussed in the textbook chapters and in class. This will show that you have a “backup” for your justification.

While you will have already discussed some of this information earlier in your report, it is still important to present the recommendation in its final form and to justify why you selected it. Try to put yourself in the same situation as that found in the case. Can you see yourself recommending your solution to your boss? Can you see yourself having to implement it?

CASE STUDY CRITIQUE

Assignment:. Each student will respond to a case study presented by other students. The response will include a two-page written critique and a five minute presentation of the critique. Since the presentations tend to meld into discussion, they will not be graded.

Content: Your critique should:

1. Identify any errors or shortcomings in the synthesis of the case and the identification of issues.

2. Identify additional alternatives and additional information which should be considered.

3. Analyze and critique the proposed solution, including its strengths and weaknesses.

4. Identify and apply appropriate theories which suggest solutions to the problems found in the case.

PLEASE KEEP IN MIND THE DIFFERENCE BETWEEN A CRITIQUE AND CRITICISM! The purpose of a critique is to explore alternative responses to the situation and alternative methods of presenting the information. These should not be personal criticisms of the presenter!