THE SCHOOL OF HEALTH ADMINISTRATION

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1 MHA Student Handbook 2013/2014 THE SCHOOL OF HEALTH ADMINISTRATION Graduate Program Master of Health Administration Faculty of Health Professions 1

2 Compiled and Edited by: Sandra Drew Jackie Harnish Grace Johnston Sally Alshazly Dalhousie University September

3 TABLE OF CONTENTS Section 1: Important Dates... 4 Section 2: About the MHA Program... 5 Section 3: Part-time Study and Grading Scheme... 6 Section 4: School Awards... 7 Section 5: Faculty... 9 Section 6: Sessional Lecturers Section 7: MHA Course Descriptions Section 8: MHA Program of Study Section 9: JD/MHA Program of Study Section 10: MN/MHA Program of Study Section 11: MHA Thesis Option Section 12: Policy on Criminal Conviction Section 13: Policy on Affirmative Action Section 14: Accommodation Policy for Students Section 15: Words and Expressions for Equality Section 16: Student Grievances and Appeal Procedures Section 17: Guidelines for Writing Papers Section 18: Professionalism Section 19: Online Support Section 20: Dalhousie Libraries Section 21: Presentation Skills Evaluation Section 22: Norms for Working Together Section 23: Student/Faculty Advising Section 24: Student Mentorship Program Section 25: CA+HME Section 26: NCHL Competencies Section 27: Administrative Odds and Ends Section 28: School Contacts and Information Section 29: Notes

4 Section 1: Important Dates Graduate Calendar Dates September 2 September 3-4 September 5 October 14 November 11 November 12 December 3 December 5 December 16 January 1 January 6 February 7 February 17 February 24 April 7 April 9 April 18 April 26 May 19 July 1 August 4 Fall September - December Labour Day University Closed Mandatory Orientation for New Students Classes begin, fall term Thanksgiving Day University closed Remembrance Day University closed Study Day Classes end, fall term Examinations begin Examinations end Winter January - April New Year Day University closed Classes begin, winter term Munro Day University closed Study break begins Classes resume Classes end unless otherwise indicated Examinations begin, regular session Good Friday Examinations end, regular session Summer/Spring May - August Victoria Day University closed Canada Day University closed Halifax/Dartmouth Natal Day University closed 4

5 Section 2: About the MHA The School of Health Administration offers a Master in Health Administration (MHA) degree that is accredited by the Commission on Accreditation of Healthcare Management Education (CA+HME) which prepares the graduate for administrative careers in the Canadian healthcare delivery system. The MHA is guided by the National Centre for Healthcare Leadership (NCHL) competencies. See Sections 25 and 26 of this Handbook for more information on CA+HME and NCHL. The program options are designed specifically for careers in hospital administration, nursing administration, and administration of health and health-related areas in district, provincial and federal governments. The School seeks to provide a conceptual background for the increasingly complex managerial tasks that need to be performed in health institutions and health related government departments. An effort is made to balance political, social, cultural, medical and psychological approaches to understanding the healthcare delivery system with those of the management sciences. The emphasis in the School is on an academic, multidisciplinary and professional education. It is academic in that it emphasizes knowledge of current research findings and treats the practice of health administration as a phenomenon subject to social scientific analysis. It is multi-disciplinary in that faculty are drawn from traditional social and administrative sciences. It is a professional program in the sense that it attempts to broaden the social perspective of the student, emphasizing that a professional has a special responsibility to society, and must maintain ethical standards appropriate to a career in Health Administration. Enrolment in the School of Health Administration is limited in order to ensure close faculty-student interaction. Those admitted to the School have varied backgrounds covering many fields of undergraduate, graduate and professional study. Student interaction is encouraged in all aspects of the program. Indeed, the program is committed to the principle that graduate education is, in large part, learning how to teach oneself. In this sense, one's fellow students become very important educational resources. The atmosphere is informal; classes are small; students and faculty meet frequently. Opportunities for online students and faculty communication are available via , voice/video conference, and Owl (BbLearn). The program is demanding, challenging, and rewarding, and students must be committed to serious study. Ten full course credits plus a 16-week residency are required. The Health Administration student is self-motivating and capable of considerable self-direction; in short a self-starter. A major function of the faculty of the School is to promote and foster the development of these attitudes, skills and characteristics. Student organization and participation in program governance is encouraged. There is opportunity for student representation at the School's faculty meetings, professional, social, and sports activities interspersed throughout the year. Students are encouraged to act as ambassadors to the School. Students are requested to participate in recruitment by speaking to others regarding the program and providing information to those interested in pursuing a graduate degree. 5

6 Section 3: Part-time Study, Advanced Standing, and Exemption, Grading System and Good Standing PART-TIME STUDY The program offered through the School is available to students on a part-time as well as a full-time basis. A part-time student may take up to two and a half full credits in any academic year (September 1 August 31). In order to ensure that graduate students benefit from a reasonable concentration in their studies, part-time studies must normally be completed within six years. MHA students may switch between part and full time status, e.g. if employment situation changes. MHA students may also take the two year course over three years, e.g., to cope with family responsibilities. ADVANCED STANDING AND EXEMPTION Applicants wishing to receive advanced standing should include class outlines for those classes previously taken which they consider to be equivalent to Dalhousie MHA classes. Where it is determined at time of admission that a student has the equivalent of a required class but is not granted advanced standing (e.g. because the coursework was at undergraduate rather than graduate credit level), an exemption may be permitted, so that another class is substituted for the required class. GRADING SYSTEM AND GOOD STANDING The passing grades are: A+, A, A-, B+, B, and BMHA students are required by the Faculty of Graduate Studies to achieve a grade of "B- " or better in all classes taken. If a student receives an "F" grade in a class, the student (full time or part time) is withdrawn from the program for academic reasons. Letter Grade A+ A AB+ B BF Numerical Grade <70 GPA

7 Section 4: School Awards The following awards are made annually: 1. CCHL - Bluenose Chapter Award Sponsored by the Bluenose Chapter of the Canadian College of Health Leaders, and awarded to the graduating student of Dalhousie University's Master of Health Administration program who exhibits both high academic standing and a high degree of professionalism generally consistent with the standards (e.g. ethical conduct, competencies) endorsed by the College. Activity in the College is considered in the selection process. 2. Robert Wood Johnson Award Sponsored by Johnson & Johnson Ltd. honouring excellence in the study of health administration. The award is given to the student who is viewed most likely to contribute valuable service in the career of health services administration. 3. Dr. Alan D. Thomson Award Awarded for excellence in Health Services Planning. This award will be given to the graduating student who best demonstrates the ability to integrate two essential elements of health services planning: (1) the application of epidemiological methods to define the health services needs of a population, and (2) an understanding of the political, social, and organizational dynamics that shape the process by which health services are planned. 4. Dr. A. Peter Ruderman Award Awarded to the graduating student who is considered by faculty and preceptors to have shown the greatest originality and creativity in class and residency papers and projects, and who has achieved high academic standing. 5. Edward L. Roach Award Sponsored by the Northwood Foundation, and awarded to a student of this program who has achieved high academic performance in Health Administration, and has demonstrated particular interest in the field of long-term care. 6. CCH - K.P. Richard Award Sponsored by CCH Canadian Limited, in honour of the Chief Justice of the Supreme Court of Nova Scotia, and awarded to the student who has achieved outstanding academic excellence, particularly in Health Care Law, and outstanding residency performance. 7. Health Association Nova Scotia Award Sponsored by the Health Association Nova Scotia, and awarded to a student who has achieved outstanding academic excellence. 7

8 Section 4: School Awards 8. Glen Moore Memorial Award Sponsored by the School of Health Administration in memory of Glen Moore, and awarded to the first year student, selected by her/his peers, faculty and staff, for showing effective leadership, congeniality and deemed most likely to make a noteworthy contribution to the field of health administration. 9. School of Health Administration Alumni Association Award Sponsored by the Alumni Association of the School of Health Administration, and awarded to a graduating student deemed to have made a valuable contribution to student life and who is viewed as the most likely to continue to contribute to the School and to the Alumni Association. 10. Association of Health Administration Students (AHAS) Award Awarded in recognition of fellowship and valuable contribution to student life within the Association of Health Administration Students, the School of Health Administration, and the community at large. 11. Nestman Prize for Accounting Excellence Awarded to a student who has achieved academic excellence in HESA 5345 Health Services Accounting and Management Control, and HESA 5350 Health Services Management Accounting and Control. This award was created to honour the contributions of Professor Lawrence Nestman on his retirement. For many years, Professor Nestman was the instructor for these courses. 12. Dr. Thomas A. Rathwell Award Awarded to the graduating student who had achieved outstanding academic excellence in Healthcare Policy. 13. First Year Academic Excellence Award Awarded in recognition of the first year student who has demonstrated the highest level of academic excellence. 8

9 Section 5: Faculty Joseph Byrne - MA, MHSA, PhD Director Dr. Byrne has a BA in psychology from St. Francis Xavier University (1976), an MA (1979) and PhD in psychology (1982) from the University of Kansas. Dr. Byrne has been a pediatric psychologist at the IWK Health Centre in Halifax since 1989 and from 1999 to 2006 was the Chief of Psychology. As a psychologist, Dr. Bryne has served at many levels of the Canadian Psychological Association and the Association of Psychologists of Nova Scotia and as a member of Task Forces concerned with health service management, quality assurance, and organization of boards. Dr. Byrne received a Master in Health Services Administration degree from Dalhousie University in From , he was member of the executive of the Bluenose chapter of the Canadian College of Health Service Executives (CCHSE) and in , Chair of its Executive Mentorship Program. He was an accreditation surveyor for CCHSE in Throughout his clinical and administrative career, Dr. Byrne has been an active and successful researcher. In the field of pediatric neuropsychology he focused initially on the development of infants at risk and later on behavioral patterns of children with attention deficit and hyperactivity disorder (ADHD). His work has been published in the Journal of Pediatric Psychology, Developmental Medicine and Child Neurology, Child Development, Infant Behavior and Development and others. Dr. Byrne s current research focus is on health policy, health service outcomes and system change. Michael Hadskis, B.Sc. (Hons.), LL.B., LL.M., Assistant Professor is a faculty member of the School of Health Administration (SHA), the Schulich School of Law (SSL), and the Health Law Institute, Dalhousie University. Michael has taught health law courses at the SHA and the SSL, and has overseen and delivered health law curricula in the Faculties of Medicine and Dentistry. As well, he has taught tort law at the SSL. Michael's research interests include the regulation of biomedical research, neuroethics, and tort law. Grace Johnston B.Sc Honours (McGill), MHSA (AB), PhD (Western Ontario) Professor Dr. Johnston's research and teaching interests are in the areas of epidemiology, assessing the quality of data in population registries and other administrative data bases, record linkage, interprofessional learning, and cancer control. She is currently involved in studies of palliative and end of life care. Grace is the Principal Investigator for an $850,000 grant from the Canadian Institutes of Health Research to increase capacity for research related to vulnerable populations at end of life. This research is carried out in collaboration with her role as Senior Epidemiologist with the Cancer Surveillance and Epidemiology Unit of Cancer Care Nova Scotia. She has a cross appointment in the Department of Community Health and Epidemiology. Grace completed her BSc in Honours Biophysics at McGill University, her MHSA at the University of Alberta, and her PhD in Epidemiology at the University of Western Ontario. 9

10 Section 5: Faculty Saleema Karim, B.Sc (UBC), B.Sc (Dal), MHSA (Dal), MBA (Dal) Lecturer Saleema graduated from UBC with her BSc in Biochemistry in She has taught Chemistry at various post secondary institutions in British Columbia. In 2000, Saleema decided to return back to school to pursue a career in health and health care management. In 2002, Saleema graduated from Dalhousie with a BSc in Kinesiology. After the completion of this degree, Saleema entered into a Master s program at the School of Health Administration and the School of Business Administration. In 2005, Saleema completed her MHA and MBA. Saleema joined the faculty at the School of Health Administration in She has taught at the Master s level and currently teaches in the Diploma program. Saleema is also working towards completing her PhD in Health Services Research with a focus on Financial Management at the University of North Carolina at Chapel Hill. Shyuemeng (Sherman) Luu - MPH (Emory), PhD (Virginia Commonwealth) Assistant Professor, Program Coordinator DHSA/DEHSM Dr. Luu is the Program Coordinator for the undergraduate DHSA and DEHSM Programs. In this capacity, he assists students with academic issues, ensures the admission policies are adhered to and advises students in both diploma programs and the MHA program. His research interests include pre-hospital emergency care, healthcare utilization, and integration of healthcare organizations. Lawrence J. Nestman - BComm (SK), CA (AB, NS), MHSA (AB) Professor Emeritus Larry Nestman was awarded the rank of Professor Emeritus at Dalhousie University in June The nomination for this rank was made by the School, reviewed by the Dean's Office and approved by the President, Dr. Tom Traves. The rank of Professor Emeritus is in recognition of the outstanding achievements of a Professor; achievements that go beyond accomplishments of someone who has attained the rank of Professor. Larry was the founding Director of the School and held this position for 15 years. During this time, the School started the MHSA, the DHSA and the joint MHSA programs. He supported other faculty in adding the thesis option to the MHSA. Larry made a smooth transition from Director to a faculty member in the School and establishing a successful research career that has contributed to building the research capacity of the School. He fostered positive links between the School with the community. His work with the World Health Organization (WHO) was important in the profile this School has in a regional and global community. Larry retired from the School in July David Persaud - MSc (Queens), MSA (Central Michigan), PhD (Toronto) Associate Professor Dr. Persaud's research interests are in the areas of organizational learning and change, performance measurement and health care integration. David is a member of a research team funded by Health Canada to assess the dissemination of recommendations related to nursing practice contained in various national reports. He is also an Advisor to the Canadian International Development Agency (CIDA). He has recently published an article in Health Services Management Research entitled, The Utilization of Systematic Mapping to Improve Performance Management in Health Care. 10

11 Section 5: Faculty Christopher Simms, BA, MPA, MSc, PhD Assistant Professor Dr. Chris Simms was educated at Dalhousie, Johns Hopkins School of Public Health, Harvard School of Public Health and University of Sussex. Chris has spent most of the last 20 years living and working in Africa and Asia. Countries where he has undertaken field research include the Philippines, Indonesia, Sri Lanka, Senegal, Tanzania, Zambia, Kenya, South Africa, and Madagascar. He has worked for the European Union, the Department for International Development, UK, the British National Health Services Overseas, CIDA and private consultancy groups, and as a temporary advisor to the WHO. His research has been funded by Rockefeller Foundation, the World Bank and many non-government organizations (NGOs). Chris is on the Board of Directors of the Canadian Society for International Health, and editorial board member of the International Journal of Clinical Practice. 11

12 Section 6: Sessional Lecturers Steve Aston, B.Sc (Hons), MBA (Dal) Steve Ashton is the Vice President of People and Organization Development at the IWK Health Centre. Prior to joining the IWK in September 2008, he spent seven years in human resources leadership roles with Bell Aliant, and twelve years as a partner and executive search consultant with one of Canada's leading HR consulting firms. Steve holds a Bachelor of Science (Honours) in Psychology and a Masters of Business Administration from Dalhousie University. He also completed Harvard University's program on Leading Change and Organizational Renewal in Steve is currently a Board Member (and a Past President) of the Human Resources Association of Nova Scotia (HRANS). He also served as Secretary of the Board of the Canadian Council of HR Associations (CCHRA) during the development of the national CHRP designation in the 1990s. Steve has been an instructor and guest speaker in Dalhousie's business, public administration and pharmacy programs for over 15 years. He is also an active community volunteer with organizations who inspire youth to explore science, technology and innovation. Steve and his wife Jennifer are proud parents of daughter Maya who is a constant source of inspiration and learning. Allan Horsburgh, CA, BComm (Accounting, SMU) Allan Horsburgh is Vice President and Chief Financial Officer at the IWK Health Centre. Allan joined the IWK in June of 2008, prior to which he served as Chief Financial Officer for both the Nova Scotia Department of Health, and Department of Health Promotion and Protection. He also held interim positions as Deputy Minister of Health, President & CEO of the IWK Health Centre and President & CEO of the IWK Foundation during extended leadership absences. Allan s strategic roles include managing organizational business planning, capital infrastructure planning and ancillary support servicer oversight including pathology, diagnostic imaging, and pharmacy. Allan is also enjoys the educational side of his role, being both an Adjunct Professor of the Health Administration Master s program, and a national guest speaker at many venues on healthcare business and sustainability. Allan holds a Chartered Accountant Designation from the Institute of Chartered Accountants of Nova Scotia, as well as a Bachelor of Commerce degree with a Major in Accounting from Saint Mary s University. Steve Jreige, B.Sc. (Hons.), MHSA Since 2005, Steve has worked for both Health Canada, as a Policy Analyst, and the Public Health Agency of Canada as a Program Evaluator. He specializes in intelligence gathering and data analysis, and has extensive experience in giving managerial briefings. His other professional interests include leadership and organizational change. 12

13 Section 6: Sessional Lecturers Catherine MacPherson, BHSc (McMaster), MHSA (Dal) is currently the corporate Decision Support Specialist with Shannex Inc. She has previously held program and project management positions in Nova Scotia s district health authorities and was most recently responsible for the development of Shannex s academic nursing home partnership with Dalhousie University. Catherine is a Certified Health Executive with the Canadian College of Health Leaders and holds a Bachelor of Health Sciences from McMaster University, a Master of Health Services Administration from Dalhousie and a Certified Associate in Project Management designation from the Project Management Institute. She is a past recipient of the Robert Wood Johnson Award, has served on the Advisory Council for the Nova Scotia Health Ethics Network and currently serves as Chapter Chair of the Bluenose Chapter of the Canadian college of Health Leaders. Dion Mouland, BSc (Dal), DHSA (Dal), MHSA (Dal) This adjunct professor has a diverse health care background in a variety of roles and currently works as a CEO in the continuing care system. He spent several years in mental health prior to embarking on experience in continuing care. With a passion for volunteerism and advocacy on a systems level, he has served on several Boards including Health Association Nova Scotia (HANS) where he is the current Chair of the Continuing Care Council. He has also served on the Boards of Metro Community Housing Association, Community Health Promotion Network Atlantic (CHPNA), Schizophrenia Society of Nova Scotia, and Caregivers Nova Scotia. He also works as a consultant Surveyor for Accreditation Canada, an experience that has helped him gain pan-canadian knowledge of the health care system during his travels across the country conducting surveys of health care organizations. He is affiliated part time with the School of Health Administration and teaches the Introduction to the Canadian Health Care System (DHSA program) and Quality Management (DHSA and MHA programs). He thrives on working within teams to ensure the highest standards of service delivery and brings a wealth of practical experience as well as theoretical knowledge to the classroom. Kristin Schmitz - BSc (Ottawa U), MPA/HSA (Dal), MBA (SMU) Kristin is the Executive Director of Saint Vincent s Nursing Home, a 149 bed accredited long term care facility. Kristin completed a 1-year secondment as a Project Manager for the integration of Long Term Care at the Department of Health and has served on various government sponsored task forces. She has extensive human resource, labour relations and administrative experience at several health care facilities in various sectors. Kristin was one of the first recipients of the Outstanding Contribution Award presented annually by the School. She is a graduate of the Dalhousie MHSA Program and also holds an MBA from Saint Mary s University. She is an executive member of the Canadian College of Health Leaders and a part time lecturer at the School teaching Management Union Relations and Long Term Care Administration. In 2011, she was appointed to serve on the Professional Advisory Council of the School of Health Administration. 13

14 Section 7: MHA Course Descriptions HESA INTRODUCTION TO THE CANADIAN HEALTH SYSTEM Pre-requisite: None Instructor: C. MacPherson This class provides a brief introduction to the history, legislation, financing and payment systems, health professionals, health promotion, ethics and values, and trends (e.g. regionalization, consumerism, primary health care) in the Canadian health care system. The class is designed as an introduction to the Health Administration program. The discussion and tasks are directed toward the development of a life long and self-directed learning focus, the importance of networking and interpersonal skills, written and oral communication, and values. HESA MANAGEMENT AND DESIGN OF HEALTHCARE ORGANIZATIONS Pre-requisite: None Instructor: D. Persaud Healthcare organizations are inherently complex and function in an increasingly dynamic environment. This course provides an introduction to the knowledge and skills necessary for the effective management of healthcare organizations. This is accomplished by examining the foundations of management thought, managerial roles, motivation, leadership, and job design as they relate to healthcare organizations. Additionally, topics such as organizational structure and design, teamwork, coordination and communication, and conflict management and negotiation will be examined. The major course objectives will be to provide opportunities for learning key concepts and theory in a setting which encourages discussion and feedback. HESA INTRODUCTION TO HEALTHCARE ECONOMICS FOR HEALTH ADMINISTRATION Pre-requisites: None Instructor: C. Simms This required class provides the student with a basic understanding of economic theory and the applicability of this theory to the health policy and administration. It is a pre-requisite to HESA 5340, which emphasizes economic evaluation of healthcare programs and appraisal of economic policies as they related to a broader definition of health. No prior knowledge of economics is assumed; however, students are expected to possess basic quantitative skills for economics analysis. HESA FINANCIAL ACCOUNTING, GOVERNANCE AND MANAGEMENT CONTROL IN HEALTHCARE Pre-requisite: None Instructor: S. Luu The purpose of this class is to provide a basic understanding of management control techniques and management accounting decision making techniques and processes that exist for health administrators. The class will cover the following topics: an introduction to management control; financial statement and analysis; breakeven analysis; responsibility accounting; socio-economic aspects of budgeting; financial decisions and relevant costs. HESA STATISTICS FOR HEALTH ADMINISTRATION Pre-requisites: course in introductory statistics Instructor: S. Luu This course provides graduate student in health administration with the skills to understand and carry out statistical analyses in their field. Computer labs using Excel form an integral part of the course. The course covers data acquisition and presentation, fundamentals of probability, distributions, inference, analysis of variance, and regression models. 14

15 Section 7: MHA Course Descriptions HESA MANAGING CHANGE IN HEALTH SYSTEMS: SUSTAINABILITY AND ADAPTION. Pre-requisites: HESA 5330 Instructor: D. Persaud This class provides a theoretical and practical understanding of the design, implementation, and assessment of transformational and adaptive change processes within healthcare systems. Health system transformation is initiated and sustained by the broader social, political, technological, and economic context within which health systems function. Therefore, assessments of these and other factors related to health system change are examined. Specifically, topics that are covered include examining the environments of healthcare organizations, organizational culture, organizational effectiveness, knowledge management, organizational learning and innovation, business process reengineering, marketing in health systems, and creating and managing the future. Case analysis utilizing health systems examples, individual and group exercises, as well as the completion and presentation of a field project are used to facilitate participation and learning. HESA MANAGERIAL EPIDEMIOLOGY Pre-requisites: HESA 6505, HESA 5300 Instructor: S. Luu This class is designed for health administrators, not researchers. The class has three components: assessing the health status of a population using existing data; using Epi-Info for statistical analysis of associations (relative risk, odds ratio, chi-square test, confidence intervals, Mantel-Haenszel analysis, multiple logistic regression); and clinical guideline monitoring. Throughout the class, recurring themes are: understanding the meaning of numbers, assessing validity, and ascertaining causation, including the concepts of confounding and effect modification. A lecture format with guest speakers and some discussion is used. There two required assignments (community health profile interpretation of statistical analysis) and one optional assignment (clinical guidelines) as well as mid-term and final exams. HESA INFORMATION SYSTEMS IN HEALTH ADMINISTRATION Pre-requisites: None Instructor: C. MacPherson The main objective of this class is to prepare health administrators to manage information systems and to use information technology effectively. The strength of the class is the use of real problems, situations, cases, and experiences as supplements to the textbook and references. Students are expected to learn about processes and issues related to planning, analysis, design, procurement, implementation and management of information and information technologies in the health system. HESA ECONOMIC EVALUATION AND POLICY ISSUES FOR HEALTH ADMINISTRATION Pre-requisites: HESA 5339 Instructor: C. Simms This required class builds upon knowledge of economic theory and economic analysis to enable the student to become proficient in the assessment and evaluation of health policies and programs. 15

16 Section 7: MHA Course Descriptions HESA MANAGEMENT CONTROL AND FUNDING SYSTEMS HEALTHCARE Pre-requisites: HESA 5345 IN Instructor: A. Horsburgh The purpose of this class is to provide a basic understanding of management control and decision making techniques and funding systems that exist for health administrators. The class will cover the following topics: management control; performance budgeting; patient classification; work measurement; responsibility accounting; socio-economic aspects of budgeting; cost allocation; multi-year cost; financial decisions; relevant costs; and funding systems. HESA HEALTH ADMINISTRATION RESIDENCY Pre-requisite: First year courses Instructor: G. Johnston A 16 week full time administrative residency is required for all students in the Master of Health Administration program. The objective of the residency is to provide first-hand familiarity with administrative problems and operations of a healthcare organization. Students are mentored by qualified, practicing senior health administrators. They apply and test administrative theories and concepts in a practical setting, and acquire administrative skills, knowledge, and perspectives through observation and contact with a diversity of programs and managers. Residency guidelines and information will be available to students in September of their first year. NOTE: Credit can only be given for this class if X and Y are completed in consecutive terms. Residencies are required for all students. However, due to enrollment levels and student career interests, not all placements will be in the Halifax area. HESA 6100: - ETHICS IN HEALTH ADMINISTRATION Pre-requisite: HESA 5315 Instructor: J. Byrne This class has three objectives: first, to raise the student s awareness of the ethical implications of decisionmaking in healthcare administration. Second, it will assist students in the development of approach for exploring and resolving ethical dilemmas in the workplace. Third, the class will assist students in examining and developing a greater understanding of their own value system as it relates to the decision-making and management practice. This course is a combination of case study analysis, group projects, guest speakers and self-directed study. HEALTH ANALYZING THE OUTCOMES OF HEALTHCARE Pre-requisites: None Instructor: D. Persaud Determining the outcomes of healthcare provision and measuring the performance of healthcare organizations are redefining how healthcare is strategized and delivered. This is a reflection of the urgent need to improve healthcare quality and the imperative of assessing healthcare interventions. The objective of this class is to expose students to the origins of the medical outcomes movement, the importance of understanding the forces driving outcomes management, and the necessity of developing the requisite skills for managing healthcare organizations. Topics examined in the class include developing strategies for implementing an outcomes measurement system, assessing customer satisfaction and feedback, quality of life measurement, the utilization of health services, small area variations, clinical practice guidelines, disease management, measuring outcomes in long term care, the dynamics of waiting lists, and system performance measurement. Didactic lectures, case analysis, assigned readings, assignments which combine theoretical and practical application, and a final presentation providing detailed analysis of an outcomes management project will be used to expose students to this area of healthcare management. 16

17 Section 7: MHA Course Descriptions HESA HEALTHCARE POLICY Pre-requisites: HESA 5300 Instructor: C. Simms This class introduces the student to the evolution of Canadian healthcare policy. Students are exposed to three streams of study which, when taken together, help to illuminate how our healthcare system has emerged over time. The first stream will provide a conceptual and practical examination of public policy making which delimits the art and science of crafting healthcare policy. Public policy analysis will be introduced in a way that provides an overview of techniques and issues that are applicable to an understanding of healthcare policy at the provincial and federal levels. With this approach providing the backdrop, a second stream concentrates on current developments in the Canadian healthcare system as both a direct and indirect consequence of explicit and implicit public policy decisions. Finally, to facilitate interactive learning, problem solving, and critical thinking, students are required to examine and analyze a number of contemporary healthcare policy issues. HESA STRATEGIC PLANNING IN HEALTHCARE Pre-requisites: HESA 6505, HESA 5320 Instructor: C. Simms The focus of the class is on the processes, methods, models and techniques of strategic planning and project management in a changing healthcare system. Relationships between strategic and operational planning will be explored, as will the factors that both inhibit or facilitate the planning process. The overarching objective of the class is to provide students with a firm grounding in the analytical, political and interpersonal skills necessary to enable them to assess health needs, plan services accordingly, implement and to evaluate the planning process. HESA HUMAN RESOURCES IN HEALTHCARE Pre-requisites: HESA 5330 Instructors: S. Ashton The Canadian healthcare system, like many others, is facing unique challenges to the management of human resources. The healthcare environment poses particular challenges as governments and employers struggle with reform and restructuring, cost containment, and labor shortages. Human resource management is integral to the overall strategic planning process and key to organizational performance. Key industry leaders are calling for change and shifting focus to the healthy workplace to ensure success and sustainability in Canada's healthcare system. This course will provide the student with an opportunity to explore the challenges and best practices of administrative and operational management of human resources within the healthcare industry. Students will be challenged to understand human resource management strategies and the roles of leaders and managers to enable organizational, effectiveness and efficiency and performance excellence. HESA HEALTHCARE LAW Pre-requisite: HESA 5315 Instructors: M. Hadskis This course provides instruction in the principles and practice of health law that are of relevance to health administrators in the public, private or public-private health sectors. By the end of the course, students will be familiar with many of the key laws and the public policy rationale that underlie them, will understand how the law applies to particular healthcare delivery situations, and will be able to identify potential and actual legal problems when they arise. The course beings by providing a foundation in the mechanics of the Canadian legal system (e.g., the difference between common law, statutes, and constitutional documents; the life cycle of a legal action from the initiation of a lawsuit to appealing a court decision) and by outlining the basic legal framework of Canada s healthcare system, including the implementation and enforcement of the Canada Health Act and important legal constitutional challenges to the single-payer system. With this as 17

18 Section 7: MHA Course Descriptions a backdrop, the course takes a detailed look at fundamental health law topics, including: negligence as it relates to healthcare providers misdiagnosis and improper treatment of patients and institutional liability; the regulation of healthcare professionals; malpractice issues relating to consent to medical treatment; legal issues that attend the delivery of healthcare to minors; confidentiality of and access to health information, including mandatory reporting obligations of healthcare practitioners and institutions; decision-making about end of life care; mental health law; regulation of human biomedical research; and public health law. HESA QUALITY MANAGEMENT IN HEALTHCARE Pre-requisite: HESA 5315 Instructor: D. Mouland Quality Management (QM) provides participants with an understanding of QM concepts and practices in healthcare. The goal is to prepare students to actively contribute in a QM context. The scope ranges from broad topics associated with QM as an organization development strategy to teams, tools and techniques for effective process improvement projects. HESA SENIOR SEMINAR Pre-requisites: All required courses Instructors: C. Simms Each class member prepares and presents a major analytical paper on a significant, unresolved healthcare problem related to his/her career aspirations. Practitioners and other interested persons are invited to the paper presentations scheduled during the last weeks of class. Classes focus on debates, an interprofessional learning modules, a values exercise, and current issues in healthcare management raised by class members and the instructor. The class provides opportunities to analyze, synthesize and integrate knowledge and values while refining communication and appraisal skills. Senior Seminar is normally completed in the last term of the MHA program. HESA NURSING ADMINISTRATION AND LEADERSHIP This class will provide a general overview of organizational theories, and their relationship to nursing administration. The role of the Nurse Administrator and current issues and challenges facing nurse administrators in the nineties will also be examined. Students will compare and contrast selected theories of management and be able to discuss their relationship to administrative theory and nursing practice; examine the changing roles of the nurse administrator; critique existing nursing administrative practices from a multi cultural, feminist perspective; analyze an existing nursing management organization; discuss current issues and challenges facing Canadian nurse administrators and, formulate a personal philosophy of administration. CROSS-LISTING: NURS HESA CONTINUING CARE ADMINISTRATION Pre-requisites: HESA 5315 Instructor: K. Schmitz This class is designed to enable students to understand and appraise government policies that have shaped the direction of Long Term Care/Continuing Care in Canada with particular emphasis on Nova Scotia; organize and contrast a number of current structures that have been put in place to provide care to seniors; explain the concepts of aging, disabilities, dementia, and the social and medical model of care; and explain, compare, contrast, and critique a variety of issues in Long Term Care/Continuing Care including facility and community based care, leadership styles, aging in place, home care models, living wills/advanced directives and palliative care. 18

19 Section 7: MHA Course Descriptions HESA MANAGEMENT UNION RELATIONS IN HEALTHCARE Pre-requisites: HESA 5330 Instructor: K. Schmitz This class provides a comprehensive overview of labor relations in the healthcare system. Real life situations, cases and arbitration decisions will be analyzed and discussed. Issues studied include the certification process, the collective bargaining process, the outcomes of collective bargaining, grievance handling and the disciplinary process in a unionized environment. As well, trends in healthcare labour relations and management's role in maintaining and ensuring effective relations with unions will be addressed. DIRECTED PROJECT* In order to obtain credit, students are required to complete a written report based upon research in, or exposure to, a defined problem in health administration. For some students, this will involve research within a health agency or government department. It may be based upon the consideration of a problem which they have encountered during their actual employment or residency. In both cases, the design of the project and the preparation of the report will be done under the supervision of a member of the faculty. DIRECTED READING* A special programme of directed reading, with appropriate written assignments, may be arranged with a member of the faculty where the interest in a subject is not sufficiently widespread to warrant offering a regular class. Please note: Students are limited to two half credit directed studies during their MHA program. Please see Administrative Officer for outline, proposal template and Faculty of Graduate Studies form. ELECTIVE CLASSES Students choose 1 credit elective from the following, or other Faculties, pending approval of Graduate Coordinator. Please consult school as electives may not be offered every year. IPHE 5900: Interprofessional Education in the Health Professions All students enrolled in a program within the Faculty of Health Professions are required to register for IPHE Students enrolled In the MHA program are required to complete a minimum of four experiences throughout their program. There are four mandatory IPHE experiences for MHA students which are the First Year Faculty of Health Professions Event, Health Mentoring Program, MHA Residency and MHA Senior Seminar. Students must register during both the fall and winter terms for IPHE and all requirements must be satisfied prior to graduation. A final portfolio must be submitted to the Graduate Coordinator. A separate IPHE handbook is available for reference. CANADIAN COLLEGE OF HEALTH LEADERS CERTIFICATION The Canadian College of Health Leaders has developed a competency based program. It is the only Canadian professional credential available for people involved with health care management. Students graduating with their MHA are eligible to be certified. For further information, please visit the College website cchl-ccls.ca. 19

20 Section 8: MHA Program of Study Course Number Course Name First Year - (5 credits) - Required HESA 5300 HESA 5330 HESA 5339 HESA 5345 HESA 6505 HESA 5315 HESA 5320 HESA 5335 HESA 5340 HESA 5350 IPHE 5900* Introduction to the Canadian Health System Management & Design of Healthcare Organizations Introduction to Healthcare Economics for Health Administration Financial Accounting, Governance and Management Control Statistics for Health Administration Managing Change in Health Systems Managerial Epidemiology Information Systems in Health Administration Economic Evaluation/Policy for Health Administration Management Control and Funding Systems in Healthcare Interprofessional Health Education Summer - (1 credit) - Required HESA 6390 Health Administration Residency Second Year - (4 credits required) HESA 6100 HESA 6305 HESA 6310 HESA 6330 HESA 6340 HESA 6360 HESA 6365 HESA 6380 Ethics in Health Administration Analyzing the Outcomes of Healthcare Healthcare Policy Strategic Planning in Healthcare Human Resources in Healthcare Healthcare Law Quality Management in Healthcare Senior Seminar 1 credit HESA Electives selected from the following HESA 6000 HESA 6325 HESA 6341 HESA 6394 HESA 6395 Nursing Administration & Leadership Continuing Care Administration Management Union Relations in Healthcare Directed Project Directed Reading Other electives can be explored on an individual basis. Approval must be received from the School prior to registering for non-hesa electives. Total: 11 credits * Must register in IPHE 5900 during every term of MHA program Approved: School Council December 15, 2000; revised October 15,

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