MS Health Care Administration (2014 2015) Program Information Point of Contact Alberto Coustasse (coustassehen@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The Mission of the Lewis College of Business is to help students succeed in becoming business leaders. The College distinguishes itself by providing a current and comprehensive business education to students from West Virginia and beyond with an emphasis on continuously improving student services and experiences. Program Mission The mission of the MS in Health Care Administration is to prepare students for careers in the management of healthcare related organizations. Support for College Mission Our mission supports the mission of the Graduate College in that we provide quality education, disseminate knowledge of technical tools and provide opportunities to students in order to develop their personal growth and enhance their intellectual and professional skills. Our mission supports the mission of the College of Business in that we provide students with communication, critical thinking, and problem solving skills that allow them to think clearly and independently. Support for University Mission This graduate program prepares quality practitioners committed to health and healthcare, which contributes to the development of the individual and the society as a whole. The program facilitate learning and disseminate knowledge through advanced and specialized study providing them with the tools and skills that they will need supporting the university mission.
Learning Outcomes Oral Communication: Students will be able to communicate orally in an effective and professional manner in a healthcare environment/organization. HCA 655 Healthcare Research project Presentation Capstone HCA 695 Healthcare Research project Presentation Advanced Written Communication: Students will be able to communicate effectively in writing within a healthcare environment/organization. HCA 600 Executive Summary of Health Care Research Project Capstone HCA 695 Executive Summary of Health Care Research Project Advanced
Healthcare Finance: Students will be able to understand, interpret and use financial information to improve organizational decision making. HCA 610 case study with financial calculations Capstone MGT 699 and or HCA 695 case study with financial calculations Advanced Decision Making/Problem Solving: Students will be able to generate alternatives and define evaluative criteria for making choices. HCA 653: Integrated Healthcare Delivery Systems Case study assignment Capstone HCA 630: Legal Issues in Healthcare Management and or MGT 699 (capstone). Case study assignment Advanced Critical Thinking: Students will be able to analyze and interpret discipline specific readings from health information systems and healthcare finance which will allow the identification and improvement of healthcare organizations efficiency and effectiveness. HCA 656: Management of Health Care Technology and Information Systems Critical Thinking/Reading Analysis Capstone HCA 695: Field Research/Health Care Management (Future Capstone) Critical Thinking/Reading Analysis Advanced
Rubrics Oral Communication: Students will be able to communicate orally in an effective and professional manner in a healthcare environment/organization. Organization The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical progression within and between ideas. The structure of the presentation interferes with the clarity and logic of the ideas being presented. The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical progression within and between ideas. The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical progression within and between ideas. Audience Appropriateness The speaker uses unclear or inappropriate language that would result in substantial miscommunication with the intended The speaker uses some inappropriate language that would distract the intended The speaker uses language that is reasonably clear and appropriate for the intended The speaker uses language that is exceptionally clear and appropriate for the intended Voice Quality Presenter mumbles or speaks too quietly for all audience members to hear. Delivery is forced with little or no vocal variety. Delivery contains significant instances where speaker could not be heard or understood. Voice quality is erratic. Delivery is mostly clear and natural. Limited instances where speaker could not be heard or understood. With few exceptions, voice quality is used to emphasize points. Delivery is clear, natural, conversational, and enhanced by good vocal variety. Vocal quality is used effectively to emphasize points and reinforce structure. Listeners are distracted by Frequent grammatical errors, Some grammatical errors; Insignificant grammatical Grammar/Word Choice grammatical errors. Inappropriate word choice. incomplete sentences, and run on sentences; Frequent poor some incomplete sentences or run on sentences; some poor errors and appropriate word choice. Sentences flow Sentences do not flow well. word choice. word choice. together well. Eye Contact & Body Language Distracting body language and lack of eye contact prevent effective communications with Body language and lack of eye contact reflect reluctance to interact with Body language and eye contact reflect some discomfort interacting with Body language and eye contact reflect comfort interacting with Communication Aids Communication aids distract or are used inappropriately, are difficult to read, and contain unimportant information. Communication aids have numerous errors that interfere with effectiveness of presentation. Communication aids contribute overall but have errors, are difficult to read, or include too much or too little information Communication aids enhance presentation. Aids appear professional and important information is included. Personal Appearance Inappropriate for audience and/or topic. Questionable for audience and/or topic. Appropriate for audience and/or topic. Highly professional appearance. The speaker presents a topic The speaker presents a topic The speaker presents a topic The speaker presents a topic and a focus that are or a focus that is inappropriate and a focus that are and a focus that are Clear Topic Coverage inappropriate for the purpose, for the purpose, time approporiate for the purpose, exceptionally appropriate for time constraints, or intended constraints, or intended time constraints, and the purpose, time constraints, and
Written Communication: Students will be able to communicate effectively in writing within a healthcare environment/organization. Organization Writing lacks logical organization. Reader cannot identify a line of reasoning. Writing is not arranged logically. Frequently, ideas fail to make sense together and are not linked. By thinking hard, reader can usually figure out the line of reasoning. Ideas are arranged to support the writer s purpose, but order is sometimes questionable. Ideas are usually clearly linked to each other. Reader can usually follow line of reasoning. Ideas are arranged logically to support the purpose. Ideas flow smoothly from one to another and are clearly linked to each other. Reader can follow the line of reasoning. Purpose Purpose is generally unclear and/or not even apparent. Purpose is not clear, nor is it easy to find an implied purpose. Writing has a clear purpose, but may occasionally digress. Writer s purpose is readily apparent to the selected audience and is clear. Grammar and mechanics (sentence structure, punctuation, spelling) Sentence structure and grammar errors are so numerous that the reader stops reading. Confusing sentences. Numerous errors distract reader. Sentences are functional. Errors are present but do not distract from the meaning. Sentences are wellconstructed. They vary in length and structure, and flow well. Writing is almost errorfree, and reads well. Relevance No reference made to current practice. Poor understanding of the topic. Good understanding of topic and covering of issues. Communicate through understanding of topic and provides insight to topic. Poor evidence to support Evidence to support claims is Compelling evidence is given Evidence is not cited to statement of the study. generally present. Attribution is to support claims. Attribution Use of Research support claims. No citation Existences of some often clearly given. Some is clear and fairly presented. present. inconsistencies in format of inconsistencies in format of Consistently correct and citation are present. citation. appropriate format of citation. Content Neither purpose nor hypothesis clearly present. Information seems random. Analysis is vague or not evident. Reader is confused or Poorly presented purpose or hypothesis. Poor analysis is presented. The reader sometimes gets confused. Information provides firm support for hypothesis and displays evidence of a basic analysis of a sufficiently limited topic. Reader gains Even, balanced information effectively supports a central purpose or hypothesis and displays a thoughtful in depth analysis of a topic. Reader misinformed. some insights. gains insights.
Healthcare Finance: Students will be able to understand, interpret and use financial information to improve organizational decision making. Identification & Summarization Does not recognize any issues or mentions issues unrelated to financial facts Recognizes 1 financial issue but does not elaborate OR provides a poor description Recognizes 1 financial issue and provides a summary of the issue Recognizes 2 or more financial issues and thoroughly summarizes each of the issues Copies ratio(s)/ financial terms Copies ratio(s)/financial terms Describes 1 relevant Interprets 1 relevant Interpretation from source but fails to from source and attempts to ratio/financial term with ratio/financial term so a interpret its importance interpret its importance technical jargon layperson can understand Calculation Fails to calculate any ratio/financial item Miscalculates the ratio(s)/financial item Accurately calculates at least 1 ratio/financial item Accurately calculates 2 or more ratios/financial item Assumptions Does not ID any assumptions Recognizes 1 assumption, but does not elaborate Identifies 2 or more assumptions necessary for analysis Identifies 2 or more assumptions and explains these key assumptions Knowledge Repeats facts and does not discuss the relevance of these facts. Repeats facts and provides unrelated information or knowledge. Cites facts and related knowledge from theoretical or real life experience. Discusses and cites facts and related knowledge; Adds knowledge from personal experience.
Decision Making/Problem Solving: Students will be able to generate alternatives and define evaluative criteria for making choices. Clearly identifies the main problem and embedded or Problem Identification Does not clearly identify the problem; Identifies an inappropriate problem or represents the issue inaccurately. Poorly identifies main problem and often fail to include the subsidiary issues; poorly describe relationships between sub issues Clearly identifies main problem and includes some of the subsidiary issues; Some discussion or relationships between sub issues. implicit aspects of the problem; Clearly addresses the relationship among sub issues; Identifies not only the basics of the issue but also recognizes subtle nuances of the issue. Alternative Identification Fails to identify alternatives; Ignores bias; Misses major content areas; Detects no inconsistencies; Chooses biased sources. Identify inappropriate alternatives; poorly categorizes contents; poorly identifies inconsistencies Provide few alternatives but does not justify; Categorizes content; Identifies inconsistencies. Accurately identify relevant alternatives with justifications; Detects bias and/or refutes bias; Examines inconsistencies. Fails to draw any evaluation Incorporate evaluation criteria criteria; Poorly formulates evaluation Formulates evaluation criteria; into the policy alternatives; Analysis & Evaluation Sees no arguments; Overlooks differences; criteria; poorly recognize arguments; poorly compare Recognizes arguments; Notices differences; Uses reasonable judgment; Discriminates rationally; Omits research. differences Evaluates data. Synthesizes data; Vies information critically. Solution Omits argument; Misrepresents issues; Excludes data; Draws faulty conclusions; Shows intellectual dishonesty. Argues poorly; Poorly identifies relevant issues; Poorly attributes sources; Does not elaborate related issues; poorly incorporate solutions. Argues clearly; Identifies relevant issues; Attributes sources; Suggests solutions; Incorporates information. Argues succinctly; Discusses related issues thoroughly; Shows intellectual honesty; Justifies decisions; Assimilates information.
Critical Thinking: Students will be able to analyze and interpret discipline specific readings from health information systems and healthcare finance which will allow the identification and improvement of healthcare organizations efficiency and effectiveness. Does not recognize any Identifies and Summarizes problem at issue problems with the structure of the case study/reading analysis or mentions problems that are not based on facts of the case study/reading analysis. Recognizes one problem but doesn t elaborate on it and/or provides poor description of the problem. Recognizes one or more key problems with the case study/reading analysis. Recognizes multiple problems in the case study/reading analysis. Indicates some issues are more important than others and explains why. Identifies and questions the Key Assumptions Does not identify the assumptions that underlie the structure of the case study/reading analysis. Recognizes one key assumption but doesn t elaborate on it and/or provides poor description of the assumption. Identifies some of the key assumptions of the case study/reading analysis. validity of the key assumptions that underlie the structure of the case study/reading analysis, and recognizes how assumptions influence the outcome of the case study/ reading analysis. Clearly describes the unique Perspective Does not uncover the perspectives of any characters in the case study/reading analysis. Considers one perspective of the characters in the case analysis and/or provides description of it. Considers the perspectives of individuals who influence structure of case study/reading analysis. perspectives of multiple key characters. And understands what these perspectives mean for the structure of the case study/reading analysis. Discusses facts of the case Knowledge Simply repeats facts listed in case study/reading analysis and does not discuss the relevance of these facts. Simply repeats facts listed in case study/reading analysis and provides information not related to knowledge or unclear discussion. Considers facts from the case study/reading analysis and cites related Health Informatics knowledge from theoretical or empirical research. study/reading analysis in relation to empirical and theoretical research in HIS and add knowledge from personal experience and/or other experience.