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HC 466 Plan & Org Comm Hlth Services
Swihart, Kevin Patrick


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

HC 466 Plan & Org Comm Hlth Services

Semester

U1T 2010 DL

Faculty

Swihart, Kevin Patrick

Title

Adjunct Faculty Member

Degrees/Certificates

Master of Healthcare Leadership (MHL), Hauptman School of Public Affairs, Park University, Kansas City, MO.
Bachelor of Science, Computer Information Systems, College of Business Administration, Missouri State University, Springfield, MO.
Bachelor of Science, Spanish, College of Business Administration, Missouri State University, Springfield, MO.

Office Hours

Weekdays M-F - 12:00 Noon to 1:00 PM  - Central Time - USA

Daytime Phone

816 / 714 - 9503

E-Mail

Kevin.Swihart@park.edu

Swihartkc@aol.com

Semester Dates

Summer

Class Days

Log-on Online Each Day

Class Time

Accessible 24 x 7

Credit Hours

3


Textbook:
Community-based Health Organizations: Advocating For Improved Health - Marcia Bayne Smith, Marcia Bayne-Smith, Sally Guttmacher - Paperback - NON-FICTION - English - 9780787964863

 
Publisher: JOHN WILEY AND SONS
ISBN-13: 9780787964863
ISBN-10: 0787964867

Summary:


This book offers a comprehensive resource on the underlying principles, practical design and effective management of community-based health organizations. It bridges the gap between theory and practice and informs students and health professionals on how best to close the gap between mainstream agencies and the populations they serve in order to eliminate health disparities. 

Academic Level : Scholarly/Graduate
Author : Marcia Bayne Smith, Yvonne J. Graham, Sally Guttmacher, Marcia Bayne-Smith
Binding : Paperback
BISAC Subject : MEDICAL / Public Health
Book Type : NON-FICTION
Dewey : 362.1/068
Language : English
LCCN : 2004022993
Library Subject : Community health services, organization & administration, Public health, United States, Voluntary health agencies, Vulnerable Populations
Pages : 362, xix, 362 p. ;
Place of Publication : United States
Publication Date : 01/21/2005
Textual Format : Textbooks, Lower level

Inside the Cover:

Community-Based Health Organizations

Community-Based Health Organizations presents the basic principles and practical design and management elements that are needed to create an effective community-based health organization. Once in place, these institutions provide a viable health delivery alternative to traditional, mainstream health care organizations.

This important resource includes a historical and theoretical overview of the development of community- based health care organizations and offers guidance for developing the structure and capacity of CBHOs to effectively meet the health needs within their communities.

Filled with illustrative examples and case studies, Community-Based Health Organizations is designed to be a practical resource. The authors show how to develop leadership and strategic plans, strengthen management, leverage and maximize resources, evaluate programs, and position a CBHO in a changing and competitive health care environment.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
HC466 Planning and Organizing Community Health Services: Organization and management of community based and public health agencies. Strategic planning for national, state, and local trends, community needs, and projected changes in society and health care. Administration of personnel, information systems, accreditation requirements, facilities, finances, external services contracts, community relations, and technology in clinics, home health, schools, industry, and other community based agencies. 3:0:3

Educational Philosophy:
Mr. Swihart believes higher education offers students a personal response to a universal calling to learn without prejudice through exchange. It is his purpose and mission in this course to prepare the willing student to think critically and to discover positive adaptations with knowledge of one’s talents within the public health services systems and urban communities. 

Learning Outcomes:
  Core Learning Outcomes

  1. Apply management skills to the organization of community based and public health agencies.
  2. Design strategic planning in light of national, state and local trends and community needs and projected changes in society and health care.
  3. Coordinate the personnel, information systems, accreditation requirements, facilities, finances, external services contracts, community relations, and technology.
  4. Differentiate the organization and administration of hospitals to that of clinics, home health, schools, industry and other community based agencies.
  5. Differentiate the organization and administration of hospitals to that of clinics, home health, schools, industry and other community based agencies.


Core Assessment:

Class Assessment:


This course includes a historical and theoretical overview of the development of community- based health care organizations (CBHOs), community health centers (CHCs), and public health agencies and offers guidance for developing and managing the structure and capacity of such institutions to effectively meet the health care needs of the marginalized in society; the poor, the uneducated, the disenfranchised immigrant populations within urban, suburban and rural communities.

Each week will consist of:

·         New Announcements (when applicable)

·         Overview

·         Learning Objectives

·         Assigned Readings

·         Instructor Lecture

·         Interactive Learning Activity

·         Mastery of Objectives Assessment
 
 

Grading:


In order for you to be considered for a passing grade, you must successfully complete all Learning Objectives, Assigned Readings, Instructor Lecture, Interactive Learning Activity, and Mastery of Objectives Assessment sections (as directed) for all 8 weeks, including familiarity with the Key Terms and Definitions deposited within the Overview.

Possible Points:
 

Unit Grade Points and Percentage Weight

Category

1

2

3

4

5

6

7

8

Total

Pts

%

Pts

%

Pts

%

Pts

%

Pts

%

Pts

%

Pts

%

Pts

%

Pts

%

Learning Activity

30

66

30

85

30

55

30

55

30

50

30

46

30

42

30

55

240

55

Mastery of Objectives

15

34

5

15

25

45

25

45

30

50

35

54

40

58

25

45

200

45

Total

45

35

55

55

60

65

70

55

440

100

 

 

 

 
 
 

Total
Unit vs. Exam 
Category
Total
Pts
%
Unit 1-8
440
50
Exams
440
50
Total
880
100

 
 
 
 
 
 
 
 
 
 
 
 
Exam Grade Points and Percentage Weight

Category

Midterm

Final

Total

Pts

%

Pts

%

Pts

%

Mastery of Objectives

200

100

240

100

440

100

Total

200

240

440

100

 
 
 
 
 
 
 
 
 
 

Grading Scale

Percent

Pts

Grade

90 – 100

792 - 880

A

80 – 89

704 - 791

B

70 – 79

616 - 703

C

60 – 69

528 - 615

D

Below 60

0 - 527

F

 
 
 
 
 
 
 
 
 
 
 

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:

You are expected to complete 5 - 6 hours per week of appropriate online activities, including discussion threads, sending/receiving Emails, securing reading assignments from Doc Share and the Webliography, and navigating and conducting research over the Internet.

·         You must participate in all topics and discussions. Conventions of "online etiquette," which include courtesy to all users, will be observed.
 

·         You are expected to be proactive, however if you run into a computer-related problem which you cannot solve through your own resources, you may seek assistance through me after first checking with the IT Help Desk (herein).
 

·         Assignment will be given each week, and discussion questions will be presented. You are expected to complete all assignments and actively participate in all weekly online discussions, quizzes, etc., provided you.

Note: Lack of participation in the course for a week MAY, AT MY DISCRETION,
[based on past performance], result in an academic withdrawal from this course. 

Classroom Rules of Conduct:


A class week is defined as the period of time between Monday and Sunday and ends at midnight Central Standard Time (CST). The first week begins the first day of the semester at 12:01 AM Central Standard Time (CST) and ends at 12:00 midnight Central Standard Time (CST) on the last day of the semester.
 
This course is offered online using the eCollege online classroom management platform, which allows you to participate at any time, and from any location. Because of this flexibility, it is important to plan your time carefully.
 
You are expected to sign in to the class (your "virtual classroom") and participate in discussions and other activities at least four times per week (or about every other day). You should expect to spend a minimum of  5 - 6 hours per class week online -- the same amount of time you'd spend in the physical classroom so please plan your daily/weekly activities accordingly. You will be sending and receiving Email, performing online research, participating in the Web; conducting online explorations and research, and interacting socially and professionally online with your classmates in Discussions using the Attachments, the Drop Box, the Doc Sharing, and the Webliography.
 
When composing and sending an Email to me please identify yourself fully by name and class number (e.g. CDL HC466) in the subject line of the Email. I will check my Email frequently. I will usually respond to course-related questions within 24-48 hours (unless I notify you previously by Email that I will be unavailable or in the New Announcements). When files are sent attached to an email, the files MUST be in either in Microsoft Word (.doc), (Microsoft PowerPoint (.ppt), or Adobe (.pdf) file formats.  Scanned documents or paper copies will not [normally] be accepted.
 
All of your online communications need to be composed with fairness, honesty, and tact. You should use Email for private messages to me and/or to your classmates.
 
Grading Rubrics 

Discussion Questions: Your weekly discussion participation score will be based on the following rubric. I have enabled the "edit" feature to allow you to correct mistakes after you have posted your comments.

Discussion Questions: Your weekly discussion participation score will be based on the following rubric. I have enabled the "edit" feature to allow you to correct mistakes after you have posted your comments. Assessment Areas

Points

Explanation

Number and Frequency of Posts

10

You posted a minimum of three (3) comments for the week. This should include one (1) original posting for the Discussion question you have chosen and two (2) postings that respond to ideas already developed by your classmates. I’m looking for more than minimal comments like "good point" or "I agree". If you agree, or disagree with another student, briefly explain why or why not.

Content

10

The posted comments were substantive and relevant. It is particularly helpful to use specific examples or experiences to illustrate your point.

Form

10

Proper spelling, grammar, punctuation, word choice, and sentence construction. APA format. Proofread or spell-check as part of your posting process.

Total

30

Points

 

NOTE: Discussion questions calling for written papers to be deposited in Doc Sharing or Dropbox will be subject to the Individual Work Rubric below for format or style only, not grading.

Individual Work Rubric: Your Individual Work participation score will be based on the following rubric. Written papers will be evaluated for both style of presentation and relevant content; particularly the use of inserted tables and graphs, etc., as necessary.

Proofread, proofread, and proofread!

Writing Mechanics: Forty percent (33%) or ten (10) points of the Thirty (30) points for the total grade:

Double-spaced, font size of twelve (12), Times New Roman.

Citations in proper APA Style.

Microsoft Word (.doc) or Microsoft Excel (.xls) or Adobe (.pdf) formats.

Use page margins of one-inch (1") on all four (4) sides.

Contain a proper MLA Style header and page header with numbered pages.

Length: 2 pages.

Include clarifying titles, subtitles, and section names as warranted for ease of reading.

 

Course Topic/Dates/Assignments:


Please always read (print if you like) the Home Page of each Unit scheduled. You can use this as a checklist to make sure you have completed all the Unit’s requirements.  

Unit 1:  Historical and Organizational Frameworks of Community-based Health Organizations (CBHOs)

New Announcements:

·         To be announced.

Overview

·         Examine the historical, organizational, and theoretical context of community-based health organizations (CBHOs) and their role in advocating for health care in a way different from traditional sources most often thought of by patients. Examine the efforts to develop organized approaches to address the health needs (and gaps) within local communities. Emphasize the role of advocacy for securing comprehensive, coordinated, and sustainable health care delivery and related services amid changing social, political, cultural, and economic trends.

·         Introduction to key terms and definitions.

Learning Objectives

·         The role of government and the changing influence on CBHOs.

·         Social, economic, political, cultural, legal and linguistic forces influence the shape and delivery of health services in general and the development of CBHOs in particular in a given community.

·         A receptive political climate, strong social capital, social cohesion, a civil society, and a well-organized advocacy network are essential for community health services to advance.

Assigned Readings

·         Textbook: Chapter 1. Historical and Organizational Frameworks of Community-Based Health Organizations in the United States.

·         Webliography: (URLs) www.naccho.org and www.cdc.gov

Instructor Lecture

·         Concepts in community organizing and building of a strong civil society and the community empowerment that follows.

·         Concepts in the quality of life and the quality of health outcomes using CBHOs. 

·         Answers to the questions, “what is unique about CBHOs delivery of health care and health-related services?”, “how are they different or similar to the health care delivery models you have access to and attend?”

·         Unit 1 - Diagram 1.1 and Unit 1 - Diagram 1.2 (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 1).

Mastery of Objectives Assessment

·         Quiz (see Mastery of Objectives Assessment bullet under Unit 1).

 

Unit 2:  CBHOs: Improving Health Through Community Development

New Announcements:

·         To be announced.

Overview

·         Examine the critical functions of forming partnerships to advocate for and deliver comprehensive, coordinated, and sustainable health care services amid changing social, political, cultural, and economic trends. 

·         Observe the theories used by CBHOs organizations to achieve their goals and the issues associated from both within and outside affected communities.

·         Introduction to key terms and definitions.

Learning Objectives

·         Improvement in community health outcomes requires that CBHOs develop the capacity [technological] to plan, advocate, deliver, monitor, and evaluate culturally acceptable preventive and primary care services.

·         In some communities, CBHOs have multiple functions: they help organize residents in building the community's social capital and level of social cohesion, which contributes to community empowerment and development and ultimately to improved health outcomes.

·         Achieving and sustaining good-quality health outcomes requires access to culturally appropriate health services.

Assigned Readings

·         Textbook: Chapter 2. Improving Health Through Community Development

·         Webliography: (URLs) http://quickfacts.census.gov/qfd/index.html

Instructor Lecture

·         Examine three (3) theoretical explanations or perspectives (political economy, symbolic interaction, and social ecology) as frameworks for understanding the economic and political changes on community health. 

·         Examine the need to address unity in diversity in community using CBHOs as vehicles for empowering community and their role of advocate for improved health outcomes with customized programs and services.

·         Compare and contrast hospitals, minute clinics, schools and universities, and other types of health care delivery models you may have used, or assisted others in using, like the elderly in home health settings. 

·         Answer the question, “what may be some of the causes as to why differences exist?” 

·         Unit 2 - Diagram 2.1 (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 2)

Mastery of Objectives Assessment

·         Quiz (see Mastery of Objectives Assessment bullet under Unit 2).
 
 

Unit 3:  CBHOs: A Research Report

New Announcements:

·         To be announced.

Overview

·         Research into the theoretical paradigms presented earlier to help explain in more detail the role of CBHOs in community change and improving community health. 

·         Observe CBHOs seek client participation and input to shape service delivery, community education, and advocacy to create changes that will improve community health.

·         Answer the question, “what are the differences and similarities among the many CBHOs, if any?”

·         Introduction to key terms and definitions.

Learning Objectives

·         Although CBHOs share many similarities, there are large differences among them in terms of structure, mission, and internal and external operations.

·         CBHOs must have a mission statement that provides a guide for all of the organizations activities and programs.

·         The board of directors of an organization commonly sets the organization's policy and is the public face of the organizations. It gives the organization greater legitimacy in the eyes of the outside world.

·         The organizational structure of a CBHO should be laid out in its important documents, which include the table of organization, constitution and by-laws, strategic plan, and fund development plan.

Assigned Readings

·         Textbook: Chapter 3. CBHOs: A Research Report

·         Webliography: (URLs) www.Healthcare4KC.Org/about/aspx

Instructor Lecture

·         Specifically, the research is a collection of data from non-profit entities including federally funded 330 community health centers (CHCs) established by or in partnership with community-based groups to deliver health (medical), mental health, or health-related social and support services.

·         Examination of the internal and external operations of CBHOs with the aim of gaining a better understanding of them. This will aid in differentiating them from more traditional care delivery models such as hospitals, clinics, home health, and also aid in understanding what CBHOs must undertake to assess their current operations, engage in strategic planning, and carefully prepare for changes to come. 

·         Areas of interest include how they emerged, their missions, how they currently function, and how they manage their relationships to multiple levels of stakeholders in the community they serve in a changing political and economic climate. Furthermore, it addresses how the CBHO maintains organizational stability while adapting to change.

·         Unit 3 – Annual Report; Unit 3 – HRSA Health Center Program Report; Unit 3 – CAHs Data Summary Report (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 3).

Mastery of Objectives Assessment

·         Individual Work (see Mastery of Objectives Assessment bullet under Unit 3).
 
 

Unit 4:  Case Study: The Health Keepers Model of Service Delivery

New Announcements:

·         To be announced.

Overview

·         The Caribbean Women's Health Association, Inc. (CWHA), a community-based organization, was established as a result of the failure of mainstream service delivery systems and institutions (hospitals, clinics, etc.) to provide appropriate services for the large Caribbean immigrant population in New York City.

·         Examine "The Health Keepers Model" in depth that is capable significant community penetration, involvement, and development. 

·         Observe new approaches CBHOs may wish to consider to strengthen their capacity to adjust to the broader forces of politics, economics, cultural trends, immigration, and community needs.

·         Introduction to key terms and definitions.

Learning Objectives

·         Health beliefs and practices of a particular population is a key element in assessing contributing factors for disparities and in planning interventions to increase the ability of a population to gain access and to use a health care system.

·         When health is defined from a community perspective, approaches to care go beyond the limits of traditional biomedical model of disease, the patient, etiology, and treatment, to include the underlying causes of diseases, perceptions of health and illness, and delivery and use of health care within a community's cultural, social, economic, and geopolitical aspects.

·         Services to ethnic and immigration populations are more effective when they are neighborhood-based; when community members are included in the assessment of needs and the design, development, implementation, and evaluation of programs; and when services are integrated and comprehensive in scope.

·         Because poor health is closely associated with low socioeconomic status, any attempt to address the health care needs of a population must provide families with economic opportunities, social networks, and services that help them find and remain in decent and affordable housing, keep their children in school and help them succeed, obtain jobs that pay a living wage, provide a career path, secure health and social services, build assets and create wealth, and contribute to the revitalization of their neighborhoods.

·         Pitfalls in government funding, such as lack of support for organizational infrastructure and contracting delays, limit the ability of CBHOs to provide needed services.

Assigned Readings

·         Textbook: Chapter 4. Case Study: The Health Keepers Model of Service Delivery

·         Doc Sharing: Unit 4 - Blooms Taxonomy

Instructor Lecture

·         This Unit is a case study of a New York City community-based health organization (CBHO), the Caribbean Women's Health Association, Inc., and its method of service delivery, "The Health Keepers Model". Together, Unit 4 - Diagram 4.1 and Unit 4 - Diagram 4.2 provide CWHO's framework for service delivery and relationship and capacity building (characteristics for effective service delivery).

·         Unit 4 - Diagram 4.1 illustrates the concept and structure for agency startup and implementation of the CWHO programs using domain ideas. (Doc Sharing)

·         Unit 4 - Diagram 4.2 illustrates CWHO's training curriculum used to launch CWHO's new cultural competencies to be adopted by its workers. (Doc Sharing)

·         Unit 4 - Diagram 4.3 illustrates CWHO's formalized maturity in service delivery referred to as, The Health Keeper's Model". (Doc Sharing)

·         Unit 4 - Diagram 4.4 illustrates CWHO's network of services from partners. (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 4).

Mastery of Objectives Assessment

·         Individual Work (see Mastery of Objectives Assessment bullet under Unit 4).
 
 

Unit 5:  The Political and Economic Management of CBHOs

New Announcements:

·         To be announced.

Overview

·         We have learned CBHOs can contribute to organizing and building the social capital and cohesion of poor communities, thereby empowering them to advocate for a more equitable political distribution of economic resources such as health care. 

·         Understand more about the organizing and advocating and policy influence functions carried out by CBHOs respond to the environmental trends and political, economic, legal, and cultural influences the CBHO's must confront in their strategic resource initiatives.

·         Introduction to key terms and definitions.

Learning Objectives

·         State legislatures determine how much power city governments have and the services they must provide for citizens. To survive, nonprofits have had to develop a mix of skills that equip them to negotiate for their share of city resources.

·         Advocacy has become an indispensable skill to CBHO survival. Political advocacy can extract the necessary goods and services from the system and contribute to long-term community sustainability.

Assigned Readings

·         Textbook: Chapter 5: The Political and Economic Management of CBHOs

·         Webliography: (URLs) www.RAConline.Org/States

Instructor Lecture

·         CBHOs are being called upon to increase their skill level so as not only to provide services but also to engage in advocating for resources and policy changes.  

·         Practice of "devolution" theory has, in its first phase, transferred to the states responsibilities for providing social services to citizens. In the second phase, state and city governments transferred their responsibility to the nonprofit sector and provided even fewer resources.

·         Process has resulted in weakening CBHOs structurally and programmatically until federal and state governments saw non-profit CBHOs as a good contracting resource capable of penetrating their communities at much deeper levels to provide social services and developing more culturally and linguistically appropriate health promotion messages the resonates in their communities.

·         Unit 5 – MO Demographic and Economic Profiles; Unit 5 – MO Rural Spotlight Fall 09 (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 5).

Mastery of Objectives Assessment

·         Quiz (see Mastery of Objectives Assessment bullet under Unit 5).
 
 

Unit 6: Planning for Sustainability

New Announcements:

·         To be announced.

Overview

·         Provide a framework that serves to guide the growth and development of organizational capacity building, without which long-term sustainability of CBHOs is difficult to achieve. 

·         Focus on the importance of planning strategically as a tool for strengthening the capacity of CBHOs to effectively deliver services to their constituents. 

·         Report on the lessons learned, the pitfalls, and best practices of surviving CBHOs a necessary framework.

·         Introduction of key terms and definitions.

Learning Objectives

·         CBHOs rely heavily on government funding for support, a more restrictive health care financial environment, and face market competition that threatens long-term survival.

·         CBHOs must increase their chances of survival by engaging in strategic capacity-building initiatives to ensure growth and sustainability.

·         CBHOs must evaluate their programs and services in order to amass the kinds of data that will provide evidence of what strategies are effective, how they were implemented, and what makes the CBHO approach a successful format for improving health outcomes..

Assigned Readings

·         Textbook: Chapter 6. Planning for Sustainability

·         Webliography: (URLs) www.naccho.org/topics/infrastructure/MAPP/index.cfm

·         Doc Sharing: Unit 6 – Underserved HIT Issues and Opportunities

Instructor Lecture

·         CBHOs are seeking essential partners in health service planning and delivery because of their capacity not only to reach out, but also to penetrate underserved communities.

·         CBHOs are becoming a force for primary prevention; collectively they have huge sustainability challenges.

·         Address those challenges and how to build capacity and position for growth and competition with market forces. 

·         CBHOs should not only be conducting rigorous program planning, but more rigorous assessment, evaluation, documentation, and dissemination of the work they do (e.g. evidence-based medicine, or measurable outcomes).

·         Unit 6 - Diagram 6.1 (Doc Sharing)

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 6).

Mastery of Objectives Assessment

·         Quiz (see Mastery of Objectives Assessment bullet under Unit 6).
 
 

Unit 7:  The Future of CBHOs: Improving Health Outcomes for Everyone

New Announcements:

·         To be announced.

Overview

·         The future of community-based health organizations (CBHOs) and their role in improving health outcomes. Indication that CBHOs will continue to evolve and survive.

·         Introduction of key terms and definitions.

Learning Objectives

·         The most significant domestic challenge for government and health care systems in the U.S. is delivering primary care services to everyone in the nation in an efficient, cost-effective, culturally and linguistically appropriate manner that will serve to eliminate health disparities.

·         Promising research methods are being developed that are more inclusive of the community, not only as research subjects but also as more active participants in the collection and analysis of data and the interpretation of results.

·         CBHOs are centrally positioned to transform health delivery by empowering communities and improving health outcomes.

·         Though different, the various models of CBHOs share a few common concepts, such as organizing for the purpose of rebuilding social capital and social cohesion and strengthening civil society, organizing for community health education based on the principles of participation, and organizing as a process of community empowerment and leadership development that ultimately leads to community change.

·         New methods of treatment that have emerged in the past thirty years are now part of thinking about health care delivery.

Assigned Readings

·         Textbook: Chapter 7. The Future of CBHOs: Improving Health Outcomes for Everyone

Instructor Lecture

·         Examine some of the current health challenges in the United States, to forecast some of the expected changes and trends that are projected to occur in health care delivery, and to share a vision for the future of CBHOs as a critical component of changes envisioned in U.S. health care. 

·         Explore ideas from the international arena as well as ideas about community empowerment without which real partnerships, between multiple levels of a community, aimed at improving community health, cannot occur.

·         See how one may redefine health-related research and health outcomes and provide recommendations for the future of CBHOs that can contribute to the elimination of health disparities and to improved health for everyone.

Interactive Learning Activity

·         Discussion questions (see Interactive Learning Activity bullet under Unit 7).

Mastery of Objectives Assessment

·         Quiz (see Mastery of Objectives Assessment bullet under Unit 7).
 
 

Unit 8:  CBHOs: Putting It All Together

New Announcements:

·         To be announced.

Overview

  • For CBHOs, the most compelling reason for optimism can be found in a renewed and invigorated interest over the past decade in improving health through community organizing and community building. One outgrowth of that interest has been the development of several models for community organizing.

Learning Objectives

·         The vision for the future of health care in the U.S. is being replicated around the world, and it includes greater emphasis on prevention, education, and wellness; greater attention to nonmedical contributing factors to premature morbidity; and a more comprehensive focus on the whole person.

·         CBHOs stand out as the most viable component of the health care system for delivery of preventive, wellness, and advocacy services for racial and ethnic minorities, immigrants, and women of all ages and are uniquely positioned to be the trusted stewards of information regarding client or patient use of culturally sanctioned healers and age-old health practices, which is information that is not likely to be shared with mainstream providers.

·         Data about the complex issues involved with health and health care for residents, including levels of poverty, violence, and other social and environmental dangers are factors that make CBHOs more attuned to the multiple issues (ecology) affecting the whole of people's lives.

Assigned Readings

·         Textbook: All Chapters Review

·         Webliography: http://findahealthcenter.hrsa.gov/

Instructor Lecture

  • CBHOs struggle to survive in the face of massive changes in the legal, social, cultural, political, economic, technological, and theoretical approaches that are giving shape to the health care industry of the future (and that we have studied here).  

 

  • Using the Webliography URL http://findahealthcenter.hrsa.gov/, select a CBHO. Use one of the said environmental factors of change and illustrate the CBHO's survival and adaptation in a written abstract in APA format. Using Bloom's Taxonomy, illustrate how your chosen environmental factor has influenced a CBHO's; a.) Historical roots or original beginning; b.) Evolution into the present time; and c.) Required changes for future survival.

·         Doc Sharing: All Documents Review

Interactive Learning Activity

·         No Discussion Questions.

Mastery of Objectives Assessment

·         Individual Work (see Mastery of Objectives Assessment bullet under Unit 8)
 
 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Bibliography:
Kevin is an adjunct faculty member and online instructor at Park University for undergraduate studies in healthcare management.  Currently, he is consulting for the Department of Social Services within the State of Missouri as a project executive for Fox Systems of Scottsdale, Arizona, a Cognosante Company (see biography in Doc Sharing).

Kevin is collaborating with the State of Missouri’s leadership teams responsible for managing the Missouri divisions for Medicaid, Health and Senior Services, and Mental Health multidivisional or department-wide strategic plan development and operational plan executions secured by federal Health Information Technology (HITECH) grants from the American Recovery and Reinvestment Act of 2009 (ARRA federal stimulus) and matching funds from the Centers for Medicaid and Medicare (CMS).

Kevin acts as the independent validation and verification contractor responsible for overseeing the procurement and resource expenditures of a multimillion dollar multi-year, multi-phase implementation of the federal and state’s legislative Medicaid program enactments and the governor’s approved expenditure budget line-item initiatives of the state’s Medicaid Management Information System (MMIS); a transformation of the MMIS into a technologically advanced service bureau offering interoperable health information services for use by public and private partnerships; health information exchanges using electronic health record (EHR) state wide for use by local, state, and federal health care delivery agencies; institutional and professional providers (medical, dental, and mental health), institutions of higher education and research, private insurers, managed care organizations, larger employers, and the patients themselves.
 

Copyright:

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Last Updated:5/8/2010 3:41:26 PM