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HC 466 Plan & Org Comm Hlth Services
Brown, Nate


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

HC 466 Plan & Org Comm Hlth Services

Semester

S1T 2012 DL

Faculty

Brown, Nate

Degrees/Certificates

M.S.H.S Public Health
B.S. Environmental Management

Office Location

Aberdeen, MD

Office Hours

6-8 P.M. M-F

Daytime Phone

(410) 562-0786

Other Phone

(410) 272-3699

E-Mail

nate.brown@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

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

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 Brown believe 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:

Grading:

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

10

34

5

15

15

45

15

45

30

50

35

54

40

58

25

45

275

45

Total

40


35


45


45


60


65


70


55


415

100












 


Exam                                                           Grade Points and Percentage Weight

Category

Midterm

Final

Total

Pts

%

Pts

%

Pts

%

Mastery of Objectives

200

100

265

465

100

Total

200


265

465

100

Total Unit vs. Exam                                              


Category

Total


Pts

%


Unit 1-8

440

50


Exams

440

50


Total

880

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:

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 (Monday, January 16th, 2012) 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 (Sunday, March 11th, 2012).
 
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.

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:

Week 1, January 16-22, 2012

Learning Objectives:

  • Recognize the social, economic, political, cultural, legal, and linguistic forces that influence the types of health services, and the methods of delivering health services in a local community.
  • Relate the many components that must be receptive to change within a local community; components essential for a health services to successfully organize and advance (e.g., political climate, strong social capital, social cohesion, a civil society, and a well-organized advocacy network).
  • Identify the changing roles of local, state, and federal government delivering health services in local communities.

Assignments due: 22 January 2012 11:59 PM CST

·        Discussion Initial discussion due 18 January 2012; 2 peer responses due 20 January 2012

·        Quiz 22 January 2012 11:59 PM CST

Week 2, January 23-29, 2012

Learning Objectives: 

  • Explain why a CBHO's organizational capacity [technological] to plan, advocate, deliver, monitor, and evaluate culturally acceptable preventive and primary care services must be developed to improve community health outcomes.
  • Explain the multiple functions a CBHO may adopt to 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.
  • Explain the importance access to culturally appropriate health services serves in achieving and sustaining good-quality health outcomes.

Assignments due: 29 January 2012 11:59 PM CST

·        Discussion due: Initial discussion 25 January 2012 and 2 peer responses due 27 January 2012

·        Quiz due: 29 January 2012 11:59 PM CST

Week 3, January 30-5 February, 2012

Learning Objectives: 

    • Recognize the differences CBHOs may have between them in terms of structure, mission, and internal and external operations and how they contrast with hospitals, home health, schools, public health agencies.
    • Explain the importance a CBHO's mission statement serves to provide a guide for all of the organization's activities and programs.
    • Explain the importance of a board of directors role in setting the organization's policies and acting as the public face as a means to provide greater legitimacy in the eyes of the outside world.
    • Illustrate the importance of why an organizational structure of a CBHO should be defined in the important documents it crafts, which include the table of organization, a constitution and by-laws, a strategic plan, and a fund development plan.

Assignments due: 5 February 2012 11:59 PM CST

·        Discussion due: 1 February 2012; 2 peer responses 3 February 2012 11:59 PM CST

·        Quiz due: 5 February 2012 11:59 PM CST

·        Individual Work due:  5 February 2012 11:59 PM CST

Week 4, February 6-12, 2012

  • Learning Objectives: 
    • Explain the importance of why health is defined 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.
    • Cite why 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.
    • Point out why poor health is closely associated with low socioeconomic status, and why any attempt to address the health care needs of a population must provide families with economic opportunities, social networks, and services that help them.

Assignments due: 12 February 2012 11:59 PM CST

·        Discussion due: 8 February 2012; 2 peer responses 10 February 2012 11:59 PM CST 

·        Quiz due :  12 February 2012 11:59 PM CST

·        Individual Work due: 12 February 2012 11:59 PM CST

Week 5, February 13-19 , 2012

  • Learning Objectives: 
    • Recall that state legislatures determine how much power city governments have and the minimum services they must provide for residents.
    • Indicate the mix of skills nonprofits have had to develop to survive; skills that equip them to negotiate for their share of city resources.
    • Explain how political advocacy can extract the necessary goods and services from the system and contribute to long-term community sustainability. 

Assignments due: 19 February 2012 11:59 PM CST

·        Discussion due: Initial discussion 15 February 2012; 2 peer discussion due 17 February 2012 

·        Quiz due: 19 February 2012 11:59 PM CST

·        Midterm Exam due: 19 February 2012 11:59 PM CST

Week 6, February 20-26, 2012

  • Learning Objectives: 
    • Recognize CBHOs rely heavily on government funding for support, a more restrictive health care financial environment, and face market competition that threatens long-term survival. 
    • Identify how CBHOs must increase their chances of survival to ensure growth and sustainability.
    • Identify why 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. 

Assignments due: 26 February 2012 11:59 PM CST

·        Discussion due: Initial Discussion due 22 February 2012 and peer responses due 24 February 2012 11:59 PM CST

·        Quiz due: 26 February 2012 11:59 PM CST

Week 7, February 27-March 4, 2012

  • Learning Objectives: 
    • Cite the most significant domestic challenge for government and health care systems in the U.S.
    • Explain why CBHOs are centrally positioned to transform health delivery by empowering communities and improving health outcomes.
    • Explain the various health services models (CBHOs, CHCs, CBOs) and illustrate how they share common goals; 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. 

Assignments due: 4 March 2012 11:59 PM CST

·        Discussion due: Initial discussion due 29 February 2012; 2 peer response 2 March 2012 11:59 PM CST 

·        Quiz due: 4 March 2012 11:59 PM CST

Week 8, March 5-11, 2012

  • Weekly Learning Objectives: 
    • Defend the vision for the future of health care in the U.S. being replicated around the world that includes greater emphasis on prevention, education, and wellness; greater attention to nonmedical contributing factors to premature morbitity; and a more comprehensive focus on the whole person. 
    • Explain how CBHOs stand out as the most viable component of the health care system for delivery of preventive, wellness, and advocacy services.
    • Explain how CBHOs 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.

Assignments due: 9 March 2012 11:59 PM CST

·        Discussion: Initial discussion due 7 March 2012 ; 2 peer responses 9 March 2012 11:59 PM CST 

·        Quiz due: 9 March 2012  11:59 PM CST

·        Individual Work due: 10 March 2012 11:59 PM CST

·        Final Exam Complete by 11 March 2012 11:59 PM CST and returned to Instructor

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
ANYONE CAUGHT BEING DISHONEST WILL BE GIVEN A "F" FOR THE COURSE!

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. from Park University 2011-2012 Undergraduate Catalog Page 93
ANYONE CAUGHT IN THE ACT OF PLAGIARISM WILL BE GIVEN A "F" FOR THE COURSE!

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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 .

Additional Information:



Bibliography:

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Last Updated:12/26/2011 7:02:45 PM