CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
HEALTH CARE ADMINISTRATION PROGRAM
Course Syllabus: HCA 465 – Analysis and Evaluation
Spring 2017
Instructor: Grace L Reynolds, D.P.A. Section 1: 3522
Telephone: 985-5885
(or HCA Program 985-5694) Mon/Wed. 8 to 9:15 am
Location: SPA 005
E-mail: Office Hours: W 1-4, Th 9:30-11 a.m.
Office: ETC 215
Additional Departmental Contact: Deby McGill,
Telephone: 562-985-5694; fax: 562-985-5886
Course Description: Prerequisite or Co-requisite: HCA 300 and Prerequisite: PSY 110 or SOC 170 or equivalent. Techniques of analysis and evaluation applied to health services with respect to organizing, Staffing, financing and utilization. Emphasis on the analytic process, program evaluation, and report of findings.
Student Learning Objectives:
Students who have completed this course should be able to:
• Develop evaluation/research questions, hypotheses, and propose specific analytic methods in health management issues.
• Differentiate between types of qualitative/quantitative evaluation/research philosophies such as monitoring, case studies, survey research, trend analysis, and experimental design; describe the assumptions, threats to validity, and outcomes of each type.
• Define key concepts of research design and methodology.
• Identify the steps of a generic research process, the tasks involved in each, and available data collection and analysis methodologies.
• Understand the ethics issues involved in the use of human subjects in research.
• Conduct basic analysis of secondary quantitative data through the use of the General
Social Survey (GSS) or California Health Interview Survey (CHIS).
• Assemble a spreadsheet in SPSS, conduct basic univariate and bivariate analyses, and write a brief report illustrating findings.
The CSULB HCA program is accredited by AUPHA and this course represents the following domains and competencies required for AUPHA accreditation:
Learning Objective / Domain / Competency / AssessmentMethod
Understand the ethics
issues involved in the use of human subjects in research / Professionalism / Professional
standards and codes of ethics; Ethics committee’s roles, structure and functions / On-line training
module; quiz on training module materials (pass/fail); knowledge and retention of material also tested on in-class exam
Develop
evaluation/research questions, hypotheses, and specific analytic methods in health management issues / Business
Knowledge and
Skills / Outcomes
measures and management / Quizzes and tests
Differentiate between
types of qualitative/quantitative evaluation research philosophies as monitoring, case studies, survey
research trend analysis, and experimental design; describe the assumptions, threats to validity and outcomes of each type. / Business
Knowledge and
Skills / Data analysis,
including manipulation, understanding of, and ability to explain data / Quizzes and tests
Define key concepts
of research design and methodology / Business
Knowledge and
Skills / Comparative
analysis strategies / Quizzes and tests
Identify the steps of a
generic research process, the tasks involved in each and available data collection and analysis methods. / Business
Knowledge and
Skills / Data collection,
measurement and analysis tools
and techniques / Oral presentation
with explanatory powerpoint/lecture slides
Conduct basic analysis
of secondary quantitative data through the use of the General Social Survey or the California Health Interview Survey / Business
Knowledge and
Skills / Basis statistical
analysis / Computer
laboratory exercises completed and turned in; homework exercises completed and turned in, such as the charts and graphs exercise which requires students to graph data
Assemble a
spreadsheet in SPSS, conduct basic univariate and
bivariate analyses, and write a brief report illustrating findings / Business
Knowledge and
Skills / Application
software / Computer
laboratory exercises completed and turned in
Required Reading Materials:
• Principles of Evaluation and Research for Health Care Programs, by Karen Marie
Perrin, Jones & Bartlett Publishing.
• BEACHBOARD is being set up and other readings will be posted for student
Student Assignments and Grading:
Graded Components:
Quizzes will be given on-line and will consist of 10 quizzes each worth 10 points = 100
Write ups of case study assignments will consist of 4 exercises each worth 10 points = 40 points
In-class exercises will consist of 12 weekly exercises each worth 5 points = 60 points
One on-line mid-term exam will be given worth 50 points
One in-class mid-term exam will be given worth 50 points
One in-class final exam will be given worth 100 points
Group project worth 60 points, but divided into the following components:
Peer evaluations 3 x 5 points = 15 points
Group progress reports 3 x 5 points = 15 points
Actual presentation as group = 1 x 15 points
Individual write up of findings from group project = 1 x 15 points
Groups cannot be larger than 3 students!
Late Homework Policy. No late homework assignments will be accepted. You may fax or e-mail your assignment if you are unable to come to class as long as you do so that the assignment is received by the posted due date. Students absent for the final exam must provide written third party documentation. Disabled students, who qualify for alternative testing arrangements, please advise the instructor and make arrangements well in advance of the exams.
You cannot make up quizzes or exams unless you have an excused absence with appropriate documentation. Please see section on excused and unexcused absences; this class will follow the University policy.
CSULB policy on attendance (PS 01-01L http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/).
Attendance On-time attendance at the first class is mandatory. Excused absences will be granted only if written evidence (e.g. a doctor's written notice, a letter for jury duty, or a copy of a funeral program) is provided in a timely manner. (University Attendance Policy, PS 01-01, defines excused absences as 1) illness or injury to the student; 2) death, injury, or serious illness of an immediate family member or the like; 3) religious reasons (California Educational Code section 89320); 4) jury duty or government obligation; 5) University sanctioned or approved activities.) Students missing 6 or more classes will be advised to drop the class and retake it in a subsequent semester. On-time attendance at each class is expected. Points may be deducted for tardiness, leaving early, or disrespectful or disruptive behavior to other students or the instructor, e.g. talking while other students or the instructor is speaking to the whole class. In rare cases, due to a documented emergency or a "serious and compelling reason" (PS 02-12) a student may need to request an authorized incomplete or withdrawal. In such a case University Policy will be strictly adhered to. The full text of University Policy Statements may be seen at http://www.csulb.edu/~senate/Policies/pstable.html.
Students with disabilities Students with disabilities who need reasonable modifications, special assistance, or accommodations should promptly direct their request to the instructor.
Grade Computation:
The midterms, exercises, quizzes and final exam will be used to compute your final grade, which will be distributed as indicated below. Grades are NEVER rounded up. If you want a grade of A, work for it! If you receive 89.99% on assignments, you will receive a B for the course; if you receive 79.99% you will receive a C for the course, etc.
90+=A
80-89=B
70-79=C
60-69=D
<60=F
CHEATING AND PLAGIARISM
Cheating or plagiarism may result in a grade of F. The University policy on Cheating and Plagiarism (PS 85-19) can be found at: www.csulb.edu/divisions/aa/catalog/2009-2010/academic_information/cheating_plagiarism.html
Assignments: Please note—this is proposed and is subject to change, especially computer lab dates
Class Meeting / Reading / In-Class / What is Due / NotesJanuary 23 / Chapter 1 Purpose / Welcome, overview of syllabus, lecture / Attendance at first class
January 25 / Chapter 2
Ethics / Lecture, literature/Library demonstration
IC #1 / Quiz #1 on-line
January 30 / Chapter 3 Determinants of Health / Lecture
IC #2
February 1 / How to write up case studies / Quiz #2 on-line
February 6 / Chapter 4 Theories and Models / Lecture
IC #3
February 8 / Case study #1 / Quiz #3 on-line
February 13 / Chapter 7
Elements of Research / Lecture
IC #4
February 15 / Case study #2 / Quiz #4 on-line
February 20 / Chapter 8 Surveys / Lecture
IC #5
February 22 / In-class mid-term / In-class mid-term
February 27 / Chapter 9
Data Tools / Lecture
March 1 / Case study #3 / Quiz #5 on-line
March 6 / Chapter 10 Populations & Samples / Lecture
IC #6
March 8 / Case study #4 / Quiz #6 on-line
March 13 / Chapter 11 Inferential and other statistics / Lecture
IC #7
March 15 / Computer lab in class / Lab exercise=IC #8 / Quiz #7 on-line
March 20 / Computer lab in class / Lab exercise=IC #9
March 22 / Computer lab in class / Lab exercise= IC #10
March 27 / No class—spring break
March 29
April 3 / No class due to on-line exam / On-line Mid-term
April 5 / Chapter 12 Budgets and Cost Analysis / Lecture
April 10 / Chapter 13 Reports & Presentations / Lecture
April 12 / Groups / Groups meet for project / Quiz #8 on-line
Group progress report #1 due
April 17 / Groups / Groups meet for project / Peer evaluation #1 due
April 19 / Groups / Groups meet for project / Quiz #9 on-line
Peer evaluation #2 due
Group progress report #2 due
April 24 / Groups / Groups meet for project / Peer evaluation #3 due
April 26 / Groups / Groups meet for project / Quiz #10 on-line
Group progress report #3 due
May 1 / Group presentations in class
May 3 / Group presentations in class
May 8 / Group presentations in class
May 10 / Review for final exam
Final exam—week of May 15 through 19—check final exam schedule for time and day
Bibliography:
Bausell, R. B. (1992) “Methodologists Corner: Sources of Evaluation Instruments.” Evaluation and the Health Professions 15: 475-490.
Berkowitz, S. (1996) “Using Qualitative and Mixed-Method Approaches.” In R. Reviere, S. Berkowitz, C.C. Carter, and C.G. Ferguseon (eds.), Needs Assessment: A Creative and Practical Guide for Social Scientists. (Washington, D.C.: Taylor & Francis, 1996).
Boruch, R.F. Randomized Experiments for Planning and Evaluation: A Practical Guide. (Thousand Oaks: Sage, 1997).
Campbell, D.T. and J. C. Stanley. Experimental and Quasi-experimental Designs for Research. (Skokie, IL: Rand McNally, 1966). Classic
Chelimsky, E. and W. R. Shadish (eds.) Evaluation for the 21st Century: A Handbook. (Thousand Oaks, Sage, 1997).
Cohen, J. Statistical Power for the Behavioral Sciences. 2nd ed. (Hilllsdale, NJ: Lawrence Erlbaum, 1988).
Cook, T. D. and D. T. Campbell. Quasi-experimentation: Design and Analysis Issues for Field Settings. (Skokie: Rand McNally, 1979). Classic
Cooper, H. and Hedges L. eds. The Handbook of Research Synthesis. (New York: Russell Sage Foundation, 1994).
Cronbach, L.J. Designing Evaluations of Educational and Social Programs. (San Francisco: Jossey-Bass, 1982).
Denzin, N.K. & Y.S. Lincoln eds. (1994) Handbook of Qualitative Research (Thousand Oaks, CA: Sage).
Denzin, Norman K. The Research Act: A Theoretical Introduction to Sociological Methods. 3rd Ed. (Englewood Cliffs, NJ: Prentice Hall, 1989). Classic
Duneier, Mitchell. Sidewalk. (New York: Farrar, Straus and Giroux, 2001).
Gray, R. and C. Sinding. Standing Ovation: Performing Social Science Research about Cancer. (Walnut Creek, CA: Alta Mira Press, 2002).
Hoff, T.J. & L.C. Witt (2000). Exploring the use of qualitative methods in published health services and management research, Medical Care Research and Review, 57 (2): 139-160.
Hunt, M. How Science Takes Stock: The Story of Meta-Analysis. (New York: Russell Sage Foundation, 1997).
Jones, James. Bad Blood: The Tuskegee Syphilis Experiment (The Free Press, 1991).
Lincoln, Y.S. and E. G. Guba. Naturalistic Inquiry. (Beverly Hills, CA: Sage, 1985).
Morgan, David L. (1988). Focus Groups as Qualitative Research. Newbury Park, CA: Sage Publications.
New York Times Correspondents. How Race Is Lived In America. First ed. (New York: Henry Holt, 2001).
Patton, M.Q. Qualitative Evaluation and Research Methods. 2nd ed. (Newbury Park: Sagem, 1990).
Shadish, W.R., T.D. Cook, and L.C. Leviton. Foundations of Program Evaluation: Theories of Practice. (Newbury Park: Sage, 1991).
Weiss, C.H. Evaluation Research: Methods of Assessing Program Effectiveness. (Englewood Cliffs: Prentice Hall, 1972). Classic
Also see websites:
American Statistical Association
American Evaluation Association
Academy Health
International Institute for Qualitative Methodology
Sage Publications