WAC PAPER
WAC PAPER
Name: Colleen Karn
Date: 6/23/2019
Identification of Scenario & Proposal for Integration of Coursework
Identify the leadership scenario you have chosen for the assignment: Choose an item. Sample
Integration of Coursework
For this assignment, you are to integrate knowledge, content, and/or skills learned in your non-clinical nursing and general educational courses. You must use two non-clinical nursing courses, with at least one being an upper division course. You must also use two general education courses, with at least one being an upper division course. (Note, if any of the courses were not taken at Methodist College, you will need to provide a syllabus for the that course with this assignment.) You will use the knowledge, content, and/or skills from your chosen courses to help you make an argument for the benefits of a BSN for a nurse leaders and to help you devise and carry out a solution to the problem in the scenario.
1. Non-Clinical Nursing Course
Course number & title: N211: Standards of Nursing Practice
Course content to be used: I plan to use the ethical principles of non-maleficence and beneficence in my analysis of the scenario. I will use them as part of the rationale for my argument to the nurse manager as to why a change is necessary. I will also base my plan of action so the intended outcome will ensure that the care given to the patients will adhere to the nursing ethical principles.
2. Non-Clinical Nursing Course
Course number & title: N304: Transcultural Nursing
Course content to be used: In N304 we learned what cultures were and how to identify our own biases (positive or negative) in regards to the cultures of our patients. I plan to use this knowledge and skill in several ways. First, I will identify the cultures to which my patients belong (such as intravenous drug users and the LGBTQ community) in order to understand my patients needs and to identify any biases that I or my colleagues might have that are barriers to effective patient care. Then I will include the patients’ cultural needs in my plan of action.
3. General Education Course`
Course number & title: PSY101: Psychological Inquiry & Applications
Course content to be used: In PSY101 we learned about Maslow’s Hierarchy of Needs. I plan to use my knowledge of this when analyzing the needs of the patients that go beyond the mandatory healthcare needs. Maslow’s Hierarchy of Needs will help me to assess my patients’ needs on a more holistic level. Additionally, I can use this information in my rationale for my plan of action.
4. General Education Course
Course number & title: HUM301: Legacy of Literature
Course content to be used: In HUM301 we learned about othering specific people and populations and the detrimental effects of it. Additionally, we learned about the need to empathize with all people, so we see them as fellow human beings and as equals. Two of the populations that our culture currently others are the LGBTQ community and drug addicts. I plan to use this knowledge of othering and the skill of empathizing with all people to argue that these patients are in even greater need of advocates than the average patient and that the lack of empathy they are receiving could damage these patients who belong to a vulnerable, othered population.
Name: Insert first and last name.
Date: Click or tap to enter a date.
Identification of Scenario & Proposal for Integration of Coursework
Identify the leadership scenario you have chosen for the assignment: Scenario #3: Patient Education & Services
Integration of Coursework
For this assignment, you are to integrate knowledge, content, and/or skills learned in your non-clinical nursing and general educational courses. You must use two non-clinical nursing courses, with at least one being an upper division course. You must also use two general education courses, with at least one being an upper division course. (Note, if any of the courses were not taken at Methodist College, you will need to provide a syllabus for the that course with this assignment.) You will use the knowledge, content, and/or skills from your chosen courses to help you make an argument for the benefits of a BSN for a nurse leaders and to help you devise and carry out a solution to the problem in the scenario.
1. Non-Clinical Nursing Course
Course number & title: N211: Standards of Nursing Practice
Course content to be used: Identify knowledge, concepts, and/or skills learned in this course that you will use in this assignment. Be as specific as possible regarding the lessons and materials from which you learned the knowledge, concepts, and/or skills.
2. Non-Clinical Nursing Course
Course number & title: N431: Health Policy
Course content to be used: Identify knowledge, concepts, and/or skills learned in this course that you will use in this assignment. Be as specific as possible regarding the lessons and materials from which you learned the knowledge, concepts, and/or skills.
3. General Education Course
Course number & title: HS 200: Introduction to Informatics for Healthcare Professionals
Course content to be used: Identify knowledge, concepts, and/or skills learned in this course that you will use in this assignment. Be as specific as possible regarding the lessons and materials from which you learned the knowledge, concepts, and/or skills.
4. General Education Course
Course number & title: PH 300: Epidemiology
Course content to be used: Identify knowledge, concepts, and/or skills learned in this course that you will use in this assignment. Be as specific as possible regarding the lessons and materials from which you learned the knowledge, concepts, and/or skills.
Scenario 3: Patient Education & Services
J.B. is an 86 year old man who has had several admissions in the last 6 months since his mitral valve repair. He has Type II diabetes with blood glucose levels averaging 250mb/dl or higher for the past several months. During this admission, his dosage of insulin was adjusted, and he was given additional education in managing his diet. While you (as the nurse) are giving these instructions, J.B. tells you since his wife died 9 months ago, he does not monitor his eating habits or blood glucose levels closely. He becomes tearful when telling you about the loss and the loneliness he has been feeling. He tells you he just does not feel good lately and feels sad much of the time. He has few friends left in the community, since most of them have passed away. The charge nurse has told you, “just give him the discharge instructions and let him go as he will probably just be back anyway. We need the bed; we have more admissions coming in.”
METHODIST COLLEGE
Course Syllabus and Activity Tracker
Course
PH300
Course Title
Epidemiology
Course Description
The course will increase the student’s knowledge base and understanding of the scope of practice, scientific methods and applications involved in epidemiology as a community and public health related discipline. The course explores the application of epidemiologic methods to basic and clinical sciences as well as the use of findings from investigation and analyses to generate policy. The course is designed to integrate skills such as quantitative reasoning, inquiry and problem analysis, deductive and inductive reasoning, creating generalizations and teamwork.
Course Instructor: Professor Marjorie Getz
Office: E177
Phone Number: (309) 671-2907
Email (preferred method of contact):
mgetz@methodistcol.edu
Course Office Hours: Please email me and I will get back to you as soon as possible.
Course Pre or Co-requisites:
ENG201 and MTH201
Course Credit Hours:
Three (3) Credit Hours. (One credit hour includes a minimum of 50 minutes of instruction each week and one to two hours of work outside class for the equivalent of 15 weeks.)
Required Course Materials: Friis, R.H. (2018). Epidemiology 101 2nd edition. Burlington, MA: Jones & Bartlett Learning.
Please only purchase the 2nd edition! We use problems right from the textbook in this course. The first edition and second edition are like night and day when making a comparison!
Course Student Learning Outcomes:
Upon completion of this course, the student learner will
Course Objectives
Undergraduate Student Learning Outcomes
1. Develop skills related to identifying and understanding data, turning data into information for public health action, assessing the health needs and assets of a jurisdiction using community health assessments and using collected and analyzed evidence for decision making.
Inquiry & analysis
2. Use data to determine needed policies and programs and advocate for these; including by soliciting and using community input.
Inquiry & analysis
3. Demonstrate how to plan, implement and evaluate policies, programs, community health improvement plans and strategic plans using relevant data.
Inquiry & analysis
4. Illustrate how to effectively communicate and facilitate communication of data and other relevant information.
Communication
5. Understand how to respond to diverse community needs and assess the impacts of policies and programs on different populations.
Communication
Civic engagement
6. Use community linkages and professional relationships within and across organizations and systems to communicate results of assessments, plans, and interventions.
Integrative learning
Civic engagement
Course Lessons or Modules
1. Epidemiology: General knowledge
History, philosophy and uses of epidemiology
2. Measurement in Epidemiology
Measures used to describe disease occurrence
Measures of association and effect
Other measures used in epidemiology
3. Core Topics in Epidemiology
Patterns of disease
Associations and causation
Types of study designs
Causation and validity
Infectious disease and outbreak investigation
Social and behavioral epidemiology
Special applications (e.g., screening and screening applications)
4. Epidemiology and policy
“Quick assignments” embedded in the PowerPoint slides prepared for each week of the course
Dialogue through online participation in discussion boards.
Evaluation Methods
Written assignments (65%)
Online participation in discussion forums (35%)
Grading Scale
90-100% A
80-89% B
70-79% C
60-69% D
0-59% F
How This Course Works: This course is taught during the fall, winter, spring and summer semesters and has ranged from 5-days, through 8 week and 15 week schedules. All course assignments are posted in the D2L Learning Management System. Course announcements are made using D2L (please check email daily so that you do not miss any information). The D2L Gradebook function is used to keep track of points that students earn for this course. Students submit assignments using the D2L dropbox and use the D2L discussion options to post both initial posts to questions posed for this course and to reply to their classmates.
The course calendar/tracker (see below) lists everything the student is responsible for and provides due dates.
Classes begin Monday, January 11, 2021. The last day of class is Monday, March 3rd. There are 8 weeks of classes. A class week begins at 9:00 am on Monday and ends at 11:30 pm on the following Sunday.
Each week, students will use the “Quick Assignment” sheet included in that week’s class module in D2L to complete learning assessments. These sheets (and the weekly Power Point slides and the current week discussion) will be opened by 9:00 am on Mondays. The Quick Assignments should be completed on the sheet included in D2L and loaded into the course drop box before 11:30 pm on Sunday.
Students may discuss their Quick Assignments together. However, and this is very important, each student must submit an individual set of Quick Assignments that they compose on their own. Students who plagiarize from each other can receive no more than ½ points for the essay. Because it may be difficult to determine which student copied from another student, both students who submit copied work will be penalized.
Students should also complete their discussion post assignments for the week prior to 11:30 pm on the Sunday that ends that class week. Instructions for online postings are included in the resources folder (under the syllabus and activity tracker) in the Learning Materials section of D2L. A word to the wise, comment posting is best handled early in the week!
In summary, students will be assessed through
· Answers to quick assignments embedded in course Power Point slides (submitted using the drop box)
· Reflections to discussion questions posted in the D2L discussion forum section.
Grading Schedule:
Week/Dates
Quick Assignments
Points
Discussion forums
Points
Due date for Quick Assignments and Discussion Forum postings
Other recommendations
Class 1
(begins Monday January 11 at 9:00 am and ends on Sunday, January 17 at 11:30 pm)
For PowerPoint slides for Chapter 1, there are 10 Quick Assignments.
For most chapters, there will be 10 Quick Assignments.
An MS Word document that contains the Quick Assignments appears in the weekly course Module under Learning Materials. Students are encouraged to type their responses to the Quick Assignment questions right on that document and submit that (when completed) into the D2L Drop Box.
10 points for each Quick Assignment or 100 points for Week 1.
A discussion topic will appear each Monday morning by 9:00 am.
Students should post 3 times during each week. Students should do one initial post to respond to the topic. During the week, students should address their peers’ comments with responses of their own (twice). Please consult Resource 4 under D2L Learning Materials for instructions related to online posting.
Up to 40 points for each set of 3 weekly posts (one initial post (20 points) that addresses the topic and two peer comment reflections—each worth 10 points, each)
Sunday, January 17 at 11:30 pm
Check email every day for possible messages.
Class 2
(begins Monday, January 18 and ends on Sunday, January 24 at 11:30 pm)
I will try to post early because of the holiday on Monday 1/18.
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, January 24 11:30 pm
Check email every day for possible messages.
Class 3
(begins Monday, January 25 and ends on Sunday, January 31 at 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, January 31 at 11:30 pm
Check email every day for possible messages.
Class 4
(begins Monday, February 1 and ends on Sunday, February 7 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, February 7 at 11:30 pm
Check email every day for possible messages.
Class 5
(begins Monday, February 8 and ends on Sunday, February 14 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points..
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, February 14 at 11:30 pm
Check email every day for possible messages.
Class 6
(begins Monday, February 15 ends on Sunday, February 21 at 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, February 21 at 11:30 pm
Check email every day for possible messages.
Class 7
(begins Monday, February 22 and ends on Sunday, February 28 at 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, February 28 at 11:30 pm
Check email every day for possible messages.
Class 8
(begins Monday, March 1 and ends on Sunday, March 7 at 11:30 pm)
Power Point slides with embedded Quick Assignments will be available on Monday mornings.
Up to 100 points.
Discussion topic to be posted on Monday mornings.
Up to 40 points.
Sunday, March 7 at 11:30 pm
Check email every day for possible messages.
Grade Scale
Point Range Percentages Description of Student Effort Grade Equivalent
Please note: In order to earn the grade associated with your point total, all work must be submitted for grading. Those with missing assignments can expect to receive a grade that is lowered by one letter grade regardless of final point total. No exceptions.
1008-1120 90-100% Superior effort/achievement A
896-1007 80-89% Above average effort/achievement B
784-895 70-79% Adequate effort/achievement C
672-783 60-69% Below average effort/achievement D
0-671 59% or below Little/no effort/achievement F
Course Activity Tracker:
Date
Readings
Assessments
Class 1
(begins Monday, January 11 at 9:00 am and ends on Sunday, January 17 at 11:30 pm)
Chapter 1 from Friis, R.H. (2018). Epidemiology 101 2nd edition. Burlington, MA: Jones and Bartlett Learning
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 2
(begins Monday, January 18 and ends on Sunday, January 24 at 11:30 pm)
I will try to post early because of the holiday on Monday 1/18.
Chapter 2 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 3
(begins Monday, January 25 and ends on Sunday, January 31 at 11:30 pm)
Chapters 5, 3 and 4 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 4
(begins Monday, February 1 and ends on Sunday, February 7 11:30 pm)
Chapters 5, 3, and 4 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 5
(begins Monday, February 8 and ends on Sunday, February 14 11:30 pm)
Chapters 6 and 7 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 6
(begins Monday, February 15 ends on Sunday, February 21 at 11:30 pm)
Chapters 9 and 10 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 7
(begins Monday, February 22 and ends on Sunday, February 28 at 11:30 pm)
Chapter 8 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Class 8
(begins Monday, March 1 and ends on Sunday, March 7 at 11:30 pm)
Chapter 11 and 12 from Friis
Quick Assignments (10 points each) and Discussion Forum (up to 40 points for the weekly topic)
Course Policies
Assessment Feedback
Grades will be posted in D2L. Exceptions may occur and will be noted during class sessions. Students are responsible for on-going review of D2L to insure that grades have been posted accurately. Students are advised to develop a system to keep a running total account of their course point total.
Late Assignments
Each assignment has a due date included on the course tracker and on the assignment sheet. Each online assignment is entered into D2L with this date clearly noted. Assignments are due on that date.
No assignments will be accepted after August 17, 2020 at 9:00 am unless the student has made it known that they intend to take a grade of “incomplete.”
Incompletes
It is critical that all work be completed and submitted by the posted due dates and the final day of the course. Typically, there is no provision for a grade of “incomplete” in this course. However, there may be extenuating circumstances under which an incomplete will be granted. This is at the discretion of the instructor. The extension of time will be based on policies developed by the Office of the Registrar.
Withdrawal/Drop Dates
Please refer to the academic calendar on the
www.methodistcol.edu
website for specific dates for withdrawals/drops.
Student Grades & Materials
Desire2Learn/Brightspace® course materials will be closed to student view following completion of course. Students are responsible for retrieving all information from the course prior to final grade posting.
Academic Honesty
As a community of students and professionals, the College strives to set and maintain the highest standards of integrity. Any dishonesty related to academic work in the classroom or clinical area will constitute misconduct and, as such, is incompatible with the standards of this College and subject to investigation and disciplinary action. Students are expected to read the policy in their handbook/catalog concerning academic conduct. Recording of a quiz or exam will be considered an attempt to give unauthorized aide and/or to obtain improper acquisition of a copy of a quiz or exam and considered to constitute academic misconduct.
Plagiarism is the representation of someone else’s intellectual property (e.g. original research, ideas, writings, calculations, video material, etc.) as the student’s original work. To discourage plagiarism, students are advised the College may submit written work to an online detection service for evaluation of originality and proper use and attribution of sources. Turnitin® is available to students through the Learning Management System D2L Brightspace®.
Student Responsibility Statement
It is the student’s responsibility to engage in professional and ethical behavior and to know the requirements to complete his or her degree, including—but not limited to—required courses, prerequisites courses, policies, procedures, payment and payment arrangements, awarding of financial aid, and catalog and handbook requirements. Methodist College faculty and staff will partner with students to support their success and their efforts to complete their degrees in a timely manner. All policies and procedures can be found in the student handbook or college catalog available on the Methodist College website.
Please note: In alignment with college policy (Policy # A-90), there are no children allowed in the classroom during a class period.
Disability Statement
Methodist College complies with the Americans with Disabilities Act of 1990, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination in Employment Act of 1967.
Section 504 of the Rehabilitation Act of 1973 as amended states in part under section 7(20) that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under any program or activity that receives Federal financial assistance.” A disability is defined as a “physical or mental impairment that substantially limits one or more major life activities.”
Reasonable accommodations will be made for qualified students with disabilities unless they impose an undue hardship on the College. Accommodation requests can be made by completing the Request for Accommodations form which can be accessed via the Methodist College website at
http://www.methodistcol.edu/disability-services.aspx
. Paper copies are available in the office of the Director of the OASIS (W160).
Methodist College encourages students to access all resources available for consistent support and access to programs and is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class and program, please contact the Director of the OASIS for a confidential conversation about the process for requesting accommodations in classroom and/or clinical settings.
Director of the OASIS Office: W160 | Phone: 309-282-8451
Client Confidentiality Policy
Through the various educational experiences, nursing students are privileged to confidential information. As pre-professional nurses, students must adhere to the professional behaviors as directed by the American Nurses Association Code of Ethics for Nurses with Interpretive Statements which includes maintenance of confidentiality and requirements documented in the Health Insurance Portability and Accountability Act of 1996 (HIPAA).
MC students may not disclose any information regarding clients, their families or information pertaining to clinical agencies outside of that specific care giving experience.
Every MC student will be required to sign the “Student Confidentiality Form” at the beginning of the first clinical course. The Confidentiality policy will be re-emphasized in each subsequent clinical course. The signed “Student Confidentiality Form” will be kept on file in the office of the Registrar.
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the
U.S. Department of Education
.
FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”
· Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
· Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
· Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
School officials with legitimate educational interest;
Other schools to which a student is transferring;
Specified officials for audit or evaluation purposes;
Appropriate parties in connection with financial aid to a student;
Organizations conducting certain studies for or on behalf of the school;
Accrediting organizations;
To comply with a judicial order or lawfully issued subpoena;
Appropriate officials in cases of health and safety emergencies; and
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may use the Federal Relay Service.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520
PH300: Epidemiology Spring Semester 2021 (1st 8 weeks)
HS431,
N431PL, N431SD, SW431
Health Policy and Professional Leadership
Effective and Approved Academic Year 2020-2021
METHODIST COLLEGE
Official
Course
Syllabus
Course
HS431, N431, SW431
Course Title
Health Policy and Professional Leadership
Course Description
This non-clinical course is designed to ensure that the baccalaureate-educated student has a solid understanding of the broader context of health care, including how patient care services are organized and financed, and how reimbursement is structured. The learner will develop an understanding of the identification of healthcare issues, how healthcare policy is both developed and changed, and how that process can be influenced through the efforts of healthcare professionals, government, the laity and special advocacy groups. Emphasis is placed on the professional healthcare role as Member of the Profession.
Course Prerequisites
Health Sciences:
HS304
Nursing: N361
Social Work: SW170, SW270
Course Co-requisites
Health Sciences: NA
Nursing: NA
Social Work: NA
Course Credit Hours: Three (3) Credit Hours
Three (3) credits theory (One credit hour includes a minimum of 50 minutes of instruction each week and one to two hours of work outside class for the equivalent of 15 weeks)
Course Student Learning Outcomes and Undergraduate Student Learning Outcomes
Upon completion of this course, the student learner will:
|
Course Student Learning Objectives |
Undergraduate Student Learning Outcomes |
|||
|
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. |
4. Integrative Learning |
|||
|
2. Examine legislative and regulatory processes relevant to the provision of health care. |
3. Inquiry and Analysis 4. Integrative Learning |
|||
|
3. Describe state and national statutes, rules, and regulations that authorize and define professional health care practice. |
1. Communication 4. Integrative Learning |
|||
|
4. Explore the impact of socio-cultural, economic, legal, and political factors influencing healthcare delivery and practice. |
1. Communication
2. Civic Engagement 4. Integrative Learning |
|||
|
5. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery. |
1. Communication 2. Civic Engagement |
|||
|
6. Articulate, through a Health care perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas. |
1. Communication 3. Inquiry and Analysis 4. Integrative Learning |
|||
|
7. Participate as a professional in political processes and grassroots legislative efforts to influence healthcare policy. |
2. Civic Engagement 3. Inquiry and Analysis 4. Integrative Learning |
Course Student Learning Outcomes and Healthcare Management Program Outcomes
|
Course Objectives |
Healthcare Management Outcomes |
|||||
|
Evaluate social, political, and legal forces within the healthcare stratosphere |
||||||
|
3. Describe state and national statutes, rules, and regulations that authorize and define professional health care practice. |
Evaluate social, political, and legal forces within the healthcare stratosphere Apply evidence-based practices in health care leadership, management, and human resources. |
|||||
|
Evaluate social, political, and legal forces within the healthcare stratosphere Apply evidence-based practices in health care leadership, management, and human resources. Demonstrate ethical leadership approaches to business and clinical decision making in health care organizations |
||||||
Course Student Learning Outcomes and Nursing Program Student Learning Outcomes
|
Nursing Program Student Learning Outcomes |
|||
|
3. Understanding the Healthcare Environment |
|||
|
1. Professional Role Development |
|||
|
1. Professional Role Development 3. Understanding the Healthcare Environment |
|||
Course Student Learning Outcomes and Social Work Program Student Learning Outcomes
|
Social Work Program Student Learning Outcomes |
||
|
Integrate research-informed practice in providing culturally-appropriate care to a diverse clientele in a variety of social systems and contexts. |
||
|
Practice integrity and competence in building relationships with persons while respecting dignity and worth of individuals, families, groups, organizations and communities . |
||
|
Practice professionalism that embodies a commitment to inquiry and community to improve practice and service delivery. |
||
| Practice integrity and competence in building relationships with persons while respecting dignity and worth of individuals, families, groups, organizations and communities | ||
Course Lessons or Modules
Unit 1: An overview of health policy and law
i. The role of conceptualizing health policy and law
ii. Policy and the policymaking process
iii. Law and the legal system
iv. An Overview of U.S. Health Care System
v. The Roles of Public health institutions and systems
vi. Health policy and individual rights
Unit 2: Essential Issues in Health Policy and Law
vii. Social determinates
viii. Health insurance
ix. The relationship of health policy to health economics
x. U. S Health reform
xi. U.S. Government Programs: Medicaid, CHIP, Medicare
xii. Healthcare Quality Policy and Law
xiii. Public health preparedness
Unit 3: Basic skills in health policy analysis
xiv. Creating and Writing a Health Policy Analysis
Learning Activities
Required readings
Team Based Learning
Dialogue/discussion
In-Class Activities
Multimedia presentations
On-line Discussions
Case studies Problem based Activities
Evaluation Methods
Reflective Assignments
Journal Club
Discussion Posts
Health Policy Topic Paper
Health Professional Presentation
Quizzes & Exams
Grading Scale
Grading Scale:
A = 90%
B = 80%
C = 70%
D = 60%
F = Below 60%
Note: Desire2Learn/Brightspace® course materials will be closed to student view following completion of course. Students are responsible for retrieving all information from the course prior to final grade posting.
Academic Honesty
As a community of students and professional nurses, the College strives to set and maintain the highest standards of integrity. Any dishonesty related to academic work in the classroom or clinical area will constitute misconduct and, as such, is incompatible with the standards of this College and subject to investigation and disciplinary action. Students are expected to read the policy in their handbook/catalog concerning academic conduct. Recording of a quiz or exam will be considered an attempt to give unauthorized aide and/or to obtain improper acquisition of a copy of a quiz or exam and considered to constitute academic misconduct.
Plagiarism is the representation of someone else’s written work as the student’s independent work. To discourage plagiarism, students are advised the College may submit written work to an online detection service for evaluation of originality and proper use and attribution of sources. Turnitin® is available to students through the Learning Management System D2L Brightspace®.
Books and Resources
Wilensky, S & Tetelbaum, J. (2017). Essentials of Health Policy and Law 4th ed. Burlington, MA: Jones and Bartlett Learning. ISBN-13: 978-1-2841-51619
Each student entering Methodist College is required to own a laptop. The reasons behind the policy are many but– just like textbooks, attendance in class, and appropriate study time–a laptop has been deemed to be critical to a student’s success. Since Methodist College may offer computer checks to help ensure your laptop/notebook meets the minimum specifications, watch college communication resources for times and places.
Minimum Laptop Requirements
Please make sure all drivers are up to date prior to any exam. Prior to updating any operating system (OS) be sure to verify that Examsoft has a software release supporting the new OS. Surface Pro, Surface Books, and Surface Laptop devices are supported (Non-pro Surface devices are NOT supported). No Chrome Books are supported.
|
Laptop/Notebook |
Specifications |
|
CPU |
Intel Core i5 or better |
|
RAM |
4 GB (8GB or more preferred) |
|
Hard Drive Space |
256 GB or greater |
|
Display |
11 inches or larger |
|
Screen Resolution |
1024×768 or higher |
|
Wireless |
802.11 g/n/ac |
|
Operating System |
Windows 10 is supported. Mac OS X 10.11, 10.12, 10.13, 10.14 are supported. |
|
For Support |
Working USB, newer devices may require an adaptor |
|
Adobe Reader |
Version 9, 11, or DC |
|
MS Office 365 can be attained, free of charge through the college. Please submit a student IT support ticket for directions on how to acquire your free copy. |
Additional programs are also required: Shockwave plug-in Adobe Acrobat plug-in Adobe Acrobat plug-in |
Students are required to purchase a subscription to Examsoft® and to download such exams as are required by the faculty member for assessment of student learning.]
All exams are delivered via Examsoft® and students are required to download the exam prior to the testing date as specified by the faculty member. The password to open the exam will be announced in class. Students’ laptops must be charged and able to sustain a charge for a minimum of three hours. Students are recommended to bring a charged back-up battery or second laptop to assure testing success.
A student who is not able to complete an exam due to failure to bring a device will receive a zero for the examination. If a device fails during an exam, the faculty member will determine the appropriate course of action for completing the examination.
Disability Statement
Methodist College complies with the Americans with Disabilities Act of 1990, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination in Employment Act of 1967.
Section 504 of the Rehabilitation Act of 1973 as amended states in part under section 7(20) that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under any program or activity that receives Federal financial assistance.” A disability is defined as a “physical or mental impairment that substantially limits one or more major life activities.”
Reasonable accommodations will be made for qualified students with disabilities unless they impose an undue hardship on the College. Accommodation requests can be made by completing the Request for Accommodations form which can be accessed via the Methodist College website at
http://www.methodistcol.edu/disability-services.aspx
. Paper copies are available in the office of the Director of the OASIS (W160).
Methodist College encourages students to access all resources available for consistent support and access to programs and is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class and program, please contact the Director of the OASIS for a confidential conversation about the process for requesting accommodations in classroom and/or clinical settings.
Director of the OASIS Office: W160 | Phone: 309-282-8451
Please note that accommodations are not provided retroactively, so students are encouraged to register with the Director of the OASIS as soon as they begin their semester and/or program.
Inquiries may be addressed to the appropriate program Chair or Dean.
Client Confidentiality Policy
Through the various educational experiences, nursing students are privileged to confidential information. As pre-professional nurses, students must adhere to the professional behaviors as directed by the American Nurses Association Code of Ethics for Nurses with Interpretive Statements which includes maintenance of confidentiality and requirements documented in the Health Insurance Portability and Accountability Act of 1996 (HIPAA).
MC students may not disclose any information regarding clients, their families or information pertaining to clinical agencies outside of that specific care giving experience.
Every MC student will be required to sign the “Student Confidentiality Form” at the beginning of the first clinical course. The Confidentiality policy will be re-emphasized in each subsequent clinical course.
The signed “Student Confidentiality Form” will be kept on file in the office of the Registrar.
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the
U.S. Department of Education
.
FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”
· Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
· Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
· Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
School officials with legitimate educational interest;
Other schools to which a student is transferring;
Specified officials for audit or evaluation purposes;
Appropriate parties in connection with financial aid to a student;
Organizations conducting certain studies for or on behalf of the school;
Accrediting organizations;
To comply with a judicial order or lawfully issued subpoena;
Appropriate officials in cases of health and safety emergencies; and
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may use the Federal Relay Service.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520
Student Responsibility Statement
It is the student’s responsibility to engage in professional and ethical behavior and to know the requirements to complete his or her degree, including—but not limited to—required courses, prerequisites courses, policies, procedures, payment and payment arrangements, awarding of financial aid, and catalog and handbook requirements. Methodist College faculty and staff will partner with students to support their success and their efforts to complete their degrees in a timely manner. All policies and procedures can be found in the student handbook or college catalog available on the Methodist College website.
Please note: There are no children allowed in the classroom during a class period.
______________________________________________________________________________
Testing Services
Testing Services provides an environment that supports testing for students with ADA accommodations and students with the need to make up an examination. If you miss an exam, review the syllabus for specific course policy and contact the instructor for an opportunity to make up the exam through the Testing Services office. After making arrangements with the instructor, contact the Testing Services office by email at
Testing@MethodistCOL.edu
or in person in W182 to schedule a specific testing time. Students are responsible for scheduling testing times and be proactive when working with Testing Services.
Course Number –N431/HS431/SW431
Term : Fall 2020
INSTRUCTOR INFORMATION
Instructor Name: Phoebe Maholovich MSN, RN
Location: Online Methodist College Course via D2L
Institution provided faculty email:
pmaholovich@methodistcol.edu
Office Number: E121
My email is accessible via my smart phone so I will check this frequently and at least once after 5 pm daily and on weekends. I will respond to your email within 24 hours.
Office hours: Tuesdays 1pm-4pm Virtual office hours by appointment.
COURSE MATERIALS
As an enrolled student, it is solely your responsibility to make sure that you have access to all required course materials by the start of the term.
Required Textbooks
Wilensky, S & Teitelbaum, J. (2020). Essentials of health policy and law. [4th ed.] Burlington, MA: Jones & Bartlett
Recommended, not required:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 978-1-4338
BASIC ONLINE COURSE EXPECTATIONS
Email:
· Students are required to use their official COLLEGE issued email account
Computer and Internet:
· Students are responsible for ensuring that their own computer is in good working order and they have reliable Internet access to complete course activities. Students are expected to have alternate arrangements in case of unexpected computer problems or Internet service outages (e.g., family, friends, campus lab, public library, etc.) especially on Exam/quiz weeks. Please be sure that your computer battery is FULLY CHARGED and that the software programs are up to date. If your computer ‘dies’ during an exam, you may not be able to complete it.
· In addition, I recommend having 2 browsers loaded so that if one freezes up, you can get into an exam through another browser. Top choices: Mozilla Firefox and Chrome.
· As a best practice, regularly backup computer files and maintain at least two copies of important files in two separate locations (e.g., USB drive, cloud storage, personal computer) to avoid data loss in the event of hardware failure or user error.
Credit and Time Commitment:
· Students should expect to spend approximately 9-12 hours per week on course-related matters (per three-credit course). A four-credit course and courses with a clinical component will require proportionately more hours. Students should consider this when deciding how many credits to register for each term.
NETIQUeTtE
Communication and postings in discussions should be professional in an online course as it is considered to be the online classroom. Remember that your body language and tone will not be communicated in an online environment. So, anything that is sent in an email or posted in discussion areas are read by real people. Please address all peers by name in any discussion or communications.
Respect others using formal language with courtesy.
Use of the following expressions are unacceptable in this course:
· emoticons
· abbreviations
· slang
· instant message acronyms
QUESTIONS
General Course Questions: To ensure efficient student-instructor communication and to assist others who may share your thoughts, please post all general course-related questions to the General Questions Forum [GQF] found in the discussions tab. This will allow the instructor to answer your questions and others who may have a similar question to see the answer. In addition, students may feel free to answer peer questions in this area if the answer is known. By this method, we all support each other in sharing information.
This forum will be checked frequently to give you timely feedback to your questions.
To be sure all students’ needs are addressed, you
must
start a new thread for each question and format the subject line as follows: Last name_subject or topic. *Only those inquiries of a confidential nature should be submitted to the instructor using email.
Methods of instruction
This course will be taught in a fully online format. Student engagement in active learning will be encouraged. Discussions, group and individual work such as case studies, research papers, concept maps and presentations, quizzes, tests and peer evaluation are examples of learning activities that may be utilized. A 16-week tracker/calendar providing a weekly outline of topics, assignments and learning activities is provided in course. Any changes made will be announced and highlighted on the updated tracker. The verification of the most recent version can be viewed in the footer of the tracker. [Example: 08.10.18v3]
COURSE REQUIREMENTS AND GRADING CRITERIA
Use of Turnitin
Turnitin is an educational tool for evaluating and improving your writing skills. It will find matching text and provide the percentage of similarity with other sources – websites, student papers, articles, journals, periodicals & books.
Grading Criteria
Graded assignments will have specific expectations and due dates posted in the course. Grading rubrics are used for most of the course assignments. Your grade will be determined using these guidelines and rubrics. I will begin grading submissions after the due date, as it is preferable to post the scores for all student submissions at the same time. Please note: As with all nursing courses, there is no rounding.
POLICY ON LATE WORK DURING THE TERM
Deadlines are important to help you plan your work and to allow adequate time to receive instructor feedback. Exceptions can be made for unusual circumstances, if the request is handled proactively and in a professional manner. There is a limit to the number of extensions that will be granted and will be based upon the circumstances.
Anytime you feel that you might be falling behind in the course, it is best to contact me to discuss your situation. I am here to help. Unless you have received instructor approval for an extension
before the date an assignment is due, assignments submitted one minute after the time due will be considered late.
Without prior approval, late assignments will lose 10% of the points for each day late. Assignments will typically not be accepted after the 7th day past deadline and will receive a score of zero.
POLICY ON LATE WORK AFTER THE TERM
Work cannot be accepted after the term ends unless arrangements have been made for an incomplete grade according to established COLLEGE policy. Please refer to the student handbook.
COURSE ATTENDANCE AND PARTICIPATION
The course week begins on Monday and ends the following Sunday at 2355. To successfully complete an online course, students must exercise good time management skills and be diligent in keeping up with course activities and due dates. Devote regular blocks of time to work on the course just as if the class were meeting face-to-face.
Online participation policies
Attendance, Participation, and Etiquette:
Attendance and participation is important for an online class. It is expected that all students will treat their peers and instructor with the utmost respect and exhibit professional behavior online the same as in a regular classroom. Class discussions are valuable in this course and the most frequent point of participation. Students should plan to check in and read or contribute to the discussion at least 3 times per week. Participation is part of the learning process and includes being prepared for the class. Meaningful participation involves consistent contribution to class discussions and group work.
· Students are expected to contribute to discussions online according to directions set up in the discussion tab. Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course.
· Attainment of the minimum expected participation is representative of an average learner. Participation more than the minimum is expected of superior learners. For grading purposes, the faculty member will determine the number and quality of postings for on-line participation.
· To a greater degree, the course will involve interactive group discussions; individual and group exercises; and review of assigned readings, homework, or quizzes. There may also be student presentations. During each week, students are expected to: participate in activities; always demonstrating respect to classmates, and the instructor.
· Students will be expected to check the D2L course site daily for instructor announcements . Students will be informed of important announcements that are posted on D2L via e-mail messages using the Methodist College e-mail system. Faculty announcements that include changes to assignments; for example; due dates or submission instructions, will supersede prior posted dates or instructions.
Validation of Enrollment/Non-Attendance
· Registration for each course must be validated by participation in a class activity during the first week of the term. Failure to validate enrollment when courses begin will result in a grade of NA (never attended) and removal from the course. An NA will be recorded on your transcript and financial aid funding may be affected.
Online Program Course Work Expectations and Guidelines
· Students will use D2L for interactions required for this course except for email for personal matters. Any course issues or questions are to be posted in the GCF, NOT emailed to the instructor.
· All students are to follow directions for submission of assignments or discussion. Please note: submissions to the drop box are in the form of an upload/attachment. Submissions for all Discussions are 1) best developed in a word document. 2) Saved to your computer-to avoid sudden loss of work within D2L. 3)Then copy and paste from the word document into the discussion post dialogue box. Under NO circumstances should any discussion posts be submitted as an attachment. This will result in a zero for that submission with no recourse.
· Meeting the participation requirement does not automatically equal full points for the assignment. On-line course work requires perseverance. Writing content should reveal to the instructor that the student is learning, understanding, applying and producing new knowledge. Students should produce a level of work equal to the point values given on the various rubrics provided. Rubrics are provided for writing assignments, projects and discussions. Please read them carefully.
Course Exam Policy
· Punctuality is expected for all quizzes/exams/assessments scheduled for this online course. Each assessment will be listed on the tracker/schedule. The assessment will be open for a full 5 days in D2L. It is student responsibility to plan ahead to take the assessment. Assessments will not be reopened for reasons of missing, forgetting or for technological failures. Upon entering an assessment/quiz, it must be completed entirely as there is no option to ‘pause’. If a student exits an exam the students will not be allowed re-access or a retake.
· If you must miss a scheduled exam due to unforeseen circumstances, you MUST notify your instructor PRIOR to the start of the exam and provide written documentation to support your absence (example/doctor’s note, etc.).
· Any approved make up exam must completed within 7 days of the original assessment due date.
· If you miss an examination and are approved to make up an examination there is every possibility that the exam will be in the essay format.
Withdrawal (W):
· Institutional Withdrawal is the withdrawal or discontinuation of all courses in which the student is enrolled. The last day to withdraw without a grade assigned to the course(s) is published in the Academic Calendar for each term. A grade of “W” will be posted to the student’s academic record for each course in which the student has withdrawn. To officially withdraw from the institution, the student must complete and submit an Institutional Withdrawal form, obtainable from the Office of the Registrar, on or before the Last Day to Withdraw with a “W”. Failure to attend classes does not constitute official Institutional Withdrawal from the College. Failure to complete the Institutional Withdrawal process in the Registrar’s Office on or before the Last Day to Withdraw with a “W” may result in failure of all course work. “Administrative Withdrawal” and the date will be posted on the student’s academic record.
LIBRARY RESOURCES
See the Student Resources tab in the online classroom course home. This will provide
a link.
TECHNICAL SUPPORT
There is a link at the bottom of the course home page to the IT help ticket or the helpdesk@methodistcol.edu There is also a link to contact the D2L support team if you are having difficulties with your web based learning course/application.
writing assignments/resources
· Composition, spelling, grammar, word choice and other indicators of writing quality are part of the grade for written assignments. The weight given to writing skills will be indicated for each assignment via the assignment rubric or directions.
· Written assignments are to be completed using Microsoft Word with the following guidelines: Times New Roman or Arial, 12-point font, 1 inch margins, and double-spaced.
· Students are required to use the APA format. Please refer to the recommended reference book above. All sources used in papers must be cited where appropriate in the text of your work and in a reference list at the end of your work.
· See writing rubric and online/classroom rubrics for expectations and more information.
· A sample APA formatted paper is provided on the Student Resources page under Course Home in the online classroom.
· See the Student Resources page under Course Home in the D2L classroom for additional information and links to instructions.
· Citations: Encyclopedias of any kind, including the very popular Wikipedia, can be useful to help gather background information and to point the way to more reliable sources. However, they are not considered appropriate sources for papers at the undergraduate level.
CHEATING, ACADEMIC DISHONESTY AND PLAGIARISM
Cheating includes, but is not limited to:
The use of unauthorized books, notes or other sources in the giving or securing of help in an examination or other course assignments.
The copying of other students’ work or allowing others to copy your work. The submission of work that is not your own or allowing others to submit your work as theirs.
The submission of the same work for two or more classes without the approval of any instructors involved. For this course, students are expected to complete their own work and not work in groups or pairs.
Academic dishonesty includes, but is not limited to:
· Sharing academic materials knowing they will be used inappropriately.
· Accessing another person’s work without permission.
· Providing false or incomplete information on an academic document,
· Changing student records without approval.
· Obtaining and using texts or other materials intended for instructor use only.
Plagiarism includes, but is not limited to:
· The presentation of another’s published or unpublished work as one’s own.
· Taking words or ideas of another and either copying them or paraphrasing them without proper citation of the source.
· Using charts, graphs, statistics or tables without proper citation.
Detected cheating or plagiarism will result in consequences that may, at the professor’s discretion, include course failure. In addition, an offender can be reported to the Faculty/Student Conduct Board for possible further disciplinary action.
Refer to the Student Handbook at
http://www.methodistcol.edu/handbooks.html
.
COPYRIGHT PROTECTION
In recognition of the Copyright Law of the United States (Title 17, United States Code), Methodist College reminds both faculty members and learners that a willful infringement of the law may result in disciplinary action. The college library has available materials discussing the “fair use” concept, along with criteria and guidelines for reproduction and use of copyrighted
METHODIST COLLEGE
Official Health Sciences
Course
Syllabus
Course
HS200
Course Title
Introduction to Informatics for Healthcare Professionals
Course Description
This course will introduce students to lower level informatics as it applies to computer applications and information systems in healthcare. Students will explore general computer information, healthcare information systems and specialty applications. Major themes of privacy, confidentiality and information security are presented throughout the course. Ethics, evidence based practice and various channels of electronic and digital communication will be studied. Basic computer knowledge and skills will be utilized during this course.
Course Pre-requisite: English 101 or consent of the Instructor.
Course/Clinical/Lab Credit Hours 3 credit hours. (One credit hour includes a minimum of 50 minutes of instruction each week and one to two hours of work outside class for the equivalent of 15 weeks).
Course Student Learning Outcomes
Upon completion of this course, the student learner will:
Course Objectives
Healthcare Management Outcomes
Undergraduate Student Learning Outcomes
1. Describe concepts and components of healthcare informatics.
Evaluate social, political, and legal forces within the healthcare stratosphere
Inquiry & Analysis
2. Identify informatics-related professional roles and ethical applications to professional practice.
Apply evidence-based practices in health care leadership, management, and human resources
Demonstrate ethical leadership approaches to business and clinical decision
Integrative Learning
Inquiry & Analysis
3. Describe human-computer interaction, ergonomics and usability.
Apply evidence-based practices in health care leadership, management, and human resources
Integrative Learning
4. Identify and use basic computer hardware and software specialty applications. Differentiate between health information systems (HIT), clinical information systems(CIS), electronic health records (EHR), and public health informatics (PHI) systems.
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
6. Recognize basic concepts and use of the Internet and the World Wide Web, including electronic and digital communications and netiquette.
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
7. Describe the implications of health policy and reform on healthcare/nursing informatics.
Apply evidence-based practices in health care leadership, management, and human resources
Communication
Inquiry & Analysis
8. Explain privacy, confidentiality, and information security and standard language terminologies.
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
Integrative Learning
9. Identify uses for specialty applications; consumer education, public health informatics, telehealth/telemedicine, evidence based practice, and simulation.
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
Integrative Learning
10.Identify evidence based practice and research and compare the effects and application of each to professional practice.
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
Integrative Learning
11. Apply computer literacy and health literacy concepts to public health informatics.
Model culturally literate behavior in a healthcare environment
Apply evidence-based practices in health care leadership, management, and human resources
Inquiry & Analysis
Integrative Learning
Undergraduate Student Learning Outcomes
COMMUNICATION: Engages students in the development and expression of ideas through iterative experiences across the curricula.
CIVIC ENGAGEMENT: Involves students working to make a difference in the civic life of the local and/or global community through development of knowledge, skills, values, and motivation to make a difference.
INQUIRY AND ANALYSIS: Reflects a systematic process of exploring issues, objects, or works through the collection and analysis of evidence that results in informed conclusions or judgments.
INTEGRATIVE LEARNING: Fosters students’ abilities to integrate learning across courses, over time, and between campus and community life. Integrative learning goes across disciplinary lines, incorporating real world experiences toward growth as a lifelong learner.
Course Lessons or Modules
Available in
Class Syllabus
Learning Activities
Available in
Class Syllabus
Evaluation Methods
Available in
Class Syllabus
Grading Scale
HS200 Introduction to Informatics for Healthcare Professionals FALL 2020
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
Student Grades & Materials
Desire2Learn/Brightspace® course materials will be closed to student view following completion of course. Students are responsible for retrieving all information from the course prior to final grade posting.
Books and Resources
Available in
Class Syllabus
Each student is responsible to utilize a device that complies with the technical requirements specified to support the Desire2Learn/Brightspace® learning management system.
|
Laptop/Notebook |
Specifications |
|
CPU |
Intel Core i5 or better |
|
RAM |
8GB or more preferred |
|
Hard Drive Space |
256 GB or greater |
|
Display |
11 inches or larger |
|
Screen Resolution |
1024×768 or higher |
|
Wireless |
802.11 g/n/ac |
|
Internet Connection |
Off campus internet connection not below 8mbps upload and download |
|
Operating System |
Windows 10 is required. Mac OS X 10.13 or 10.14 is required. |
|
For Support |
Working USB, newer devices may require an adaptor |
|
Adobe Reader |
Version 9, 11, or DC |
|
MS Office 365 can be attained, free of charge through the college. Please submit a student IT support ticket for directions on how to acquire your free copy. |
Additional programs are also required: Shockwave plug-in http://get.adobe.com/shockwave/ Flash plug-in http://get.adobe.com/flashplayer/ Adobe Acrobat plug-in http://get.adobe.com/reader Flash plug-in http://get.adobe.com/flash player/ Adobe Acrobat plug-in http://get.adobe.com/reader |
Academic Honesty
As a community of students and professionals, the College strives to set and maintain the highest standards of integrity. Any dishonesty related to academic work in the classroom or clinical area will constitute misconduct and, as such, is incompatible with the standards of this College and subject to investigation and disciplinary action. Students are expected to read the policy in their handbook/catalog concerning academic conduct. Recording of a quiz or exam will be considered an attempt to give unauthorized aide and/or to obtain improper acquisition of a copy of a quiz or exam and considered to constitute academic misconduct.
Plagiarism is the representation of someone else’s intellectual property (e.g. original research, ideas, writings, calculations, video material, etc.) as the student’s original work. To discourage plagiarism, students are advised the College may submit written work to an online detection service for evaluation of originality and proper use and attribution of sources. Turnitin® is available to students through the Learning Management System D2L Brightspace®.
Student Responsibility Statement
It is the student’s responsibility to engage in professional and ethical behavior and to know the requirements to complete his or her degree, including—but not limited to—required courses, prerequisites courses, policies, procedures, payment and payment arrangements, awarding of financial aid, and catalog and handbook requirements. Methodist College faculty and staff will partner with students to support their success and their efforts to complete their degrees in a timely manner. All policies and procedures can be found in the student handbook or college catalog available on the Methodist College website.
Disability Statement
Methodist College complies with the Americans with Disabilities Act of 1990, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination in Employment Act of 1967.
Section 504 of the Rehabilitation Act of 1973 as amended states in part under section 7(20) that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under any program or activity that receives Federal financial assistance.” A disability is defined as a “physical or mental impairment that substantially limits one or more major life activities.”
Reasonable accommodations will be made for qualified students with disabilities unless they impose an undue hardship on the College. Accommodation requests can be made by completing the Request for Accommodations form which can be accessed via the Methodist College website at
http://www.methodistcol.edu/disability-services.aspx
. Paper copies are available in the office of the Director of the OASIS (W160).
Methodist College encourages students to access all resources available for consistent support and access to programs and is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class and program, please contact the Director of the OASIS for a confidential conversation about the process for requesting accommodations in classroom and/or clinical settings.
Director of the OASIS Office: W160 | Phone: 309-282-8451
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the
U.S. Department of Education
.
FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”
· Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
· Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
· Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
School officials with legitimate educational interest;
Other schools to which a student is transferring;
Specified officials for audit or evaluation purposes;
Appropriate parties in connection with financial aid to a student;
Organizations conducting certain studies for or on behalf of the school;
Accrediting organizations;
To comply with a judicial order or lawfully issued subpoena;
Appropriate officials in cases of health and safety emergencies; and
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may use the Federal Relay Service.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520
HS200 Introduction to Informatics for Healthcare Professionals FALL 2020