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Masters Healthcare Administration
| Course Code |
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| Title |
Healthcare Quality, Safety, and Regulatory Management |
| Course Outline |
Course Outline |
| Description |
This course focuses on quality improvement, patient satisfaction, quality measurement, management of quality information/data, and process improvement. It is designed to develop leadership across the care continuum in diverse settings using quality and safety models, tools, and metrics. Quality and performance improvement programs and processes, root cause analysis, and risk management will be addressed.National patient safety goals, regulatory standards, survey processes, nurse sensitive indicators, and high-reliability organizational concepts will be covered. Additionally, data management tools used for analysis and trending will be viewed in relation to quality and risk management. |
| Course Code |
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| Title |
Research and Evidence Based Practice |
| Prerequisite |
An education, business or healthcare statistics course at the undergraduate (300/400 course, 3000/4000 course) or graduate level prior to registering for MHA 615. Any other alternative must be approved by the MHA Graduate Program Coordinator. A course within the last 5 years is highly recommended.
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| Course Outline |
Course Outline |
| Description |
This course focuses on evidence-based practice and the foundational knowledge necessary to support such practice. The interrelationship between theory, ethics, research, and evidence-based clinical practice will be highlighted. The course builds upon understanding of research and evidence based practice concepts, processes, and methodologies appropriate for diverse healthcare career paths (e.g., academic, leadership, practice). Knowledge acquisition, leveling of evidence, and literature synthesis will be addressed. Translational science strategies to improve practice change implementation will be analyzed. Throughout the course, students will critique research and evidence-based practice changes. The importance of participating in and/or leading collaborative teams to improve health outcomes and support policy changes through knowledge generation, knowledge dissemination, and planning, as well as, evaluating knowledge implementation will be emphasized. |
| Course Code |
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| Title |
Health Care Law and Ethical Decision Making |
| Course Outline |
Course Outline |
| Description |
This health care administration course focuses on the complex and ever-changing legal principles and issues; ethical issues and dilemmas and the role of the health care leader in decision making utilizing these sets of principles. |
| Course Code |
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| Title |
Applied Healthcare Financial Management |
| Course Outline |
Course Outline |
| Description |
This course in Applied Healthcare Financial Management is directed at Healthcare Administration students and will discuss the following: financial decision making and management, financial markets, balance sheet analysis, working capital management, capital structure, business valuation and risk management. |
| Course Code |
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| Title |
Health Program Planning and Evaluation |
| Course Outline |
Course Outline |
| Description |
This course introduces the field of program evaluation to support population health management. Students will learn how to develop theoretically-informed and evidence-based population health initiatives. Each student learns how to assess, plan, implement and evaluate for population needs. Students will review the following elements of program evaluation: (a) community needs health assessments focusing on the needs of the population, (b) reviewing appropriate evidence to create a logical model for change, (c) creating budgets/identifying funding sources, (d) contracting, (e) engaging key stakeholders, and (f) methods to evaluate programs. |
| Course Code |
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| Title |
Healthcare Delivery Systems, Policy, and Reimbursement |
| Course Outline |
Course Outline |
| Description |
This course is focused on the process of leadership in (a) health care delivery systems, (b) policy at organizational and governmental levels, (c) impact of national policy on US health care delivery systems, and (d) financing and reimbursement of health care. Students will analyze ethical decision-making and key stakeholder roles in policy development. Students will examine how policies impact health care outcomes of individuals, families, and populations. This may include (but not limited to): (a) political, economic and social evolution, (b) access to medical services, (c) public and private insurance, and (d) current issues in organization and reimbursement. Fiscal, economic forces and quality impacts of policy decisions upon institutions and the health care system will be considered. |
| Course Code |
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| Title |
Health Information Systems |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide a broad perspective of the field of Health Informatics. Students will learn the history and basic definitions of elements related to health informatics. The course will look at benefits and barriers in adopting health information technology within health care organizations. This course will also look at how data can be leveraged from informatics systems to drive process changes that promote patient safety and quality improvement. This course is appropriate for students in Nursing, Community Health, Social Work, Health Services Administration, Business Administration and Health Ed. The course will focus on: (a) application of electronic information delivery systems and methodologies, (b) electronic health records, (c) information technologies to deliver/enhance/coordinate care, (d) information retrieval and data analysis, (e) data driven decision-making, (f) health information exchanges, (g) using technology to promote patient safety and quality improvement, and (h) healthcare ethics and data confidentiality, privacy and security. |
| Course Code |
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| Title |
Organizational Strategy and Systems Leadership |
| Course Outline |
Course Outline |
| Description |
This course will provide participants with an understanding of organizational and systems leadership skills that are culturally-sensitive, data-driven, and critical for improving healthcare systems and enhancing patient outcomes. The course will focus on transformational leadership, innovation, change management, and strategic management of organizations. The business realities of leading within healthcare will be explored. Students will gain an understanding of how strategic management and innovative leadership are interrelated within health care organizations. Strategic development, execution, and evaluation will be discussed. |
| Course Code |
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| Title |
Topics in Healthcare Administration |
| Course Outline |
Course Outline |
| Description |
Topics in the Master's Program for Healthcare Administration |
| Course Code |
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| Title |
Capstone I |
| Course Outline |
Course Outline |
| Description |
The purpose of the Capstone I course is to prepare the student to complete the Capstone Project at a healthcare organization. In this course the student will look at how organizations and individuals can adapt to change, explore and develop project management skills, develop professional behaviors/expectations to be conveyed during the Capstone II experience, and select a mutually agreeable site for the Capstone Project. Students must have a minimum of 36 credits completed prior to enrolling in this course. |
| Course Code |
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| Title |
Capstone II |
| Prerequisite |
MHA 692A and permission to register |
| Course Outline |
Course Outline |
| Description |
Capstone II is a two phase process, completed as the final course in the MHA program. The purpose of this course is to provide practical experience based in recently acquired leadership and administrative theory. The first phase of the Capstone II experience will be accomplished via the student connecting with a leader within the healthcare industry. In this phase, students will have an opportunity to work directly with community health care leaders. The student should be wholly responsible for a major project determined by the leader, student and faculty. In the second phase, the student will develop a written project conceived, managed and researched by the student, which requires employing a concept learned and matched to a provider need. At the conclusion of the project the student will present an executive portfolio to peers and faculty that outlines the project deliverables. |
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