Graduate Catalog 2020-2021

Contents
Catalog Links
Share

HSCS 6411 Assessing Healthcare Quality

This graduate level introductory course provides an overview of health care quality theory, practice, and management. It takes a patient centered approach to explore the complexities of rising costs, accessibility, overuse/underuse, fraud, and medical errors common in our current health care system which drive the need for quality standards and methodologies to measure and improve healthcare service quality, cost efficiency, and safety. Students will be introduced to licensing, accreditation, data compilation and presentation in statistical formats, quality improvement functions, quality tools, utilization management, risk management, and medical staff data quality issues. Learners will also be introduced to basic health informatics to understand the links between quality outcomes, evolving reimbursement paradigms, and different analytical models through data quality concepts, the challenges of accessing data from devices, e-quality measures, and calculating quality measures with EMR data. The course will be divided into three overlapping topic areas: 1) patient safety and satisfaction; 2) evaluation of quality and quality measures; and 3) principles of quality improvement. Students will review and create quality measures within their chosen field and develop a quality improvement project to improve a process or outcome.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Online: summer

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

  1. Students will access existing information and data related to health. (1.2.0)
  2. Students will review literature to identify primary and secondary data sources related to health and extract data from existing databases. (1.2.5; 1.2.3; 1.2.1)
  3. Students will develop data collection procedures and train personnel to assist in data collection. (1.3.4)
  4. Students will identify and analyze behavioral, environmental, and/or other factors that influence health behaviors, including those which foster or inhibit skill acquisition and impact health. (1.4.2; 1.4.0)
  5. Students will identify factors that enhance or impede health education/promotion programming and interventions, including determining the extent of available resources, related policies, and existing program effectiveness. (1.6.3)
  6. Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations. (1.7.4; 1.7.1)
  7. Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them. (2.2.1; 2.2.5; 2.2.0; 2.2.3; 2.2.4)
  8. Students will Identify and analyze factors that foster or hinder implementation of programming and develop plans and processes to overcome potential barriers to implementation. (2.5.1)
  9. Students will monitor implementation of a health eduction/promotion plan to ensure it is delivered consistently in accordance with the timeline, is making progress toward achieving objectives, and is compliant with all legal and ethical standards and principles. (3.4.2; 3.4.0; 3.4.7)
  10. Students will assess implementation of a health eduction/promotion plan to make modifications when needed, monitor resource use, and evaluate the plan's overall sustainability. (3.4.5; 3.4.6)
  11. Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data. (4.1.10)
  12. Students will determine the purpose and goals of a plan evaluation, the questions to be answered, and the existing data collection instruments and/or other resources that can be used. (4.1.2; 4.1.1; 4.1.5)
  13. Students will select an existing or create a new logic model to guide the evaluation process, adapt or modify it when necessary, and develop data collection and analysis procedures. (4.1.8; 4.1.9; 4.1.7; 4.1.4)
  14. Students will develop a research plan which includes creating statement of purpose, developing sampling and data collection procedures, planning for non-respondent follow-up, and assessing the overall feasibility of conducting the research. (4.2.13; 4.2.11; 4.2.1; 4.2.0)
  15. Students will conduct a search for literature related to their research topic and analyze and synthesize information found to develop research questions and/or hypotheses and assess the feasibility of conducting a study. (4.2.2; 4.2.3; 4.2.5)
  16. Students will apply ethical principles to the research process, including when choosing the research design, determining instrument suitability, identifying participants, and completing data analysis. (4.2.9; 4.2.7)
  17. Students will identify, select, adapt, and/or create instruments to collect data which are fair, reduce bias, and use language appropriate to the priority population. (4.3.2; 4.3.6; 4.3.4)
  18. Students will establish data collection instrument validity and reliability through pilot testing, if feasible. (4.3.7)
  19. Students will use technology to prepare data for analysis using qualitative, descriptive, and/or inferential statistical methods. (4.5.1; 4.5.3; 4.5.5; 4.5.4)
  20. Students will synthesize analyzed data to interpret research results to explain how/if they support/refute the research question and/or hypotheses, to identify limitations, and to address any delimitations. (4.6.5; 4.6.1)
  21. Students will compare research data to other studies or evaluations and use the findings to draw conclusions, propose possible explanations, and develop recommendations. (4.6.7; 4.6.4; 4.6.8)
  22. Students will evaluate and use existing and emerging technologies to support health education/promotion programming/interventions, including to collect, store, and retrieve management data in an ethical manner. (5.2.0; 5.2.2; 5.2.4)
  23. Students will manage relationships with partners and stakeholders, including assessing their capacity to meet program goals, creating and monitoring agreements (i.e. memoranda of understanding), and evaluating the relationship sustainability. (5.3.6; 5.3.3)
  24. Students will create a rationale to gain or maintain program support, and use various communication strategies to present it to the public and stakeholders. (5.4.4)
  25. Students will demonstrate ethical leadership principles when analyzing an organization's culture to determine the extent to which it supports health education/promotion and when developing strategies to reinforce or change that culture. (5.5.0)
  26. Students will assess staffing needs and monitor performance and/or compliance of funding recipients. (5.6.1)
  27. Students will apply ethical principles when managing human resources, including enforcing policies consistent with laws and regulations, evaluating staff and volunteer performance, facilitating team development, and employing conflict resolution technique (5.6.12)
  28. Students will develop job descriptions, evaluate staff and volunteer qualifications, and develop, implement, and evaluate strategies to enhance staff and volunteer professional development and retention. (5.6.4; 5.6.6)
  29. Students will advocate for the health needs of clients, patients, communities, and populations. (56)
  30. Students will identify health care delivery strategies that account for health literacy and a variety of social determinants of health, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases, and will apply them to their daily class/clinical attendance; 2)interpersonal and cross-cultural communication, educational intervention strategies to promote positive behavior change, and impacting emotional well-being while protecting privacy; and 3) the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (57)
  31. Students will incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate incare and recovery, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases; 2)interpersonal and cross-cultural communication, intervention strategies to promote positive behavior change and impact emotional well-being; and 3) consider the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (58a)
  32. Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others, including: 1) use of correct terminology and complying with legal statutes regulating privacy and medical records; 2) using a comprehensive patient file management system (including diagnostic and procedural codes) for documentation, risk management, outcome assessment, and billing purposes; and 3) use culturally-appropriate communication techniques and intervention strategies to promote positive behavior change and impact emotional well-being. (59a)
  33. Students will assess and prioritize requests for advice/consultation, establish ethical working relationships with stakeholders, provide expert assistance when appropriate, and evaluate the effectiveness of the assistance provided. (6.3.4)
  34. Students will usethe International Classification of Functioning, Disability, and Health model (ICF) as a framework for delivery of patient care and communication about patient care to: 1) explain the theoretical foundation of clinical outcomes assessment and common methods of assessment (generic, disease-specific, region-specific, and dimension-specific instruments); and 2) use outcome assessments to identify the patient's participation restrictions (disabilities) and activity limitations (functional limitations) to determine the impact of the patient's life. (60)
  35. When practicing in collaboration with other health care and wellness professionals, students will be able to describe their roles, functions, and protocols that govern patient referrals between caregivers. (61e)
  36. Students will provide athletic training services in a manner that uses evidence to inform practice, including: 1) the ability to differentiate between narrative reviews, systematic reviews, and meta-analyses; 2) the ability to describe and differentiate types of qualitative and quantitative research, research components, and levels of research evidence; and 3) use standard criteria to critically appraise the structure, rigor, and overall quality of research studies to create and answer clinical questions. (62a)
  37. Students will provide athletic training services in a manner that uses evidence to inform practice, including: 1) the use of clinical outcome assessment instruments; and 2) the development and use of clinical prediction rules to determine the effectiveness and efficacy of intervention strategies. (62b)
  38. Students will provide athletic training services in a manner that uses evidence to inform practice, including: 1) the use of patient- and clinician-based clinical outcome assessment instruments (patient- and disease-oriented);2) using accepted methods to assess patient status and progress ; and 3) applying and interpreting psychometrically sound measures to determine the effectiveness and efficacy of intervention strategies. (62c)
  39. Students will use quality assurance and quality improvement systems to enhance client/patient care, including: 1) the use of patient- and clinician-based clinical outcome assessment data (patient- and disease-oriented);2) using accepted methods to assess patient status and progress ; and 3) applying and interpreting psychometrically sound measures to determine the effectiveness and efficacy of prevention and intervention strategies. (63b)
  40. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 1) use outcome assessment data to drive informed decisions regarding intervention efficacy, patient status, and progress toward goals using psychometrically sound instruments. (64a)
  41. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 2) search, retrieve, analyze, and use information derived from databases and online critical appraisal libraries for clinical decision support. (64b)
  42. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (64e)
  43. Students will develop patient-centered care plans that includecollection, analysis, and use of psychometrically sound outcome measure data to determine patient status and progress toward goals, intervention efficacy and necessary modifications, participation restrictions and functional limitations, and return to play, discharge, and/or referral criteria. (69)
  44. Students will use advocacy strategies to advance the predetermined goals, access resources related to the identified advocacy needs, and develop, implement, and evaluate advocacy plans in compliance with local, state, and/or federal policies and procedures. (7.2.7)
  45. Students will identify current and emerging issues requiring advocacy, engage stakeholders in advocacy initiatives, comply with organizational policies related to participating in advocacy, and lead initiatives when appropriate. (7.2.9; 7.2.1)
  46. Students will evidence-based findings to assess the impact of existing and proposed systems and policies on health and health education, project future impact on both, and engage in legislative and media advocacy to influence decision-makers. (7.3.1; 7.3.9; 7.3.5; 7.3.3; 7.3.2)
  47. Students will develop policies to promote health using evidence-based findings, identify factors that influence decision-makers, and use policy advocacy to influence them. (7.3.7)
  48. Students will promote the health education profession by explaining the major responsibilities of the health education specialist, the role of professional organizations, and the benefits of participating in them. (7.4.0)
  49. Students will advocate for the profession and for professional development of health education specialists, including explaining the history of the profession and the role of credentialing. (7.4.7; 7.4.4)
  50. Students will explain the creation of clinical prediction rules and use them to perform or obtain the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions. (72a)
  51. Students will select and incorporateefficacious treatment and rehabilitative interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73)
  52. Students will demonstrate effective interpersonal and cross-cultural communication and educational intervention strategies when identifying, referring, and supporting patients and others involved in their healthcare to effect positive behavioral change and monitor their treatment compliance, progress, and readiness to participate. (77a)
  53. Students will use epidemiological evidence to develop and implement strategies to mitigate long-term risk for common congenital and acquired health conditions (adrenal disease, cardiovascular disease, diabetes, neurocognitive disease, obesity, and osteoarthritis) across the life span associated with physical activity participation. (79a)
  54. Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness. (80)
  55. Students will determine the policies and procedures associated with the safe operation of the strength and conditioning facility (e.g., facility/equipment cleaning and maintenance, rules, scheduling, emergency procedures). (Practical/; applied 3.C.)