COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long BeachHealth Care Administration Department

HCA 538 Management Challenges in Long-Term CareSpring 2018 Syllabus

Instructor: Rebecca Perley, MSHCA, NHAPhone: (562) 508-6671E-mail: rebecca.perley@csulb.eduCampus Office Hours: Friday 10:00 am – 2:00 pm. Appointments can be set up via email, phone conference, SKYPE or ZoomOffice Location: SPA-027

Course Number: 10073Section Number: 1Class Meets: OnlineClass Room: Not Applicable

Additional Contact Information:HCA Dept. Administrative Coordinator: Deby McGill, dmcgill@csulb.eduOffice Location: HHS2-118Tel. 562/985-5694; fax 562/985-5886

Course/Catalog Description

Functions and essential skills to manage LTC organizations and facilities: Institutional arrangements; Patient/family/community relations; workforce management; marketing; reimbursement. (Lecture)Letter grade only (A-F).

**Instructor reserves the right to alter or change the syllabus and/or assignments based on class needs . Changes in the syllabus will be announced in class, via email and on the BeachBoard. It is a student’s responsibility to remain updated on course changes.

Course Outcomes, Competencies, and Assessments. The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competencies Model in Appendix A. This course is designed to develop competencies in the domains of Professionalism, Knowledge of the Healthcare Environment, Business Knowledge & Skills (Financial Management, Human Resource Management), Communication and Relationship Management and Leadership. The chart below describes course outcomes and how they will be met and measured.

Learning Objective Domain Competency Activities (A1) , Assignments (A2) & Assessments (A3)

Identify the principal clients and stakeholders of Skilled Nursing Facilities

4 A & D A1 – Debate Presentation, A1 – Guest Presentation, A2 – Course Readings, A3-Exams

Identify the major state, federal and regulatory agencies for LTC organizations, and the statutory sources of their authority.

4 A & C A1 – Debate Presentation, A1 – Guest Presentation, A2 – Course Readings, A2 – Movie Critique, A3-

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Learning Objective Domain Competency Activities (A1) , Assignments (A2) & Assessments (A3)Exams

Differentiate between principal LTC coverage including financing and payment systems currently in use, including both public and private payers.

5 B, E & G A1- Guest Presentation, A1 – Debate Presentation, A1 – Guest Presentation, A2 – Course Readings, A2 – Movie Critique, A3-Exams

Discuss physicians and other allied health professionals’ roles and practice

1 A & B A1- Guest Presentation, A2 – Course Readings, A2 – Movie Critique, A3 -Exams

Illustrate how support staff (e.g. nursing, housekeeping, dietary) affect quality assurance, quality of care and quality of life.

2 B & C A2- Course Readings, A2 – Research Paper, A3- Exams

Discuss the role of the administrator in overseeing the clinical, social, therapeutic activity and facility management functions of LTC organizations.

3 A & C A2 – Course Readings, A2 – Movie Critique, A3-Exams

Develop recommendations to improve the LTC workplace through the application of effective leadership, management practices and culture change.

2 A, C & D A2 – Course Readings, A3-Exams

Text(s) and other course materials Required: Perley, R. (Ed.). (2016). Managing the long-term care facility: Practical approaches to providing quality care. San Francisco: Jossey-Bass/Wiley. (Course text is on reserve in the library under instructor and course name)

Articles supplied by instructor, posted on BeachBoard and/or distributed in class.* (*If you miss a class lecture it is your responsibility to procure materials distributed.)

Recommended: APA manual (6th Edition) (in the library under general reference)

Perley, R., & Merchant, K. (2006). Nursing home administrator guide to an amazing career. Retrieved from http://www.cdph.ca.gov/certlic/occupations/Documents/NHA0906online.pdf, 2006.

Student Assignments and GradingIn our course you have an option to use the "Checklist." Checklist is a tool that you can use to mark which assignments have been completed and which assignments are still outstanding. The lecture material due dates are posted as a suggestion to help ensure you are ready for quizzes and exams.

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1. Debate Presentation Groups have been randomly assigned and are posted in the “Groups” section of BB. Groups will illustrate through debate the affirmative and negative positions for ethical issues faced in long term care and in management.

Each group will have the following roles: affirmative speaker(s) and negative speaker(s). Affirmative and negative speakers will each present points illustrating their stand on the issue and refute opposing arguments.

The three deliverables for this assignment are: 1. the topic, 2. the PowerPoint, and 3. the presentation. Check the class schedule for the due date of each deliverable.

A. TopicEach group must discuss and decide on a debate topic. There are topics posted on BB but if you would like to pick a topic not listed then have the group leader e-mail the proposed topic to the instructor for approval. There can be no duplicate topics so, the sooner you claim a topic via the sign-up sheet on BB, the better. Topics must be posted in the drop box and on the sign-up sheet no later than the due date in the class schedule.

B. Debate PowerPointEach group will organize and upload their PowerPoint to the drop box.

PowerPoint Presentation Requirements: – Minimum of 12 slides– Each affirmative and each negative speaker is responsible for 3 slides with 3-4 points per slide– A minimum of 8 references cited in the text and in a reference list on the last slide– Presentation will be used as your guide during the debate

Points will be deducted if the above format is not followed.

C. Group Presentation

Each group will present their arguments to the class. If a group is dissatisfied with a member(s) participation then the group must notify the instructor as soon as possible but no later than one week prior to presentation day. An evaluation of each group member (including him/herself) will then be submitted to the instructor on the day of presentation. Each group member will receive an individual grade to be determined by the instructor. This is only necessary if member(s) of the group are unhappy with another member(s) completion of group duties.

A. Presentation time: 12 minutes (3 minutes per group member)B. Grading is based on clarity of presentation, organization and support for arguments C. All presentation equipment is to be provided by the group (e.g. laptop, flash drive etc.) If a VGA cable

and/or audio cable is needed 72 hours advance notice to the instructor must be given. Apple devices require special adaptors which cannot be provided by the instructor. It is the student’s responsibility to determine if the audio/visual department has such adaptors available for use.

2. Attendance and Preparation

A. Attendance

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You are expected to engage with the material, ask questions, respond with answers and participate fully in each class session. In order to do this you need to be in class. Students who attend class show their commitment to learning! Attendance will be taken at each class session.

There will be no makeup opportunities for unexcused absences. Unexcused absences will not allow for the opportunity to make up points for in-class exercises (ICE). Students with excused absences, per university policy, should contact the professor within 3 days of absence to receive a makeup assignment. All make up assignments are due within 2 weeks of absence date and late submissions will not be accepted.

The university policy defines excused absences as 1) illness or injury to the student; 2) death, injury, or serious illness of an immediate family member or the like; 3) religious reasons (California Education Code section 89320); 4) jury duty or government obligation; 5) University sanctioned or approved activities (examples include: artistic performances, forensics presentations, participation in research conferences, intercollegiate athletic activities, student government, required class field trips, etc.) (CSULB Catalogue, 2010). To receive credit for an excused absence you must submit documentation to the submission folder. Emails do not count. You only need to contact the instructor about an absence, if it is on the day of an exam.

Attendance policy conforms to University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.

B. Preparation and Participation

You are expected to have read the assigned readings before the class session, engage in the discussion boards, take chapter exams and to actively participate in class discussions. Lectures will cover highlights of the reading and include supplementary information. If you have trouble understanding what you read or hear, please ask for clarification in class or make an appointment to discuss the problem area(s). Disabled students requiring special accommodations, please advise instructor.

C. Guest speakers

From time to time a guest speaker will present in class. Dates to be determined. You will learn more from guest speakers if you ask questions during class.

3. Discussion Boards

Discussion board activities will be discussed as a group but posts will be done individually. You will be assigned a group number and you will have to corroborate with your group to develop a well-planned and thoughtful response to one of the questions assigned to each discussion board (worth 20 points per discussion board). Additionally, you will have to respond to one classmate posting (worth 5 points per applicable discussion board). All posts will be done individually. Group members can communicate via e-mail, phone, or any other preferred and accepted mode of communication by all members.

Submission Instructions for Discussion Boards: Initial post must be completed and posted by Friday, 11:59 pm. Response post must be completed and posted by Sunday, 11:59 pm. Each posting should include constructive comments, be respectful in communication style and include overall active participation by asking questions, expressing opinions and making statements. A late post/response will receive 0 points.

When answering discussion board questions please use the following format:

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1. Sdljflsdjflsdjflsjdflsjf2. Sfklasfljsdfjsdfjksfjjsf3. Sldfjksd;lfjsdf

There is no need to re-type the question. The question will not count towards the total word count requirement. Please include a total word count at the end of your post. The question itself is not considered part of the word count.

Type (or copy/paste from a word file) your answers, comments, and reference entries into the class main discussion board under the forums designated by the instructor. It is to your advantage to develop your posting in a word processing document and then copy it to BeachBoard. The word processor will check spelling and grammar so you can maximize your points.

If a group is dissatisfied with a member(s) participation then the group must notify the instructor as soon as possible but no later than one week prior to the due date. An evaluation of each group member (including him/herself) will then be submitted to the instructor. Each group member will receive an individual grade to be determined by the instructor. This is only necessary if member(s) of the group are unhappy with another member(s) completion of group duties.

Word Count RequirementsGraduate students must have a word count of 450 to 500 words.Graduate students must have a word count of at least 150 words for the response comments.

The responses will be essays addressing the questions stated in the assignment. You must show the word count at the end of each question addressed (e.g. Word count: 450 words). The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional relevant topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference a minimum of three sources of information in APA format; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

Grading Rubric (does not include references): Group Posting

20 points per lesson--relevant content provided to all questions for the lesson; well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format

16 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format

14 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research

12 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics are acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

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0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Response to Classmate’s Group Posting

Word Count Requirement

150 words minimum addressing the statements and opinion made by your classmate. You must show the word count at the end of each question addressed. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional relevant topic research and integrate the knowledge from the class material and other sources with your personal and professional experience.

Grading Rubric

5 points per comment—at least one comment posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences.

3 points per comment—the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment does not have the required amount of words or sentences or does not acknowledge the points in the posting.

0 points per comment—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

Discussion Boards:Questions and AnswersThis discussion board is available for you to post questions and answers regarding class assignments. Please use the netiquette in our syllabus when communicating with each other. I will monitor this board but I encourage you to help each other by answering questions and posting helpful tips.

Chat CaféThis discussion board is an opportunity for you to introduce yourself to your classmates. Answering the posted questions will give you practice on how to post to the discussion board. I will look forward to reading about you and welcome you to the class. Note that there are no points associated with this assignment but I will be checking to see that you completed it. Also, you can use this forum to communicate with each other regarding concerns and comments about long term care.

Discussion Boards 1-4Follow the instructions posted for each discussion board located on BB.

4. Movie Critique Essay

Choose one of the following movies: Away From Her (Alzheimer’s), The Notebook (Alzheimer’s),

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Love and Other Drugs (Parkinson’s), Still Alice (Alzheimer’s) or Driving Miss Daisy (changes that occur as people age).

This written essay should be typed using MS Word, should include 2000 words (please show word count) and be double-spaced. Header information (name, course name, date etc. is not included in the 2000 words). The objective of this assignment is to help you identify key long term care implications presented in the film. Your essay should provide an analysis of the long term care issues placed on caregivers and society brought about by both physical and mental changes presented throughout the film. Utilize current events, material from the textbook, personal experiences and the regulations in week 11. Do not recount the movie, but use points/situations in the movie to illustrate long term care issues and their impact. You should have at least 6 references other than the movie to support your assertions, the movie will be the seventh reference. References are to be listed at the end of your paper. Submit the essay to the drop box and use APA 6 th edition formatting. A title page and abstract are required.

5. ExamsQuestions are worth one point each for all quizzes and exams.

A. Weekly QuizzesYou will have 16 true/false/multiple choice quizzes over the textbook reading assignments. You will be allowed to take the quiz one time. There are 10 minutes allowed to take your quiz. Once this time limit is up you will not be able to answer any more questions and the exam will automatically be submitted. Once you open the quiz, you must finish it. Therefore, you cannot save it and return to it later. All weekly quizzes will be opened 8:00 am on Friday and closed 11:59 pm on Sunday. You will be able to see questions answered incorrectly beginning Monday, 12:00 am. You will also see the correct answer for questions answered incorrectly. Questions answered correctly will not be available for review.

B. MidtermThe mid-term will be multiple choice/true-false format. Exam questions will come from assigned readings and lectures. One take of the exam is allowed. There are 75 minutes allowed to take your exam. Once this time limit is up you will not be able to answer any more questions and the exam will automatically be submitted. Chapters covered on the exam are listed in the class schedule. The midterm will be opened 4 pm and closed the same day at 6:45 pm. See below for midterm dates.

C. Final

The final will be multiple choice/true-false format. The exam questions will come from assigned readings and lectures. One take of the exam is allowed. There are 105 minutes allowed to take your exam. Once this time limit is up you will not be able to answer any more questions and the exam will automatically be submitted. Chapters covered on the exam are listed in the class schedule. The final will be opened and closed according to the final exam schedule.

6. EPortfolio During your HCA 480 and 481 class you will be required to create and update an ePortfolio. The debate PowerPoint from this class can be used in your ePortfolio.

7. Summary: Course Assignment Summary and Grade Weights HCA 439

Item Points PercentDebate Topic 15 2.14%Debate PowerPoint 50 7.14%Debate Presentation 80 11.43%Movie Critique Essay 50 7.14%Quizzes (16 quizzes @ 10 points each quiz) 160 22.86%Discussion Board (DB). 1st post 25 points with no response post needed. Remaining 3 DB Assignments: 25 points each. Initial post 20 points, response post 5 points

100 14.29%

Midterm exam 60 8.57%Final exam 90 12.86%Attendance 9 @ 5 points each 45 6.43%In-Class Exercise 2 @ 25 points each 50 7.14%Total 700 100%

Final Course Grade Thresholds: A = 100 - 90% B = 89.9% - 80% C = 79.9% - 70% D = 69.9% - 60% F = 59.9% and belowA = 700 - 630 B = 629 - 560 C = 559 - 490 D = 489 - 420 F = 419 – 1/230The total number of points determines your grade. There will be no curving.

8. Course Schedule and Assignments Date Topic Reading

AssignmentsClass Work/Deliverables

Week 11/23

Introduction to HCA 439

Review syllabus for assignments and due dates

The “Savages” Movie Clips

N/A

Week 21/30

Public Policy: Historical Overview of Long-Term Care

Long-Term Care Continuum

“Remember when you were small”https://www.youtube.com/watch?v=CotPiIXDGHA

Chapter 1

Chapter 2

Due: Chapter 1 and 2 Quiz

Due: Discussion Board 1 “Remember when you were small” No response to classmate postings for this discussion board only.

Week 32/6

No In-Person Class

Resident Advocates, Diversity and Resident Centered Care

Physical Environment of Long Term Care

Chapter 3

Chapter 4 Due: Chapter 3 and 4 Quiz

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Week 42/13

Human Resources: Managing Employees in Long Term Care

Mandated Reporter/Abuse VideoPart 1: https://www.youtube.com/watch?v=810mV4zwA6Y

Part 2: https://www.youtube.com/watch?v=3416baKWz6c

So you want to be a CNAhttps://www.youtube.com/watch?v=ehjAehrTNUQ

Chapter 5 Discussion Board Group work together

Due: Chapter 5 Quiz

Discussion Board 2 Post and Response

Week 52/20

No In-Person Class

Movie Critique Essay N/A Movie Critique Essay Due

Week 62/27

Reimbursement in the Long Term Care Environment

Compliance and Risk Management

Chapter 6

Chapter 7

Kiplinger Video

Debate Group work together

Due: Debate Group Topic

Due: Chapter 6 and 7 QuizWeek 7

3/6No In-Person

Class

Legal and Ethical Issues

Marketing and Public Relations

Chapter 8

Chapter 9Due: Chapter 8 and 9 Quiz

Week 83/13

Health Information Systems

Biological and Psychosocial Aspects of Aging

Chapter 10

Chapter 11

Debate Group work together

Due: Chapter 10 and 11 Quiz

Week 93/20

No In-Person Class

Midterm Exam – Online Exam Chapters 2-8

3/27 No In-Person

ClassSpring Break

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Week 104/3

Resident Centered Clinical Operations

Facility Centered Clinical Operations

Chapter 12

Chapter 13

Debate group work together

Due: Chapter 12 and 13 Quiz

Week 114/10

No In-Person Class

Appendix P – Survey Protocol for Long Term Care Facilitieshttps://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_p_ltcf.pdf

Appendix PP – Guidance to Surveyors for Long Term Care Facilitieshttp://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_pp_guidelines_ltcf.pdf

National regulations – skilled nursing facilities

Discussion Board 3 Post and Response

Week 124/17

Facility Operations and Quality Management

Financial Issues and Tools

Chapter 14

Chapter 15

Discussion Board group work together

Due: Debate Group PowerPoint

Due: Chapter 14 and 15 Quiz

Week 134/24

No In-Person Class

International Comparisons and Future Trends in Long Term Care

Ethical Issues Facing LTC Administrators – Demonstrated through Debate

Chapter 16 Due: Chapter 16 Quiz

Discussion Board 4 Post and Response

Week 145/1

Debate Group Presentations (Group 1-3) N/A In-Class Exercise

Week 155/8

Debate Group Presentations (Groups 4-6)

N/A In-Class Exercise

Finals Week5/15

No In-Person Class

Final Exam 5:00 – 7:00 p.m. Chapters 10 - 15

9. Classroom Rules

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Actively participate in all classroom activities and discussions. Be respectful of others’ opinions and perspectives. You are responsible for ALL weekly reading assignments and are expected to have read the chapter

prior to attending the lecture. Check BeachBoard regularly, including the gradebook. If there is any discrepancy between the posted

grades and your records, advise the instructor immediately and no later than one week before finals week.

Rules on academic dishonesty will be strictly enforced. See “cheating and plagiarism” below. Text messaging during a quiz or exam will result in your exam being voided for presumed cheating and a grade of 0 points.

10. HCA Department Classroom & Online Conduct and Behavior

1. Arrive at the classroom on time and stay for the entire class period.2. All cell phones and other electronic devices (e.g., pagers, iPods, iPads) must be turned off (on vibrate)

and hidden from view during class time.3. NO use of any electronic devices e.g. cell phones, iPads, smartphones, laptops, etc.) Laptop computer or

tablets are allowed for (quiet) note taking only: I.e., other activities such as checking personal e-mail or browsing the internet are prohibited.

4. Students are responsible for what transpired if they miss a class. It is the student’s responsibility to contact a classmate to determine what was missed. “Excused absences” are specified in the University “Excused Absences Policy Statement” (e.g., hospitalization, death of an immediate family member). See catalog for policy statement.

5. It is the student’s responsibility to notify the instructor of record in advance of a need for accommodation of a disability that has been verified by the University’s Disabled Student Services

6. Students should address faculty as “Professor” or “Dr. “7. Students are expected to dress in neat and clean clothes. Business casual dress is recommended. Avoid

overly revealing clothes.8. Students (and faculty) must adhere to University rules regarding online access and usage.9. NOTE: Individual instructors may have additional requests regarding classroom behavior. Please

adhere to those as well.

11. Grading Policies

Rubrics (grading scoresheets) will be provided for all written assignments. Assignments are due on the date specified. All assignments must be submitted to the appropriate drop

box on BeachBoard before class begins. Late work will not be accepted. Draft submissions: You may submit a draft of your individual paper for review and comment 2 weeks before the due date of each of each assignment. I will assign a preliminary grade, and offer suggestions for improvement. Submitting a draft offers you an opportunity to revise and resubmit your work and earn a better grade, but there is no guarantee. Your submission must be documented APA style and submitted through the assigned drop box on BeachBoard. If you submit a draft assignment and are satisfied with your grade, you do not need to resubmit. NO ASSIGNMENTS ACCEPTED AFTER THE LAST DAY OF CLASS.

Students absent for a scheduled presentation, quizzes, or the final exam must provide written third party documentation of unforeseen and unavoidable circumstances in order to be eligible to take a make-up quiz or exam or reschedule the presentation.

Students absent for a class session in which a graded in-class exercise is conducted who wish to receive make-up credit must provide either: 1) prior written request to instructor stating reason for absence; or 2) written third party documentation of unforeseen and unavoidable circumstances. Instructor will

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evaluate requests on a case by-case basis, and may request additional documentation. Disabled students, who qualify for alternative testing arrangements, please advise the instructor at least

2 weeks prior to the exam.

12. Expectations of Student Skill Performance

Write clearly and concisely, using correct grammar, punctuation and spelling. Cite all references using APA style. Communicate articulately in oral presentations; use appropriate audio-visual aids. Search the web and research publications and apply the information found. Analyze information, both numeric and text; don’t just present data. Apply internationally-accepted metrics to compare health and healthcare systems. Synthesize information about factors that impact health and healthcare systems. Compare and contrast countries, situations, historic and current times. Participate in class discussions. Submit all assignments on time through BeachBoard drop box dedicated to that assignment.

13. Student Responsibilities and University Policies

Assignments are due before class on the date specified. If you submit a draft assignment and are satisfied with your grade, you do not need to resubmit. Late work will not be accepted. All work must be submitted to the appropriate drop box on BeachBoard before class begins. Once the instructor has collected the assignment, all other assignments are considered late. Students who miss class or appear late for class will be penalized. Students may have a valid reason to miss a class. When any of the following reasons (see below) directly conflict with class meeting times, students are responsible for informing the instructor of the reason for the absence and for arranging to make up missed assignments, tests, quizzes, and class work insofar as this is possible. Assignments/papers are NOT accepted by e-mail.

Campus Behavior “Civility Statement-Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. The University espouses and practices zero tolerance for violence against any member of the University community. A threat of violence is an expression of intention that implies impending physical injury, abuse, or damage to an individual or his/her belongings. All allegations of such incidents will be aggressively investigated. Allegation that are sustained may result in disciplinary action up to and including dismissal from employment, expulsion from the University, and /or civil and criminal prosecution.” (CSULB Catalog, AY 2010-2011, p. 743).

Unprofessional and Disruptive Behavior-It is important to foster a climate of civility in the classroom where all are treated with dignity and respect. Therefore, students engaging in disruptive or disrespectful behavior in class will be counseled about this behavior. If the disruptive or disrespectful behavior continues, additional disciplinary actions may be taken.

Cheating and Plagiarism. Please be aware of and ensure that your behavior conforms to University Policy, as contained in the California State University, Long Beach Policy Statement 80-01: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02. All papers will be screened for plagiarism using the “Turn-It-In” software system. The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report. All assignments with a higher than

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25% will not be accepted.

Although the University catalog does not cover this aspect of plagiarism, please be aware that it is NOT acceptable to submit the same paper for two courses. If you want to write a paper on the same topic area for two different courses, you must submit two different papers. If I discover that you have submitted the same paper for another course, you will receive an “F” for your paper in this course.

E-mail address and Internet access to use the online BeachBoard course software system. All grades including attendance will be posted on the online BeachBoard. For problems, contact the CSULB Technology Help Desk by phone at 562-985-4959, via e-mail at helpdesk@csulb.edu or go in-person to Horne Center.

Disabilities. It is the student's responsibility to notify the instructor of record in advance of a need for accommodation of a disability that has been verified by the University. Instructor may require confirmation of disability and evaluation of accommodation request from Disabled Student Services.

“Students with a disability or medical restriction who are requesting a classroom accommodation should contact the Disabled Student Services at 562-985-5401 or visit Brotman Hall, Suite 270 during 8AM-5PM weekday hours.  Disabled Student Services will work with the student to identify a reasonable accommodation in partnership with appropriate academic offices and medical providers.  We encourage students to reach out to DSS as soon as possible.”

Withdrawal policy. Withdrawal is the responsibility of student. Per University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after 2nd week and before final 3 weeks is “permissible for serious and compelling reasons;” instructor will evaluate student withdrawal requests on a case by case basis.

Communications: Students are expected to check email and BeachBoard accounts regularly for class announcements and their standing in the course.

E-Cigarettes: Are not allowed in the classrooms.

Leaving class early will result in an absence for the day unless the student has made arrangements with the instructor in advance.

14. Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect.  All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation.  Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed

15. Additional Resources

Allen, J. E. (2015). Nursing home federal requirements: Guidelines to surveyors and survey protocols (8th Ed.). New York: Springer

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Alzheimer’s Association. (2013). Alzheimer’s disease facts and figures. Alzheimer’s & Dementia, 9(2). Retrieved from http: //www.alz.org/downloads/facts_figures_2013.pdf

American Association of Medical Assistants. (2014). State scope of practice laws. Retrieved from: www.aama-ntl.org/employers/state-scope-of-practice-laws

American Medical Director’s Association (AMDA). (2013). The younger adult in the long-term care setting. Columbia, MD: AMDA.

Benz, J., Sedensky, M., Tompson, T., & Agiesta, J. (2013). Working longer: Older Americans’ attitudes on work and retirement. The Associated Press–NORC Center for Public Affairs Research.

Bureau of Labor Statistics (BLS). (2013b). Occupational employment statistics: NAICS 623100—Nursing care facilities (skilled nursing facilities). Retrieved from http://www.bls.gov/oes/current/naics4_623100.htm

Centers for Medicare and Medicaid Services. (2013, April). Health care provider guidance: Effective healthcare provider emergency planning. Retrieved from http://www.cms.gov/Medicare/Provider-Enrollment-and-Certification/SurveyCertEmergPrep/HealthCareProviderGuidance.html

Centers for Medicare and Medicaid Services (CMS). (2014). State operation manual: Appendix PP - guidance to surveyors for long-term care facilities. Retrieved from http://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_pp_guidelines_ltcf.pdf

HIPAA Compliance Program for Covered entities and Business Associates, Priority Healthcare, 2014.

Jancin, B. (2014). Elderly suicide prevention: Focus on change in living location. Caring for the Ages, 15(8), 7.

Kaiser Permanente. (2014). History. Retrieved from www.kp.org.

Landro, L. (2013, April 15). In diabetes care, a push to simplify. Wall Street Journal. Retrieved from http://online.wsj.com/article/SB10001424127887324030704578424734246102490.html?mod=WSJ_article_RecentColumns_TheInformedPatient

Meals on Wheels Association of America. (2014). Website homepage. Retrieved from www.mowaa.org

Medicare Payment Advisory Commission. (2014, June). A data book: Healthcare spending and the Medicare Program. Washington, DC: Government Printing Office.

National Pressure Ulcer Advisory Panel. (2014, March). The NPUAP selected “Quality Of Care Regulations” made easy. Retrieved from http://www.npuap.org/resources/educational-and-clinical-resources/npuap-selected-quality-of-care-regulations-made-easy/

National Resource Center on LGBT Aging. (2012, March). Inclusive services for LGBT older adults: A practical guide to creating welcoming agencies. Retrieved from www.lgbtagingcenter/resources

Safer Healthcare. (2014). Why is SBAR communication so critical? Retrieved from http://www.saferhealthcare.com/sbar/what-is-sbar/

Social Security Administration. (n.d.). Retrieved from www.ssa.gov/payee

U.S. Department of Health and Human Services. (n.d.). Understanding the costs and benefits of health information technology in nursing homes and home health agencies: Case study findings. Retrieved from http://aspe.hhs.gov/daLong Term Carep/reports/2009/hitcsf.pdf

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Wright, A., Henkin, S., McCoy, A., Bates, D., & Sittig, D. (2013). Early results of the meaningful use program for electronic health records. New England Journal of Medicine, 368, 779–780. doi:10.1056/NEJMc1213481

Yong, V., & Saito, Y. (2012). National long-term care insurance policy in Japan a decade after implementation: Some lessons for aging countries. Ageing International, 37(3), 271–284.

Journals

Frontiers of Health Service ManagementHealth Care Financial ManagementJournal of Health and Human Services AdministrationLong Term Care MonthlyMcKnight’s Long Term Care NewsModern Healthcare

Web Sites

American Health Care Association Home Page www.ahca.org American College of Healthcare Executives Home Page, www.ache.org American Hospital Association Home Page, www.aha.org California Association of Health Care Facilities (CAHF) Home Page, www.cahf.org Centers for Medicare and Medicaid Services, Home Health Agency Center:

http://www.cms.hhs.gov/center/hha.asp. Journal of Science and Health Policy Home Page, www.scipolicy.netNational Clearinghouse for Long-Term Care Information,

http://www.cms.hhs.gov/Partnerships/LTCInformation.asp. University of Minnesota. NH Regs Plus: http://www.hpm.umn.edu/nhregsPlus/.

Appendix A

CSULB HCA COMPETENCY MODEL 2017

Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establish and maintain relations, and facilitate constructive interactions with individuals and groups.

A. Relationship ManagementB. Communication SkillsC. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains.

A. Leadership Skills and BehaviorB. Organizational Climate and CultureC. Communicating VisionD. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a

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commitment to lifelong learning and improvement.A. Personal and Professional AccountabilityB. Professional Development and Lifelong LearningC. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function.

A. Healthcare Systems and OrganizationsB. Healthcare PersonnelC. The Patient’s PerspectiveD. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General ManagementB. Financial ManagementC. Human Resource ManagementD. Organizational Dynamics and GovernanceE. Strategic Planning and MarketingF. Information ManagementG. Risk ManagementH. Quality Improvement

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