COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Health Care Administration Department
HCA 439 Management Challenges in Long-Term Care
Spring 2016 Syllabus
Instructor: Rebecca Perley, MSHCA, NHA
Campus Phone: (562) 985-5694
E-mail: rebecca.perley@csulb.edu
Campus Office Hours: Appointments may be arranged,
please email to set up a phone conference, SKYPE or
Google Hangout.
Office Location: FOA-07
Course Number: 5265
Section Number: 1
Class Meets: Monday, 4:00 – 6:45 pm
Class Room: HHS1-101
Additional Contact Information:
HCA Dept. Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Office Location: HHS2-118
Tel. 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 Assessment Tool and the Healthcare
Leadership Alliance (HLA) Competency Directory. 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
Identify the principal clients and
stakeholders of Skilled Nursing Facilities
Professionalism
Patients’ rights and
responsibilities
Identify the major state, federal and
regulatory agencies for LTC
organizations, and the statutory sources of
their authority.
Knowledge of the
Healthcare
Environment
Governmental,
regulatory,
professional, and
accreditation agencies
(e.g., CMS; JCAHO;
HCA 439
Activities (A1) ,
Assignments (A2) &
Assessments (A3)
A1 – Field Trip, A1
– Guest
Presentation, A2 –
Research Paper, A3Exams
A1 – Field Trip,
A2- Research Paper,
A3- Exams
Learning Objective
Domain
Competency
Activities (A1) ,
Assignments (A2) &
Assessments (A3)
NCQA) related to
healthcare delivery
Differentiate between principal LTC
coverage including financing and payment
systems currently in use, including both
public and private payers.
Discuss physicians and other allied health
professionals’ roles and practice
Business Knowledge
& Skills: Financial
Management
Reimbursement
methodologies and
ramifications
A1- Guest
Presentation, A3Exams
Knowledge of the
Healthcare
Environment
Illustrate how support staff (e.g. nursing,
housekeeping, and dietary) affect quality
assurance, quality of care and quality of
life.
Business Knowledge
& Skills: Human
Resource
Management
Nursing, physicians,
and allied health
professionals' roles
and practice
The varying work
environments in which
staff work
Discuss the role of the administrator in
overseeing the clinical, social, therapeutic
activity and facility management
functions of LTC organizations.
Communication and
Relationship
Management
Labor relations
strategies
Develop recommendations to improve the
LTC workplace through the application of
effective leadership, management
practices and culture change.
Leadership
Leadership
styles/techniques
A1- Guest
Presentation, A1 –
Field Trip, A3 Exams
A1- Movie
Presentation, A2Case Study
Presentation, A2 –
Research Paper, A3Exams
A1- Guest
Presentation, A2Case Study
Presentation, A3Exams
A1- Guest
Presentation, A2Case Study
Presentation, A3Exams
Text(s) and other course materials

Required:
Singh, D. A. (2016). Effective management of long-term care facilities. Sudbury, Third Edition, MA: Jones
& Bartlett Publishers. (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)
Student Assignments and Grading
1. Debate Team Video
The instructor will randomly create and assign groups to illustrate through debate the affirmative and
negative positions for ethical issues faced in long term care and in management.
Students will be randomly assigned to a team. Each team will have the following roles: affirmative
speaker(s) and negative speaker(s).
HCA 439
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 transcript, and 3. the video. Check the
class schedule for the due date of each deliverable.
A. Topic
Each 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 e-mail me for approval of another topic. There can be no duplicate topics so,
the sooner you claim a topic the better. Topics must be posted in the discussion board no later than the due
date below.
B. Transcript
A transcript of your argument must be turned into the drop box (see below for due date). Only one
submission per group is required but each team member’s section must be clearly delineated. Four
references must be used per student to substantiate your arguments. The course textbook can be used as one
resource. Please see below for the due date.
C. Video
You will use Camtasia which is available to CSULB students for free download or IMovie which comes
with the MAC computer to create a video of your team debate. Each team member will present their
argument in the video for 2-3 minutes. Contact BB technology support for assistance with the software
(562-985-5694). Please see below for the due date. This video will be used in one of our discussion board
assignments so upload it to the drop box for grading and also to the discussion area so that your classmates
can view it. When you upload it to the discussion area, add the argument presented so that it can be easily
distinguished from your classmate videos. Make sure that any privacy settings are clear so that your
classmates can view the video.
2. Preparation
A. Preparation and Participation
It is expected that you have read the material and are ready to engage in the discussion boards and take
chapter quizzes. There is a lot of information in these chapters so it is important to keep up with the reading
and assignments. More information on weekly quizzes is in the “Exams” section.
3. Discussion Boards
Submission Instructions for Discussion Questions:
Two postings are required, one for yourself and one in response to a classmate’s posting. Each posting
should include constructive comments, be respectful in communication style and include overall active
participation by asking questions, expressing opinions and making statements.
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.
Your posting:
HCA 439
Word count
350-400 word 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: 400 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):
10 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
8 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
6 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
5 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)
0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of
research.
Response to Classmate’s Posting
Word Count
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
HCA 439
comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without
explanation or justification
Discussion Questions:
Answer the following questions for discussion board 1, 2, and 4:
How does this chapter content help the administrator manage a skilled nursing facility for the benefit of the
resident?
How does this chapter content help the administrator manage a skilled nursing facility for the benefit of the
organization?
Discussion board #3 questions (week of your movie critique):
What did you learn about long-term care from this movie?
How does the information you learned from the movie change your attitude towards aging and illness?
If you were the main character in the movie, would you have done things differently?
4. Movie Critique Essay
Choose one of the following movies to write your critique on: Away From Her, The Notebook, Love and Other
Drugs or Driving Miss Daisy
This written essay should be typed using MS Word, should include 500 words (please show word count) and be
double-spaced. Header information (name, course name, date etc. is not included in the 500 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. 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 2
references other than the movie to support your assertions, the movie will be the third reference. References are
to be listed at the end of your paper. Submit the essay to the drop box.
5. Case Study and Team Presentation
The instructor will randomly create and assign you to a team. Your team will create a team presentation based
on one chapter covered in the course textbook since the mid-term. Information and concepts in the chapter will
be illustrated using a case study designed by the team. Information should be presented to the class using a
variety of visual and verbal methods.
A. A typed outline, with aligned main headings and sub-headings, must be submitted through the drop
box per the deadline in the syllabus. Included in your outline should be 6 research references. 4
references must be from industry related publications and up to 2 may be from personal experiences.
B. You must clearly illustrate how your topic is affected by the current U.S. healthcare system.
C. You are responsible for facilitating a class discussion and creating a unique experience for the
students to learn about the case study.
D. You will load your PowerPoint presentation to the discussion area so that classmates can review the
material for the exam. Please note that I have not edited the presentations for content, so you must
review the material yourself and check it against the textbook and class lectures. I also cannot
guarantee that these presentations cover all the material in the chapter. In addition, upload the
presentation to the drop box for grading.
E. Each team member must present information on the topic.
F. All team members will receive the same grade.
G. If a team is dissatisfied with a member(s) participation then the team must notify the instructor as soon
HCA 439
as possible but no later than one week prior to presentation day. An evaluation of each team member
(including him/herself) will then be submitted to the instructor on the day of presentation. Each team
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 team duties.
H. Presentation time: 20 minutes (including question and answer period)
I. Grading is based on clarity of presentation, the degree of class involvement your presentation
encourages, cooperation with team mates and beginning/ending your presentation on time.
J. All presentation equipment is to be provided by the team (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.
6. Exams
A. Weekly Quizzes
You will have 16 true/false/multiple choice quizzes over the textbook reading assignments. You will be
allowed take the quiz two times. The computer will save the higher of the two scores. 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 Saturday and closed 11:59 pm on Tuesday.
B. Midterm
The 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. Chapters to be covered on the exam will be announced in
class. The midterm will be opened 12:01 am on the midterm day to 11:59 pm on the same day.
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. Chapters to be covered on the exam will be announced in
class. The Final will be opened 12:01 am on the final exam date to 11:59 pm on the final exam date.
7. Summary: Course Assignment Summary and Grade Weights
Item
Debate Topic
Debate Transcript
Debate Video
Case Study and Team Presentation Outline
Case Study and Team PowerPoint
Case Study and Team Oral Presentation
Attendance (8 classes @ 5 points each)
In-Class Exercise (2 assignments @ 10 points each)
Movie Critique Essay
Quizzes (14 quizzes @ 10 points each quiz)
Discussion Board
5 Discussion Board Assignments @ 20 points each (100 points)
Discussion Comments to other student’s postings – 5 @ 5
points each. (25 points)
Midterm exam
Final exam
HCA 439
Points
10
45
75
10
45
90
40
20
50
140
Percent
1.25%
5.62%
9.38%
1.25%
5.62%
11.25%
5.00%
2.50%
6.25%
17.50%
125
15.63%
60
90
7.50%
11.25%
Total
800
100.0%
Final Course Grade Thresholds:
A = 800 - 716
B = 715 - 636
C = 635 - 556
D = 555 - 476
F = 475 - 0
The total number of points determines your grade. There will be no curving.
8. Course Schedule and Assignments
Date
1/25
2/1
NO In-Person Class
Topic
Introduction to HCA
439
Review syllabus,
question/answer
Overview of Long-Term
Care
Long-Term Care Policy:
Past, Present, and
Future
Reading
Assignments
N/A
The “Savages” Movie Clips
“So you want to be a CNA”
Video
Chapter 1
Chapter 2
2/4
1/30 – 2/2
2/8
Class Work/Deliverables
Post Discussion Board 1
Responses
Post one comment to classmates
Discussion Board 1 posting
Regulation and
Enforcement
Chapter 5
Due: Chapter 1 and 2 Quiz
Mandated Reporter/Abuse
Video
Form Case Study Teams &
Select Topic
2/6 – 2/9
2/15
NO In-Person Class
The Long-Term Care
Industry
Legal Environment
Chapter 3
Due: Chapter 5 Quiz
Post Discussion Board 2
Responses
Chapter 4
2/18
Post one comment to classmates
Discussion Board 2 posting
2/13-2/16
2/22
Due: Chapter 3 and 4
Kiplinger Video
Work with Team
Post Case Study Team Topic on
Discussion Board
Financing and
Reimbursement
Chapter 6
2/20-2/23
2/29
NO In-Person Class
Due: Chapter 6 Quiz
Movie Critique Essay
HCA 439
N/A
Movie Critique Essay Due
March 6th, 11:59 pm
Post Discussion Board 3
Response
3/4
3/7
3/7
3/5-3/8
3/14
NO In-Person Class
3/21
3/19 – 3/22
3/28
NO In-Person Class
4/4
4/2 – 4/5
4/11
NO In-Person Class
Social Services,
Admission, and
Discharge
Chapter 8
Medical Care, Nursing,
and Rehabilitation
Chapter 9
Due: Chapter 8 and 9 Quiz
Midterm Exam – Online
Chapters 3-6, 89
Recreation and
Activities
Chapter 10
Dietary Services
Chapter 11
Work with Team
All Case Study Group Outlines
Due: March 22nd, 11:59 pm
Due: Chapter 10 and 11 Quiz
Spring Break
Plant and
Environmental Services
Administrative and
Information Systems
Chapter 12
Chapter 13
Effective Governance,
Leadership, and
Management
Chapter 14
Effective Human
Resource Management
Chapter 15
4/14
Due: Chapter 12 and 13 Quiz
Post Discussion Board 4
Responses
Post one comment to classmates
Discussion Board 4 posting
4/9 – 4/12
4/18
Post one comment to classmates
Discussion Board 3 posting
Work with Team
Due: Chapter 14 and 15 Quiz
Case Study
Presentations
N/A
HCA 439
All Case Study Group
PowerPoints Due 4/17, 11:59
pm
Case Study and Team Oral
Presentations,
Group 1-4
In-Class Exercise
4/25
NO In-Person Class
5/2
5/9 Final Exam
Ethical Issues Facing
LTC Administrators –
Demonstrated through
Debate
Case Study
Presentations
Final Exam - Online
Debate Video
Due: 4/24, 11:59 pm
Discussion Board #5
N/A
Case Study and Team Oral
Presentations,
Group 5-8
In-Class Exercise
Chapter 10-15
NO In-Person Class
9. Classroom Rules
Actively participate in all activities and discussions.
Be respectful of others’ opinions and perspectives in all email, chat, discussion board and live sessions.
You are responsible for ALL weekly reading assignments and are expected to have read the chapter
prior to taking the quiz.
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/Netiquette/Network Etiquette Conduct and Behavior –
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
Students should address faculty as “Professor” or “Dr. “
Students (and faculty) must adhere to University rules regarding online access and usage.
Netiquette, or network etiquette, is concerned with the "proper" way to communicate in an online environment.
Consider the following "rules," adapted from Virginia Shea's The Core Rules of Netiquette, whenever you
communicate in the virtual world.
Rule 1: Remember the Human
When communicating electronically, whether through email, instant message, discussion post, text, or some
other method, practice the Golden Rule: Do unto others as you would have others do unto you. Remember, your
written words are read by real people, all deserving of respectful communication. Before you press "send" or
"submit," ask yourself, "Would I be okay with this if someone else had written it?"
HCA 439
Rule 2: Adhere to the same standards of behavior online that you follow in real life
While it can be argued that standards of behavior may be different in the virtual world, they certainly should not
be lower. You should do your best to act within the laws and ethical manners of society whenever you inhabit
"cyberspace." Would you behave rudely to someone face-to-face? On most occasions, no. Neither should you
behave this way in the virtual world.
Rule 3: Know where you are in cyberspace
"Netiquette varies from domain to domain." (Shea, 1994) Depending on where you are in the virtual world, the
same written communication can be acceptable in one area, where it might be considered inappropriate in
another. What you text to a friend may not be appropriate in an email to a classmate or colleague. Can you think
of another example?
Rule 4: Respect other people's time and bandwidth
Electronic communication takes time: time to read and time in which to respond. Most people today lead busy
lives, just like you do, and don't have time to read or respond to frivolous emails or discussion posts. As a virtual
world communicator, it is your responsibility to make sure that the time spent reading your words isn't wasted.
Make your written communication meaningful and to the point, without extraneous text or superfluous graphics
or attachments that may take forever to download.
Rule 5: Make yourself look good online
One of the best things about the virtual world is the lack of judgment associated with your physical appearance,
sound of your voice, or the clothes you wear (unless you post a video of yourself singing Karaoke in a clown
outfit.) You will, however, be judged by the quality of your writing, so keep the following tips in mind:
Always check for spelling and grammar errors
Know what you're talking about and state it clearly
Be pleasant and polite
Rule 6: Share expert knowledge
The Internet offers its users many benefits; one is the ease in which information can be shared or accessed and in
fact, this "information sharing" capability is one of the reasons the Internet was founded. So in the spirit of the
Internet's "founding fathers," share what you know! When you post a question and receive intelligent answers,
share the results with others. Are you an expert at something? Post resources and references about your subject
matter. Recently expanded your knowledge about a subject that might be of interest to others? Share that as
well.
Rule 7: Help keep flame wars under control
What is meant by "flaming" and "flame wars?" "Flaming is what people do when they express a strongly held
opinion without holding back any emotion." (Shea, 1994). As an example, think of the kinds of passionate
comments you might read on a sports blog. While "flaming" is not necessarily forbidden in virtual
communication, "flame wars," when two or three people exchange angry posts between one another, must be
controlled or the camaraderie of the group could be compromised. Don't feed the flames; extinguish them by
guiding the discussion back to a more productive direction.
Rule 8: Respect other people's privacy
Depending on what you are reading in the virtual world, be it an online class discussion forum, Facebook page,
or an email, you may be exposed to some private or personal information that needs to be handled with care.
Perhaps someone is sharing some medical news about a loved one or discussing a situation at work. What do
you think would happen if this information "got into the wrong hands?" Embarrassment? Hurt feelings? Loss of
a job? Just as you expect others to respect your privacy, so should you respect the privacy of others. Be sure to
err on the side of caution when deciding to discuss or not to discuss virtual communication.
HCA 439
Rule 9: Don't abuse your power
Just like in face-to-face situations, there are people in cyberspace who have more "power" than others. They
have more expertise in technology or they have years of experience in a particular skill or subject matter. Maybe
it's you who possesses all of this knowledge and power! Just remember: knowing more than others do or having
more power than others may have does not give you the right to take advantage of anyone. Think of Rule 1:
Remember the human.
Rule 10: Be forgiving of other people's mistakes
Not everyone has the same amount of experience working in the virtual world. And not everyone knows the
rules of netiquette. At some point, you will see a stupid question, read an unnecessarily long response, or
encounter misspelled words; when this happens, practice kindness and forgiveness as you would hope someone
would do if you had committed the same offense. If it's a minor "offense," you might want to let it slide. If you
feel compelled to respond to a mistake, do so in a private email rather than a public forum.
Copied from CSU and Adapted from The Core Rules of Netiquette Shea, V. (1994). Core rules of netiquette.
Netiquette (Online ed., pp. 32-45). San Francisco: Albion Books.
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.
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
HCA 439
be submitted to the appropriate drop box on BeachBoard. 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
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.
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.
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
HCA 439
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.
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-andCertification/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-andGuidance/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_arti
cle_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
HCA 439
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/npuapselected-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
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 Management
Health Care Financial Management
Journal of Health and Human Services Administration
Long Term Care Monthly
McKnight’s Long Term Care News
Modern 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.net
National 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/.
HCA 439