COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Department of Health Care Administration
HCA 465 – Analysis and Evaluation
Fall 2015 (August 23, 2015 – December 22, 2015)
General Information
Instructor: Lyzette Blanco, MPH
E-mail: lyzette.blanco@csulb.edu
Phone:
Office: HHS 112
Office Hours: Tuesday/Thursday 9:30-10:30am
and by appointment
Class Number: 4465 (section 1)
Class Meets: Tues/Thurs 8:00-9:15am
Classroom: HHS1 Rm 201
LAB: CBA 236
Additional Contact Information:
HCA Program Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
Course Description:
Prerequisites: Open to Health Care Administration majors only and a grade of "C" or better in
PSY 210 or SOC 250 or STAT 108 or equivalent. Techniques of analysis and evaluation applied
to health services with respect to organizing, staffing, financing and utilization. Emphasis on the
analytic process, program evaluation, and report of findings. Letter grade only (A-F).
Teaching/Learning Objectives:
Students who have completed this course should be able to:
 Develop evaluation/research questions, hypotheses, and propose specific analytic
methods in health management issues.
 Differentiate between types of qualitative/quantitative evaluation/research philosophies
such as monitoring, case studies, survey research, trend analysis, and experimental
design; describe the assumptions, threats to validity, and outcomes of each type.
 Define key concepts of research design and methodology.
 Identify the steps of a generic research process, the tasks involved in each, and
available data collection and analysis methodologies.
 Understand the ethics issues involved in the use of human subjects in research.
 Conduct basic analysis of secondary quantitative data through the use of the General
Social Survey (GSS) or California Health Interview Survey (CHIS).
 Assemble a spreadsheet in SPSS, conduct basic univariate and bivariate analyses, and
write a brief report illustrating findings.
The CSULB HCA program is accredited by AUPHA and this course represents the following
domains and competencies required for AUPHA accreditation:
1
Learning Objective
Understand the ethics issues
involved in the use of human
subjects in research
Domain
Professionalism
Develop evaluation/research
questions, hypotheses, and
proposal specific analytic methods
in health management issues
Differentiate between types of
qualitative/quantitative evaluation
research philosophies as
monitoring, case studies, survey
research trend analysis, and
experimental design; describe the
assumptions, threats to validity and
outcomes of each type.
Define key concepts of research
design and methodology
Business
Knowledge and
Skills
Identify the steps of a generic
research process, the tasks
involved in each and available data
collection and analysis methods.
Conduct basic analysis of
secondary quantitative data
through the use of the General
Social Survey or the California
Health Interview Survey
Assemble a spreadsheet in SPSS,
conduct basic univariate and
bivariate analyses, and write a
brief report illustrating findings
Competency
Professional
standards and
codes of ethics;
Ethics
committee’s
roles, structure
and functions
Outcomes
measures and
management
Assessment Method
On-line training module;
quiz on training module
materials (pass/fail);
knowledge and retention of
material also tested on inclass exam
Business
Knowledge and
Skills
Data analysis,
including
manipulation,
understanding of,
and ability to
explain data
Quizzes and tests
Business
Knowledge and
Skills
Business
Knowledge and
Skills
Comparative
analysis strategies
Quizzes and tests
Data collection,
measurement and
analysis tools and
techniques
Basis statistical
analysis
Oral presentation with
explanatory
powerpoint/lecture slides
Business
Knowledge and
Skills
Business
Knowledge and
Skills
Application
software
Quizzes and tests
Computer laboratory
exercises completed and
turned in; homework
exercises completed and
turned in
Computer laboratory
exercises completed and
turned in
Required Reading Materials:
 Perrin, Karen (Kay) M. (2014). Principles of Evaluation and Research for Health Care
Programs, Jones and Bartlett Publishers, LLC.
 Palant, Julie. SPSS Survival Manual, 4th ed. -- OPTIONAL
 BEACHBOARD is being set up and other reading will be posted
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Student Assignments and Grading:
Tests: There will be five quizzes each worth 20 points (for a total of 100 points) and one final
exam worth a total of 100 points.
Exercises: There will be eight exercises applying analytical concepts to data and the textbook
readings, each worth 10 points (for a total of 80 points). These include:








Exercise #1: Human subjects’ protection module – completed on-line
Exercise #2: Developing a research question
Exercise #3: Locating scientific articles
Exercise #4: Creating a survey
Exercise #5: Research project outline (Introduction)
Exercise #6: Creating a database
Exercise #7 Analysis of Data
Exercise #8: Research project Methods
Group Project: You will work in groups (4 – 5 members) to conduct a research project. There are
two deliverables of the project: a written report (40 points) and presentation (50 points). In this
project, you will do the following: drafting research questions, conducting literature review,
creating an instrument, collecting data, analyzing the data and presenting the findings. A final
assessment of all group members will occur at the final of your project (10points).
Attendance & Participation: Attendance is required and participation is highly rewarded (20
points)
Late Homework Policy: No late homework assignments will be accepted. You may e-mail your
assignment if you are unable to come to class as long as you do so that the assignment is
received by the posted due date. Students absent for the final exam must provide written third
party documentation. Disabled students, who qualify for alternative testing arrangements, please
advise the instructor and make arrangements well in advance of the exams.
Grade Computation:
The tests (quizzes and final exam), exercises, group project (presentation and report), attendance
and participation will be used to compute your final grade, which will be distributed as follows:
 Tests
o Final Exam
100 points
o 5 Quizzes @ 20 points
100 points
 Exercises
o 8 Exercises @ 10 points
80 points
 Group Project
o Presentation
50 points
o Report
40 points
o Group evaluation
10 points
 Attendance & Participation
o Attendance
10 points
o Participation
10 points
TOTAL
400 points
3
90%+=A
80-89%=B
70-79%=C
60-69%=D
<60%=F
Classroom Conduct
If you have any need for accommodation due to disability, please notify me as early as possible,
but no later than the second class meeting.
It is the student’s responsibility to drop a course he or she does not plan to attend. Instructors
have no obligation to withdraw students who do not attend classes, and may choose not to do so.
All papers should be typed, double-spaced, Times New Roman and 12-point font with one inch
margins around the page. All pages should be numbered.
All class assignments must be posted in Drop box via Beach Board prior to the beginning of the
designated class. Once class has started, all other assignments will be considered late. Students
who miss class will be penalized. When any of the reasons stated in the University Catalog
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.
Students are expected to treat each other, the instructor, and guests with courtesy and respect;
please raise your hand and do not interrupt your colleague, lecturer, or guest speaker when s/he is
speaking.
Attendance Policy
Please see section on excused and unexcused absences; this class will follow the University
policy. CSULB policy on attendance (PS 01-01L
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/).
On-time attendance at the first class is mandatory. Attendance will be taken at the beginning of
each class, and occasionally at the end of class. No points will be given for missed classes,
unless it is an official excused absence. Excused absences will be granted only if written
evidence (e.g. a doctor's written notice, a letter for jury duty, or a copy of a funeral program) is
provided in a timely manner. (University Attendance Policy, PS 01-01, 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 Educational Code section 89320); 4) jury
duty or government obligation; 5) University sanctioned or approved activities.) Students
missing 6 or more classes will be advised to drop the class and retake it in a subsequent semester.
On-time attendance at each class is expected. Points may be deducted for tardiness, leaving
early, or disrespectful or disruptive behavior to other students or the instructor, e.g. talking while
other students or the instructor is speaking to the whole class. In rare cases, due to a documented
emergency or a "serious and compelling reason" (PS 02-12) a student may need to request an
authorized incomplete or withdrawal. In such a case University Policy will be strictly adhered to.
The full text of University Policy Statements may be seen at
http://www.csulb.edu/divisions/aa/catalog/20102011/academic_information/withdrawal_policy.html
A note on communicating with the instructor: Please sign your full name to any emails sent to
the instructor; instructor will not respond to anonymous or unsigned emails. The instructor may
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not be able to figure out who you are from your email address (cheesegirl45@yahoo.com;
blondcowboyinLA@gmail.com). Also, please allow from 24-36 hours to receive a response,
especially during the first month of the semester.
University policies
Statement of Accessibility and Accommodation
Students needing special consideration for class format and schedule due to religious observance or
military obligations must provide the instructor with written notice of those needs by the second week
of class.
Students who require additional time or other accommodation for assignments must secure
verification/assistance from the CSULB Disabled Student Services (DSS) office located at 270
Brotman Hall. The telephone number is (562) 985-5401.
Accommodation is a process in which the student, DSS, and instructor each play an important role.
Student contact DSS so that their eligibility and need for accommodation can be determined. DSS
identifies how much time is required for each exam. The student is responsible for discussing his/her
need with the instructor and for making appropriate arrangements. Students who are eligible to receive
accommodation should present an Accommodation Cover Letter and a DSS Student/Teacher
Agreement Form to the instructor as early in the semester as possible, but no later than a week before
the first test. (It takes one week to schedule taking an exam at the DSS office.) The instructor welcomes
the opportunity to implement the accommodations determined by DSS. Please ask the instructor if you
have any questions.
Cheating & Plagiarism
“Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were
one’s own, without giving credit to the source. Examples of plagiarism include, but are not limited to,
the following: the submission of a work, either in part or in whole, completed by another; failure to
give credit for ideas, statements, facts or conclusions [which] rightfully belong to another; in written
work, failure to use quotation marks when quoting directly from another, or close and lengthy
paraphrasing of another’s writing or programming.”
“Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain
academic credit for work by the use of any dishonest, deceptive or fraudulent means. Common
examples of cheating during an examination would include, but not be limited to the following:
copying, either in part or in wholes, from another test or examination; giving or receiving copies of an
exam without the permission of the instructor; using or displaying notes; “cheat sheets,” or other
information devices inappropriate to the prescribed test conditions; allowing someone other than the
officially enrolled student to represent the same.”
“Faculty choices for confirmed plagiarism include:
a. Review- no action; and/ or
b. An oral reprimand with emphasis on counseling toward prevention of further occurrences; and/
or
c. A requirement that the work be repeated; and/ or
d. Assignment of a score of zero (0) for the specific demonstration of competence, resulting in
the proportional reduction of final course grade; and/ or
e. Assignment of a failing grade; and/ or
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f. Referral to the Office of Judicial Affairs for possible probation, suspension, or expulsion.”
Cheating or plagiarism may result in a grade of F.
The University policy on Cheating and Plagiarism (PS 85-19) can be found at:
http://www.csulb.edu/divisions/aa/catalog/20102011/academic_information/cheating_plagiarism.html
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.
Allegations 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).
Classroom Expectations- All students of the California State University system must adhere to the
Student Conduct Code as stated in Section 41301 of the Title 5 of the California Code of
Regulations as well as all campus rules, regulations, codes, and policies. Students as emerging
professionals are expected to maintain courtesy, respect for difference, and respect for the rights of
others.
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 engage 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.
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.
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Class Schedule
(Subject to change)
Week
1
Date
Aug 25th
Aug 27
2
Sept 1st
Sept 3st
3
Sept 8th
4
Sept 10th
Sept 15th
Sept 17th
5
Sept 22nd
Sept 24nd
6
7
8
Sept 29th
Oct 1st
Oct 6th
Oct 8th
Oct 13th
Oct 15th
9
Oct 20th
Oct 22th
Topics/ Assignments
 Welcome and Introductions
 Review of the syllabus
**In class activity: group assignment
 Difference between Research and Evaluation
**In class activity: selecting research topic
 Ethics
Exercise #1: Human subjects protection certificate
 Determinants of health
Exercise #2: Developing a research question
 Theories & Model
**In class activity: locating scientific articles
 Elements of Research
Exercise #3 Journal articles/annotated bibliographies (3)
 Reliability and Validity
**In class activity: Locating Measures/Scales
 Survey’s
Exercise #4: Creating a survey
LAB DAY: Introduction to SPSS, Data Management
**In class activity: creating a data base
**In class activity: Informed consent
LAB DAY: Data Entry & Descriptive Statistics
**In class activity: group work
 Qualitative Data
**In class activity: data management
Exercise #5: Creating a database
LAB DAY: Basic Inferential Statistics: T-test, correlations
Ch. 4
Quiz 2 (2-3)
Ch. 7
Ch 5
Quiz 3 (Ch. 4, 7)
Ch. 8
Quiz 4 (Ch. 5, 8)
Ch. 6
Ch. 10
Ch.13
Ch. 11
11
Oct 29th
Nov 3rd
 Populations and Samples
Exercise #7: Research project (methods)
Exercise #8: Analysis of Data
 Reports and Presentations
12
Nov 5rd
Nov 10th
**In class activity: group work
 Inferential Statistics
Nov 12th
Nov 17th
Nov 19th
Nov 24th
Nov 26th
Dec 3rd
LAB DAY: Basic Inferential Statistics: ANOVA; regression
Group presentations
Group Presentations
Fall break – NO CLASSES
Fall break – NO CLASSES
 Final Review
15
Ch. 2
Quiz 1 (Ch. 1, syllabus)
Ch. 3
Ch. 9
Oct 27th
14
Ch. 1
 Data Tools
Exercise #6: Research project outline (Introduction)
**In class activity: Writing scientific methodology exercise
10
13
Readings
Quiz 5 (Ch. 9, SPSS)
7
Dec 10th
Final Exam 8:00am-10:00am
Project Report due
Bibliography:
Bausell, R. B. (1992) “Methodologists Corner: Sources of Evaluation Instruments.” Evaluation
and the Health Professions 15: 475-490.
Berkowitz, S. (1996) “Using Qualitative and Mixed-Method Approaches.” In R. Reviere, S.
Berkowitz, C.C. Carter, and C.G. Ferguseon (eds.), Needs Assessment: A Creative and Practical
Guide for Social Scientists. (Washington, D.C.: Taylor & Francis, 1996).
Boruch, R.F. Randomized Experiments for Planning and Evaluation: A Practical Guide.
(Thousand Oaks: Sage, 1997).
Campbell, D.T. and J. C. Stanley. Experimental and Quasi-experimental Designs for Research.
(Skokie, IL: Rand McNally, 1966).
Classic
Chelimsky, E. and W. R. Shadish (eds.) Evaluation for the 21st Century: A Handbook. (Thousand
Oaks, Sage, 1997).
Cohen, J. Statistical Power for the Behavioral Sciences. 2nd ed. (Hilllsdale, NJ: Lawrence
Erlbaum, 1988).
Cook, T. D. and D. T. Campbell. Quasi-experimentation: Design and Analysis Issues for Field
Settings. (Skokie: Rand McNally, 1979).
Classic
Cooper, H. and Hedges L. eds. The Handbook of Research Synthesis. (New York: Russell Sage
Foundation, 1994).
Cronbach, L.J. Designing Evaluations of Educational and Social Programs. (San Francisco:
Jossey-Bass, 1982).
Denzin, N.K. & Y.S. Lincoln eds. (1994) Handbook of Qualitative Research (Thousand Oaks,
CA: Sage).
Denzin, Norman K. The Research Act: A Theoretical Introduction to Sociological Methods. 3rd Ed.
(Englewood Cliffs, NJ: Prentice Hall, 1989).
Classic
Duneier, Mitchell. Sidewalk. (New York: Farrar, Straus and Giroux, 2001).
Gray, R. and C. Sinding. Standing Ovation: Performing Social Science Research about Cancer.
(Walnut Creek, CA: Alta Mira Press, 2002).
Hoff, T.J. & L.C. Witt (2000). Exploring the use of qualitative methods in published health
services and management research, Medical Care Research and Review, 57 (2): 139-160.
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Hunt, M. How Science Takes Stock: The Story of Meta-Analysis. (New York: Russell Sage
Foundation, 1997).
Jones, James. Bad Blood: The Tuskegee Syphilis Experiment (The Free Press, 1991).
Lincoln, Y.S. and E. G. Guba. Naturalistic Inquiry. (Beverly Hills, CA: Sage, 1985).
Morgan, David L. (1988). Focus Groups as Qualitative Research. Newbury Park, CA: Sage
Publications.
New York Times Correspondents. How Race Is Lived In America. First ed. (New York: Henry Holt,
2001).
Patton, M.Q. Qualitative Evaluation and Research Methods. 2nd ed. (Newbury Park: Sagem,
1990).
Shadish, W.R., T.D. Cook, and L.C. Leviton. Foundations of Program Evaluation: Theories of
Practice. (Newbury Park: Sage, 1991).
Weiss, C.H. Evaluation Research: Methods of Assessing Program Effectiveness. (Englewood
Cliffs: Prentice Hall, 1972).
Classic
Also see websites:
American Statistical Association
American Evaluation Association
Academy Health
International Institute for Qualitative Methodology
Sage Publications (press for methods)
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