COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Department of Health Care Administration
HCA 465 – Analysis and Evaluation
Spring 2016
General Information
Instructor: Elizabeth Barnett, MSW, PhD
E-mail: elizabeth.barnett@csulb.ed
Office: Part-time Office SPA -006
Office Hours: Mon 11-12pm and by
appointment
Class Number: 10711 (section 6)
Class Meets: Mon/Wed 12:30 – 1:45pm
Classroom: SPA 005
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
2
Student Assignments and Grading:
Credit/No Credit Assignments: All assignments and associated feedback interpretations must be completed in
order to be eligible to earn an A in this class.
1. Complete Protecting Human Subjects Training. Submit certificate.
http://www.hrsa.gov/publichealth/clinical/humansubjects/
2. Introduction
3. Review of the literature
a. Literature Review Tables
b. Basic Science
c. Interventions
4. Data Analysis Results
a. Descriptive Table
b. Data Analysis Results
5. Justification for further study and intervention
6. Qualitative Study
7. Proposed intervention
8. Implementation Plan and Gantt Chart
1/25
2/8
2/10
2/17
2/24
3/2
3/23
3/23
4/13
4/27
4/27
Final Proposal: (100 points) The final proposal will be a compilation of all of the sections developed in the
assignments.
5/11.
Final Presentation: (100 points) 15 to 20 minute presentations will be graded using a 48 point rurbric.
Presentations will occur during the last 2 class sessions. Any remaining presentations will be made during the
final exam session. There is no final exam in this class.
Final grade = average classmate rating + professors rating + 4points.
5/2 and 5/4
Weekly Quizzes (100 points) - There will be 12 quizzes (one for each chapter we are reading) each worth 10 pts.
The two lowest grades will be dropped. We will not be reading Chapter 12.
Attendance & Participation: Attendance is required and participation will be noted.
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:
 Assignments and Feedback Interpretation
 Quizzes
100 points
 Final Proposal
100 points
 Presentation
100 points
 90%+ =A
80-89%=B
70-79%=C
Credit/No Credit. Must submit all in order to earn an A
60-69%=D
<60%=F
3
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 0101, 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 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
4
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
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/2010-2011/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
5
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.
6
Class Schedule
(Subject to change)
Week
Day
Date
1
Wed
1/20
2
Mon
1/25
Wed
1/27
Mon
2/1
Wed
2/3
Mon
2/8
Wed
2/10
Mon
2/15
Wed
2/17
Correlation
Mon
2/22
Chi-square
Wed
2/24
T-Test
Mon
2/29
ANOVA
Wed
3/2
Mon
3/7
Wed
3/9
Mon
3/14
Wed
3/16
Mon
3/21
Wed
3/23
Mon
3/28
Wed
3/30
Mon
4/4
Wed
4/6
Mon
4/11
Wed
4/13
Mon
4/18
Wed
4/20
Quiz
Mon
4/25
TBD
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Reading
Topic
Assignment Due
Class Overview - Groups and Topics
CH1,2
Purpose; Ethics Quiz
Human Subject Protection
Introduction to SPSS;
Ch3
Determinants of Health Quiz
Literature Searches and Literature
Reviews – Reading Scientific Literature
Ch9
Data Tools Quiz
Introduction
Descriptive Statistics
Literature Review Tables
Ch11
Inferential statistics Quiz
CH10
Populations & Samples Quiz
Basic Science Literature Review
Intervention Literature Review
Descriptive Table Due
Lab Work
Ch5
Reliability and Validity Quiz
Finding Scales/Developing Surveys
Ch7
Elements of Research Quiz
Lab Work
Ch8
Surveys Quiz
Ch6
Qualitative Methods
Data Analysis Results
Qualitative Methods Quiz
Ch4
Theories and Models
Theories and Models Quiz
Ch13
Propose Qualitative Study with
measurement tools
Reports and presentations
Wed
4/27
TBD
Proposed Theory based Intervention
and Evaluation, Implementation Plan
and Gantt Chart
Mon
5/2
Presentations
Presentations
Wed
5/4
Presentations
Presentations
Mon
5/9
Wed
5/11
NO CLASS
Final Proposal Due
NO CLASS
Final Proposal Due
7
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.
Hunt, M. How Science Takes Stock: The Story of Meta-Analysis. (New York: Russell Sage
Foundation, 1997).
8
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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