HCA 465 - California State University, Long Beach

California State University, Long Beach
Health Care Administration Department
HCA 465 – Analysis and Evaluation
Fall 2013
Instructor: Grace Reynolds, D.P.A.
E-mail: Grace.Reynolds@csulb.edu
Class Number: 8420 Section: 3
Class Meets: Tuesday, 9:30-12:15
Office Hours: Thursdays, 1:45-3:45
Additional Contact Information:
HCA Dept. Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
Phone: 562-985-5885
Catalog Description
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.
Learning Objectives, Domain, and Competency Table
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 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.
 Assemble a spreadsheet in SPSS, conduct basic univariate, bivariate, and multivariate
analyses using secondary quantitative health-related data.
 Present a peer-reviewed journal article.
The CSULB HCA program is accredited by the Association of University Programs in Health
Administration (AUPHA) and this course represents the following domain and competencies for
AUPHA accreditation:
Learning Objective
Understand the ethics
issues involved in the
use of human subjects
in research.
Standards and codes
of ethics; Ethics
committee’s roles,
structure, and
Assessment Method
Online training module;
quiz on training module
materials (pass/fail);
knowledge and retention
of material also tested on
in class exam.
questions, hypotheses,
and proposal specific
analytic methods in
health management
Differentiate between
types of
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
Identify the steps of a
generic research
process, the tasks
involved in each, and
available data
collection and analysis
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
Business knowledge
and skills.
Outcomes measures
and management.
Quizzes and exams.
Business knowledge
and skills.
Data analysis,
Quizzes and exams.
understanding of,
and ability to explain
Business knowledge
and skills.
analysis strategies.
Quizzes and exams.
Business knowledge
and skills.
Data collection,
measurement and
analysis tools and
Oral presentation with
explanatory powerpoint/
lecture slides.
Business knowledge
and skills.
Basic statistical
Business knowledge
and skills.
Computer laboratory
exercises completed and
turned in; homework
exercises completed and
turned, such as charts,
graph exercises which
require students to graph
Computer laboratory
exercises completed and
turned in.
Text(s) and other course materials
 Handbook for Health Care Research by Robert L. Chatburn. ISBN: 0763778052
 SPSS Survival Manual -- ISBN-10: 0335242391
 BEACHBOARD is being set up and other reading will be posted for students
Assessment of student performance
There will be seven exercises, a short paper, three exams, and one final exam. Exercises will
be applying analytical concepts to data and the textbook readings.
Exam 1
Exam 2
Exam 3
Final Exam
On-line human subjects’ protection module
Setting up an SPSS spreadsheet
Charts & Graphs exercise
Statistics assignment
Analysis of secondary data I: Chi-Square
Analysis of secondary data II: T-Test/ANOVA
Analysis of secondary data III: Correlation and Regression
Write up of research article
Late Homework Policy
Late assignments are subject to a 2% deduction per weekday. All assignments should be
placed in the respective Dropbox in BeachBoard unless stated otherwise. Make sure assignments
are received by the posted due date. Make sure your name is on ALL assignments. Students
absent for the final exam must provide written third party documentation.
Grade Computation
Grades will be based upon a class distribution of total course points according to the following
grading scale:
90 - 100 percent
80 - 89 percent
70 - 79 percent
60 - 69 percent
59 percent or less
Attendance policy
On-time attendance at the first class is mandatory. 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.)
You are allowed to miss one lecture with no negative consequence to your attendance grade.
Additional missed lectures will result in loss of attendance points as follows: one additional
lecture 0.5% deduction, two additional lectures 1% deduction, three or more lectures 2.5%
deduction. It is your responsibility to obtain notes from a fellow student if you miss a class.
Student behavior during lectures
Making noise or causing distractions during lectures will not be permitted.
No eating during lectures. Drinks are OK.
Beepers and cell phones must be turned off during lectures.
Laptops, IPhones, and iPads are not allowed during exams.
Disabled students
Students with disabilities who need reasonable modifications, special assistance, or
accommodations should promptly direct their request to the instructor.
Withdrawal policy
1. Withdrawal Between the 3rd and 12th Weeks of a Semester – Withdrawals during this period
semester are permissible only for "serious and compelling reasons."
a) The definition of "serious and compelling reasons" as applied by faculty and
administrators becomes narrower as the semester progresses.
b) Please be advised that doing poorly in a class does not constitute a serious or compelling
reason. The "W" is not intended to be used as a mechanism to escape being awarded the
grade that a student has been earning. Thus, the instructor and Department Chair will
generally not authorize a withdrawal from this course unless the student seeking to
withdraw (a) has been regularly attending classes; (b) has been performing at the level of
a "C" or higher in the course; and (c) has a serious and compelling reason for seeking
c) To withdrawal during this period you will need both the signature of the course instructor
and the signature of the Department Chairperson. Please note that the Department Chair
may apply more stringent criteria than your instructor for assessing whether your reasons
for seeking to withdraw are "serious and compelling."
2. Withdrawal During the Final 3 Weeks of a Semester – Withdrawals after the 12th week of
instruction are not granted absent the most serious and compelling of reasons, such as the
documented death of an immediate (not extended) family member; a documented, serious
medical condition that requires withdrawal from all courses; a call from reserve to active
military service; etc. The procedures for withdrawal during this period are the same as in
above, but also require the approval and signature of the Dean or Associate Dean of the
College of Health and Human Services. Moreover, the Office of the Provost will review all
such requests before they are formally approved.
Campus Behavior
1. “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 20102011, p. 743).
2. 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.
3. 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
1. “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
2. “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 or devices inappropriate to the prescribed test
conditions; allowing someone other than the officially enrolled student to represent the
3. “Faculty choices for confirmed plagiarism include;
1. Review- no action; and/or
2. An oral reprimand with emphasis on counseling toward prevention of further
occurrences; and/or
3. A requirement that the work be repeated; and/or
4. Assignment of a score of zero (0) for the specific demonstration of competence,
resulting in the proportional reduction of final course grade; and /or
5. Assignment of a failing final grade; and/or
6. Referral to the office of Judicial Affairs for possible probation, suspension, or
Please note – this is tentative and is subject to change!
Review of syllabus
Lecture 1: Why Study Research?
Lecture 2: Health Outcomes Research
Lecture 3: Generic Health Outcomes Research
Lecture 4: Conditional-Specific Health Outcomes Research
Lecture 5: Ethics and Research – The Belmont Report
Lecture 6: Ethics and Research – Research Compliance
Lecture 7: The Scientific Method
Lecture 8: Developing the Study Idea
Lecture 9: Designing the Experiment
Exam #1
Lecture 10: Reviewing the Literature
Lab day in ET-109
Lecture 11: Steps to Implementation
Lecture 12: Methods for Collecting Health Outcomes and Related Data
Exam #2
Lecture 13: Basic Statistical Concepts
Lab day in ET-109
Lecture 14: Statistical Methods for Nominal Measures
Chi-Square Test
Lab day in ET-109
Lecture 15: Statistical Methods for Contiguous Measures
Lab day in CBA-237B
No Tuesdays classes per Academic Calendar
Lecture 16: Statistical Methods for Contiguous Measures
Correlation and Regression
Lab day in CBA-237B
Lecture 17: The Presentation
Exam #3
August 27
September 3
September 10
September 17
September 24
October 1
October 8
October 15
October 22
October 29
November 5
November 12
November 19
November 26
December 3
December 10
Lecture 18: Course Review for Final Exam
December 17
Final Exam
Bausell, RB (1992). “Methodologists Corner: Sources of Evaluation Instruments.” Evaluation
and the Health Professions 15: 475-490
Boruch, RF. Randomized Experiments for Planning and Evaluation: A Practice Guide.
(Thousand Oaks: Sage, 1997)
Chatburn, R. Handbook for Health Care Research. 2nd ed. (Jones and Bartlett Publishers:
Sudbury, MA, 2011).
Chelimsky, E and WR Shadish (eds) Evaluation for the 21st Century: A handbook. (Thousand
Oaks: Sage, 1997)
Cohen, J. Statistical Power for the Behavioral Sciences. 2nd ed. (Hillsdale, NJ: Lawrence
Erlbaum, 1988).
Cooper, H and Hedges L, eds. The Handbook of Research Synthesis. (New York: Russell Sage
Foundation, 1994).
Denzin, NK & YS Lincoln eds. (1994) Handbook of Qualitative Research (Thousand Oaks,
Duneier Mitchell. Sidewalk. (New York: Farrar, Straus and Giroux, 2001).
Earl Babbie. The Practice of Social Research. Florence, KY : Cengage Learning, 2010.
Friis, Robert. Epidemiology for Public Health Practice. 4th edition. Sudbury, MA: Jones &
Bartlett Learning, 2008.
Hoff, TJ & LC Witt (2000). Exploring the use of qualitative methods in published health services
and management research, Medical Care Research and Review, 57 (2): 139-160.
Jones, James. Bad Blood. The Tuskegee Syphilis Experiment (The Free Press, 1991).
Julius Sim & Chris Wright. Research in Health Care: Concepts Designs, and Methods.
Cheltenham, UK: Nelson Thornes Ltd, 2000.
Also see websites:
American Statistical Association
American Evaluation Association
Academy Health
International Institute for Qualitative Methodology
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