CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
HEALTH CARE ADMINISTRATION PROGRAM
Course Syllabus: HCA 465 – Analysis and Evaluation
Fall 2010
Instructor:
Grace L Reynolds, D.P.A.
Telephone:
562-985-5885
Fax:
562/983-1421
E-mail:greynol2@csulb.edu
0ffice:
Tues/Thurs. 2:00-3:15
Location:
HHS1-100
Office Hours: Thurs. 3:305:30 p.m.
ETC 101
Additional Departmental Contact: Deby McGill, dmcgill@csulb.edu
Telephone: 562-985-5694; fax: 562-985-5886
Course Description: Prerequisite or Co-requisite: HCA 202 or 402 and Prerequisite: PSY 110
or SOC 250 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.
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:
Learning Objective
Domain
Competency
Understand the ethics
issues involved in the
use of human subjects
Professionalism
Professional
standards and
codes of ethics;
Assessment
Method
On-line training
module; quiz on
training module
in research
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
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
Ethics
committee’s
roles, structure
and functions
materials
(pass/fail);
knowledge and
retention of
material also
tested on in-class
exam
Quizzes and tests
Business
Knowledge and
Skills
Outcomes
measures and
management
Business
Knowledge and
Skills
Data analysis,
Quizzes and tests
including
manipulation,
understanding of,
and ability to
explain data
Business
Knowledge and
Skills
Business
Knowledge and
Skills
Comparative
analysis
strategies
Data collection,
measurement and
analysis tools
and techniques
Quizzes and tests
Business
Knowledge and
Skills
Basis statistical
analysis
Computer
laboratory
exercises
completed and
turned in;
homework
exercises
completed and
Oral presentation
with explanatory
powerpoint/lecture
slides
Assemble a
spreadsheet in SPSS,
conduct basic
univariate and
bivariate analyses, and
write a brief report
illustrating findings
Business
Knowledge and
Skills
Application
software
turned in
Computer
laboratory
exercises
completed and
turned in
Required Reading Materials:
 Saks and Allsop, Researching Health: Qualitative, Quantitative, and Mixed
Methods, 2007, Sage Publications, Inc.
 SPSS Survival Manual -- OPTIONAL
 BEACHBOARD is being set up and other reading will be posted for students
Student Assignments and Grading:
Tests: There will be two tests each worth 50 points ( for a total of 100 points) and one final exam
worth a total of 100 points. There will also be five quizzes on reading assignments and in-class
videos, each worth 10 points (for a total of 50 points).
Test #1 = 50 points
Test #1 = 50 points
Quiz #1 = 10 points
Quiz #2 = 10 points
Quiz #3 = 10 points
Quiz #4 = 10 points
Quiz #5 = 10 points
Final Exam = 100 points
Exercises: There will be seven exercises applying analytical concepts to data and the textbook
readings. These include:








Setting up an SPSS spreadsheet with 25 surveys (10 pts).
Individual presentation of research article (15 pts)
Statistics homework assignment (10 pts).
Charts & Graphs exercise –completed on-line (10 pts)
Analysis of secondary data Assignment I (10 pts)
Analysis of secondary data Assignment II (10 pts)
Human subjects’ protection module –completed on-line (10 pts)
Attendance (each day the class meets is worth 1 point up to 25 points)
Late Homework Policy. No late homework assignments will be accepted. You may fax or email 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.
Attendance is required. 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/).
Attendance 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/~senate/Policies/pstable.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.
Students with disabilities Students with disabilities who need reasonable modifications, special assistance, or
accommodations should promptly direct their request to the instructor.
Grade Computation:
The midterms, exercises, attendance and final exam will be used to compute your final grade,
which will be distributed as follows:
90+=A
80-89=B
70-79=C
60-69=D
<60=F
PLEASE TURN OFF YOUR CELL PHONE, PAGER, ALARM OR ANY
OTHER DEVICE WHICH WILL DISTURB THE FLOW OF THE CLASS.
TEXT MESSAGING DURING MID TERMS AND THE FINAL EXAM
WILL RESULT IN YOUR EXAM BEING VOIDED DUE TO
PRESUMPTION OF CHEATING AND YOU WILL RECEIVE A GRADE
OF F FOR THAT MIDTERM/EXAM.
CHEATING AND PLAGIARISM
Cheating or plagiarism may result in a grade of F. The University policy on Cheating and Plagiarism (PS 8519) can be found at: www.csulb.edu/divisions/aa/catalog/20092010/academic_information/cheating_plagiarism.html
Assignments: Please note—this is proposed and is subject to change, especially computer lab
dates
1.
August 31
Welcome and Introductions
Review of the course syllabus, grading and assignments; textbook
2.
September 2
Chapters 1 & 2 in textbook: Introduction, The context for research health and Competing
Paradigms and Health Research
Introduction to Inquiry slides
3.
September 7
Chapter 3: Doing a Literature Review in Health
Chapter 4: Using Documents in Health
Go over individual presentation assignment—sign up for days/times
4.
September 9
Chapter 5: Unstructured Interviews and Health Research
Chapter 7: The Use of Focus Groups in Research into Health
5.
September 14
Chapter 6: Participant Observation in Health Research
6.
September 16
Class does not meet—Library day to find research article for individual presentation
7.
September 21
Video: Typhoid Mary
8.
September 23
Chapter 8: Action Research and Health
9.
September 28
LAB DAY – ET 109
10.
September 30
Test #1 on chapters 1-8
11.
October 5
Statistics Review
12.
October 7
Statistics Review—statistics homework assignment handed out
13.
October 12
LAB Day
14.
October 14
LAB Day
15.
October 19
Chapter 10 Quantitative Methods in Health Research
Statistics homework assignment due by 11:59 p.m.
16.
October 21
Chapter 11: Statistical Methods for Health Data Analysis
17.
October 26
On-line human subjects’ protection training module—class does not meet
18.
October 28
Chapters 12: Randomized Controlled Trials
Chapter 13: Experimental Methods in Health Research
19.
November 2
Video: Lobotomist
20.
November 4
Chapter 15: Governance and Ethics in Health Research
21.
November 9
On-line assignment—Class does not meet—charts and graphs assignment
22.
November 11
No Class—Veterans’ Day Holiday
23.
November 16
Chapter 18: Researching the Health of Ethnic Minority Groups
Chapter 17: Researching Orthodox and Complementary and Alternative Medicine
24.
November 18
Individual presentations to be video taped
25.
November 23
Individual presentations to be video taped
26.
November 25
NO CLASS—Thanksgiving Holiday
27.
November 30
Individual presentation to be videotaped
28.
December 2
LAB DAY SPA 205
29.
December 7
LAB DAY SPA 205
30.
December 9
Individual presentations to be video taped and review for final exam
Final Exam December 13—December 18
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).
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)
STUDENT INFORMATION SHEET
HCA 465-Fall 2010
Name___________________________________________________________
Name you prefer to use____________________________________________
Address_________________________________________________________
________________________________________________________________
Phone(s):________________________________________________________
Best time/place to reach you:_______________________________________
Fax:_________________________________________________________
E-mail address:__________________________________________________
How often do you check your e-mail: ________________________________
Please describe briefly:
a.
Your educational background and work experience:
b.
Short-term education and career goals:
c.
Long-term education and career goals:
d.
Languages you speak and write: