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CALIFORNIA STATE UNIVERSITY, LONG BEACH COLLEGE OF HEALTH AND HUMAN SERVICES

HEALTH CARE ADMINISTRATION DEPARTMENT

HCA 580 Internship in Health Care Administration Spring 2019

Instructor: Cindy Gotz, DHSc., MPH Email: cindy.gotz@csulb.edu Telephone: 562-400-4849 Office Location: HCA (HHS2-110) Office Hours: Thursdays 6-7 PM Or by appointment

Class Number: HCA 580, 9716 Sec 01 Class Time: Thursdays, 7 PM – 9:45 PM (only selected Thursdays, see on the schedule below) Classroom: SPA- Additional Contact Information: HCA Program Administrative Coordinator: Deby McGill, deby.mcgill@csulb.edu Tel. 562/985-5694; fax 562/985-5886

Catalog Description

Prerequisites: HCA 502, 505, 510, 515, 524, 530, 535. Minimum 120 hours of structured work experience in a health care organization, under direct supervision of a preceptor-employee. Graduate students study and report on institution’s

organizational structure, philosophy, problems and personnel. Letter grade only (A-F). Placement Site: Students may arrange for their own healthcare related site internship experience or the instructor will try to help them find a site; a site list is posted on Beach Board under the instructor’s course content. You will also receive coaching in resume and cover letter preparation, developing a career focus, conveying skills, networking, interviewing skills, professional dress and internship e-portfolio development. All internship placement sites must have a current affiliation agreement with CSULB. Additional Students’ Requirements: Students must have a CSULB e-mail address and Internet access to open BeachBoard. Required Textbook: 101 Careers in Healthcare Management (second edition) by Leonard H. Friedman and Anthony R. Cover published by Springer Publishing Co., copyright 2017 ISBN #978-0826166623. Course text is on reserve in the CSULB library under the instructor’s name and course.

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Learning Objectives, Domain and Competency Table

HCA 580 provides an integrative learning experience, which combines knowledge gained from the Program curriculum into an experiential field experience. The internship allows the student to apply classroom learning in a professional environment while supported by a close mentoring relationship with a preceptor who evaluates student performance.

Learning Objective Domain

Competency Activity (A1), Assignment (A2) or Assessment (A3)

Provide on-the-job training and exposure to health care management activities

5A General business skills and management

Site specific on the job activities (A1), Defined in Preceptor’s Learning Agreement (A2), Monthly progress report (A3).

Assist the organization to accomplish a defined task or project

3C Contributions to the Community (organization) and Profession

Site specific on the job activities (A1), Defined in Learning Agreement (A2), Monthly progress report (A3).

Produce a report or other material demonstrating the student’s research, analytical and writing abilities.

3A,1B, (2D, 4A-D,5B-H, possible, site dependent.)

Personal and Professional Accountability Communication

E-portfolio (A1,2,3)

Career Focus presentation (A1, A2)

Promote the student’s personal and career development through interaction with the preceptor and members of the organization providing the student the opportunity to utilize professional ethics such as honesty, integrity and accountability.

1A, 1B, 3A 3B

Personal and Professional Accountability Professional Development & Lifelong learning

In class exercises (A1), workshops and professional development events (A1), required attendance (A2), elevator speech (A2), reflections sheets (A3), Preceptor evaluation (A3), Interview Healthcare Executive (A2)

Promote student’s organizational awareness and professionalism while enhancing self confidence in their knowledge, skills and abilities.

5A, 1A, 3A Knowledge of the Healthcare Environment, Professionalism, Communication and relationship management

Organization report and presentation (A2) Healthcare Executive Interview presentation (A2)

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Course Requirements, Procedures, and Descriptions

A. Obtaining the Internship Site

To pass the course, students must accumulate at least 120 hours internship experience at a health care internship site that is approved in advance by the instructor. The student has three basic options to obtain a site acceptance. 1. To find a site on your own and then get your instructor’s approval once offered a

position. This can be done months in advance using job boards, LinkedIn, other social media and by networking with friends, relatives, HCCAN alumni group, visits to HR offices at health care organizations, job fairs, local medical professional association events and with classmates.

2. To apply directly to internship advertised by the department. A few flyers from organizations are sent to the HCA department, and they are then sent to HCA 480 /580 students. Also, the Career Development Center posts internships that students can directly apply to those sites. We call those OPEN SITES and often you can apply at any time but can only start the actual internship site work the first week of classes in which you are enrolled for credit.

3. To participate in the HCA Site MATCH process (see HCA Site Matching module posted on Beachboard).

Note: All sites must have a CSULB Risk Management Office approved Affiliation Agreement. If the site does not have a current affiliation agreement that covers the entire new semester, you can ask your instructor for help to renew or initiate a new agreement. The approved affiliation agreement provides needed Liability Insurance.

B. Classroom Attendance. Conduct and Behavior 1. Attendance- Each student is required to attend each class meeting, be on time, fully

participate in the entire class meeting in order to receive credit and not to leave early. For those missing all or portions of class meetings, they must meet with classmates to obtain updates on material missed. Students with excused absences per university policy, should contact the professor to receive a make-up assignment. All make up assignments are due prior to class # 8 for credit.

2. Participation- Active and constructive participation in classroom sessions, greatly contributes to the learning experience and skills development for all class members. Students need to actively participate, provide meaningful discussion to receive grade point credit, and to also enhance their learning process. Includes active engagement with guest speakers (asking questions).

3. Session-The course content section will have posted a class agenda for each session, along with several lectures, articles, and assignments that cover the topics for the session. These must be reviewed and understood in advance of the class meeting. Providing significant and meaningful discussion, in-depth reflections on the topics being discussed, and well as bringing in and presenting journal articles, research citations, newspaper articles related to the topics under discussion are greatly appreciated.

4. In-Class Exercises - These are small group exercises held during class meetings. They will focus on enhancing certain skills development needed to effectively job search. They also can be a homework assignment turned in and involve further group discussion in class to further polish the skills being taught. (incorporated with participation grade)

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5. On-line Exercises – dates we do not have class meetings there will be reading and on-line exercises to complete (incorporated with participation grade).

6. Rules - All cell phones and other electronic devices must be turned off and hidden from view. The only exceptions are for note taking, review of BB course content, posted lectures and attachments related to the classroom lecture. Checking personal e-mail, texting, etc. is prohibited during class. Students should address the instructor as Professor or Doctor. Students are expected to wear neat, undamaged, clean clothing. Business casual is strongly recommended for each class meeting and at your internship site. Overly revealing clothing should be avoided.

7. Checking BB and email- Students are responsible for checking the course on BB several times during the week for update memos from the instructor and checking the grade box to make sure credit is received for all course materials submitted in the drop box on time, in the appropriately titled drop box. If you submitted an item and a grade does not appear within 14 days, please resubmit it to the same drop box. Occasionally, there are technical problems with submissions.

8. Document Submission-Please send documents with Windows-friendly format (Word or PDF file, NOT a JPG or picture file) and appropriately labelled (Your name and assignment name). All written assignments must be sent to the designated drop box. For video documents submitted, please ensure each individual document has permission for the instructor to open.

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Assignments and Grade Point Allocations

Assignment Max Points (%) Due Date, Thursday @ 11:59 PM

Student Contact Info 5 (2%) Jan. 24 Preceptor Info & Learning Agreement

10 (2.5%) First day starting work at site but NLT Apr. 11

Cover Letter & Resume* - Draft (in class) - Updated (Final)

15 (6%) Jan. 24 Feb. 21

Career Focus Oral Presentation* 15 (6%) Mar. 7

Healthcare Executive Interview Results (Director or above) – Oral presentation*

15 (2.5%) Apr. 11

Final: Organization Oral Presentation*

25 (10%) May 16

E-Portfolio + COS Video Presentation*

25 (10%) Presentations May 2 Submit to dropbox NLT May 1

Student Site Satisfaction Report & Feedback

5 (2%) NLT May 16

Telephone Conference Call 10 (2.5%) NLT May 1

Preceptor Evaluation 20 (8%) NLT May 16

Attendance & Participation (online & in class)

35 (14%) On-going

Monthly Progress Report 3 @ 15

45 (18%) #1 – Mar. 28 (covers Jan-March 15) #2 – April 25 (covers March 16-Apr 15) #3 – May 16 (covers Apr 16 to May 15)

Professional Meeting Attendance 10 (2.5%) NLT May 16

Total 250 (100%)

Note: *Description of these assignments are posted on BB. Grades are usually entered within a week after the due dates. Grades for attendance participation, and bonus points will be entered in the grade file at the end of the course. If you have no grade entered, or a grade of zero after two weeks beyond the due date, and you had submitted the assignment on time, let the instructor know by e-mail. Assignment Descriptions & Course Forms In most assignments use templates (course forms) listed below. They are all posted on BB. They should be downloaded and submitted as instructed. 1. Student Contact Info - Submit on OR prior the first day of the class. 2. Preceptor Information & Learning Agreement – Type in the student inputs before giving to your

preceptor. Please don’t rush filling out this form but reflect on what skills you have that you

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want to further develop, and the type work you would like to perform. List your software skills and other skills such as process improvement projects, medical coding and other skills you have. This form will be the basic starting point of discussion with your new preceptor. Then meet with your preceptor and review what you would like to do. Try during this meeting to get a list of assigned duties, projects to complete, projected hours to work each week and departments that you will rotate in. This needs to be recorded on the agreement form. You need to have a clear understanding of what your preceptor expects of you and what you will become involved in. This should include some meaningful projects. Submit this jointly signed form to the instructor’s drop box during the first week you have started your internship. In your first meeting with your preceptor, also include the Objectives and Expectations form, Monthly Progress Report form, and Preceptor’s End of Semester Evaluation form.

3. Monthly Progress Report (MPR) – Typed- This needs to be filled out and sent in on time, even if you don’t have an acceptance at a site. Describe the efforts you are making to get an acceptance at a site (MPR#1 only). It is suggested you review the grading rubric MPRs, particularly the meaningful discussion and depth of reflection needed to earn at least a grade of C. Also, the report should include the number of hours worked during the period of the report, and the cumulative hours worked as of the date of the MPR. The preceptor needs to sign off, verifying the number of hours worked. You need to schedule with your preceptor in advance to sign your reports. Remember, people have meetings, go on vacations and take sick days. Schedule these times in advance. Your last monthly progress report submission must clearly indicate the cumulative hours you have worked (must be at least 120 or more hours) and have your preceptor’s signature to verify the total hours completed. If this is missing, you will have to submit a separate verification form on hours, signed by your preceptor.

4. Preceptor’s Evaluation – Provide a blank copy of this 2-page form to your preceptor. Student should only fill in section I. Preceptor should complete both sides of the evaluation form, sign it and review it with the student. Student should sign acknowledging receiving a copy, scan and submit to BeachBoard NLT class meeting #9. Note once a student has completed 120 hours, this form can be processed and submitted and not wait until the end of the semester. Note the only exception is for a student requesting an incomplete grade.

5. Student Site Satisfaction form – This form will help identify internship sites that remain as very effective internship sites for learning. Also identify sites that are no longer recommended for HCA interns, and the reasons why. Identify if a particular site requires that certain languages be spoken, or if a working knowledge of certain software programs will be needed, and other specific skills the student will need in order to function effectively in the duties that will be assigned. All this will become helpful for future internship students as they begin searching for an acceptable site. Send to instructor’s drop box NLT class #9.

6. Professional Association Meeting Attendance – Students will be required to attend at least one Health Care Professional association in-person meeting, attendance verification and reflection assignment will document this activity and lessons learned. On campus student organizations, internship site meetings and online events do not qualify. Goal of the assignment is to build your professional network and practice the art of networking.

7. Preceptor phone call – once you have completed approximately 60 hours at your internship, schedule a phone call for you, me and your preceptor to be in contact about your progress. Provide three days and times via email to the professor NLT 4/15, include contact information for you and your preceptor.

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8. On-line Exercises – dates we do not have class meetings there will be reading and on-line

exercises to complete (incorporated with participation grade). a) Beachboard Scavenger Hunt (due by first class meeting) b) Health Care Knowledge quiz (due Feb. 14) c) HIPAA Review lecture and post-test (due Feb 28) d) Using Lynda.com through CSULB Single-Sign-on, select from one of the following Excel

knowledge courses, based on your Excel level, Excel Essential Training for Office 365, Creating a Basic Dashboard, Excel 2016: Charts in Depth, Excel 2016: Pivot Tables in Depth and submit the course completion certificate to Dropbox (due NLT Apr. 25)

9. Incomplete Grade. - If for circumstances that are beyond the student’s control, they cannot

complete the internship during the semester for which they have registered, a grade of incomplete can be requested, if a minimum of 60 internship hours have been accumulated. This will be converted to a letter grade as soon as the 120 hours are accumulated, and written assignment paperwork is accomplished. If at least 60 hours are not completed, the student should drop the course before the CSULB deadline and re-enroll the following semester. Students requesting an incomplete must complete all the course assignments before the end of the last class meeting. The only exceptions are the preceptor’s end of semester evaluation, along with the preceptor’s verification signature of total hours accumulated. This should be completed once the 120 hours are completed and the instructor sent an e-mail stating the 120 hours and last course work are completed, and requesting your incomplete grade be converted to a letter grade. Note that once the formal class is completed, items in the course content section cannot be accessed by the student. Therefore, the student planning on requesting an incomplete should print out or retain an electronic copy (before the last class meeting) of the preceptor’s end of semester evaluation, and verification of hours forms to have them available to use once the 120 hours are accumulated.

Course Grading & Grading Policy A= 225 - 250 points = Exceptionally OUTSTANDING work, includes a great deal of depth of reflection on the topics under discussion, use of research citations and or other significant contributions, is far beyond basic requirements, far exceeds standards on rubrics as posted in the BB course content section. B= 200 – 224.9 points = SUPERIOR work, far exceeds standards listed below, includes a great deal of discussion on assigned topics, includes several in depth reflections, far exceeds minimum word count with meaningful contributions and discussion beyond the basic instructions. C= 175 – 199.9 points = GOOD work, covers all the items in the assignment, polished, easily understood, contains no syntax, spelling, punctuation or grammatical errors. Follows all the instructions, meets the minimum suggested meaningful word count. D= 150 – 174.9 points = Below acceptable work, fails to cover all assigned topics, contains grammatical, syntax, spelling, punctuation errors, all instructions are not followed, does not meet minimum suggested word count with meaningful discussions, work does not meet stated requirements.

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F= < 150 points = Unacceptable work, assignment not submitted, or submitted past the not later than due date without instructor being notified at least a day in advance of the due date, with an acceptable excuse as defined by CSULB policy, or work is far below minimum requirements. Grading Policy

A. The grading of each assignment will be dependent on the depth of reflection and meaningful discussion provided. This will also include following instructions and directions, clarity in the presentation of ideas, grammar, spelling, syntax, reference to discussions in the classroom, outside research citations provided, and interviews conducted. A word count (i.e. WC 582) needs to be listed after the last sentence of each assignment document submitted. The student’s name and course HCA 580 with section number should be placed on the first page of each submission. Grading rubrics will be posted in the course content section on BB. Students should familiarize themselves with these grading rubrics and sample student reports posted.

B. Assignment due dates – All assignments are due on or before due dates. There will be no credit (grade of zero) given for late submissions. All assignments must be submitted to the designated drop box and correctly labelled. In your future professional positions, employers will not tolerate missed assignment dates. This will damage your career. Now is the time to improve your time management skills. If you have a justifiable emergency, let the instructor know in advance of the due date of the emergency situation. This policy has been adopted by all the HCA Internship instructors.

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Class Meeting Schedule

Class # Date

Topic Activities & Assignments

#1 Jan. 24

Review Course Syllabus Obtaining acceptance at an internship site Rules of Conduct in class and at Internships site Resume Review Importance of Cover Letters ePortfolio & career statement video overview HCA Competency Model & Quiz Skill development – Excel – Lynda.com (online assignment explanation) Note: Please review all the items posted in course content for each class session in advance of each class meeting.

-Review course syllabus, course forms, rubrics, course content -Review rules of conduct in class and at internship -Lecture on Resume & Cover Letter -Check & report site placement Bring to class:

• Bring formal first draft cover letters and resumes (Bring two copies of each to class for in class exercise)

• Syllabus signature page Submit to Dropbox prior to first class meeting:

• Beachboard Scavenger Hunt

• Student Information Sheet

#2 Jan. 31

Hook, Line, Sinker - Networking 2.0 Workshop

- Developing your professional image/message

- Networking - Creating an effective introduction - Crafting a professional Linked-in profile - Connections/Healthy Handshake

Role of Healthcare Manager

- Personality Assessment – apply to role of HCM (pg 5 & 6 of text)

-Read Ch. 1 & 2 prior to class -Practice elevator speeches -Practice Networking Q+A’s In class exercise: Networking worksheet & Crafting introduction -HIPAA Pre-test

#3 Feb. 7

Professionalism at Workplace:

• Professional Dress

• Business Phone Etiquette Guest Speaker

-Read Ch. 5 prior to class -Bring guest speaker reflection form

#4 Feb. 21

Transferable Skills discussion The professional interview, research, preparation, and delivery Interview Q & A

- Mock Interview activity - Observational Assessment

- WEAR PROFESSIONAL DRESS (as if you are going to a real professional job interview) -Identifying job related keywords, skills, how to prepare for interviewing, resume preparation Bring 5 interview questions, job description and resume.

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Note: Scheduled Items and due dates are subject to change depending on class size, guest speaker availability, and other factors. Guest speakers are proposed, not confirmed.

#5 Mar. 7

Negotiating your salary Career Focus Oral Presentation

-In class exercises on salary negotiation -Students individual presentations in class for career focus reports

#6 Mar. 28

Internship sharing – answer questions on BeachBoard and be prepared to share in class, (must be typed). Guest Speaker

-Bring guest speaker reflection form -Experiential Report - bring typed answers to internship sharing (turn-in at class meeting)

#7 Apr. 11

Finding jobs in Healthcare Management - Preparing for the job search - Using Linked-In as a job search tool - Strategic Job Search and Acquisition

Discuss: How to leave a job HCA Professional Interview oral presentation

-Read Chapter 4 prior to class -Students individual presentations in class for results of HCA Professional Interview

#8 May 2

Leadership & Healthcare Management Life-long learning

- healthcare in the news, - staying on top of trends and policy

changes

ePortfolio Presentations (experiential portfolio)

-Read chapter 21 prior to class -students individual E-Portfolio, and COS video presentations

#9 May 16

- FINAL: Organization Oral Presentations -Students present individual organization research results DUE NLT May 16 -Preceptor End of Semester Evaluation of student performance (reflective modeling) -Final Monthly Progress Report #3 -Signed documentation by preceptor that 120 hours or more have been completed. Can be done on MPR #3 if annotated and signed by preceptor -Request for Incomplete Grade form, if applicable -Professional Meeting reflection

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Withdrawal policy. Per university policy; see: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after the 2nd week and before final 3 weeks is permissible “for serious and compelling reasons;” the

instructor will evaluate student withdrawal requests on a case by case basis. Statement of Accessibility 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 with a disability or medical restriction who are requesting a classroom accommodation should contact the Disabled Student Services at 562-985-5401 or visit Brotman Hall, Suite 270 during 8AM-5PM weekday hours. Disabled Student Services will work with the student to identify a reasonable accommodation in partnership with appropriate academic offices and medical providers. We encourage students to reach out to DSS as soon as possible. It is responsibility of the disabled student to notify the instructor of record in advance of their need for accommodation of a disability that has been verified by the University. Cheating and Plagiarism. Please be aware of and ensure that your behavior conforms to University Policy. See: http://www.csulb.edu/divisions/aa/curriculum_handbook/catalog/05-06/documents/regs.pdf. 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 it is discovered that you have submitted the same paper for another course, you will receive a failing grade for your paper in this course.

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.

1. Campus Behavior “California State University, Long Beach, takes pride in its tradition of maintaining a civil and non-violent learning, working, and social environment. Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. They also contribute to the maintenance of a safe and productive workplace and overall healthy campus climate. The University espouses and practices zero tolerance for violence against any member of the University community (i.e., students, faculty, staff, administrators, and visitors). Violence and threats of violence not only disrupt the campus environment, they also negatively impact the University’s ability to foster open dialogue and a free exchange of ideas among all campus constituencies. To fulfill this policy, the University strives: 1) to prevent violence from occurring; and 2) to enforce local,

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state, and federal laws, as well as University regulations, regarding such conduct. The University also has established procedures for resolving and/or adjudicating circumstances involving violence, as well as threats of violence. 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 (i.e., acts and threats) 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 2013-2014, p. 837)

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 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. Supplemental Reading List and Other Resources Journal Articles

• Cochran, C.R. and Sotero, M. (2006) Evaluation of the impact of a Health Care Administration Student Practicum. Nevada Journal of Public Health. 3;1.

• Constable, JF. (1998). The health administration internship: A partnership for progress in health administration education. Hospital Topics, 76(1), 25-28. Retrieved November 13, 2010, from ABI/INFORM Trade & Industry. (Document ID: 40040173).

• Books

• Bolles, R. (2011) What Color Is Your Parachute? 2012: A Practical Manual for Job-Hunters and Career-Changers Ten Speed Press ISBN-10: 158008270X

• Bolles R. (2009) The Job-Hunter's Survival Guide: How to Find a Rewarding Job Even When "There Are No Jobs" Publisher: Ten Speed Press; 1 edition (July 14, 2009) ISBN-10: 158008026X

• Buchbinder, S.B. & Thompson J. (2009) Career Opportunities in Health Care Management: Perspectives from the Health Services Administration Program, James Madison University.

• Covey, S. (1990) The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Franklin Covey Co.

• Johnson, P. (1998) Who Moved My Cheese?: An Amazing Way to Deal with Change in Your Work and in Your Life. G. P. Putnam's Sons ISBN-10: 0399144463 ISBN-13: 978-0399144462

• Lee, F. (2004) If Disney Ran Your Hospital: 9 ½ things you would do differently. Second River Healthcare Press: Bozeman, MT.

• Miller, J.G. (1999) Personal Accountability: Powerful and Practical Ideas for You and Your Organization; Denver Press ISBN-10: 0966583213, ISBN-13: 978-0966583212

• Nance, J. (2008) Why Hospitals Should Fly: The Ultimate Flight Plan to Patient Safety and Quality Care. Second River Healthcare Press: Bozeman, MT.

• Patterson, K., Grenny, J., McMillan, R., Switzler, A. (2002) Crucial Conversations, tools for talking with stakes are high. McGraw Hill: New York, NY.

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• Rath, T. (2007). Strengths finder 2.0. Gallup Press: New York, NY. • Zack, D. (2010) Networking for People Who Hate Networking: A Field Guide for Introverts, the

Overwhelmed, and the Underconnected; Berrett-Koehler Publishers; ISBN-10: 1605095222, ISBN-13: 978-1605095226

Web Resources • ACHE Early Career Guidance -

o https://www.ache.org/seminars/online/test/EarlyCareerist/player.html

• Bureau of Labor Statistics http://www.bls.gov/

• CSULB Career Development Center: http://careers.csulb.edu/

• California Careers Info: http://www.californiacareers.info/about.html The mission of the California Career Resource Network is to provide all persons in California with career development information and resources to enable them to reach their career goals

• Department of Labor O*Net: http://www.onetcenter.org/overview.html The O*NET program is the nation's primary source of occupational information. Central to the project is the O*NET database, containing information on hundreds of standardized and occupation-specific descriptors. The database, which is available to the public at no cost, is continually updated by surveying a broad range of workers from each occupation. Information from this database forms the heart of O*NET OnLine, an interactive application for exploring and searching occupations. The database also provides the basis for our Career Exploration Tools, a set of valuable assessment instruments for workers and students looking to find or change careers.

• Human Capital Institute - HR and management articles and web-casts http://www.hci.org/

• HIMSS Career Development Page: http://www.himss.org/ASP/career_careerDev.asp HIMSS is a cause-based, not-for-profit organization exclusively focused on providing global leadership for the optimal use of information technology (IT) and management systems for the betterment of healthcare. 1Founded 50 years ago, HIMSS and its related organizations have offices in Chicago, Washington, DC, Brussels, Singapore, Leipzig, and other locations across the United States. HIMSS represents more than 30,000 individual members, of which two thirds work in healthcare provider, governmental and not-for-profit organizations.

• Pam Pohly's Net Guide Management Resources for Healthcare & Medical Professionals: http://www.pohly.com/index.htmlA wealth of up-to-date articles, information, reference materials and links are available here for your career enhancement and professional development. For over 10 years, this health administration website has reliably assisted millions of healthcare professionals and administrators in finding pertinent resources, both on and off the internet.

• Professional in Human Resources Association http://www.pihra.org/events/event_list.asp

• Project Management Association of Orange County https://pmi-oc.org/

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CSULB HCA COMPETENCIES Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establishes and maintains relations, and facilitates constructive interactions with individuals and groups.

A. Relationship Management B. Communication Skills C. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains.

A. Leadership Skills and Behavior B. Organizational Climate and Culture C. Communicating Vision D. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement.

A. Personal and Professional Accountability B. Professional Development and Lifelong Learning C. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function.

A. Healthcare Systems and Organizations B. Healthcare Personnel C. The Patient’s Perspective D. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General Management B. Financial Management C. Human Resource Management D. Organizational Dynamics and Governance E. Strategic Planning and Marketing F. Information Management G. Risk Management H. Quality Improvement I. Patient Safety

American College of Healthcare Executives Competency Model

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Syllabus Signature Page

California State University Long Beach

Instructor: Dr. Gotz

Course: HCA 580 (course# 9716 section 01)

Semester: Spring 2019

I __________________________________, do agree that I received a copy of the course

syllabus for the class mentioned above. I understand the course requirements and that I

am expected to attend class meetings.

___________________________________________

Print Full Name

___________________________________________ _________________

Signature Date