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Instructional Plan for Northwest Valley Community College: Associate of Arts in Health Administration

Hilary Lapham

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Northwest Valley Community College


Introduction
Northwest Valley Community College offers a variety of degree programs spanning from computer science, to accounting, to business. NVCCs mission is, To provide a rich academic environment and commitment to student achievement that actively promotes intellectual, cultural, technological, and life-long learning, and is responsive to the dynamic needs of the community (University of Phoenix, 2011, para 1). NVCC commits itself to educating people of all ages, and giving them the optimal community college experience. As the workforce constantly changes, so does the education that people need to prosper. Because of the rise in health care awareness, NVCC seeks to implement a health care division of the college. The first program they will implement is the Associate of Arts in Health Care Administration (AAHCA).

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Needs Assessment
1. What is the learning problem or opportunity? The learning opportunity for NVCC is to create a health administration program since the health care field is growing quickly. The Bureau of Labor Statistics predicts that the health care field grows faster than average compared to other industries, anywhere between 20% to 28% (ONet Online, 2014). Over the next decade, there will likely be tremendous growth within the health care industry, increasing the need for people educated in health care. 2. What is currently available? Currently, NVCC offers programs spanning from computer science, to business, to human services, to communications. They have an associates of applied science, and associates of arts, all of which are great programs that help students get an education in a variety of fields. But none of the programs have a specific health care focus or direction. There are also education programs designed to help people become instructors. NVCC provides a variety of certifications as well. With the expected growth in job availability, NVCC seeks to help fill the need for skilled workers in the health care industry.

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Needs Assessment (cont)


3. What should be available? A health care department should be available. NVCC can help create and educate the workforce that will fill these jobs. The benefit of filling jobs is that it lowers unemployment, and it allows the industry to continue growing. 4. Explain the gap analysis between what is available and what should be available. Right now, NVCC doesnt have any programs that even have a health care concentration. When organizations seek to fill these positions, they are going to want individuals that understand the health care field and how it works. The health care environment is very unique. Its not a traditional business environment, and therefore there must be specific health care classes that address the unique differences in this type of environment. 5. What is your recommended solution for filling the gap? My recommended solution for filling the gap is to create an associates of arts in health care administration with a curriculum designed specifically to educate students on health care administration, and the various aspects of the roles being on the administrative side of health care.

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Instructional Goal for NVCC


What should the learners be able to do after successfully completing this instructional plan? After successful completion of the Associates of Arts in Health Care Administration (AAHCA), learners should have a basic understanding of the administrative side of health care which includes, but is not limited to medical records, patient information, HIPAA, electronic records, health care language, health care information systems, and medical billing and coding. Students will be equipped for entry level or lower management levels of health care administration work, pending any additional job requirements.

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Performance-Based Objectives - Audience


The learner will more than likely exhibit the following characteristics:
Between ages 18-25 First time students Likely a greater percentage of females (60/40) Technologically savvy/understand computers Little work experience Commuters

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Performance-Based Objectives - Behavior


The expected, measurable behavior of the students will be: Papers and essay writing (word processed only) Testing/quizzing throughout core courses Final examinations at the end of each core class to ensure comprehension and application Simulation programs for electronic health records and billing and coding Field week experience Final capstone research project
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Performance-Based Objectives - Conditions


Conditions for the AAHCA will be set by the requirements for the governing body of NVCCs accreditation, the Higher Learning Commission. NVCC is regionally accredited by the HLC and a member of the North Central Association. Specific HCA classes that involve potential, future certifications classes will be held to the State of Michigan standards for those specific certifications. This program is not designed, however, to prepare students for those individual examinations. Class curriculum will also take into consideration the Federal requirements for health care companies and their compliance with government standards. Standard information can be located at http://oig.hhs.gov and visiting the Health and Human Services website. Academically, students will be held to NVCCs standard of 2.0 average for general education requirements, and 3.0 average for core requirements.
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Performance-Based Objectives Degree of Accomplishment

What is the degree of accuracy that learners need to accomplish? Learners must maintain a 2.0 GPA in their general education courses. Learners must maintain a 3.0 GPA in their core health care administration courses. Students must successfully complete 35 general education credits, totaling 11 classes. Students must successfully complete 25 core health care courses, totaling 8 classes
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Summative Assessment and Learning Outcomes


At the end of the program, there will be a cumulative exam of all 8 HCA concentration courses to determine objective comprehension. There will also be a research portfolio where students will spend their four credit, final capstone course researching an area of health administration that interests them. The evaluation of that project will help determine learning outcomes, progress, and growth throughout the program. NVCC will track its graduates through emails and surveys to inquire whether or not the student works in the health care field postgraduation and also the length of time between graduation and employment.
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Learner Characteristics
General characteristics: Both male and female, but greater numbers of females, ages 18 to 25, likely a large number of white students, but increasing numbers of African American and Hispanic students, little to no work experience outside of entry level service jobs. Hispanic students will be bilingual, which is a plus, but most students will be monolingual in English as their native language. Class sizes will range from 20 to 30 students, 60% female, 40% male. Specific characteristics: Learner attitudes will likely display a common theme of the desire to help others. Typically, when students express interest in a service industry like health care, they have a desire to help others and be in a care-oriented environment, even if they are not the people providing the direct care. Test scores are not required for this program, but likely students who are interested in admin work will demonstrate higherthan-average levels of organizational and verbal skills. Learning styles: Learning styles will vary. Some students will be visual, audio, kinesthetic, there is no way to pin point what type of learning the class will be as a whole, since a diverse group of students will pursue this program.

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Learner Characteristics (cont)


Implications: Because students demonstrate higher levels of vocabulary, must of the learners will be expected to turn in work that is at higher than average grammar levels. Because there will be a diverse group of students, learning behaviors will need to be sensitive to diversity and cultural differences. This will be taken into account when creating lesson plans. Students will likely demonstrate a high level of interpersonal skills because of their desire to work in a service oriented environment.
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Instructional Setting
Setting As NVCC works to maintain its beautiful campus, the HCA program will host the majority of its classes in-seat. Students will attend the classroom exclusively for 5 of 8 core classes. During the final capstone course, while students work on their research project, they will also spend a week in the field (field week) with one of the NVCC partnership health care organizations of their choice. In-Seat/Online Hybrid HCA students will have two partial classes that are taken online the Electronic Health Records (EHR) course and the medical coding and billing course. The purpose for creating a portion of these classes online is because the jobs for both of these involves a strong orientation to the coinciding computer program. Students can gain experience with the programs, making them more marketable. Constraints Students will have to purchase the programs for the EHR and coding classes. If students are unable to purchase the programs, the NVCC library computers already have the programs installed. Students are also responsible for setting up their of field week experience. If students do not set this up and successfully complete it, they will lose points in their final grade for not completing this part of the capstone.
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Application Setting
After completing the AAHCA program, students will: Understand the background and basis of the programs used for EHR and Billing/Coding careers. Speak the health care language. Understand the relationship between insurance companies and health care organizations. Successful comply with HIPAA and patient confidentiality in a health care environment Be able to take patient information. Understand the basics of health care information system technology. Will have a head start if taking additional certification classes. Understand the purpose and importance of medical records. Understand non-profit versus for-profit health care organizations.
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Instructional Plan and Learning Context


The learning context plays a big role in the curriculum development. For the 5 courses that do not have the hybrid modality, instructors will need to have in-class plans for instruction. The instructional plan for the HCA program will offer a diverse method of learning so students get a well-rounded experience. Class curriculum will include, but is not limited to: direct lectures, student lectures, presentations by medical administration, learning games, real-life simulations, accompanied by reading and homework each week. The online hybrid courses create a more self teaching environment, where students complete modules on their own, and bring questions to the table that they do not understand. The programs themselves also offer feedback as students go through the modules, allowing them to get real time information based on questions they miss.
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Delivery Modality
For the majority of the classes in the AAHCA program, students will experience an instructor-led course. These instructor-led courses, however, will not simply be lecture every time. There will be days when classes Skype with health care administration professionals, or take a field trip to a health care organization to learn and ask questions about what a day-in-the-life looks like. Two classes will be both online and in-class, called hybrid classes. Electronic health records (EHR) and medical coding and billing will be simulated online, while attending an in-class seminar. During the seminar, the instructor will be available for any questions, concerns, and will simulate practice and enrichment activities for students to voluntarily take part in. Students can use this time to also work on their class modules, so if they do not need help, they do not have to participate in the activities. Attendance at the seminar is not required, but it is encouraged simply for additional learning opportunities. Students who fall below a C will be required to attend the seminar because the C could put them in danger of failing.

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Recommended Course of Study


1st Semester
Introduction to Health Care Administration The Language of Health Care Critical Issues in Health Care Billing and Coding

2nd Semester
Introduction to Medical Records Electronic Health Records The Talk of the Town: Health Insurance Health Care Administration Capstone

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Instructional Strategies
Refer to slide 14 for topics that students must master for complete understanding. Students will come to class, traditionally called a lecture. Lecture will consist of a variety of learning methods:
Straight Lecture Student-created presentations and lectures Problem Based Learning Students will experience real-life simulations and be given scenarios to work out Formal Testing Interviews with health care professionals Software programs that walk students through learning modules Seminar courses for additional help for students

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Plan for Implementation - Timeline


Delivery date for the 1st semester of core classes begins the Tuesday after labor day each year, and concludes during exam week of the second week of December. Delivery date for the 2nd semester begins the Tuesday of the second week of January and ends during Exam week the first week of May. Summer classes can be taken in month-long terms; May term, June Term, July Term. Semesters will be 16 weeks long, and classes will extend for the duration, and then a final exam, depending how the instructor plans to conclude the course. Classes will either be held for 1 hour, three days a week, or an 1.5 hours two days a week. Attendance is expected at every class, with the exception of B & C and EHR seminars where it is optional only if its the students grade is above a C. Classes are three credits each, except the Capstone. Students can expect to spend an additional hour outside of class for homework for every credit (3 hours of class + 3 hours/credit = 6 hrs per week)
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Plan for Implementation - Materials


As the program first begins, the same three instructors that served as SMEs with the curriculum designer will teach all 8 core classes as students work through the curriculum. The program will be designed in such a way that 4 classes are offered per semester, and 3 of the 8 will be offered over the summer. This allows students to get general education classes taken care of, and then focus concretely on HCA classes. If students cannot take one of the 4 classes offered during the semester, they can pick it back up over the summer. Materials needed include: books that coincide with each class, handouts during the classes, syllabi, billing and coding resources and software, EHR book and software, computer, access to printing, Microsoft Office
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Plan for Implementation - Communication


Who: Health care faculty, curriculum designers, and NVCC administration will all play an integral role in helping implement the administration classes. Building Interest: Once the AAHCA program curriculum is complete, NVCC will begin marketing the new program throughout the campus. First and foremost, it will be in the college news, and make the homepage on the website. The new health care department will also make an appearance annually at the new student orientation on campus each fall. There will be a booth where students can obtain information. Student advisors will present the information as they meet with prospective students. Although the talk about all of the programs, they will highlight the HCA program to promote growth. Local college fairs that promote schools in the area serve as a final great marketing opportunity. NVCC can promote their new HCA program there as a marketing tool for recruiting new students. Frequency: Students can declare health care as their major at any time. The sooner they declare, the better because they can begin their core classes assuming prerequisites are met. Availability of classes depends on the semester, but intro classes will be offered every semester and during the summer to allow flexibility for students in declaring and finishing on their expected graduation date. Instructional Plan Template | Slide 21

Instructional Resources

White Board Computer All papers must be word-processed EHR and Billing and Coding Software Students must purchase for their laptops, or the seminar will be held in the computer lab if students cannot afford it. All NVCC computers are equipped. Projector that allows instructor to project lecture materials from computer to screen that pulls down in front of whiteboard. Basic school supplies Note taking paper, writing utensils, agenda Printing access Classroom with wireless internet

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Formative Assessment
Formally evaluating students over the course of three phases in one-on-one or small group settings, offering changes during each phase to see how successful the implementation of the changes. Referred to as Dick, Carey, & Careys approach (Brown & Green, 2006). Usability Testing with EHR and B & C software. Instructors can observe students as they use the software during the semester (Brown & Green, 2006). Rapid Prototyping, which would suggest that instructional designers arrived at the creation of the AAHCA program through creating a series of prototypes (Brown & Green, 2006). Smith and Ragans approach which suggests that designers pinpoint the weakness of the instructional design so that they can make changes (Brown & Green, 2006). Morrison, Ross, and Kemps approach which is more of a series and process that curriculum builders go through consisting of planning, conducting, and then reporting. There are 8 steps within these three phases: purpose, audience, issues, resources, evidence, data-gathering techniques, analysis, and finally reporting (Brown & Green, 2006).
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Evaluation Strategies
Student Surveys At the end of each course, students will be asked to conduct a survey after their final exam expressing their feelings about their class. They will be able to evaluate their instructor, the curriculum, the materials, the learning styles, the instruction format, and other options. Final Exam Results Instructors will hold finals at the end of each course. Final exam results serve as a good measure of students comprehension. Exams will have multiple choice and short answer. B & C/EHR modules Students will throughout their courses work through the hybrid modules. Module scores serve as a good indicator of students progress throughout the courses, and whether they will be ready for the certification exams. Capstone Results At the end of the capstone course, students will turn in their composite of their final research project that they spent the semester working on.
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Outcome Review
When using student surveys to poll health care students, the faculty will use a Likert Scale format for the survey. Going along with many health care surveys, it seems logical that the AAHCA satisfaction survey would use the same methodology. Losby and Wetmore (2012) suggest that the Likert scale is helpful when trying to evaluate behavior, belief, or attitude factors which fits what NVCC tries to uncover in evaluating their program. There will also be opportunities on the survey for students to write freely after they answer Likert scale-structured questions. For measuring student success in the program, as noted earlier, students will be expected to maintain a 2.0 GPA in general education classes and a 3.0 in health care administrative classes. They purpose for the higher GPA requirement is to make sure students are adequately prepared if they plan to take the certification tests postgraduation. The online modules, capstone research project, and the testing that goes along with each class will play factors into the grade. Class attendance, participation, and other work will also be factored into the grade.

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Recommendations
Assuming students continue to achieve academic success, that is certainly a positive light that will shine on the health administration program. Through the various types of evaluation, NVCC HCA faculty along with administrative members will continue to update and improve curriculum. Student surveys will provide student recommendations that should absolutely be considered. Brown and Green (2006) suggest that curriculum always has room for improvement and should be evaluated both before, during, and after delivery to always ensure updates. University of Phoenix is currently on their 26th version of their business program, proof that updating curriculum never rests. Once the initial program gets off the ground, the staff can begin appropriately evaluate and make the necessary changes as they continue to grow.

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References
Brown, A., Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice (1 ed.). Hobroken, NJ: Pearson Prentice Hall. Losby, J. & Wetmore, A. (2012). CDC coffee break: Using Likert scales in evaluation survey work. National Center for Disease Control. Retrieved from www.cdc.gov ONet Online. (2014). Summary report for medical records and health information technicians. Retrieved from www.onetonline.org University of Phoenix. (2011). Northwest valley community college. Retrieved from the University of Phoenix Virtual Organizations Portal

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