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Hilary Lapham
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.
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
Instructional Plan Template | Slide
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.
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.
Instructional Plan Template | Slide 13
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.
Instructional Plan Template | Slide 14
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.
2nd Semester
Introduction to Medical Records Electronic Health Records The Talk of the Town: Health Insurance Health Care Administration Capstone
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
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
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).
Instructional Plan Template | Slide 23
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.
Instructional Plan Template | Slide 24
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.
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.
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