HAS - Health Services Administration
Results of Assessment
2003-2004 (submitted
10/05/04)
The academic year 2003-2004 was a year of beginnings, a
year of some change, and a year of assessment for the Health Administrative
Services (HAS) programs at WSU. The first cohort of students participating
in the Graduate Certificate in Health Administrative Services made their way
through the coursework and at the time of this assessment most have earned
the certificate. Minor changes took place in some of the courses offered.
These changes include the use of new textbooks, the addition of more service
learning components to some courses, the combining of a few courses, and the
creation of new courses in order to better meet student needs.
Most significantly, the health services administration
and long-term care programs offered by the HAS department underwent a
self-study and review for re-certification by the Association of University
Programs in Health Administration (AUPHA). Initial comments by the
certification reviewers are favorable, but the official results will not be
known for a few more weeks.
Outcomes Assessed
Per the HAS assessment plan, students who complete the
program will enjoy a good and diverse knowledge of liberal arts, be able to
show a variety of conceptual and technical competencies, and have an
opportunity to apply what they have learned as interns with local health
providers. In addition, the HAS programs will be reviewed by faculty, health
industry leaders, students, and alumni in an attempt to continually improve
the quality and appropriateness of what the HAS educational experience
provides.
Specifically, course offerings, course objectives,
course rigor, student experiences in and out of the classroom, faculty
advisement with students, access to courses, student, industry, and alumni
ratings, and benchmark comparisons were reviewed as part of the program’s
annual assessment.
Of note was the assignment of faculty to review boards
and committees of AUPHA, which provide the opportunity to compare the
programs at WSU with those around the country. One faculty member served as
a member of a three-person review panel that looked at a similar program at
Clayton State College and University, another faculty member was named a
fellow with the Accrediting Commission on Education for Health Services
Administration (ACEHSA).
Data Gathered
First, department faculty and adjunct instructors use a
variety of methods to assess how well the students are meeting course
objectives. These include, but are not limited to, written assignments, oral
presentations, exams, projects, small-group activities, in-class discussion,
and feedback from community partners working with the students.
Second, HAS faculty looked carefully at similar
programs nationwide. This included, as mentioned, the involvement of two HAS
faculty members as reviewers in the formal program review of other health
care administration programs similar to that at WSU.
Third, student surveys of the faculty and the courses
are conducted on a very regular basis at the end of each semester. Students
rate and often give feedback indicating their sense of how well the course
prepares the students to understand and meet specific course objectives, the
effectiveness of instruction and course pedagogy, and their overall
impressions of the rigor and expectations placed on the students.
Fourth, faculty have met with community health
providers and other corporate representatives to determine how well WSU
graduates are meeting their needs. Feedback is also solicited from
department alumni as to their experiences and preparation for the workforce.
These data are both quantitative and qualitative in nature, the latter
gathered during formal and informal discussions.
Finally, to the extent it is possible, department
faculty gather data regarding graduates. Are they accepted into graduate
school, are they obtaining employment, and in the case of the long-term care
students, are they passing the licensure exam. The latter is difficult to
determine since the examination program does not provide universities with
any data regarding those who sit for the exam or a pass-fail rate. Faculty
do know, however, that of the six students who completed the long-term care
emphasis during the past year, three are now licensed and managing their own
facilities, one has his own clinical research business and chose not to
pursue long-term care, and the other two are unaccounted for.
Changes
One of the outcomes assessed continuously by the HAS
department is the number of students enrolled. Over the past several years,
enrollment has increased in the health services administration (HSA)
emphasis and increased or held level in the long-term care (LTC) emphasis.
This past year was no exception. The number of full-time equivalent students
in the HSA emphasis increased by four percent. Currently, 70 students are
enrolled in that emphasis. The long-term care majors are at 16 and have held
very near that number for the past three years.
As mentioned earlier in this report, the HAS department
underwent a self-study and panel review in a recertification process
required by AUPHA. The reviewers offered good advice and made some
recommendations to the HAS faculty, but in general, had very kind comments
about the program. We anticipate that we will be fully certified, but will
not receive official notification for a few more weeks.
Course changes, including content, have taken place
during the 2003-2004 year, although these changes have not been major
changes. Most of the changes that occurred were necessary to update
materials in response to new textbooks. Faculty have continually responded
to students’ comments in formal course reviews. One faculty member, for
example, this year offers students a short, open-book quiz that students
complete during the lecture. It “forces” students to listen a little better
and gives them a few more points at the end of the semester. This was in
response to their request. Another course now has students spending a few
hours in a community health center. While these centers differ each
semester, most recently, students have volunteered for Youth Impact—an after
school program for inner-city youth.
While the web page has been better developed and is now
used by prospective students, the department continues to have a challenge
in communicating better with alumni. Alumni survey responses are weak, the
WSU Alumni Center has out-dated addresses, most HAS alumni do not
communicate with the department as they move around the country or change
jobs. This will again be an issue for improvement with the HAS department.
Finally, HAS faculty have continued to cultivate
relationships with health industry leaders in an attempt to better serve the
students. This year, a lunch was offered to all long-term care agencies in
the area in an attempt to increase their support. While attendance was lower
than hoped at the luncheon, some relationships were started, others were
strengthened, and those in attendance offered excellent advice. The HAS
long-term care students continue to have great experiences as interns and
those who put the effort in are finding good jobs.
Outcomes to be assessed 2004-2005
One of the recommendations of the AUPHA reviewers is
that the HAS programs should “reconsider the activities and opportunities
afforded to students to professionally socialize.” To this end, the faculty
plan on creating more opportunities for students to meet with industry
representatives and get the opportunity to network. This will be assessed
during the coming year.
For the first time since the program was established,
students were this year turned away from registering for online courses.
This was due to a university enrollment, and subsequent, budget shortfall.
This was disturbing to all involved and will be carefully monitored in the
future. Discussion is underway on whether or not the department provides
access to all students or limits the number of students who enter the
program. Faculty prefer the former.
Alumni and industry advice is vital to the
success of the HAS program. Efforts will be increased during the coming year
in accessing and communicating with alumni. Surveys will again be sent out,
the department will continue to enjoy the suggestions of its advisory
council, and students will be asked to keep in touch with the department.
The web page will also undergo continuous improvement.
Mission
Statement /Student
Learning Outcomes / Curriculum
Grid / Assessment Plan /
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