Course Syllabus
HLTC 600: Continuous Quality Improvement in Health Care
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Instructor:
Philip Wyzik
Contact Info: Pwyzik@mhact.org
In this course, learners are introduced to the concepts and practice of Continuous Quality Improvement (CQI) and their application to the health and human service field. The course focuses on both conceptual understanding and experiential learning. The class is divided into teams, and each team is given a cross-departmental problem to tackle. As the course progresses, teams diagram the work flow, design an improvement plan, identify the barriers to success, identify the data needed to assess process and outcomes, and adjust the improvement plan.
None.
At the end of the course, learners will understand the principles and tools of CQI, the dynamics of team building, how to apply CQI to their work and how to keep current in the field. To be more specific, learners will need to demonstrate that they can:
Textbook(s):
The Improvement Guide: A practical approach to enhancing organizational performance. Langley, Nolan, Nolan, Norman, Provost. Jossey-Bass, Inc., 2nd Edition 2009. ISBN: 978-0-470-19241-2
. Langley, Nolan, Nolan, Norman, Provost. Jossey-Bass, Inc., 2nd Edition 2009. ISBN: 978-0-470-19241-2Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is: HLTC600-10186). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.
PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.
Other Class Materials: (Such as optional reading, computer hardware/software, calculators, art supplies, portfolio, camera etc. - list here and describe how/where to obtain and approximate cost, if applicable)
There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.
Feedback Wanted: I am interested in your feedback on how I can make this course better. Students are encouraged to send me a private message with suggestions on how I can make this a better course. Please don't wait until evaluation time because I won't see those comments until the term is over
We each share responsibility for the success of this course. From my years of experience teaching online classes, and from existing literature in the field of adult online education, it is very clear that when adults come together to share in the responsibility of learning by forming a supportive online community, a meaningful and effective learning experience results. Thus, I expect that all posts will be respectful of the views of others, offered in the spirit of collaboration and mutual learning, and aimed at helping us all attain the course objectives.
You are expected to keep current with reading assignments, discussion board postings, and topics.
The reading assignments will focus on one or two chapters of the text each week and articles found on the internet. You will also be asked to watch certain specific video’s on YouTube. You will be directed to the internet articles and resources via forums on the discussion board and through assignments listed within the course content.
Your final grade for the course will be comprised of 3 areas:
1. Participation
Participation will be measured by the quality of contributions you make to discussion forums. The key factor is to be sure that you demonstrate that you are keeping pace with the readings and notes and that you are delving into the issues of quality improvement. Discussion postings must advance answers to questions posed by the instructor so the class can think further into the issue at hand. Discussion postings are not useful when they just serve to complement others on their thoughts. Students who bring in outside readings, use additional material, give citations and references to the textbook demonstrate high quality participation.
To grade participation, I will look for the quality of your weekly contributions to the discussion topics and participation in chat sessions. Discussion comments don't have to be lengthy; one or two paragraphs may suffice for most answers. For your submissions to the discussions, I will be looking at the way you relate your comments to material found in the readings. You might want to give the page number references or other direct references you make to the textbook or articles as a way to draw the connection your ideas and the text. You will be required to respond to my postings in the discussion board forums, in addition to responding to one other postings from your fellow students.
To understand how your work will be assessed on the Discussion Board, please review the participation rubric within the Introduction folder of this course.
2. Module Summary Papers:
At the end of each of the first three modules, you will submit a brief module "evidence of learning" report that demonstrates some evidence of learning. Your paper (1-3 pages, double space, 1" margins, and 12pt font) will summarize the content found in the reading assignments. The task is this: Expand upon each chapter conclusion in the text so that I am able to assess that you've read and understood the material. An "A" paper will be coherent, addressing all the main concepts and critical facts in the chapter and using the customary conventions of effective writing (i.e.: topic sentences, punctuation, etc...) It will also bring in outside sources from the internet, publications, or books that you’ll find that could augment your learning the topics presented. I’ll also be looking for a statement from you about the quantity of work you’ve done during the module to learn the concepts. Tell me what you have been doing to achieve the course objectives. At the end, I should be able to judge the evidence you put on paper that conveys what you are learning.
3. Research Paper:
At the end of this course, you will submit a research paper on a topic relevant to health care improvement as related to six themes of improvement articulated by the Institute of Medicine (and explained in one of our readings) . Your paper must consist of no less than 10 pages of text (1 inch margins, 12pt font), follow APA style or equivalent, and contain a bibliography of at least 8 sources. Topics must be approved by the instructor. Suitable topics, for example, are:
Your task is to show how one of the six themes of improvement (found in one of the Institute of Medicine articles we’ll read) is being acted upon by healthcare organizations today. You’ll likely need internet and journal articles to accomplish this. I’ll also be looking for you to incorporate what you read in chapters 13 and the appendix from the Nolan text into your research.
To earn a grade of ‘A’ for this assignment, refer to the GSC writing assessment rubric (within the Introduction folder of this course) for exemplary scholarly communication. Use the Library Info link off of the Course Menu for additional resources.
The course is a work in progress. Again, in keeping with the Principles of CQI, you are encouraged to share your suggestions for how this course can be improved. Watch for the mid-year survey and end of the term survey.
| Activity | % of Final Grade |
| Module summary papers and assignments | 33% |
| Participation | 34% |
| Research Paper | 33% |
| Grade |
Percent |
Grade
Points |
Level
of Achievement |
| A | 95-100 | 4.0 | Excellent |
| A - | 90-94 | 3.67 | |
| B + | 87-89 | 3.33 | Good |
| B | 84-86 | 3.0 | |
| B - | 80-83 | 2.67 | |
| C + | 77-79 | 2.33 | |
| C | 74-76 | 2.0 | *Acceptable |
| C - | 70-73 | 1.67 | † |
| D + | 67-69 | 1.33 | Poor |
| D | 64-66 | 1.00 | |
| D - | 60-63 | 0.67 | |
| F | ≤59 | 0 | Failure, no credit |
| * A grade of C or better is required to fulfill requirements in the major, minor, or general education core at GSC. Please consult the GSC catalog for details. † A grade of C - or below generally does not transfer to other academic institutions. |
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MODULE 1: Looking at Healthcare as a System |
Getting Started (September 13 - 19)
The Use of Data (September 20 - 26)
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MODULE 2: It's All About Change |
Using the Model of Improvement (September 27 - October 3)
More on Change (October 4 - 10)
Making Changes Stick (October 11 - 17)
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MODULE 3: Integrating Approaches |
Integrating Approaches (October 18 - 24)
Integrating Approaches, continued (October 25 - 31)
Integrating Approaches, continued (November 1 - 7)
Integrating Approaches, continued (November 8 - 14)
Integrating approaches, continued (November 15 - 21)
Thanksgiving Break (November 22 - 28) - there is no OIC activity required. |
Module 4: Tools and Methods That Support Improvement |
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Note: The syllabus and schedule are subject to change at the discretion of the instructor.
Granite State College has a Virtual Library ( http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer's resources, research and citation help, and a collection of tutorials. The databases are password protected.
See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.
Academic
assistance to students is available at GSC Centers at no additional charge in
such areas as basic skills preparation in reading, writing and math; study skills
and research and citation help. Academic Resources staff members work closely
with faculty and students toward academic success. A whole range of help is
available at the centers and in the online Academic Toolkit, including study
and time management tips, APA and MLA citation assistance, access to learning
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To access the online Academic Toolkit sign into Blackboard and click on "Academic
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All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.
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