NSU HPD Catalog 2021-2022

Dr. Pallavi Patel College of Health Care Sciences—Department of Health Science 347 both in and out of health care, and their impact on productivity, profitability, and employee satisfaction will be explored. Learners will acquire and engage practical strategies to improve leadership skills applicable in a variety of settings. Additionally, critical analysis of the different approaches to mitigating conflict in health Care leadership will be required to research, develop, and evaluate diverse practice environments and their role in health outcomes. Through the completion of various assignments, the learner will be expected to demonstrate mastery of the subject matter via application of the theories and information presented in the assigned readings, participation in the discussion board, and other learning activities. (4 credits) DHS 8180—Medical Writing for the Health Professional The demand for medical writing professionals is growing significantly. So, too, is the supply of individuals with advanced health science and professional degrees seeking careers both in and outside of academia. This course is designed to provide doctoral students with the foundational knowledge and skills needed for successful publication of a professional journal article or clinical case review. Methods of document preparation, proper word and punctuation use, and the requirements for authors of biomedical journal articles will be discussed. This course is not designed for entry-level medical writing; rather it is designed for professionals with a strong biomedical and/or life sciences background to write for scientific audiences in peer-reviewed journals. This course encourages good writing skills through choosing better words; writing better sentences; and preparing tables, graphs, and photographs. All students are required to develop and submit a quality paper that meets the requirements for publication in a peer-reviewed professional or biomedical journal. The Publication Manual of the American Psychological Association (APA) 6th Edition, will be the required format for all formal assignments. (4 credits) DHS 8190—Health Care Education This course explores the various theories and applications of adult education in the practice of training, preprofessional education, and postprofessional education of medical personnel. Critical analysis of the different methods of teaching and training health care professionals is accomplished through discussion, research, investigation, journal development, and assignments. (4 credits) DHS 8195—Academic Health ProgramDevelopment This course explores the major steps to be undertaken when considering the development of newacademic health programs at a college or university. Special emphasis is given to the needs assessment and how to conduct the needs assessment. Budget will be discussed and developed; the course will highlight the development of faculty and the specific qualifications of faculty needed for a particular program specialty. Emphasis will be placed on the resources needed and resources available in the targeted community. Through the completion of various projects, the student will be expected to demonstrate mastery of the subject matter via application of the material and information presented in the assigned readings, participation in the discussion board, and participation in the course activities. (4 credits) DHS 8196—Theories and Principles for Health Care Educators This course explores some of the major learning theories that are utilized in health professions programs with emphasis on adult learning theory. The use of Bloom’s Taxonomy in creating curriculum is explored. Students will be exposed to various methods of deliveringmaterial to be learned in their respective health discipline. The knowledge gained in this course will enhance the seasoned instructor and give invaluable insight and guidance to those transitioning from clinical practice to education in the health professions. (4 credits) DHS 8197—Traditional and Competency-Based Curriculum and Implementation The course will expose students to the traditional tenets of curriculum development and the facets of curriculum development of the aspects of competency-based instruction. Students will gain knowledge in the area of instructional implementation in the education of health care professionals. Subject matter will include, but not be limited to, student assessment, utilization of technology in education, course development, writing test questions that accurately assess learning outcomes, incorporating simulation methods, and problem-based learning. (4 credits) DHS 8199—Interprofessional Health Care The changing landscape of health care delivery systems will continue to be more challenging as patient care becomes more complex. The health care team involves multiple disciplines, whose providers form the health care team along with the patient and caregivers. Health care providers must be able to transition into clinical practice settings prepared to participate in relationship-centered interprofessional and intra-discipline teams. This course prepares the learner to gain experience in applying strategies that promote a collaborative-practice style that has the ultimate goal to improve the quality of an integrated and comprehensive, medical and oral, patientcare delivery system. Using a competency-learning approach to coursework, the student will acquire the skills of patientcentered care that is relationship focused, process oriented, and applicable across professions and practice settings. Students will develop a comprehensive health care plan that includes oral health considerations for a patient case study. (4 credits)

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