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DRAFT - UW Departments Web Server - University of Washington


									                                                                                             Draft 4/23/2008

                                          New Program Proposal

                                             Phase 2 Proposal

Institution:                                     University of Washington Tacoma
Degree-Granting Unit:                            Nursing Program
Degree (Level):                                  Bachelor of Arts
(Major):                                         HealthCare Leadership
CIP Code:

Mode of Delivery         __X__ single campus/traditional classroom __X__ video classroom
                         ____ satellite           ____ videotape __X__ internet/web ____ other
                                           (Check all that apply)

Proposed starting date: September 2009

Academic Department:            Nursing
Representative Marjorie Dobratz, DNSc, Professor
                                University of Washington, Tacoma
                                1900 Commerce Street, Box: 358421
                                Tacoma, WA 98402-3100
                                Telephone: 253-692-5676
                                Fax: 253-692-4424

Endorsement by Program Director:


Date: _______________

                                                                                                    Draft 4/23/2008

                        Program Proposal: Bachelor of Arts in HealthCare Leadership

I.   Program Need

     A.   Relationship to and ‘Fit’ with Institutional Role and Mission
          The proposed Bachelor of Arts in HealthCare Leadership aligns with the mission and vision of the
          University of Washington Tacoma in that it is designed to utilize an interdisciplinary approach that
          prepares both students for careers in leadership positions across a spectrum of healthcare settings.
          Additionally, through internships, new partnerships with area healthcare facilities are fostered.
          Opportunities for life-long learning are enhanced as the major in HealthCare Leadership could serve as a
          bridge degree for those seeking graduate degrees in Health Administration or Public Policy.

     B.   Documentation of Need and Demand for Program
          Multiple sources and methods were used to garner information and data to support need and demand for a
          degree in Healthcare Leadership. Data from that national level and regional level support the need for this
          degree. Additional data gather by the Office of Institutional Research and Planning at the University of
          Washington, Tacoma show a demand for this major.

          National Level Data
          Analysis of data from the United States Department of Labor and examination of current universities
          enrollment status support a need for a Healthcare Leadership major at UWT. Future employment demands
          support this major. A recent report from the American Hospital Association (AHANewsNow, 2008)
          reported that “hospitals are strong contributors to the U. S. economy and a steady source of employment,
          even during recessions.” (Malamud, 2008).

          Department of Labor Data. In a report analyzing the job outlook for medical and health services
          managers by the Department of Labor, the following information was reported

                 “Employment of medical and health services managers is expected to grow faster than average
                 for all occupations through 2014, as the health care industry continues to expand and diversify.
                 Job opportunities will be especially good in offices services, and outpatient centers. Applicants
                 with work experience in the health care field and strong business and management skills should
                 have the best opportunities” (Bureau of Labor Statistics, 2008-2009)

          In the March 2008, the Employment Situation Report (United States Department of Labor) reported that
          the unemployment rate increased to 5.1% from 4.8% in February. The current unemployment numbers are
          7.8 million with an additional 1.4 million people unemployed, but who have not actively sought
          employment within the prior four weeks. Of significance, healthcare employment has increased in March
          2008, by 23,000 jobs. In fact, health care has added 363,000 jobs since April 2007. While job losses
          have been experienced in construction, manufacturing, and professional and business services, healthcare
          employment has added more jobs over than past year as compared with two other growth industries: food
          services and mining. In a similar vein, the American Hospital Association reported that the healthcare
          sector added jobs that accounted for 45% of all private sector jobs added in 2007 (Malamud, April 2008).

          Enrollment Status at Universities with Undergraduate Healthcare Degrees. As part of the needs
          assessment for the Healthcare Leadership major at the University of Washington Tacoma, information
          regarding enrollment status and trends was conducted using universities that were members of the
          Association of University Programs in Health Administration (AUPHA). Personnel from the Office of
          Institutional Research and Planning gathered information from these universities (See Table 1). From the
          AUPHA list of 62 universities, data was reported for 15 universities.

                 Overview. Of the 15 universities, all but one has a current undergraduate program. One university
                 (University of North Florida) is closing its program due to low enrollment. Current enrollment
                 ranges from 54 to 337 undergraduates.

                                                                                           Draft 4/23/2008

       Table 1: Healthcare Leadership Major Enrollment Status by Universities.

                         Current# of Students     2006-   2005-   2004-      2003-
      Institution              or (FTE)           2007    2006    2005       2004          Status of Enrollment
Appalachian State           60 (undergrad)                                           Increasing
                                                                                     Increasing (Bacc.) Steady for
U. of Baltimore                   115                                                graduates
Clayton State U.                  337             337     302      285       256     Increasing
East Carolina U.            151 (undergrad.)                                         Increasing (200% in last 3 years)
George Mason U.                  170 +/-                                             stable
                                                                                     Increased (doubled in last 4
Howard U.                         110                                                years)
                             80 (grad.), 25                                          Steady (grad.) declining
Iona College                 (undergrad.)                                            (undergrad.)
                                                                                     Increasing each year by about
U. of New Hampshire                142             68                         20     11-12
U. of North Florida         Closing Program
                           260 (major) 40-50
Penn. State U                    (minor)          260     240      215       190
South U. - Savannah                 25                                               increasing
California State
Chico                      50 major, 10 minor      54      29       29        31
Idaho State U.               80 undergrad                                            increasing
                                                                                     Undergrad growing, Masters
Oregon State U.          134 (121 BS, 13 MPH)                                        declining
                         110 (60 undergrad., 50
Weber State U.                   grad.)                                              Both increasing

       Enrollment Trends. Of the fourteen universities with some type of undergraduate healthcare
       leadership focus, twelve universities report increasing enrollment (either by examining their 2006-
       2007 enrollment compared to 2003-2004 statistics or by their qualitative report of enrollment
       status). East Carolina University reports increasing their enrollment by 200% in the last three
       years and Howard University reports doubling enrollment in the last four year. One university
       reports stable enrollment and one reports declining enrollment.

       Employment Post Graduation. Table 2 lists the types of employment opportunities for graduates of
       the various universities. In addition to healthcare organizations such as hospitals and long-term
       care facilities, graduates with a healthcare degree are also employed by insurance companies and
       pharmaceutical companies as well in governmental positions that focus on public health and policy

Regional Level Data
Regional need for an undergraduate degree in healthcare leadership is supported by data related to state
supported course enrollment and area employment opportunities. Also, community colleges’ information
supports the need for a degree that provides an educational ladder from the associate degree to a bachelors

 Data. According to a State Supported Course Enrollment report, workforce state supported courses as
offered from Fall 2002 though Fall 2006 were analyzed “Workforce courses include those offered to train
people for jobs or to upgrade current job skills. Some

                                                                                                          Draft 4/23/2008

Table 2: Employment Opportunities for Healthcare Leadership Graduates

          Institution                Employment Data (Types of Employers of Graduates, etc.)
 Appalachian State          Med Groups, Hospitals, Long-term care. 5-15% don't work in health care
 U. of Baltimore
 Clayton State U.
                            Hospital, Insurance, State Medicaid, Group Medical Practices
                            would be the four largest employers.
 East Carolina U.
                            Hospitals, nursing homes, medical practice,
                            social agencies, Rx and DME sales
 George Mason U.
 Howard U.
                            hospitals, long-tem care facilities, insurance companies, pharmaceutical
                            companies, and research laboratories
                            . Students with a GPA of at least 3.00/5.00 have been most successful in
                            obtaining positions
 Iona College               Most of our students actually stay in their originating places of business,
                            usually hospital or long term care facility,
                            BUT move up in those ranks. Employers like that.
                            Few students have begun their own businesses; some have gone to the
                            consulting firms
 U. of New Hampshire

                            Virtually all of our students pursue careers in health management & Policy,
                            although some do not.
                            Directly following graduation, the largest percentage of them go to work in analyst
                            positions in health care systems or teaching hospitals.
                            We also have a fairly large group of students going toward insurance companies
                            and or smaller hospitals.
                            We have a handful of students every year who move toward public health or
                            policy positions with governmental agencies or not-for-profit
                            These positions are also typically as analysts or advocates. We have about 10%
                            of each graduating class going on directly to graduate school and one or two
                            who pursue careers in ltc and a similar number with pharmaceutical or medical
                            equipment sales.
 U. of North Florida
                            We no longer offer this program because we had almost no students enrolled.
                            The program existed approximately 5 years and I think we graduated 13 people.
                            We are finishing out those in the “pipeline” but not accepting any new students.
 Penn. State U
                            10-15% of our students in each sector: acute care,consulting,
                            pharm/med supply/med device, ambulatory care, LTC, policy
 South U. - Savannah
                            Has only been in practice for the last 2 years, no graduating class yet.
                            Fall, 08 will be first
 California State - Chico
                            We have a wide variety of employers, including acute care, various long-term
                            care facilities,
                             public health programs, and payer organizations.
 Idaho State U.             Group practice management, hospitals, long-term care facilities
 Oregon State U.
                            Our graduates are employed by health care delivery and payer organizations
                            throughout the Pacific Northwest but tend to be concentrated in Oregon
 Weber State U.
                            Hospitals, Health insurance plans, Long Term Care Facilities,
                            Medical Group Practices

                                                                                             Draft 4/23/2008

86,378 students took at least one workforce course.” Within the category of courses related to “Higher
Wage Programs, Other Health Tech FTEs grow by 21% from 2002 to 2006. Of the five reported FTE
workforce categories, only nursing has a higher growth (26%)as compared to the “other Health Tech”.
The other three programs (Information Tech, Engineering, etc, and Machinists) all reported a loss of
FTEs. Of the workforce FTEs within the “Middle Wage Programs”, Other Health Services” FTEs grow
by 13% from 2002-2006. Of the five reported FTE workforce categories, only “Other Health Services”
showed growth. The other category losses ranged from 1% to 17%. (Washington Community and
Technical Colleges, 2006).

Area Employers.
According to an news article (The News Tribune, 15 May 2005), healthcare employment accounted for
12,905 employees working for healthcare organizations listed in the top fifty employers in the Tacoma
region. Of the fifty top employers (in terms of number of employees) nine were related to health care.

Recently, contacts have been established with both Multicare and the Francisian healthcare systems that
will allow access to personnel with technical Associate Degrees to document their specific interest in a
degree with a healthcare leadership major. NOTE: Data will be gathered from both institutions
regarding interest in major as well as data gathered from area healthcare organization’s CEOs
regarding need for major. This will be included in the final HEC Board proposal.

Technical Associated Degree Programs. Currently, it is very difficult for a graduate with a technical
Associate Degree to obtain a bachelor’s degree, as almost all universities/colleges within Washington do
not accept many credits for the technical college courses. Within the Puget Sound area, Bellevue
Community College is the only institution that offers a bachelor’s degree that accepts Associate Degree
technical courses. This new program started Autumn 2007 with 20 students. Unfortunately, this program
is limited to those with radiology technical courses as the degree is a Bachelors in Radiology Technology.

Recently, contacts have been established with TCC, Clover Park, Highline and Pierce Community
Colleges to assist with documenting the specific number of students who would pursue a bachelor’s
degree with a healthcare leadership major. This data is expected to be available by the end of the Spring
2008 quarter. Lori Banaszak from Clover Park Technical wrote: “What a great concept for an
undergraduate degree option. I would suggest you contact our Dean for that division, LaRita Mandley.
She can work with her faculty to make the necessary arrangements for Ruth to speak to the students. We
have, I believe, 14 health-related training programs including day and evening offerings so she should
have quite a few options!! Please keep us posted on the status of this degree - it sounds very exciting and
I hope that we can develop an articulation agreement with UWT to provide a transition for our students.”

NOTE: Data will be collected and added to the HEC Board proposal.

UWT has an opportunity to create a market niche, if agreements can be reached regarding acceptance of a
selected number of technical degree credits. Currently, AD graduates are only able to transfer in 15
technical course credits. Of importance, it should be noted that these students would be expected to meet
the general education transfer requirements. Currently, AD graduates with technical degrees have taken
15-25 credits that might be used to fulfill general education requirements. It is important to recognize that
the AD graduates will need an opportunity and time to fulfill their general education requirements.

University of Washington, Tacoma Information
Two surveys were conducted which purposed to determine specific demand for a healthcare leadership
major. One survey was flawed in terms of being able to determine who selected “health BS” options. The
second survey provides information about the interest in this type of degree from UWT’s lower division

Survey #1. In July 2007, the UWT Office of Institutional Research provided data from a survey of local
community college students about potential demand for a degree in Health. Students who might be
interested in a degree in Health numbered 108/571 (19%). Of those who would consider transferring to

                                                                                                            Draft 4/23/2008

                UWT, 30% (108/361) indicated an interest in a degree in “Health.” However, it was not clear from the
                survey questions what respondents believed a major in Health entailed since the major was not defined or
                described in the survey. For example, it was unclear if students who were interested in a degree in Nursing
                selected the “Health” box since “Nursing” was not one of the options in the list. Additional analysis later
                revealed that 80 nursing students had completed this first survey. It is likely that these 80 students
                selected the “Health” degree option which reduces the number of non-nursing students interested in a
                health degree to 28. These numbers are likely to reduce as more information about what a health degree
                entails becomes known to these community college students.

                Survey #2. A 2008 Needs Survey Program was administered by the UWT Office of Institutional
                Research. This survey was completed by lower division students. For the Health Leadership Major, 22
                (6.51%) indicated that they would enroll “major in this if offered”, 70 (20.71%) indicated they were
                “interested” and 72 (21.30%) indicated they were “vaguely interested”.

                Finally, Chancellor Patricia Spakes reports that the South Puget Sound leaders have expressed a need for
                a degree in healthcare leadership. Based on information from these leaders, an initial enrollment of 10
                student fulltime equivalents (FTEs) would be a reasonable projection.

                Both national and regional data indicate a strong employment need for healthcare leaders. Employment
                opportunities are robust including hospital, clinics, insurance, group practice and government positions.
                UWT has the opportunity to proactively develop an undergraduate degree with a healthcare major to
                insure an adequate supply of personnel with healthcare technical skills and leadership knowledge, skills,
                and abilities. Due to the lack of an existing education ladder, UWT has the potential to offer people
                within the South Puget Sound area, an opportunity to receive a bachelor’s degree that is mutually
                beneficial to the graduate and the South Puget Sound community. Due the graduates with a technical
                Associated Degree need to complete their general education courses as well as the need to develop
                mechanisms by which some of their technical courses could be accepted toward their bachelor’s degree, it
                is recommended that the Healthcare Leadership major begin by focusing on UWT lower division students
                who have expressed an interest in this major. By offering this major, the likelihood of keeping these
                students enrolled at UWT is enhanced. It is believed that UWT might attract students with technical
                degrees to this major starting in Fall 2011.

      C. Relationship to Other Institutions
          1. The UWT business degree with a minor in health or an IAS degree with a minor in health would be the
               closest offerings at UWT to a degree in HealthCare Leadership.

                There is not a degree in HealthCare Leadership offered at other area institutions. However, WSU,
                Vancouver offers an Allied Health degree that prepares students to apply to Physical Therapy,
                Occupational Therapy, or Physician’s Assistant programs. UWS offers an advanced degree in Health
                Administration and a bachelor’s degree in Public Health.

          2.    According to the plan of the proposed degree, the interdisciplinary focus of the degree is unique and
                differentiates it from similar programs.

II.       Program Description

           A.   Goals and Objectives
                The organizing framework for the UWT HealthCare Leadership Major is based on work done by the
                Healthcare Leadership Alliance (HLA). The HLA consists of six “premier professional societies
                representing over 100,000 members across the healthcare management disciplines.” These professional
                societies are as follows:

                                                                                               Draft 4/23/2008

              American College of Healthcare Executives,
              American College of Physician Executives,
              American Organization of Nurse Executives
              Healthcare Financial Management Association,
              Healthcare Information and Management System Society,
              Medical Group Management Association and its certifying body-the American Collage of
               Medical Practice Executives.

     In a two-year development project using job analysis and research, the Healthcare Leadership Alliance
     (HLA) identified 300 leadership competencies in five domains and published these as a Competency
     Directory. The purpose of this project was “to ensure that healthcare leaders are prepared for future
     challenges they will face, and to determine the commonalities and distinctions in credentialing and
     professional certification among the various associations.” HLA also believes that this “Competency
     Directory also will be used by university educators in health administration to design curriculum.”

     Specific Program Goals
     With such cross-disciplinary and research support, the HealthCare Leadership Major adopted the five
     domains. Goals for each domain are as follows:

          Domain #1: Communication and Relationship Management
             Use multiple communications strategies that enhance positive human relationships considering
             both healthcare clients/customers and work force personnel
          Domain #2: Leadership
             Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
             leadership in the healthcare environment.
          Domain #3: Professionalism
             Integrate ethical behaviors into healthcare leadership professional practice.
          Domain #4: Knowledge of the Healthcare Environment
             Demonstrate knowledge of the healthcare environment that includes synthesis of the cost,
             access and quality challenges and is able to propose solutions to these challenges.
           Domain #5: Business Skills and Knowledge
              Demonstrate basic budgeting, outcomes measurement and information management.

     Specific Objectives and Outcomes
     Specific course objectives will be integrated with specific program goals. A matrix chart will demonstrate
     this integration vertically by domain goals and by the horizontal threads of access, cost, quality and
     healthcare work environment. Specific outcomes will be identified in each course syllabus and by the
     access plan found in Part III of this document.

B.   Curriculum
     1. The Healthcare Leadership Major consists of 90 upper division credits. Of these 90 credits, 55 are
         core credit requirements, 20 credits are required electives from health courses or selected
         minors/certificate courses, and 15 credits are free electives chosen by the student or to fulfill
         graduation requirements/number of credits per the University of Washington guidelines. Students
         will be required to identify electives they propose taking with supporting rationale. Students will
         have the option to earn a certificate or minor which usually requires 25-30 credit hours.
         Minor/certificates of interest to healthcare leadership students include the following: Applied
         Computing, Asian Studies, Computing & Software Systems, Environmental Studies, Hispanic
         Studies, Human Rights, Nonprofit Management, and Urban Studies.

          In developing the specific courses for the healthcare leadership curriculum, five domains as
          identified by HLA were used as vertical threads: Communication and Relationship Management,
          Leadership, Professionalism, Knowledge of the Healthcare Environment, and Business Skills and
          Knowledge. The concepts of access, cost, quality and the healthcare work environment provided the

                                                                                         Draft 4/23/2008

   horizontal integrators. Although access, cost and quality are well-known challenges for healthcare
   leaders, the concept of healthcare work environment was added as many current research studies
   support the relationship of this concept to outcomes that are important to leaders; namely, retention,
   team performance and customer/worker satisfaction (See Table 3 and Table 4).

   Outline of Course of Study

   Table 3: Core Courses-14 courses with 3 New Courses
       Domain                      Course              Quarter    New     Program
Communication &     Diversity: Issues of Exclusion &      4             HLM/NSG
Relationship        Inclusion (TNURS 407)
Management          [Core: Health & Society Minor]
                    Critical Analysis & Writing to        1             HLM/NSG
                    Improve Decision Making (TNURS
                    Interpersonal Relationship            4             HLM/NSG
                    (TNURS 430)
                    Ethical Issues (TNURS 410)            5             HLM/NSG
Leadership          Healthcare Leadership Strategies      2        Yes HLM
                    Internship                            6             HLM
Professionalism     Ethical Issues (TNURS 430)            3             HLM/NGS
Knowledge of        Health, Illness & Society (THLTH      1             HLM/NSG
Healthcare          310)
Environment         [Core: Health & Society Minor]
                    Business of Healthcare: Access,       1             HLM/NSG
                    Cost, & Quality (THLTH 440)
                    Healthcare Legal and Accreditation    4        Yes HLM
                    Introduction to Research (TNURS       5             HLM/NSG
Business Skills &   THLTH 320 Promoting Health            2             NSG
Knowledge           Through Social Marketing
                    HLM 3xx Healthcare Cost Analysis      3       Yes   HLM
                    TINST 311 Database Management         3             SCC
                    & Data Analysis
   CSS=Computing Software Systems, HLM=HealthCare Leadership Major, NSG=Nursing,

                                                                                            Draft 4/23/2008

     Table 4: Sequencing of Core & Elective Courses
       Quarter                                 Course                                           Credits
           1        TNURS 350 Critical Analysis & Writing to Improve Decision
                    Making                                                                          3
                    THLTH 310 Health Illness & Society [Core: Health & Society
                    Minor]                                                                          5
                    THLTH 440 The Business Of Healthcare: Cost, Access, &
                    Quality                                                                         5
           2        THLM 3xx Healthcare Leadership Strategies                                       5
                    THLTH 320 Promoting Health Through Social Marketing                             5
                    Elective                                                                        5
           3        THLM 3xx Healthcare Cost Analysis Challenges                                    5
                    TINST Database Management & Data Analysis                                       5
                    Elective                                                                        5
           4        TNURS 407 Diversity: Issues of Exclusion & Inclusion [Core:
                    Health & Society Minor                                                          3
                    TNLM xxx Healthcare Legal and Accreditation Issues                              5
                    TNURS 430 Interpersonal Relationships                                           3
                    Elective                                                                        5
           5        TNURS 430 Ethical Issues                                                        3
                    TNURS 403 Introduction to Research                                              3
                    Elective                                                                        5
                    Elective                                                                        5
           6        THLM xxx Internship                                                             5
                    Elective                                                                        5
                    Elective                                                                        5
      Total Credits                                                                                90

2.   Potential students will meet the general education requirements of UWT. In addition, two lower
     division courses are required for admission into the program:
          Anatomy & Physiology (1 course) OR medical terminology (1 course)
          Statistics

3.   The majority of courses will be drawn from existing Nursing and Health courses with one course
     from Computing and Software Systems. Three new courses will need to be developed, including
     one course in the Leadership domain,, one in the Knowledge of the Healthcare Environment domain,
     and one course in the Business Skills and Knowledge domain (see Table 1).

     Health courses currently taught by Nursing as well as courses in Business, Computing and Software
     Systems, Interdisciplinary Arts and Sciences, and Social Work can be used to fulfill required and
     free elective credits. Examples of Health courses that could fulfill required and free elective credits
     include the following: THLTH 415 Representations of Health Policy and Ethics in Film, THLTH
     420 Holistic Health, THLTH 425 Viloence in Intimate Partner Relationships, THLTH 430
     Adolescent Health in Context, THLTH 445 Women’s Health, Women’s Lives, THLTH 445 Health
     in a Developing Nation Study Abroad, THLTH 470 Challenges and Controversies in U.S. Health
     Care, THLTH 472 Human Health and the Environment, THLTH 485 Critical Issues in Global
     Health, and/or TNURS 402 Families in Society. As indicated by the curriculum, students already
     take three Health courses (THLH 310, 320, and 440). Both core courses required in the Health and
     Society minor are also required in Healthcare Leadership major (TLHL 310 and TNURS 407).

4.   The major mode of course delivery will be a mix of face-to-face and online interactions. Student-
     faculty interaction will be both synchronous and asynchronous with use of discussions forums, chat

                                                                                                  Draft 4/23/2008

          room and physical/virtual faculty office hours. Other than general faculty orientation to BlackBoard,
          no additional technology skills will be required by faculty.

C.   Faculty

            TABLE 5: Program Faculty
                   Name                  Rank               Status      % Effort in Program         FTE/year
           Year 00: Ruth E. Rea    Associate Prof          PT         50%                         .5
           Year 01: Ruth E. Rea    Associate Prof          PT         50%                         .5
           Year 02: Ruth E. Rea    Associate Prof          FT         100%                        1.0
           Year 03: Ruth E. Rea    Associate Prof          FT         100%                        1.0
           Year 04: Ruth E. Rea    Associate Prof          FT         100%                        1.5
              To Be Determined     Assistant Prof          FT         50%
           Year 05: Ruth E. Rea    Associate Prof          FT         100%                        1.5
              To Be Determined     Assistant Prof          FT         50%

C.   Students
         TABLE 6: Size of Program*
                     Year 1-2009 Year 2-2010                 *Year 3-2011         Year 4-2012
                     101           101 -Graduate
                                   102                       102-Graduate
                                                             153                  153-Graduate
           Total FTE           10              20               25                      30
                  indicates year started major
          *Expected admission of students with Technical Degrees who have completed General Education

          Table 7: Headcount and FTE Numbers*
           No. of           Year 1         Year 2            Year 3           Year 4**
           Headcount          10              20        25                 30
           FTE                10              20        25                 30
          *Considered only those enrolled in major. Data indicate 70 lower division students with
          “interest” and 72 “vaguely interested” in healthcare leadership courses.
          **Year 4: Please indicate the year in which the program plans to reach full enrollment.

     2.   It is thought that the students who initially enroll in the Healthcare Leadership major will be fulltime.
          However, students who enroll with a technical degree might chose to take course part time due to
          work commitments. Thus while the program growth in Year 3 and Year 4 reflects a growth of 5
          FTEs to account for this type of enrollment.

     3.   Efforts to recruit and retain students of color or who have disabilities will entail the program
          recruiter meeting with potential students at their place of employment (ensuring that a wide-range of
          industries are identified and canvassed). Additionally, a program administrator will serve as an
          advisor to students throughout their time in the program, helping them with any difficulties and
          pointing them to appropriate University resources.

D.   Administration
     Even with a small number of students it would be necessary to have an administrator for the program. It is
     not feasible to add additional responsibilities to the roles of current Nursing Program clerical and
     administrative staff.

                                                                                                       Draft 4/23/2008

            TABLE 8 Clerical/Support Staff
                      Name                 Title                        Responsibilities             % Effort
             Year 00: To Be            Program               recruiting, developing marketing        50%
             Determined                Coordinator           materials, advising, reviewing
                                                             transcripts, budgeting,
                                                             collecting credential
                                                             requirements, processing
                                                             articulation agreements, ongoing
                                                             evaluation procedures, filing
             Year 01: As Above              As Above         As Above                                50%
             Year 02: As Above              As Above         As Above                                50%
             Year 03: As Above              As Above         As Above                                50%
             Year 04: As Above              As Above         As Above                                50%
             Year 05: As Above              As Above         As Above                                50%

III.   Program Assessment

       A.   Assessment Plan
            The effectiveness of the academic program for the Bachelor of HealthCare Leadership will be regularly
            assessed to validate the impact of the program on the community and achievement of the goals of the
            program. Community impact will be conducted post graduation. Since the students in the program will
            have post-technical degrees, it is expected that students will be applying the result of their learning
            experiences within their respective practice settings. Data for comparison will be obtained at program
            completion and at regular intervals there after from graduate surveys and surveys of employers of

            An assessment of student and program outcomes of a Bachelor of HealthCare Leadership program will be
            conducted utilizing multiple methods. The goals of the program will guide the assessment process. These
            goals are:
            Upon completion of the Healthcare Leadership curriculum, the student will be able to:
            1. Use multiple communications strategies that enhance positive human relationships considering both
                 clients/customers and work force personnel.
            2. Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
                 leadership in the healthcare environment.
            3. Integrate ethical behaviors into leadership professional practice
            4. Demonstrate knowledge of the healthcare environment that includes awareness of cost, access, and
                 quality challenges and is able to generate solutions to these challenges
            5. Demonstrate basic budgeting, outcome measurement, and informatics abilities

            Student attainment of the five program goals will be assessed using the following sources: a portfolio that
            contains selected student academic work and a written summary of progress in the Bachelor of Healthcare
            Leadership program, oral and written responses to case studies focusing on healthcare leadership and
            evaluations of field experiences.

            Potential Impact of the Healthcare Leadership Program on the Community:

            Graduation rates: This outcome reflects the number of students entering, dropping out, length of time in
            program and numbers graduating.

                 Data to be obtained include: applications and acceptance rates, graduate rate, attrition rate, time to
                 complete the program and number of underrepresented groups in graduates. A follow-up of students
                 who withdraw from the program will be conducted to determine reasons for dropping out and
                 identification of plans for returning or for further study.

                                                                                                 Draft 4/23/2008

     Patterns of employment: This outcome reflects employment patterns of graduates related initial
     employment after graduation or to changes in employment over time since completing the program.

          Data obtained will include position and scope of responsibility 1, 3, and 5 years post graduation.

     Program satisfaction: This outcome reflects the satisfaction level or evaluation of the program by major
     constituencies such as alumni and employers.

          Data will be obtained at year 1, 3, and 5 years after graduation from a representative sample of
          graduates. In addition, data will be obtained at years 2 & 4 post graduation from the employers of
          these alumni. Data collection will be obtained through survey conducted by the University of
          Washington, Office of Educational Assessment using questionnaires designed specifically for the
          Healthcare Leadership program.

B.   Student Learning Outcomes Assessment Plan

     Use multiple communications strategies that enhance positive human relationships considering both
     clients/customers and work force personnel: This outcome reflects the student’s ability to communicate
     orally and in writing, responsive to the needs of diverse populations, negotiate differences and deal with

          Data will be obtained from responses to case studies that discuss communication and relationship
          management, selected papers included in the portfolio representing issues of diversity,
          communication and critical thinking and evaluations of field placements in healthcare leadership

     Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
     leadership in the healthcare environment: This outcome reflects the student’s skill in reasoning,
     analysis, research, and/or decision making relevant to healthcare leadership.

          Data will be obtained from a portfolio containing a representative sample of papers from courses
          requiring reflective, persuasive, or research writing. These selected papers will be used as a guide to
          demonstrate progress in throughout the HealthCare Leadership program in a written Summary of

     Integrate ethical behaviors into leadership professional practice: This outcome reflects the student’s
     ability to reflect critically upon and to apply principles of ethics to diverse situations and dilemmas.

          Data will be obtained from evaluations of field placements in healthcare leadership practice and
          responses to case studies that discuss ethical behavior and decision making in healthcare leadership

     Demonstrate knowledge of the healthcare environment that includes awareness of cost, access, and
     quality challenges and is able to generate solutions to these challenges: This outcome reflects the
     student’s ability to think critically about healthcare management and to explicate through field
     experiences and selected papers responses to the business of health care.

          Data will be obtained from evaluations of field placements in healthcare leadership practice and
          selected papers included in the portfolio responding to issues of cost, quality and access in health

                                                                                        Draft 4/23/2008

Demonstrate basic budgeting, outcome measurement, and informatics abilities: This outcome reflects
the student’s ability to develop budget and evaluation measures as a leader in health care and to
understand systems that store, process and communicate information.

    Data will be obtained from responses to case studies, selected papers included in the portfolio that
    discuss issues budgeting and outcome measurement and evaluations of field placements in healthcare
    leadership practice.

                                                                                                  Draft 4/23/2008

IV.       Finances
           A. Details of Program Costs

            Table 9: Program Financial Details
                          Prep Year     Year 1         Year 2        Year 3            Year 4               Year 5
                           2008-09     2009-10        2010-11       2011-12           2012-13              2013-14
      Faculty base      Assoc Prof:  Assoc Prof:    Assoc Prof:   Assoc Prof:    Assoc. Prof: 1FTE    Assoc. Prof: 1FTE
      salary           $37,000      $37,841        $77,195       $78,739        Asst. Prof: .5FTE    Asst. Prof: .5FTE
                        .5FTE        .5FTE          1FTE          1FTE           50%                  50%
                                                                                 $114,314             $116,600

      Benefits             $9,065      $9271        $19,299       $20,078        $29,722              $30,316
      Total-Faculty        $46,065     $47,111      $96,494       $98,817        $144,036             $146,916

      Program              $20,262     $20,262      $20,667       $21,081        $21,502              $21,932
      Benefits             $6484       $6484        $6717         $6957          $7,203               $7,347
      Total-Clerical       $26,746     $26,746      $27, 384      $28,037        $28,705              $29,280

                                        Year 1         Year 2        Year 3           Year 4              Year 5
                                        2009-1-       2010-11       2011-12          2012-13              2-13-14
      Contract Services
         Postage                             $600          $600          $600               $600                 $600
         Telephones ?? cell formula           $40           $60            $60                $80                  $80
         Dues/membership                     $100          $200          $200               $300                 $300
         Photocopying/Printing              $1100         $1200         $1300              $1400                $1500
         Marketing                        $14,316         $2000         $1000              $1000                $1000
                               Total   $16,156.00    $4,060.00     $3,160.00        $3,380.00            $3,480.00
      Goods & Services
         Supplies                          $1,000        $1,000         $1,500               $1,500               $2,000
         Special Computer Software         $1,000        $1,000         $1,000                                    $1,000
         Other: Computers                  $2,000                                          $2,000
         Textbooks                         $1,000         $700            $700             $1,200               $1,200
                               Total     $5,000       $2,700         $3,200           $4,700               $4,200
          Faculty                           $500         $1,000         $1,000             $1,500               $1,500
          Staff                              $75            $75            $75                $75                  $75
                               Total     $575         $1,075         $1,075           $1,575               $1,575
          Library Acquisitions             $1,000        $1,000         $1,500             $2,000               $3,000
                               Total     $1,000       $1,000        $1,5000           $2,000               $3,000

      Total Direct Costs                  $96,588      $132,751       $135,790             $184,396             $188,451

      Indirect If Applied to Program       $9,651       $13,271        $13,579              $18,440              $18,845

      Total New Costs for the Year       $106,247      $145,984       $149,369             $202,836             $207,296

      Costs Carried Forward                            $106,247       $252,231             $401,600             $604,435

            Total Costs for Program                  $252,231       $401,600         $604,435             $811,731

                                                                                                         Draft 4/23/2008

     B.    Summary of Program Costs

Table 10: Program Financial Summary
                                                             Year 1      Year 2        Year 3        Year 4         Year 5

Administrative Salaries & Benefits @ 29.5%               $        -     $     -    $       -     $      -       $      -
Faculty Salaries and Benefits @ 30.5% and 24.5%          $    47,111    $ 96,494   $    98,817   $ 144,036      $ 146,916
TA/RA Salaries & Benefits
Clerical Salaries & Benefits @ 32%                       $    26,746    $ 27,384   $    28,037   $    28,705    $   29,280
Other Salaries & Benefits @ 12%                          $        -     $     -    $       -     $        -     $      -
Financial Aid specific to the program
Contract Services                                        $    16,156    $ 4,060    $     3,160   $     3,380    $    3,480
Goods and Services                                       $     5,000    $ 2,700    $     3,200   $     4,700    $    4,200
Travel                                                   $       575    $ 1,075    $     1,075   $     1,575    $    1,575
Equipment                                                $        -     $    -     $        -    $        -     $       -
Lease or Acquisition (attach form III.a)
Other (itemize)                                          $     1,000    $ 1,000    $ 1,500       $ 2,000        $ 3,000
Indirect (if applied to the program)                     $     9,659    $ 13,271   $ 13,579      $ 18,440       $ 18,845
Total Costs (By Year)                                    $    106,247   $145,984   $ 149,369     $ 202,836      $ 207,296
Total Costs (For Program Not Esclated for Inflatation)                  $252,231   $ 401,600     $ 604,435      $ 811,731

General Funds: State Support                             $    52,000    $104,000   $ 130,000     $ 156,000      $ 156,000
Tuition and Fees(total)                                  $    53,457    $110,160   $ 144,575     $ 173,490      $ 173,490
Corporate Grants/Donations
Internal Reallocation *
Other Fund Source (specify)
Total Revenue                                            $    105,457   $214,160   $ 274,575     $ 329,490      $ 329,490

                                                                                            Draft 4/23/2008

     C.   References

United States Bureau of Labor Statistics, Employment Situation Summary: March 2008

United States Bureau of Labor Statistics, Occupational Outlook Handbook, 2008-2009

Malamud, M. (April 14, 2008), Public underestimates how much hospitals drive local economies. AHANewsNow

Area’s Top 100 Employers May 15, 2005

Washington Community and Technical Colleges (Fall 2006). State Supported Course Enrollment: State FTEs by
Academic, Workforce, Basic Skills and Pre-college Fall 2002 through Fall 2006


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