48 TOTAL CREDITS REQUIRED
The online Doctorate of Health Sciences (DHSc) Leadership in Clinical Practice and Education program is a 48-credit-hour program that helps students build competencies in advanced professional practice, whether that be in the clinical or academic environments
This course analyzes the core competencies and skills required for effective interprofessional and team based care for patients and populations Students will leverage the expertise of interprofessional partners to effectively address patients’ needs. Communication and flexible leadership strategies will be emphasized and students will analyze the impact of interprofessional practice on health delivery practices and outcomes.
This is the first of two courses that provide students the opportunity to integrate and implement principles of educational or clinical leadership in a professional practice environment. With the support of a site mentor as well as a faculty member, the student will design and plan for the implementation a learning project to advance educational or clinical practice within the learner’s practice environment or a selected site.
This is the second of two courses that provide students the opportunity to integrate and implement principles of educational or clinical leadership in a professional practice environment. With the guidance of a site mentor as well as a faculty member, the student will implement a project designed to advance educational or clinical practice within the learner’s practice environment or selected site. The student will also assess the impact and success of the project and provide future recommendations based on the assessment.
Program theory as the basis for designing health and educational innovations that can be tested using scientific methods, replicated in practice, and used to inform policy.
This course builds the skills, knowledge, and behaviors required for academic leadership in the health professions Learners will perform a comprehensive self-assessment and analysis of required attributes for leadership within their practice context that will result in a development plan Learners will determine the strategic alignment between goals, resources, processes, and capacities Learners will integrate and apply learning to a project designed to benefit the institution and enhance the student’s leadership skills.
The purpose of this course is to emphasize the critical roles of ethics theories and bioethics principles in the planning, conduct, and dissemination of scientific studies. Topics covered will include scientific and academic integrity, protection of human participants in research, conflicts of interest and commitment, ownership of data and intellectual property, whistleblowing and dispute resolution, and privacy and confidentiality.
This course provides an overview of the role of evidence-based knowledge and research in everyday professional work. Students will be introduced to several bodies of literature to better understand 1) an interdisciplinary perspective on health, and 2) multiple frameworks available to support research questions As the basis for life-long learning, students will learn to critique articles and base decisions on available evidence.
This course continues work initiated in HSCI 6270 Research Methods for the Health Professions I. In Research Methods II, students will build upon their knowledge and skills pertaining to the evaluation of evidence, the development of a research question and the design of a methodology appropriate for the inquiry. An understanding of the mechanics and fundamental components of data analysis will also be covered Students should have completed HSCI 6270 prior to registering for this course.
This is the first in a series of 3 courses related to scholarly inquiry for students in the DHSc program. Students construct a significant problem statement, identify key terms, and conduct an extensive literature review relevant to the gap in the health science educational or clinical practice addressed by the problem statement, and generate a research question. Students will create a research protocol.
This is the second in a series of 3 courses related to scholarly inquiry for students in the DHSc program Following IRB approval, the student will collect, and analyze data related to the research question. Students manage data to assure quality, integrity, confidentiality and accuracy.
This is the third in a series of 3 courses related to scholarly inquiry for students in the DHSc program. Students interpret the results of the data analysis in relation to the research question and draw conclusions based on the interpretation of the results. Students draft a manuscript for potential submission to a peer reviewed journal based on the work completed in Seminars I through III.
Clinical Practice Leadership in Health Professions Track – 9 CREDITS REQUIRED
Reviews fundamental issues surrounding technology and information management in the rapidly changing health care environment. It focuses on concepts relative to health care informatics and information systems and their application to support clinical and administrative decision-making. The uses of quantitative and qualitative methods to promote cost-effective and high quality patient care are discussed.
Introduces the fundamental concepts to be covered in HCQ 6201 through HCQ 6205 and discusses how they are integrated within the context of health care quality. Applicants of the MSHS in Health Care Quality program may use the Certified Professional in Healthcare Quality (CPHQ) credential as an accepted equivalent.
Examination of the emerging field of knowledge translation, which integrates knowledge across the domains of translational research, implementation and dissemination science, and collaboration and team science within the context of current health practice and legislation.
Skills needed for planning and implementation of health care research within clinical institutions; institutions and regulatory requirements for health care research including those involving human subjects. Prerequisites: CML 6203 and HFR 8116.
Educational Leadership in Health Professions Track – 9 CREDITS REQUIRED
Application of teaching and learning principles in the delivery of education in health professions; practices grounded in andragogy, contributing to curriculum program development, and the enhancement of teaching and assessment skills. Restricted to SMHS students. Recommended background: Experience in health care or practice as a health care professional.
Curriculum development and assessment skills in medical and health science settings. Restricted to SMHS students. Recommended background: experience in health care or practice as a health care professional.
Skills needed to effectively assess individual achievement of required clinical competencies and implement a comprehensive assessment of course and program goals. Prerequisites: HFR 8212 and HFR 8213.
Students design, develop, implement and assess technology-based education approaches for the health profession. Prerequisites: HFR 8212 and HFR 8213
Electives (6 Credits)
Applied health economics, finance and policy for high-quality, value-based health care operations; costs, expenditure, and reimbursement of services; strategic financial planning tools. Restricted to students in the clinical operations and health care management program.
This course provides an introduction to qualitative methods used in the generation and analysis of data relevant to health professionals.
Selection, implementation, and evaluation of assessment tools Changes in performance that occur in clinical environments, in adult educational settings, and in research programs Levels and purposes of measurement; proximity of the measure to the “intervention;” utility, including reliability and validity; precision, including range, targeting, and sensitivity to change; efficiency and practicality (cross listed with OT 8220).
Use of mixed methods as a legitimate design tradition to address translational research questions (cross listed with THS 8221).
An overview of global business principles related to health care systems: the management of patient-centered care delivery, marketing, finance and fiscal management principles, information technology, and quality improvement.
Independent study involving analysis of a clinical topic, a patient education project, or an on-site mentored clinical research practicum.
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