Code # NHP46
New Program/Certificate Proposal-Bulletin Change Transmittal Form
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New Certificate or Degree Program (The following critical elements are taken directly from the Arkansas Department of Higher Education’s “Criteria and Procedures for Preparing Proposals for New Programs”.) Please complete the following and attach a copy of the catalogue page(s) showing what changes are necessary.______Enter date…
Department Curriculum Committee Chair / ______Enter date…
COPE Chair (if applicable)
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General Education Committee Chair (If applicable)
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College Curriculum Committee Chair / ______Enter date…
Undergraduate Curriculum Council Chair
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College Dean / ______Enter date…
Graduate Curriculum Committee Chair
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Vice Chancellor for Academic Affairs
1. Proposed Program Title
Bachelor of Science in Health Studies (BSHS)
2. CIP Code Requested
51.0001
3. Contact Person (Name, Email Address, Phone Number)
Name-Angie Schmidt, AssociateDean, College of Nursing and Health Professions
Name of Institution-Arkansas State University-Jonesboro
E-mail Address
Phone Number-870-972-2930
4. Proposed Starting Date
Spring 2014
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Proposal - 1
NEW CERTIFICATE OR DEGREE PROGRAM
1.Proposed Program Title
Bachelor of Science in Health Studies (BSHS)
2.CIP Code Requested
51.0001
3.Contact Person (Name, Name of Institution, Address, Email Address, Phone Number)
Name-Susan Hanrahan, Dean, College of Nursing and Health Professions
Name of Institution-Arkansas State University-Jonesboro
E-mail Address
Phone Number-870-972-3112
4.Proposed Starting Date
Spring 2014
5.Program Summary
a.Provide a general description of the proposed program. Include overview of any curriculum additions or modifications; program costs; faculty resources, library resources, facilities and equipment; purpose of the program; and any information that will serve as introduction to the program.
The BSHS degree serves a three-fold purpose for students: 1) planning to seek employment in a health or health related area upon graduation; 2) desiring a bachelor’s degree following anassociate degrees in health disciplines and 3) planning a health career that requires a post-baccalaureate plan of study.
This degree does not lead to a professional credential or state licensure. It does prepare students for roles in community health, support services, health care navigation, claims services, medical sales and patient services. On line certification is available in some areas such as compliance officer, health advocate and coding specialist.
The value of this degree is that it provides a baseline of skills and education in areas that are of tremendous importance to the health of Arkansans. Students will study chronic illness, prevention, wellness, healthcare advocacy, patient safety, health information technology, health systems, interdisciplinary practice, aging, mental health and cultural competence. A basic foundation of knowledge will allow the graduate to bridge from health to health care which will be important in a diverse array of health settings.
The passage of the Affordable Care Act has “redesigned” workforce roles and created new employment opportunities in the process. The American Hospital Association, in its “Workforce Roles in a Redesigned Primary Care Model”, discusses the emergence of new team members that connect patients with providers and community resources. These members might be called health coaches, health care navigators, population assistants or community health aides.
The curriculum will include 13 new courses as part of the curriculum and 7 existing courses within the College of Nursing and Health Professions (CNHP). It will also include general education and other support courses outside the CNHP.
An interdisciplinary team of faculty have participated in degree development. Although some of the courses can be taught as part of existing faculty loads, two new faculty lines will be necessary to teach the matriculated sequence of courses, one faculty in the first year and another in the second year. No additional resources will be necessary from the library nor will any new equipment or classrooms be required.
b.List existing degree programs that support the proposed program.
Programs in the CNHP with content appropriate to this degree include Disaster Preparedness and Emergency Management, Nutrition, Clinical Laboratory Science and Nursing. Existing courses that support this degree are Basic Human Nutrition, Healthcare Emergency Management, Cultural Competence in Health Professions, Patient Education: Teaching and Learning in Health Professions, Physical Health and Aging, and Interpreting Laboratory Data.
6.Need for the program
a.Provide survey data (number not percentage) on student interest (number of students planning to enroll), job availability, corporate demands and employment/wage projections. Focus mostly on state needs and less on regional and national needs, unless applicable to the program. Survey data can be obtained by telephone, letters of interest, student inquiry, etc. Focus mostly on state needs for undergraduate programs; and state, regional and national needs for graduate programs.
One of the goals of the Affordable Care Act was to increase and modernize the health care workforce. Industry and academia has been working hard to “rethink” degree levels, titles and qualities of health workers. There is an urgent need to develop new skills among the health care workforce. There is also a need to attract others to jobs in the health industry that requires some level of education and hands on skills, not necessarily related to professional licensure. The health marketplace is also finding ways to enhance quality while reducing cost and providing access.
Most of the literature in response to the Affordable Care Act has noted similar language in conveying necessary worker qualities and characteristics. For example, the same report, as noted in #5 above ( The American Hospital Association, January 2013, “Workforce Roles in a Redesigned Primary Care Model”), highlights interdisciplinary teaming, care coordination, cultural awareness, wellness and care across the continuum, health literacy, self -care, information technology, prevention and safety, and quality including the titles of workers as noted previously. All of these elements have been incorporated into this degree program.
On April 20, 2012, Governor Beebe was presented a document entitled, “Arkansas Health Workforce Strategic Plan: A Roadmap to Change” from the Arkansas Health Workforce Initiative Workgroup comprised of 13 health professionals from across the state representing a variety of health disciplines. In this report were four goals related to team based care, the use of health information technology, equitable distribution of workforce and health financing. Some of the recommendations, in part, discussed the development of community health and direct care workers. There was also a need expressed for the education and training of care coordinators. This along with the elements of health literacy, information technology, wellness and team based care reinforces the very nature of our need in this state.
The Joint Commission on Accreditation of Hospital Organizations (JACHO) has been releasing accreditation guidelines and standards (specifically in the primary care medical home option) which reinforce the discussion about patient care. The focus on interdisciplinary, continuity of care, coordinated care, health literacy, quality and safety information systems, patient education, self- management tools, population based care, chronic care management are among the elements of performance for accreditation. An interdisciplinary team is required to make these things happen.
On February 8, 2013, the Washington Post included an article entitled, “For Insurance Exchanges, States Need ‘Navigators’---and Hiring Them is a Huge Task”. The story suggests that ‘navigators’ are “an enormous new workforce of helpers under the law”. Because the states have a herculean task of signing up hundreds of thousands of people during their open enrollment periods, a very large number of educated ‘navigators’ will be necessary. This degree provides a comprehensive foundation for all of the variables that go into this type of work.
Because many of these workers and worker titles are just evolving, it is difficult to grasp reliable student interest, job vacancy and employer hire rates. Currently, there are national certifications available in the areas of Health Advocacy, Patient Navigator, Coding Specialists and in Health Care Compliance. The BSHS supports knowledge, skills and abilities necessary for completion of these national certifications. A BSHS Career Map is provided showing possible jobs available for a student graduating with a BSHS degree (see attached Career Map). Lettersof support will be included from the Arkansas Surgeon General and health entities, which provide support for this type and level of degree.
With so many students undecided at Arkansas State University and the offering of a new degree program where multiple options for employment exist, we anticipate large numbers of students. It is anticipated that graduating classes per year will exceed 50 students.
Programs in the CNHP have advisory boards. This program will be no exception. A wide range of industry partners will spend time with Administration and Faculty in the CNHPimplementing this degree as well as modifying the degree based on market changes. Continued partnerships with these entities over time will assist in meeting workforce needs.
Revised 1/17/13
b.Provide names/types of organizations/businesses surveyed.
So that data will be more current relative to ADHE submission, in Summer 2013, organizations and businesses will be surveyed using Qualtrics survey software. Surveyed entities will include: insurance companies, non-profit organizations, hospitals and other related healthcare organizations. Data received and the analysis of that data will be current relative to the ADHE Summer 2013 submission. In addition, students classified as “undecided majors” will be surveyed to identify current student interest.
c.Letters of support should address the following when relevant: the number of current/anticipated job vacancies, whether the degree is desired or required for advancement, the increase in wages projected based on additional education, etc.
In summer 2013, we will seek letters of support from CEO’s of hospitals, Arkansas Surgeon General and employers in healthcare organizations.
d.Indicate if employer tuition assistance is provided or other enrollment incentives.
Not available
7.Curriculum outline
a.Provide curriculum outline by semester.
Two separate degree tracks are proposed for the BSHS- TheProfessional Track and Non-Professional Track. The Professional Track requires students to have an Associate of Applied Science (AAS) degree in an allied health related field (e.g., Physical Therapist Assistant (PTA), occupational therapy assistant). The Non-Professional Track does not require students to hold an AAS degree.
The Professional Track provides a transition from an Associate’s degree to a Bachelor’s degree. The PTA curriculum for the AAS degree on ASU-J campus includes 20 credit hours of General Education. The Professional Track for the BSHS degree includes an additional 15 credit hours of General Education courses during the student’s Junior and Senior year to meet the mandated 35 credit hours of General Education courses for a bachelor’s degree. The curriculum includes 41-credit hours of upper division degree (major) courses and 45-credit hours of combined upper division courses. The BSHS Professional Track degree plan exceeds the 120 credit hour when an AAS degree exceeds the credit hour limit. For instance, on the ASU-J campus, the PTA degree is 38 credit hours during the student’s sophomore year in order to meet accreditation standards for licensure. Therefore, students graduating with a PTA degree from ASU will have a total of 128-credit hours for the Professional Track of the BSHS.
The Non-Professional Track includes a 120-credit hour degree plan. The curriculum includes 41 credit hours of upper division degree courses and 47 credit hours of combined upper division courses. Each semester includes a total of 15 total credit hours.
Professional Track
Semester 1: Fall Year 1
PTA 1013Making Connections
ENG 1003English Comp I
MATH 1033Plane Trigonometry
BIO 2203Human A& P I
BIO 2201Human A&P I Lab
2 creditElective
Semester 2: Spring Year 1
ENG 1013English Composition II
PHYS 2054General Physics I
3 creditsUS History / Govt
CS 1013Introduction to Computers OR CIT 1503 Microcomputer Applications
HS 2112Introduction to the U.S. Healthcare System
Semester 3 & 4: Year 2 Professional Associate Degree (Physical Therapist Assistant –
38 credit hours)
Semester 5: Fall Year 3
3 creditsArts & Humanities
HS 3233Preventive Health
3 creditsArts & Humanities
HS 3353Public Health: Principles and Practice
PSY 2013Introduction to Psychology
Semester 6: Spring Year 3
HS 3783Issues in Mental Health
HS 3453Healthcare Navigations
HS 3463Introduction to Pharmaceuticals
HS 3673Critical Issues in Health
3 creditsArts & Humanities
Semester 7: Fall Year 4
HS 4193Ethical and Legal Issues in Health
HS 4213Chronic Illness
HS 4323Patient Safety
HS 4433Healthcare Advocacy
3 creditsSocial Sciences
Semester 8: Spring Year 4
HP 4103Patient Education: Teaching And Learning In Health Professions
NRS 5013Physical Health And Aging
CLS 4212Interpreting Laboratory Data
HS 4543Healthcare Service Delivery
3 creditUpper division elective
Non-Professional Track
Semester 1: Fall Year 1
3 creditsMaking Connections- FYE
ENG 1003English Comp I
3 creditsMathematics
BIO 2203Human A& P I
BIO 2201Human A&P I Lab
2 creditsElectives
Semester 2: Spring Year 1
ENG 1013English Composition II
ECON 2333Economic Issues and Concepts
3 creditsUS History / Govt
3 creditsArts & Humanities
PSY 2013Introduction to Psychology
Semester 3: Fall Year 2
HP 2013Medical Terminology
3 creditsSocial Sciences
SOC 2223Social Problems
NRS 2203Basic Human Nutrition
DPEM 2223Healthcare Emergency Management
Semester 4: Spring Year 2
3 creditsArts & Humanities
HLTH 2513Principles of Personal Health
HS 2112Introduction to the U.S. Healthcare System
3 creditsElective
4 creditsPhysical/Life Sciences
Semester 5: Fall Year 3
HP 3413Cultural Competence In The Health Professions
HS 3123Introduction to Disease
HS 3233Preventive Health
HS 3353Public Health: Principles and Practice
3 CreditsElective
Semester 6: Spring Year 3
HS 3783Issues in Mental Health
HS 3453Healthcare Navigations
HS 3463Introduction to Pharmaceuticals
HS 3673Critical Issues in Health
3 CreditsElective
Semester 7: Fall Year 4
HS 4193Ethical & Legal Issues in Health
HS 4213Chronic Illness
HS 4323Patient Safety
HS 4433Healthcare Advocacy
3 CreditsElective
Semester 8: Spring Year 4
HP 4103Patient Education: Teaching And Learning In Health Professions
NURS 5013Physical Health And Aging
CLS 4212Interpreting Laboratory Data
HS 4543Healthcare Service Delivery
4 CreditsElective
b.Give total number of semester credit hours required for the program.
Professional Track (includes AAS degree): 128 credit hours
Non-professional Track: 120 credit hours
c. Identify new courses(provide course descriptions.)
HP 4103Patient Education Teaching: and Learning in Health Professions- This course provides a framework for understanding the linkage between teaching and learning. Teaching strategies and methodologies that compare and contrast teacher centered versus patient-centered approaches are presented.
HS 2112Introduction to the U.S. Healthcare System- Introduction to fundamental structures and operations of the United States health care system and its differences from other established health care models across the world. Provides an overview of health care services, delivery, financing, trends and consequences.
HS 3123Introduction to Disease – Introduction to basic principles of disease processes, covering essential structural and functional characteristics of common diseases. Attention will be given to individual body systems and the diseases, disturbances, and abnormalities that can affect them.
HS 3233Preventive Health- Teaching and “coaching” patients toward managing, mitigating, and/or preventing health dysfunctions encountered by citizens of the Delta region. Examines the impact health promotion and preventive practices have on the quality of life across the life span.
HS 3353Public Health: Principles and Practice Provides an overview of the unique features of public health in the rapidly changing US and global health care delivery system from a population, global health perspective.
HS 3453Healthcare Navigation- Explores the roles of the Healthcare Navigator are described, providing essential information to effectively assist patients navigating the healthcare system. The patient navigation model has been expanded to include the timely movement of an individual across the entire health care continuum from prevention, detection, diagnosis, treatment, and supportive, to end-of-life care.
HS 3463Introduction to Pharmaceuticals- An introduction to pharmaceuticals in modern heath care. Issues related to regulation, drug development, drug safety (including age related issues, polypharmacy, and abuse) and quality control are included.
HS 3673Critical Issues in Health- Examine critical health and health care issues from clinical, legislative, and community perspectives. Using tested and reliable measures, focus will be on outcome effectiveness. Topics include access to health care information and services, person-centered heath care, and life-long health promotion.
HS 3783Issues in Mental Health- Examines a variety of mental health conditions and behaviors, including many of the help-seeking behaviors seen currently in health care settings. Major public health threats to our society will be discussed.
HS 4193Ethical and Legal Issues in Health- Enables students to analyze and resolve ethical issues for competent health care practice. Students will learn practical case knowledge and logical ethical decision making skills. Ethical issues include dilemmas regarding healthcare, professional/patient relationships, and challenging patient care.