Teaching Method: Lecture 70% Research 10% Practical 20%

Teaching Method: Lecture 70% Research 10% Practical 20%

Course Syllabus
Course Title: Health Planning / Academic Year: 2010-2011
Course No.: 03804339 / Semester:
Prerequisite: 0380110, 0380202 / Course Level: Senior Level
Tutor / Office No. / Tel. No / Office Hours / e-mail
Dr. Naser saif / 32410 / 02/6374444, ext. 2307 / - /

Teaching Method: Lecture 70% Research 10% Practical 20%

Examination Style: Written OralOpen Book

Course Description

This Masters course examines the development of health services in Jordan focusing attention on the social, demographic, economic and political factors that are relevant to planning health services and delivering health care (drawing on information from other states where appropriate). Students are encouraged, throughout the course, to focus their attention on the politics of resource allocation, health planning, health care costs and their containment strategies, health care quality assurance, disaster plans, and the economics of health care. The course is designed to provide students with the factual materials and conceptual apparatus needed to critically evaluate the processes that determine priorities within the Jordanian Health Care System and other areas of public provision - particularly those thought to be capable of influencing the health of the nation. This course addresses the current major health policy issues and the critical processes and forces that shape them. Major health policy issues addressed include: Health Insurance (Public, Private), the uninsured, public health, the impact of welfare policy on health care, managed care development and regulation, health care reform and others.

A list of World Wide Web sites with information on health planning and policy issues is also included for your information and use.

Applying inter-disciplinary theory and tools, we examine the economic, epidemiological and political forces currently driving international reform and analyze their impact on the health sector. We critically examine specific infra-structural and financing reform initiatives focusing on issues impacting sustainable health development. The course will be evidence based, seeking to distill lessons learned and best practices from countries which have initiated bold health sector reforms.

COURSE METHODS

The course applies a combination of lectures, class discussion, role-play, case studies and practical exercises. Student participation is a key component of this course. It is expected that students will be responsible for integrating assigned readings into class discussions and assignments. Class lectures, case studies and discussions will provide an opportunity for students to practically apply what they have learned from course readings. Homework assignments will be handed out most weeks and will consist of practical exercises, case study analysis, role play preparation, memo writing and class presentations relevant to the topic of the week. Case studies may involve data analysis and capability to use computer spreadsheets (Lotus or Excel) will be useful but not necessary. Each student will be required to carry out a major course project.

Learning Objectives

  • demonstrate knowledge and understanding in the field of health management, planning and policy-making in developing health systems with particular reference to governmental and NGO sectors;
  • discuss ethical issues, and adopt and justify an ethical stance appropriate to his/her situation;
  • conform to accepted modes of professional behavior;
  • review types of policies, situations and issues in the field of health management, planning and policy-making in developing health systems with particular reference to governmental and NGO sectors;
  • apply knowledge and skills in selected areas of health management, planning and policy to local circumstances;
  • critically review evidence and arrive at an informed judgment;
  • take a proactive role in problem-solving;
  • plan and manage tasks independently;
  • learn from experience;
  • Understand the health Planning and Policy making process in the legislative and executive branches of government at all levels.
  • Acquire substantive knowledge of the major health plans and policy issues currently facing Jordan's health care.
  • Analyze the key attributes or criteria of importance for health planning and policy issues that make them national priorities.
  • Appreciate the historical context of current political debate on health care issues.
  • Analyze the forces affecting health planning and policy: economic, political, social, and ethical.
  • Understand the dynamics and differences of health planning and policy development and implementation at different levels of government.
  • Know the key players in health planning and policy: interest groups, lobbyists, elected officials, press, legislative staff, and public agencies.
  • Evaluate the tactics and strategies of individuals and groups involved in health planning and policy making.
  • Analyze the "language" of political debate.

Upon completion of the course, the student will be able to:

The course will help students learn:

 To enhance their understanding of health planning problems, policies, and practices in developing countries, along with interventions to address problems;

 To recognize how improved developing country health planning and policies could improve health outcomes; and

 To develop skills in analyzing health situations and possibilities for intervention.

 offer informed opinions about the delivery and organization of health services making use of such notions as the clinical iceberg, opportunity costs, medicalization, new public management and evidence based medicine;

 demonstrate insight and skill in exploring the dilemmas confronted by managers and planners of contemporary health care systems as well as an ability to critically assess rival views of the need for and appropriateness of health care rationing;

 show that they are knowledgeable about health planning and policy developments in Jordan and the Arab regions and about the implications of adopting market like procedures and extending the use of information technologies in publicly funded health care systems.

 Examine the significance of health care planning and policy on contemporary practice models in today’s health environment.

 Describe the different stages of the health planning and policy making process, apply them to health care issues of concern and suggest and evaluate options for resolving policy debates and moving policy forward.

 Use theories of health planning to analyze major forces, which influence the development of health care delivery.

 Analyze the planning, sociopolitical, and legislative processes involved in development and implementation of health policy.

 Explore strategies, which enhance involvement in health policy and planning.

 Analyze implications of economic, political, ethical/legal, and social factors on the delivery of health policy.

 Differentiate among health services research, program evaluation, and health policy analysis.

 Evaluate competitive and regulatory strategies in relation to their effects on access, quality, and costs.

 Evaluate health care planning for specific population, including government policies and programs which impact health care planning and delivery.

 Develop a comprehensive needs assessment strategy for a variety of settings.

 Put into motion the process of planning for health based on a number of models within the field.

 Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests.

 Select valid sources of information about health needs and interests.

 Utilize computerized sources of health-related information.

 Employ or develop appropriate date-gathering instruments.

 Apply survey techniques to acquire health data.

 Distinguish between behaviors that foster, and those that hinder, well-being.

 Investigate physical, social, emotional, and intellectual factors influencing health behaviors.

 Identify behaviors that tend to promote or compromise health.

 Recognize the role of learning and affective experience in shaping patterns of health behavior.

 Infer needs for health education on the basis of obtained data.

 Analyze needs assessment data.

 Determine priority areas of need for health planning.

 Utilize computerized health information retrieval systems effectively.

 Match an information need with the appropriate retrieval system.

 Access principle on-line and other database health information resources.

 Interpret concepts, purposes, and theories of health Planning.

 Predict the impact of societal value systems on health planning programs.

 Investigate social forces causing opposing viewpoints regarding health planning needs and concerns.

COMMUNICATION:
Communication between the instructor and the students will be facilitated by way of e-mail, on-line discussion. E-mail is used when private discussions are needed between the student and instructor or between students.Assignments will be made and are to be responded to by way of discussion postings.

Each student is required to e-mail the instructor at the beginning of the semester and to provide his/her e-mail address, mailing address, and ALL telephone numbers where the student can be reached.

Teaching Strategies:

  1. Class discussion
  2. Student presentations
  3. Presentation by health care experts

4. Lecture

5. Alternative learning assignments out of class

Case Analysis

Three cases in the health planning and policy will be distributed through the semester. Each case will deal with issues or problems in the health services management fields. Students are required to analyze each case by answering the questions that may follow the case situation. For each case analysis the minimum length is five pages. The case will be due on the date listed on the course schedule.

Student Presentation

Each student will present and load a discussion in the class. Student will assigned a date as indicate on the course schedule for course discussion. Case discussion will simulate a hospital board meeting with the student presenter as a hospital administrator, the tutor as the board chairman, and the students as the board members.

The presentation should follow this format

-Identify the problem(s)

-Present the relevant facts

-Propose alternative solutions

-Recommended solution from alternatives

Group Process: Group presentations are designed so students learn from each other. For most groups, the process is smooth with occasional differences in opinions or difficulty arranging a mutually agreeable time to meet. There are times, however, when group members do not participate in contributing to the group’s project. All group members are expected to contribute in a meaningful way to the assigned presentations. Please consult the TUTOR as soon as possible when all group members are not assisting in the presentation development.

Course Requirements:

Attend class regularly and follow class attendance policy.

Participate in class discussion and activity.

Prepare out of class reading assignments.

Complete the term cases.

Complete the written exams.

Complete the presentation.

Course Requirements and Evaluation

The student is considered to have passed if he/she has fulfilled following criteria:

Criterion

/

Value

In-depth participation in dialogs and discussions / 10
Researches, reports, and groups assignment levels / 20
First Midterm Exam (Week Six) / 15
Second Midterm Exam (Week 12) / 15
Final Exam (week 16) / 40
Total / 100

Assignments turned in late will not be accepted. A grade of zero (0) will result.

Attendance : Attendance in this class has a direct impact on your grade! Please note the following policy:

Role will be taken DAILY. Missed class will impact your grade. The following illustrates number of absences and highest grade you may earn in this course:

Number of absencesHighest possible grade

1B

2C

3D

4F

In addition, it is the expectation of this professor that you are prepared for class each day. Read all outside reading assignments prior to attending class. Follow the course outline in reading text materials. Formulate questions during your readings, and be prepared to ask these in class. Your learning/growth as a professional in this class is partially dependent on your input into class discussion and participation in topics discussed. Professional development and insight require direct reflection of topics discussed. Do not be afraid to ask questions. Your input is vital!

Grading Scale:

The total number of points accumulated throughout the semester will determine your grade. The point/grade scale is as follows:

A95-100 percent of total points possible

A- 90-94 percent of total points possible

B+87-89 percent of total points possible

B84-86 percent of total points possible

B- 80-83 percent of total points possible

C+77-79 percent of total points possible

C74-76 percent of total points possible

C- 70-73 percent of total points possible

D+67-69 percent of total points possible

D64-66 percent of total points possible

D-60-63 percent of total points possible

F59- percent of total points possible

UNIVERSITY POLICIES

Academic Integrity: All Philadelphia students have the responsibility to know and observe The Philadelphia Code of Student Academic Integrity. This code forbids cheating, fabrication or falsification of information, multiple submissions of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty. Academic evaluations in this course include a judgment that the student's work is free from academic dishonesty. Students who violate code can be expelled from PhiladelphiaUniversity. Copies of the code can be obtained from the Dean of Administrative and Financial Sciences or http:/

Special Needs: If you have a documented disability and require accommodation in this course, contact Disability Services, Dean of Student Affairs.

Required Texts:

-William A. Reinke, Kathleen N. Williams, (1972),"Health Planning: Qualitative Aspect and Quantitative Techniques, the Johns Hopkins University, Waverly Press, Inc. Baltimore. Maryland, USA.

-Phillip N. Reeves, David F. Bergwall, Nina B. Woodside, (1984), "Introduction to Health Planning", Information Resources Press, Arlington, Virginia, USA.

-Westinghouse Health System Team, (1983), "Health Planning Manual", Ministry of Health, Jordan.

-McKenzie, J.; Neiger, B.; & Smeltzer, J. (2005). Planning, Implementing, & Evaluating Health Promotion Programs, San Francisco: CA, Pearson Benjamin Cummings

Additional Readings:

  • Kingdon J, Agendas, Alternatives, and Public Policies, Glenview IL: Scott, Foresman, 1995
  • Sullivan, Gordon R. and Harper, Michael V., (1996), HOPE IS NOT A METHOD (Chapter 6, “Creating a Strategic Architecture,” pp.95-110) (New York: Random House).
  • Schwartz, Peter, (1996), THE ART OF THE LONG VIEW, Chapter 1, “THE PATHFINDER’S TALE,” pp. 3-15.
  • Blackerby, Phillip (1993), “How to Write a Plan-to-Plan,” (1993),
  • Asher and Overholt, Chap. 1, “Forecasting in the Policy Process,” pp. 21-41
  • Mintzberg, Henry, (1994), “The Fall and Rise of Strategic Planning,” Harvard Business Review, Jan.-Feb.:107-114.
  • Evered, Rogerred, (1983), “So What Is Strategy?” Long Range Planning, 16, #3:57-72.
  • Skok, James E., (1990), “Theory of Strategic Action for Public Policy,” American Review of Public Administration, 20:77-93.
  • Skok, James E., (1990), “Theory of Strategic Action for Public Policy,” American Review of Public Administration, 20:77-93.
    Mintzberg, Henry, (1994), “The Fall and Rise of Strategic Planning,” Harvard Business Review, Jan-Feb.:107-114.
    Milward, H. Brinton, (1996), “The Changing Character of the Public Sector,” in James L. Perry (ed), Handbook of Public Administration, Second Edition, Jossey-Bass, San Francisco, CA, pp.77-91.
    Benveniste, Guy, (1994), The Twenty-First Century Organization: Analyzing Current Trends - Imagining the Future (Jossey-Bass, San Francisco, 1994), Part One.
  • Coke, James G. and Moore, Carl M., (N.D.), Guide for Leaders Using Nominal Group Technique, (Academy for Contemporary Problems, Washington, D.C.)
  • American Psychological Association. (2000). Publication Manual of the AmericanPsychological Association (5th ed.). Washington, DC: APA.
  • Bodenheimer, T.S., Grumbach, K (2002) Understanding health policy (3rd Ed.) New York: Lange Medical Books McGraw Hill
  • Mason, D. J., Leavitt, J. K. , Chaffee, M.W. (2002). Policy and politics in nursing and healthcare (4th Ed.). Philadelphia: Saunders.
  • Altman, S. H., Reinhardt, U. E., & Shactman, D. (1999). Regulating managed care:Theory, practice, and future options. San Francisco: Jossey Bass.
  • Chang, C.F., Price, S.A., & Pfoutz, S.K. (2001). Economics and nursing: Critical professional issues. Philadelphia: FA Davis.
  • Finkelman, A. W. (2001). Managed care: A nursing perspective. Upper Saddle River, NJ: Prentice Hall.
  • Kongstvedt, P. R. (2001). The managed health care handbook (4th Ed.). Rockville, MD: Aspen.
  • Lee, P. R., & Estes, C. L. (2000). The nation’s health(6th Ed.). Boston: Jones and Bartlett.
  • Kilwein, J. H. (1989). No pain no gain: A puritan legacy. Health Education Quarterly, 16(1), 9-12.
  • Carlyon, W. H. (1981). The seven deadly sins of health education. The EtaSigma Gamman, 3-8.
  • Hochbaum, G. (1982). Health education as a profession: Reality or illusion. HealthEducation, November/December, 4-7.
  • Bruess, C. & Poehler, D. (1987). What we need and don’t need in health education--1986. Health Education, December 86/January 87, 32.
  • Vitello, E. (1986). Ethical Issues: Questions in search of answers. Health Education, October/November, 11.

Websites Relevant to Health Policy and Planning:

Agency for Health Research and Quality

American Academy of Pediatrics

American Association for Retired Persons

American Association of Health Plans

American Cancer Society

American College of Healthcare Executives

American Dental Association

American Heart Association

American Medical Association

American Medical Women’s Association

American Nurses Association

Association of American Medical Colleges

Biotechnology Industry Organization

Blue Cross and Blue Shield Association

Columbia/HCA Healthcare Corporation

Congressional Budget Office

Consortium for Citizens With Disabilities

Consumer Product Safety Commission

Council on Governmental Relations

Department of Health and Human Services

Department of Justice

Electronic Policy Network

Environmental Protection Agency

Food and Drug Administration

General Accounting Office

Health Care Financing Administration

Health Insurance Association of America

House Committee on Appropriations

House Committee on Commerce

House Committee on Ways and Means

Joint Commission on Accreditation of Healthcare

Organizations

Library of Congress

National Committee for Quality Assurance

National Council of Senior Citizens

National Institute on Aging

National Institutes of Health

National Medical Association

National Organization for Women

Office of AIDS Research of the National

Institutes of Health

Senate Committee on Appropriations

Senate Committee on Finance

Senate Committee on Labor and Human

Resources

Veterans Health Administration

White House

COURSE OUTLINE

INTRODUCTION TO HEALTH PLANNING AND INTERNATIONAL HEALTH POLICY : CONTEMPORARY THEORY AND ISSUES

INTRODUCTION TO COURSE

OVERVIEW OF HEALTH SYSTEMS AND INTERNATIONAL HEALTH POLICY AND PLANNING

NATURE OF HEALTH PLANNING

IMPORTANCE OF HEALTH PLANNING

CASE STUDY #1

STAGES OF HEALTH PLANNING