Program and Course Development

Running head: PROGRAM AND COURSE DEVELOPMENT
PROGRAM AND COURSE DEVELOPMENT
Name of the Student:
Name of the University:
Author Note:

PROGRAM AND COURSE DEVELOPMENT1
Course Syllabus:
Semester I
Unit I: Introduction to healthcare management;
Unit II: Different Types of Leadership;
Unit III: Core competencies;
Semester II:
Unit I: Quality management in care;
Unit II: Customer centred care planning;
Unit III: Administrative planning and management;
Semester III:
Unit I: Funding and cost management;
Unit II: Budget and resource allocation;
Unit III: Managerial economics;
Semester IV:
Unit I: Interpersonal conflict management;
Unit II: Situational leading and disaster management;
Unit III: Workforce management and leadership;
Learning Objective:
The first objective of this course is to teach the learners about the importance of the
principles of healthcare management. The second objective of this course is to make the

PROGRAM AND COURSE DEVELOPMENT2
students understand the various roles in leadership and administration management in the
field of healthcare (Daly, Hill & Jackson, 2015). The third objective of this course is to ready
the students to uptake those roles and responsibilities. The fourth objective of this course is to
teach the learners about the ethics that are followed in the healthcare. The fifth and the final
objective of this course is to equip the learners properly to pursue a professional growth in the
field of healthcare management.
Selected Learning Group:
The group of students selected for this course is the students, who have completed a
nursing course.
Teaching Strategies:
There can be various teaching strategies to teach the students about the healthcare
management. The teaching strategies must be focused on developing the theoretical concepts
in the learners and the skills development in the students.
Theoretical concepts:
To teach the students theoretical concepts, various strategies can be used to teach the
learners effectively. The strategies can be providing them with various question based
homework in order to help the students to develop problem solving skills and evaluation
skills. The implication of the strategy will require the students apply their theoretical
knowledge to analyse some hypothetical situation. This will help in checking the learning of
the students without any risk of failure in the practical field. This will also help in developing
confidence in the students about their knowledge (Drăghicescu et al., 2014). Another strategy
to teach the learners will involve asking them to build a concept map by the application of
their theoretical knowledge or to study different concept maps made by the senior students.