Course Development for Healthcare Management: NSG/531 Assignment

This assignment details the development of a healthcare management course, encompassing subject matter, target audience, course length, and its place within an academic program. The student conducted research on industry standards, accreditation requirements, and associated professional competencies. A needs assessment and gap analysis were performed using a structured worksheet to identify areas for improvement and unmet needs. The assignment includes three SMART learning objectives focused on health management principles, evaluation methods, and faculty recruitment. Students will understand the importance of healthcare management for career building, promoting societal well-being, and ethical compliance. Essential questions address skill development, well-being principles, and professional growth, while the knowledge and skills are outlined for each objective. A needs assessment and gap analysis tool is provided, highlighting strengths, weaknesses, opportunities, and threats associated with the course. The student references relevant literature to support the course design and content.

Running head: MANAGEMENT 1
NSG/531: Program and Course Development
Name
School
Professor
Date

MANAGEMENT 2
Course; Health care management
Introduction
Knowledge in health care management is very fundamental. The skills help individuals to
play various roles to the society. A person who needs to assume a significant job in health care
management without having quiet contact might be keen on learning what the course entails. An
individual does not necessarily have to be in the surgery room, apportioning medicine, or giving
direct consideration to patients to be an essential piece of the clinical industry. The paper
encapsulate systematic approach on how the learners will be learning the course together with
objectives supporting the course.
Subject matter
The subject matter of the health care management course involves the general
management of a medicinal services setting, for example, a center or emergency clinic (Roberts,
Fisher, and Trowbridge & Bent 2016). The management is responsible for guaranteeing a
medicinal services office is running as it ought to as far as spending plan, the objectives of the
office's specialists, and the requirements of the network. An individual responsible for social
insurance the board administers the everyday tasks of the healthcare.
This management likewise goes about as a representative while giving data to the media.
The individual responsible for human services the executives similarly works together with
clinical staff leadership. It includes clinical gear, office spending plans, arranging approaches to
guarantee the office meets their objectives, and keeping up a decent connection with specialists,
medical attendants, and all division heads. The health care manager likewise settles on choices
about execution assessments, staff desires and planning.

MANAGEMENT 3
Course audience
The course targets certificate learners in nursing, diploma student’s inn nursing and
degree students who want to further their studies.
Thus, the course specifically aims to equip learners’ various elements such clinical
understanding in healthcare system as related to the healthcare management.
The health care management is an academic course
A degree in this particular course can prompt energizing future chances. Numerous
individuals consider human services, basically Medical Staff including specialists, attendants,
and clinical staff. Be that as it may, there are multiple experts who keep social insurance
associations running productively. Medicinal services administrators are gifted people that roll
out constructive improvements inside the human services condition they serve (Roberts, Fisher,
Trowbridge & Bent, 2016). Those with social insurance the executive's degree are the people
who oversee emergency clinic and human services associations. They are prepared to
comprehend changes in health laws, guidelines and innovation and are answerable for directing
all tasks including HR, fund and marketing inside the health care settings (Ishikawa et al 2015).
One content/topic for the course
The Right Education for a Healthcare Management Degree
Degree programs are accessible at both a Bachelor and Master's Level in both a
customary study hall condition or through online colleges. Courses for this program incorporate
human services arranging, medicinal services activities, monetary administration, and
consistency and hazard the board and social insurance frameworks. They figure out how to deal

MANAGEMENT 4
with certain human services conveyance circumstances (Van Vooren et al 2020). Four-year
college educations in social insurance the executives may remember courses for general human
services guidelines, clinical morals, promoting, and data innovation just as tasks the executives.
With a four-year certification, most positions are at a section level. A graduate degree in
Healthcare Management may incorporate course work in the medicinal services approach and
law, marketing, organizational behavior, healthcare, financing, HR, and other human services
(Atamuradov, Medjaher, Dersin, Lamoureux, & Zerhouni, 2017).
Length of the course
It is four-year programme and the class should meet four times a day. Each semester
should take three months a year.
Accreditation Standards
Healthcare accreditation standards are supported as a significant method for promoting
clinical practice and also improved organization performance. Standard advancement offices
have recorded philosophies to advance open, straightforward, comprehensive improvement
forms where norms are created by individuals (Elwyn, Greenhalgh, & Macfarlane,2018).
The International Standards Organization (ISO), a system of the national guidelines, has
implemented various global standards, for example, the ISO 9001, ISO 13485, ISO 9001
certification. Some also include international health jurisdiction.
Industrial standards

MANAGEMENT 5
In the medicinal services industry, standards and assumptions regarding execution are
relevant to social insurance associations, wellbeing experts, and medications, and instruments
(Huang, & Kelton, 2014).
Some of the recommended industrial strands for the course subject matter include the
following
• Regulators and accreditors ought to require human services associations to actualize
significant patient security programs with characterized official duty.
• Public and private buyers ought to give motivating forces to human services
associations to exhibit consistent improvement in intolerant security.
The suite of OMG health care industrial standards was created working together with
Health Level Seven (HL7) (Van Vooren et al 2020).
Associated professional competencies or certifications
It is a requirement for the learners after learning the health management course they must
possess other professional requirements (Laksana et al 2020). Therefore, for them to be
professionals they ought to have certificates necessary. These certificates include a certified
medical manager who will be in position to oversee various services. Besides, there is certificate
for nursing administrator. The certificate is ana indication that the learner is in position to
provide anticipate social, economic and emotional wants of the people in society (Neethirajan,
Tuteja, Huang, & Kelton, 2017).
3. Course learning objectives using SMART.
Objective 1

MANAGEMENT 6
By the end of the year the school teachers will have taught more than 67% of the learners
on the importance of the health management principles.
Objective 2
After every two months an evaluation test will be used to track learners’ level of
understanding.
Objective 3
By the end of the first year the course will have recruited more than 100 teachers who
must certify the requirements such as Master’s degree in medicine as indicated by ministry of
healthcare.
4. What students will understand from the objective
Learning Objective 1: The student will understand that healthcare management is important for
building one’s career.
Learning Objective 2: The student will understand that the course is vital for promoting well-
being in society.
Learning Objective 3: The student will understand how to comply to the ethical policies for
professional advantage.
5. Essential questions
Learning Objective 1 – Essential Questions: Is the course equipping the students with
appropriate skills needed in professional field?

MANAGEMENT 7
Learning Objective 2 – Essential Questions: Is the course complying to the well-being
principles?
Learning Objective 3 – Essential Questions: Is the course educating students on the appropriate
skills and technical aspects enhancing professional growth in clinical field?
6. Knowledge and skills
Learning Objective 1 Knowledge: Carrying out patient management plans.
Skills: communication skills.
Learning Objective 2 Knowledge: Professionalism.
Skills: Respect, compassion and responsiveness skills.
Learning Objective 3 Knowledge: Practice based learning.
Skills: Appraise and assimilate scientific evidence to solve problems.

MANAGEMENT 8
NEEDS ASSESSMENT and GAP ANALYSIS TOOL
Stage 1 Worksheet
Students needs and
wants
Majoring on Who is to give
decision
Best for
Normative needs Setting appropriate
standards for learning
health management
concept
Professional stuff and
the designated
individuals
Giving licenses and
certificates necessary
Perceived goals How learners want to
be taught
Students and other
course stakeholders
Planning health
management
concepts
Comparative needs Needs of all students
in the course
Course directors as
well as the educators
in the course
Improving the
standards of learning
to meet the industrial
conditions.
Expressed goals and
needs
What learners want
when studying the
course
The learners only Preparing the
students meet their
career in future.
Gap analysis tool

MANAGEMENT 9
STREGHTS OPPORTUNITIES
 There are large number of youths who
are not familiar with importance of
health management and the course has
outlined programmes to curb this.
 The course is in position to equip
learner’s health management skills.
 The number of teachers is enough.
 A team has been prepared to guide
learners on fundamental elements of
health management.
 The topics are well analyzed and
integrated to impart appropriate skills
to the learners.
 We will be working with other
departments to implement various
contents in the course
WEAKNESSES THREATS
 There are no training methods that
meets the post graduate standards of
the course.
 Currently the number of teachers is
not enough on the anticipated number
of learners for the course.
 No outlined criteria for recruiting
stuffs
 Competition from other courses such
as healthcare, nursing and medicine.
 Labor turnover as some teachers may
wish to quit the job.

MANAGEMENT 10
References
Atamuradov, V., Medjaher, K., Dersin, P., Lamoureux, B., & Zerhouni, N. (2017). Prognostics
and health management for maintenance practitioners-review, implementation and tools
evaluation. International Journal of Prognostics and Health Management, 8(060), 1-31.
Elwyn, G., Greenhalgh, T., & Macfarlane, F. (2018). Groups: a guide to small group work in
healthcare, management, education, and research. Health Policy, 124(1), 37-43.
Huang, S. T., & Kelton, D. (2014). Recent advancement in biosensors technology for animal and
livestock health management. Biosensors and Bioelectronics, 78, 38-47.
Ishikawa, T., Yasumura, S., Ozasa, K., Kobashi, G., Yasuda, H., Miyazaki, M., ... & Sakata, R.
(2015). The Fukushima Health Management Survey: estimation of external doses to
residents in Fukushima Prefecture. Scientific reports, 5, 12712.
Laksana, A. H., Arifuddin, R., Burhanuddin, S., & Abdurrahman, M. A. (2020, January).
Integration conceptual framework of quality management system-occupational safety and
health-and environment (QHSE) at PT. Wijaya Karya. In IOP Conference Series: Earth
and Environmental Science (Vol. 419, No. 1, p. 012147). IOP Publishing.
Neethirajan, S., Tuteja, S. K., Huang, S. T., & Kelton, D. (2017). Recent advancement in
biosensors technology for animal and livestock health management. Biosensors and
Bioelectronics, 98, 398-407.

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Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016, March). A design thinking
framework for healthcare management and innovation. In Healthcare (Vol. 4, No. 1, pp.
11-14).
Van Vooren, N. J. E., Steenkamer, B. M., Baan, C. A., & Drewes, H. W. (2020). Transforming
towards sustainable health and wellbeing systems: Eight guiding principles based on the
experiences of nine Dutch Population Health Management initiatives. Health
Policy, 124(1), 37-43.