Management of Health Care Services

Course Details

Course Number
RESP 4443
Section Number
RESP 4443
Fall 2016
Days & Times


Weekly Meeting Pattern:

On-line Course

Dr. Tammy Reitz Kurszewski D.H.Sc., RRT-ACCS (view Profile)

Course Objectives


Course Description:

This is an internet-based course that provides an introduction to management of health care services.  Emphasis is placed on development of skills in leadership, communication, time management, problem solving, motivation, and other critical competencies.  Topics include methods to achieve greater productivity, policy improvement, recruitment, selection, and training of new employees, as well as current issues facing the health care system.

The course work consists of readings in the texts and online sources, writing assignments responding to these readings, self-generated case study and six exams. 


Course Objectives:

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

  • Integrate health care management with real world situations
  • Learn to understand perspectives and values of health care management
  • Develop skills in using tools and/or technology central to management
  • Develop the basic management skills and ability to work productively with others


Course Expectations




You are required to access and review your emails as well as D2L Newsfeeds on a regular basis. I will often email the entire class with updates regarding your discussions, projects and assignments. It is your responsibility to check your email regularly to prevent the possibility of missing important information that I may be relaying to you.


Grade Determination:

Participation & Discussion                 20%                         

Self-Generated Case Study                 40%                              

Exams                                                 40%     

Approximate Grading Scale

A         90-100%                      

B          80-89%                        

C          75-79%                        

D         60-74%                        

F          <60                             

**A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program.      

Course Requirements:

Participation & Discussion

Class participation is an integral part of this online course.  There are numerous activities that require each student to post opinions from the readings, research, or in response to the discussion by others. You must respond to at least two (2) peers.



The discussion board is for you to post your comments, assessments, insights or questions on the readings for the week. I will post a specific question/case study/or discussion topic for certain weeks throughout the semester.  Each student is required to make an initial post as their individual response to that week’s question.  Throughout the remainder of the week, you are required to read 2 other student’s journals and give feedback.  Your feedback should be constructive, and should show that you have actually read their response.  Responses of 1-2 lines are not acceptable.  Post your journals under the Discussion Board. 


For the weeks designated with a discussion assignment, your initial entry should be posted by 11:59pm on Wednesday and your two responses should be posted by 11:59pm on Sunday.  For example, your first week’s assignment includes a discussion covering Chapter 1.  The week begins on Monday.  Your initial discussion post must be made by Wednesday and your responses must be posted by Sunday. Late posts will result in reduced points. 




In all discussion boards students are expected to:

1.)  raise thoughtful questions

2.)  incorporate content from readings

3.)  build on the ideas of others

4.)  synthesize across readings and discussions

5.) expand the class’ perspective

6.) appropriately challenge assumptions and perspectives

7.) use citations to support post in proper APA format

8.) initial post should be at least 200 words (approximately 1/2 page); read and respond to two classmate's posts as appropriate using 3), 4), and 6) as guiding elements (avoid "I agree" or "good post" type comments)




Level 6
6 points

Level 5
5 points

Level 4
4 points

Level 3
3 points

Level 2
2 points

Level 1
1 point


Participates in discussion board appropriately and always contributes to the discussion in the aforementioned ways meets all of the criteria items 1-8

Participates in discussion board regularly and often contributes to the discussion in the aforementioned ways.  Lacks 1 -2 of the ways listed.

Participates in discussion board regularly and sometimes contributes to the discussion in the aforementioned ways. Lacks 3-4 of the ways listed

Participates in the discussion board sporadically & rarely contributes to the discussion in the aforementioned ways. Lacks 4 or more of the ways listed.

Posts to the discussion board at the last minute. Due to time of post there is little or no opportunity for others to provide input.

Does not participate in the discussion board. Only reads the posts of others.


Initial posting completed by Wednesday AND 2 responses posted by Sunday to others.

Initial posting completed by Wednesday with only 1 peer response.

Initial posting completed by Wednesday with no peer responses. 

Initial posting completed by Thursday and 2 responses by Sunday.

Initial posting and responses after Thursday. 

No weekly participation.









There will be six exams in this class.  These will be open book, as you may use any of your assigned resources, notes from discussions online, posted content from the professor.  You may NOT consult your classmates.  These exams may consist of multiple choice, short answer, definitions, listing, true false, and/or essay.  

Self-Generated Case Study

There will be one self-generated case study with two phases (Refer to Writing Rubric for guidelines attached to this assignment in D2L):

Phase 1: In at least 500 words, identify a management problem you have encountered in your work place and suggest a possible solution for the problem.  This is due October 9, 2016.

Phase 2: Read at least three academic journal articles, which discuss this problem and then rewrite the case study incorporating the information you have discovered.  This addendum should also be at least 500 words.  Include a reference list with your case study. Follow APA format for reference list. This is due November 20, 2016.




Case Study Rubric



Level 5
5 points

Level 4
4 points

Level 3
3 points

Level 2
2 points

Level 1
1 point


Excels in responding to assignment.
Interesting, demonstrates
sophistication of thought. Central
idea/thesis is clearly communicated,
worth developing; limited enough to
be manageable. Paper recognizes
some complexity of its thesis: may
acknowledge its contradictions,
qualifications, or limits and follow
out their logical implications.
Understands and critically evaluates
its sources, appropriately limits and
defines terms.

A solid paper, responding appropriately to assignment. Clearly
states a thesis/central idea, but may have minor lapses in development. Begins to acknowledge the complexity of central idea and the possibility of other points of view.
Shows careful reading of sources,
but may not evaluate them critically.
Attempts to define terms, not always

Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central idea in general terms, often
depending on platitudes or cliches.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary

Does not have a clear central idea or
does not respond appropriately to the
assignment. Thesis may be too vague
or obvious to be developed effectively. Paper may
misunderstand sources.

Does not respond to the assignment,
lacks a thesis or central idea, and
may neglect to use sources where



Uses a logical structure appropriate
to paper's subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.

Shows a logical progression of ideas
and uses fairly sophisticated
transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper's central idea.

May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather than logic-based. While each
paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence.

May have random organization,
lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or
may be too general or too specific to be effective. Paragraphs may not all relate to paper's thesis.

No appreciable organization; lacks
transitions and coherence.

Support & Development

Uses evidence appropriately and
effectively, providing sufficient
evidence and explanation to

Begins to offer reasons to support its
points, perhaps using varied kinds of
evidence. Begins to interpret the
evidence and explain connections
between evidence and main ideas. Its
examples bear some relevance.

Often uses generalizations to support its points. May use examples, but they may be obvious or not relevant. Often depends on unsupported opinion or personal experience, or assumes that evidence speaks for itself and needs no application to the
point being discussed. Often has
lapses in logic.

Depends on cliches or
overgeneralizations for support, or
offers little evidence of any kind.
May be personal narrative rather
than essay, or summary rather than

Uses irrelevant details or lacks
supporting evidence entirely. May be
unduly brief.


Chooses words for their precise
meaning and uses an appropriate
level of specificity. Sentence style
fits paper's audience and purpose.
Sentences are varied, yet clearly
structured and carefully focused, not long and rambling.

Generally uses words accurately and
effectively, but may sometimes be
too general. Sentences generally
clear, well structured, and focused,
though some may be awkward or

Uses relatively vague and general
words, may use some inappropriate
language. Sentence structure
generally correct, but sentences may
be wordy, unfocused, repetitive, or

May be too vague and abstract, or
very personal and specific. Usually
contains several awkward or
ungrammatical sentences; sentence
structure is simple or monotonous.

Usually contains many awkward
sentences, misuses words, employs
inappropriate language.



Almost entirely free of spelling,
punctuation, and grammatical errors.

May contain a few errors, which may
annoy the reader but not impede

Usually contains several mechanical
errors, which may temporarily
confuse the reader but not impede
the overall understanding.

Usually contains either many
mechanical errors or a few important
errors that block the reader's
understanding and ability to see
connections between thoughts.

Usually contains so many
mechanical errors that it is
impossible for the reader to follow
the thinking from sentence to

Overall Score

Level 5
34 or more

Level 4
27 or more

Level 3
20 or more

Level 2
13 or more

Level 1
0 or more


Begin drafting papers as early as possible and take advantage of the MSU Writing Center, located off the 2nd floor atrium of Prothro-Yeager! Tutoring is available Monday through Thursday from 9am to 4pm; you can also find a tutor at the satellite location in Moffett Library Honors Lounge, Sunday and Thursday from 6pm to 9pm.  Writing tutors will not edit your papers for you, but they will provide support and feedback at every stage of the writing process, from brainstorming to drafting, revising to proofreading.

As distance students you can email your paper to the writing center.  

In an email addressed to, with “Online Submission: [last name]” in the subject line, please provide the following information:

Your full name and M#

Course and Instructor name

A copy or description of the assignment

2-3 specific questions you have for the tutor. Use questions provided on our link “How to Focus Your Session.”

Attach your draft as a Word document, and hit send!

A tutor will use both Track Changes and general email comments to provide feedback. If you submit your essay Sunday through Thursday, you can expect to receive a response within 48 hours; tutors will read essays submitted on Friday or Saturday (when the Writing Center is closed) when they return to work on Sunday and Monday.


Submission Format Policy

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.

>Calendar Attachment

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at