||HSC440 - Allied Health Capstone Project
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This two-month capstone project undertaken by allied health students when they have completed the core courses in the program provides an opportunity for the student to complete the outcomes management project proposal developed in HSC 430. Results will be reported orally and in written form. Students will also design and participate in a collaborative service learning experience in a community, ambulatory, home or health care setting. Students will complete the portfolio of their work from core courses and revise as needed to create an impressive final portfolio that can be used. Grading is H, S, or U only.
|Course Learning Outcomes:
- Demonstrate orally and in writing, an understanding of the determinants of health such as environment, socioeconomic conditions, behavioral health care, and human genetics.
- Demonstrate orally and in writing, an understanding of the value and importance of the functions of coordinated, comprehensive and continuous health care.
- Understand and use systematic observations, documentation, and other effective assessment strategies in a responsible manner in partnership with patients, families and other professionals to positively maintain and promote health behavior and prevent disease.
- Assist patients, families and communities to participate actively in decisions regarding health care.
- Use increasingly complex technologies in an appropriate and cost-effective manner.
- Demonstrate orally and in writing, an understanding of the value of operations in the health care system from a broad economic, oversight, management, political, social, legal, system, and organizational perspective.
- Manage and use large volumes of scientific, technological, and patient information in a manner that delivers effective outcomes-based clinical care in the context of community and systems needs.
- Perform in ethically sensitive ways and provide education and counseling for clients, families and communities in situations where ethical issues arise.
- Appreciate the growing diversity of the population and the need to understand health, disease prevention, and healthcare through different cultural values.
- Work effectively as an interdisciplinary team member in organized settings that emphasize the integration of care, promotion of health and prevention of disease.
- Apply the essential concepts, inquiry tools, collection, evaluation and dissemination of allied health practice data.
- Use professional standards in health care practice and maintain a commitment to continual learning.
|Specified Program Learning Outcomes:
- Analyze health services from social, workforce, financial, regulatory, technological, and organizational viewpoints
- Analyze health services from social, workforce, financial, regulatory, technological, and organizational viewpoints.
- Assess the impact of effective and ineffective applications of technology in health services.
- Assess the relative health effects of environment, socioeconomic conditions, behavior, health services, and biology.
- Commit to a code of professional ethics when providing services to clients, families and communities under all circumstances.
- Compare and contrast a medical model of health care delivery with a health promotion and disease prevention approach.
- Compare and contrast a medical model of healthcare delivery with a health promotion and disease prevention approach.
- Explain how a team approach that is coordinated, comprehensive and continuous facilitates successful treatment outcomes.
- Explain the process of active participation in health care from a
provider, patient, family, and community perspective.
- Explain the process of active participation in healthcare from a provider, patient, family, and community perspective.
- Utilize culturally competent strategies and practices that respect the cultural, social, religious, racial, and ethnic diversity of the patient and family regarding disease and their health.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures