Take your quality concepts and management tools course online today!
Home / FAQs / Online Degrees / Certificate Courses / Admission Policies / Student Services / Request Info.
Canyon College

COURSE SYLLABUS: Quality Concepts and Management Tools

Course Title: Department: Instructor: Phone: Prerequisites: Co-requisites: Recommended Preparation:

Quality Concepts and Management Tools Health Sciences Michael L. Beshears, M.A. E-Mail Vita (870) 424-7821 FAX: TBA None None None

Course Description

Overview and Course Goals

Course Objectives

Course Policies

Grades

Required Texts

Course Schedule

Internet Reference Site

Course Description: Quality Concepts and Management Tools

This course is designed to acquaint the student of health care administration practices in the United States of America, with quality management concepts, tools and techniques. Included in this course are models and definitions of quality, function of process improvement teams, techniques for identification of problem areas and root cause analysis, statistical process methodologies, and organization action planning for measurable improvement. This course also includes a discussion of the relationship between efficiency, process improvement, and cost savings.

| Return to Syllabus Index |

I. Overview and Course Goals

Welcome to Quality Concepts and Management Tools online! This course focuses on the basic understanding of the concept of quality and delivery of quality products and processes throughout the organization, internally and externally. This course includes an introduction to tools used in quality management throughout management procedures, problem solving techniques, and process evaluations related to the health care administrator. This course is designed to guide students to describe, discuss, and apply the techniques required in quality methods, including data selection, data collection, and common techniques of data analysis. The student(s) will become conversant with the skills required in the development and implementation of various quality improvement management tools. The student will learn how to use the World Wide Web to research topics. The reference area and online conference room will allow the student to delve deeper into any subject area that is of particular interest. This will be reinforced and expanded in reading our text:

Textbook Online Bookstore

Quality Management 2000, First Edition, by Deborah K. Wall and Mitchell M. Proyect. Precept Press Inc (1997). ISBN: 0944496512       Last known source

Wall's book is hard to obtain. Most student's will have to use the alternate textbook.

Alternate Textbook:

Management of Organizational Behavior: Leading Human Resources, Eighth Edition, by Paul Hersey, Kenneth H. Blanchard, Dewey E. Johnson. Prentice Hall (2000/2001). ISBN: 0130175986 ISBN-13: 9780130175984

After completing Week 1 the student should be able to:
* Identify the economic, political and social factors, which impact the health care system.
* Describe how the quality professional's role will change during the next ten years.
* Describe what skills are required to meet future health care system quality, resource and safety needs.
* Discuss the ability to perform quality management in the future.

After completing Week 2 the student should be able to:
* Discuss change management ability, conflict management ability, negotiation skills, and facilitation ability.
* Discuss the Change Theory and Kurt Lewin's three basic steps regarding change.
* Identify the project management principles.
* Describe the problem solving steps.
* Develop an Ishikawa Diagram and discuss its value in the problem analysis process.
* Describe a Paired-Choice Matrix and its value to select solutions to identified problems.
* Discuss conflict management techniques to diffuse and resolve conflict.
* Identify strategies for managing conflict.
* Describe the seven levels of conflict.
* Describe the principles of negotiation.
* Discuss the guidelines for conducting negotiation.

After completing Week 3 the student should be able to:
* Describe how pathways integrate patient care review activities.
* Discuss the principles of developing and implementing pathways.
* Discuss the steps in developing a pathway.
* Discuss ways to assess an organization's readiness for developing and implementing pathways.
* Discuss common characteristics of all improvement processes.
* Discuss how pathways address many of the functions, which are present in current patient care review activities and continuous quality improvement efforts.
* Identify the QTA Critical pathway Model.
* Describe the critical data that may be reviewed to determine where the organization can benefit the most from critical pathways.
* Discuss pathway boundaries and the variety of factors that influence pathways.
* Discuss formulating a pathway development team.
* Discuss various analysis methods to include descriptive and inferential analysis.
* Discuss decision model for assigning variances and the critical pathway monitoring process.
* Describe the importance of combining the basic structural aspects from quality assessment, utilization review and continuous quality improvement.
* Discuss how pathway data may be used.

During Week 4: The Mid-Term & Team Project Depending Upon Class Size will be administered. After completing Week 4 the student should be able to:
* Discuss reengineering principles.
* Identify the differences between reengineering and continuous quality improvement.
* Describe how to reengineer existing patient care review departments.
* Describe how to develop a strategic plan to meet future quality and resource needs.
* Discuss the importance in team communication.
* Identify the various functions applicable to the forming of a successful process improvement or reengineering team.

After completing Week 5 the student should be able to:
* Describe various analytical methodologies.
* Discuss common analysis tests.
* Describe variance analysis of clinical data and its importance.
* Recognize common analytical processes in terms of their applicability, strengths, and limitations.

After completing Week 6 the student should be able to:
* Discuss the financial health of an organization.
* Describe the cost-benefit of quality initiatives to an organization.
* Discuss the impact of future clinical improvements.
* Recognize specific terminology related to financial cost-benefit analysis.

During Week 7: {COMPRENSIVE FINAL EXAM REVIEW} After completing Week 7 the student should be able to:
* Identify current case management principles.
* Describe the role case management should play in patient care, resource management and quality improvement.
* Discuss how case management will change during the next 10 years.

During Week 8: {FINAL EXAM}:

| Return to Syllabus Index |

II. Course Objectives

To provide students with an opportunity to:

* Describe the role that quality improvement plays in health care today
* Discuss the core values of leading continuous improvement organizations
* Demonstrate the function of process improvement teams as a management tool
* Describe the role of evaluating processes and outcomes in health care organizations today
* Identify at least three ways data can be categorized and analyzed in a quality management process
* Interpret data for decision making, based on established statistical methods
* Describe how performance measures can support the quality management process
* Identify sources of quantitative information that can be used to enhance positive service outcomes
* Discuss the relationship between efficiency, process improvement, and cost savings in health care organizations

| Return to Syllabus Index |

IV. Course Policies
On-Line Participation
This course is offered on-line, over the Internet, which allows students to participate at any time, from any location. Because of this flexibility, it is important to plan your time carefully. Students are expected to sign in to the class conference forum (your "virtual classroom") and participate in discussions and other activities at least four times per week. You should expect to expend a minimum of four hours per class week on-line -- the same amount of time one is normally in the physical classroom. You'll be sending and receiving E-mail, performing on-line research and participating in Web explorations and "tours," and interacting socially and professionally with classmates. See Ground Rules for On-Line Participation for additional guidance.

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the semester and ends midnight the following Sunday. Assignments scheduled for completion during a class week should be completed by Saturday of the week assigned. Writing assignments and formal papers should be completed and successfully submitted, or postmarked, so that they are in my hands on the due date. NOTE: Because this is an online course designed to get feedback on assignments to you directly via Internet, you must make prior arrangements with me before submitting a paper via fax or the postal service. If you ever have problems transmitting your assignments to me, telephone me immediately, and we'll get the problem solved. The student is to understand that unless the instructor authorizes a time extension, all assignments received past its due date will receive a grade score penalty. The student shall receive a confirmation of receipt from the instructor within 72 hours of sending the assignment. If the instructor has not replied within 72 hours to the student, it is the student's responsibility to follow-up on all submitted assignments and email messages sent to the instructor.

Email-Homework Homework must be submitted not later than Saturday of the week assigned. Late homework will receive a grade penalty. Homework not turned by the due date, but which is turned in no more then 7 days late, will receive a 5 (five)-point penalty for each day late. Homework not received within 7 days of the due date will not be scored and will receive a zero. No work received after the last Saturday of the online term will be scored.

Discussion Assignments Discussion (student classroom participation) work must be posted in the classroom not later than Saturday of the week assigned. I will not accept these via email. They must be posted in the classroom i.e., week one discussion question in week one discussion message board in order to be scored. Posting placed in the wrong classroom message board will not be graded and will not be scored. Late discussion thread postings by a student will receive a 5 (five)-point penalty for each day late after the due date up to 7 days. The required discussion posting(s) not posted after 7 days of there due date will not be scored and will receive the grade of zero. No class-work posted after the last Saturday of the online term will be scored.

Absentee Policy: Student(s) who fail to participate in the classroom during a course week will be deemed absent for that week. The absence will be annotated as absent unexcused (AU), unless the instructor has been informed beforehand and deemed the absence as absent excused (AE). The instructor shall report all absences to the main campus as required. A student who has not participated for 14 consecutive days regardless if the absences were deemed AU or AE shall be recommended for administrative withdrawal to the main campus. The main campus shall make recommendations to the instructor as to what action if any will be taken. Emails sent to the instructor during a course week without actual classroom participation will not count as classroom participation or attendance. This will be scored and annotated accordingly AU or AE. In a traditional classroom just because a student contacts the instructor and is excused from a scheduled class meeting does not mean the student is given credit for participation or attendance. The student is still annotated as AU or AE. The online classroom shall be no different in this respect. It is the instructor’s sole discretion as to what he/she shall consider AU or AE.

Ground Rules for On-line Participation
Students should use email for private messages to the instructor and other students. Students are to send all email messages or homework to the instructor's following email address: beshears@canyoncollege.edu The Classroom Conference Board(s) are for weekly discussions, instructor messages, classroom participation and attendance.

1. Students are expected to complete (4-5) hours per week of conferencing or other appropriate online activities, including sending/receiving E-mail and navigating and conducting research over the World Wide Web.
2. All students will participate in conference discussion. Conventions of on-line etiquette, which include courtesy to all users, will be observed. Conference discussion in this context means the course conference where we can all post questions and comments. (Note: Typing in all caps is the same as shouting at your classmates and is considered rude.)
3. We will also have on-line real time conferences from time-to-time. These are strictly voluntary - participate if you can and want to. I'll try to arrange these at convenient times, but one of the reasons you are taking an Internet course is to avoid being stuck with a particular schedule. If the topic proposed is of no interest to you or if the time is inconvenient, don't worry about it.
4. Students may get assistance with computer-related problems through the instructor.
5. Students will submit papers as MS Word, Word Perfect, or text files uploaded to the computer and routed to the instructor as an email "EMAIL ATTACHMENT. All email messages and ATTACHMENTS will include the student's: FULL NAME, EMAIL ADDRESS, COURSE TITLE, and ASSIGNMENT TITLE. If I can't read your file, I'll let you know.
6. Assigned papers will be submitted via the postal service or fax only if arrangements are made with the instructor beforehand.

Individual Student Responsibilities:
* Reading the Instructor's Bulletin as posted every time they log into the classroom.
* Actually participating in meaningful discussion in the classroom. Just signing in will not earn a student full credit for classroom participation. Full participation is considered signing in weekly and contributing to the class discussion(s) each week with meaningful valid discussion with classmates concerning the course subject material and the assigned topic(s) for each week.
* Ensuring assignments are turned into the instructor on time. Assignments received late will be deducted 5 points for each day late up to 7 days and will receive a zero (0%) once 7 days past the due date. Contacting the instructor after 72 hours if they have not heard anything from the instructor regarding their turned in assignment within 72 hours.
* Sending homework assignments to the instructor and an "ATTACHMENT", to an email message. The email and attached work product will have the students FULL NAME, EMAIL ADDRESS, COURSE TITLE, and SPECIFIC ASSIGNMENT.
* Completing weekly Reading assignments.
* Completing Weekly Discussion Questions.

ACADEMIC HONESTY:
Canyon College policies are in effect. All work must be your own, unless the instructor authorizes collaboration, in which case you must, in writing, acknowledge the help you have received. Presenting as one's own the words, ideas, or expression of another in any form is cheating through plagiarism, and will not be tolerated. The claim of ignorance is no excuse.

GRADING POLICY:
You will be able to track your average exactly throughout the course. The grading scale is as follows:

A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59

The mid-term exam will count 30% of your total grade. The mid-term is an open book exam. However, the student has only 72 hours from the time it is posted in the virtual classroom and/or emailed to the student to return the completed exam to the instructor via email, as an email "ATTACHMENT", preferably in MS WORD FORMAT. The student will know in advance the standards for each assignment. The final exam will be 30% of your total grade. Your online participation in the discussions will comprise 15% of your grade. Email homework and other assignments as assigned will be 25% of your total grade. Each student is responsible for:

* Completing weekly reading assignments.
* Completing Weekly Discussion Questions.
* Completing Weekly Email Homework as assigned.
* Completing Other Assignments as Assigned.

Students have exactly 72 hours from the time they receive the mid-term and final exam to complete it and return to the instructor, as an email "ATTACHMENT". Final examinations returned late shall have points deducted as follows: (Note Once You Open Your Email the Instructor Will Receive Notification That It has Been Read) The Time Starts Ticking!

Timelines:

12 hours late = (- 5 points)

24 hours late = (- 10 points)

30 hours late = (- 15) points

and another (- 10) points for every 24 hours thereafter

Criteria Utilized for Grading Written Assignments

Assignments will be graded on a possible 100 point system
1. Misspelled Word = (-1 point) for each word (Use Spell & Grammar Check)
2. Proper Word Spelling, but misused word i.e., their, there = (-2 points) for each word
3. Improper Grammar = (-1 point) for each grammar mistake
4. Poor Sentence Structure = (-1 point) per sentence
5. Failed to Support Own Opinion with Valid Facts = (-5 points)
6. Rambling without making a point leaving reader lost = (-6 points)
7. Failed to explain theory or case in detail = (-10 points)
8. Failed to site source(s) in which information was found = (-4 points)
9. Failed to place full name on assignment = (-5 points)
10. Research paper(s) if assigned; for each APA or MLA format error = (-1 point) per error even if it a repeated error. (See APA & MLA Reference Link Provided)
Assignment(s): Received past its assigned due date will be penalized 5 points for each day late up to 7 days and shall not be scored, after 7 days, receiving a zero.

| Return to Syllabus Index |

V. Grades
The grades will consist of a mid-term exam, a final exam, homework, other assignments as assigned and research paper if assigned and on line class participation through the weekly discussion question(s) with conferences. Assignments received late by the instructor shall receive half credit unless the instructor has approved an extension, regarding time of completion.

| Return to Syllabus Index |

VI. Required Text Online Bookstore
* Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect, Publisher Precept Press, (ISBN: 0-944496-51-2).       Last known source

Wall's book is hard to obtain. Most student's will have to use the alternate textbook.

Alternate Text: *Management of Organizational Behavior, Leading Human Resources, 8th ed. Author: Paul Hersey, Blanchard, Johnson. ISBN 0-13-017598-6

| Return to Syllabus Index |

VII. Course Schedule

Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8
| Return to Syllabus Index |

Week 1: Factors Influencing Health Care Trends
Readings:
* Read Chapter 1 {Health Care 2000} in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2).
* Class Activities: Introduction to online computer conference learning. Introduction and discussion of syllabus/assignment schedule. Course overview. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers/replies by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week One Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week One Discussion Question(s)":
1. Complete the readiness assessment exercises at the end of chapter one in the text Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2). Discuss your identified knowledge, skills and abilities. What are your greatest strengths according to the assessment results?
2. On page 3 in chapter one in our text Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2), the 1990's is referred to as "the decade of accountability", what is the author trying to say? Be specific in your answer to the question.
* After you finish the readings for Week 1, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week One Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Write a one page double spaced 12 font assessment in your own words describing what you learned regarding quality management and the factors influencing health care trends.

| Return to Syllabus Index | Return to Weekly Index |

Week 2: Quality Manager to Performance Improvement Coordinator
Readings:
* Read Chapter 2 {Moving from a Quality Manager to a Performance Improvement Coordinator} in our text Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2).
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Two Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Two Discussion Question(s)" :
1. Why do people resist change? Utilize valid research via the World Wide Web. (Explain your answers in detail ensuring you cite your source(s). Be specific when utilizing and citing URL's).
* After you finish the readings for Week 2, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Two Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Utilizing the chart examples on pages 26, and 29 in our text Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2). Make your own similar charts and apply the problem solving steps, and project management principles to develop a Ishikawa Diagram and Paired-Choice Matrix Diagram to perform an analysis of either a real or hypothetical problem you may be encountering at home or work. Write a short paragraph describing your evaluation and results achieved from using these analytical management tools. Email your developed charts and evaluation(s) as an attachment to the instructor.

| Return to Syllabus Index | Return to Weekly Index |

Week 3: Integrated Systems
Readings:
* Read Chapter 3 {Moving to Integrated Systems of Care} in our text Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2).
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Three Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Three Discussion Question(s)":
1. Utilize the World Wide Web to locate a resent article regarding critical pathways. Post the article in the classroom, include at the bottom of the article your views on what the article stated. Explain how the article did or did not reconfirm your reading in the text?
* After you finish the readings for Week 3, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Three Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: In a detailed writing assignment 3-5 pages double spaced in size 12 font, explain the statement located on page 82 in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect (ISBN: 0-944496-51-2). "Without sufficient support, infrastructure and time, pathways can squander an organization's time and resources."

| Return to Syllabus Index | Return to Weekly Index |

Week 4: Strategic Planning
Readings:
* Read Chapter 4 {Strategic Planning for Reengineering Quality in an Organization} in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect.
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Four Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Four Discussion Question(s)":
1. Describe the similarities between reengineering and quality management.
* After you finish the readings for Week 4, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Four Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Students are to form a (2-4) person Process Improvement or Reengineering Team. [Note an individual student will not do this assignment a lone unless class size so dictates or with instructor approval.] The team will assign one student as their team leader. It is the team leader's responsibility to assign tasks and to compile the teams work into one email message attachment to be sent to the instructor. The completed assignment will have all team members names annotated on the final work product. The teams have this week (7 days) to select and utilize the appropriate methods and charts covered up to this point in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect, to make process improvement and/or reengineering recommendations. Teams will brainstorm via email and identify one process in this course to improve or reengineer. This project will count as 10% of your mid-term grade. The team leader will also annotate on the final work product exactly what contributions each team member, on the assignment being graded made. This is to ensure team member participation and fairness in grading of the assignment.

* The Mid-term shall cover weeks (1 - 4). The exam is open book and open note. The student shall receive the exam either via email and/or see it posted in the classroom. The student will have 72 hours from the time it is posted or emailed to the student from the instructor to complete the exam and return it to the instructor via an email attachment. Exams returned late will receive half credit.

| Return to Syllabus Index | Return to Weekly Index |

Week 5: Analytical Charts and Data
Readings:
* Read Chapter 5 {Moving from Chart Analysis to Data Management} in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect.
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s): {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Five Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Five Discussion Question(s)":
1. What are the three main reasons for collecting data? Discuss each in detail.
* After you finish the readings for Week 5, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Five Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Do the exercise on page 120, in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect. From this data develop at least two types of charts and explain their meaning.

| Return to Syllabus Index | Return to Weekly Index |

Week 6: Cost Benefit of Quality Initiatives
Readings:
* Read Chapter 6 {Determining Fiscal Impact of Improved Clinical Processes} in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect.
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Six Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Six Discussion Question(s)":
1. Why is it important for quality professionals to know about financial statements?
* After you finish the readings for Week 6, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Six Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Utilize the chart on page 146, in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect, and think of other examples that would apply to each of the terminology words listed per their definition.

| Return to Syllabus Index | Return to Weekly Index |

Week 7: Case Management Skills
Readings:
* Read Chapter 7 {Case Management 2000} in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect,
* Class Activities: Continued introduction to online computer conference learning. Class participation monitored by instructor via student comments to their classmates' discussion question(s) and answers by each student.
* Weekly Discussion Question(s) {post your own answers & replies to your classmates answers in the online classroom} Label your own answers i.e., subject "Week Seven Discussion Question(s) Answer(s)" and label your replies to your classmates answers as, "Reply to Classmates Week Seven Discussion Question(s)":
1. Explain what case management is and how you feel it would impact on the cost-benefit of the organization as well as the clinical outcomes for the patient. Why?
* After you finish the readings for Week 7, post a message in the online conference in which you complete the following: "The one element of this weeks reading in which I found the most interesting was ____________, because ..." Label your subject "Week Seven Chapter Review."
* Email Homework: {email answer(s) to the instructor as an attachment}: Answer the three questions on page 152, in our text, Quality Management 2000, 1st Edition, by Deborah K. Wall and Mitchell M. Proyect.
* The Final Exam Review: The final shall cover weeks (1 - 7). The review shall be posted in the classroom. The final is a comprehensive final of everything covered.

| Return to Syllabus Index | Return to Weekly Index |

Week 8: Final Exam
* After you finish the final exam for this course, post a message in the online conference in which you complete the following: "The one element of this course that I found the most interesting was ____________, because..." Label your subject "Week Eight Course Review."
* The final exam is comprehensive and shall cover weeks (1 - 7). The exam is open book and open note. The student shall receive the exam either via email and/or see it posted in the classroom. The student will have 72 hours from the time it is posted to complete the exam and return it to the instructor via email. Unless prior arrangements have been made with the instructor and approved by the college.

VIII. Internet Reference Sites
American Hospital Assoc.
AHA Research Center
Financial Management Information
JCAHO
Healthcare Journal
Link to Other Information Sites
APA Research Paper
MLA Research Paper

| Return to Syllabus Index |