Graduate Course Proposal Form Submission Detail - HIM6515
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: elective for MS in Health Informatics. To GC. Appd; To USF Sys 4/21/16; to SCNS after 4/28/16. Nmbr 6322 approved as 6515 eff 7/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5264 2015-09-10 Department College Budget Account Number Medical Sciences MD 610601 Contact Person Phone Michael J. Barber, D.Phil. 8139749908 email@example.com
- Course Information
Prefix Number Full Title HIM 6515 Leadership for Health Professionals Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? Y If repeatable, how many times? 1 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Leadership for Health Professi Course Online? Percentage Online O - Online (100% online) 100
This course is designed to introduce the various principles of leadership that apply to the activities of health professionals in the conduct and progression of their professional activities.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to compete with national trends
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The theory and development of leadership skills has been extensively reviewed in the literature and represents an important topic in the career and professional development of institutional managers and leaders. Health informaticians in leadership positions in various healthcare institutions requires additional training in leadership development as part of institutional advancement and management.
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
All the instructors in the course are M.D., D.O. or Ph.D. or equivalent trained faculty.
- Other Course Information
The course objectives include:
• Gaining in-depth knowledge of leadership theory and function designed to develop foundational skills that can be integrated across organizations.
• Examining new leadership techniques and technologies for driving results throughout an organization.
• Formulating a holistic leadership approach to identifying problems, formulating solutions and adapting to change.
• Identifying and building strategic skills for effective decision making, strategy development and implementation
• Developing leadership capacity to lead cross-functional initiatives and corporate projects amid challenging institutional activities.
• Developing personal leadership philosophies and presence that reflect greater knowledge, capabilities and insight.
B. Learning Outcomes
At the end of this course students should be able to:
• Outline why the study of leadership is important to professionals in the health industry and what the challenges in the industry requiring quality leadership are.
• Explain and give examples of leadership as compared with management and state why health organizations need both leaders and managers.
• Relate and discuss the application of a prescriptive leadership model compared to a descriptive leadership model.
• Distinguish the phases of leadership thought from ancient to modern times and identify unique characteristics associated with each of these phases.
• Relate the phases of leadership thought to modern leadership practices and research.
• Identify and describe at least four assessments related to leadership.
• Discuss their personality type, leadership style, principles, and foundational skills as informed by leadership and leadership-related assessment instruments.
• Produce results of at least four leadership-related assessments and prepare and apply those results to their leadership persona.
• Identify and distinguish their leadership style, principles and foundational skills (both strengths and weaknesses) based on the results obtained from leadership-related assessment instruments.
• Based on self-assessments of their personality type, leadership style, principles and foundational skills, devise a plan to improve their weaknesses while leveraging or enhancing their strengths.
• Critique and interpret their unique leadership persona and relate their leadership persona with examples from their life experiences.
• Discuss why the study of theory is important in the study of leadership in health organizations.
• Describe and compare two or more conceptual leadership models and discuss how the models relate to theory and support the discussion of leadership.
• Design a simple model of leadership principles or applications and summarize the relationships between the model's theoretical elements and the application of leadership principles.
• Apply a behavioral theory or model and a situational or contingency theory or model of leadership, and demonstrate the application in an example based on a definition of leadership.
• Analyze the health leader competencies in terms of the knowledge, skills, and abilities discussed in this chapter, differentiating the competencies described here with those not discussed; support your assessment.
• By combining several theories and models, design an influence, power, and motivation leadership model for use in health organizations focused on subordinate commitment; modify this model for use with an interdisciplinary health team or group, and explain why this modification was necessary.
• Evaluate competencies (knowledge, skills, and abilities) found in leadership practice concerning situational assessment, interpersonal relationships, influence processes, motivation, and communication necessary to successfully lead healthcare organizations; support your evaluation.
• Analyze and illustrate the contemporary leadership models' constructs that enable a health leader to develop, modify, or revise the organizational culture in a health enterprise.
• Create a leadership model - either simple or complex - for their own use in health organizations, and relate their model to constructs found in models from this course and other constructs from other theories and models.
• Describe how health leaders measure and capture information (i.e., use metrics) related to efficiency, effectiveness, performance, efficacy, and quality in health organizations.
• Explain the importance of measurement and developing criteria for efficiency, effectiveness, performance, efficacy and quality in health organizations.
• Give examples of tools that a health leader can use to change and adapt culture in the health organization.
• Evaluate approaches to knowledge management, organizational learning and transformational leadership with health organization culture change.
• Describe the importance of dealing with nonperforming employees in the workplace.
• Distinguish between the different types of nonperforming employees in the organization.
• Relate progressive strategies for moving nonperforming employees toward a more productive posture within the organization and predict outcomes of each strategy.
• Diagram and differentiate the steps—that is, the progressive actions from initial recognition of the problem to termination—a leader should take when confronting nonperforming employees.
• Categorize and summarize methods for implementing continuing education in the organization.
• Describe the importance of mentorship and succession planning to the long-term success of the health organization.
• Distinguish between the concepts of mentee and protege.
C. Major Topics
Major course topics include:
Chronology & Theory of Leadership
Introduction to Mentorship
The following textbook is required for the course:
“Leadership for Health Professionals: Theory, Skills, and Applications” (Ledlow, G.R. & Coppola, M.N.) Jones & Bartlett, 2nd Edition, 2014
E. Course Readings, Online Resources, and Other Purchases
Additional and appropriate journal readings and videos will be identified and posted on Canvas.
F. Student Expectations/Requirements and Grading Policy
The course requires the completion of 8 unit quizzes 9% each 72% of grade. Two course assignments 10% each 20% of grade. 8 Course discussion topics 1% each 8% of grade.
G. Assignments, Exams and Tests
The course requires completion of 8 unit exams, 2 assignments and 8 course discussion topics.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
For documented student absences such as for illness students will be allowed to make up any missing assignments or exams. Students will be required to abide by USF policy on academic integrity as described in course syllabus and provide appropriate documentation for the absence to be excused (e.g. physician’s note, accident report, etc.) to the course director.
J. Program This Course Supports
M.S. Health Informatics
- Course Concurrence Information