HSMP 6614 MCH Program Management and Policy Analysis 2014

(1)

1 Course Syllabus

Credit Hours: 3

Meeting Time: Tuesdays 9:30-12:20 Meeting Place: Ed 2 South L28-2304 Instructor:

Beth McManus, PT, MPH, ScD E3360, Building 500

(303) 724-6528

Introduction: In this course students will learn and apply program management concepts and policy analysis methods to choose among potential policy and

programmatic solutions to improve the health outcomes of pregnant women, infants, children, and children with special health care needs.

Course Description: This course will address maternal and child health issues from a health systems and health services research perspective. Students will apply program management concepts and policy analysis methods to describe and interpret data relevant to MCH programs and policies. Specifically, students will use MCH data to weigh the health, fiscal, administrative, legal, social, and political trade-offs of policy options. Additionally, students will learn how healthcare financing, organization, and quality interact to influence service delivery for pregnant women, infants, children, and children with special health care needs.

Course Learning Objectives: Students should be able to:

(1) Describe the uses of population-based data in MCH program management; (2) Understand the relationship between organizational structure and performance,

with a focus on MCH programs;

(3) Describe the relationship between the public policy-making process and management of MCH programs;

(4) Understand the elements of MCH services policy including the financing and organization of care for pregnant women, infants, children, and children with special health care needs;

(5) Describe the public policy process in the U.S., including allocation of

responsibility among levels of government and between the public and private sectors;

(6) Apply policy analysis methods to evaluate policy options and recommendations; (7) Apply advocacy and leadership concepts to programmatic and policy solutions

to MCH problems. CSPH Competencies:

CR-HSMP 4 Identify and interpret public health laws, regulations, and policies related to specific health programs and the delivery of health services.

CR-HSMP 5 Demonstrate an understanding of tools used to analyze public policy issues. CR-HSMP 6 Assess and explain the effects of policy development and implementation at all

(2)

2 CR-HSMP 7

Analyze health policy issues, including the health, fiscal/economic,

administrative, legal, social, ethical and political implications. Include in the analysis an awareness of issues that transcend national boundaries and/or have global implications.

MCH-specific Competencies:

1. Apply knowledge of management and organizational theories and practices to the development, planning, staffing, administration, and evaluation of public health programs, including the implementation of strategies promoting integrated service systems for MCH populations.

2. Develop, justify, and present a budget.

3. Develop the background and significance section of a grant application and/or develop the rationale for a program or intervention, incorporating scientific, methodological, and practice knowledge and skills as appropriate.

4. Demonstrate knowledge and understanding of the significant past and current national legislative mandates relevant to the development and delivery of maternal and child health services.

5. Demonstrate knowledge and understanding of the structure and roles of legislative, judicial, and administrative bodies at the national, state, and local levels.

6. Demonstrate knowledge and understanding of he organization and financing of health services in the United States and the position of MCH within the system. 7. Demonstrate knowledge and understanding of the theories and mechanisms of MCH policy development and implementation within the scope of health and other public policy programs in the United States.

8. Collect and summarize data relevant to a particular policy/problem; articulate the health, fiscal, administrative, legal, social, and political implications of each policy option.

9. State the feasibility and expected outcomes of and barriers to achieving each policy option and decide on the appropriate course of action.

10. Write a clear and concise policy statement, position paper, and/or testimony appropriate for a specific audience.

Required Textbook:

Essentials of Management and Leadership in Public Health by Robert E Burke and Leonard H. Friedman; Jones and Bartlett Publishers; Sudbury, MA 2011

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving, 4th Edition by Eugene Bardach; CQ Press; Washington, DC 2005

Recommended Textbook:

Designing and Managing Programs: An Effectiveness-Based Approach by

Peter M. Kettner, Robert M. Moroney, and Lawrence L. Martin; SAGE Publications; Thousand Oaks, CA 2013

Public Health Leadership Putting Principles into Practice 5th_{ed by Louis Rowitz; Jones} and Bartlett Publishers; Sudbury, MA.

(3)

3 Kingdon, J. W. Agendas, Alternatives and Public Policies, 2nd Edition.

Longman/Addison Wesley Educational Publishers, Inc, New York, 2003.

EVALUATION:

Class Participation (10%)

Project Proposal Concept Paper (25%).

Students will write a project proposal

concept paper for the Kellogg Foundation’s “Healthy Kids” initiative. The scope

of the proposal should address the Healthy Kids mission to “

make progress in

ensuring all children grow and reach optimal well-being by living in secure

families, having access to fresh, local healthy food, physical activity, and access

to quality health care

.”

The format and requirements for the concept paper will

be handed out in class.

The concept paper is due Friday December 5, 2014

by 5 PM.

Policy Brief (15%).

Students will write a policy brief. Students will be given a

research article related to the health of pregnant women, infants, children, or

children with special healthcare needs. Based upon the research findings

described in the article, students will write a 1-page policy brief. Content and

format for the policy brief will be discussed in much further detail in class.

The

policy brief is due September 23, 2014 in class.

Policy Analysis Critique (15%).

Students will be given a published MCH

policy analysis. Students are expected to critically analyze the problem

statement, background, landscape, options, and recommendations according

to Teitelbaum & Wilensky’s rubric “Checklist for Writing a Policy Analysis

(p.262). The paper should not exceed 5 pages, double-spaced with 11-point

font (Arial or Times New Roman) and 1” margins.

The Policy Analysis

Critique is due October 21, 2014 in class.

Presentation of Concept Paper (15%).

Students will “pitch” their grant

proposal to a mock funding agency (e.g., Foundation Board, study committee,

etc.) in a 15 minute presentation. Each presentation will include: a)

Background and Significance of the MCH problem (2 slides), b) study / project

aims (1 slide), c) characteristics of the sample to be studied (1 slide), d)

methods to address project / study aims (2 slides), d) preliminary analyses

(e.g., using publically available MCH databases; 2 slides), e) strengths and

limitations of the proposal (with strategies to address proposal limitations), f)

justification for amount requested (1 slide), and f) potential impact of the

project to MCH policy or programs (1 slide).

Presentations will occur in class

(4)

4 Problem Sets (20%). Students will complete 4 problem sets for a total of 20 points. Problem Set #1, Using Data as a Basis for Policy: Students will be presented with data describing an MCH issue. The will a) define the problem, b) summarize and interpret the data, c) suggest three policy alternatives to address the problem. Due September 16, 2014 in class.

Problem Set #2, Choosing Between Policy Alternatives: Students will be given a policy brief with different policy options to address an MCH issue. For each option, they will apply 3 criteria (e.g., cost-benefit, timeliness, feasibility, targeted impact etc.) to each policy option and present the results in a side-by-side table. Due October 7, 2014 in class.

Problem Set #3, State MCH Performance Measures: Students will choose 3 MCH state performance measures and, in a 1-page data brief, present the 5-year trend for each performance measure. The brief should also include a brief interpretation of the data presented. Due November 11, 2014 in class.

Problem Set #4, MCH Budget: Students will complete a MCH budget worksheet to describe the costs associated with expanding a school-based immunization delivery program. Due November 25, 2014 in class.

Expectations:

I.

Class attendance & Participation

A.

Attendance is not required, but is highly recommended. There will be

many in-class small group discussions. Having all students participate

in class, generally and in the small group discussions, will make for a

livelier and productive learning experience.

B.

If you miss any of the in-class activities, as either unexcused or excused

absences, you will not be able to make these points up in the future.

While participation points may be small compared to other assignments,

borderline grades will be decided based on your participation in class.

II.

Policies:

A.

Academic Honesty

: We take the issue of academic honesty seriously

and you should too. Acts that constitute academic “dishonesty” include

plagiarism, cheating during exams, fabrication and/or falsification of

work. Academic dishonesty will result in failure of the course. Please

stay far away from acts that could be possibly construed as dishonest. If

you need any further clarification of this policy, please feel free to ask.

You are responsible for observing the College of Liberal Arts and

(5)

5

http://www.ucdenver.edu/academics/colleges/CLAS/faculty-staff/policies/Pages/AcademicIntegrity.aspx

In all of your written assignments, we expect to see your own thoughts

and words. We look for evidence that YOU understand the concepts

covered in class. Thus, it is very problematic if you copy others’ words

rather than interpret them into your own text. Plagiarism is the use of

another person’s words or ideas without crediting that person. This is

applicable to all source materials, whether they are lecture slides from

this course, Wikipedia, or any scholarly material. If you copy anything

verbatim, you will receive no credit for that assignment, regardless of

whether you provide a citation for the material.

Plagiarism and cheating will not be tolerated and either may lead to

failure on an assignment, in the course, and/or dismissal from the

University.

B.

Make-up Work/Exams:

All assignments must be submitted as noted on

the course calendar. If you are absent, you must have a valid reason to

make up an exam or course assignment. You must notify Drs. McManus

within 24 hours if you miss an exam or course assignment and provide

documentation for an excused absence, e.g., physician or health center

note, obituary notice, etc. If you do not have a valid reason, with

documentation, you will not be allowed to make up the assignment.

C.

Late Assignments:

No late assignments will be accepted without an

excused absence and proper documentation.

D.

Holidays:

Students with religious holidays that conflict with the exams or

assignment due dates should notify Dr. McManus of those dates at least

within 24 hours of the holiday.

E.

Access, Disability, and Communication

: The University of Colorado

Denver is committed to providing reasonable accommodation and access

to programs and services to persons with disabilities. Students requesting

accommodations should contact: The Office of Disability Resources &

Services (DRS) is located in Building 500, Room W1103. Students can

(6)

6

Their staff will assist in determining reasonable accommodations as well

as coordinating the approved accommodations.

III.

Civility:

A.

Adherence to the Student Conduct Code is expected. I am committed to

creating a climate for learning, characterized by respect for each other

and the contributions each person makes to class. I ask that you make

a similar commitment.

B.

Please turn off cell phones during class. Appropriate and courteous use

of all technology will be expected of all students. Texting, emailing, and

talking on cell phones during class will not be tolerated. If you need to

make an emergency phone call or text, please quietly leave the classroom

and return once you are finished.

C.

Courtesy of fellow classmates is expected at all times. This includes:

a)

arriving to class on time,

b)

quietly excusing yourself during class if you need to leave,

c)

respecting other students’ views and opinions, and

d)

fully participating in small group discussions, in-class activities,

and assignments.

Failure to consistently comply with any or all of these civility policies will

result in a loss of participation points, potentially reducing your final

grade, at the course instructor’s discretion.

Course Schedule

Session 1 –Introduction MCH Policy and the policy-making process, 8/26/2014 Course Overview

History of MCH Policy in the US Policy-Making Processes

Additional considerations for policy implementation

In-class activity: Case study of policy alternatives for comprehensive sexual education in Minnesota

Markel, H. and Golden, J. Children’s public health policy in the United States: How the past can inform the future. Health Affairs. 2004; 23(5): 147-152. Starfield, B. US Child Health: What’s amiss, and what should be done about it? Health Affairs. 2004; 23(5): 165-170. Markel H, Golden J. Successes and missed opportunities in protecting our children’s health: The critical juncture in the history of children’s health policy in the United States. Pediatrics 2006;

(7)

7 115(4):1129-33.

Lippit, JA. Policy and Policy Making for Infants, Toddlers, and Their Families: A Primer for

Practitioners. Zero to Three June/July 2001: 4-8.

In-class activity: Writing Policy Briefs

Rabito, F., White, L. and Shorter, C. From research to policy: targeting the primary prevention of childhood lead poisoning.

Public Health Reports. 2004; 119:271-278. Fielding, J.E., Briss, P.A. Promoting

Evidenced-Based Public Health Policy: Can We Have Better Evidence And More Action? Health Affairs. 2006; 25(4): 969-978.

Scott, K.G., Mason, C, A., Chapman, D.A. The Use of Epidemiological Methodology as a Means of Influencing Public Policy.

Child Development. 1999; 70(5): 1263-1272.

Session 3 – Policy Analysis I, 9/9/2014 Policy Analysis Framework

Guest Lecture: Susan Rifkin, PhD

Session 4 – Policy Analysis II, 9/16/2013 Weighing policy alternatives and

identifying outcomes and trade-offs of policy recommendations

In-class activity: critiquing a policy analysis

Bardach, E. Part I The Eighfold Path. A Practical Guide for Policy Analysis. The Eightfold Path to More Effective Problem Solving. CQ Press, Washington, DC., 2005.

(8)

8 *****Problem Set #1 Due in class********

Analysis.” In: Teitelbaum, J.B. and Wilensky, S.E. 2013. Essentials of Health Policy and Law. Second Edition. Burlington, MA: Jones and Bartlett Learning/American Public Health Association Press.

In-class activity: writing and delivering your “elevator pitch”

*******Policy Brief due in class***********

Grob G. Writing for Impact (Chapter 25). In: Handbook of Practical Program Evaluation (eds, Wholly JS, Hatry HP, Newcomer KE). John Wiley and Sons: San Francisco, CA; 2010.

Fact sheet: Communicating with Policymakers: Delivery Tips 101, AcademyHealth

“Revising for Conciseness and Clarity,” “Audience Analysis,” and “Eliminating Wordiness” available The Purdue Online Writing lab (OWL), available at:

https://owl.english.purdue.edu/owl /resource/648/02/

Session 6 – MCH Policy and Advocacy, 9/30/2014 How does advocacy fit into public health

policy?

Advocacy Concepts and Processes

Guest Speaker: TBD, Children’s Health Advocacy Initiative

Petersen, D. and Hess, C. Advocacy and Policy Development in Maternal and Child Health in Maternal and Child Health: Programs, Problems and Policy in Public Health, 2nd Edition. Kotch JB, Ed. Jones and Bartlett Publishers, Sudbury, MA, 2005. pp.651-670.

Christoffel, K.K. Public Health Advocacy: process and product. American Journal of Public

Health 2000; 90:722-726.

(9)

9 and Health Inequalities: A Conceptual Framework. Health Promotion

International. 2000; 15(4): 369-376 Kirwan A. The art of possible: Getting Involved with policy change. Zero to Three June/July 2001; 9-15.

Session 7 – Bridging Policy and Program Management, 10/7/2014 Translating policy mandates into actual

public health programming – challenges & opportunities

In class activity: Case Study of Part C early intervention services for infants and toddlers with developmental delays and disabilities

Case study of Mental health services in New Hampshire

Problem Set #2 Due in class*

Bardach, E. Appendix B: What

governments do. The Eightfold Path to More Effective Problem Solving. CQ Press, Washington, DC., 2005.

Implementing and sustaining an effective service delivery approach: Stages and steps. NECTAC Publications, December 2011.

Hebbeler K, Spiker D, Kahn L. Individuals with Disabilities Act’s Early Childhood Programs: Powerful Vision and Pesky Details. Topics in Early Childhood Education 2012; 31(4):199-207

Session 8 – Introduction to Management and Leadership Concepts, 10/14/2013 Introduction to Planning and

Organizational Design / Theory In-class activity: Case study of

population health management for kids with chronic conditions

Chapters 2 and 3 in Essentials of Management and Leadership in Public Health by Robert E Burke and Leonard H. Friedman; Jones and Bartlett Publishers; Sudbury, MA 2011

Systems approach to organizational change (Chapter 3) In: Rowitz L. Public Health Leadership Putting Principles into Practice. Jones and Bartlett: Boston, MA 2003.

Leadership and the planning process (Chapter 10). In: Rowitz L. Public Health Leadership Putting Principles into

Practice. Jones and Bartlett: Boston, MA 2003.

(10)

10 Session 9 – Linking MCH Financing, Economics, & Program Management,

10/21/2014

Finance and Health Economics Measures of Health Status

In-class activities: MCH cost-effectiveness case studies

Policy Analysis Critique Due in class

Chapter 6 in Essentials of Management and Leadership in Public Health by Robert E Burke and Leonard H.

Friedman; Jones and Bartlett Publishers; Sudbury, MA 2011.

Session 10 – Use of Data for Program Management of Public Health Organizations I, 10/28/2014

Needs Assessment Chapters 3 and 4 in Designing and Managing and Effective Programs: An Effectiveness-Based Approach by

Session 11 - Use of Data for Program Management of Public Health Organizations I, 11/4/2014

MCH (Title V) Performance Measures, Monitoring, and Evaluation

Overview of secondary data analysis and comparative effectiveness research (using secondary databases) methods for MCH.

Performance Measures, Monitoring, and Program Evaluation (Chapters 10 & 11) in Designing and Managing and Effective Programs: An Effectiveness-Based

Approach by Peter M. Kettner, Robert M. Moroney, and Lawrence L. Martin; SAGE Publications; Thousand Oaks, CA 2013 Informatics in Public Health Management (Chapter 8) in Essentials of Management and Leadership in Public Health by Robert E Burke and Leonard H.

Friedman; Jones and Bartlett Publishers; Sudbury, MA 2011

Leadership in Assessment (Chapter 6) in: Rowitz L. Public Health Leadership

Putting Principles into Practice. Jones and Bartlett: Boston, MA 2003.

(11)

11 Session 12 – Grant Writing, Fund Raising, and Program Management,

11/11/2014

Introduction to Different Types of Budgeting Systems

Budgeting for Control, Management and Planning

In-class activity: Creating a budget in Excel

**Problem Set #3 Due in class*

Chapters 12 and 13 in Designing and Managing and Effective Programs: An Effectiveness-Based Approach by

Session 13 – Leadership and MCH Policy Development and Assurance, 11/18/2013

Overview of leadership principles and challenges

Guest Lecture: Kathy Kennedy, PhD

Leadership in Policy Development (Chapter 7) in: Rowitz L. Public Health Leadership Putting Principles into