This document provides information for an online course on continuous quality improvement in healthcare. It outlines the course description, learning objectives, materials, assessment breakdown, policies, schedule, and contact information for the instructor. The key goals of the course are to provide students with tools to identify opportunities for improvement, implement changes, and assess outcomes to enhance quality of care across healthcare institutions. Students will complete assignments, short writings, discussions, and a term paper project over 14 weeks on topics like measurement, leadership, risk management, and accreditation processes. College policies on attendance, academic integrity, and evaluations are also included.

1. For your initial post, review Applying the Master Narrative
Framework to Gender Identity Development in Emerging
Adulthood and answer the following questions:
· How does the article help us to understand gender identity
development beyond the research in the textbook?
· How can a theorist that you have explored help us understand
gender identity development? Describe three ways that you can
support a friend, colleague, or family member who identifies as
nonbinary.
· How does gender identity development apply to any of the
following programmatic themes? You may want to review
the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to
improve the quality of health care across the spectrum of

2. institutions, by applying systematic measures to identify
opportunities for improvement, implement change, and assess
outcomes. This course provides the theoretical framework and
the practical skills to understand the processes under the
auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve
performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission
compliance.
4. Evaluate systematic methods of problem identification,
resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and
administrative indicators and events.
6. Describe the relationship of leadership and quality
improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation
in academic classes. Students are expected not only to receive
information and to pass examinations, but also to participate
actively in class. For that reason, regular attendance is
important.
The college experience also is meant to prepare students to
undertake meaningful careers and to develop the kind of
professional behavior appropriate to obtaining gainful

3. employment. Because excellent classroom attendance and
participation are the foundation for the attainment of these
goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all
classes. More than two absences in this course will result in the
reduction of the student’s final grade by a full letter (for
example from A to B). Students who are absent more than four
(4) times are encouraged to withdraw from the course. It is the
student’s responsibility to find out and make up any work
missed due to absence. Late work will not be accepted (no
exceptions). Lateness is considered when a student comes to
class after the 7-minute tolerance period after the class has
started (classes start at 6:30 pm sharp). Three consecutive or
five cumulative instances of tardiness are equivalent to an
absence.
Acommodative Services
Monroe College is accessible to students with disabilities and
admits those students whose credentials demonstrate they have
the motivation and capabilities to successfully pursue their
academic goals at the college. All students with disabilities
have access to a Coordinator of Services for Students with
Disabilities on each campus:
Bronx Campus/On-line: Elizabeth Maybruch
[email protected]
New Rochelle Campus: Saadia Del Llano
[email protected]

4. Course Assessment
Assignments
% of Grades
Assignments (Weekly 500-word Writings)
Short Writings
Discussion Forums
Term Paper Project
Total
30%
10%
30%
30%
100%
College Grading Scale:
LETTER GRADE QUALITY GRADE POINT
PERFORMANCE
A 90-100% 4.0 Excellent
B+ 85-89% 3.5 Very Good
B 80-84% 3.0 Good
C+ 75-79% 2.5 Above
Average
C 70-74% 2.0 Average
D+ 65-69% 1.5 Below
Average

5. D 60-64% 1.0 Poor
F Below 60% 0.0 Failure
Academic Integrity:
Monroe College is an academic community. Its fundamental
purpose is the pursuit of knowledge in preparation for a career
and for life. Essential to the success of this educational mission
is a commitment to the principles of academic integrity. Every
member of the college community is responsible for upholding
the highest standards of honesty at all times. Students, as
members of the community, are also responsible for adhering to
the principles and spirit of the following Code of Academic and
Scholarly Integrity.
Students who violate the Code of Academic and Scholarly
Integrity may be subject to a grade of “F” for the work
submitted, an “F” in the course, written reprimands in the
student’s academic file, and suspension and/or dismissal from
the college.
Students are expected to be fully aware of the college’s
requirements and expectations regarding academic honesty and
scholarly integrity. If a student is unsure whether his action(s)
constitute a violation of the Code of Academic and Scholarly
Integrity, then it is that student’s responsibility to consult with
the instructor to clarify any ambiguities.
Academic Dishonesty Definitions:
Activities that have the effect or intention of interfering with
education, pursuit of knowledge, or fair evaluation of a
student’s performance are prohibited. Examples of such
activities include, but are not limited to, the following
definitions:
1. CHEATING: Using or attempting to use unauthorized
assistance, material, or study aids in examinations or other

6. academic work.
1. PLAGIARISM: Using the ideas, data, or language of another
without specific or proper acknowledgment.
1. FABRICATION: Submitting contrived or altered information
in any academic exercise.
1. MULTIPLE SUBMISSIONS: Submitting, without prior
permission, any work submitted to fulfill another academic
requirement at Monroe or any other institutions.
1. MISREPRESENTATION OF ACADEMIC RECORDS:
Misrepresenting or tampering with or attempting to tamper with
any portion of a student’s transcripts or academic record, either
before or after coming to Monroe College.
1. FACILITATING ACADEMIC DISHONESTY: Knowingly
helping or attempting to help another violate any provision of
the Code.
1. UNFAIR ADVANTAGE: Attempting to gain unauthorized
advantage over fellow students in an academic exercise.
Student Evaluations of Course and Instructor:
Monroe College students have an important voice in the
academic community and an obligation to give an honest
assessment of their instruction and coursework. As an
expectation of every course, students will complete an
anonymous, online course evaluation questionnaire. By doing
so, students provide information used to enhance the relevance
of the course content and effectiveness of the instruction you
experienced. The course evaluation period will be announced by
the Academic Office during the course of the semester.
Faculty Specific Policies:

7. [Optional section that would include information such as,
Teaching Philosphy, expectation of personal conduct, classroom
policies, etc.]
Schedule:
Week 1 – History
Week 2 – Useful Tools and Techniques
Week 3 – Measuring Customer Satisfaction
Week 4 – Quality Teamwork
Week 5 – Engagement, Empowerment, and Motivation
Week 6 – Leadership for Performance Excellence
Week 7 – Preventing and Controlling Infectious Disease
Week 8 – Decreasing Risk Exposure
Week 9 – Managing the Environment of Care
Week 10 – Developing Staff and Human Resources
Week 11 – Organizing for Performance Improvement
Week 12 – Navigating the Accreditation, Certification, or
Licensure Process
Week 13 – Implementing Effective Information Management
Tools for Performance Improvement
Week 14 – Final Project