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Collaborative Courses - Leadership Modules

Below is a list of currently available health care Leadership learning modules that have been located and evaluated by GDAPFT for inclusion in this list. They have been listed so that they may be included in any partnership course in leadership or any partnership course with leadership content. Click on a title for detailed information about the module and to get started.

Please note:

Any plug-in you may need to participate can be found by clicking the appropriate link on the left side of this page.

[Continuing Education Credit - Some of these Modules already are or may soon be included in our Urban Health Care Lifelong Learning Lab as accredited for continuing education credit also. To be accredited, the module must contain objectives and a post-test. A fee will be charged per contact hour. See "Instructions for obtaining credit" link on the right for more details about obtaining credit and "Urban Health Lifelong Learning Lab" link to to take the module for credit.]

• Overview of Healthcare in the State of Michigan (Requires Quicktime Player and Adobe Reader) - Available for continuing education credit also.
  On September 23, 2000 the Graduate Medical Education (GME) Innovations Project and the Greater Detroit Area Partnership For Training jointly sponsored a conference on Managed Care. The conference focused on the systematic approach to the Treatment of Chronic Illness Through Managed Care with a Case Study on Asthma. The audience was composed of nurse practitioners, physician assistants, physicians, medical students and residents. Kim Sibilsky, Executive Director for the Michigan Primary Care Association was one of the presenters. She describes the Primary Care Association of Michigan along with the current status of healthcare in the state; the distribution of healthcare providers; and the state's health indices. Information regarding access, community oriented primary care and suggestions for shaping health policy are provided.  By the end of this module, you will be able to:
  1. Discuss the current status of healthcare in the State of Michigan.
  2. Identify contributions that can be made at the individual facility and provider levels to effect positive change in healthcare.
  Objectives, Video clips, Quiz
  

• Managed Care- What is the Definition Today? (Requires Quicktime Player and Adobe Reader) - Available for continuing education credit also.
  On September 23, 2000 the Graduate Medical Education (GME) Innovations Project and the Greater Detroit Area Partnership For Training jointly sponsored a conference on Managed Care. The conference focused on the systematic approach to the Treatment of Chronic Illness Through Managed Care with a Case Study on Asthma. The audience was composed of nurse practitioners, physician assistants, physicians, medical students and residents. Bruce Deschere, M.D, MSBA, Co-Principal Investigator, GME Innovations Project and Associate Chair and Residency Director, Department of Family Medicine, Wayne State University, was one of the presenters. He provides an update of the health care and managed care situation in the metro Detroit area in 2000. By the end of this module, you will be able to:
  1. Define managed care.
  2. Discuss historical national and state HMO experiences.
  3. Identify future trends.
  Objectives, Video clips, Quiz
   
• Evidence Based Medicine (Requires Quicktime Player and Adobe Reader) - Available for continuing education credit also.
  On September 23, 2000 the Graduate Medical Education (GME) Innovations Project and the Greater Detroit Area Partnership For Training jointly sponsored a conference on Managed Care. The conference focused on the systematic approach to the Treatment of Chronic Illness Through Managed Care with a Case Study on Asthma. The audience was composed of nurse practitioners, physician assistants, physicians, medical students and residents.   In this module, Dr. Michael Massanari, M.D., M.S., F.A.C.P., describes the process of managing the improvement of clinical performance through a set of questions pertaining to improving care. Specific resources utilized in gathering data are provided as well as starting points, for example compliance with practice guidelines. By the end of this module, you will be able to:
  1. Describe an approach for clinical performance improvement using quality improvement and decision-making tools
  2. Discuss the process of problem identification .
  3. Discuss methods to identify clinical goals and objectives to improve clinical performance
  4. Describe the attributes of clinical practice.
  Objectives, Video clips, Quiz
  

• Disease Management (Requires Quicktime Player and Adobe Reader) Available for continuing education credit also.
  On September 23, 2000 the Graduate Medical Education (GME) Innovations Project and the Greater Detroit Area Partnership For Training jointly sponsored a conference on Managed Care. The conference focused on the systematic approach to the Treatment of Chronic Illness Through Managed Care with a Case Study on Asthma. The audience was composed of nurse practitioners, physician assistants, physicians, medical students and residents.  In this module, Dr. Michael Massanari, M.D., M.S., F.A.C.P., discusses methods of identifying and defining key processes of best practices for disease management using asthma as the focus. Disease Management involves improving clinical performance by analyzing the care process, flowcharting the process, developing key measures and prioritizing opportunities for improvement. A variety of data management tools are described to assist the provider. A plan for intervention is presented along with a method to evaluate the intervention. Using asthma as the focus, by the end of this module you will be able to:
  1. Describe the process of disease management
  2. Describe decision-making tools to prioritize clinical problems
  3. Identify process variation
  Objectives, Video clips, Quiz
   
• Policy Formation (NINR) (Requires RealOne Player) UDM Knowledge/Blackboard course= pftvideos, id and pw needed for access - contact Mary O'Shaughnessey. Soon to be available for continuing education credit also. As part of a GDAPFT collaborative course on Policy, Ada Sue Hinshaw, PhD, RN, FAAN, Dean and Professor, School of Nursing, The University of Michigan, discusses the formation of policy at the national level from grass roots up, using the development of the National Institute of Nursing Research as an example.
  Objectives:
  1. Identify a model of health policy that provides a context for understanding how to shape and inform health policy.
  2. Identify strategies for using nursing research to shape and inform health policy.
  Video, Powerpoint, Handout for notes, References
  

• Cultural Competency (Link to Educational Modules on site.)
  Ramona Benkert, MSN, APRN, BC, Author, as part of the Education Task Force 2000, Michigan Academic Consortium: Nurse Managed Primary Care Project Modules. Cultural competency is considered to be a dynamic and evolving state, in which the person working to become competent is on a continuous journey of discovery. This module is intended to increase student cultural competence, but it is not meant to assume that students will be culturally competent at conclusion. It is meant to provoke critical thinking, group discussion and individual exploration of values, knowledge and philosophy as they relate to caring for persons from diverse groups. The student will hopefully come away with a perspective that will assist him/her to address one¹s own cultural competence in an informed and comprehensive manner. The module is designed for exploration of historical, social, and political contexts for the study of diverse cultures
  The module was designed as an adjunct to a classroom or clinical setting. It is also designed to be web interactive. Students will review the recommended preparation materials and engage in discussions in delayed-time chat rooms or small groups with peers and faculty. Faculties are encouraged to use the module as it would best adjunct their other class assignments and readings. Thus, assignments are only meant as possible ideas. It is not intended that all assignments or all readings will be done for each objective. Further, the module can be used as a building process throughout the year or semester or quarter.
  Introduction, Suggested Texts, List of web sites, Content areas: Objectives, Readings, Preparation, Assignments.
  
  
• Working with Underserved Populations: A Module for Nurse Practitioner Students (Link to Educational Modules on site.)
  Karen Milana, MSN, RN, CS, Wayne State University, Author. Michigan Academic Consortium: Nurse Managed Primary Care Project Modules.
  The health care system in the United States is in a constant state of flux. As a result, it would be difficult to discuss underserved populations in a manner that is relevant and timely for a given group of students across all settings. Therefore, the material is presented in a manner meant to provoke critical thinking, group discussion, and individual exploration of values and philosophy as they relate to the underserved in our society. This module will not provide a critical pathway or an algorithm approach to dealing with individual clients. Rather, the student will hopefully come away with a sense of perspective that will allow him/her to address the needs of underserved clients in an informed and comprehensive manner, one which is adaptable to current political, institutional, and social contexts. While this module is designed to be completed in sequence, instructors and students should review each objective to determine its appropriateness. Each objective (with its accompanying content) can be utilized individually to suit the needs of students and coursework. This module should be viewed as a practical and useful adjunct to existing programs, but may also be useful in its entirety. Readings were chosen to encourage students to research and discover the issues of underserved populations at an individual pace. Activities were designed to allow personal exploration of thoughts and emotions within the context of a non-threatening environment. Some are more suited to the clinical setting while others more to the classroom. Students and faculty may choose to expand on the readings or add to the series of exercises. The reader will note that this module focuses mainly on working with poor, inner city underserved populations. However, one could easily adapt the exercises to suit the needs of students working with rural or migrant clients.
  Introduction, Objectives, Readings, Assignments
  
  
• Financial Module: Business Components of Nurse Managed Primary Care (Link to Educational Modules on site.)
  Joanne Pohl, PhD, RN, CS, Project Director, with Paul Hughes-Cromwick, Research Associate, University of Michigan School of Nursing, Authors. Michigan Academic Consortium: Nurse Managed Primary Care Project Modules.
  A central focus of the Michigan Academic Consortium's grant includes:
  1. Increasing NPs' abilities to combine humanistic, business and scientific components of primary care
  2. Increasing the availability and accessibility of quality, appropriate, effective, cost-efficient primary care
  3. Designing strategies that will ensure long-term financial sustainability and integrate Nurse Managed Centers within the broader health care delivery systems
  Ten critical concepts or themes regarding business and financial content have been refined into ten Units. Each is listed with methods identified to address them. Suggestions for reading assignments, critical thinking, scholarly papers, and other learning activities are presented. In the most general terms, the module should acquaint managers and practitioners with the role that professionals outside of health care provide that are essential to the management of health care. When and to what degree should accountants, lawyers and other consultants be called upon for needed services, and to what extent can providers be expected to speak these other languages.
  Introduction, Units: Objectives, Methods, Usage, Readings, Assignments/Exercises
  

• Cost and Accounting Module for Nurse Practitioners Link to Educational Modules and then to Michigan Virtual University, ID and PW required - Contact Mary O'Shaughnessey
  Jodi Lori, RN, CNM, Lecturer at the University of Michigan, School of Nursing, with Todd Ray, RN, MBA, Clinical manager, St. Joseph Mercy Hospital, In-patient Psychiatric Unit, Authors, Michigan Virtual University Modules.
  This module will introduce the student to the basic principles associated with cost and accounting in the health care arena. The module is part of the Financial Unit: Business Components of Nurse Managed Primary Care developed by the Michigan Academic Consortium. It is designed to acquaint APN students with an understanding of financial management concepts that will assist them on the business side of their daily practice. Topics include: basic supply and demand, market equilibrium and price, marketing as it relates to supply; financial statements, time-value of money, and cost finding; and activity based accounting.
  Contact information for instructors and Blackboard help, Module description, Module goal,
  Participant performance objectives, Course length, Prerequisites, Textbook information,
  Seminar summaries, Lecture notes, External links, Module evaluation/survey

• Billing and Coding Module for Nurse Practitioners Link to Educational Modules and then to Michigan Virtual University, ID and PW required -
  Contact Mary O'Shaughnessey.
  Audrey Alflen, HealthCare Management Consultant and Partner at Grand Management Group, Author, Michigan Virtual University Modules.
  The ICD9-CM and CPT Coding for Maximum Reimbursement module has been customized for Advance Practice Nurse Practitioners. It is designed to provide clinicians with a clear and concise understanding of how the language of coding and reimbursement applies to the clinical practice of medicine. Appropriate use of diagnostic and procedure codes can assure accurate and maximum reimbursement for the clinician and the facility. This module is a basic building block for successful interaction in the insurance reimbursement community. Completion will provide clinicians with the ability to communicate effectively with support staff, billing departments and third party payors regarding diagnostic and procedure coding as well as justify medical necessity leading to increased revenue.
  Contact information for Instructor and technical support, Module description, Module goals, Student performance objectives, Weekly agendas, lectures, and assignment instructions, Evaluation components,
  Evaluation criteria

• Case Management for Nurse Practitioners: A Curriculum Guide for Use by Faculty Link to Educational Modules
  Sheila Ward, Michigan State University College of Nursing, Author, Michigan Academic Consortium: Nurse Managed Primary Care Project Modules. A written guide developed in cooperation with the Capitol City Consortium Graduate Nursing and Medical Education Project funded by a grant from the Michigan Department of Community Health. This guide is currently available as a notebook of written materials with plans for an online version. For more information please contact Sheila Ward at Michigan State University College of Nursing.
  
  
• Community Based Care (A Printed Guide) Link to Educational Modules. Guide is online.
  Linda Bond, Ph.D., R.N., and Carmen Eribes, Ph.D., R.N., Kirkhof School of Nursing, Grand Valley State University, Authors, as part of the Education Task Force 2000, Michigan Academic Consortium: Nurse Managed Primary Care Project Modules.
  The purpose of this module is to enhance understanding of the concept of community-based care. It provides guided learning activities for selected topics that can be integrated into existing courses to broaden understanding of what it means to engage in community-based practice. Students will gain a broad understanding of the role of advanced practice nurses working in and with communities, particularly those inhabited by underserved persons. Through faculty mentors, students will be empowered to embrace the concept of community with attention not only to individuals, but also to groups. Major concepts have been identified and are accompanied by suggested readings and activities designed to enhance the education experience.
  Introduction, References, Websites, List of Terms, Concepts, Objectives and Readings, Assignment
  
  
• Understanding Managed Care (Part 1) Module Kathleen Oberst, M.S., R.N.,
  Faith Priester, R.N., David Nerenz, PhD., Authors, MSU Institute for Health Care Studies Modules.
  At the same time that our society's vision of healthcare is changing to include concepts such as prevention, early detection of disease, "evidence-based medicine," and patient partnership in the healthcare process, managed care plans have become the dominant form of healthcare coverage for individuals with employer-based insurance. Although perceived as a fairly recent phenomenon, the roots of pre-paid health insurance actually date back to the early 1900s. Currently, managed care may take a variety of configurations which impact not only the patient and healthcare provide, but also the overall delivery of healthcare services. This module is intended to provide information on managed care, describe the ways in which managed care differs from traditional indemnity health insurance and outline the evolution of managed care.
  Instructional Module - Downloadable PDF format, Six sections of information with Objectives and Study Questions, Summary, Glossary, Bibliography, Evaulation and Quiz
• Updated Link per John Hazewinkel, Education Program Coordinator, Institute for Health Care Studies, Michigan State University - 1/23/04 - includes additional resources.
  
  

• Health Care Quality in Managed Care Faith Priester, R.N., Barbara Given, PhD., R.N., F.A.A.N., David Nerenz, PhD., Authors, MSU Institute for Health Care Studies Modules.
  Part I: Quality of Care
  Part II: Measuring Quality: Who, How, Why
  Part III: Quality Assurance
  Part IV: Quality Improvement (CQI)
  Part VI: Quality Improvement in Managed Care Organizations
  Instructional Module - Downloadable PDF format, Six sections of information with Objectives and Study Questions, HEDIS Domain, References, Quiz, Evaluation
  
  
• Disease Management Stacey Duncan-Jackson, Health Care Quality Project Coordinator, Author, MSU Institute for Health Care Studies Modules.
  Part I: Introduction, definition, and relationship of disease management and continuous quality improvement
  Part II: Disease management goals, the decision to build or purchase disease management programs, and disease management program components
  Part III: Evolution of a disease management program
  Three modules of content with Objectives and Study questions, Glossary, Examples, References
  
  
• Process Benchmarking: Basic Principles and Application Nancy Sloan, BSN, MPA, CPHQ, and Debra Darling, RN, BSN, PAHM, Authors, MSU Institute for Health Care Studies Modules
  Benchmarking definition, origins, Xerox example, Problem Solving vs QI Process, Benefits of Process Benchmarking, Pitfalls, Types, Benchmarking in Healthcare, the Basic Process, Plan, Indicators, Measurement, Analysis, Scenario and Examples, Process Flowchart, References
  PowerPoint Presentation
  
  
• Population Management Strategies Stacey Duncan-Jackson, Health Care Quality Project Coordinator, Author, MSU Institute for Health Care Studies Modules
  Disease Management - definition, elements of, How do we approach managing populations, Disease Management and Preventive Care, Population management approach to well care
  PowerPoint Presentation
  
  
• Racial and Ethnic Disparities in Health Care David R. Nerenz, Ph.D. Director, Institute for Health Care Studies, Author, MSU Institute for Health Care Studies Modules
  Health Plans' use of data on race/ethnicity for quality improvement
  Background, premise
  Racial disparities
  Indicators of children's access to care
  Examples
  Health plans as catalysts for quality improvement
  Evidence of disparities within managed care
  Phase I and II Objectives
  Collaborating Health Care Systems
  Barriers to Health Plans' focus on disparities
  Advisory panels
  Major recommendations
  PowerPoint Presentation
  
  
• Health Policy - Managed Care (Requires RealOne Player)
  UDM Knowledge/Blackboard course= pftvideos, id and pw needed for access -
  contact Mary O'Shaughnessey
  Jim Cotelingam, Director, Operations Support, Trinity Health, Author, UDM Health Policy Course - Visiting Lecturer
  Video
  
  
• Health Policy - Managed Care (Requires RealOne Player)
  UDM Knowledge/Blackboard course= pftvideos, id and pw needed for access -
  contact Mary O'Shaughnessey
  Ed Tuller, Director, Quality Development and Clinical Informatics, Care Choices HMO, Author, UDM Health Policy Course - Visiting Lecturer
  Video
  
  
• Health Policy - Managed Care (Requires RealOne Player)
  UDM Knowledge/Blackboard course= pftvideos, id and pw needed for access -
  contact Mary O'Shaughnessey
  Jim Knauf, Director, Organizational Integrity, Trinity Health , Author, UDM Health Policy Course - Visiting Lecturer
  Video
  
  
• Health Policy - Managed Care (Requires RealOne Player)
  UDM Knowledge/Blackboard course= pftvideos, id and pw needed for access -
  contact Mary O'Shaughnessey
  Agnes Hagerty, Author, UDM Health Policy Course - Visiting Lecturer
  Video