MHC 741 BS08 - Terrorism and Disaster Management in a Health Care Setting

Course Syllabus

Purpose

To enable the student to plan, organize, implement and control disaster preparedness functions within their own organizations and to exercise appropriate coordination with other civil and military functions.  To understand how personal values and skills may be challenged in a disaster situation particularly in regard to new terrorism threats.

Outcomes of the Course

After completing the course, the student will be able to understand and discuss the following:

  • The legal and ethical issues surrounding disaster planning and preparedness
  • Obtaining disaster assistance from FEMA, the Federal Emergency Management Agency
  • Navigating the confusing web of governmental and agency direction, control and oversight
  • Achieving and maintaining local interagency cooperation
  • Integrating civilian and military response
  • Meeting the preparedness needs of special populations

Knowledge Outcomes

The student:

  • will be able to identify key legal/risk management issues pertinent to emergency preparedness
  • will be able to articulate standards and guidelines pertinent to emergency preparedness
  • will be able to outline the basic components of the local, state and federal individuals and agencies responsible for planning and executing emergency preparedness plans
  • will recognize pertinent special needs populations
  • will be able to define and articulate methods for insuring interoperability
  • will be able to identify new emergency preparedness challenges posed by terrorism
  • will be aware of and contribute to his or her organization’s disaster plan

 

Skill Outcomes

  • The student will be able to apply the acquired knowledge to their own work setting as evidenced by classroom discussion and written responses
  • The student will  demonstrate the ability to apply acquired knowledge quickly in response to case studies.
  • The student will demonstrate effective and written communication skills essential to emergency communication and coordination

 

Attitudinal Outcomes

The student will express confidence regarding how plan for and respond to emergency preparedness challenges.

 

The student will gain an appreciation for how his/her values affect his/her attitude toward emergency preparedness

Behavioral Outcome

The student will demonstrate through personal behavior a strong commitment continuing education in regard to emergency preparedness as part of healthcare management.

Standards

Academic Integrity

Students are expected to maintain integrity in all academic work. They will not attempt to get grades by any means other than honest academic effort. All work must be completed by individual students except for group projects. It is not permissible to hand in the same work for different courses without the express permission and agreement of the instructors involved.

Students are expected to maintain integrity in all academic work. They will not attempt to get grades by any means other than honest academic effort. All work must be completed by individual students except for group projects. It is not permissible to hand in the same work for different courses without the express permission and agreement of the instructors involved.

Disablity Support

Cambridge College arranges access to facilities and academic programs for students with physical, mental, or learning disabilities of permanent or temporary duration. Accommodations are determined on an individual basis and include, but are not limited to, sign language interpreters, note takers, audio recording, tutorial services, priority registration, course modification, parking, and classroom modification.

Please contact the Coordinator for Student Special Services at ext. 1200, to discuss your disability, so we can arrange for and monitor services you need in compliance with the Americans with Disabilities Act. You are responsible to provide documentation from a qualified physician or clinician that presents a specific diagnosis of your disability, explains its limiting effects, and makes recommendations for accommodation. It is important to provide this documentation as soon as possible since many services are outside the College and must be arranged far in advance. Course instructors and advisors are notified of any students with disabilities and their required accommodations.

Plagiarism

Plagiarism is the appropriation of another’s work and passing off as one’s own the ideas and language of another. The student will not plagiarize or copy the work of any other person, and will properly acknowledge the use of any outside resources. Any breach of academic integrity is grounds for a grade of No Credit in academic courses and/or dismissal.
Cambridge College Academic Catalog

Grading - Assessment

Grading, and criteria for awarding points and policy:

Points toward final grades will be shared with students weekly. Unless an exception has been granted by the instructor, late assignments will not get full credit.  Students are encouraged to request any special consideration prior the due dates.

 

Classroom participation         20% (5% for each of four weekend days)

 

Discussion questions             20%  (5 % for each online week)

 

Current event assignments    15%  (5% for each of 3 assignments)

 

Tabletop exercise                   20%

 

Individual plans                        20%

 

Peer review                                5%                

Letter grades:

             A+   97or above                   C+    77or above

             A     94or above                    C      73 or above

             A-    90 or above                  C-     70 or above

             B+   87or above                   D      60-69

             B     84or above                    F       59 or below

             B-    80 or above

Note that at the graduate level anything below a B- is counted as failing the course.

Incomplete grades must be requested prior to the end of the last class unless there are extraordinary circumstances.

 

Point awards

 

Weekend classroom participation points:

  • Attend on time
  • Demonstrate preparation for the discussion
  • Demonstrate commitment to sharing knowledge and expertise
  • Present  comments and questions professionally
  • Contribute at least once in each section of the class for full credit
  • Grasp the question and answer with an appropriate response

 

Online attendance/participation points:

  • Student must demonstrate presence in the class weekly by at least viewing instructor and fellow student postings.  Expected absences due to work or family commitments should be discussed with the instructor

in advance to insure the opportunity for full credit

  • Answer all discussion questions for a chance at full credit.  Full credit will only be granted if the student doesn’t just quote the text and demonstrates an understanding of the question.
  • Submit any material due in that week

 

Current event points:

  • Note that there are four weeks in which current events may be submitted, but you only need to do three
  • Reference appropriately (Usually this will require sharing the link to the article)
  • Address all current event criteria (to be shared at first class and subsequently posted)
  • Add value through additional information, insightful commentary, recognizing unanswered questions
  • Link to the student’s field and classroom topic
  • This submission will be posted for your fellow students to read and should consist of no more than one page of writing.

 

Individual Emergency Preparedness/Disaster Plans:

  • Articulate your home plan
  • Identify pertinent local, state and federal agencies key to your organization’s planning and response.
  • Find or identify the lack of an EP/Disaster Plan in your organization (alternatives will be offered for anyone not in a work setting)
  • Evaluate and initiate steps to improve the plan including missing considerations, work with special populations, further training
  • Assess your personal need for NIMS training and create a plan to complete

 

Tabletop exercise project:

  • Demonstrate preparation for your assigned role
  • Present an accurate summary of the responsibility of your assigned role
  • Demonstrate that you have read any background material assigned
  • Take this exercise seriously.  Humor has its place, but you will learn more if you assume that lives are at stake
  • Response to questions

 

 

Peer review:

  • Listens respectfully
  • Asks meaningful questions in a professional manner (Do not let this deter you from asking about something you really don’t understand. That is a meaningful question!)
  • Offers criticism constructively
  • Course submissions offered new information and/or insight
  • Contributed to the overall learning process of the class including weekly participation
  • All students will complete a peer review on the last day of class and are expected to be discerning.

Across the board, equal scores for all peers are not considered thoughtful.

 

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Instructional Methodology

Technology: This course will require access to a computer and the internet. It has half the face to face contact hours of a regular Masters of Management course, and will require significant outside of class room activity. Students are encouraged to have more than one way to access the internet so that assignments may be submitted on time.  Students are responsible for backing up their work and should not expect that instructor to provide copies of deleted/lost material.
 
Participation in on-line discussions: Discussion topics relating the course concepts to your own situation or to current events or issues will be posted. You will be expected to respond to these topics by the due date. Weekly presence in the classroom is expected by adding to the category/topic threads with your own responses or comments for your fellow students. If a class is large, sub-groups may be developed for discussion.
 
Face-to-face instruction with in-class activities and collaborative teamwork. There will be sessions of face-to face interaction, one at the beginning of the course – and the second toward the end. These sessions will allow for direct interaction with the instructor and class-mates.  Learning activities will include, discussion, experiential exercises, and interaction with guest speakers.
 
Individual organization disaster plans - Credit will be given for researching and improving your own organization's plan.
 
Tabletop exercise - a realistic disaster scenario will be used as an exercise for response and recovery