Section the region is quite high due to the

Section B

Part 6: Description of Chosen
Degree Program

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My preferred degree
program at the Kaplan University is a Bachelor’s degree in Healthcare
Administration.

Median Salary for the Specified Job

According to the U.S.
Bureau of Labor Statistics (2017), healthcare administrators are primarily
employed by hospital that tends to pay higher salaries when compared to other
care centers. The amount payable to an individual is dependent on various
factors such as the experience and the physical location of the hospitals.
Experience includes distinction based on entry-level and experienced employees.
Variations in the figures vary in different states. Based on statistics from
the Bureau of labor Statistics (2017) for the year 2016, however, the median
salary for all medical and health services managers averages at $96,450 per annum.

Demand for Jobs

The demand for
healthcare administration jobs in the region is quite high due to the
increasing national demand for these professionals. The situation has been
sparked by the increase in the expansion of health centers and hospitals. Although
the demand varies from state-to-state, the overall demand is high. The high
requirement for health administrators has also been facilitated by an increase
in medical tourism where more individuals travel seeking higher-quality
healthcare. Moreover, the implementation of the Affordable Care Act has
necessitated higher management practices within care providers which is the
role of healthcare administrators.

Professional Requirements

To
become a healthcare administrator, one is required to acquire a Bachelor’s
degree in public health, hospital, or business administration (Learn.org). This
is the basic requirement for entry-level positions or employment in small
facilities where a considerable amount of experience is required. For higher
level employment, a Master’s degree is necessary (Lean.org, n.d). Operating
licenses may be required as is the case for professionals in nursing homes
where one must undertake a National
Association of Long Term Care Administrator Boards (NAB) examination to obtain
state licenses. However, voluntary certifications are available via the
American College of Healthcare Administrators (ACHCA). To achieve maximum
value, according to Himss (2013) there are other professional certifications
which individuals can pursue including;

Ø  Fellow
of the American College of Healthcare Executives (FACHE)

Ø  Certified
Professional in Healthcare Information and Management Systems (CPHIMS)

Ø  Certified
Professional in Healthcare Risk Management (CPHRM)

Ø  Certified
Medical Manager (CMM)

Ø  American
Association of Healthcare Administrative Management (AAHAM)

Eligibility for these
certifications requires high levels of educational achievement and, partly, a
given level of working experience. Although certification is not state
mandated, it provides validation to employers that an applicant has met
professional standards that are required in the field. However, for purposes of
enhancing my degree certificate, I intend to pursues NAB examination
immediately after completion of my course and later pursue CPHRM 

Program Accreditations

Due to the need for
quality improvement in healthcare, there is a need for accrediting healthcare
programs. The commission on Accreditation of Healthcare Management Education is
the largest accreditor of health sciences programs and is recognized by the
council for higher Education accreditation (CHEA). Kaplan University is among
the institutions accredited by the Higher Learning Commission (HLC) and also
the State of Florida Commission for Independent education.

Overall Outlook

Based on Bureau of
Labor Statistics (2017), the average growth in the field of healthcare
administration will continue to accelerate in future with the most preferable
employers being the hospitals. The career is highly competitive in the U.S.,
but jobs prospects are and will remain highest for the individuals with more
experience and who hold advanced certificates in the field.

 

References

American
College of Health Care Administrators. (n.d). Certification. https://achca.memberclicks.net/cert

Himss
(March 11, 2013). Certification for
healthcare executives. Retrieved from http://www.himss.org/certification-healthcare-executives

Learn.org (n.d).
What Education Do I Need to Become a
Health Care Administrator? Retrieved from https://learn.org/articles/What_Education_Do_I_Need_to_Become_a_Health_Care_Administrator.html

U.S.
Bureau of Labor Statistics
(2017). Retrieved December 06, 2017, from
https://www.bls.gov/ooh/Management/Medical-and-health-services-managers.htm

 

 

 

Part
7

The profession healthcare
administrator incorporates the reading and research I have completed in the
course so far. A healthcare administrator, also known as healthcare manager and
health services manager, is responsible for directing hospital operations,
health systems, and other organizations (Begun, White & Mosser, 2011).
These administrators have the responsibility for services, facilities,
programs, budgets, relation with other organizations, staff and other functions
of management with regard to the organization size. Unlike physicians,
healthcare administrators do not deal with patients directly on a daily basis; instead,
they assist in policy shaping, implementing the needed changes, and directing
the nation’s health institutions in a manner that serves patients by helping in
improving safety and service delivery of the healthcare system. Furthermore,
they have the responsibility of managing the subordinate administrative staff,
overseeing recruitment and training, as well as monitoring the healthcare staff
(Begun et al., 2011). Additionally, they assign tasks and schedules and develop
objectives and strategies to meet the set goals. Moreover, the healthcare
manager is responsible for consulting the departmental heads and medical
workers on their administrative needs, representing their organizations at
meetings with investors and the governing boards, and repairing and maintaining
the physical facilities of the health institution that they serve. Likewise,
the administrator may handle finances by calculating and issuing medical bills,
creating budgets, and negotiating insurance claims (Begun et al., 2011).

To become a
healthcare manager or administrator, one requires satisfying certain
educational requirements as well as some relevant certifications. Strong
educational preparation in the competencies of clinical system management and
clinical practice support are crucial for positive healthcare transformation
(Begun et al., 2011).  Higher-level
healthcare administrators should have a master’s degree in fields such as
hospital or nursing administration, public health or business (Touro University
Worldwide, n.d.). Nonetheless, for employment with lesser facilities when
having appropriate health care experience, or for entry-level positions, a Bachelor’s
degree in health sciences is regularly sufficient. On the other hand, health
care administrators who are willing to work as nursing care administrators
should obtain a state licensure by passing the National Association of Long
Term Care Administration Boards (NAB) test. Nonetheless, healthcare managers or
administrators in other fields require no licenses. However, the American
College of Healthcare Administrators offers voluntary certification for willing
administrators.

A particular set
of personality traits and skills is a requirement for the profession of a
healthcare administrator. Some of the traits I learned about myself from the
personality profile in unit 3 learning activity line up with the requirements
of the healthcare administration field while others need improvement. The
profession requires competencies such as teambuilding, coordination,
leadership, and productivity for the sake of inter-professional care service
(Begun et al., 2011). My familiarity with clinical care and medical terminologies
is an important skill in pursuing the healthcare administrator profession. This
will help me in understanding the role of different medical practitioners in
the team as well as in determining the differences between individual medical
jobs including neurologists versus neurosurgeons and registered nurses versus
nurse practitioners. I portrayed unique leadership skills in the personality
profile learning activity. Healthcare administrators with transformational
leadership skills enhance job satisfaction, organizational commitment, and
productivity among nurses and other staff in the healthcare organizations (Page
& Institute of Medicine (U.S.), 2004). My excellent communication skills
that include the ability to solicit feedback and communicate issues
articulately as discovered in the learning activity presents me with a prime opportunity
to become a change facilitator in the profession of a healthcare administrator.
In this regard, I understand that inadequate communication creates significant
problems, for instance, poor coordination among the healthcare teams. Clear
communication about the roles of every employee, on the other hand, helps in
reducing and eliminating ambiguity during change implementation.

Setting career
goals give one’s life a direction, helps them to think about their future and
motivates them towards turning their visions for the future to reality (Begun
et al., 2011).  Thus, as a good
healthcare administration aspirant, I have some career goals. Firstly, I aim at
leading collaboratively in order to serve all my subordinates. Besides, I intend
to establish responsibility, focus, and accountability so as to develop an
organizational-wide inter-professional strategy to sustain and propel the organizational
transformation to an inter-professional institution. Additionally, I anticipate
fostering respect and equity in relation to other healthcare professionals
while appreciating the diversity in educational, training, knowledge levels, in
addition to strengthening relationships between the entire healthcare
workforces. Furthermore, I intend to advocate for healthy conflict resolution
during my profession as a healthcare administrator and act as a role model for
my subordinates. Besides, I aim at increasing my professional knowledge and
training by attending workshops, advancing my studies, and getting
certification from the American College of Healthcare Administrators.  In addition, I will seek to gain new
experiences by volunteering for health sensitization programs in the community
and joining professional healthcare administrators associations to meet new
healthcare managers in a bid to fuel interest in my career. Lastly, I aim at
benefiting financially from my profession by receiving a pay that is
commensurate with my training and experience.

Kaplan
University career services will help me in achieving my career goals through
various ways. Firstly, it will provide me with comprehensive career planning as
a student and even after becoming an alumni. Besides, through the career
services, the university promises to provide empowerment and motivation
throughout my job search with face-to-face mentoring and collaboration with
educators and employers (Kaplan University, n.d.). Additionally, through the
university’s career advising services, the institution offers to guide me in
understanding the art of occupation exploration, self-assessment,
decision-making art, job searching, self-marketing, and creating advantageous
workplace connections (Kaplan University, n.d.). Furthermore, the university’s
career service team has outstanding knowledge, experience, and links that will
enable me to navigate the job seeking process easily. The career services offer
guidelines at every step of professional development in order to enable students
to identify favorable opportunities and create effective strategies to attain
them. They offer directions at the beginning of the career, when choosing to
venture in a new field, or when advancing the current position (Kaplan University,
n.d.). Therefore, connecting with the powerful technology and resources of the
Kaplan University career services will assist me in transforming my academic
achievement to professional success.

In conclusion, I
anticipate several changes in my life five years from now. I see myself having
passed all my classes, graduated from the Kaplan University, and perfected a
resume that is good enough to help me secure a job as a healthcare
administrator. I also anticipate the opportunity to work in a healthcare
institution where challenging work and career growth are common occurrences. In
sum, I expect the administrative placement to offer me the opportunity to
utilize my cores skills to not only advance in my career but also help in the
sustained growth of the healthcare facility.

 

References

Begun, J. W., White, K. R., &
Mosser, G. (2011). Interprofessional care teams: the role of the healthcare
administrator. Journal of
Interprofessional Care, 25(2), 119-123.

Page, A., & Institute of
Medicine (U.S.). (2004). Keeping patients
safe: Transforming the work environment of nurses. Washington, D.C:
National Academies Press.

Touro University Worldwide. (n.d.).
Steps to Becoming a Healthcare
Administrator. Retrieved from http://www.tuw.edu/program-resources/becoming-healthcare-administrator/

Kaplan University. (n.d.). Career Services. Retrieved from
https://www.kaplanuniversity.edu/academic-support/career-services/

 

 

 

Part 8: Resource Portfolio

1.     
Current
Issues

Berwick,
D. M., & Hackbarth, A. D. (2012). Eliminating waste in US health care. Jama,
307(14), 1513-1516.

The article provides
information on the major issue in healthcare administration. When compared to
other professions in the field of health such as nurses and doctors, health
administration is a relatively new practice. The role of administrators
continues to be complex due to the dynamic nature of healthcare practice.
Health information technologies have been adopted and thereby changing the
manner in which care is accorded. Consolidation of payments has been enhanced
and virtual care is nowadays possible for active and mobile patients. There has
been a shift in practice where a total care approach has been adopted to
improve the overall performance. However, despite these changes, the cost of
providing care service in the country is unsustainable. The increase in total healthcare
expenditure is consuming much of the country’s resources, hence, compromising
its efforts to develop other sectors. The current resource provides information
on the causes of financial wastes in healthcare expenditure distribution with
issues of failed co-ordination, administrative challenges, poor pricing and
fraud being identified as the causes. The article provides recommendations for
solving the problem, which may be highly beneficial to administrators.

2.     
Professional
Association Source

Powers,
M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H.,
& Vivian, E. (2017). Diabetes self-management education and support in type
2 diabetes: A joint position statement of the American Diabetes Association,
the American Association of Diabetes Educators, and the Academy of Nutrition
and Dietetics. The Diabetes Educator, 43(1), 40-53.

The report provides
information on the needs and the benefits of self-management care among
diabetic patients. It advocates for the need to extend diabetes self-management
education (DSME) to communities. The joint statement shows the level of
association among healthcare professionals in the advancement of care quality.
This indicates an improvement in care management efforts, which should be adopted
across the entire medical practice. Considering that the report is generated
through collaborative efforts between two professional bodies gives
authenticity to the contained information. Furthermore, it indicates the
consistency of practice and beliefs for the various associations.
Identification of this particular resource was quite challenging as the author
was forced to spend much time in assessing various journals and medical reports
with the most recent information. Benefits of the resource to administrators
include the appreciation of the role of collaborations in enhancing reforms in
healthcare.

3.     
Educational
Resource

World
Health Organization. (2013). Transforming and scaling up health
professionals’ education and training: World Health Organization guidelines
2013. World Health Organization.

The handbook provides
guidelines for global approaches for effective health professional’s learning
process. Recommendations are made for the transformations from traditional
focus on care to a community engagement approach. Focus is on health care
training institutions, which should consider developing and implementing
training programs that are relevant to community needs. Curricula should adopt
the constant changes in care approach and the encouragement of community-based
physicians and local trainers. Identification of the resource was quite easy as
the report was readily available online. 
The the resource is undoubtedly correct as the World Health Organization
(WHO) is the international body that generates guidelines for proper healthcare
practices that are applicable globally. The handbook is relevant to
administrators as it provides recommendations for good practice by providing
guidelines for proper governance and planning. Furthermore, the report provides
guidelines for strategic transformations that are evidence-supported and
practical. Finally it identifies the benefits associated to the users and
practitioners and hence useful in day-to-day operations.

4.     
Professional
Journal

van
Gelderen, S. C., Hesselink, G., Westert, G. P., Robben, P. B., Boeijen, W.,
Zegers, M., & Wollersheim, H. (2017). Optimal governance of patient safety:
A qualitative study on barriers to and facilitators for effective internal
audit. Journal of Hospital Administration, 6(3), 15.

The journal provides
information on the need for patient safety in as a prerequisite for developing
sustainable healthcare. As a result, it delivers insight on the various sources
through which hospital managements gain information on quality and safety care
and the various indicators of patient safety. Internal audits of the healthcare
practices is essential in determining risks of adverse patient conditions.  These should then be used by management for
purposes of developing governance strategies. The correctness of the
information is limited to the research area as the journal presents a case
study. However it provides answer to a medical question that has global
implications.  To professions in health
administration, the work resource provides a comprehensive understanding of the
facilitators of effective auditing within medical centers as well as the
barriers. It further highlights the various elements of considerations when
conducting audits that include, institutional positioning of its members,
competencies of audit team members, and the attitudes of staff towards audits.
Thus, it would enable the administrators to appreciate the differences among
staff and the need to properly plan for such undertakings.

 

5.     
Areas
of Current Research

Wilson,
T. (2017). Improving Healthcare Provider Communication in End of Life Decision
Making. Journal of Intensive and Critical Care, 03(03).
doi:10.21767/2471-8505.100097

The resource presents information on the importance of
effective communications while giving care. It addresses the issues by
considering a situation of end of life scenario where communication is
essential and unavoidable. Critical care decisions should be made responsibly
thus the authors propose close supervision and adequate education. Accuracy of
information is verifiable as content of the article is consistent with past
research addressing communication in healthcare (for example, Boissy et al.,
2016; parry et al., 2016).  To health
administrators, the article provides knowledge on the need to implement
programs for communication education for their staff to enhance confidence
thereby enabling them improve levels of comfort during such difficult periods.

 

References

Berwick, D. M., & Hackbarth, A.
D. (2012). Eliminating waste in US health care. Jama, 307(14),
1513-1516.

Boissy, A., Windover, A. K., Bokar,
D., Karafa, M., Neuendorf, K., Frankel, R. M., & Rothberg, M. B. (2016).
Communication skills training for physicians improves patient satisfaction. Journal
of General Internal Medicine, 31(7), 755-761.

Parry, R., Pino, M., Faull, C.,
& Feathers, L. (2016). Acceptability and design of video-based research on
healthcare communication: Evidence and recommendations. Patient Education
and Counseling, 99(8), 1271-1284.

Powers, M. A., Bardsley, J.,
Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., & Vivian, E. (2017).
Diabetes self-management education and support in type 2 diabetes: a joint
position statement of the American Diabetes Association, the American
Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. The
Diabetes Educator, 43(1), 40-53.

van Gelderen, S. C., Hesselink, G.,
Westert, G. P., Robben, P. B., Boeijen, W., Zegers, M., & Wollersheim, H.
(2017). Optimal governance of patient safety: A qualitative study on barriers
to and facilitators for effective internal audit. Journal of Hospital
Administration, 6(3), 15.

Wilson, T. (2017). Improving
Healthcare Provider Communication in End of Life Decision Making. Journal of
Intensive and Critical Care, 03(03). doi:10.21767/2471-8505.100097

World Health Organization. (2013). Transforming
and scaling up health professionals’ education and training: World Health
Organization guidelines 2013. World Health Organization.