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The Bachelor of Science in Health Care Administration (BSHA) is an undergraduate professional degree designed to prepare students for entry-level supervisory and mid-level management roles in health care organizations. Ideal candidates for the BSHA program are those students looking for career entry in health care administration and those looking to advance from clinical/technical roles to supervisory roles. The BSHA program also prepares students who wish to eventually seek their master's degree in order to obtain senior health care executive positions.
This health care administration degree emphasizes both the conceptual and analytical skills required to manage in contemporary health care organizations. Graduates may be prepared for administrative positions in hospitals, clinics, long-term care facilities, outpatient facilities, physician offices, mental health organizations, insurance companies, public health agencies, government health departments, and other types of health organizations.
The Bachelor of Science in Health Care Administration degree features investigative and experiential opportunities in project management, teamwork, and leadership. Students will have the opportunity to gain an in-depth understanding of the organization and structure of the health care sector. The implementation of successful management strategies within the industry along with the managerial skills needed to work in teams, lead teams, build cross-functional teams, and facilitate collaborative decision making are also topics of focus.
Students will learn about industry-specific business knowledge and skills related to finance management, human resources, strategic planning, marketing, information management, and quality improvement. Other topics include the impact that various dynamics have on health service organizations; the manner in which public, private, and social forces can shape the health care system; and financial options, including third party payers, and strategies within and between sectors of the health care industry.
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University‛s General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits
UNV-108, University Success in the College of Education: 4 credits
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301.||CWV-101/301, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.||PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
MAT-134, Applications of Algebra: 4 credits
BIO-220, Environmental Science: 4 credits
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||HIS-221, Themes in U. S. History: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
|Course #||Course Title||Course Description||Credits|
|HLT-205||Health Care Systems and Transcultural Health Care||This course introduces the student to the complex organizational dynamics and structures that dictate the interaction among major components of the U.S. health care system along with the cultural beliefs and values, social factors, science and technology, economic forces, and political factors that have shaped the health care delivery system. This course also considers the ever growing global and diverse perspective of health care and introduces students to a multicultural perspective as it relates to developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint‟ for thought and action throughout the human health experience. Students will develop a vocabulary for understanding diversity as a concept that includes many different types of racial, ethnic, religious, and socioeconomic categories. Patterns of human interaction that foster health and quality of life are analyzed, and health-destroying patterns of interaction (e.g., stereotyping, discrimination, and marginalization) are examined and submitted to moral and ethical reflection. Throughout the course, students are exposed to real-life scenarios dealing with the various competing goals, priorities, and perspectives of the many participants in the health care arena, including financing entities, regulators, health care professionals, and patients, thereby developing the critical thinking skills needed to discuss and shape organizational policy related to systematic processes around health care delivery to a culturally diverse population.||4|
|HCA-255||Health Policy and Economic Analysis||Through the application of basic economic principles, this course examines the impact of government, private sector, and special interest groups on the determination of health care policy. Prerequisite: HLT 205.||4|
|HCA-240||Health Care Accounting and Billing||This course introduces students to the management and analysis of financial information in health care environments, as well as the fundamental principles of finance, accounting, and budgeting. It includes an overview of revenue sources for various health care entities and the Diagnosis-Related Group (DRG) system of service classification that is used to determine payment for providers and organizations. Students are also introduced to the fundamentals of strategic planning, cost concepts, and capital budgeting, and analyze issues surrounding the development and management of budgets.||4|
|HLT-305||Legal and Ethical Principles in Health Care||This course provides a broad understanding of professional ethics, legal standards, and responsibilities as they relate to health care administration. The course introduces students to major ethical theory, principles, and models for the recognition, analysis, and resolution of ethical dilemmas in health occupations. This course also includes a review of classic cases in health care ethics and how they have shaped health policy. Students learn how to approach ethical dilemmas using theoretical frameworks and decision-making processes. Throughout the course, students are given the opportunity to evaluate real-life scenarios and arrive at calculated decisions, thereby developing the critical thinking skills needed for the moral decisions encountered in the health care environment. In addition to learning about the ethical principles in health care, students are introduced to the relationship between law and ethics, and the consequences and impact on individuals and the health care field. This course addresses the concerns of every health care professional regarding legal responsibility, workplace safety, and the health care facility‛s obligation to provide protection from injury for patients, their families, and staff. Through the use of case studies, students are exposed to real-life scenarios dealing with the development, understanding, and execution of the law; employee rights and responsibilities; and patient rights and responsibilities, thereby developing the critical thinking skills needed to evaluate the right and wrong courses of action when faced with complicated legal problems.||4|
|HLT-302||Spirituality and Christian Values in Health Care and Wellness||This course explores the concepts of spirituality and Christian values as they relate to the role of the hospital or health care facility, the health care provider, and the patient. Since illness and stress can amplify spiritual concerns and needs, health care professionals are in a unique position to assist the patient/client in meeting those needs. Students explore and document the spiritual components of health care and wellness that permeate both the Old and New Testaments of the Bible as a foundation of understanding pain, suffering, health care, and wellness. From this foundation, students evaluate and reflect upon concepts such as a healing hospital/health care facility, the caregiver‛s role in giving care, the caregiver‛s need to care for self, dealing with grief, the role of prayer in health care, and the spiritual needs of patients and families dealing with chronic and acute illnesses.||4|
|HCA-360||Health Information Technology and Management||This course provides information and skills necessary for managing information technology and systems with which the health care administrator must be familiar. In addition to understanding the various input systems that may be utilized, emphasis is placed on the efficiency, effectiveness, obstacles, and outcomes of integrating such systems into health care operations. Students also consider issues surrounding privacy and security of information, work within current laws affecting privacy and security, and evaluate the impact of IT on people and organizations. Prerequisite: HLT 205.||4|
|HCA-450||Quality in Health Care||This course focuses on the knowledge and skills necessary to understand aspects of "quality‟ as they apply to patient care. Emphasis is on the development of quality and performance improvement activities designed to achieve desired outcomes, and the ability to analyze and interpret data for quality management purposes. Studies include general theory; practical applications; legal and regulatory issues in quality improvement, methodologies, and techniques that form the basis of patient safety; and quality management in medicine, such as group processes, process orientation, statistical process control, and statistical techniques. Throughout the course, students are exposed to real-life scenarios in which they demonstrate the ability to develop strategies for quality improvement that focus on the implementation of activities and tools necessary to evaluate and improve efforts related to quality of care. Prerequisites: HLT 205 and HLT 305.||4|
|HCA-455||Organizational Behavior and Leadership in Health Care||This course introduces students to behavioral science concepts, as they apply to organizational structure, process and function. Students explore the manager‛s role in relation to motivating teams and developing strategies for improving operational workflow and efficiencies. Effective communication, collaboration, negotiation, conflict resolution and decision-making are emphasized. Prerequisites: HLT 205 & HLT 305.||4|
|HCA-460||Operations and Risk Management in Health Care||This course introduces students to the roles of local, state, and federal regulatory agencies and accrediting bodies; the enforcement of federal guidelines, standards, and regulations; and the issues and demands of the regulatory environment that affect health care in the United States today. Throughout the course, students are asked to demonstrate understanding regarding legal responsibility, workplace safety, and the health care facility‛s obligation to provide protection from injury for patients, their families, and staff. Additionally, students are exposed to real-life scenarios in which they are asked to demonstrate the ability to develop strategic plans around risk management issues that would protect the health care organization from accidental injury costs or violations of safe health care regulations. Prerequisites: HCA 450.||4|
|HCA-465||Health Care Administration and Management||This course introduces students to the management of human resources, with particular focus on resource decision making in health care environments. Students explore job market analysis, talent recruitment, training, and development as well as revenue recovery efforts through retention initiatives, diversity training, and technology readiness. Students demonstrate health care management skills by utilizing tools used to manage staffing and work productivity. Prerequisite: HCA-460.||4|
|MAT-274||Probability and Statistics||This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control, population parameter estimation, and hypothesis testing.||4|
|HLT-364||Research and Communication Techniques in Health Care and Science||This writing-intensive course introduces students to the principles and processes of research and common types of communication utilized in health care and science. The course allows students to begin developing skills and acquiring the preliminary background information necessary to complete a well-developed (evidence-based) capstone project, the focus of which is the resolution of an issue or problem currently significant to health care administration. Within this course, students conduct a preliminary literature review on a topic of interest and relevance to their major. They create an annotated bibliography; investigate appropriate research design, data collection techniques, and statistical analysis; and practice professional writing skills. Writing focus in this course is on the essential strategy and skills required for written communication in the health care industry and science disciplines. The primary writing focus at this stage is the ability to effectively communicate clearly organized thoughts across a wide array of platforms and to do so with appropriate documentation and reporting style. Prerequisite: BIO-365.||4|
|HCA-470||Strategic Planning and Implementation in Health Care||This course introduces students to the strategic environment that exists in health care and the models for planning effective programs, implementing programs, and program evaluation in health care settings. The course introduces special procedures and options available to health care organizations and provides methods for identifying, gathering, and utilizing data for decision making. Students are presented with the theory of health care administration using a strategic management framework and study the role played by the key business functions (finance, marketing, human resources, information technology, and law) as well as specific strategic options (merger/acquisition, reorganization, joint venture) and some of the popular tools for analyzing strategic situations (balanced scorecard, Six Sigma, SWOT). The culmination of efforts in the course is to complete the multistep process of creating strategic and implementation plans related to the work done in HLT 364 and the upcoming capstone project. A writing-intensive course. Prerequisites: HLT 364.||4|
|HLT-494||Professional Capstone Project||This writing-intensive course facilitates a professional capstone project that is the culmination of the learning experiences of students in the Health Care Administration program. Students are required to prepare a written proposal for their chosen evidence-based project which focuses on the resolution of issues or problems significant to health care administration. Principles of merger, acquisition, reorganization, and joint venture will be explored from a strategic management framework. Capstone projects are intended to be presented to a senior-level administrator at a current or potential place of employment. Prerequisite: HCA-470.||4|
|Required Course Total Credit:||56|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||24 - 30 credits|
|Total Degree Requirements:||120 credits|
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. Nestled on over 90 acres in the heart of Phoenix, 8,500 (anticipated) students live and attend class on the GCU campus. New modern classrooms, suite style dorms and a focus on creating a rich student life make GCU a top choice for high school graduates.
An online education allows you the flexibility to fulfill your educational goals without distracting you from your career. Full-time faculty members support our online students while our dynamic tools allow for engaging and challenging discussions with classmates. Classes start every month.
To meet the demands of today's working adults, this degree is offered through our convenient evening program. Classes meet one evening per week and allow you to interact directly with instructors and peers face-to-face. Locations vary - speak with an enrollment counselor to learn more.
* Please refer to the Academic Catalog for more information. Program subject to change.