Doctor of Health Sciences Degree Online

Doctor of Health Sciences Degree Online

Online Healthcare Degree

The A.T. Still University (ATSU) Doctor of Health Sciences (DHSc) online program prepares students to better understand and effectively manage and evaluate solutions to the ongoing challenges of healthcare access, cost and quality.

This advanced online health science degree program provides health professionals with the knowledge and skills to excel in project management, decision-making, organizational leadership, establishing evidence-based standards and gaining competencies to apply research to professional practice.

Offered through the ATSU Arizona School of Health Sciences (ASHS), the health science degree online program consists of 70 credit-hours of study: 64 credit-hours of distance education, plus a 6 credit-hour course which includes a one-week residency held in Arizona.

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Students have the opportunity to focus on one of three concentration areas: Global Health, Leadership and Organizational Behavior, or Fundamentals of Education. The health science online degree program promotes application of research to professional practice through completion of an applied research project.

Doctor of Health Sciences Program Outcomes


According to a 2012 survey of ATSU Doctor of Health Sciences alumni, there is consensus among graduates that the program prepared them for leadership roles in healthcare and academia. Alumni agree that the online health sciences degree program:

  • Prepared them to critically review literature (100%)
  • Strengthened their skills in applying research (98%)
  • Enhanced their ability to appreciate diverse philosophies (98%)
  • Developed their skills to write more effectively (95%)
  • Equipped them for the future of healthcare (88%)
  • Readied them for leadership roles (85%)

Doctor of Health Sciences (DHSc) vs. Doctor of Philosophy (PhD)


The Doctor of Health Sciences degree is a unique approach to doctorate level health education. The ATSU Doctor of Health Sciences degree provides interdisciplinary scholarship and added value to health professionals in comparison to the traditional PhD.

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  • Doctor of Health Sciences Program Guide +

    • The ATSU Doctor of Health Sciences degree post-professional program offers focused, interprofessional learning in a flexible, online environment tailored for busy healthcare professionals. The online health science degree is achievable in three years, has various areas to concentrate learning and 95 percent of study can be completed online.

      The Doctor of Health Sciences Program Guide includes additional details about ATSU and the health science degree online program, provides answers to application and tuition questions, and offers additional course descriptions and concentration information.

  • Accreditation +

    • Higher Learning Commission Mark of Affiliation

      A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.

      Degree-granting authority for ASHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.

  • Career Advancement+

      • Academic Educator
      • Athletic Trainer
      • Counselor
      • Dental Hygienist
      • Dietitian
      • Health Specialist
      • Healthcare Administrator
      • Healthcare Consultant
      • Pharmaceutical Researcher
      • Medical Technician
      • Registered Nurse

      • Occupational Therapist
      • Paramedic
      • Pharmacist
      • Physical Therapist
      • Physician
      • Physician Assistant
      • Psychologist
      • Public Health Administrator
      • Respiratory Therapist
      • Social Worker
      • Speech Pathologist

  • Student Insights +

    • I think what best summarizes my choice of the DHSc was its direct relation to health sciences as opposed to some of the more arcane disciplines inherent in many PhD programs. This is not an exercise in merely obtaining a doctorate degree but in obtaining a degree which can actually further my educational and professional goals.
      ~Mark, ATSU DHSc student

      The DHSc is the best of both worlds. It is the integration of both research and practice. It is the focus on applied research with the end goal to affect the delivery of healthcare.
      ~Melanie, ATSU DHSc student

      I wanted more of a liberal and critical preparation approach to academics. The DHSc fits the need. It prepares us for clinical continuation, but has the applied portions of thinking infused with research.
      ~Debbie, ATSU DHSc student

Doctor of Health Sciences Degree Faculty

Six full-time and many adjunct faculty provide expert instruction within the health science online degree program. This structure provides students exposure to a variety of teaching styles and learning opportunities by a faculty with diverse healthcare-related backgrounds and experiences.

  • Dean +

      • Randy D. Danielsen, PhD, PA-C, DFAAPA

        Dr. Danielsen is Dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.

        Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus’ Civilian PA of the Year Award in 2003.

        Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor’s Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.

  • Vice Dean +

      • Annlee Burch, PT, MPH, EdD

        Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean’s absence.

        Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University.

        Dr. Burch received her BA is in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming to ATSU, Dr. Burch was the Director of Physical Therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

  • Chair +

      • Eric Sauers, PhD, ATC, FNATA
        Interdisciplinary Science


        Dr. Eric Sauers is a tenured Full Professor and Chair of the Department of Interdisciplinary Health Sciences at the A. T. Still University (ATSU) Arizona School of Health Sciences (ASHS). Dr. Sauers received his bachelor’s degree in exercise science from Seattle Pacific University and his master of science degree in sports health care from ATSU. He completed his doctor of philosophy degree in sports medicine at Oregon State University (OSU).

        As the founding chair of the department of Interdisciplinary Health Sciences, Dr. Sauers planned and implemented the online Human Movement program and the online Doctor of Health Sciences program, which he currently oversees, in addition to overseeing the Master of Science degree program in Athletic Training, the Human Anatomy Division, and the Biostatistics and Clinical Research Division. Dr. Sauers served as the Director of the Athletic Training Program from 2000 to 2009. His primary research interests are related to the assessment of clinical outcomes and health-related quality of life in athletes following musculoskeletal injury, the examination and rehabilitation of the athletic shoulder and post-professional athletic training education.

        Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research. He is the President of the American Society of Shoulder and Elbow Therapists and Vice President of the Commission on the Accreditation of Athletic Training Education. Dr. Sauers is the Associate Editor for Clinical Outcomes for the Journal of Sport Rehabilitation and an Editorial Board member for the Journal of Athletic Training and the Athletic Training Education Journal. Currently, he serves as the Chair of the National Athletic Trainers’ Association (NATA) Post-Professional Education Committee and as a member of the NATA Education Council Executive Committee. Dr. Sauers received the President’s Award from the Arizona Athletic Trainers’ Association, the Distinguished Educator Award from the Rocky Mountain Athletic Trainers’ Association, and was recognized for his dedication to the athletic training profession with the distinction as a Fellow of the NATA.

  • Director +

      • Helen Ewing, DHSc, MN, RN
        Program Chair, Associate Professor


        Dr. Ewing is the director of the Doctor of Health Sciences program and associate professor at the Arizona School of Health Sciences (ASHS). Dr. Ewing obtained her nursing diploma from Saskatchewan and her bachelor’s and master’s degrees in nursing from the University of Calgary, Alberta specializing in management and quality improvement. She completed her doctorate degree in health science from Nova Southeastern University in 2004, specializing in evaluation of primary healthcare in developing countries.

        Prior to coming to ATSU, Dr. Ewing was an assistant professor at Athabasca University in Canada where she taught in the undergraduate and graduate nursing and health studies programs. Dr. Ewing has worked in both private and public healthcare systems in various clinical, academic, and leadership roles, such as clinician in critical care and community care, nurse manager, quality improvement coordinator in long-term care, and as executive director for a not-for-profit clinical research center. Dr. Ewing’s research interests focus on studying issues impacting global health, healthcare leadership, online learning, and nursing.

  • Faculty +

      • Jeff Alexander, PhD
        Associate Professor
        Read Bio
      • Helen Ewing, DHSc, MN, RN
        Program Chair, Associate Professor
        Read Bio
      • Joan Leafman, PhD
        Associate Professor
        Read Bio
      • Kathleen Mathieson, PhD, CIP
        Associate Professor
        Read Bio
      • Eric Matthews, PhD
        Associate Professor
        Read Bio
      • Helen Salisbury, PhD
        Assistant Professor
        Read Bio

Doctor of Health Sciences Degree Admissions

  • Requirements +

    • Candidates applying for admission to the Doctor of Health Sciences online health science degree program will have:

      Earned a masters or doctorate degree from a regionally accredited university, or from a foreign university based on a transcript evaluation completed by an agency from the NACES website, (www.naces.org)
      A minimum overall graduate cumulative GPA of 3.0 on a 4.0 scale
      All official degree granting transcripts
      Proof as a licensed or credentialed healthcare professional and/or have two years recent experience as a practitioner, administrator, educator, or researcher in healthcare
      A current resume or curriculum vitae detailing personal, educational, and professional achievements

      Three letters of recommendation
      A completed application form and the nonrefundable application fee
      Participate in a short phone interview
      Demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T Still University.

      For additional information contact an Enrollment Counselor at 877.469.2878 or onlineinquiry@atsu.edu.

      Technology Requirements

      In order to participate in the program, each student should own or have ready access to the following computer hardware and software:

      Windows-based computer
      • 2.0 GHz Dual Core or better
      • 4 GB RAM
      • 80GB hard disk or more
      • CD-R/DVD combo drive
      • Ethernet adapter
      • 802.11 a, g, or n compatible wireless network card
      • Windows 7
      • Adobe Reader
      • MS Office 2007 or 2010 (Word, PowerPoint, Excel)
      • Internet Explorer 8 or higher, Mozilla Firefox 3.x or higher, (Firefox preferred.)
      • Internet access via personal Internet Service Provider (ISP), broadband required
      • Personal printer
      • Web camera
      • Most recent Java (www.java.com)
      • Web camera with microphone and/or headset with 3.5 mm plugs that plug directly into PC headphone & microphone ports (necessary for participation in Blackboard Collaborate chat sessions)

      Macintosh-based computer
      • A recent Mac with a 2GHz or faster Core Duo or Core 2 Duo Intel chip
      • 4 GB RAM
      • 80GB or more hard disk
      • CD-R/DVD combo drive
      • Ethernet adapter
      • 802.11b/g or n compatible wireless network card
      • Mac OS X (10.5 Leopard or greater)
      • MS Office 2008 or 2011 for Mac
      • Safari 5 or greater or Mozilla Firefox 3.x or greater (Firefox preferred)
      • Internet access via personal Internet Service Provider (ISP), broadband required
      • Personal printer
      • Web camera
      • Most recent Java (To keep Java up-to-date, use the Apple Software Update Tool regularly in OSX.)
      • Web camera with microphone and/or headset with 3.5 mm plugs that plug directly into PC headphone & microphone ports (necessary for participation in Blackboard Collaborate chat sessions)

      In addition to the requirements listed above, students in the DHSc program are also required to have available to them software to convert Microsoft Office products to PDF format. There is free software available online, such as www.freepdfconvert.com, or students may opt to purchase a software package.

  • Application +

    • An application package for this program is available in PDF format for download and print out.

      The application may be faxed or mailed to:
      Online Admissions
      A.T. Still University
      5845 E. Still Circle, Suite 213
      Mesa, AZ 85206-3618
      Fax: 480.219.6122

      For additional information contact an Enrollment Counselor:
      877.469.2878 or onlineinquiry@atsu.edu

  • Tuition and Financial Services+

    • Application Fee: $70
      Tuition: $463.50 per credit hour (2013-2014 school year)
      Note: All fees and tuition are subject to change.

      The Doctor of Health Sciences (DHSc) online program consists of 70 credit-hours of study. Most courses are three credit hours, a few are five credit hours, and the Winter Institute is six credit hours. There are additional fees for books, reference materials, Winter Institute travel, and accommodations.

      Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU’s Financial Services department online or contact them at 866.626.2878 or by email at financialaid@atsu.edu

  • Request Information+

    • Have a question for ATSU?

      Click to connect with ATSU and ask any question regarding our schools or curriculum. A representative will respond to you promptly.

      MISSOURI CAMPUS

      800 W. Jefferson Street
      Kirksville, MO 63501
      Phone: 660-626-2121

      ARIZONA CAMPUS

      5850 E. Still Circle
      Mesa, AZ 85206
      Phone: 480-219-6000

  • Financial Aid+

    • THE 10 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:

      The student completes the Free Application for Federal Student Aid (FAFSA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.

      The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.

      ATSU receives the same information electronically (ISIR) within three to five business days.

      The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts Student Financial Services.

      Student Financial Services reviews the required forms, performs verification as necessary, and transmits the loan data to Sallie Mae.

      The student accepts, refuses, or modifies the award letter and submits all required forms to Student Financial Services.

      Student Financial Services looks over the required forms, performs verification if necessary, and transmits the loan data to Sallie Mae.

      The lender sends a copy of the Stafford Loan application to ASA for guarantee.

      The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.

      If by EFT, all funds will be applied to the student’s account. The funds will be directly deposited to the student’s checking account if so desired by the student and proper documentation is on file.

      Satisfactory Academic Progress for Federal Financial Aid

      According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.

      Qualitative Measure

      The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:

      Minimum Cumulative Grade Point Average at A.T. Still University
      2.0 for all programs on 4.0 scale
      70% for all programs on 100% scale

      Quantitative Measure

      Maximum Time Frame

      Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).

      Pace of Progression

      Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).

      Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.

      Financial Aid Warning

      Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.

      Financial Aid Probation

      If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.

      Financial Aid Suspension

      Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.

      Appeal Procedure

      Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:

      • Death of an immediate family member
      • Severe injury or illness of the student or an immediate family member
      • Emergency situations such as fire or flood
      • Legal separation from spouse or divorce
      • Military reassignment or required job transfers or shift changes

      Students whose appeals are denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.

      Students who have extenuating circumstances may appeal using the following procedure:

      • Submit a completed Appeal form. Student will be notified if additional supporting documentation is required.
      • Appeal packet is presented to the SAP Committee for consideration.
      • Student is notified via email of the SAP Committee’s decision and recommendations.
      Reinstatement

      Federal financial aid may be reinstated when one of the following conditions has been met:

      The student completes courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard.
      - OR -

      The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.

      Student Budget Determination

      The student expense budget is determined each year by the Director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the Director of Student Financial Services determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount due to the private loans being based on creditworthiness.

      Verification

      Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.

      ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.

      Special Conditions

      Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.

      Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.

      Financial Planning

      Setting Goals

      Financing your education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.

      A simple financial plan begins with the establishment of a long-term goal. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.

      A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:

      Have a written plan
      Set realistic goals
      Establish priorities
      Keep expenditures below income
      Stick to your game plan

      It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.

      Tuition

      For online programs, tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.

      Electronic Funds Transfer (EFT) Policy

      The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.

      Direct Deposit

      Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.

The Family and Culture


 

  • Blackboard Demo Course +

    • ATSU has set up a demo course of our Blackboard
      Learning Management System for interested students.

      Please go to our guest demo site, and login with:

      Username: DHSCdemo
      Password: atsudemo


      Connect Now

Doctor of Health Sciences Curriculum Overview

The Doctor of Health Sciences (DHSc) online program consists of 70 credit-hours of study. The DHSc degree curriculum aims to develop and enhance the professional skills needed to provide competent leadership in today’s challenging healthcare systems.

Preparation Courses

  • DHS 600: Writing for Health Professionals+

    • This course provides a review of basic writing skills, grammar, and style in preparation for advancing writing proficiency. This is a required introductory course for the program with the goal to assist students to develop and fine-tune their writing abilities. The course addresses grammar, sentence structure, paragraph development, referencing, and writing requirements for scholarly papers. This course examines in practical terms the elements required for successful publication of a journal article or clinical case review. This course encourages good writing skills through choosing better words, writing better sentences, and preparing better tables, graphs and photographs. All students are required to develop and submit a quality paper that meets the requirements for publication in a peer-reviewed professional or biomedical journal.

Decision Analysis Foundation

  • DHS 601: Principles of Management and Decision Analysis+

    • This course introduces the principles of management and leadership and utilizes the application of decision-making theories and models. The primary goal of this course is to acquaint students with a set of management and decision analysis tools, and to demonstrate how these principles and tools apply to managerial decision modeling in applied health care delivery and research. The course links the process of structuring decision problem alternatives using diagrams, frameworks, analysis and decision trees to reach a solution that meets the decision goals and objectives. The course focuses on developing a variety of problem solving and decision analysis skills which can be incorporated into business and personal decision-making.

  • DHS 602: Risk Management for Health Professionals+

    • This course provides an introduction to quality of healthcare and risk management as it relates to and interacts with the broader picture of quality improvement. The course will explore many important issues pivotal to promoting quality health care. Topics discussed in the course include: how are quality outcomes defined and measured; who is responsible for measuring health; and what are the prominent quality improvement theories used in healthcare. In addition the results of data from studies describing how the United States health system is performing; and what are quality initiatives that could be implemented to enhance healthcare are highlighted.

  • DHS 603: Health Care Information Systems+

    • This course will provide students with the opportunity to examine the application of technology to obtain and use data, knowledge, and information in the field of health care. Students will understand how application of technology in healthcare has become increasingly critical to patient care, quality, effectiveness, efficiency, and overall operations. With increased government support for healthcare information systems, health information technology will be the base of support for clinical and management decision-making. This course also explores the issues, benefits, and challenges of using health care information systems. Emphasis will be placed on applications that directly impact government initiatives, business operations, and patient safety.

Health Sciences Foundation

  • DHS 701: Health Care Delivery Systems+

    • This course introduces the historical development, structure, operation, function, and current and future directions of health care delivery systems. The course will explore how national systems have evolved and how countries confront the emerging issues in healthcare. Specific topics discussed will include the historical evolution of health systems, the various models that are used around the world, the main components of a health system, and the criteria used to assess the functioning of a health system. Included will be discussions around how health systems can be reformed and what strategies may be used to accomplish this.

  • DHS 702: Health Administration Law & Ethics+

    • This course provides non-legal health professionals with a concrete foundation in healthcare law and ethics. The goal is to assist students develop practical approaches to improving the excellence and delivery of healthcare. Healthcare decisions are especially apt to have some form of ethical consequence. This course is designed to provide a basic framework from which to consider these consequences, as well as give the healthcare professional tools that will assist in times of ethical dilemmas.

  • DHS 703: Population Health & Patient-Centered Care+

    • This course examines many of the issues that are believed to influence the health of the global population. As the world is being challenged daily with forces of nature and manmade dilemmas, we are all tasked to influence and alter the trajectory and consequences of many of these negative stimuli. The course will explore many prominent themes and issues that are believed to influence the health of populations. Topics that will be discussed in the course include how population health is influenced by urbanization and migration, climate change, culture, the media, social and economic class, gender, employment status, and political and health systems.

Evidence-Based Practice Foundation

  • DHS 801: Health Care Outcomes+

    • This course introduces the concept of continuous quality improvement as a means to evaluate and improve health care outcomes. Continuous quality improvement (CQI) has presented a great opportunity to the health community but it is not a panacea for all health system problems. CQI represents a perspective and framework for on-going development processes leading to increased customization and co-configuration of health services and strategies for health care reform. It is one of an array of approaches that health care leaders should be using to improve the effectiveness and efficiency of health services, along with patient-centered care, evidence-based medicine/management, clinical pathways, and process re-engineering.

  • DHS 802: Research Methods, Design, and Analysis+

    • This course provides an introduction and overview of research methodology. This course will explore qualitative, quantitative and mixed methods approaches to examining a problem and finding answers through research methodology. Topics that will be discussed in the course include: how to select the best research method for the problem under study, the purpose of a literature review, ethical considerations for all research, and what types of data collection tools and analytic principles should be employed. The goal of the course is introduce the research process, and the methods and analytical tools required to critically evaluate research reports in preparation for initiating the Applied Research Project. The main focus of the course will be to gain skills in reviewing and critiquing research.

  • DHS 803: Evidence-Based Practice+

    • This course teaches health professionals how to integrate best research with clinical expertise, critical thinking, and patient values for optimum care. Systematic methods for critical appraisal of study quality, research design, strength of research recommendations, and quality of literature pertaining to a particular clinical problem will be presented. Evidence-based resources and databases for the health professionals will be identified. Methods to promote health professionals participation in learning and research activities to the extent feasible will be explored.

Winter Institute

  • DHS 900: Winter Institute - Health Professionals Role in Health Promotion+

    • The Winter Institute is a course delivered through blended online and residential learning, comprised of a predominantly online format with a one-week residential educational event held in Arizona. This course will reflect on the national goals for health promotion through reviewing current public health documents. This course will assist in the development of a health promotion plan that could be incorporated at an individual, group, or community level. To fully understand the processes necessary to implement health promotion initiatives as a health professional, studying and discussing the development of health promotion programs is necessary. The course will explore the common issues threatening the health status of society. The steps and processes required to develop or evaluate a health promotion initiative will be discussed. The residential component of the course will consist of lectures, group work, presentations, debates, case studies, and various other events which address relevant health care issues that impact educators, administrators, researchers, and clinicians. The course will culminate in the presentation of an applicable health promotion initiative at the Winter Institute.

Concentration Areas (Select ONE concentration only for a total of 9 credits)
Global Health

  • DHS 811: Global Health Issues+

    • This course provides an introduction to important global health issues, including determinants of health, key areas of disease burden, and the role that new health technologies can play in solving these problems. The goal of the course is to expand students’ understanding of the impact of infectious and chronic diseases on the world’s population with particular attention paid to the health status of women, children and the poor. Students will examine case studies of successful global health interventions to understand features of successful programs.

  • DHS 812: Globalization and World Politics+

    • This course introduces the theoretical and practical issues associated with the radical global processes that are now affecting human life locally and globally. The course emphasizes the political-economic, cultural, institutional, technological, and ecological implications of globalization and allows students to evaluate whether these processes pose opportunities or challenges to individuals, societies, and the global community.

  • DHS 813: Global Health Ethics+

    • This course provides an introduction to the principles and theory of ethics as applied to global health. The course will examine some of the primary theories and principles in healthcare ethics including virtue, deontology, utilitarian, autonomy, justice, beneficence, and nonmaleficence. The course will explore many prominent global health issues and exemplify how greater knowledge and understanding of global ethics is vital to effective and sound decision-making. Topics that will be discussed in the course include ethical issues related to: pandemic preparedness, end of life, human organ transplantation, clinical research in developing countries, human rights, resource allocation, and the effects of globalization on world health.

Leadership and Organizational Behavior

    • This course examines the historical and current theoretical models of leadership and will address contemporary thoughts on leadership, the leader’s role, and explore applications of that role. The course will explore topics that include the current context for leadership and personal leadership styles in the health care arena. Students will examine moral frameworks for leadership and decision making as well as leadership domains and the synthesis of leadership development. Case studies will explore leadership in practice in both the public and private sectors as it relates to health care management.

  • DHS 822: Health Policy Development and Analysis+

    • This course provides an in-depth discussion of the key political and administrative decision-making processes of the American health system. Particular emphasis is placed on the health policy development process. The goal of the course is to expand knowledge on the definition of public policy; health policy development process; and funding solutions to complete policy issues. Students will examine the variety of social, economic, and political influences on health policy making and will discover that there are a variety of “policy instruments” available to decision makers to solve policy problems at the policy formulation stage.

  • DHS 823: Organizational Behavior+

    • This course examines how the personal characteristics of organizational members influence the effectiveness and productivity of organizations and the job satisfaction of its members. It is believed that organizations are comprised of three levels, the individual, the group or department, and the organization itself. This course will focus on the problems and challenges leaders face in dealing with the individual and the small groups in the organization. Special attention will be given to the role of teams in organizations, the stages of team development, and actions that can support the development of effective teams. The realities of interpersonal processes are considered through examination of the roles of power, politics, and conflict in organizations. The human side of organizational change is then explored with a focus on understanding how and why people react to organizational change and identifying opportunities for enhancing the effective implementation of change.

Fundamentals of Education

  • DHS 841: Theoretical Foundations of Learning+

    • The purpose of this course is to review the research on learning theory to provide the foundation for understanding learning styles and their applicability to adult learners. The course is designed to examine evidence related to adult learning and will explore the neuroscience, behavioral, cognitive, psychological, and social factors inherent in adult learning. The student will engage in a critical analysis and examination of numerous scientific theories and processes that are thought to influence learning. Some of the main theories that will be explored include: behaviorism, social cognition, information processing, constructivism, cognitive learning, and motivation.

  • DHS 842: Contemporary Teaching and Learning Concepts+

    • This course is an overview of some of the current models and theories that are becoming popular in higher education. Much research has focused on academia over the past few years to determine how best to educate students in a cost effective, productive manner. Some of the more prominent theories include: learner-centered teaching, student-centered learning, inter-professional learning, and distance education. The purpose of this course is to explore the research and practical application of contemporary models of education. Students will examine various models and philosophies of delivering and managing course content, promoting knowledge transfer, and determining best practices for effective teaching.

  • DHS 843: Curriculum and Course Design+

    • The purpose of this course is to expand knowledge and understanding of curriculum and course development. The course is designed to engage students in developing course syllabus, assignments and grading rubrics, lesson plans, and a course outline. Students will explore strategies that promote student learning based on best teaching practices.

Applied Research Project (25 Credits)

  • DHS 901 - DHS 905 (25 Credits)+

    • The applied research project consists of five courses that develop a research project from the stages of proposal to dissemination. The research project is an applied research-based effort in an area chosen by the student. The goal of the applied research project is to advance practical knowledge in the health sciences based on applied research and analysis. Each student will be assigned a faculty member to approve the project and provide mentorship and supervision throughout the process.
      DHS 901: Literature Review for Applied Research Project
      DHS 902: Proposal Development for Applied Research Project
      DHS 903: Data Collection for Applied Research Project
      DHS 904: Data Analysis for Applied Research Project
      DHS 905: Dissemination-Publishable Paper for Applied Research Project
      Applied Research Project Examples

Three Year Study Plan

  • Example of Three Year Study Plan+

    • First Year QTR Hrs
      DHS 600: Writing for Health Professionals Fall 3
      DHS 701: Health Care Delivery Systems Summer 3
      DHS 703: Population Health and Patient-Centered Care Fall 3
      DHS 802: Research Methods, Design, and Analysis Summer 3
      DHS 803: Evidence-Based Practice Spring 3
      DHS 823: Organizational Behavior Spring 3
      DHS 900: Winter Institute Winter 6
      Second Year QTR Hrs
      DHS 602: Risk Management for Health Professionals Summer 3
      DHS 702: Health Administration, Law, and Ethics Summer 3
      DHS 801: Health Care Outcomes Winter 3
      DHS 901: Literature Review for the ARP Fall 5
      DHS 902: Proposal Development for the ARP Winter 5
      DHS 903: Data Collection for the ARP Spring 5
      Third Year QTR Hrs
      DHS 601: Principles of Management and Decision Analysis Spring 3
      DHS 603: Health Care Information Systems Spring 3
      DHS 821: Trends and Issues in Leadership Summer 3
      DHS 822: Health Policy Development and Analysis Summer 3
      DHS 904: Data Analysis for the ARP Fall 5
      DHS 905: Dissemination for the ARP Winter 5
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Community Health Center

Waianae, Hawaii

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

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