Interprofessional and Simulation-based Education Courses

HIPS600 Introduction to Doctoral Studies & Interprofessionalism (4 QH)

This course introduces the new graduate student to the importance of critical thinking and the strategies for independent inquiry necessary for doctoral-level study. It also sets the stage for interprofessional study by covering education, training, licensure, roles and functions, and history of a variety of health professions. It emphasizes the overlapping nature of the disciplines and stresses collaborative communication and action. Prerequisite: Enrollment in the program or department approval.

HIPS601 Interprofessional Education Seminar (4 QH)

This course is a discussion centered learning experience in which special topics in the area of interprofessional education are considered. Literature is identified and discussed with a recognized expert in the area. Prerequisite: HIPS600

HIPS602 Interprofessional Practice Seminar (3 QH)

This course is a discussion centered learning experience in which special topics in the area of interprofessional practice are considered. Literature is identified and discussed. Prerequisite: HIPS600

HIPS603 Interprofessional Theory Seminar (4 QH)

This course is a discussion centered learning experience in which special topics in the area of interprofessional theory are considered. Literature is identified and discussed with a recognized expert in the area. Prerequisite: HIPS600

HIPS 711 Building Effective Interprofessional Teams (3 QH)

The course utilizes TeamSTEPPS as a framework for assessing what it means to have an effective interprofessional team. Students will develop a shared mental model with common goals for patient safety and patient centeredness. Tools for working in teams and managing workloads will also be addressed. Prerequisite: Successful completion of all previous interprofessional coursework

HIPS 723 Leadership in Interprofessional Health Professions Education (3 QH)

Throughout the course, aspects of leadership in higher education and interprofessional health professions education are analyzed. The course covers opportunities and challenges of leadership including: (1) managing conflict, (2) leading academic initiatives, (3) implementing change management, (4) applying legal issues in health professions education, (5) policy-making, (6) managing faculty workload, (7) developing and implementing curriculum assessment and evaluation and (8) developing and implementing interprofessional initiatives. Prerequisite: HIPS 600, HIPS 601

HIPS740 Foundations in Simulation-Enhanced Health Professions Education (4 QH)

This course provides students an opportunity to discuss the transition from health professional to educator. The focus is on foundational knowledge and skills needed to design simulation-based educational experiences for the health professions. The course starts with a broad review of learning theories and domains, instructional design models and healthcare simulation. Students then explore best practices in using simulation-enhanced interprofessional (IP) education to measure human performance as it relates to selection of modalities and methods, assessment and facilitation. Students will have the opportunity to develop course goals and write learning objectives that promote collaboration through IP simulation. Prerequisite: Enrollment in the program or department approval.

HIPS741 Application of Simulation Design for Clinical Educators (4 QH)

This course builds on the concepts presented in Foundations in Simulation-Enhanced Health Professions Education. Students apply knowledge of learning theory, instructional design and simulation to design a complete simulation-based learning plan for healthcare and health professions education environments. Evidence-based methods to create an environment that values all members of the health care team will be explored. Through the use of research and instructional design students develop the skills needed to select the best simulation methods and modalities and assessment criteria to measure human performance in the areas of teamwork, communication and collaboration. Other areas of that will be addressed include evaluation using a logic model, assessment theory as well as content and physical fidelity. Prerequisite: HIPS740

HIPS742 Leadership in Healthcare Simulation (3 QH)

This course is designed to help students develop from the micro-level simulation educator (simulation activity design) to the macro-level through the analysis of simulation as is relates to overall curriculum, program evaluation and organizational quality improvements. The course covers topics related to leadership in healthcare simulation such as program evaluation, patient safety, quality improvement, simulation research, mentorship and simulation lab management. Budgeting, audio visual requirements, space allocation, workflow, simulation lab personnel management, return on investment (ROI) and grant writing will also be covered. Throughout the course students develop a plan to evaluate simulation program effectiveness and make recommendations for program improvement. Prerequisite: HIPS741

Foundations in Interprofessional Research Courses

HIPS 560 Critical Inquiry 1-Research Design (4 QH) This course is an introduction to the elements of thought and the logic of critical thinking. Measurement theory and principles are studied. The role of the researcher in professional practice is examined. Principles and application of scientific inquiry are emphasized. Prerequisite: Enrollment in the program or department approval

HIPS 562 Measurement Principles (4 QH) This course is designed to assist students to understand the principles of measurement theory. An opportunity is provided to explore the reliability and validity of measurement instruments of the student's choice. Prerequisite: HIPS 560

HIPS563A&B Writing for Scholars (3 QH)

This course emphasizes the components of scientific and scholarly writing including writing style, word choice and construction of works. Utilization of support systems such as writing groups and resources such as electronic databases and research librarians will be covered. Use of appropriate grammar and punctuation as well as APA style in scholarly works will be reviewed. Editorial processes and review will also be introduced. Prerequisite: Enrollment in the program or department approval

HIPS570 Qualitative Research (2 QH)

This course addresses philosophical assumptions and approaches utilized in qualitative research studies. Qualitative methods of data collection and analysis, validation and evaluation, and writing in qualitative research are covered. Prerequisite: HIPS563B

HIPS631 Foundations in IP Research I - Emerging Topics (1 QH)

In this course students will identify a personal research topic of interest from a critical analysis of contemporary literature and prepare a well-organized written literature review for their research problem or scholarly project. Prerequisite: Enrollment in the program

HIPS632 Foundations in IP Research II - Methods (2 QH)

In this course, students will develop a hypothesis and the methods section of their research study/scholarly project proposal using either a theoretical or atheoretical approach to their research study/scholarly project depending on their focus. Instruments for data collection will also be addressed. Prerequisite: HIPS631

HIPS633 Foundations in IP Research III – Project Design (2 QH)

In this course students will develop the design for their research study/scholarly project and conduct an evaluation of the appropriateness of the research study/scholarly project design. Prerequisite: HIPS632

Interprofessional Research Practice Courses

HIPS731 Interprofessional Research Practice I – Institutional Review Boards (3 QH)

During this course, students will address ethical issues in research and complete the Institutional Review Board (IRB) application and any necessary Informed Consent documents for their research study/scholarly project. Prerequisite: HIPS633

HIPS732 Interprofessional Research Practice II – Conducting Research (6QH/DSc -8QH/PhD)

During this course students will engage in the intervention and/or data collection phase of their research study/scholarly project. Prerequisite: HIPS731

HIPS733 Interprofessional Research Practice III – Analyzing Data (2 QH) During this course, students will apply appropriate qualitative or quantitative data analysis techniques based on research methodology and design. An assessment of the reliability and validity of the data from their research study/scholarly project will also be performed as appropriate. Students will write the data analysis chapters of their dissertation or scholarly project. Prerequisite: HIPS732 or concurrent enrollment

HIPS734 Interprofessional Research Practice IV – Drawing Conclusions from Research (2 QH)

During this course, students will interpret the data collected during their research study/scholarly project and employ standards typically used by evaluators to make judgments about their results. Students will write the summary, conclusions and recommendations sections of their dissertation or scholarly project. Prerequisite or concurrent enrollment in: HIPS733

HIPS735 Interprofessional Research Practice V – Disseminating Research (2 QH/DSc - 3 QH/PhD)

During this course, students will bring their research study/scholarly project to a conclusion by editing the final versions of a dissertation or scholarly report suitable for submission to a peer-reviewed publication or venue. Prerequisite or concurrent enrollment in: HIPS734

HIPS736 Interprofessional Research Practice VI – Defending Research (1 QH)

During this course, students will develop a presentation, present and defend their doctoral research study/scholarly project. Prerequisite or concurrent enrollment in: HIPS735

Assessment for Student Learning

Grading System

A 4.00 High Achievement

B 3.00 Above Average Achievement

C 2.00 Average Achievement

F 0.00 Failure

Grades without Associated Grade Points:

P Pass

F Fail

The minimum passing grade at the end of all courses in the program is a B. Students who achieve less than a B at the end of a course are subject to dismissal from the program. The main paper/project for each course must also achieve a B or better in order for the student to pass the course, even if the student is otherwise passing.

Assessment Methods

Assessments in this program are multi-faceted and may include but are not limited to written papers, submission of articles to peer-reviewed journals, discussion board postings, individual or group projects, portfolio compilation and presentation, data analysis, practicums and completion and defense of a doctoral dissertation or research project.

Graduation Requirements

Students must meet the following program requirements to graduate:

• Successful completion of all courses/program requirements and a minimum of 61(DSc) to 64 (PhD) quarter hours beyond the master’s degree. (Some dissertation work may exceed the minimum quarter hours.)
• Successful completion and defense of an approved capstone scholarly project or dissertation
• A minimum grade-point average (GPA) of 3.0 on a 4.0 scale in all courses in the program curriculum
• Successful completion of all course requirements within seven years from the date of matriculation