Rev. 04/19/2013
Sistema Universitario Ana G. Méndez
School for Professional Studies
Continental USA Branch Campuses
Universidad del Este
HESM 431
Seminar in Health Services Management
Seminario de Administración de Servicios de Salud
© Sistema Universitario Ana G. Méndez, 2013
Derechos Reservados.
© Ana G. Méndez University System, 2013. All rights reserved.
HESM 431 Health Services Management Seminar 2
Rev. 04/19/2013
Preparado con la colaboración de:
Justo Lugo Cáceres MHSA, MT (ASCP), Especialista en Preparación de Módulos
Nancy Arcelay, Especialista en Preparación de Módulos
Jeannette Labrador, Spanish Language Specialist
Frances Rodríguez, English Language Specialist
Diane Durén, Diseñadora de Instrucción
HESM 431 Health Services Management Seminar 3
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TABLE OF CONTENTS
Página/Page
STUDY GUIDE ............................................................................................................................ 22
TALLER UNO.............................................................................................................................. 40
WORKSHOP TWO ...................................................................................................................... 47
TALLER TRES ............................................................................................................................ 53
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 61
APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 66
APÉNDICE C/APPENDIX C LANGUAGE LAB AND E-LAB INFORMATION ................... 75
APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION .............................................. 80
APÉNDICE E MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE. 83
APPENDIX F UBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION.... 87
APPENDIX G RUBRIC TO EVALUATE CRITICAL ESSAY ................................................. 89
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Guía de Estudio
Nombre del curso: Seminario de Administración de Servicios de Salud
Código: HESM 431
Créditos: Tres
Duración: Ocho semanas
Prerrequisito: Ninguno
Descripción:
En este curso los alumnos aplicarán los principios de la supervisión de personal y aprenderán a
manejar los problemas asociados con ella en los departamentos de las instituciones de salud. El
curso también hace hincapié en la protección jurídica del paciente y la organización que ofrece
los servicios de salud. El estudiante tendrá la oportunidad de practicar sus conocimientos en
muchos departamentos. Un miembro de la facultad institucional, junto con un administrador de
cuidado de la salud certificado, supervisará dicha práctica. Las sesiones de este seminario
enfatizan especialmente los temas, aspectos y las cuestiones relacionadas con la administración
de los servicios de salud. Además, requiere que los alumnos completen un proyecto de
investigación sobre un tema relacionado.
Objetivos generales de contenido
Al finalizar el curso, el alumno será capaz de:
1. Desarrollar las habilidades cognitivas y competencias relacionadas con el desarrollo de un
plan estratégico en una organización sanitaria.
2. Aplicar las teorías y técnicas de gestión que son necesarias para desarrollar de la planificación
estratégica.
3. Demostrar capacidad de análisis al planificar y tomar de decisiones.
4. Desarrollar una actitud ética y profesional para mantener la confidencialidad de toda la
información que se proporciona a la organización de salud y a cada uno de sus asociados.
5. Demostrar que posee características ideales de liderazgo mientras planifica estratégicamente.
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6. Demostrar las técnicas de control de gestión al desarrollar del plan estratégico.
7. Comprender y valorar la importancia de la administración de la industria de servicios de salud
en la sociedad.
Objetivos generales de lenguaje:
Al finalizar el curso, el alumno será capaz de:
Escuchar: Comprender las discusiones orales en inglés/español y reconocer los diversos
propósitos y contextos de la comunicación en las que se producen; comparar y desarrollar nuevas
ideas acerca de la administración de servicios de salud de manera colaborativa; adquirir un
conocimiento significativo, apoyado en experiencias y temas motivacionales; responder a
estímulos auditivos, tales como videos, presentaciones audiovisuales y actividades interactivas.
Hablar: Expresarse correcta y coherentemente en inglés/español, en una variedad de contextos
comunicacionales y adoptando un estilo personal de expresión en el que analice y manifieste
opiniones, ideas y diferentes puntos de vista para desarrollar habilidades y destrezas que lo
prepararán para el trabajo académico, su empleo y la vida cotidiana; usar el lenguaje para
adquirir nuevos conocimientos acerca de la gestión de servicios de salud y aprender a utilizar
técnicas sencillas de manejo de la información a través de los medios tradicionales y la
tecnología computacional.
Leer: Investigar, analizar, resumir, parafrasear y entender en inglés/español la variedad de
medios de comunicación que se emplean al administrar los servicios de salud; desarrollar
actitudes críticas hacia los mensajes de los medios que reflejan la importancia de este la
información; beneficiarse independientemente de la lectura como fuente de información y
enriquecimiento cultural.
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Escribir: Interpretar y producir escritos en inglés/español en los que exprese un punto de vista
personal, crítico y creativo; redactar según las reglas ortográficas y gramaticales, de manera que
genere textos coherentes, claros y efectivos; utilizar la escritura como medio de comunicación
para proporcionar datos valiosos sobre la administración de servicios de salud.
Libros y recursos:
Kros, J. & Brown, E. (2013). Health care operation and supply chain management:
Operations, planning and Control. San Francisco, CA: Jossey Bass.
ISBN-13: 978-1118109779
Marcinko, D.E. & Hetico, H.R. (2013). Financial management strategies for hospitals and
healthcare organizations: Tools, techniques, checklists, and case studies. United States:
CRC Press.
ISBN-10: 1466558733
Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2013). Strategic management of health care
organizations (7th ed.). San Francisco, CA: Jossey Bass.
ISBN: 978-1-118-46674-2
Libros electrónicos:
Betancourt, C. L. (2011). Gerencia del cuidado hospitalario (2da ed.). Colombia: ECO Ediciones
eISBN: 9781449265397
Castrillón Cifuentes, J. (2010). Costos para gerenciar servicios de salud (3ra ed.). Colombia:
Universidad Del Norte.
eISBN: 9789587410693
pISBN: 9789587410495
Oviedo-Salcedo, I.T. & Martínez, M. L. (2010). Facturación y auditorías de cuentas de salud
(4ta ed.). Colombia: Ecoediciones
eISBN: 9781449230661
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pISBN: 9789586486453
Evaluación
La evaluación de los estudiantes se basará en los siguientes aspectos:
Asistencia y participación (Talleres Uno, Dos, Tres y Siete) 40 puntos
E-Lab (máximo de cuatro puntos por taller/semana) 32 puntos
Ensayo crítico (Taller Dos) 50 puntos
Presentación oral (Taller Siete) 100 puntos
Informe escrito sobre el plan estratégico (Taller Ocho) 100 puntos
Estudio de caso 100 puntos
Investigación: entrevistas (Taller Cinco) 100 puntos
Portafolio digital (Taller Ocho) 100 puntos
Total 622 points
Escala evaluativa:
A = 622 - 560 B = 559 - 498 C = 497 - 435 D = 434 - 373 F = 372 o menos
NOTA IMPORTANTE SOBRE ESTE CURSO: Los estudiantes y el facilitador se reunirán
durante las tres primeras semanas del curso para llevar a cabo las sesiones relacionadas con los
temas más importantes, los módulos uno, dos y tres. Además, los estudiantes y el facilitador se
reunirán, a petición de otros estudiantes o según lo determinado por el facilitador. Los
estudiantes deben presentar los trabajos al facilitador, a través del sistema Blackboard, de
manera que reciban la retroalimentación del mismo. El grupo se reunirá también en la Semana
Siete para presentar las conferencias en el día y el momento en que acuerden.
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Participación diaria en clase
La asistencia y participación en los talleres uno, dos, tres y siete (presentaciones orales) son
obligatorios. Los estudiantes recibirán diez (10) puntos en los talleres uno, dos, tres y siete para
un total de cuarenta (40) puntos. Además, se evaluarán los siguientes criterios:
- El dominio del material discutido en clase
- La responsabilidad de las tareas y los trabajos de curso
- La participación y el trabajo colaborativo
- La demostración de habilidades de comunicación efectiva
- La presentación de los trabajos en el tiempo estrictamente determinado
- Para pasar la clase, se requiere que asista a los talleres.
- Las ausencias afectarán la calificación final.
- La participación en clase se evaluará utilizando el Apéndice E.
Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, Net Tutor, Wimba Voice,
Virtual Library y Voice E-mail)
1. El Laboratorio de Idiomas / E-Lab son un componente integral de la calificación del curso y de las
actividades que el estudiante tendrá que completar. Para obtener información más específica sobre
los recursos del Laboratorio de Idiomas / E-Lab, consulte el Apéndice C. El facilitador es
responsable de integrar el uso de la / E-Lab Laboratorio de Idiomas en las tareas y actividades del
curso. La cantidad total horas de Laboratorio de Idiomas/ E Lab debe completarse de acuerdo con
estas especificaciones.
2. Los alumnos deben demostrar que han cumplido con las horas de uso de Laboratorio de Idiomas
en inglés y español. El facilitador podría requerir un mayor número de horas de prácticas de
Laboratorio de Idiomas, basado en el lenguaje necesario para escuchar, hablar, leer y escribir en
inglés/español.
3. Los estudiantes son responsables de acceder el Laboratorio de Idiomas / E-Lab desde sus hogares,
según sea necesario, para completar los ejercicios como lo determinó el facilitador.
4. Cada estudiante completará el formulario que se encuentra en el Apéndice D, que se incluye
como parte de los criterios de evaluación de la clase, y lo presentará al facilitador. Los estudiantes
recibirán un (1) punto por cada hora que dediquen al Laboratorio de Idiomas para un total de
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hasta cuatro (4) puntos por taller/semana para que realicen los ejercicios recomendados que
tendrán un total de 32 puntos.
Ensayo crítico
1. Los estudiantes deberán presentar un ensayo crítico en el Taller Dos, utilizarán los estándares
correctos en inglés, siguiendo las directrices e instrucciones que determine el facilitador.
2. Se usará el Apéndice G para evaluar el ensayo que tendrá un valor de cincuenta (50) puntos.
Entrevistas de investigación
1. La investigación se llevará a cabo por medio de entrevistas que se realizarán a los
administradores de los diferentes departamentos de la institución de salud.
2. El objetivo es aplicar las teorías estudiadas, identificar las investigaciones
correspondientes y comparar los resultados con la información que obtengan de las
entrevistas.
3. Los alumnos deben redactar las preguntas de las entrevistas, de acuerdo con las
situaciones específicas de los participantes que seleccionaron.
4. Los resultados de las entrevistas preliminares se compartirán en el Taller Tres; los
alumnos ofrecerán y recibirán retroalimentación.
5. El informe escrito de las entrevistas se presentará en la Semana Cinco o según lo
determine el facilitador.
6. El informe debe presentar un análisis crítico basado en los datos que obtuvieron de las
entrevistas. Así también compartirán alternativas y recomendaciones.
7. Como parte de los apéndices del informe escrito, los estudiantes incluirán las
preguntas/guiones que utilizaron para realizar las entrevistas.
8. El informe debe incluir lo siguiente:
- Página de presentación (5 puntos)
- Información general acerca de las personas entrevistadas
o Proteja la identidad de los participantes; no incluya sus nombres. (5 puntos)
- Contenido
o Haga una comparación
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Por departamento, estilo gerencial y roles organizacionales y otros
datos demográficos
o Relacione los procesos, las implicaciones para el éxito como administrador,
modelos y fundamentos teóricos estudiados (20 puntos)
9. Análisis crítico (20 puntos)
10. Alternativas y recomendaciones (15 puntos)
11. Referencias - Se requiere el estilo APA (5 puntos)
12. Uso de español correcto, incluyendo la gramática, sintaxis, el vocabulario académico, la
selección de palabras, ortografía, puntuación y el nivel apropiado de formalidad del
lenguaje (30 puntos)
Presentaciones orales
1. Los estudiantes harán sus presentaciones orales en español en el Taller Siete.
2. Las presentaciones tendrán un valor de cien (100) puntos y se utilizará el Apéndice F
para evaluarlas.
3. Se estimulará la creatividad y se requerirá el uso de materiales audiovisuales. Se
recomiendan dramatizaciones, juegos de rol, grabaciones, simulaciones y otras técnicas.
4. El facilitador proporcionará más detalles durante los talleres, incluyendo los plazos y otra
información esencial.
5. Los estudiantes escribirán el plan estratégico del departamento del centro clínico de
práctica que eligieron. Además, deben recopilar datos desde el inicio del seminario. Los
mismos se irán consiguiendo a lo largo de los talleres. Es decir, no debe esperar al final
para obtener la información.
6. Los estudiantes prepararán una presentación oral sobre el plan estratégico de la
institución sanitaria; incluirán temas de la clase y seguirán las reglas generales
estipuladas para presentar oralmente. Los alumnos distribuirán copias de las diapositivas
de la presentación a los compañeros y el trabajo original lo entregarán al facilitador.
7. El facilitador usará el Apéndice F para evaluar la presentación (70 % de contenido y 30
% de lenguaje).
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Directrices generales para la presentación oral
1. No sobrecargue las diapositivas con información; solo son una guía para explicar el material
verbalmente.
2. Los estudiantes deben cumplir con las directrices que determine el facilitador.
3. Debe demostrar que aplica los conceptos del curso.
4. Proporcione copias de la presentación audiovisual a los compañeros y entregue el trabajo
original al facilitador.
5. Si es necesario, distribuya folletos, panfletos u otro material educativo.
Informe escrito sobre el plan estratégico - presentación del conocimiento, el progreso, el
desarrollo y la aplicación en el área de planificación estratégica de un centro/organización de
salud:
1. Informe debe incluir lo siguiente:
2. Portada (5 puntos)
3. Nombre de la universidad
4. Escuela de estudios profesionales
5. Título del proyecto
6. Curso
7. Nombre del estudiante
8. Fecha
9. Profesor
10. Coordinador de certificación de prácticas
o Se debe añadir la siguiente nota: "Certifico que he leído este informe realizado para cumplir con los
requisitos de la práctica; que su contenido es adecuado en alcance y
calidad, según exige el grado de Licenciado en Administración de
Servicios de Salud"
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Bachillerato Coordinador de Práctica
Programa de Administración de Servicios de Salud
Fecha _________________
o Tabla de contenido – vea los detalles más abajo (2 puntos)
o Introducción (8 puntos)
Población a la que sirve la organización que evalúa
Misión, visión, valores, las metas institucional y los objetivos
o Contenido – vea los detalles más abajo (25 puntos)
o Reacción crítica (25 puntos)
o Referencias (5 points)
o Uso correcto del inglés estándar, incluyendo la gramática, la sintaxis, el vocabulario
académico, la selección de palabras, ortografía, puntuación, y el nivel apropiado de
formalidad del lenguaje (30 puntos)
o El facilitador determinará el número mínimo y máximo de páginas
o Los informes se presentarán en el Taller Ocho
o El informe se escribirá según el estilo APA, sexta edición
Tabla de contenido
I. Resumen del trabajo
II. Metodología de la investigación
III. Revisión literaria
a. ¿Qué es la planificación estratégica?
b. ¿Cuáles son sus beneficios?
c. ¿Cuál es su impacto en el desarrollo de las organizaciones?
IV. Plan estratégico
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Capítulo I
• Evaluación institucional - breve resumen de la historia de la organización que evalúa y la
descripción de los servicios que ofrece
Capítulo II
• Análisis de la misión y visión - explicar si cada uno cumple con los criterios que se
presentan en los talleres
Capítulo III
• Metas y objetivos del plan estratégico
Capítulo IV
• Actividades diseñadas para lograr los objetivos del plan estratégico
Capítulo V
• Mejorar el entorno externo e interno y su importancia
• Fortalezas, oportunidades, debilidades, amenazas (FODA)
• Análisis de los efectos de los factores políticos, económicos, sociales, culturales,
organizativos y tecnológicos
Capítulo VI
• Desarrollo del plan operativo - en este apartado, se discutirá el medio ambiente
• Ambiente interno
• Establecer dos metas que maximicen el potencial institucional
• Identificar dos oportunidades y amenazas
• Señalar dos fortalezas y debilidades
• Medio ambiente externo
• Trazar dos metas que maximicen el potencial institucional
• Reconocer dos oportunidades y amenazas
• Identificar dos fortalezas y debilidades
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Capítulo VII
• Diseñar las actividades operacionales
• Trazar dos metas para eliminar o minimizar el impacto de las debilidades y amenazas que
identificó en la institución
• Establecer dos metas que maximicen las oportunidades y fortalezas que beneficiarán a la
institución
• Desarrollar actividades operacionales destinadas a reducir los riesgos relacionados con las
debilidades y amenazas
Capítulo VIII
• Conclusiones y recomendaciones
Capítulo IX
• Referencias
Directrices adicionales
• Déjese llevar por la Guía de estilo APA, sexta edición: http://apastyle.apa.org/
• Ajuste el tamaño de la tipografía a 12
• Emplee la tipografía Times New Roman o Arial
• Alinee los márgenes tanto a la derecha como a la izquierda (justificado/justified)
• Escriba a doble espacio
• Incluya las referencias y citas según el estilo APA, sexta edición
• Corrobore la ortografía, la sintaxis y la gramática
• Se deducirán puntos, si entrega el trabajo tarde
NOTA: Asegúrese de indicar la importancia de la planificación estratégica, la forma en que
le da valor a la institución y la importancia de los ambientes internos y externos. Indique el
tipo de organización que presenta el plan estratégico, ya sea sin fines de lucro o de servicio.
NOTA: El coordinador puede cambiar el formato general del reporte. Si lo hace, lo
informará oportunamente y por escrito a los estudiantes.
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El plan estratégico es una recopilación de datos que debe presentarse organizadamente. Los
estudiantes deben presentar sus recomendaciones para promover el éxito institucional. Al evaluar
el informe escrito del plan estratégico, el facilitador considerará las fortalezas y áreas de
oportunidad de los alumnos. En su elocución, el estudiante será reflexivo y demostrará un amplio
enfoque evaluativo. Es extremadamente importante que los alumnos revisen la literatura y
busquen información relevante para complementar su trabajo. El producto final debe incluir por
lo menos cinco referencias válidas.
La presentación oral debe realizarse en PowerPoint®.
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Descripción de las normas del curso
1. El curso se lleva a cabo en un formato acelerado y requiere que los estudiantes se
prepararen de antemano para cada taller, de acuerdo con el módulo del curso. Cada taller
requiere un promedio de diez horas de preparación, pero podría requerir más.
2. La asistencia a todas las sesiones de clase es obligatoria. El estudiante que se ausente de
un taller deberá presentar una excusa razonable al facilitador. El facilitador determinará
la validez de la ausencia y decidirá cómo el estudiante recuperará el trabajo perdido. El
facilitador decidirá lo siguiente: permitirá que el estudiante haga el trabajo o dejará que el
alumno haga el trabajo y realice un proyecto extra para compensar el tiempo de clase que
perdió. El facilitador determinará cómo las ausencias afectarán la calificación final.
3. Los trabajos que se requieran antes del taller, deberán completarse y entregarse en la
fecha asignada. El facilitador puede decidir si ajusta la calificación otorgada por las
asignaciones tardías y el proyecto repuesto.
4. La asistencia y participación del alumno y las presentaciones orales y actividades
especiales de la clase son muy importantes, ya que no es posible asegurar que puedan
reponerse. Si el estudiante proporciona una excusa válida y verificable, el facilitador
puede determinar una actividad de evaluación que sustituya la original, si entiende que es
posible asignar una nueva actividad equivalente. Esta actividad debe incluir el mismo
contenido y componentes del lenguaje, tal como la presentación oral o actividad especial
que el estudiante no realizó.
5. En las actividades en grupo se evaluarán, según el desempeño final. Sin embargo, cada
miembro tendrá que colaborar para garantizar el éxito del equipo; se evaluará el grupo y
así también a cada miembro individualmente.
6. Se espera que todo trabajo escrito sea original del estudiante y no plagiado. Es decir, el
estudiante debe ser el autor de todos los escritos que presente. Todo el material citado o
parafraseado debe ser debidamente citado, dando crédito a su autor o editor. Cabe
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señalar, que los documentos plagiados son fácilmente detectables, por tal razón, los
estudiantes no deben arriesgarse por un material que claramente no es el suyo (vea la
Política de Honestidad Académica).
7. Si el facilitador hace cambios en la Guía de estudio, los mismos deben discutirse con los
estudiantes; además debe distribuirse una copia escrita al inicio del Taller Uno.
8. El facilitador establecerá un medio de comunicación con los estudiantes; para ello,
proveerá una dirección de correo electrónico, un número telefónico y las horas y días en
que pueden comunicarse.
9. Se prohíbe el uso de teléfonos celulares durante las sesiones; si necesita estar disponible,
deberá activar el silenciador de modo que no interrumpa la clase.
10. No se permiten visitas de niños, amigos o familiares que no están matriculados en el
curso.
11. Todos los estudiantes están sujetos a las políticas de comportamiento en la comunidad
universitaria y el curso, según establecido por la institución.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas que sugiere el módulo,
no abandone su investigación. Existen muchos motores de búsqueda y otros enlaces que puede
utilizar para conseguir más datos. Estos son algunos ejemplos:
www.google.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
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Diseño del Programa de instrucción bilingüe
Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del Sistema
Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el desarrollo de cada
estudiante como un profesional bilingüe. Cada taller se brindará en inglés o español, utilizando
el modelo 50/50. Esto significa que cada clase deberá conducirse enteramente en el lenguaje que
se especifique. Los idiomas se alternarán en cada taller para asegurar que el curso se ofrezca 50
% en inglés y 50 % en español. No obstante, en cursos de cinco o quince semanas, en la última
semana se dividirá el tiempo y las actividades equitativamente entre ambos idiomas. Las
primeras dos horas se realizarán estrictamente en español y durante las últimas dos horas
solo se hablará inglés. El modelo bilingüe no aplica a los cursos de idiomas (inglés y español).
Por ende, estos cursos se dictan exclusivamente en el idioma de instrucción.
El curso se realiza en un formato de lenguaje bilingüe y acelerado. Esto requiere que los alumnos
se preparen de antemano para cada sesión, según el calendario de cursos. Los estudiantes deben
estructurarse, organizarse, comprometerse y enfocarse para asegurar su éxito lingüístico y
académico. Con el fin de lograr las expectativas de competencia en inglés y español, el alumno
debe esforzarse para aprovechar todos los recursos lingüísticos en la universidad y en la
comunidad, ya que convertirse en un profesional bilingüe es una tarea compleja y retante. Para
ayudar a los estudiantes con este proceso, el facilitador utilizará la rúbrica que aparece en el
Apéndice A. Esta rúbrica se utiliza para identificar los niveles de competencia lingüística y para
diferenciar la instrucción en el aula, según los resultados de los estudiantes.
El modelo bilingüe de instrucción requiere un diseño que cumpla con los siguientes criterios:
• 30 % de la instrucción integra las competencias lingüísticas (escuchar, hablar, leer y escribir).
• El 70 % de la instrucción integra el conocimiento y aplicación de contenidos.
El proceso de evaluación de los estudiantes requiere la misma integración. Esto significa que el
30 % de la calificación del curso se basará en las competencias lingüísticas y el 70 % se basa en
el conocimiento del contenido y su aplicación. El facilitador utilizará la rúbrica que aparece en el
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Apéndice B para evaluar el trabajo escrito de los estudiantes, a menos que se especifique lo
contrario.
Filosofía y metodología educativa
Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una
filosofía de aprendizaje fundamentada en la premisa que afirma que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que
vivimos.
Los facilitadores se enfocan en ayudar a los estudiantes a conectar el conocimiento previo y el
nuevo aprendizaje con las experiencias reales de la vida. De esta manera, se fomenta un nuevo
entendimiento que es relevante para los alumnos. También, los facilitadores adaptan las estrategias
de enseñanza a las respuestas de los estudiantes y los motivan para que analicen, interpreten y
predigan información de manera que la apliquen a la vida diaria.
Principios del constructivismo:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar
con situaciones en las cuales los estudiantes estén buscando activamente construir un
significado.
2. Para construir un significado, se requiere comprender todas las partes: globales y específicas
(from whole to parts). Las partes deben de entenderse dentro de un contexto global. Por lo
tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto global y no
en hechos aislados.
3. Para educar correctamente, se debe entender los modelos mentales que los estudiantes utilizan
para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje es para que un individuo construya su propio significado y no solo
el de memorizar las respuestas “correctas” y repetir el significado que otra persona le haya
dado. Como la educación es intrínsecamente interdisciplinaria, la única forma válida para
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asegurar el aprendizaje es hacer de la evaluación una parte esencial de dicho proceso,
asegurando que el mismo provea a los estudiantes información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de autoanálisis.
6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los alumnos a interpretar
las múltiples perspectivas que existen en el mundo.
7. El estudiante maneja y analiza su propio aprendizaje.
Método de instrucción del modelo bilingüe:
El currículo del modelo bilingüe integra el Protocolo de Observación de Inglés Protegido
(SIOP, por sus siglas en inglés: Sheltered Instruction Observation Protocol).
El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para facilitar
una instrucción comprensible. Estos componentes son:
Preparación de la lección
Conocimientos previos
Instrucción comprensible
Estrategias
Interacción
Práctica/aplicación
Desarrollo de la lección
Repaso/evaluación
Las estrategias de instrucción están ligadas a cada uno de estos componentes, permitiendo que
tanto el diseño como la presentación de las lecciones respondan a las necesidades académicas y
lingüísticas de los alumnos que aprenden un segundo idioma. Cada lección de este curso integra
estrategias bilingües y enfoques de instrucción que garantizan el éxito lingüístico y académico de
los estudiantes.
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SIOP Components (Sheltered Instruction Observation Protocol)
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).
Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades
académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador
debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma
(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en
inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller,
para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo
provecho académico.
A. Preparación de la lección
___ Adaptación del contenido
___ Enlaces con el conocimiento previo
___ Enlaces con el aprendizaje previo
___Estrategias incorporadas
B. Andamiaje (Scaffolding)
___Modelaje
___Práctica dirigida
___Práctica independiente
___ Entrada (Input) comprensible
Estrategias CALLA (Cognitive Academic Language Learning Approach)
___ Cognitiva
___ Metacognitiva
___ Socioafectiva
C. Opciones de agrupamiento
___ Grupo completo
___ Grupos pequeños
___ Trabajo en parejas
___ Trabajo independiente
D. Integración de los dominios de
idioma
___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación de aprendizaje
___ Dinámica
___ Significativa y relevante
___ Rigurosa
___ Vinculada a los objetivos
___ Promueve la participación
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Study Guide
Course Title: Health Service Management Seminar
Code: HESM 431
Credits: Three
Time Length: 8 Weeks
Prerequisite: None
Course Description:
In this course the students apply the principles of personnel supervision and learn how to manage
the problems associated with it in departments of healthcare institutions. The course also
emphasizes many issues of legal protection for the patient and for the institution that provides the
healthcare services. The student will practice in many departments of a healthcare institution.
An institutional faculty member, together with a certified healthcare administrator, will supervise
the practicum. The seminar sessions will place special emphasis on topics, issues and aspects
related to health services administration. A research project on a related topic is required.
General Content Objectives
After completing the course, the student will be able to:
1. Develop cognitive skills and competencies related to the development of a strategic plan
in a healthcare organization.
2. Apply theories and management techniques required in the development of strategic
planning.
3. Demonstrate analytical skills in planning and decision-making.
4. Develop an attitude of professional ethics to maintain the confidentiality of all
information provided to the health organization and to each of its associates.
5. Demonstrate ideal leadership characteristics in the planning process.
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6. Demonstrate management control techniques in developing the strategic plan.
7. Understand and evaluate the importance of management within the health services
industries for society.
General Language Objectives:
After completing the course, the student will be able to:
Listen: Understand oral discussions in English and/or Spanish recognizing their
different purposes and the communication settings in which they are produced; share,
compare, and develop new ideas about health service management in a collaborative manner;
acquire significant knowledge supported by experiences and motivational topics; respond to
auditory stimuli such as videos, audiovisual presentations and interactive activities.
Speak: Express him/herself in English and/or in Spanish correctly and coherently for a
variety of purposes and in a variety of communication settings, adopting a personal style of
expression; analyze, express opinions, and communicate orally different points of view and
ideas; develop abilities and skills that will prepare him/her for school work, the workplace
and daily life; use language to acquire new knowledge about health service management and
learn to utilize simple techniques of handling information through traditional media and
computer technology.
Read: Investigate, analyze, summarize, paraphrase and understand in English and/or
Spanish information obtained from a variety of media on health service management;
develop critical attitudes towards media messages reflecting on the importance of this
information; benefit independently from reading as a form of communication and as a source
of cultural enrichment.
Write: Interpret and produce written works in English and/or Spanish expressing a personal
critical and creative point of view; use correct spelling, grammar, coherence, and an
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emphasis on the requirements for effective and clear communication; use writing as a means
of communication and to provide information about health service management.
Texts and Resources:
Kros, J. & Brown, E. (2013). Health care operation and supply chain management:
Operations, planning and Control. San Francisco, CA: Jossey Bass. ISBN-13: 978-
1118109779
Marcinko, D.E. & Hetico, H.R. (2013). Financial management strategies for hospitals and
healthcare organizations: Tools, techniques, checklists, and case studies. United States:
CRC Press. ISBN-10: 1466558733
Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2013). Strategic management of health care
organizations (7th ed.). San Francisco, CA: Jossey Bass. ISBN: 978-1-118-46674-2
E-Books:
Betancour, C. L. (2011). Gerencia del cuidado hospitalario (2nd ed.). Colombia: ECO Ediciones
eISBN: 9781449265397
Castrillon Cifuentes, J. (2010). Costos para gerenciar servicios de salud (3rd ed.). Colombia:
Universidad Del Norte. eISBN: 9789587410693 pISBN: 9789587410495
Oviedo-Salcedo, I.T. & Martinez, M. L. (2010). Facturación y auditorías de cuentas de salud
(4th ed.). Colombia: Ecoediciones eISBN: 9781449230661 pISBN: 9789586486453
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Evaluation
Students will be evaluated based on the following:
Class Attendance/Participation (Workshops One, Two, Three, Seven) 40 points
E-Lab (maximum of four points per workshop/week) 32 points
Critical Essay (Workshop Two) 50 points
Oral Presentation (Workshop Seven) 100 points
Written Report on the Strategic Plan (Workshop Eight) 100 points
Case Study Analysis 100 points
Research: Interviews (Workshop Five) 100 points
Digital Portfolio (Workshop Eight 100 points
Total 622 points
Evaluation scale:
A = 622 - 560 B = 559 - 498 C = 497 - 435 D = 434 - 373 F = 372 or less
IMPORTANT NOTE ABOUT THIS COURSE: Students and facilitator will meet for the first
three weeks of the course to conduct sessions related to the most important issues of the course,
modules one, two and three. In addition, students and facilitator will meet at the request of
other students or as determined by the facilitator. Students must submit the required work to
the professor, via Blackboard system, to receive feedback from the lecturer. The group will also
meet in Week Seven for the oral presentations on the day and at the time mutually agreed upon.
Daily Class Participation
1. Attendance and participation in Workshops One, Two, Three, and Seven (oral presentations)
are mandatory. Students will receive ten (10) points for Workshops One, Two, Three, and
Seven for a total of forty (40) points. In addition, the following criteria will be evaluated:
o mastery of the material discussed in class,
o responsibility for the assignments and course work,
o participation in collaborative work,
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o demonstration of adequate communication skills, and
o submission of work strictly on time.
2. Attendance is required to pass the class.
3. Absences will affect the final grade.
4. Class participation will be evaluated using Appendix E.
Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library,
& Voice E-mail)
1. The Language Lab/E-Lab are an integral component of the course grade and the activities
that the student will have to complete. For more specific information on the Language
Lab/E-Lab resources, refer to Appendix C. It is the facilitator’s responsibility to
integrate the use of the Language Lab/E-Lab in the assignments and activities of the
course. The total amount of Language Lab/E-Lab hours must be completed according to
these specifications.
2. Students must demonstrate that they have complied with the hours of language lab usage
for the English and Spanish language. The facilitator may require a higher number of
hours for language lab practice based on the language needs for listening, speaking,
reading, and writing skills in English and/or Spanish.
3. Students are responsible for accessing the Language Lab/E-Lab from their homes, as
needed, to complete the exercises, as determined by the facilitator.
4. Each student will complete the form found in Appendix D and submit it to the facilitator
to be included as part of the assessment criteria for the class. Students will receive one
(1) point for every hour spent in the Language Lab for a total of up to four (4) points per
workshop/week for the completion of the exercises recommended, totaling 32 points for
the course.
Critical Essay
1. Students will submit a critical essay in Workshop Two, using correct Standard English,
following the guidelines and instructions determined by the facilitator.
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2. Appendix G will be used to evaluate the essay which will have a value of fifty (50)
points.
Research Interviews
1. Research will be conducted by means of interviewing administrators from different
departments of the healthcare organization.
2. The purpose is to apply the studied theories, identify related research, and compare findings
with information obtained from the interviews.
3. Questions asked in the interviews must be written by the students in accordance with the
specific situations of the selected participants.
4. Findings from preliminary interviews will be discussed and shared in Workshop Three,
giving students the opportunity to offer and receive feedback.
5. The written report on the interviews will be submitted in Week Five or as determined by the
facilitator.
6. Report should present a critical analysis based on the data collected from the interviews, as
well as alternatives and recommendations.
7. Questions used for the interviews and the scripts must be included as an appendix in the
written report.
8. Report must include the following:
o Presentation page (5 points)
o General information about the interviewed persons - do not include names to protect the
privacy of the participants (5 points)
o Content - establish a comparison by department, managerial style and roles, and other
demographical data, relation with processes, implications for success as administrator,
models and theoretical bases studied (20 points)
o Critical analysis (20 points)
o Alternatives and recommendations (15 points)
o References - APA style is required (5 points)
o Use of correct Spanish, including grammar, syntax, academic vocabulary, word choice,
spelling, punctuation, and appropriate level of language formality (30 points)
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Oral Presentations
1. Students will make their oral presentations in Spanish in Workshop Seven.
2. Presentations will have a value of one hundred (100) points and will be evaluated using
Appendix F.
3. Creativity is encouraged and the use of audiovisual materials is required. Dramatizations,
role playing, recordings, simulations, and other techniques are recommended.
4. Facilitator will provide more details during the workshops, including time limits and
other essential information.
5. Students will write a Strategic Plan for the Clinical Practice Center Department of their
choice. They must be collecting data from the start of the seminar to be complementing
each of the workshops and not left to the end to find information.
6. Students will prepare an oral presentation on the strategic plan of the institution,
including issues discussed in class and following the general rules for oral presentations
as discussed in class. Students must provide copies of the presentation (handouts of
slides) to fellow students and the original to the facilitator.
General Guidelines for Oral Presentations
1. Do not overload the slides with information; they are a guide to explain the material
verbally.
2. Students must comply with the time limits determined by the facilitator.
3. Presentation must demonstrate the application of concepts covered in the course.
4. Provide copies of the PowerPoint to colleagues and a handout of the original presentation
to the facilitator.
5. Provide additional handouts, pamphlets, brochures, and/or other educational material, if
applicable.
6. Appendix F will be used to evaluate the presentation, with 70% for content and 30% for
language.
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Written Report on the Strategic Plan – presentation of the knowledge, progress, development
and implementation in the area of Strategic Planning of a healthcare facility/organization
Report must include the following:
o Cover Page (5 points)
Name of the University
School of Professional Studies
Project Title
Course
Student’s Name
Date
Professor
Certification Practice Coordinator
It must state the following: "I certify that I have read this report completed by
the student practice, which is adequate in scope and quality of its content as
required for the degree of Bachelor of Health Services Management "
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Practice Coordinator Baccalaureate
Program in Health Services Management
Date _________________
o Table of Contents – see details below (2 points)
o Introduction (8 points)
Population served by the organization being evaluated
Mission, Vision, Values, and Institutional Goals and Objectives
o Content – see details below (25 points)
o Critical Reaction (25 points)
o References (5 points)
o Use of correct Standard English, including grammar, syntax, academic vocabulary,
word choice, spelling, punctuation, and appropriate level of language formality (30
points)
Facilitator will determine the minimum and maximum number of pages.
Reports will be submitted in Week Eight.
Report will be written in APA style, edition 6.
Table of Contents
I. Summary of Work
II. Research Methodology
III. Literature Review
a. What is strategic planning?
b. What are its benefits?
c. What is its impact on the development of organizations?
IV. Strategic Plan
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Chapter I
Institutional Assessment - brief summary of the history of the assessed organization and
description of services offered
Chapter II
Analysis of the Mission and Vision - explain if each complies with the criteria presented
in the workshops
Chapter III
Goals and Objectives of the Strategic Plan
Chapter IV
Activities designed to achieve the objectives of the strategic plan
Chapter V
Enhancing the external and internal environment and its importance
Strengths, Weaknesses, Opportunities, Threats (SWOT)
o Analysis of the effects of political, economic, social, cultural, organizational and
technological factors
Chapter VI
Operational Plan Development - in this section, you will discuss the environment
Internal Environment
o Develop two desired goals to maximize the institutional potential
o Identify two opportunities and threats
o Identify two strengths and weaknesses
External Environment
o Develop two desired goals to maximize the institutional potential
o Identify two opportunities and threats
o Identify two strengths and weaknesses
Chapter VII
Design of operational activities
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Develop two goals to eliminate or reduce the impact of identified weaknesses and threats
on the institution.
Develop two goals to maximize opportunities and strengths that will benefit the
institution.
Develop operational activities designed to reduce risks related to the weaknesses and
threats.
Chapter VIII
Conclusions and recommendations
Chapter IX
References
Additional guidelines
Use APA style, 6th edition: http://apastyle.apa.org/
Font size #12
Font Times New Roman or Arial
Must be aligned to both the right and left margins (justified)
Double spacing
References and citations using APA style, 6th edition
Check spelling, syntax and grammar
Points will be deducted for lateness
NOTE: Be sure to indicate the importance of strategic planning, how it gives value to the
institution, and the importance of the internal and external environments. Indicate the
type of organization which presents the Strategic Plan, if it is a non-profit or service level.
NOTE: Facilitator may make changes to the outline indicated above or to the overall
format of the report. Students will be informed of any changes in a timely manner.
The Strategic Plan is a compilation of data which should be presented in an organized fashion.
Students must submit their recommendations for institutional success. By evaluating the written
report of the Strategic Plan, the facilitator will assess the students’ strengths and areas in need of
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improvement. The student must be reflective and demonstrate a broad evaluative approach. It is
extremely important that students complete a literature review and search relevant information to
complement their work. The finished product must include at least five (5) valid references.
The oral presentation must include PowerPoint technology.
Description of Course Policies
1. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation, but it could require more.
2. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present the facilitator a reasonable excuse. The facilitator will evaluate if the
absence is justified and decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up the
work, or allow the student to make up the work and assign extra work to compensate for
the missing class time.
The facilitator will determine how absences to workshops will affect the final grade.
3. Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late assignments
and make-up work.
4. Student attendance and participation in oral presentations and special class activities are
extremely important, since it is not possible to ensure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a substitute
evaluation activity if he/she understands that an equivalent activity is possible. This
activity must include the same content and language components as the oral presentation
or special activity that was missed.
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5. In cooperative activities the group will be assessed for their final work. However, each
member will have to collaborate to ensure the success of the group, and the assessment
will be done collectively as well as individually.
6. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher.
It should be noted that plagiarized writings are easily detectable, and students should not
risk losing credit for material that is clearly not their own (see Academic Honesty
Policy).
7. If the facilitator makes changes to the Study Guide, such changes should be discussed
with and given to students in writing at the beginning of Workshop One.
8. The facilitator will establish a means of contacting students by providing an e-mail
address, phone number, hours to be contacted and days.
9. The use of cellular phones is prohibited during sessions; if there is a need to have one, it
must be on vibrate or silent mode during class session.
10. Children, friends or family members, who are not registered in the course, are not
allowed access to the classrooms.
11. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop
your investigation. There are many search engines and other links you can use to search
for information. These are some examples:
www.google.com
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www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
The facilitator may make changes or add additional web resources if deemed necessary.
Dual Language Program Instructional Design
This course follows the Discipline-Based Dual Language Immersion Model® designed to
promote each student’s development as a Dual Language Professional. Each session will be
facilitated in either English or Spanish, strictly using the 50/50 model. This means that each
session will be conducted entirely in the language specified for the session. The language used in
each session of the course is alternated to ensure that 50% of the course is conducted in English
and 50% in Spanish. Instructional languages are never mixed. For English or Spanish language
courses, the 50/50 model does not apply. All language courses are entirely taught in either
English or Spanish.
The course is conducted in an accelerated and dual language format. This requires that students
prepare in advance for each session according to the course schedule. Students must be
structured, organized, committed, and focused to ensure linguistic and academic success. In
order to achieve proficiency expectations in both English and Spanish, the student must strive to
take advantage of all language resources in the university and in their community, since
becoming a dual language professional is a complex and challenging task. To help the student
with this process, the facilitator will use the rubric that appears in Appendix A. This rubric is
used to identify students’ language proficiency levels to differentiate instruction in the classroom
based on students’ results.
The instructional bilingual model requires a design that meets the following criteria:
30% of the instruction integrates language skills (listen, speak, read, and write).
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70% of the instruction integrates content knowledge and application.
The student evaluation process requires the same integration. This means that 30% of the course
grade will be based on language skills and 70% will be based on content knowledge and its
application. The facilitator will use the rubric that appears in Appendix B to evaluate students’
written work, unless specified otherwise.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. As teachers, our focus is on making connections between facts
and fostering new understanding in students. We also attempt to tailor our teaching strategies to
student responses and encourage students to analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts, and parts must be understood in
the context of wholes. Therefore, the learning process focuses on primary concepts, not
isolated facts.
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3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education
is inherently interdisciplinary, the only valuable way to measure learning is to make
assessment part of the learning process, ensuring it provides students with information on
the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Tools and environments that help learners interpret the multiple perspectives of the world
must be provided.
7. Learning should be internally controlled and mediated by the learner.
Instructional Approach
The curriculum integrates the Sheltered Instruction Observation Protocol (SIOP) Model*.
The student will be exposed to the eight interrelated SIOP learning components to facilitate
comprehensible instruction. These are:
lesson preparation,
background knowledge,
comprehensible input,
strategies,
interaction,
practice/application,
lesson delivery, and
review/assessment.
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These instructional strategies are connected to each one of these components, allowing that the
design and presentation of a lesson address the academic and linguistic needs of second language
learners. Each lesson integrates dual language strategies and instructional approaches to ensure
the linguistic and academic success of students.
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SIOP Components (Sheltered Instruction Observation Protocol)
The dual language instructional strategies are indicated below each SIOP component (A-E).
These strategies allow the design and delivery of a lesson that addresses the academic and
linguistic needs of second language learners. The facilitator must select the Cognitive Academic
Language Learning Approach (CALLA) strategies that best align to the specific week content
and language objectives and integrate them in the lesson activities to ensure maximum learning
and academic performance.
B. Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Language Domains
___ Listening
___ Speaking
___ Reading
___ Writing
E. Learning Application
___ Dynamic
___ Meaningful/Relevant
___ Rigorous
___ Linked to Objectives
___ Promotes Engagement
A. Lesson Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning
Approach)
___ Cognitive
___ Metacognitive
___ Social/Affective
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Taller Uno
NOTA IMPORTANTE SOBRE EL CURSO: Los estudiantes y el facilitador se reunirán las
primeras tres semanas para dialogar acerca de los asuntos más relevantes del curso y los módulos
uno, dos y tres. Después, se reunirán a petición de los alumnos o del mismo facilitador.
Semanalmente, los estudiantes enviarán el trabajo asignado, vía Blackboard, al facilitador para
que les dé retroalimentación. La séptima semana de clases, y por mutuo acuerdo, el grupo se
reunirá en la fecha y hora que determinen para brindar sus presentaciones orales en español.
Objetivos específicos de contenido
Al finalizar el taller, el estudiante será capaz de:
1. Definir lo que es planificación estratégica.
2. Enlistar los beneficios y principios de la planificación estratégica en la industria de la
salud.
3. Detallar las características de la toma de decisiones estratégicas y de las personas que
deciden estratégicamente.
Objetivos específicos de idioma
Al finalizar el taller, el estudiante será capaz de:
Escuchar: Escuchar la orientación de los administradores para comprender las políticas y los
procedimientos que utilizan las organizaciones de la industria de la salud para desarrollar sus
planes estratégicos.
Hablar: Presentar un resumen reflexivo de las reuniones, de la organización de la industria
de la salud, empleando correctamente la sintaxis y el orden de los eventos.
HESM 431 Health Services Management Seminar 41
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Leer: Investigar, leer y analizar los diversos estilos gerenciales y las técnicas de
planificación estratégica para resolver asuntos organizativos en la industria de la salud.
Escribir: Redactar un análisis FODA (SWOT por sus siglas en inglés) en el que utilice la
terminología del campo de la salud, de manera que se entiendan las comunicaciones y los
procedimientos de la organización.
Enlaces electrónicos:
Nota: La mayoría de los enlaces del Taller Uno podrían utilizarse en los próximos talleres, de
acuerdo con los temas que correspondan.
Seven Steps to Healthcare Strategic Planning
http://info.hayesmanagement.com/Default.aspx?app=LeadgenDownload&shortpath=docs
%2Fhayes+white+paper_7+steps+to+healthcare+strategic+planning.pdf.
Basic Steps to a Strategic Planning Process
http://namac.org/strategic-planning-steps
Ciberlibro
Betancourt, C. L. (2011). Gerencia del cuidado hospitalario. 2a ed. Colombia: ECO Ediciones
eISBN: 9781449265397
Capítulo 5: Strategic Alliances
Asignaciones que realizarán antes del Taller Uno:
1. Encuentre información sobre los temas del Taller Uno (vea el contenido temático). Debe
utilizar libros de referencia o revistas profesionales (journals).
2. Lea la información que obtuvo y organícela en un bosquejo de temas para que la discuta
y participe en clase.
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Vocabulario clave de la lección - debe reflejar los objetivos y conceptos claves del taller
(El facilitador es responsable de proporcionar el vocabulario clave de la lección).
1.
2.
3.
Lista de materiales suplementarios para el taller:
1. Blackboard
2. Tell Me More
3. NetTutor
HESM 431 Health Services Management Seminar 43
Rev. 04/19/2013
Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica
las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio
de destrezas de lenguaje y académicas en cada clase.
A. Preparación de la lección B. Andamiaje (Scaffolding)
_X_ Adaptación del contenido _X_ Modelaje
_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida
_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente
_X_ Estrategias incorporadas _X_ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a
los estudiantes.
_X_ Cognitiva 1)_______________________ 2)_______________________
_X_ Meta cognitiva 1)_______________________ 2)_______________________
_X_ Socio afectiva 1)_______________________ 2)_______________________
C. Opciones de agrupamiento D. Integración de los dominios de idioma
_X_ Grupo completo _X_ Escuchar
_X_ Grupos pequeños _X_ Hablar
_X_ Trabajo en parejas _X_ Leer
_X_ Trabajo independiente _X_ Escribir
E. Aplicación de aprendizaje
_X_ Dinámica
_X_ Significativa y relevante
_X _Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador les dará la bienvenida a los alumnos y desarrollará una dinámica de grupo
para que los estudiantes se presenten. El facilitador establecerá mecanismos para
comunicarse con los estudiantes.
2. El facilitador entregará y explicará el Digital Performance Portfolio Assessment
Handbook. Los estudiantes deberán trabajar semanalmente en su portafolio electrónico el
cual será entregado en la Semana Ocho.
3. En una charla amena, el facilitador discutirá la descripción del curso, respecto a los
objetivos, el contenido temático, la bibliografía, la relación entre la enseñanza y el
aprendizaje (el rol del facilitador y el alumno), el itinerario de asignaciones/actividades,
los métodos y criterios de evaluación y las expectativas. Además notificará los cambios
del módulo (si alguno) y los acuerdos y las sugerencias.
4. El facilitador registrará la asistencia de los alumnos en la lista oficial de matriculados.
5. El facilitador explicará los objetivos del Taller Uno.
6. Reunidos en subgrupos de cuatro miembros, los estudiantes comentarán acerca de la
información que recopilaron como parte de su preparación para el Taller Uno sobre sus
experiencias y los conocimientos que adquirieron sobre el tema. Además, enlistarán los
beneficios y principios de la planificación estratégica en la industria de la salud.
7. El facilitador brindará una presentación en PowerPoint acerca de los siguientes temas:
planificación, la importancia de la planificación organizativa, los tipos de planificación y
el propósito y los objetivos de las fases de planificación (vea el contenido temático).
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8. Los alumnos se reunirán nuevamente en los subgrupos originales para discutir las
características de las decisiones estratégicas y para analizar el estudio de caso que les
proveerá el facilitador. Los estudiantes identificarán las técnicas que se utilizaron para la
toma de decisiones en el estudio de caso, y finalmente reaccionarán a dicha decisión. Los
miembros del grupo deberán señalar si están o no de acuerdo con el administrador o los
profesionales que toman las decisiones. También deberán justificar sus razones con al
menos dos recursos válidos y proveer recomendaciones. Finalmente, el líder del grupo
presentará los hallazgos al resto de la clase utilizando un mapa conceptual.
9. El facilitador guiará la selección del representante de los estudiantes.
10. A modo de cierre, el facilitador explicará las tareas del Taller Dos, tales como ensayo
crítico, etc. Además, el grupo y el facilitador deberán establecer un acuerdo acerca del
periodo de receso de la clase.
11. E-Lab: Los estudiantes continuarán trabajando en los ejercicios interactivos diseñados
para desarrollar y mejorar las destrezas lingüísticas en español.
Evaluación:
1. Individual: Asignación acerca del bosquejo que contiene información sobre la
planificación estratégica y el resumen de la clase.
2. Grupal: Participación en la discusión de los subgrupos sobre las características de las
decisiones estratégicas y el análisis del estudio de caso que les proveerá el facilitador.
3. Oral: Justificación de su punto de vista explicando si están o no de acuerdo con el
administrador o los profesionales en su toma de decisiones en el estudio de caso,
presentando al menos dos recursos válidos y recomendaciones.
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4. Escrito: Bosquejo de la información sobre los temas que investigaron en su asignación
antes del taller.
Cierre del taller:
1. Individual: Cada estudiante presentará al grupo en español tres conceptos que ha
aprendido y como los va a aplicar en su profesión; también tendrán la oportunidad de
hacer preguntas para aclarar ideas, conceptos, y futuras asignaciones.
2. Grupal: Trabajando en pequeños grupos los estudiantes harán una lista de aquellos temas
de la clase que entendieron bien y aquellos que les fueron difíciles; desarrollarán una lista
de preguntas, para ser entregada al facilitador, que consideran les podría ayudar a
comprender mejor el material cubierto en la clase.
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Workshop Two
Specific Content Objectives
Upon completion of the workshop, the student will be able to:
1. Recognize the characteristics of the institutional environment.
2. Estimate strategic capacities, including internal and external strengths.
3. Analyze the components and characteristics of the Mission, Vision, Values, and Goals.
4. Recognize and apply strategic controls, execution standards, and institutional
evaluation.
Specific Language Objectives
Upon completion of the workshop, the student will be able to:
Listen: Attentively listen to colleagues’ presentations to be able to contribute effectively
to class discussions.
Speak: Describe and share his/her experiences regarding the search for a health services
institution; apply appropriate interpersonal speaking skills in group work and in
discussions on the interviews, case studies, and progress of the final project.
Read: Research and read articles related to strategic controls and models which
demonstrate effective execution standards, and take notes that will be helpful for class
discussion and completion of assignments.
Write: Write the critical essay related to strategic controls, execution standards, and
models of institutional evaluations using correct Standard English and following all the
guidelines stipulated by the facilitator.
HESM 431 Health Service Management Seminar 48
Electronic Links:
Strengths, Weaknesses, Opportunities, Threats (Fortalezas, Oportunidades, Debilidades,
Amenazas -FODA) – SWOT Analysis
http://www.oac.ohio.gov/grantsprogs/BuildingCommunitiesSpanish/Analisis_de_Fortaleza
s_Oportunidades_Debilidades_y_Amenazas.pdf
http://www.slideshare.net/diplomatura/analisis-foda-s-i
Regional Observatory of Human Resources in Health
http://new.paho.org/hq/index.php?option=com_content&view=category&layout=blog&
id=1942&Itemid=3502&lang=en
Assignments due Prior to Workshop Two:
1. Research information on the topics for Workshop Two in academic resources such as
reference materials and professional literature.
2. Read and take appropriate notes on the information obtained to be able to participate
effectively in class discussions.
3. Prepare the critical essay, using correct Standard English, related to strategic controls,
execution standards, and models of institutional evaluations to be submitted in Workshop
Two. Follow the guidelines determined by the facilitator.
4. Form the subgroups which will prepare the oral presentations and the written work for
Workshop Three.
5. Select the institution for the Strategic Plan. Start selecting the institution (same or
different) for the completion of the final project.
HESM 431 Health Service Management Seminar 49
6. Start creating a list of the questions for the administrator of the chosen health
organization.
Core Vocabulary - must reflect the key concepts and objectives of the workshop (The facilitator
is responsible for providing the academic core vocabulary of the lesson).
1.
2.
3.
List of Supplementary Materials for the Workshop:
1. Blackboard
2. Tell Me More
3. NetTutor
HESM 431 Health Service Management Seminar 50
SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line indicates
the teaching strategies that will be used in each class to support and increase students’ linguistic
and academic performance.
A. Lesson Preparation B. Scaffolding
_X_ Adaptation of Content _X_ Modeling
_X_ Links to Background Knowledge _X_ Guided Practice
_X_ Links to Past Learning _X_ Independent Practice
_X_ Strategies Incorporated _X_ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategy/strategies that will be used in the
lesson and explain each one to the students.
_X_ Cognitive 1)_______________________ 2)_______________________
_X_ Metacognitive 1)_______________________ 2)_______________________
_X_ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
_X_ Whole Group _X_ Listening
_X_ Small Group _X_ Speaking
_X_ Partners _X_ Reading
_X_ Independent Work _X_ Writing
E. Learning Application
_X_ Dynamic
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Linked to Objectives
_X_ Promotes Engagement
HESM 431 Health Service Management Seminar 51
Integrated Activities of Content and Language to Achieve Content and Language
Objectives:
1. Facilitator will take attendance.
2. Facilitator will conduct a review of the topics covered in Workshop One. Each student
will create a concept map summarizing the important concepts and explain it to the class.
3. Facilitator will present and discuss the topic of policy planning: Mission, Vision, Goals,
and Objectives. In addition, facilitator will explain the process of strategic planning in
Health Services and will explain how to conduct a situation analysis evaluating the
internal and external environment of the organizations.
4. Students will work in small groups to discuss the importance of strategic planning in
health services, using the critical essays they had written as an assignment. Students will
then submit their essays to the facilitator.
5. Students will work in small groups to discuss the topic/questions on policy/strategic
planning in the healthcare industry posed by the facilitator. Each group will discuss one
of the questions/topics and will present their information to the class.
6. Students will summarize the topics discussed in this workshop and review the
assignments for Workshop Three. Facilitator will explain the oral presentation and the
written work on the progress of the Strategic Plan for that workshop.
7. Students will continue working on their digital portfolios following the guidelines in the
Digital Performance Portfolio Assessment Handbook.
HESM 431 Health Service Management Seminar 52
8. Students will continue working on the preparation of their oral presentation in Spanish
for Workshop Seven ensuring that all the guidelines determined by the facilitator are
followed.
9. Language Lab - students will continue working on the interactive activities designed to
develop/improve linguistic skills in English as determined by the facilitator.
Assessment:
1. Individual: Completion of the concept map explaining the major topics discussed in
Workshop One.
2. Group: Group collaboration and active participation in the discussion on the
topics/questions and exercises provided by the facilitator.
3. Oral: Presentation and explanation of the concept map explaining the main topics
discussed in Workshop One using correct Standard English.
4. Written: Critical essay on the assigned topics following all the guidelines determined by
the facilitator.
Lesson Wrap-Up:
1. Individual: Students will have one minute to draw/illustrate one of the most important
concepts they learned during this session.
2. Group: Students will share their one-minute drawings with the class, and colleagues will
guess what it represents. A whole group discussion will follow. Students will also have
the opportunity to ask questions regarding upcoming assignments and any topics covered
during this session.
HESM 431 Health Service Management Seminar 53
Taller Tres
Objetivos específicos de contenido
Al finalizar el taller, el estudiante será capaz de:
1. Explicar el rol del gerente de servicios de salud de un complejo hospitalario.
2. Discutir los estilos gerenciales y sus implicaciones en el éxito de las organizaciones
dedicadas a la salud.
3. Presentar la perspectiva general de la evolución, estructura y los problemas actuales del
sistema de salud.
4. Examinar las características particulares del cuidado de la salud, como producto, y las
relaciones cambiantes entre los pacientes, médicos, hospitales, aseguradores, patronos, las
comunidades y el gobierno.
5. Distinguir las características y las funciones de los proveedores de servicios, pagadores y
suplidores de la industria de la salud.
Objetivos específicos de idioma
Al finalizar el taller, el estudiante será capaz de:
Escuchar: Escuchar los informes de progreso de los compañeros, sobre el trasfondo de la
organización de salud que seleccionó para desarrollar su plan estratégico.
Hablar: Presentar un resumen reflexivo sobre la entrevista que realizó al administrador
de la compañía de salud, proyectando su voz a través de la claridad, entonación, el ritmo,
la velocidad, el énfasis, la fuerza y el volumen.
HESM 431 Health Service Management Seminar 54
Leer: Investigar, leer y analizar artículos profesionales, libros de texto y materiales de la
Internet para comprender la dinámica de las organizaciones de la salud, sus afiliados y su
impacto en el desarrollo del plan estratégico.
Escribir: Redactar un cuestionario para entrevistar al administrador, utilizando la
terminología del campo de la salud.
Enlaces electrónicos:
Will Business Management Save US Health Care?
http://hbswk.hbs.edu/item/7083.html
8 Key Issues for Hospitals and Health Systems - 2013
http://www.beckershospitalreview.com/hospital-management-administration/8-key-issues-for-
hospitals-and-health-systems-2013.html
Realigning Health with Care
http://www.ssireview.org/articles/entry/realigning_health_with_care
Statement of the American Hospital Association
http://www.aha.org/advocacy-issues/testimony/2012/120518-tes-ppaca.pdf.
Ciberlibro
Kongstvedt, Peter R. (2013). Essentials of managed health care. 6th ed. United States: Jones &
Bartlett Learning, Co.
Asignaciones que realizarán antes del Taller Tres:
1. Encuentre información sobre los temas del Taller Tres (vea el contenido temático). Debe
utilizar libros de referencia o revistas profesionales (journals).
HESM 431 Health Service Management Seminar 55
2. Redacte un resumen reflexivo, dejándose llevar por los artículos que leyó sobre
cualquiera de los objetivos del taller; recuerde incluir las referencias bibliográficas que
leyó. Además, envíe su resumen al foro de discusión de la clase y responda al menos a
dos comentarios de sus compañeros. Por favor, llegue preparado para presentar un
resumen de su análisis al resto de la clase.
Vocabulario clave de la lección - debe reflejar los objetivos y conceptos claves del taller
(El facilitador es responsable de proporcionar el vocabulario clave de la lección).
1.
2.
3.
Lista de materiales suplementarios para el taller:
1. Blackboard
2. Tell Me More, NetTutor
HESM 431 Health Service Management Seminar 56
Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica
las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio
de destrezas de lenguaje y académicas en cada clase.
A. Preparación de la lección B. Andamiaje (Scaffolding)
_X_ Adaptación del contenido _X_ Modelaje
_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida
_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente
_X_ Estrategias incorporadas _X_ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a
los estudiantes.
_X_ Cognitiva 1)_______________________ 2)_______________________
_X_ Meta cognitiva 1)_______________________ 2)_______________________
_X_ Socio afectiva 1)_______________________ 2)_______________________
C. Opciones de agrupamiento D. Integración de los dominios de idioma
_X_ Grupo completo _X_ Escuchar
_X_ Grupos pequeños _X_ Hablar
_X_ Trabajo en parejas _X_ Leer
_X_ Trabajo independiente _X_ Escribir
E. Aplicación de aprendizaje
_X_ Dinámica
_X_ Significativa y relevante
_X _Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
HESM 431 Health Service Management Seminar 57
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador revisará el material presentado en clase. Los alumnos compartirán sus
dudas acerca de lo discutido y las empresas seleccionadas para desarrollar su práctica de
administración clínica.
2. El facilitador registrará la asistencia de los alumnos en la lista oficial de matriculados.
3. El facilitador explicará los objetivos del Taller Tres.
4. Reunidos en pequeños grupos, los estudiantes presentarán un informe de progreso que
incluirá información acerca de la empresa que escogieron y los hallazgos de la entrevista
que realizaron al administrador de la misma. Además, proveerán una crítica constructiva
a las presentaciones de sus compañeros y les recomendarán ideas para el proyecto final.
El líder del grupo resumirá los comentarios y los presentará al resto de la clase.
5. El facilitador escuchará las presentaciones de los informes de progreso del plan
estratégico que trabajan como proyecto final.
6. Los alumnos se reunirán nuevamente en los subgrupos originales para discutir las
características particulares del cuidado de la salud, como producto, y las relaciones
cambiantes entre los pacientes, médicos, hospitales, aseguradores, patronos, las
comunidades y el gobierno. Finalmente, el líder del grupo presentará los hallazgos al
resto de la clase utilizando un organizador gráfico.
7. El facilitador guiará el análisis de L. Etheredge, S B Jones and L Lewin sobre las
funciones inherentes a la industria de la salud: proveedores de servicios, pagadores y
suplidores encontrado en: http://content.healthaffairs.org/content/15/4/93 , What Is
Driving Health System Change? (2013)
8. A modo de cierre, el facilitador explicará las tareas de los talleres subsiguientes, del
HESM 431 Health Service Management Seminar 58
cuatro al ocho, tales como: leyes, decretos y regulaciones que afectan la administración
empresarial en la industria de la salud, el proyecto especial en inglés y la presentación
oral final en español en el Taller Siete. Además, el facilitador programará reuniones
adicionales y discutirá la entrega de trabajos por Blackboard. El estudiante deberá
mantener la comunicación constante con el facilitador para informarle el progreso de su
informe.
9. E-Lab: Los estudiantes continuarán trabajando en los ejercicios interactivos
diseñados para desarrollar y mejorar las destrezas lingüísticas en español.
10. Los estudiantes continuarán trabajando en la preparación de su presentación oral para el
Taller Siete.
11. Los estudiantes continuarán trabajando en su portafolio electrónico siguiendo las
directrices señaladas en el Digital Performance Portfolio Assessment Handbook.
Evaluación:
1. Individual: Entrevista a un gerente de una empresa dedicada a la salud y el informe de
progreso del proyecto final, que trata sobre la planificación estratégica.
2. Grupal: Participación en clase acerca de la discusión de los problemas y situaciones
planteadas.
3. Oral: Recomendaciones a los compañeros y las presentaciones de los informes de
progreso del proyecto.
4. Escrita: Organizador gráfico para presentar los hallazgos
HESM 431 Health Service Management Seminar 59
Cierre del taller:
1. Individual: El estudiante escribirá una composición reflexiva sobre lo que aprendió en el
Taller Tres.
2. Grupal: Reunidos en pequeños grupos, los estudiantes comentarán acerca de las
empresas que seleccionaron y los hallazgos de la entrevista que realizaron al
administrador de la misma. Además, proveerán una crítica constructiva a las
presentaciones de sus compañeros y les recomendarán ideas para el proyecto final. El
líder del grupo resumirá los comentarios y los presentará al resto de la clase.
HESM 431 Health Service Management Seminar 61
APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class
discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
HESM 431 Health Service Management Seminar 63
“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
HESM 431 Health Service Management Seminar 64
“Can Do” Reading Rubric
National Proficiency Levels Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context
(not developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose
deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-
fictional texts that bridge personal, professional and academic themes, news articles, short stories, short
novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills
(e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context
(e.g., definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed
above)-evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns
to identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully
developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with
accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
HESM 431 Health Service Management Seminar 65
“Can Do” Writing Rubric
National
Proficiency
Levels
Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the
writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they distract
the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
HESM 431 Health Service Management Seminar 66
APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 67
Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6=
highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the following sheets that describe, in detail, all the writing traits that you are
evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand
Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33 - 36 points = A
Very Good: 29 - 32 points = B
Satisfactory: 24 - 28 points = C
Fair: 19 - 23 points = D
Poor: 0 - 18 points = F
HESM 431 Health Service Management Seminar 68
Trait #1: Idea and Content
Criteria per Level
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main
ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The
writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,
accurate, credible support
• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and
shares insights.
• content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are
developed by supporting details suitable to audience and purpose. The writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,
accurate, credible support.
• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares
insights.
• content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present,
although it may be limited or rather general. The writing is characterized by
• an easily identifiable purpose.
• clear main idea(s)
• supporting details that are relevant, but may be overly general or limited in places; when appropriate,
resources are used to provide accurate support.
• a topic that is explored/explained, although developmental details may occasionally be out of balance with
the main idea(s); some connections and insights may be present.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and
purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results
may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly
off-topic. The writing is characterized by
• an easily identifiable purpose and main idea(s).
• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations
heard elsewhere.
• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-
topic, predictable, or overly general.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or
questionable sources of information.
• difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is
characterized by
• a purpose and main idea(s) that may require extensive inferences by the reader.
• minimal development; insufficient details.
• irrelevant details that clutter the text.
• extensive repetition of detail.
1
The writing lacks a central idea or purpose. The writing is characterized by
• ideas that are extremely limited or simply unclear.
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the
development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 69
Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and
move the reader through the text easily. The writing is characterized by
• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to
follow.
• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and
move the reader through the text. The writing is characterized by.
• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is
characterized by
• clear sequencing.
• an organization that may be predictable.
• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may
lack subtlety.
• a body that is easy to follow with details that fit where placed.
• transitions that may be stilted or formulaic.
• organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.
The writing is characterized by
• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.
• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic
is...”, “These are all the reasons that…”)
• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,
numbering, etc.) may be overused.
• a structure that is skeletal or too rigid.
• placement of details that may not always be effective.
• organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible;
however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece
is simply too short to demonstrate organizational skills. The writing is characterized by
• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• a missing or extremely undeveloped beginning, body, and/or ending.
• a lack of transitions, or when present, ineffective or overused.
• a lack of an effective organizational structure.
• details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader
remains confused. The writing is characterized by
• a lack of effective sequencing.
• a failure to provide an identifiable beginning, body and/or ending.
• a lack of transitions.
• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.
• a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 70
Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply
committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,
engaging, or sincere. The writing is characterized by
• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong
personal voice, while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater
distance.).
• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to
communicate the message most effectively. The reader may discern the writer behind the words and feel a
sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,
honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to
the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The
writing is characterized by
• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong
personal voice while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater
distance.).
• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,
honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to
be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by
• a questionable or inconsistent level of closeness to or distance from the audience.
• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an
appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in
places.
• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately
casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,
the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by
• a limited sense of audience; the writer’s awareness of the reader is unclear.
• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two
later and the writing become somewhat mechanical.
• a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has
chosen a suitable voice. The writing is characterized by
• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• a voice that is likely to be overly informal and personal.
• a lack of audience awareness; there is little sense of "writing to be read."
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and
writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
• no engagement of the writer; the writing is flat and lifeless.
• a lack of audience awareness; there is no sense of “writing to be read.”
• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing
does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits
HESM 431 Health Service Management Seminar 71
Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to
audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen
and thoughtfully placed for impact. The writing is characterized by
• accurate, strong, specific words; powerful words energize the writing.
• fresh, original expression; slang, if used, seems purposeful and is effective.
• vocabulary that is striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and
purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully
placed for impact. The writing is characterized by
• accurate, specific words; word choices energize the writing.
• fresh, vivid expression; slang, if used, seems purposeful and is effective.
• vocabulary that may be striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional
and appropriate to audience and purpose. The writing is characterized by
• words that work but do not particularly energize the writing.
• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly
effective.
• attempts at colorful language that may occasionally seem overdone.
• occasional overuse of technical language or jargon.
• rare experiments with language; however, the writing may have some fine moments and generally avoids
clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and
purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled
with familiar words and phrases. The writing is characterized by
• words that work, but that rarely capture the reader’s interest.
• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.
• attempts at colorful language that seem overdone or forced.
• words that are accurate for the most part, although misused words may occasionally appear, technical
language or jargon may be overused or inappropriately used.
• reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
characterized by
• words that are colorless, flat or imprecise.
• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the
message.
• images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is
obscured. Only the most general kind of message is communicated because of vague or imprecise language.
The writing is characterized by
• general, vague words that fail to communicate.
• an extremely limited range of words.
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 72
Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is
characterized by
• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• extensive variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships
among ideas.
• varied sentence patterns that create an effective combination of power and grace.
• strong control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure
that makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing into the next.
• variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning.
• control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence
patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by
• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and
grace.
• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from
overall impact.
• strong control over simple sentence structures, but variable control over more complex sentences;
fragments, if present, are usually effective.
• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times
sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader
to slow down or reread. The writing is characterized by
• some passages that invite fluid oral reading; however, others do not.
• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence
patterns.
• good control over simple sentence structures, but little control over more complex sentences; fragments, if
present, may not be effective.
• sentences which, although functional, lack energy.
• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow
down or reread. The writing is characterized by
• significant portions of the text that are difficult to follow or read aloud.
• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very
awkward. The writing is characterized by
• text that does not invite—and may not even permit—smooth oral reading.
• confusing word order that is often jarring and irregular.
• sentence structure that frequently obscures meaning.
• sentences that are disjointed, confusing, or rambling.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 73
Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors
are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The
writing is characterized by
• strong control of conventions; manipulation of conventions may occur for stylistic effect.
• strong, effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors
are so few and so minor that they do not impede readability. The writing is characterized by
• strong control of conventions.
• effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization,
paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The
writing is characterized by
• control over conventions used, although a wide range is not demonstrated.
• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• spelling that is usually correct, especially on common words.
• basically sound paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse
the reader.
• moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is
characterized by
• some control over basic conventions; the text may be too simple to reveal mastery.
• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• spelling errors that distract the reader; misspelling of common words occurs.
• paragraphs that sometimes run together or begin at ineffective places.
• capitalization errors.
• errors in grammar and usage that do not block meaning but do distract the reader.
• significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede
readability. The writing is characterized by
• little control over basic conventions.
• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs.
• paragraphs that often run together or begin in ineffective places.
• capitalization that is inconsistent or often incorrect.
• errors in grammar and usage that interfere with readability and meaning.
• substantial need for editing.
HESM 431 Health Service Management Seminar 74
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text
difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult
to focus on the message and must reread for meaning. The writing is characterized by
• very limited skill in using conventions.
• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
• frequent spelling errors that significantly impair readability.
• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the
organization of the text.
• capitalization that appears to be random.
• a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
HESM 431 Health Service Management Seminar 75
APÉNDICE C/APPENDIX C
INFORMACIÓN ACERCA DEL LABORATORIO DE
IDIOMAS Y EL E-LAB
LANGUAGE LAB AND E-LAB INFORMATION
HESM 431 Health Service Management Seminar 76
Información acerca del laboratorio de idiomas y el E-Lab
El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar
sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo
largo de su carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en
línea, recursos de investigación y actividades de escritura guiada, que les permiten a los
estudiantes mejorar sus habilidades de comprensión auditiva y de lectura, pronunciación,
desarrollo de vocabulario, gramática y escritura.
El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for Speakers
of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas)
seleccionadas cuidadosamente, así como otras páginas web en español con el fin de satisfacer las
necesidades de los estudiantes. En adición, el laboratorio de idiomas y el E-Lab cuentan con
otros programas informáticos para el aprendizaje del idioma y del contenido académico, tales
como Tell Me More, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite a los
estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio requeridas en
sus clases. Para poder usar este programa, los estudiantes necesitan tener Internet, el navegador
Internet Explorer y acceso a la plataforma Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que permitirá
medir el progreso individual. Los estudiantes podrán mejorar su pronunciación, gramática y
destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con dos perfiles
diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias
cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en
vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un lapso de 72
horas. El sistema también cuenta con un banco de preguntas y respuestas frecuentes disponible
las 24 horas del día, los 7 días de la semana. NetTutor se puede acceder remotamente siempre
que exista conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:
Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadística (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
Sistemas de información computarizada (el estudiante debe estar matriculado en el
curso).
HESM 431 Health Service Management Seminar 77
Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea durante el
desarrollo del material académico y permite a su vez la interacción entre los estudiantes y el
facilitador. Los estudiantes usarán Wimba Voice para participar en los foros de discusión oral en
línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones.
El programa cuenta con 5 funciones:
Voice Authoring: permite grabar y escuchar contenido oral en páginas web.
Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro de
discusión en línea.
Voice Presentation: permite presentar contenido de páginas web con mensajes de voz.
Voice E-mail: permite enviar correos electrónicos con mensajes de voz.
Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.
HESM 431 Health Service Management Seminar 78
Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in
English and Spanish and to fulfill the content objectives of the course. Both labs count with a
wide variety of visual and auditory on-line exercises, Internet-based research, and guided writing
activities, that allow students to improve their skills in listening and reading comprehension,
pronunciation, vocabulary building, grammar, and writing.
The Language Lab also includes a package of 140 carefully selected English for Speakers of
Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the students’
needs. Additionally, the Language Lab and E-Lab have other software to boost language and
academic content learning such as Tell Me More, NetTutor, and Wimba Voice.
Tell Me More is an effective system for English and Spanish learning that allows students to
strengthen their skills and fulfill the Language Lab hours required in each class. Students must
have Internet connection, Internet Explorer browser, and access to Blackboard to be able to use
this program.
The system will initially assess students’ knowledge and create a learning path specifically
tailored to each student’s needs, thus allowing facilitators to measure every student’s progress.
Students will be able to improve pronunciation, grammar and listening skills from beginner to
advanced levels with two different profiles: everyday language and business oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and computer
classes (scheduled hours apply). For those classes which do not have live tutoring, students can
post questions and they will be answered within 72 hours. The system also has a “Frequently
Asked Questions” section available 24/7. NetTutor can be accessed remotely with an Internet
connection. This service offers tutoring for the following subjects:
English (available for all courses)
Spanish (available for all courses)
Statistics (student must be enrolled in the course)
Mathematics (student must be enrolled in the course)
Accounting (student must be enrolled in the course)
Computer Information Systems (student must be enrolled in the course)
HESM 431 Health Service Management Seminar 79
Wimba Voice is an electronic tool that promotes the use of voice online during the development
of the academic content, and allows students/facilitator interaction. Students will use Wimba
Voice to create voice posts for discussion boards, prepare voice presentations, send voice e-
mails, and for other assignments. The Wimba Voice program has 5 functions:
Voice Authoring: allows recording and listening to voice content on a webpage.
Voice Discussion Board: allows posting and listening to voice messages within
discussion boards.
Voice Presentation: allows presenting web content alongside voice messages.
Voice E-mail: allows sending voice messages via e-mail.
Voice Podcaster: allows creating and distributing voice messages to participants.
HESM 431 Health Service Management Seminar 80
APPENDIX D
LANGUAGE LAB/E-LAB DOCUMENTATION
Each student will complete this form and give it to the facilitator to be included as part of the
assessment criteria for the class. Students will receive one (1) point for every hour spent in the
Language Lab/E-Lab for a total of up to four (4) points per workshop for the completion of the
exercises recommended.
Ana G. Méndez University System
Language Lab/E-Lab
Attendance Log
Student’s Name: ______________________________________________________ Student’s ID Number: _____________________ Course Requiring Lab Hours (e.g. ENGL 050, MANA 501 ___________________ Facilitator’s Name: ____________________________________________________ Semester: ___________________ PT: _____________________
HESM 431 Health Service Management Seminar 81
CONTINUATION OF APPENDIX D
Language Lab/E-Lab Documentation
Each student should complete this form and submit it weekly to the facilitator as part of the class
evaluation.
Points: _____
AREAS OF
IMPROVEMENT
AND/OR
SUGGESTED BY
FACILITATOR
DATE ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE (O)
STAFF/FACULTY
SIGNATURE
Tell Me More
NetTutor
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Wimba Voice
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
Total number of hours: _______
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APÉNDICE E
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE
Nombre del estudiante: ________________________ Fecha: ___________________
Taller: __________________
0 – NO CUMPLIÓ 1 - DEFICIENTE 2 - PROMEDIO 3 - BUENO 4 – MUY BUENO
5 - EXCELENTE
Escriba una “X”en el cuadrado que corresponde a cada criterio. Suma los números hacia
abajo y al lado y divida entre 5 para obtener el promedio (10 puntos por taller).
CRITERIOS 0 1 2 3 4 5 N/A
1. Participa activamente de todas las
actividades de la clase.
2. Demuestra iniciativa y creatividad en
las actividades de clase.
3. Demuestra interés en las discusiones
presentadas en la clase.
4. Viene preparado a clase.
5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los
puntos y argumentos de sus
compañeros.
7. Respeta las preguntas y planteamientos
de los compañeros.
LENGUAJE
8. Contribuye frecuentemente a las
discusiones en clase utilizando el
idioma del taller.
9. Contesta preguntas del facilitador y los
compañeros utilizando el idioma del
taller correctamente.
10. Formula preguntas pertinentes al tema
de la clase utilizando el idioma del
taller.
Totales
(70% para contenido y 30% para
lenguaje)
Total
______
Promedio
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Comentarios
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Firma del facilitador: ____________________________________
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APPENDIX E
RUBRIC TO EVALUATE CLASS PARTICIPATION
Student’s name: ________________________ Date: ________________________
Workshop: ____________________________
0 - NOT EVIDENT 1 - POOR 2 - AVERAGE 3 - GOOD 4 - VERY GOOD
5 - EXCELLENT
Write an “X” in the box that applies for each criterion. Add the numbers down and across
to obtain the total. Divide by five (5) to obtain the average (10 points per workshop).
CRITERIA 0 1 2 3 4 5
1. Participates actively in class
discussions.
2. Demonstrates initiative and creativity in
class activities.
3. Demonstrates interest in class
discussion.
4. Arrives prepared to class.
5. Contributes to class with additional
material and information.
6. Demonstrates attention and empathy
towards contributions from classmates.
7. Respects questions and expositions from
classmates.
LANGUAGE
8. Contributes frequently to class
discussions using the language of the
workshop correctly.
9. Answers questions made by the
facilitator and classmates using the
language of the workshop correctly.
10. Formulates questions pertinent to the
class topic using the language of the
workshop correctly.
Totals
(70% for content and 30% for language)
Total
______
Average
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Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Facilitator’s signature: _________________________________
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APPENDIX F
RUBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION
Student’s name: _______________________________ Date: ___________________
Topic: ______________________________ Workshop: _______________________
Write the score received for each criterion in the SCORE column. Add the student’s scores
down to obtain the total out of 100.
Criteria Value Points Score
Content
Presents an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
presentation; demonstration, modeling,
and/or role playing projects the concept(s)
in a comprehensible manner, if applicable.
10
Presentation is organized and coherent,
and can be easily followed.
10
Demonstrates mastery of the theme or
subject by means of properly explaining
or demonstrating content without
incurring in errors.
10
Ideas and arguments of the presentation
are well-supported by the resources
presented, consulted or discussed in class.
10
Captures the attention and interest of the
audience and/or promotes their
participation, as applicable.
10
Demonstrates effective personal
projection, corporal posture, and
management of audience.
10
Uses a variety of speaking strategies to
define concepts; interprets, applies and
evaluates processes using experience of
concepts or content of class; uses
technology properly and effectively, if
applicable, during the presentation.
10
Language
Demonstrates linguistic skills in the
language of the workshop, including
vocabulary, syntax and flow of ideas;
10
HESM 431 Health Service Management Seminar 88
applies academic vocabulary effectively
to convey the message.
Uses appropriate pronunciation and
intonation and projects his/her voice
effectively.
10
Uses appropriate and correct grammar. 10
Total
(70% for content and 30% for
language)
Total : _______
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Facilitator’s signature: _________________________________
HESM 431 Health Service Management Seminar 89
APPENDIX G
RUBRIC TO EVALUATE CRITICAL ESSAY
Student’s name: _________________________________________________________
Date: _____________________________ Topic: _____________________________
Add the student’s scores down and across to obtain the total out of fifty points.
Criteria 5
Excellent
4
Very Good
3
Satisfactory
2
Unsatisfactory
1
Poor
Content
Purpose: Writer's
central purpose or
argument is readily
apparent to the reader.
Content: Presentation
of relevant and
legitimate information
clearly supports a
central purpose or
argument and shows a
thoughtful, in-depth
analysis of a
significant topic;
reader gains important
insights.
Organization: Ideas
are arranged logically
to support the purpose
or argument; they flow
smoothly from one to
another and are clearly
linked to each other.
Reader can easily
follow the line of
reasoning.
Feeling: Writing is
compelling; it hooks
the reader and sustains
interest throughout.
Critical Thinking:
Critiques context of
the scholarly discourse
in terms of the
HESM 431 Health Service Management Seminar 90
student’s assumptions.
Integrates different
disciplinary and
epistemological ways
of knowing and
includes evidence of
reflection and self-
assessment.
Draws conclusions
based on research-
based facts.
Demonstrates a
comprehensive grasp
of significant ideas to
reach a higher level of
understanding in an
organized manner.
Language
Demonstrates a
command of the
language of the
workshop, including
academic vocabulary,
syntax and flow of
ideas.
Uses spelling,
punctuation, and APA
style correctly.
Uses a level of
formality of language
that is appropriate for
the nature of the
document.
Totals
(70% for content and
30% for language)
Total
________
Facilitator’s signature: ______________________________________