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Course Criteria
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1.00 Credits
Research seminar designed to provide students involved in year long research and opportunity to discuss issues ranging from ethically dilemmas in research to appropriate research design and implementation. Students will meet six times throughout the semester with faculty mentors an faculty instructor. A final paper will be required discussing their current research project and its implications. Prerequisite: UUHSC 2500.
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1.00 Credits
Research seminar designed to provide students involved in year-long research an opportunity to discuss issues ranging from ethical dilemmas in research to appropriate research design and implementation. Students will meet six times throughout the semester with faculty mentors and faculty instructor. A final paper will be required discussing project and its implications. Prerequisite: UUHSC 2500.
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1.00 Credits
Service learning capstone course designed to provide an opportunity for students to utilize and refine leadership skills, facilitate the integration of HS Leap curriculum, and engage students in a hands-on learning process that will serve as a knowledge base for their community involvement throughout their professional lives. Students will meet 3 times as a class and 3 times with course instructor individually. Successful implementation of a partnership plan and final presentation are required. Prerequisite: Health Sciences Leap I, Health Sciences Leap II.
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1.00 Credits
Service learning capstone course designed to provide an opportunity for students to utilize and refine leadership skills, facilitate the integration of HS Leap curriculum, and engage students in a hands-on learning process that will serve as a knowledge base for their community involvement throughout their professional lives. Students will meet 3 times as a class and 3 times with course instructor individually. Successful implementation of a partnership plan and final presentation are required. Prerequisite: Health Sciences Leap I, Health Sciences II, Leap IV Fall.
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0.50 Credits
The goal of interprofessional collaboration and education is to encourage increased knowledge of the roles and responsibilities of other disciplines, and to improve communication and collaboration among disciplines in future work settings (Institute of Medicine, 2011). This interdisciplinary course is designed to prepare students for deliberately working together to improve the safety and quality of the health care utilizing telemedicine technology in rural communities. Through simulation-based patient care management scenarios, health profession students are provided the opportunity to engage in interactive learning with other disciplines using this technology. Complex patient care management simulation form the basis for these interprofessional education experiences designed to teach the principles of team-based care, communication, patient-centered care for patients with multiple chronic illness. The purpose of this course is to better prepare the future workforce to work together using technology to deliver care to residents in rural and remote communities who lack specialty medical and allied healthcare services. Both interprofessional collaboration and telemedicine is known to benefit providers and patients, while improving patient outcomes. Prerequisites: MD, NURS, PA, RPH, DO, Health, and SW students.
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0.50 Credits
The goal of interprofessional collaboration and education is to encourage increased knowledge of the roles and responsibilities of other disciplines, and to improve communication and collaboration among disciplines in future work settings (Institute of Medicine, 2011). This interdisciplinary course is designed to prepare students for deliberately working together to improve the safety and quality of the health care being provided in the ambulatory care setting. Technology is a critical component of interprofessional communication and teamwork. Through simulation-based patient care management scenarios, health professions' students are provided the opportunity to engage in interactive learning with other disciplines Complex patient care management simulations form the basis for these interprofessional education experiences designed to teach the principles of team-based care, communication, patient-centered care and improving patient outcomes. The use of information systems and debriefing methodologies are incorporated to facilitate discussions across disciplines and enhance teamwork. The purpose of this course is to better prepare the future workforce to practice in a team-based environment. Prerequisites: Matriculated Student in HSC Program.
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0.50 Credits
The goal of interprofessional collaboration and education is to encourage increased knowledge of the roles and responsibilities of other disciplines, and to improve communication and collaboration among disciplines in future work settings (Institute of Medicine, 2011). This interdisciplinary course is designed to prepare students for deliberately working together to improve the safety and quality of the health care being provided in the ambulatory care setting. Technology is a critical component of interprofessional communication and teamwork. Through simulation-based patient care management scenarios, health professions' students are provided the opportunity to engage in interactive learning with other disciplines Complex patient care management simulations form the basis for these interprofessional education experiences designed to teach the principles of team-based care, communication, patient-centered care and improving patient outcomes. The use of information systems and debriefing methodologies are incorporated to facilitate discussions across disciplines and enhance teamwork. The purpose of this course is to better prepare the future workforce to practice in a team-based environment. Prerequisites: Matriculated Student in HSC Program.
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4.00 Credits
First-semester Vietnamese for students who have no previous experience with the language. Students must receive a grade of C- or higher to continue in the series. This course develops listening and reading strategies with an emphasis on oral and written forms of communication.
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4.00 Credits
Second-semester Vietnamese. This course continues to develop listening and reading strategies with an emphasis on oral and written forms of communication. Prerequisites: "C-" or better in VIET 1010 OR Instructor Consent.
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4.00 Credits
Third-semester Vietnamese. Continued emphasis on listening and speaking skills with an increased emphasis on reading and writing skills as well as the culture of the Vietnamese speaking world. Prerequisites: "C-" or better in VIET 1020 OR Instructor Consent.
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