The Des Moines University Medicine and Health Sciences Master of Health Care Administration program’s curriculum prepares students to become leaders in various healthcare settings. The M.H.A. program prioritizes competency development and interprofessional education and experience to foster students’ ability to enter the health sector and obtain entry- to mid-level health care leadership positions.
Competency Model
The DMU M.H.A. program utilizes the National Center for Healthcare Leadership competency model version 3.0.
The NCHL competency model includes four action domains and three enabling domains. The action domain competencies relate to the direct work of the job while the enabling domain competencies reflect professional development and self-awareness competencies. The model includes 28 competencies, each with specific behavioral expectations. Each summative assessment in DMU’s M.H.A. program is linked to at least one of these specific competencies.
Completing the program's activities and assessments helps students understand the specific health care leadership skills they are developing.
Action Domain Competencies
Action domain competencies relate to the direct work of the job:
Boundary Spanning
Execution
Relations
Transformation
Enabling Domain Competencies
The enabling domain reflects professional development and self-awareness competencies:
Values
Health System Awareness and Business Literacy
Self-Awareness and Self-Development
Grading Policies
Assessments throughout the M.H.A. program are graded with rubrics that clearly inform students of their performance strengths and weaknesses. All assignments are scored on a typical 0-100% scale. Student competence is evaluated as follows:
- Below 70%: Student did not demonstrate competence
- 70-80%: Competency met 70-80%
- 80-90%: Competency met 80-90%
- 90-100%: Competency met 90-100%
Percentage is also tied to a letter grade, following the M.P.H. / M.H.A. grading policy.
Teaching, Learning and Assessment Methods
Master of Health Care Administration program faculty utilize a variety of lower- and higher-level teaching, learning and assessment methods to ensure multiple opportunities for competency development and achievement. Across the M.H.A. program, students engage in lower-level teaching and learning methods approximately 50% of the time and higher-level methods approximately 50% of the time.
Lower-Level Teaching and Learning Methods
- Required textbook and scientific article readings
- Pre-recorded lectures with media
- Online discussion forums with fellow students and faculty
- Interactive learning modules or tutorials
Higher-Level Teaching and Learning Methods
- In-class presentations
- Case studies/case analyses
- Team or group-based activities
- Simulations
- Field-based learning opportunities
- Reflective learning
In addition to the above teaching and learning methods, faculty utilize a variety of lower- and higher-level assessment methods. Across the M.H.A. program, approximately 80% of evaluations utilize higher-level assessment methods, while approximately 20% are based on lower-level assessment methods.
Lower-Level Assessment Methods
- Quizzes and exams
- Papers and reports (e.g., research reports)
Higher-Level Assessment Methods
- Synthesis, analysis-based exams
- Case review and feedback
- Project review and feedback
- Class participation
- Experiential report
- Strategic or consulting projects
Length of Program
The Master of Health Care Administration program at Des Moines University Medicine and Health Sciences offers flexible enrollment, allowing students to earn their degree in as little as two years. Its calendar is based on five 8-week terms. Students earn 47 total credit hours in 19 courses — 44 academic course credit hours and a required three-credit-hour Field Based Learning or Long Term Care Internship. This required class is to be completed in-person, at an organization of the student’s choice, including any current places of employment.
Interprofessional Experiences
Online Seminars and Development
Students participate in seminars that connect them with other members of the health care industry. Within these teams, students collaborate to address issues, solve problems and enhance real-world organizations with their work.