Health Promotion, Education, and Technology Program
Overview
Curriculum
Course Progression to the Final Capstone Project
Careers
Admission Criteria
What to Expect
Overview
The inter-professional leadership program is designed for potential and existing leaders working in clinical and non-clinical positions in health care. We also welcome professionals transitioning into health care as a second career. The leadership courses focus on population and global health, organizational learning, health care financing, entrepreneurship, strategic planning, and teamwork. Graduates are prepared for the role of change agent oriented toward improving health outcomes and health care system performance from the micro to the macro level.
Faculty approach teaching from an action-oriented learner-centered perspective, which strongly resonates with adults seeking flexible learning environments. Students direct the focus of their learning experiences in an environment enriched by a diverse student body with backgrounds in nursing, dental hygiene, dietetics, business, marketing, psychology, research project management, information systems, health and society, and veterinary science. Program faculty also have a variety of professional backgrounds, including nursing, health care administration, business, anthropology, social work, community health, and epidemiology.
Curriculum
The Unification Model at the University of Rochester School of Nursing is the philosophical approach used to organize the curriculum. Leadership in practice, education, and research is essential for excellence in health care. At the conclusion of the program graduates are prepared to:
- Articulate a shared vision for population health that includes expectations for inter-professional teams and complex health care systems to meet identified needs
- Lead health care system change to achieve measurable improvements in health and organizational outcomes
- Manage fiscal information and budgets to ensure stewardship of resources
- Integrate cultural knowledge in relationships, infrastructures, and policies that respects the diversity of employees and health care recipients
- Employ information technology to support communication, knowledge management, and decision making
- Synthesize the evidence base to ensure the delivery of high-quality health care
- Apply theory, best evidence, and robust methods to systems thinking and decision making
- Design information systems to enhance education and the effectiveness of individuals, teams, and complex health care systems
- Build relationships and partnerships to foster individual, team, and organizational learning
The Leadership Program is a part-time, 30-credit program. Students who complete the program are awarded an academic degree, MS, Leadership in Health Care Systems. Consistent scheduling of courses in an executive, all-day Friday format enables busy adults to more easily attend school while managing other professional and personal commitments.
Students can graduate in 1.5 years taking two courses every semester. Courses begin in January and graduation is in May the following year. For students needing to take more time to complete their graduate studies, there is a 2.5-year degree plan option. Students take one course in most semesters, beginning in January and graduating in May two years later. At the conclusion of the program students are academically prepared for further graduate study in education, nursing, pubic health, and health policy.
The Health Promotion, Education, and Technology concentration emphasizes leadership at the organizational and population level. Students learn strategies for promoting health and wellness with individuals, communities, and populations. The associated social, environmental, and political contexts of health are the focus of assignments about community assessment, business planning, and health promotion program design.
Course Progression to the Final Capstone Project
Progression through the program builds a foundation for the final leadership capstone project. Students complete a 180-hour field placement with an executive of a health care organization. In contrast to classroom-based courses where the student is placed at the center of the learning, during the capstone project learning is focused externally as students direct organizational projects. Learning from leaders who are experts in their fields enables students to gain real-world experience and forge invaluable professional relationships.
Careers
Our recent graduates have accepted positions at the following schools and health care organizations:
- CEO, Center for Entrepreneurship, University of Rochester School of Nursing
- Director, Center of Excellence in Telehealth and Practice-Enhancement Technologies, University of Rochester School of Nursing, Center for Entrepreneurship
- Director, Admissions Center , Strong Memorial Hospital
- Director, Planning and Marketing, Finger Lakes Health
- Project Coordinator, Regional Resource Center
- Project Supervisor-Administrative Analyst, Rochester City School District
- Marketing Manager, Trauma Program, University of Rochester Medical Center
- Director of Value Analysis, Highland Hospital
- Special Projects Consultant, Finger Lakes Health Systems Agency
- Care Manager, Monroe Plan
- Clinical Instructor, Robert s Wesleyan College , St. John Fisher College, UR SON
- Assistant Professor of Clinical Nursing, UR SON
- Instructor, Staff Development and Education, Highland Hospital and Strong Hospital
Admission Criteria
- Completion of a Bachelor of Science degree from an accredited college or university.
- Cumulative GPA of 3.0 preferred on a 4.0 scale from a bachelor's degree program.
- Statistics course with a grade of C or above.
- Microeconomics course with a grade of C or above is preferred.
- Professional statement.
- Two favorable references that address professional and/or academic ability, and leadership ability. It is desirable that one of the letters be from a professional in health care.
- Personal interview(s) with LHCS program faculty members.
- There is no minimum work requirement for the inter-professional leadership program. Successful candidates are able to demonstrate academic ability; leadership experiences and accomplishments in a variety of settings; and contributions to groups and communities through volunteerism or community service activities.
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For international students, TOEFL with a minimum score of 560 (paper-based), 230 (computer-based) or 88 (“i-based”)
What to Expect
Current students and program alumni tell us that the leadership program is reading and writing intensive and requires computer savvy. Getting the most out the learning experience requires building an expanded repertoire of skills for systems thinking and working in teams. A computer with broadband access to the Internet definitely helps with time management and is an essential tool for working on team projects with fellow students. Online learning using the Blackboard™ course management system is a new experience for most students. Tutorials and self-study help most students master Blackboard basics in a few weeks. In addition to classes on Friday, plan an additional one to two days each week to complete reading and assignments. Most leadership students work full time. They manage the responsibility of school by adjusting work schedules and by having full support from family and friends.
Related Links
Contact Us
University of Rochester 
School of Nursing
Box SON
Helen Wood Hall
601 Elmwood Avenue
Rochester, NY 14642
(585) 275-2375
