Full Course Description List:

PBHL Courses

3 credits

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students build a foundation for academic and professional success as social change agents. They assess the relationship of Walden’s mission and vision to professional goals. They establish connections with their peers and the broader Walden community. Students engage in course assignments focused on the practical application of scholarly writing, critical-thinking skills, academic integrity, ethics, and the promotion of professional and academic excellence within the field of psychology.

5 credits

Today’s business environment is characterized by increasing levels of complexity, competition, and change. Therefore, organizations must be designed to adapt quickly in order to survive. In this course, students apply business concepts and strategies to the design of organizations and the improvement of core business functions (e.g., operations management, marketing, finance and accounting, and information technology), in response to a rapidly changing external environment. In doing so, students consider the importance of aligning the design of an organization’s strategy, structure, culture, processes, and human resources practices to achieve organizational success. Students also explore topics such as product portfolio management, business process management, employer branding, quality management, and change management.

5 credits

Management in modern healthcare organizations has become increasingly more complex and challenging. Leaders in behavioral healthcare management can expect their roles and responsibilities to be multifaceted. In this course, students will explore the commonalities and differences between healthcare management in general and behavioral healthcare in particular. They will also consider what it means to be an effective leader and an effective manager and how to apply theories of leadership to the behavioral healthcare setting. Additionally, the range of management roles and functions will be identified and applied to a behavioral healthcare setting.

5 credits

This course provides an in-depth review of how global health-based strategies are used in the prevention of disease and disability in diverse populations. Students explore global health topics and disease prevention activities from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, cultural competency, health literacy, health policy, urbanization, globalization, the environment, and other factors influence disease. Students consider how research in disease prevention, health determinants, cultural ecology, and global health applies to public and community health efforts.

5 credits

An overview of marketing and public relations principles as they relate to public health, highlighting theoretical concepts that are commonly used in health communications research, is provided to students in this course. Topics include using social marketing techniques, promoting health literacy, developing community partnerships, and creating culturally sensitive and appropriate promotional materials. Students focus on using social media to identify and advance public health interests and ethical principles. Through case studies, students examine how they can use marketing practices to translate health research into social action and behavioral change.

5 credits

This course introduces students to the concept of social entrepreneurship and how it can be applied to create behavioral health business sustainability through strategy-focused solutions, market insight, and operational excellence. Students will gain an understanding of how sustainable development and sustainability principles are used as drivers for innovation, collaboration, and transformation. Topics also include creating a business plan and using management principles and strategic planning for organizational sustainability. The course uses case examples to discuss and analyze key issues related to the management of social entrepreneurial organizations.

Prerequisites

• DRWI 8504

5 credits

Grant writing is the method by which external funding can be secured by educational, community organizations, and non-profit agencies in order to provide services to the community. In this course, students will understand processes and gain basic skills needed for successful grant writing. These processes and skills consist of developing a project idea; identifying a funding agency; writing a compelling needs statement with goals and measurable objectives; developing a budget; collaborating with other people; submitting the grant application; understanding the grant review process; responding to the review; and managing the grant award. Course assignments allow students to apply and practice grant writing skills by developing a grant proposal based on an actual Request for Proposal (RFP).

5 credits

In this course, students learn to promote and implement organizational development and change by using fundamental techniques of change management. They examine and apply these tools, consulting competencies, approaches, and organizational change models. Students explore methods for improving individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to both their assessments of organizations and their development of strategies intended to address identified needs for change.

Prerequisites

• PBHL 8752

5 credits

Globalization, technological innovation, market factors, and social/cultural factors continually change the nature of business. Today’s industrial organizational professionals need to understand how organizations function within the contexts of these changes. This insight can help them to work through challenges and harness opportunities for organizational growth and development. In this course, students explore the implications of the changing nature of organizations. These considerations include increasing internationalization and virtual operation as well as new contemporary forms of organizational structure in a global interconnected economy. Students also explore the emergence and growth of the remote workforce, and the importance of examining emerging trends in response to global, local, and technological developments. Through contextual and application-based assignments, students address the unique opportunities and challenges for government, for-profit, nonprofit, international, and virtual organizations. As students apply the knowledge and skills they acquire, they will provide a diagnosis and recommendations for a specific organization's development efforts.

5 credits

Students in this course review past and current models of health behavior change, disease prevention, disease management, and relapse prevention. Coverage of health-related issues includes dietary needs, tobacco and drug use, safer sexual practices, and stress management. Students examine behavior change within specific populations (e.g., older adults, those with disability, different races/cultures/ethnicities) and factors that predict or serve as obstacles to lifestyle change and adherence. Additionally, students complete a grant-style proposal for a behavior change program of their design.

5 credits

In this course, students gain contemporary knowledge of economic principles such as efficiency and value as it relates to health care. The principles of health care financial management, including accounting and finance, are vitally important to the viability and ongoing operations of a health care entity. Students have the opportunity to interpret and analyze the financial statements, use and analyze financial ratios, utilize variance analysis, understand and implement operating and capital budgeting, and develop knowledge of the business planning process. Students create portions of a business/financial plan and assess the viability of their plan using accepted financial management tools.

Prerequisites

• PBHL 8002
• PBHL 8012
• PBHL 8214 or PSYR 8214
• RSCH 8110
• RSCH 8210
• RSCH 8310 (co-requisite)
• PBHL 8200
• PBHL 8301
• PBHL 8755

5 credits

The rapidly evolving health care system presents the health care administrator with complex challenges and risks. Health care administrators must possess the skills needed to assess federal, state, and local health care policies that frame the delivery of health care services. In this course, students assess and discuss key legal and ethical initiatives from diverse perspectives. Course work focuses on required knowledge of health care laws, policies, and regulations enacted by policymakers and regulatory agencies that impact health care. This also includes comprehensive health care reform issues impacting and influencing the role of the health care administrator. To help frame these concepts, students examine and analyze the ethical underpinnings and principles that health care organizations and administrators observe and follow in the delivery of services to patients.

Prerequisites:

• DRWI 8504

5 credits

In this course, students explore internal and external program evaluation, as well as tools to plan, measure, and improve programs. Major focuses of the course are team project management and professional communication skills. Participants work step-by-step to design an evaluation proposal and position it as a tool to seek funding for the program. Topics covered include request for proposal (RFP) analysis, resource identification, the role of ethical and professional standards in program evaluation, needs assessment, methods and measures of program evaluation, program sustainability, and stakeholder analysis and communication.

5 credits

In this course, students investigate the provision of resources for the delivery of public health services and the application of economic theories to health policy issues. Students explore how organizational characteristics interact with economic forces to produce systems performance outcomes, as well as how fiscal policy can influence the performance of public health systems. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Other topics include methods of economic evaluation and their usefulness in determining appropriate financing mechanisms for public health systems.

5 credits

This course will review how recent international issues such as terrorism, civil war, mass migration, and refugee crises influence development and the lives of human beings throughout the lifespan. It will examine how extreme life stressors such as exposure to disaster, war, terrorism, displacement, genocide, instability, loss of family, and death influence health (e.g., sanitation, diseases, reproductive issues) and mental health issues (e.g., trauma, anxiety, depression, adjustment difficulties, debilitating mental illnesses). The course also explores psychosocial well-being and development of infants, children, young adults, adults, and older adults within their specific contextual and cultural background. Students will investigate psychosocial support and approaches developed for health and mental health promotion of the affected individuals and how these psychosocial supports and approaches impact positive social change.

5 credits

Professionals in all areas of public policy and administration work with individuals and organizations of different cultures on a daily basis; therefore, global consciousness is vital to effective communication and interaction in the field. In this course, students explore and analyze the cultural values and styles of communication, reasoning, and leadership unique to their home culture. Students apply these concepts to better understand the people, values, and policies of other cultures. They also identify and become familiar with challenges that American nonprofit organizations face as they work internationally or cross-culturally within the United States. 

5 credits

In this course, students focus on the strategic resource management process in an organizational setting. As leaders in the health care field, students explore resource management within the context of the health care mission, planning resource allocation, program implementation, and program evaluation. Students will have the opportunity to assess their organization’s current strategic position and apply relevant theoretical models in health care settings to adjust management practices in a changing health care environment. Students can also address the organizational dynamics and change management processes of integrated health systems and their networks of hospitals, clinics, nursing homes, group practices and ancillary services.

5 credits

In an increasingly complex world, leaders and managers in public and nonprofit organizations plan strategies to fulfill the organizational mission and enhance stakeholder satisfaction. Students in this course explore the role and process of strategic planning, including collaboration, cooperation, and coordination. They also examine the benefits, challenges, and opportunities of strategic planning, in addition to the impact of globalization, innovation, and virtual environments. Students apply these concepts to real-life scenarios and develop a strategic plan for a nonprofit or public organization.

Prerequisites

• DRWI 8507 or DRWI 8507V 

5 credits

Public policy implementation can take place in various types of organizations. This course engages learners in a collaborative study of strategic planning, management, and leadership in the context of public and nonprofit organizations. Students in this course identify, analyze, and evaluate the intricate relationships between strategic planning, management, and leadership from an international perspective. This course connects three key institutional elements: “thinking, acting, and learning” strategically. Students apply a management systems approach as they develop, adopt, manage, and lead a strategic plan for an international public or nonprofit organization with an international focus. Students will understand the strategic context for practical decision making for international public and nonprofit organizations, emphasizing the central role of the environment in the strategic planning process. The course offers a hands-on approach that tests students’ ability to make effective and timely management and leadership decisions in complex and uncertain conditions.

5 credits

This course covers diseases and disorders in children and adolescents. Topics include diabetes, anorexia, headaches, epilepsy, burn injuries, cystic fibrosis, asthma, addiction, and adolescent obesity. Health promotion for children and adolescents is discussed, including cardiovascular health, nutrition, and exercise. Also covered are insights into special issues such as post-traumatic stress disorder, daily stress, sexually transmitted diseases, sleep disorders, and ethical and legal issues in pediatric and adolescent health psychology.

5 credits

This course examines healthcare issues in women and girls. Topics include: healthy development, trauma, coping, self-esteem, resilience, self-care, well-being, sexual health, relationships, roles, family, schooling, careers, motherhood, transitions, violence, security, bereavement, and positive aging.

Prerequisites

• PSYC 8745

5 credits

Students in this course examine healthcare organization governance principles, health laws and mandates, and health policy issues and practice, which directly impact healthcare leaders. Using case studies and hypothetical situations, students assess leadership roles and key ethical principles and challenges underpinning healthcare organizations. Students apply an interdisciplinary approach that employs sociological, political, economic, and ethical perspectives to increase performance and assure quality in healthcare delivery. Topics include healthcare policy, advocacy, laws, mandates, contracts, and ethical obligations in the healthcare setting.

Prerequisites

• DRWI 8504

5 credits

Health psychologists work toward positive physical, psychosocial, and behavioral outcomes for individuals, groups, and organizations. Health psychologists study health behavior in individuals and groups, relationships between patients and providers, how individuals and groups adapt to illness, damaging health behaviors, health cognitions, and many other related issues. In this course, students explore the biopsychosocial and social ecological models of health psychology, among others, as well as behavioral and biomedical theories, using them to study health in individuals and groups. Students examine the effects of psychological, behavioral, and social factors on physical health and wellness. Students also explore key health enhancing and compromising behaviors and how they are connected to chronic health conditions. Through the examination of seminal publications and current literature, students synthesize research on these issues in relation to various chronic health conditions.

5 credits

Healthcare administrators, more than ever before, are facing challenges and opportunities, given the dynamic nature of the healthcare industry. In this seminar-style course, students address how executive-level managers leading complex health systems can address issues and trends, as well as the current social and economic forces that impact the operations of healthcare systems. Students explore ways to improve Board of Director relationships, address financial challenges, and implement healthcare reform measures. As a result of this course, students are better able to visualize and address the quickly changing landscape of healthcare delivery. Students also address the cultural and equity-related issues that are present in the healthcare environment.

5 credits

Students in this course examine the application of behavioral theories in organizational settings. The focus is on individual, group, and organizational behavior. Topics include individual differences in employee motivation and job satisfaction, group development, team building, organizational leadership, and organizational design, culture, and development. Students acquire a broad knowledge base in organizational psychology, its research, and its applications.

5 credits

Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.

Prerequisites

• PBHL 8301
• DRWI 8504

5 credits

This course examines theories, techniques, and issues related to teaching psychology at the college/university level, both online and in person. The primary focus is on teaching skills, developing rapport with students, managing the course, and managing the classroom. Classroom communication and ethical issues relevant to both faculty and students are also covered.

5 credits

Students in this course are presented with an overview of instructional design, including its historical foundations, theories, and models. Students analyze learning theories in relation to instructional design theories and their philosophy toward teaching. Students critically analyze and apply taxonomies, course outcomes, learning objectives, instructional strategies, and assessment and evaluation approaches. Students also analyze challenges and future trends in instructional design for higher education and consider their role as agents of positive social change.

5 credits

Students in this course explore instructional design for the development of online courses. Different types of online courses and the roles of online instructors are addressed. Students analyze learning theories and approaches for promoting community in online classrooms. Students analyze criteria for developing learning objectives and online instructional strategies in relation to diverse student populations. Issues related to technology, copyright compliance, fair use, and academic integrity are explored. Students analyze assessment and evaluation approaches and explore future trends in online higher education in relation to delivery of instruction and positive social change.

Prerequisites

• PBHL 8763

5 credits

Statistical data indicate that people are living longer and the number of older persons is continually increasing. As the population ages, society must prepare to address their needs. Students in this course are provided with a multidisciplinary approach to the study of aging in contemporary societies. Students examine the biological, psychological, social, and societal contexts of aging. They also explore the historical and cross-cultural perspectives on aging, social theories of aging, managing chronic diseases, cognitive changes associated with aging, mental health issues, sexuality, and social interactions. Through a series of taskforce reports on various topics, such as sexually transmitted diseases, substance abuse, and elder abuse, students apply course concepts and critically examine current issues in gerontology.

5 credits

This course will serve as a platform for the ongoing collaborative learning communication between students and their doctoral study chairs and as a repository for drafts and documentation materials related to their doctoral study. In particular, students will focus on developing all sections of their prospectuses. By the end of the doctoral study lab, students will have completed their prospectuses. Behavioral Health Leadership (BHL) students will have completed the consulting skills intensive and the virtual residency prior to this doctoral study lab. In the Virtual Residency, students will have reviewed prospectus requirements, come up with hypothetical interview questions, and delineated the leadership team of their organizations with a preliminary idea of who they would be contacting. In the residency, they will also formulate prospectus outlines for a mock behavioral health practice problem. In this lab, students will be ready to begin fully developing their prospectuses and preparing for their doctoral studies. Specifically, they will focus on developing practice problems, purpose statements, the significance of their studies, backgrounds, conceptual frameworks, and sources of evidence- and data-collection strategies. The doctoral study is a demonstration of students’ scholarly ability to examine, critique, and synthesize knowledge, theory, and experience so that new ideas can be tested; best practices identified, established, and verified; and theoretical, practice, or policy constructs evaluated and advanced. In all cases, students engage in rigorous inquiry that results in new knowledge, insight, or practice, demonstrating efficacy in the world of behavioral health leadership

Prerequisites

• PBHL 8465
• PBHL 8315
• PBHL 8207
• DRWI 8507

5 credits

The focus of this course is the development of leadership competencies and skills to support the delivery of quality health care. Emphasis is placed on understanding tools and applications for improving health system performance. Using a systems approach, students explore the organizational structures that impact health care quality performance and, ultimately, patient outcomes. Using macro (enterprise-wide) and micro (individual and team performance) perspectives, students examine the leadership roles that define, develop, and support decisions affecting quality improvement strategies. Students in this course address how key organizational theories, principles, and concepts relate to achieving the effective and efficient delivery of safe health care services. Comparative effectiveness methods and strategies are introduced to aid leaders in building organizational capacity to utilize data to compete on quality and value measures. Through the development of a quality program initiative, students demonstrate an understanding of the impact an initiative has on organizational structure, its environment, and the system’s leadership.

5 credits per term until completion

This course is the first capstone course in a series of four that represents the final phases of study for Walden University doctoral students enrolled in the Behavioral Health Leadership program. Walden requires the doctoral study to reflect a high level of scholarly effort and to either expand existing knowledge or contribute to professional practice. In the capstone, doctoral students have the opportunity to integrate their academic learning with their applied skill set by demonstrating their ability to conduct an in-depth examination and/or assessment of a behavioral health practice problem. Students complete an applied practice-based study independently, with the guidance of their doctoral study supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete their proposal and carry out and analyze a research protocol and study. There are three options for completing the doctoral study. Options 1 and 2 are the main options. Option 3 is by petition only and reserved for students for whom Options 1 and 2 are not possible. Option 1: Student is assigned to an organization to work with for their doctoral study. Option 2: Student selects an organization to work with for their doctoral study. Option 3: Benchmarking. The final product should have the level of detail and sophistication expected of a doctoral-level scholar-practitioner in the discipline. In this first course, students will complete Section 1 of the doctoral study.

Prerequisites

• PBHL 8900

5 credits per term until completion

This course is the second capstone course in a series of four that represents the final phases of study for Walden University doctoral students enrolled in the Behavioral Health Leadership program. Walden requires the doctoral study to reflect a high level of scholarly effort and to either expand existing knowledge or contribute to professional practice. In the capstone, doctoral students have the opportunity to integrate their academic learning with their applied skill set by demonstrating their ability to conduct an in-depth examination and/or assessment of a behavioral health practice problem. Students complete an applied practice-based study independently, with the guidance of their doctoral study supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete their proposal and carry out and analyze a research protocol and study. The final product should have the level of detail and sophistication expected of a doctoral-level scholar-practitioner in the discipline. In this second course, students will complete Section 2 and some sub-sections of Section 3 of the doctoral study.

Prerequisites

• PBHL 9001

5 credits per term until completion

This course is the third capstone course in a series of four that represents the final phases of study for Walden University doctoral students enrolled in the Behavioral Health Leadership program. Walden requires the doctoral study to reflect a high level of scholarly effort and to either expand existing knowledge or contribute to professional practice. In the capstone, doctoral students have the opportunity to integrate their academic learning with their applied skill set by demonstrating their ability to conduct an in-depth examination and/or assessment of a behavioral health practice problem. Students complete an applied practice-based study independently, with the guidance of their doctoral study supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete their proposal and carry out and analyze a research protocol and study. The final product should have the level of detail and sophistication expected of a doctoral-level scholar-practitioner in the discipline. In this third course, students will complete and defend their proposal (Sections 1, 2, and 3) and complete Section 4 of their doctoral study.

Prerequisites

• PBHL 9002

5 credits per term until completion

This course is the fourth capstone course in a series of four that represents the final phases of study for Walden University doctoral students enrolled in the Behavioral Health Leadership program. Walden requires the doctoral study to reflect a high level of scholarly effort and to either expand existing knowledge, or contribute to professional practice. In the capstone, doctoral students have the opportunity to integrate their academic learning with their applied skill set by demonstrating their ability to conduct an in-depth examination and/or assessment of a behavioral health practice problem. Students complete an applied practice-based study independently, with the guidance of their doctoral study supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. The final product should have the level of detail and sophistication expected of a doctoral-level scholar-practitioner in the discipline. In this fourth course, students should complete and defend their doctoral study (Sections 1–5), present their findings and recommendations to leaders at the behavioral health organization (Options 1 and 2 only), and submit a public copy of their doctoral study to ProQuest for publication. If you do not complete your doctoral study requirements by the end of this course, you will need to re-enroll. “S/U” grading will still be applied for those who do not complete 80% of the coursework.

Prerequisites

• PBHL 9003