Integrating the Internet into health administration education: a report from AUPHA's Faculty Internet integration task force.

HRSA funded a survey to determine what Internet resources would be most useful to AUPHA membership. This manuscript describes the Internet-intensive survey methodology, reports the survey results, and lists the task force recommendations. The task force used sequential questionnaires posted on the Web to gather both potentially useful Internet resource ideas and membership perceptions of the importance of each idea. Resources recommended by survey participants and the Task Force members emphasized potential improvements to the AUPHA and AUPHA-member Web pages.

Health care executive education and training.

This paper examines the new situation of unprecedented change in the health care field--in which yet greater demands are in place for executive performance--and studies the educational and learning resources available to health care executives. The virtual transformation of the field requires new skill sets, competencies, and knowledge for high performing executives. How well is the field as a whole doing in providing appropriate learning opportunities? How well are health care organizations doing in effectively utilizing these resources of the field? What are the most crucial and immediately pertinent competencies needed; what are the topics of prime interest? And, are the overall learning efforts cost-effective with efficacious means of evaluation? These are the questions addressed by this article ... with the answers drawn from health care executives themselves.

Trauma raises questions.

In an era of shrinking federal resources and a growing indigent patient population, how can a major hospital retain a successful trauma center that doesn't drain its financial base? Jeptha W. Dalston, Ph.D., president of Houston's Hermann Hospital, a 516-bed institution that revamped its trauma center, and, in the process, turned its bottom line from red to black, discusses the important issues hospital administrators must address before closing the door on emergency care.

A professional imperative.

Nurses at the University of Michigan Hospitals (UMH) have been organized since 1974 into a bargaining unit of the Michigan Nurses' Association (MNA), known as the Professional Nurse Council. There have been several bargaining periods and contracts. The most recent contract prior to the strike terminated in September, 1980. Following this contract expiration, negotiations occurred, month after month, between the union and the hospital's bargaining team. At times, it appeared as though settlement was imminent, but negotiations continued on through the fall of 1980 and into the winter of 1981. A state-appointed mediator failed to solve the problem. The authors contend that the principal issues were not those being negotiated at the bargaining table.

Collaborative practice: myth or reality?

In response to demands of internal constituencies and pressures from external forces, many healthcare institutions have been experimenting with collaborative practice, wherein professionals function interdependently in patient-centered healthcare. In this article, the authors move beyond philosophical constructs and focus on the essential elements of this important innovation. Making collaborative practice a reality in institutions requires an understanding of the essential elements, persistent and continuing efforts, and rigorous evaluation of outcomes. Satisfaction, quality, and cost effectiveness are essential factors on two dimensions: outcomes for patient care providers; and outcomes for patients. Ultimately, collaborative practice can be recognized by demonstrated effective communication patterns, achievement of enhanced patient care outcomes, and efficient and effective support services in place. If these criteria are not met, collaborative practice is a myth and not a reality in your institution.

A career imperative.

The hospital industry has experienced major change in its organizational, delivery, financial, and social schema. As a result, the role of the healthcare executive has also changed. The new professional administrator requirements have called for the lengthening of academic programs to meet the evolving challenges of the industry. The lack of a formal means of entry into the profession has left many confused because of the various professional development models available. Without proper advice, these do not hold significant distinction for the recent graduate. Academic programs have been lengthened from one to two years of academic coursework while the traditionally required residency has been virtually eliminated. Increased demands on both practitioners and professors of academic programs have caused a schism between theory and practice, adversely affecting the student preparing for the profession. The problem is compounded by the various professional development models available and the several opinions as to which is "best". The confusion for students, faculty, and practitioners which has resulted must be minimized through recognition of the problem, clarification of terminology, bridging the gap between academic and practice, and a rekindling of the mentor/protege relationship.