About the profession
Demand for long-term care administration is high due to the large number of assisted living, nursing facilities and continuing care retirement communities across the United States. This trend is expected to continue for the next three decades as baby boomers reach their senior years.

The long-term care segment of the health-care industry encompasses several types of services. The continuum of care focuses on the needs of the clients as they require various levels of care for extended periods of time. For example, a mentally challenged person may reside in a residential group setting, but may also need community services such as transportation to access employment opportunities. Also, a senior citizen may require hospitalization for a stroke, but be discharged to a rehabilitation and nursing center for treatment and then go home with the assistance of a home aide from the local health department.

Due to sheer numbers, the elderly population utilizes the majority of long-term care services. With the national elderly population standing at approximately 13 percent of the total population and projected to be 18 percent by 2030, many corporations are accelerating plans to increase services associated withaging. Additionally, community services are playing an increasingly important role in the long-term care arena, because many residents are discharged to their homes and require services such as Meals on Wheels, personal hygiene assistance or adult day services transportation.

About the program
The mission of Health Services Administration and the Long-Term Care Administration programs is to provide the academic foundation to be successful in the health-care field. Health services administration students who graduate from Ohio University will have a thorough understanding of the health-care industry and its professional environment. Long-term care administration students who graduate from Ohio University are prepared to enter the multifacted profession that focuses on skilled nursing, assisted living and continuing-care retirement communities.

The Long-Term Care Administration program at Ohio University is accredited by the National Association of Boards of Examiners of Long-Term Care Administrators (NAB). The curriculum focuses on courses including gerontology, nursing facility and assisted-living regulations, accounting, reimbursement, marketing, health policy, law and human resource management. A gerontology certificate is earned in conjunction with the bachelor of science in health (BSH), and students can easily complete a double major in health services administration and long-term care administration.

The Ohio University Chapter of the American College of Health Care Administration (ACHCA), a national organization devoted to the professional needs of long-term care administrators, is available to students to assist in providing opportunities such as guest speakers and employment networking.

Professional licensure is required in most states to operate a nursing facility. Therefore, students should be prepared to sit for national and state boards upon completion of the degree requirement. The long-term health care administration option fulfills the academic preparation necessary for graduates to qualify to take the state licensure examination of the Ohio Department of Health Board of Examiners for Long-Term Care Administrators, as well as the National Board through the National Association of Board Examiners for Long-Term Care Administrators. Students may decide to prepare for licensure boards in other states.

Graduates of Ohio University's Long-Term Care Administration program have historically been successful in the profession. Many are recruited by national and regional companies for administration and management positions.

What alumni say
"Ohio University's Long-Term Care Administration program provides small classes where students really get a chance to know each other and their professors. The networking opportunities were very valuable."
-- Le-Ann Harris, Class of '90 and '92, senior regional director, Alterra Health Care Corp., Columbus, Ohio

"It is clear that the long-term care profession is the next frontier in terms of growth and opportunities for graduating college students. While some professions are struggling economically, health-care companies need quality administrators. Our company has been extremely satisfied with the performance of Ohio University's graduates!"
-- Cole T. Marvin, Class of '98, administrator, Life Care Services, Honolulu, Hawaii

Scholarships and Financial Aid
Along with federal and state aid programs such as Pell Grants, College Work Study, Perkins loans, Supplemental Education Opportunity Grants, and Stafford Student Loans, Ohio University awards academic scholarship to incoming freshmen and upperclass students each year on a competitive basis. For more information, contact the OU Office of Student Financial Aid and Scholarships.

Program contact
Lisa Yehl
740.593.1223
yehl@ohio.edu

Curriculum
To graduate from the program, students must complete all courses listed as requirements in the Ohio University Undergraduate Catalog. In addition to requirements specific to the major, the program includes required courses in:

Health Administration core:
BIOS 103 Human Biology
Or BIOS 170 Intro to Zoology
CS 120 Computer Science Survey
EH 260 Intro to Environmental Health and Safety
HLTH 202 Intro to Health and LIfestyle Choices
HLTH 204 Alcohol, Tobacco, and Other Drugs
HLTH 217 Intro to Health Care Organizations
HLTH 230 Medical Terminology
HLTH 316 Human Resource Management and Training in Health Care
HLTH 340 Contemporary Problems in Health Care Organization
HLTH 421 Financial Administration of Health Facilities
HLTH 422 Reimbursement Payment Systems in Health Care
HLTH 480 Practicum in Health Administration
HLTH 482 Internship in Long-Term Care Administration

Required professional courses:
ACCT 101 Financial Accounting
ECON 103 Principles of Microeconomics
EDCE 410 Human Relations
HCCF 380 Death and Dying
HCFN 128 Intro to Nutrition
HLTH 225 Long-Term Care Administration I
HLTH 290 Health Aspects of Aging
HLTH 325 Long-Term Car Administration II
HLTH 330 Community Health Epidemiology
HLTH 405 Long-Term Care Administration III
HLTH 406 Alternatives to Traditional Long-Term Care
PSY 101 General Psychology
PSY 374 Psychology of Adulthood and Aging
SW 101 Intro to Social Welfare and Social Work

Other:
(Oneeach from the following two groups)
INCO 301 Empirical Research Application
PSY 120 Elementary Statistical Reasoning
PSY 221 Statistics for Behavioral Sciences
SOC 351 Elementary Research Techniques
SW 381 Counseling Older Adults
SW 486 Aging in American Society
HSLS 300 Communication Disorders in the Elderly
PESS 421 Principles of Aging and Physical Activity

Plus 4 hours from HCCF, PSY, SOC or SW at the 300 level or above.

Students are also required to complete two field-experience assignments:

• A 400-hour practicum performed in a health-services organization or agency. Its intent is to expose the student to an area of interest that he/she would like to learn more about, and includes operational practices and issues in various departments such as nursing, dietary, rehabilitation, laundry, housekeeping, activities, maintenance and administration. The practicum is generally performed in the student's junior year (or in the summer between the junior and senior year). It is primarily an observational experience, in which the student “shadows” individuals who are performing their job on a daily basis. As part of the learning experience, it is expected that the student will ask many questions of the individual being observed. While a project or assignment is not a requirement for the practicum, the organization or department can involve the student in productive activities which benefit the agency and enhance the student's learning experience.
• A second 400-hour internship performed in a health-services organization or agency. This internship is performed in the student's senior year after all academic coursework has been completed. It is intended to represent the final “capstone” experience student. The internship is project-based in that the student is expected to produce tangible output for the host organization. The amount and type of projects are determined by interaction between the preceptor and student. It is expected that the student will select an internship site which is consistent with career interests and objectives.