Author: admin

Discussion: Reasoning in a Specialty Area Discussion Essay

Bring to mind an important practice-related decision you have made recently. How did you approach this decision? What aspects of your specialty expertise informed your decision-making?

Evaluate your decision now in light of the principles of clinical reasoning presented in the Learning Resources this week. What new insights arise about your decision making as you look at it through this lens? What questions emerge as you reflect how you use reasoning in your practice?

In this Discussion, you and your colleagues examine the application of reasoning strategies in your specialty area of practice, particularly as it is connected to your EBP Assignment question Reasoning in a Specialty Area Discussion Essay.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare:

Consider the definition of 
clinical reasoning
 and how it is distinguished from other terms in the Simmons article.

Bring to mind key characteristics of your specialty area. Is the concept of clinical reasoning relevant and sufficient to describe the 
process
you utilize as you make decisions and solve problems in your area of specialization? Why or why not? If not, what terminology would be more useful for defining or characterizing this process? Reasoning in a Specialty Area Discussion Essay.

Review the literature to identify at least two specific examples of reasoning strategies used in your specialty area. These may be part of your literature review related to your EBP Assignment question(s).

Reflect on your EBP Assignment question(s). Reexamine your project question(s) through this lens of clinical, or alternately termed, reasoning.

By Day 3

Post 
a cohesive scholarly response that addresses the following:

How are reasoning strategies most often applied in your specialty area? Provide at least two specific examples supported by the literature.

How can you apply reasoning strategies to the refinement of your EBP Assignment question(s)?

Read
 a selection of your colleagues’ responses.

By Day 6

Respond 
to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Reasoning in a Specialty Area Discussion Essay.

Offer and support an alternative perspective, using readings from the classroom and/or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence Reasoning in a Specialty Area Discussion Essay.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8410_ Week2_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Reasoning in a Specialty Area Discussion Essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

Reasoning in a Specialty Area Discussion Essay

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Reasoning in a Specialty Area Discussion Essay

Total Points: 30

Name: NURS_8410_ Week2_Discussion_Rubric

NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment

Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Assignment

In many of the courses in the DNP program, you have been asked to analyze research literature when exploring issues in health care. Reflect now on an issue in your practice area that has different outcomes from what is supported by the literature. For example, the literature evidence notes that nosocomial infections are reduced when procedures such as hand washing, glove use, and isolation strategies are implemented. In your clinical area, you have implemented these strategies and you are not seeing a reduction in nosocomial infections.

ORDER A PLAGIARISM-FREE PAPER HERE

For Application 1, you select an issue that will serve as the launching point for your Evidence-Based Practice (EBP) Assignment.

Before you proceed with this assignment, you may wish to review the 
overview of the full EBP Assignment
.

To prepare
 for Application 1:

Consider the specifics of your practicum setting, as well as practice-related challenges in your specialty area that interest you. Brainstorm practice issues in which an outcome is different from what would be expected according to the research literature. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

Select one issue to focus on for this assignment. This will be your issue for the entire EBP Assignment, so be sure it is one that will enable you to fulfill the project requirements (e.g., you can develop new approaches to practice). You may wish to speak with your Practicum Mentor about your selection.

Explore the research literature on this issue.

To complete Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Assignment:

In a 1- to 2-page paper, address the following:

Provide a summary of the selected practice issue in which the outcome is different from what would be expected according to the research literature. (
Note:
 The issue you select must be suitable for completing the entire EBP Assignment.)

By Day 7 of Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Assignment

Application 1 is due.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

NURS 8410 Week 2: Applying Complex Reasoning Strategies

You likely make countless decisions in your day-to-day practice—many with significant consequences. How do you gather and assess information? Evaluate its significance? Weigh possible actions? As a DNP-prepared nurse, it is essential to engage in self-reflection and further your awareness of how your decision-making processes and use of professional judgment can promote the application of effective practices in your specialty area.

Reasoning strategies guide current practice as well as the development and adoption of new, innovative approaches to improve practice in the specialty areas—a topic that will be explored in depth during upcoming weeks of this course.

This week you begin to develop your small-scale Evidence-Based Practice (EBP) Assignment in your practicum setting. In Application 1—the first in a series of assignments in which you will convey your insights and analysis of the EBP Assignment—you are asked to identify an issue related to practice in which an outcome is different from what would be expected according to the research literature. This issue provides the foundation for future development of the project.

Learning Objectives

Students will:

Apply reasoning strategies in a nursing specialty area

Evaluate outcomes in a specialty practice area that differ from the research evidence

Photo Credit: [Science Photo Library – PASIEKA]/[Brand X Pictures]/Getty Images

NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice
 (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 1, “The Importance of Research in the Doctor of Nursing Practice Degree”

Read pages 12-18 beginning with “The DNP Graduate With an Aggregate Focus”In this section of Chapter 1, the author explains relationship between the DNP clinician, the research process, and developing an effective evidence-based practice. The author also discusses facilitating change in practice based on critically appraised and validated evidence. In addition, Carper’s four essential patterns of “knowing” in nursing and Rosswurm and Larrabee’s six-phase model for reviewing research are highlighted. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses. 
Journal of Pediatric Nursing,
 28, 479-485.

Note:
 You will access this article from the Walden Library databases.

Harkanen, M., Voutilainen, A., Turunen, E., & Verhvilainen-Julkunen, K. (2016). Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses, 
Nurse Education Today
, 41, 36-43.

Note:
 You will access this article from the Walden Library databases.

Lee, J., Lee, Y., Bae, J., & Seo, M. (2016). Registered nurses clinical skills and reasoning process: A think-aloud study. N
urse Education Today
, 46, 75-80.

Note:
 You will access this article from the Walden Library databases.

Simmons, B. (2010). Clinical reasoning: Concept analysis. 
Journal of Advanced Nursing, 66
(5), 1151-1158.

Note:
 You will access this article from the Walden Library databases.

Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Project (6 points)

 

To students: 
In addition to the Learning Resources and facilitated discussions provided each week, you are expected to integrate articles from peer-reviewed journals to inform and support your positions and conclusions in the Application Assignments. Graduate-level scholarship provides the foundation for your work and requires a higher level of evidence than lay references, such as the dictionary, Wikipedia, general Internet sites, nursing newspapers, expert opinion, and the like. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

In a 1- to 2-page paper, address the following:

Provide a summary of the selected practice issue in which the outcome is different from what would be expected according to the research literature. (
Note:
 The issue you select must be suitable for completing the entire EBP Project.) (6 pts)

Note:
 Up to 2 points may be deducted for grammar, spelling, and/or APA errors.

This Application is due by 
Day 7
 of 
Week 2
.

Assignment: Application 2: Laying the Foundation for New Approaches to Practice

This week you have been exploring the interrelationship between theory, knowledge, and research and evidence-based practice. As you begin Application 2, which builds on the work completed for Application 1, consider how evidence-based approaches based on theories from disciplines other than nursing could be used to guide your EBP Assignment.

To prepare
:

Using the Walden Library and other scholarly resources, locate evidence-based practice approaches based on theories from disciplines other than nursing.

Evaluate various approaches and determine if one could be used to support your EBP Assignment.

You will incorporate this information into Application 2 as you continue to develop it next week.

By Day 7 of Week 5

Application 2 is due.

Practicum

Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

By Day 7 of Week 7

Reminder:
 You will submit your time log and a journal entry in Week 7.

Week in Review

This week
, you evaluated evidence-based approaches on theories from non-nursing disciplines and research designs that address specific issues in a specialty area.

Next week
, you will examine evidence-based practice models and frameworks that assist with the adoption of new practice approaches. NURS 8100: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Essay Assignment.

NURS 8410 Discussion: Reasoning in a Specialty Area

Bring to mind an important practice-related decision you have made recently. How did you approach this decision? What aspects of your specialty expertise informed your decision-making?

Evaluate your decision now in light of the principles of clinical reasoning presented in the Learning Resources this week. What new insights arise about your decision making as you look at it through this lens? What questions emerge as you reflect how you use reasoning in your practice?

ORDER A PLAGIARISM-FREE PAPER HERE

In this Discussion, you and your colleagues examine the application of reasoning strategies in your specialty area of practice, particularly as it is connected to your EBP Assignment question.

To prepare for Discussion: Reasoning in a Specialty Area:

Consider the definition of 
clinical reasoning
 and how it is distinguished from other terms in the Simmons article.

Bring to mind key characteristics of your specialty area. Is the concept of clinical reasoning relevant and sufficient to describe the 
process
 you utilize as you make decisions and solve problems in your area of specialization? Why or why not? If not, what terminology would be more useful for defining or characterizing this process?

Review the literature to identify at least two specific examples of reasoning strategies used in your specialty area. These may be part of your literature review related to your EBP Assignment question(s).

Reflect on your EBP Assignment question(s). Reexamine your project question(s) through this lens of clinical, or alternately termed, reasoning. NURS 8410 Discussion: Reasoning in a Specialty Area.

By Day 3 of Discussion: Reasoning in a Specialty Area

Post 
a cohesive scholarly response that addresses the following:

How are reasoning strategies most often applied in your specialty area? Provide at least two specific examples supported by the literature.

How can you apply reasoning strategies to the refinement of your EBP Assignment question(s)?

Read
a selection of your colleagues’ responses NURS 8410 Discussion: Reasoning in a Specialty Area.

By Day 6 of Discussion: Reasoning in a Specialty Area

Respond 
to 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective, using readings from the classroom and/or from your own research in the Walden Library. NURS 8410 Discussion: Reasoning in a Specialty Area.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Reasoning in a Specialty Area

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8410_ Week2_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*. NURS 8410 Discussion: Reasoning in a Specialty Area

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

NURS 8410 Discussion: Reasoning in a Specialty Area

CONTRIBUTION TO THE DISCUSSION

NURS 8410 Discussion: Reasoning in a Specialty Area

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. NURS 8410 Discussion: Reasoning in a Specialty Area

NURS 8100 Week 1 Assignment: Introduction to the Evidence-Based Practice (EBP) Assignment

Introduction to the Evidence-Based Practice (EBP) Assignment

As a part of your practicum experience in this course, you will engage in a small-scale Evidence-Based Practice (EBP) Assignment. This project will enable you to apply many of the concepts presented in the Learning Resources; it provides an authentic learning experience to enhance your specialty area knowledge and support your growth as a scholar-practitioner Introduction to the Evidence-Based Practice (EBP) Essay Assignment.

ORDER A PLAGIARISM-FREE PAPER HERE

Select the following link for an overview of the full EBP Aassignment.

Document:
 Evidence-Based Practice (EBP) Assignment Overview (Word document)

The document includes due dates. You do not need to submit anything this week, but begin thinking about and planning for this project as soon as possible. You may wish to discuss it with your Practicum Mentor as well.

Practicum: Planning Learning Objectives

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience.  You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701).  Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006). Introduction to the Evidence-Based Practice (EBP) Essay Assignment.

Your practicum objectives should include the following:

Two to three learning objectives using Bloom’s Taxonomy.

Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level.

Introduction to the Evidence-Based Practice (EBP) Essay Assignment

Relationship of the learning objectives to the DNP Essentials.

NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format.

Submit by Day 7 of Introduction to the Evidence-Based Practice (EBP) Assignment

Ensure that all of the necessary paperwork has been submitted and approved. Remember, final approval for your practicum experience must come from your Instructor, and your practicum may not begin until the required documentation has been submitted and you have received Instructor approval.

Reminder:

Begin keeping track of your practicum hours 
using the provided time log
. This time log needs to include the date, times (start and finish), total hours for the week, a brief description of what you did or observed during each time interval, and the objectives that are being addressed through your practicum activities. You can have more than one objective for each time interval.

In addition, you will submit a journal entry (along with your time log) in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature.

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Practicum using the naming convention “WK1Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 1 Practicum 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

To access your rubric:

Week 1 Practicum Rubric

Check Your Practicum Draft for Authenticity

To check your Practicum draft for authenticity:

Submit your Week 1 Practicum draft and review the originality report.

Submit Your Practicum by Day 7

To submit your Practicum:

Week 1 Practicum

Introduction to the Evidence-Based Practice (EBP) Assignment

Practicum: Journal Guidelines

You will submit your Clinical Time Log and Journal located in the Week 1 Learning Resources in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity (1point)

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate. (2 points)

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories. (2 points)

Time Log submission (1 point)

NURS 8410: 
Best Practices in Nursing Specialties

The following is an overview of the four Applications that are assigned in this course.

Evidence-Based Practice (EBP) Assignment

Application 1: Identification of a Practice Issue for the Evidence-Based Practice (EBP) Assignment (developed in Week 2)

In a 1- to 2-page paper, address the following:

Provide a summary of the selected practice issue in which the outcome is different from what would be expected according to the research literature. (
Note:
The issue you select must be suitable for completing the entire EBP Project.) Introduction to the Evidence-Based Practice (EBP) Essay Assignment.

Application 1 is due by 
Day 7
 of 
Week 2
.

Application 2: Laying the Foundation for New Approaches to Practice (developed in Weeks 4 and 5)

In a 3- to 5-page paper, include the following:

A brief summary of the currency of the science underlying the practices used to address your EBP Assignment issue

Possible causes of the difference in outcomes from what would be expected according to the research literature

The effect the EBP Assignment issue is having in practice

Current research evidence on new practices for addressing the EBP Assignment issue

A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue

Application 2 is due by 
Day 7
 of 
Week 5
.

Application 3: Becoming a Leader in the Translation of Evidence to Practice (developed in Weeks 6 and 7)

Write a 2- to 3-page paper that synthesizes:

Your vision of yourself as a leader—specifically:

How you would continue to increase your knowledge and awareness of financial, economic, and other concerns related to new practice approaches

How translating evidence would enable you to affect or strengthen health care delivery and nursing practice

How you would advocate for the use of new evidence-based practice approaches through the policy arena

Application 3 is due by 
Day 7 
of 
Week 7
.

Application 4: Planning for Change, Implementing and Evaluating EBP Assignments (developed in Weeks 8–10)

Write a 4- to 8-page paper that addresses the following:

Planning for Change

Analyze the impact of implementing change in your practice environment, including the factors that need to be considered regarding stakeholders and end users.

Summarize the methods you would use to ensure that those are adequately addressed.

Implementing EBP Assignments

Identify the desired outcomes of your EBP Assignment.

Describe any macro or micro systems issues that may inhibit implementation and strategies for resolving those issues. Introduction to the Evidence-Based Practice (EBP) Essay Assignment.

Explain how resolving your EBP Assignment issue will improve quality and patient safety.

Evaluating EBP Assignments

Describe evaluation strategies.

Formulate new practice guidelines based on the possible results of the evaluation of outcomes.

Describe, if appropriate, new standards of care relevant to the new practice guidelines.

Application 4 is due by 
Day 7
 of 
Week 10
.

Practicum: Journal Guidelines

You will submit your Clinical Time Log and Journal located in the Week 1 Learning Resources in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

Describe the observed activity (1point)

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate. (2 points)

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories. (2 points)

Time Log submission (1 point)

NURS 8410 Week 1: Developing a Focus in Your Specialty Area

As a nurse and a doctoral student, you have already developed a set of skills and the expertise that have enabled you to contribute to the nursing profession and to those you serve. Yet, your call to advanced practice warrants a deeper understanding of issues and approaches, particularly in your area of specialty practice. To practice at the highest level, you must be able to analyze a health care problem using reasoning, theory, research, and experience.

As you move forward in this course, you will create an Evidence-Based Practice (EBP), in which you will evaluate the scientific foundations of a health care issue in your specialty area, apply effective practices, identify and evaluate outcomes, and develop new practice guidelines. This week, you will become familiar with the requirements of the EBP Assignment, which will be completed as part of your practicum experience. To help you prepare for your practicum, this week you reflect on your own potential for professional growth and create learning objectives to guide your experience. The EBP Assignment must be completed during this practicum experience and is not the same as your DNP project that you are developing with the guidance of your DNP faculty chair and committee in the mentoring courses.

Introduction to the Evidence-Based Practice (EBP) Essay Assignment Learning Objectives

Students will:

Formulate a EBP Assignment question incorporating theory, knowledge, research, reasoning, and nursing practice

Assess areas for professional growth within the practicum experience

Looking Ahead
You are required to keep a log of the time you spend related to your practicum experience. You can access your time log from the Welcome page in your Meditrek account. Please make sure to continuously input your hours throughout the term. Time logs are reviewed by your instructors in weeks 3, 7, and 11.

Photo Credit: ERproductions Ltd / Blend Images / Getty Images

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Introduction to the Evidence-Based Practice (EBP) Essay Assignment Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice 
(3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 2, “Developing the Researchable Problem”

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/dnp/Essentials.pdf

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses. 
Applied Nursing Research
, 26, 105-109.

McCurry, M. K., Revell, S. M. H., & Roy, C. (2009). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. 
Nursing Philosophy, 11
(1), 42–52.

Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: The seven steps of evidence-based practice. 
American Journal of Nursing
, 110(1), 51-53.

Note:
 You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. 
American Journal of Nursing, 110
(3), 58–61.

Note:
 You will access this article from the Walden Library databases.

Tschannen, D., Aebersold, M., Kocan, M., Lundy, F., & Potempa, K. (2015). Improving patient care through student leadership in team quality improvement projects. 
Journal Nursing Care Quality
, 30(2), 181-186.

Note:
You will access this article from the Walden Library databases. Introduction to the Evidence-Based Practice (EBP) Essay Assignment.

Vanderbilt University Center for Teaching. (2017) Bloom’s Taxonomy Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Yensen, J. (2013). PICO Search Strategies. 
Online Journal of Nursing Informatics (OJNI)
, 17 (3). Available at http://ojni.org/issues/?p=2860

Document: 
Clinical Time Log and Journal (Word document)

Document: 
Literature Review Matrix (Word document)

Document: 
NURS 8410 Practicum Journal Template (Word document)

Introduction to the Evidence-Based Practice (EBP) Essay Assignment

Developing an Evidence-Based Practice (EBP) Question Essay Assignment

Introduction to the Evidence-Based Practice (EBP) Assignment

As a part of your practicum experience in this course, you will engage in a small-scale Evidence-Based Practice (EBP) Assignment. This project will enable you to apply many of the concepts presented in the Learning Resources; it provides an authentic learning experience to enhance your specialty area knowledge and support your growth as a scholar-practitioner.

ORDER A PLAGIARISM-FREE PAPER HERE

Select the following link for an overview of the full EBP Aassignment.

Document:
 Evidence-Based Practice (EBP) Assignment Overview (Word document)

The document includes due dates. You do not need to submit anything this week, but begin thinking about and planning for this project as soon as possible. You may wish to discuss it with your Practicum Mentor as well. 
Introduction to the Evidence-Based Practice (EBP) Assignment

Practicum: Planning Learning Objectives

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience.  You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your Developing an Evidence-Based Practice (EBP) Question Essay Assignment practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701).  Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006).

Your practicum objectives should include the following:

Two to three learning objectives using Bloom’s Taxonomy.

Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. Developing an Evidence-Based Practice (EBP) Question Essay Assignment.

Relationship of the learning objectives to the DNP Essentials.

NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format. 
Introduction to the Evidence-Based Practice (EBP) Assignment

Submit by Day 7

Ensure that all of the necessary paperwork has been submitted and approved. Remember, final approval for your practicum experience must come from your Instructor, and your practicum may not begin until the required documentation has been submitted and you have received Instructor approval.

Reminder:

Begin keeping track of your practicum hours 
using the provided time log
. This time log needs to include the date, times (start and finish), total hours for the week, a brief description of what you did or observed during each time interval, and the objectives that are being addressed through your practicum activities. You can have more than one objective for each time interval. 
Introduction to the Evidence-Based Practice (EBP) Assignment

In addition, you will submit a journal entry (along with your time log) in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. 
Introduction to the Evidence-Based Practice (EBP) Assignment

Submission and Grading Information

To submit your completed Practicum for review and grading, do the following:

Please save your Practicum using the naming convention “WK1Practicum+last name+first initial.(extension)” as the name.

Click the 
Week 1 Practicum 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Practicum+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission. 
Introduction to the Evidence-Based Practice (EBP) Assignment

Practicum Learning Objectives Week 1

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience.  You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701).  Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006). 
Introduction to the Evidence-Based Practice (EBP) Assignment

Your practicum objectives should include the following:

Two to three learning objectives using Bloom’s Taxonomy (4 points)

Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. (2 points)

Relationship of the learning objectives to the DNP Essentials. (2 points)

NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format. Developing an Evidence-Based Practice (EBP) Question Essay Assignment.

Practicum: Journal Guidelines

You will submit your Clinical Time Log and Journal located in the Week 1 Learning Resources in Weeks 3, 7, and 11. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file. 
Introduction to the Evidence-Based Practice (EBP) Assignment

Describe the observed activity (1point)

Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate. (2 points)

Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories. (2 points)

Time Log submission (1 point)

NURS 8410 Week 1: Developing a Focus in Your Specialty Area

As a nurse and a doctoral student, you have already developed a set of skills and the expertise that have enabled you to contribute to the nursing profession and to those you serve. Yet, your call to advanced practice warrants a deeper understanding of issues and approaches, particularly in your area of specialty practice. To practice at the highest level, you must be able to analyze a health care problem using reasoning, theory, research, and experience. Developing an Evidence-Based Practice (EBP) Question Essay Assignment.

As you move forward in this course, you will create an Evidence-Based Practice (EBP), in which you will evaluate the scientific foundations of a health care issue in your specialty area, apply effective practices, identify and evaluate outcomes, and develop new practice guidelines. This week, you will become familiar with the requirements of the EBP Assignment, which will be completed as part of your practicum experience. To help you prepare for your practicum, this week you reflect on your own potential for professional growth and create learning objectives to guide your experience. The EBP Assignment must be completed during this practicum experience and is not the same as your DNP project that you are developing with the guidance of your DNP faculty chair and committee in the mentoring courses.

Developing an Evidence-Based Practice (EBP) Question Essay Assignment Learning Objectives

Students will:

Formulate a EBP Assignment question incorporating theory, knowledge, research, reasoning, and nursing practice

Assess areas for professional growth within the practicum experience

Looking Ahead
You are required to keep a log of the time you spend related to your practicum experience. You can access your time log from the Welcome page in your Meditrek account. Please make sure to continuously input your hours throughout the term. Time logs are reviewed by your instructors in weeks 3, 7, and 11.

Photo Credit: ERproductions Ltd / Blend Images / Getty Images

Developing an Evidence-Based Practice (EBP) Question Essay Assignment Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Terry, A. J. (2018). 
Clinical research for the doctor of nursing practice 
(3rd ed.). Burlington, MA: Jones & Bartlett Learning Developing an Evidence-Based Practice (EBP) Question Essay Assignment.

Chapter 2, “Developing the Researchable Problem”

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/dnp/Essentials.pdf

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses. 
Applied Nursing Research
, 26, 105-109.

McCurry, M. K., Revell, S. M. H., & Roy, C. (2009). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. 
Nursing Philosophy, 11
(1), 42–52.

Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: The seven steps of evidence-based practice. 
American Journal of Nursing
, 110(1), 51-53.

Note:
You will access this article from the Walden Library databases. Developing an Evidence-Based Practice (EBP) Question Essay Assignment

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. 
American Journal of Nursing, 110
(3), 58–61.

Note:
 You will access this article from the Walden Library databases.

Tschannen, D., Aebersold, M., Kocan, M., Lundy, F., & Potempa, K. (2015). Improving patient care through student leadership in team quality improvement projects. 
Journal Nursing Care Quality
, 30(2), 181-186.

Note:
 You will access this article from the Walden Library databases.

Vanderbilt University Center for Teaching. (2017) Bloom’s Taxonomy Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Yensen, J. (2013). PICO Search Strategies. 
Online Journal of Nursing Informatics (OJNI)
, 17 (3). Available at http://ojni.org/issues/?p=2860

Document: 
Clinical Time Log and Journal (Word document)

Document: 
Literature Review Matrix (Word document)

Document: 
NURS 8410 Practicum Journal Template (Word document) Developing an Evidence-Based Practice (EBP) Question Essay Assignment

NURS 8100 Week 11 Discussion 2: Advocating Through Policy Essay

Advocating Through Policy

As noted by Dr. Stanley and Dr. White in this week’s media presentation, professional nurses should be engaging in advocacy efforts to improve health and nursing practice through involvement in the policy process at the institutional, local, state, or federal levels. This array of possibilities for involvement provides opportunities for all nurses, regardless of time, or other possible constraints. Successful policy making is a collaborative effort, and one that commands mutual respect from all involved. Your involvement in policy making can lead to expanded opportunities as both a nurse leader and as a respected member of an interprofessional health care team.

ORDER A PLAGIARISM-FREE PAPER HERE

Note
: This Discussion provides a forum for discussing advocacy opportunities and honing your presentation skills in a small group setting.

To prepare for Advocating Through Policy:

Reflect on the insights offered by Dr. Stanley and Dr. White on engaging in advocacy through the policy process Advocating Through Policy Essay.

Identify a practice issue that is of interest to you and that could benefit from advocacy efforts through the policy process.

Consider the stakeholders and any special interest or professional organizations that would support your issue.

Develop a short, yet persuasive PowerPoint (up to 3 slides) as follows:

Identify the practice issue that would benefit from being addressed through the policy process

Represent the key stakeholders (i.e. use graphical images when possible)

Advocating Through Policy Essay

Propose one strategy for how a nurse could advocate for this issue

The PowerPoint should be succinct, visually appealing, and effective.

By Day 4 of Advocating Through Policy

Post
 your PowerPoint presentation.

Read
 a selection of your colleagues’ postings.

By Day 6 of Advocating Through Policy

Review each group member’s
 PowerPoint presentation and offer constructive feedback on:

Style and quality of the PowerPoint

Persuasiveness

Clarity

Representation of stakeholders, such as additional individuals/groups that could be included

Strategy proposal

Advocating Through Policy Essay

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week11_Discussion2_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Advocating Through Policy Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Advocating Through Policy Essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Advocating Through Policy Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

Advocating Through Policy Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Advocating Through Policy Essay

NURS 8100 Week 11 Discussion 1: Policy Analysis Summary Essay

Discussion 1: Policy Analysis Summary

Health care policy can facilitate or impede the delivery of services. For the past several weeks, you have been engaging in an authentic activity by critically analyzing a specific health care policy and various aspects of the impact associated with its implementation Policy Analysis Summary Essay. A critical step in the policy process is communicating your findings with others. This week, you will share information from your policy analysis and its implications.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare for Discussion 1: Policy Analysis Summary:

Briefly summarize your policy analysis, focusing on the implications for clinical practice that may be most relevant or interesting for your colleagues. Include how evidence-based practice influenced the policy, policy options, or solutions. Policy Analysis Summary Essay.

By Day 3 of Discussion 1: Policy Analysis Summary

Post
 a 1- to 2-paragraph succinct summary of your policy analysis paper. Include at least two of the options or solutions for addressing the policy and the resulting implications for nursing practice and health care consumers.

Read
 a selection of your colleagues’ postings.

By Day 5 of Discussion 1: Policy Analysis Summary

Respond 
to at least 
two
 of your colleagues sharing insights or contrasting perspectives based on readings and evidence, and the practice implications of the policy.

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues Policy Analysis Summary Essay.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

NURS 8100 Week 11: Policy and Practice

As noted in 
Understanding Health Policy,
 “policies tend to evolve in a cyclical process of finding solutions that create new problems that require new solutions,” (p. 205). The tensions created by the pulls between quality care and cost containment, for instance, or between caring for the individual and concern with the common good, arise as new policies are introduced at all levels: national, state, local, and institutional. Policy Analysis Summary Essay When this occurs, new procedures may need to be implemented in the practice setting.

This week, you will reflect on the implications of health care policies for consumers and health care providers. You will also consider the reciprocal relationship between policy and practice as you explore how policy influences nursing practice and how evidence-based nursing practice influences policy. Additionally, you will propose a strategy for how nurses can advocate for themselves, their patients, and the profession through involvement in health care policy.

Note:
 This week you will complete the Discussion in a small group. Your instructor will notify you of your group assignment by Day 1 of this week.

Policy Analysis Summary Essay Learning Objectives

Students will:

Assess the implications of various policy options and solutions to consumers of health care and nursing practice

Outline current evidence that supports suggested options and solutions to a policy issue Policy Analysis Summary Essay

Propose an advocacy strategy nurses may employ to address a practice issue through the policy process

Photo Credit: [Ariel Skelley]/[Blend Images]/Getty Images

Policy Analysis Summary Essay Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 17, “Conclusion: Tensions and Challenges”This chapter concludes with final thoughts on the challenge of providing quality health care and controlling health care costs. The solution is likely to be resolved only by a collaborative approach, involving all health care stakeholders, and by health professionals taking the lead.

Howard, J., Levy, F., Mareiniss, D. P., Craven, C. K., McCarthy, M., Epstein-Peterson, Z. D., & et al. (2010). New legal protections for reporting patient errors under the Patient Safety and Quality Improvement Act: A review of the medical literature and analysis. 
Journal of Patient Safety, 6
(3), 147-152.

Note:
 You will access this article from the Walden Library databases.

The authors studied the dissemination of information on the Patient Safety and Quality Improvement Act (PSQIA), a federal act that affords protection to those reporting medical errors. They found medical literature to be inadequate in this regard, and as a result, medical personnel were uninformed on their legal protections. This lack of information has become a barrier to policy implementation.

Jacobson, N., Butterill, D., & Goering, P. (2003). Development of a framework for knowledge translation: Understanding user context. 
Journal of Health Services Research & Policy, 8
(2), 94–99.

Note:
You will access this article from the Walden Library databases. Policy Analysis Summary Essay.

Lau, B., San Miguel, S., & Chow, J. (2010). Policy and clinical practice: Audit tools to measure adherence. 
Renal Society of Australasia Journal, 6
(1), 36–40.

Note:
 You will access this article from the Walden Library databases.

The authors study the compliance to renal-care policies by health care professionals. They conclude with the necessity for nurses to support evidence-based protocols as well as to obtain continuing education on new protocols.

McCracken, A. (2010). Advocacy: It is time to be the change. 
Journal of Gerontological Nursing, 36
(3), 15-17.

Note:
 You will access this article from the Walden Library databases.

The author proposes that nurses, as patient advocates, need to be more involved in the making of health care policy instead of reacting to policies that are constantly changing. The article provides a guide to help organize initial policy efforts.

Nannini, A., & Houde, S. C. (2010). Translating evidence from systematic reviews for policy makers. 
Journal of Gerontological Nursing, 36
(6), 22–26.

Note:
 You will access this article from the Walden Library databases.

The article cites geronotological nurses as examples of those who are able to translate research into policy briefs that can be clearly understood by policy makers. Geronotological nurses are in this unique position because of their clinical experience and educational background.

Paterson, B. L., Duffet-Leger, L., & Cuttenden, K. (2009). Contextual factors influencing the evolution of nurses’ roles in a primary health care clinic Policy Analysis Summary Essay.
Public Health Nursing, 26
(5), 421-429.

Note:
 You will access this article from the Walden Library databases.

This article provides details on a study conducted in a nurse-managed clinic related to the changing roles of nurses. The authors found that nurses, in response to social, political, and economic forces, became involved in advocacy for the clinic through political action, government funding issues, and media relations roles.

Sistrom, M. (2010). Oregon’s Senate bill 560: Practical policy lessons for nurse advocates. 
Policy, Politics, & Nursing Practice, 11
(1), 29-35. doi: 10.1177/1527154410370786

Note:
 You will access this article from the Walden Library databases.

The author uses the efforts by a nurse advocate in lobbying for an Oregon bill related to healthy food in public schools to illustrate nurse advocacy and policy making. The bill, developed in response to childhood obesity, did not immediately become law. The author concludes with the importance of considering the political environment when creating successful policy. Policy Analysis Summary Essay.

Spenceley, S. M., Reutter, L., & Allen, M. N. (2006). The road less traveled: Nursing advocacy at the policy level. 
Policy, Politics, & Nursing Practice, 7
(3), 180-194. doi: 10.1177/1527154410370786

Note:
 You will access this article from the Walden Library databases.

Nurses have always been advocates at the patient-level of care, but the authors of this article promote the need for all nurses to become advocates at the policy level as well. They discuss factors that have kept nurses from getting involved with policy making and they provide strategies to resolve these challenges.

Wyatt, E. (2009). Health policy advocacy: Oncology nurses make a difference. 
ONS Connect, 24
(10), 12-15.

Note:
 You will access this article from the Walden Library databases.

The author presents information on two nurses who have become health care policy advocates—one as a policy maker and one as an elected legislator. Both have been able to use their perspectives from their nursing careers to affect health policy.

Zomorodi, M., & Foley, B. J. (2009). The nature of advocacy vs. paternalism in nursing: Clarifying the ‘thin line.’ 
Journal of Advanced Nursing, 65
(8), 1746-1752.

Note:
You will access this article from the Walden Library databases Policy Analysis Summary Essay.

The authors attempt to distinguish the concepts of advocating for a patient and paternalism, or overriding a patient’s wishes. They provide clinical examples to illustrate the differences between these concepts, and they conclude with strategies to use in practice.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). 
Healthcare policy and advocacy: Advocating through policy.
 Baltimore: Author.

Note: 
The approximate length of this media piece is 7 minutes.

In this media presentation, Dr. Joan Stanley and Dr. Kathleen White discuss how nurses can influence practice and engage in advocacy through the policy process Policy Analysis Summary Essay.

 

Optional Resources

Birnbaum, D. (2009). North American perspectives: POA, HAC and never events. 
Clinical Governance: An International Journal, 14
(3), 242–244.

Policy Analysis Summary Essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week11_Discussion1_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Policy Analysis Summary Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Policy Analysis Summary Essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Policy Analysis Summary Essay

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Policy Analysis Summary Essay

Nursing and Health Policy in Other Nations Essay Assignment paper

NURS 8100 Week 10 Discussion: Nursing and Health Policy in Other Nations

Discussion: Nursing and Health Policy in Other Nations

Think for a moment about nurses who relocate because of professional opportunities. How could such a seemingly personal decision have a detrimental impact on global health care? As presented in this week’s Learning Resources, nurse migration is of global concern. In response to this issue, international health care organizations such as the World Health Organization (WHO) and the International Council of Nurses (ICN) have positioned themselves to craft related policy as a solution. Nursing and Health Policy in Other Nations Essay Assignment paper This is just one example of a global nursing policy effort.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare for Discussion: Nursing and Health Policy in Other Nations:

With information from the Learning Resources in mind, select a U.S. nursing- or health-related policy.

Search the web and locate a similar policy in another country.

Consider how the two policies are similar and dissimilar.

Nursing and Health Policy in Other Nations Essay Assignment paper

Was an international organization involved in promoting the policies? If not, should they have been?

By Day 3 of Discussion: Nursing and Health Policy in Other Nations

Post
 a cohesive response that addresses the following:

Post information on the nursing or health-related policies you located including a reference to the source.

Indicate the country you are comparing to the U.S.

Compare and contrast the two policies. What insights did you gain as a result of this comparison?

What is the role of international organizations in developing policy? Nursing and Health Policy in Other Nations Essay Assignment paper Provide a specific example.

Read
 a selection of your colleagues’ postings.

By Day 6 of Discussion: Nursing and Health Policy in Other Nations

Respond
 to at least 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Nursing and Health Policy in Other Nations Essay Assignment paper.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues. Discussion: Nursing and Health Policy in Other Nations

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Nursing and Health Policy in Other Nations Nursing and Health Policy in Other Nations Essay Assignment paper.

NURS 8100 Week 10: Nursing and Health Policy: The International Perspective

To be a professional nurse today means having a world view. With the internationalization of health care issues, it is important to broaden your perspective and explore international health policy and nursing practice.

This week, you will focus on global health care policy. You will examine the nursing profession through an international lens, as well as investigate global efforts to promote health policies and improve health care delivery around the world.

Nursing and Health Policy in Other Nations Essay Assignment paper Learning Objectives

Students will:

Compare and contrast U.S. nursing or health-related policies with those of another country

Evaluate the role of international nursing or health organizations in developing or supporting nursing policy

Photo Credit: [Bartosz Hadyniak]/[Vetta]/Getty Images

Nursing and Health Policy in Other Nations Essay Assignment paper Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 14, “Health Care in Four Nations”This chapter compares the health care systems in Germany, Canada, United Kingdom, and Japan. All these nations offer universal health care; however, they organize and finance health care in varying ways. Nursing and Health Policy in Other Nations Essay Assignment paper.

Asadov, D.A., & Aripov, T. Y. (2009). The quality of care in post-soviet Uzbekistan: Are health reforms and international efforts succeeding? 
Public Health, 123
(11), 725–728.

Note:
 You will access this article from the Walden Library databases.

 

The authors discuss why health care initiatives in developing countries, such as Uzbekistan, are not succeeding, even with international involvement. They suggest involving regional input and consideration for better success.

Baillie, L., & Gallagher, A. (2009). Evaluation of the Royal College of Nursing’s ‘Dignity: At the heart of everything we do’ campaign: Exploring challenges and enablers. 
Journal of Research in Nursing, 15
(1), 15–28.

Note:
 You will access this article from the Walden Library databases.

 

This article provides details from a study concerning the Royal College of Nursing’s campaign to promote dignity in care. The authors focus on two aspects of the study—“enablers” and “challenges” of providing dignity in care to patients. Nursing and Health Policy in Other Nations Essay Assignment paper.

Clarke, S. P., & Aiken, L. H. (2008). An international hospital outcomes research agenda focused on nursing: Lessons from a decade of collaboration. 
Journal of Clinical Nursing, 17
(24), 3317–3323.

Note:
 You will access this article from the Walden Library databases.

The authors depict findings from an international nursing survey, which concludes that nurses work experiences (positive and negative) are remarkably consistent across countries, regardless of cultural differences. The authors propose that a global effort to improve the nurses work environments will lead to improved patient care.

Crigger, N. (2008). Towards a viable and just global nursing ethics. 
Nursing Ethics, 15
 (1), 17–27.

Note:
 You will access this article from the Walden Library databases.

 

This article discusses global justice and the nursing profession, and proposes five characteristics to guide global ethics. The author proposes that technology and business can act as barriers to global justice.

Eckenwiler, L. A. (2009). The WHO code of practice on the international recruitment of health personnel: We have only just begun. 
Developing World Bioethics, 9
(1).

Note:
 You will access this article from the Walden Library databases.

The World Health Organization (WHO) has drafted a Code of Practice to encourage global health care policies. The author focuses on the detrimental impact of health care professionals migrating from source countries (usually the global South) to destination countries. The author suggests that WHO could be more specific in the code relating to stakeholders and shared responsibilities to promote collaboration by all parties involved in global health care. Nursing and Health Policy in Other Nations Essay Assignment paper.

Koch, K., Schurmann, C., & Sawicki, P. (2010). The German health care system in international comparison: A patient perspective. 
Deutsches Arzteblatt International 107
(24), 427–434.

Note:
 You will access this article from the Walden Library databases.

 

This article provides information gleaned from a Commonwealth Fund survey on international health care experiences. The authors report a variation in patient experiences and satisfaction internationally but German respondents reported less satisfaction than most countries. German patients tend to be seen by more than one doctor, and perhaps the reported dissatisfaction can be traced to a lack of coordination in care.

Lartey, S., Cummings, G., & Profetto-McGrath, J. (2014). Interventions that promote retention of experienced registered nurses in health care settings: A systematic review. 
Journal of Nursing Management, 22
(8), 1027-1041. doi:10.1111/jonm.12105

Note:
 You will access this article from the Walden Library databases.

The authors of this study examine the effectiveness of strategies for retaining experienced Registered Nurses. Noting the challenges of nursing shortages on a global scale, the authors explore those factors that could promote the retention of experienced nurses and suggest new opportunities for fulfilling a sustained nursing workforce.

Tyer-Viola, L., Nicholas, P., Corless, I., Barry, D., Hoyt, P., Fitzpatrick, J., & Davis, S. (2009). Social responsibility of nursing: a global perspective. 
Policy, Politics & Nursing Practice, 10
(2), 110–118. doi: 10.1177/1527154409339528

Note:
 You will access this article from the Walden Library databases.

 

This article depicts a study that examines nursing, social responsibility, and global health. The authors focus on concepts such as social justice, human rights, nurse migration, and nurse education as well as strategies to address these issues.

World Health Organization (WHO). (2010). 
Managing health workforce migration—The global Code of Practice
. Retrieved from http://www.who.int/hrh/migration/code/practice/en/index.html Nursing and Health Policy in Other Nations Essay Assignment paper

In 2010, WHO created the “Code of Practice on the International Recruitment of Health Personnel,” which urges a global policy on the recruitment of health care workers that would result in better global health care outcomes.

International Council of Nurses. (2010). 
International Council of Nurses
. Retrieved from http://www.icn.ch/

This website provides information from the ICN, an international federation of nurses associations. The ICN is a global organization, operated by nurses that advocates the profession of nursing and promotes global health care policy.

Royal College of Nursing. (2011). 
The Royal College of Nursing
. Retrieved from http://www.rcn.org.uk/

The RCN represents the interests of nurses in the United Kingdom and promotes health care policy.

Nursing and Health Policy in Other Nations Essay Assignment paper Optional Resources

Evans, C., & Ndirangu, E. (2008). The nursing implications of routine provider-initiated HIV testing and counseling in sub-Saharan Africa: A critical review of new policy guidance from WHO/UNAIDS. 
International Journal of Nursing Studies, 46
(5), 723–731.

France, C. (2008). The form and context of federalism: Meaning for health care financing. 
Journal of Health Politics, Policy & Law, 33
(4), 649–705. doi: 10.1215/03616878-2008-012

International Nursing Review. (2009). ICN initiative to fortify health workforce will open new Centre in Uganda. 
International Nursing Review, 56
(2), 151–152.

Pulcini, J., Jelic, M., Gul, R., & Loke, A. Y. (2010). An international survey on advanced practice nursing education, practice, and regulation. 
Journal of Nursing Scholarship, 42
(1), 31–39.

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Nursing and Health Policy in Other Nations Essay Assignment paper

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Nursing and Health Policy in Other Nations Essay Assignment paper

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Nursing and Health Policy in Other Nations Essay Assignment paper

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

Nursing and Health Policy in Other Nations Essay Assignment paper

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Nursing and Health Policy in Other Nations Essay Assignment paper

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Nursing and Health Policy in Other Nations Essay Assignment paper

NURS 8100 Discussion: Policy and State Boards of Nursing Essay

Policy and State Boards of Nursing

Within the far-reaching and multi-layered realm of policy and reform, government at the state level plays an essential role. Consider the federally enacted PPACA’s individual mandate which sought to increase the number of consumers who receive insurance coverage and, therefore, greater access to care. In a system that is already stretched beyond capacity and confronting a nursing shortage, how can the health care system meet this increased demand? Policy and State Boards of Nursing Essay. Since state boards of nursing determine scope of practice, it is important to stay up to date and current with the policies and regulations that are created by the state board of nursing.

ORDER A PLAGIARISM-FREE PAPER HERE

To prepare for Policy and State Boards of Nursing:

Review the Thomas, Benbow, and Ayars article and the Watson and Hillman article focusing on how states regulate advanced nursing practice and how legislative changes are impacting scope of practice.

Visit your state board of nursing website and/or contact the board to determine how the state board controls advanced practice through regulations. Policy and State Boards of Nursing Essay.

Determine if your state board has created any new policies or regulations that address changes to scope of practice in response to legislative changes.

By Day 3 of Policy and State Boards of Nursing

Post
 a cohesive response that addresses the following:

What are the most recent regulations promulgated through your state board of nursing for advanced practice?

How are the state regulations supported within your place of employment?

How do the states differ in terms of scope of practice? What impact does this have on professional nurses across the United States? Policy and State Boards of Nursing Essay.

Read
 a selection of your colleagues’ postings.

By Day 6 of Policy and State Boards of Nursing

Respond
 to at least 
two
 of your colleagues selecting someone from a different state and comparing your state’s scope of practice with your colleague’s. Share any insights and implications for practice.

Note:
 Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources Policy and State Boards of Nursing Essay.

NURS 8100 Week 9: State and Local Role in Health Care Policy

As noted previously, policy is enacted and carried out through multiple levels of government. This week, the focus turns to the role of state and local government in policy making, with particular attention to the function of state boards of nursing in the regulation of practice. In light of health care reform efforts, scope of practice issues are of central importance and this falls under the purview of state boards of nursing. How do the states differ in terms of scope of practice? What impact does this have on professional nurses across the United States?

Learning Objectives

Students will:

Analyze the role of state boards of nursing in the regulation of nursing practice

Assess state and local politics and issues surrounding a current health care policy

Photo Credit: [poplasen]/[iStock / Getty Images Plus]/Getty Images

Policy and State Boards of Nursing Essay Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Chen, A. S., & Weir, M. (2009). The long shadow of the past: Risk pooling and the political development of health care reform in the States. 
Journal of Health Politics, Policy & Law, 34
(5), 679–716.

Note:
 You will access this article from the Walden Library databases.

The authors provide an analysis of varying state health care policies, with a basic premise that health care risk is either “pooled”—shared, or “actuarial”—segmented by risk level. Most states have taken a segmented approach to health care, and therefore, have not solved health care issues such as rising costs and access to care. Policy and State Boards of Nursing Essay. The authors maintain that federal action is needed to create a uniformed approach to health care.

Junghee, L. (2009). Cultural, social, and political influences on state-level indigent health care policy formation. 
Journal of Policy Practice, 8
(2), 129–146.

Note:
 You will access this article from the Walden Library databases.

This article provides details on a 50-state study of Medicaid spending. The authors concluded that political and economic factors can positively predict individual state Medicaid spending, and that actual need has a negative impact on spending. In conclusion, a uniform, federal structure may be the only method to ensure equal access to Medicaid. Policy and State Boards of Nursing Essay.

Mills, A., Engelhard, C. L., & Tereskerz, P. M. (2010). Truth and consequences—Insurance-premium rate regulation and the ACA. 
New England Journal of Medicine 363
(10), 899–901.

Note:
 You will access this article from the Walden Library databases.

O’Connor, J. C., MacNeil, A., Chriqui, J. F., Tynan, M., Bates, H., & Eidson, S. K. (2008). Preemption of local smoke-free air ordinances: The implications of judicial opinions for meeting national health objectives. 
Journal of Law, Medicine & Ethics, 36
(2), 403– 412.

Note:
 You will access this article from the Walden Library databases.

Sommers, B. (2010). Enrolling eligible children in Medicaid and CHIP: A research update. 
Health Affairs, 29
(7), 1350.

Note:
 You will access this article from the Walden Library databases.

 

The enrollment and retention of eligible children in Medicaid and Children’s Health Insurance Program (CHIP) is a health care concern. The article concludes that some state processes have mitigated this issue but other requirements, such as providing citizenship documentation, may have a detrimental effect. Therefore, these concerns should be incorporated into the implementation on PPACA of 2010.

Thomas, M. B., Benbow, D. A., & Ayars, V. D. (2010). Continued competency and board regulation: One state expands options. 
Journal of Continuing Education in Nursing, 41
(11), 524-528.

Note:
You will access this article from the Walden Library databases Policy and State Boards of Nursing Essay.

The authors use the changes instituted by the state of Texas in regard to the licensing of nurses to illustrate the need to adapt state licensing requirements to the changing diversity and scopes of practice among nurses.

Watson, E., & Hillman, H. (2010). Advanced practice registered nursing: Licensure, education, scope of practice, and liability issues. 
Journal of Legal Nurse Consulting, 21
(3), 25–29.

Note:
 You will access this article from the Walden Library databases.

 

The expanded role of the advanced practice nurse has led to changes in licensure, education, certification, and scope of practice definitions. The author points out that this expanded role has led to increased liability and accountability concerns as well.

Yue, L., Harrington, C., Spector, W. D., & Mukamel, D. B. (2010). State regulatory enforcement and nursing home termination from the Medicare and Medicaid programs. 
Health Services Research, 45
(6p1), 1796-1814. doi:10.1111/j.1475-6773.2010.01164.x Policy and State Boards of Nursing Essay

Note:
 You will access this article from the Walden Library databases.

 

Those nursing homes receiving Medicare and Medicaid funding are subject to strict quality and safety regulations. This article examines the consequences of enforcing those federal quality standards.

Optional Resources

Wieck, K. L., Oehler, T., Green, A., & Jordan, C. (2004). Safe nurse staffing: A win-win collaboration model for influencing health policy. 
Nursing Education Perspectives, 31
(3), 160-166.

NURS 8100 Week 1 Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2. Your Health Care Reform interview is due by 
Day 7
of this week. Policy and State Boards of Nursing Essay.

By Day 7

Submit this Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2. Your Health Care Reform interview is due by 
Day 7
 of this week.

By Day 7

Submit this Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name. Policy and State Boards of Nursing Essay.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Policy and State Boards of Nursing Essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week9_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Policy and State Boards of Nursing Essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Policy and State Boards of Nursing Essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

Policy and State Boards of Nursing Essay

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

Policy and State Boards of Nursing Essay

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

Policy and State Boards of Nursing Essay

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Policy and State Boards of Nursing Essay

Total Points: 30

Name: NURS_8100_Week9_Discussion_Rubric

NURS 8100 Week 8 Discussion: Federalism’s Impact on Policy Essay

Federalism’s Impact on Policy

The fragmentation of the U.S. health care system, with its differing modes of financing and service delivery, is a reflection of a dispersed government structure. Policy making is shared and distributed across various branches and levels of government. Federalism’s Impact on Policy essay. As a result, policy making processes can be slow to respond, manipulated towards personal interests, and often redundant. Consider, for example, the public entitlement programs such as Medicaid, Medicare, the State Children’s Health Insurance Program (SCHIPS), and the PPACA of 2010. Where is there overlap between these policies? How do they demonstrate a dispersed government structure?

ORDER A PLAGIARISM-FREE PAPER HERE

This week, you will analyze the role of the federal government in health care policy making. Federalism’s Impact on Policy essay.

To prepare:

Review this week’s Learning Resources focusing on the France article and the textbook readings.

Identify two nursing or health care policies that address similar needs, one passed at the federal level and the other at another level of government (state or local).

By Day 3

Post
 a cohesive response that addresses the following:

Provide an example of two policies that address similar needs, passed at two levels of government (i.e., federal, state, or local). Federalism’s Impact on Policy essay.

What are the advantages and/or disadvantages of this duplication? How does this example reflect the implications of federalism? Provide support from the literature for your position.

To what degree should the federal government get involved in health care policy making? Provide concrete examples to support your position.

Read
 a selection of your colleagues’ postings.

By Day 6

Respond
 to at least 
two
 of your colleagues in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Federalism’s Impact on Policy essay.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Note:
Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria Federalism’s Impact on Policy essay.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

NURS 8100 Week 8: Federal Role in Health Care Policy

How does the organization and structure of government, including the existence of multiple levels (federal, state, local), promote or hamper effective policy making and implementation? What role does the federal government, in particular, play in the development of policies that affect nursing practice in today’s health care organizations? This week, you will examine how federalism has influenced the current health care system. You will consider the positive, or negative, implications of redundancy in health policy resulting from different levels of government.

Federalism’s Impact on Policy essay Learning Objectives

Students will:

Assess the implications of federalism in health care policy making

Analyze the politics and issues surrounding a current health care policy

Photo Credit: [Anuska Sampedro]/[Moment]/Getty Images

Federalism’s Impact on Policy essay Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). 
Understanding health policy: A clinical approach
 (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 15, “Health Care Reform and National Health Insurance”Chapter 15 discusses the history of legislating national health care insurance in the United States. The chapter focuses on the different methods of financing a national health care reform, from a single-payer government fund to employer and individual mandates.

Chapter 16, “Conflict and Change in America’s Health Care System”Chapter 16 highlights the historical relationships between health care purchasers, insurers, providers, and suppliers. Over the decades, these stakeholders have battled for control of the U. S. health care system, as health care costs increase and more people remain uninsured. Federalism’s Impact on Policy essay.

France, C. (2008). The form and context of federalism: Meaning for health care financing. 
Journal of Health Politics, Policy & Law, 33
(4), 649–705. doi: 10.1215/03616878-2008-012

Note:
 You will access this article from the Walden Library databases.

 

The author argues that the United States’ unique form of federalism works negatively within a fragmented societal context to create an equally fragmented and dispersed health care system. The article highlights the United States health care system by comparing it with systems in Canada, Germany, and Australia.

Frankel, M. S. (2009). Commentary: Public outreach by the FDA: Evaluating oversight of human drugs and medical devices. 
Journal of Law, Medicine & Ethics, 37
(4), 625–628.

Note:
 You will access this article from the Walden Library databases.

Kennedy, E. M. (2005). The role of the federal government in eliminating health disparities. 
Health Affairs, 24
(2), 425–428.

Note:
 You will access this article from the Walden Library databases.

In this article, the late Senator Kennedy discusses health care disparities among marginalized groups in the United States. He proposes the expansion of Medicaid and State Children’s Health Insurance Program (SCHIP), increased cultural competency among health care providers, health care research related to marginalized groups, and an increased public health investment by the United States. He includes a brief history of government involvement in reducing health care disparities.

Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this Assignment, assigned in Week 2 and due in 
Week 9.

By Day 7 of Week 9

Submit this Assignment.

Assignment 3: Policy Analysis Paper

[Major Assessment 2]

Continue to work on this Assignment, assigned in Week 4 and due in 
Week 11.
 Analyze the politics and issues surrounding your selected health care policy. This information should be included in Part 1 of your analysis paper.

By Day 7 of Week 11

Submit this Assignment.

Federalism’s Impact on Policy essay Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: NURS_8100_Week8_Discussion_Rubric

Excellent

Good

Fair

Poor

RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Federalism’s Impact on Policy essay

6 
(20%)
 – 6 
(20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

Federalism’s Impact on Policy essay

CONTENT KNOWLEDGE

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 
(20%)
 – 6 
(20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

Federalism’s Impact on Policy essay

CONTRIBUTION TO THE DISCUSSION

8 
(26.67%)
 – 8 
(26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 
(23.33%)
 – 7 
(23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 
(20%)
 – 6 
(20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 
(0%)
 – 5 
(16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING

6 
(20%)
 – 6 
(20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Federalism’s Impact on Policy essay

5 
(16.67%)
 – 5 
(16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 
(13.33%)
 – 4 
(13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 
(0%)
 – 3 
(10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints

Federalism’s Impact on Policy essay