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Policy Brief in Nursing Essay

NURS 8100 Week 7 Discussion: Policy Brief

Discussion: Policy Brief

Professional nursing organizations have influenced the policy agenda by identifying needs, generating ideas, and bringing them into the policy arena; they have had a positive impact on the profession of nursing as well as nursing practice. This week’s Discussion asks you to consider the policy proposal you examined for the policy brief (Assignment 2, assigned in Week 3) and reflect on the opportunities a professional nursing organization might have to further the issue. Policy Brief in Nursing Essay.

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To prepare FOR Discussion: Policy Brief:

Review this week’s media presentation focusing on Dr. White and Dr. Stanley’s comments on the role of professional organizations in the policy process.

Consider the policy brief you developed for Application Assignment 2 (due this week), and evaluate how a professional nursing organization might provide additional support or influence.

By Day 3 OF Discussion: Policy Brief

Post
 in your small group thread a cohesive response that addresses the following:

Briefly summarize the policy proposal you selected from the IOM 
Future of Nursing Practice Report Brief
(Application 2). Based on your analysis of the policy proposal, did the IOM get it right? Policy Brief in Nursing Essay.

Identify any professional organizations dealing with the issue/recommendation and provide at least two specific ways in which the professional organizations have supported or could support the policy proposal/recommendation.

Read
 a selection of your colleagues’ postings.

By Day 6 OF Discussion: Policy Brief

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.

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. Policy Brief in Nursing Essay.

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. Discussion: Policy Brief

NURS 8100 Week 7: Professional Organizations’ Role in Health Care Policy

Professional organizations play an important role in the development of health care policy. For example, with questions looming about the quality of health care, the aging of the population, the increase in patient acuity, and the rapid growth of knowledge, in 2002 the American Association of Colleges of Nursing (AACN) and other professional organizations began investigating the need for a nursing practice doctorate Policy Brief in Nursing Essay. In 2004, the AACN membership embraced the DNP degree and this pivotal policy development has had positive implications for the funding of nursing education and practice standards.

In 1999, while working in the emergency department, Karen Daley, a clinical practice nurse of 27 years, received a needle stick injury and contracted HIV/AIDS as a result. Policy Brief in Nursing Essay As President of the Massachusetts Nursing Association at that time, Ms. Daley spearheaded needle stick legislation that still protects health care providers today.

As these examples demonstrate, nursing’s professional organizations have been guiding and promoting nurse involvement in U.S. health care policy making for decades. This week, you will examine various professional organizations and evaluate their role in nursing, education, and 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.

Learning Objectives

Students will:

Evaluate the involvement of professional nursing organizations in health policy

Explain how professional organizations could support a policy proposal/recommendation

Photo Credit: Laureate Education

Policy Brief in 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

American Organization of Nurse Executives. (2010). 
AONE guiding principles for the role of the nurse in future patient care delivery toolkit.

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

The AONE revised its guiding principles for the role of the nurse in patient care based on current conditions, technological advances, and educational opportunities. Policy Brief in Nursing Essay.

Fyffe, T. (2009). Nursing shaping and influencing health and social care policy. 
Journal of Nursing Management
, 17(6), 698-706.

The author reviews how nurses and their professional organizations have developed nurses’ roles in U. S. policy making.

Nursing shaping and influencing health and social care policy. 
Journal of Nursing Management
, 17(6) by Fyffe, T. Copyright 2009 by BLACKWELL PUBLISHING – JOURNALS. Reprinted by permission of BLACKWELL PUBLISHING – JOURNALS via the Copyright Clearance Center.

Murphy, N., Canales, M. K., Norton, S. A., & Defilippis, J. (2005). Striving for congruence: The interconnection between values, practice, and political action. 
Policy, Politics & Nursing Practice, 6
(1), 20-29.

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

This article connects health care disparities to AACN’s values such as human dignity and social justice. The authors maintain that politically active nurses can affect positive social changes that can lead to better health outcomes for all.

Access the following websites for an example of how AACN moved the DNP degree from the systematic agenda to the formal agenda to policy.

American Association of Colleges of Nursing (AACN). (2004). 
Position statement on the Practice Doctorate in Nursing
. Retrieved from https://www.aacnnursing.org/News-Information/Position-Statements-White-Papers/Practice-Doctorate Policy Brief in Nursing Essay.

American Association of Colleges of Nursing (AACN). (2006). 
DNP roadmap task force report
. Retrieved from https://www.aacnnursing.org/Portals/42/DNP/roadmapreport.pdf

American Association of Colleges of Nursing (AACN). (2006). 
The essentials of Doctoral Education for Advanced Nursing Practice
. Retrieved from https://www.aacnnursing.org/DNP/DNP-Essentials

Explore these other professional nursing organizations and their role in influencing policy.

AMIA: Nursing informatics working group. (n.d.). Policy Brief in Nursing Essay Retrieved from http://www.amia.org/working-groups

American Organization of Nurse Executives. (2010). AONE. Retrieved from http://www.aone.org/

Association for the Advancement of Medical Instrumentation. (2011). Retrieved from http://www.aami.org/

National League for Nursing. (2007). Retrieved from http://www.nln.org/

Healthcare Information and Management Systems Society (HIMSS). (n.d.). 
The TIGER initiative
. Retrieved from http://www.himss.org/professionaldevelopment/tiger-initiative

The Caring Group. (2018). Retrieved from http://www.caringroup.com/corp/index2.asp

Required Media

Laureate Education, Inc. (Executive Producer). (2011). 
Healthcare policy and advocacy: The role of professional organizations in healthcare policy.
 Baltimore: Author.

Note: 
The approximate length of this media piece is 9 minutes.

In this media presentation, Dr. Joan Stanley shares how the American Association of Colleges of Nursing (AACN) has influenced and developed nursing education policy. Dr. Kathleen White discusses policy efforts of the American Nurses Association that have impacted nursing practice and health care Policy Brief in Nursing Essay.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Optional Resources

The American Nurses Association, Inc. (2010). 
Nursing: scope and standards of practice
 (2nd ed.). Silver Spring, MD: The American Nurses Association, Inc.

The American Nurses Association. (2010). 
Nursing’s social policy statement: The essence of the profession
 (3rd ed.). Silver Spring, MD: The American Nurses Association, Inc.

Institute of Medicine. (2010). 
The future of nursing: Leading change, advancing health: Report recommendations.
 Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Kaufman, K. A. (2010). Headlines from the NLN. 
Nursing Education Perspectives, 31
(1), 62- 64.

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.

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 2: Health Policy Proposal Analysis (Policy Brief)

Continue to work on this Policy Brief in Nursing Essay Assignment, assigned in Week 3. Your Health Policy Proposal Analysis is due by
Day 7
 of this week.

By Day 7

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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 “WK7Assgn2+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 “WK7Assgn2+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 3: Policy Analysis Paper

[Major Assessment 2]

Continue to work on this Assignment, assigned in Week 4 and due in 
Week 11.
 Identify the nursing policy or position statement on your selected health issue and who developed it. This information should be included in Part 2 of your analysis paper.

By Day 7 of Week 11

Submit this Assignment.

Rubric Detail

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

Name: NURS_8100_Week7_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 Brief in 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 Brief in 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.

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

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 Brief in Nursing Essay

NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay

Individual Right Versus the Collective Good

Most of the recent successes in improving the public’4 s health have had to address the tension of individual rights versus the collective good. Anti-smoking campaigns and laws banning smoking in public places protect people from the negative health effects of second-hand smoke, yet some believe that they infringe on the individual rights of those who choose to smoke. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay. Requiring childhood immunizations has helped prevent diseases such as polio and measles, but some parents assert that they have the right to decide if being immunized is in the best interest of their children.

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This tension also exists in the allocation of scarce resources, from providing adequate staff coverage to making decisions about the amount of health care to provide. Given the nurse’s involvement in policy and health care delivery, it is important to understand the dynamics of this tension, as well as the legal and ethical implications. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

To prepare for Individual Right Versus the Collective Good :

When have you encountered a tension between the individual right and the collective good in your nursing practice?

With information from the Learning Resources in mind, consider relatively recent examples of health care policy that demonstrate this tension. For this Discussion, select one example of timely health care policy that allows you to evaluate the tension between individual rights and the collective good. Conduct additional research as necessary using credible websites and the Walden Library. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

By Day 3 of Individual Right Versus the Collective Good

Post
 a cohesive response that addresses the following:

In the first line of your posting, identify a health care policy.

Explain the tension between individual rights and the collective good.

Analyze the ethical and legal considerations of the policy.

NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay

Read
 a selection of your colleagues’ postings.

By Day 6 of Individual Right Versus the Collective Good

Respond
 to at least 
two
 of your colleagues posting adding to the discussion of the tension and legal and ethical considerations (beneficence, malfeasance, autonomy, and justice).

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. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

NURS 8100 Week 6: Ethical and Legal Implications of Policy

Nurses frequently encounter ethical and legal dilemmas that shape their practice. Likewise, those who are responsible for formulating policy and ensuring effective implementation also encounter critical dilemmas related to health law and ethics. For example, how should decisions involving individual rights versus the collective good be made? What other policy-related issues have ethical and legal implications?

This week you review the four principles of medical ethics—beneficence, malfeasance, autonomy, and justice. You will examine these principles in the light of current health care policy.

Learning Objectives

Students will:

Analyze a health care policy in terms of the tension between individual rights and the collective good

Evaluate the ethical and legal considerations of a health care policy

Photo Credit: [erhui1979]/[Digital Vision Vectors]/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. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

Required Readings

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

Chapter 13, “Medical Ethics and Rationing of Health Care”This chapter discusses the four principles of medical ethics—beneficence, malfeasance, autonomy, and justice, and views current health care conditions through these lenses. Distributive justice, allocation of limited health care resources, rationing, and the ethics of health care financing are also examined.

Bae, S., & Brewer, C. (2010). Mandatory overtime regulations and nurse overtime. 
Policy, Politics & Nursing Practice, 11
(2), 99–107.

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

 

The authors examine the effect of government regulations on health care issues by studying nurse overtime. They discovered that states with mandatory overtime regulations had higher total RN work hours.

Blum, J. D., & Talib, N. (2006). Balancing individual rights versus collective good in public health enforcement. 
Medicine & Law, 25
(2), 273–281.

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

 

This article examines the balance of public good and individual liberty through the examples of policies regarding communicable disease and childhood immunization. The impact of the U.S. Supreme Court Case, 
Jacobson v. Massachusetts
on health care policy is discussed. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

Pauly, B. (2008). Harm reduction through a social justice lens. 
International Journal of Drug Policy, 19
(1), 4–10.

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

 

The author discusses the ethical issue of marginalized groups, such as the homeless, and their barriers to health care. The philosophy of harm reduction and various social justice theories are examined as possible guides to a policy initiative.

Ruger, J. P. (2008). Ethics in American health 2: An ethical framework for health system reform. 
American Journal of Public Health, 98
(1), 1756–1763.

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

Wieck, K. L., Oehler, T., Green, A., & Jordan, C. (2004). Safe nurse staffing: A win-win collaboration model for influencing health policy. 
Policy, Politics & Nursing Practice, 5
(3), 160–166.

Note:
You will access this article from the Walden Library databases. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

Optional Resources

Fowler, M. (2008). 
Guide to the code of ethics for nurses: Interpretation and application
. M. D. M. Fowler (Ed.). Silver Spring, MD: The American Nurses Association, Inc.

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.

Rogers, E. M., & Peterson, J. C. (2008). Diffusion of clean indoor air ordinances in the southwestern United States. 
Health Education & Behavior, 35
(5), 683–697.

Trentham, M. (2009). Patient abandonment—What is it really? 
ASBN Update, 13
(1).

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 2: Health Policy Proposal Analysis (Policy Brief)

Continue to work on this Assignment, assigned in Week 3 and due in 
Week 7.
Consider the potential economic benefits of the recommendation you have selected and how the recommendation may contribute to controlling health care costs. Include this information in your policy brief. NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay.

By Day 7 of Week 7

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 ethical and legal context of your selected health care policy. This information should be included in Part 2 of your analysis paper.

By Day 7 of Week 11

Submit this Assignment.

Rubric Detail

 

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

Name: NURS_8100_Week6_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 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good 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.

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

NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good 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.

NURS 8100 Ethical and Legal Implications of Policy – Individual Right Versus the Collective Good Essay

NURS 8100: Technology and Cost Containment essay assignment discussion

Technology and Cost Containment

In response to continually rising health care costs, the Health Information Technology for Economic and Clinical Health (HITECH) provision was created to promote the meaningful use of health care information technology through numerous incentive programs for health care providers. By enhancing data collection, streamlining electronic medical records, and increasing transparency, it is believed that significant cost savings can be realized as well as other positive outcomes. What are some of the tradeoffs involved in this type of policy NURS 8100: Technology and Cost Containment essay assignment discussion?

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To prepare for Technology and Cost Containment:

Reflect on the challenges of containing health care costs in the U.S. presented in the Learning Resources and discussed by Dr. Kominski and Dr. Zelman in the media. NURS 8100: Technology and Cost Containment essay assignment discussion.

Consider how information technology may be used to address health care issues related to cost.

Examine the Health Information Technology for Economic and Clinical Health (HITECH) provision and its goals.

By Day 3 of Technology and Cost Containment

Post
 a cohesive response that addresses the following:

Briefly summarize a significant challenge to containing health care costs.

How do policy makers envision technology could be utilized to address this challenge (above)? Provide at least one example to support your response. NURS 8100: Technology and Cost Containment essay assignment discussion.

Do you agree or disagree with the policy makers? Describe why you agree or disagree and include one or more insights from this analysis that relate to the question of how information technology could, or could not, help contain costs while supporting health care reform initiatives
.

Read
 a selection of your colleagues’ postings.

By Day 6 of Technology and Cost Containment

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.

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.

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

Assignment 1: Issues in Health Care Reform (Interview)

Continue to work on this NURS 8100: Technology and Cost Containment essay assignment discussion, assigned in Week 2 and due in
Week 9.

By Day 7 of Week 9

Submit this Assignment.

Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Continue to work on this Assignment, assigned in Week 3 and due in 
Week 7.
Consider the potential economic benefits of the recommendation you have selected and how the recommendation may contribute to controlling health care costs. Include this information in your policy brief NURS 8100: Technology and Cost Containment essay assignment discussion.

By Day 7 of Week 7

Submit this NURS 8100: Technology and Cost Containment essay assignment discussiont.

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 financial and economic context of your selected health care policy. Include an analysis of the costs of the various policy solutions and the primary funding sources. This information should be included in Part 2 of your analysis paper.

By Day 7 of Week 11

Submit this Assignment.

NURS 8100 Week 5: Economic and Technological Influences on Policy

Economic factors have long been a key driver of health care policy and reform efforts. As noted in previous weeks, for instance, health policies have attempted to improve the situation for millions of uninsured or underinsured individuals and to address the barriers to health care access that have arisen as a result of the high costs associated with insurance and health service delivery. NURS 8100: Technology and Cost Containment essay assignment discussion.

This week, you will examine how economics influences health policy and health care reform efforts. You will explore cost containment strategies from increasing administrative efficiency to health care rationing and the role of technology in health care reform and cost control efforts.

Learning Objectives

Students will:

Evaluate the use of technology to achieve health care reform and cost containment goals

Analyze the economic consequences of a health care policy

Photo Credit: [Robert Nicholas]/[OJO 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. NURS 8100: Technology and Cost Containment essay assignment discussion.

Required Readings

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

Chapter 8, “Painful Versus Painless Cost Control”Chapter 8 focuses on the relationship between health care costs and health outcomes and its importance on the health policy agenda. This chapter also presents strategies for effectively utilizing resources as opposed to rationing health care services. NURS 8100: Technology and Cost Containment essay assignment discussion.

Chapter 9, “Mechanisms for Controlling Costs”Chapter 9 examines an array of policies aimed at controlling health care costs and reviews specific financial and reimbursement cost containment methods to health outcomes.

Buntin, M., Jain, S., & Blumenthal, D. (2010). Health information technology: Laying the infrastructure for national health reform. 
Health Affairs, 29
(6), 1214–1219. doi: 10.1377/hlthaff.2010.0503

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

 

In this article, the authors examine the role of health information technology as a major component in the restructuring of health care. They suggest it will improve quality, reduce costs, and allow for seamless access to data across providers.

Margolius, D., & Bodenheimer, T. (2010). Transforming primary care: From past practice to the practice of the future. 
Health Affairs, 29
(5). NURS 8100: Technology and Cost Containment essay assignment discussion.

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

The authors propose a primary care practice of the future in which physicians act as leaders of a team of health care professionals. Reimbursement would shift from a pay-per-service model to a comprehensive model that incorporates both a standardized payment per patient and performance pay based on improved patient health outcomes.

Maxson, E., Jain, S., McKethan, A., Brammer, C., Buntin, M., Cronin, K., … Blumenthal, D. (2010). Beacon communities aim to use health information technology to transform the delivery of care. 
Health Affairs, 29
(9), 1671–1677. doi: 10.1377/hlthaff.2010.0577

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

Monheit, A., Cantor, J., DeLia, D., & Belloff, D. (2011). How have state policies to expand dependent coverage affected the health insurance status of young adults? 
Health Services Research, 46
(1), 251- 267.

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

Young adults (19-29 years of age) are one of the highest uninsured segments of U.S. population. Some states have mandated extended dependent coverage; however, the study presented in this article depicts little effect on uninsured rates. The authors suggest that the PPACA 2010 provision mandating expanded dependent coverage will have better success because more health plans will be involved in the mandate.

Rosenthal, M., Beckman, H., Forrest, D., Huang, E., Landon, B., & Lewis, S. (2010). Will the patient-centered medical home improve efficiency and reduce costs for care? A measurement and research agenda. 
Medical Care Research & Review, 67
(4), 476–484. NURS 8100: Technology and Cost Containment essay assignment discussion.

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

This article discusses the use of Patient-Centered Medical Homes (PCMHs) as a cost containment strategy. The authors maintain that credible research needs to be conducted to evaluate the actual results.

Steuerle, C. E., & Bovbjerg, R. R. (2008). Health and budget reform as handmaidens. 
Health Affairs, 27
(3), 633–644.

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

Wilensky, G. (2010). Health economics. 
Information Knowledge Systems Management, 8,
 179–193.

Note:
You will access this article from the Walden Library databases. NURS 8100: Technology and Cost Containment essay assignment discussion.

Required Media

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

 

Note: 
The approximate length of this media piece is 13 minutes.

 

In this media presentation, Dr. Gerald Kominski and Dr. Walter Zelman discuss the challenges policy makers face in containing health care expenditures and costs.

Rubric Detail

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

Name: NURS_8100_Week5_Discussion_Rubric

Grid View

List View

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*.

NURS 8100: Technology and Cost Containment essay assignment discussion

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 8100: Technology and Cost Containment essay assignment discussion

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 8100: Technology and Cost Containment essay assignment discussion

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. NURS 8100: Technology and Cost Containment essay assignment discussion

NURS 8100 Week 4 Assignment 3: Policy Analysis Paper [Major Assessment 2]

Policy Analysis Paper [Major Assessment 2]

In previous Discussions and Assignments, you have examined various aspects of the policy process: exploring the unintended consequences of policies, agenda setting, and analyzing policy recommendations. In this Assignment, you will have the opportunity to further develop your analysis skills by working through the policy analysis process. To be an effective agent for social change, you must be able to logically and critically analyze policy from multiple perspectives and contexts and then present your insights in a succinct and professional manner Policy Analysis Paper. This exercise will afford such an experience.

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For this Assignment, you will examine a particular policy of interest to you (perhaps the one you selected for this week’s Discussion), and apply a policy analysis framework to understand the impact associated with the implementation of the policy. You will then develop a policy analysis paper, which is due the end of Week 11. This paper will also serve as your Major Assessment for this course.

To prepare for Policy Analysis Paper [Major Assessment 2]:

Select a health care policy and a policy analysis framework to utilize for this Assignment. You may use the policy and framework you identified in this week’s Discussion or change your selection. Policy Analysis Paper [Major Assessment 2]

To complete for Policy Analysis Paper [Major Assessment 2]:

Write an 8- to 10-page analysis paper (including references) in which you succinctly address the following:

Part 1: Define the policy issue.

How is the issue affecting the policy arena?

What are the current politics of the issue?

At what level in the policy making process is the issue?

Part 2: Apply a policy analysis framework to explore the issue using the following contexts:

Social

Ethical

Legal

Historical

Financial/economic

Theoretical underpinnings of the policy

Policy Analysis Paper

Include in this section:

Who are the stakeholders of interest?

Is there a nursing policy/position statement on this health care issue? If so, who developed it?

Part 3: Policy options/solutions

What are the policy options/solutions for addressing the issue? Include at least three levels of options/solutions: no change; partial change; radical change or maximum change.

What are the theoretical underpinnings of the policy options/solutions?

What are the health advocacy aspects and leadership requirements of each option?

How does each option/solution provide an opportunity or need for inter-professional collaboration?

What are the pros and cons of each suggested change?Policy Analysis Paper Include the cost benefits, effectiveness, and efficiency of each option along with the utility and feasibility of each option.

Part 4: Building Consensus

Outline a plan for building consensus around your recommended option/solution for solving the policy issue.

Part 5: References

Limit your references so this section is no more than 2 pages.

Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the 
Publication Manual of the American Psychological Association
 to ensure that your in- text citations and reference list are correct. Policy Analysis Paper [Major Assessment 2]

By Day 7 of Week 11 of Policy Analysis Paper [Major Assessment 2]

This Assignment is due.

NURS 8100 Week 4 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.

NURS 8100 Week 4 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Continue to work on this Assignment, assigned in Week 3 and due in 
Week 7.

By Day 7 of Week 7

Submit this Assignment.

NURS 8100 Week 4: Policy Analysis Frameworks

Consider the social contract between the nursing profession and consumers of health care. This social contract has long been demonstrated by nurses. For example, recall the nursing pioneer Lillian Wald who in the late 1800s worked to improve the health and welfare of the immigrant population in New York. How does engaging in the policy process assist nurses with fulfilling this social contract today? To better influence health and nursing policy, which seeks to improve health and quality outcomes, nurses need to develop their policy acumen. Utilizing a policy analysis framework can assist in this process.

This week continues the examination of the policy process addressed in Week 3. You will examine how frameworks from nursing and other disciplines can work together to inform policy analysis.

Learning Objectives

Students will:

Propose a policy analysis framework for a specific policy issue

Conduct a comprehensive policy analysis critically analyzing a health policy from multiple contexts

Photo Credit: [alphaspirit]/[iStock / Getty Images Plus]/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.

Required Readings

Blackman, V. S. (2005). Putting policy theory to work: Tobacco control in California. 
Policy, Politics, & Nursing Practice, 6
(2), 148–155. doi: 10.1177/1527154405276289

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

 

In this article, the author applies Kingdon’s multiple streams theory to agenda setting and the public policy issue of tobacco use. In addition, the author points out two limitations of Kingdon’s model—the need to build alliances and the varying power levels among stakeholders.

Craig, R. L., Felix, H. C., Walker, J. F., & Philips, M. M. (2010). Public health professionals as policy entrepreneurs: Arkansas’s childhood obesity policy experience. 
American Journal of Public Health, 100
(11), 2047–2052.

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

Fawcett, J., & Russell, G. (2001). A conceptual model of nursing and health policy. 
Policy, Politics, & Nursing, 2
(2), 108–116. doi: 10.1177/152715440100200205

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

 

Fawcett and Russell provide a five-level conceptual model of nursing and health policy, and diagram the relationship between the model and new health policies. Guidelines for health policy analysis and evaluation are also provided.

Hewison, A. (2007). Policy analysis: A framework for nurse managers. 
Journal of Nursing Management, 15
(7), 693–6 99. doi: 10.1111/j.1365-2934.2006.00731.x

Initially, this article presents a broad analysis of policy making and then provides a specific framework of policy analysis for nurse managers. The author focuses on the necessity for nurses to become involved in health care policy making

Policy analysis: A framework for nurse managers. 
Journal of Nursing Management
, 15(7) by Hewison, A. Copyright 2007 by BLACKWELL PUBLISHING – JOURNALS. Reprinted by permission of BLACKWELL PUBLISHING – JOURNALS via the Copyright Clearance Center.

Howie, W. O. (2009). Mandatory reporting of medical errors: Crafting policy and integrating it into practice. 
Journal for Nurse Practitioners, 5
(9), 649–654. doi:10.1016/j.nurpra.2009.07.012

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

John, P. (2003). Is there life after policy streams, advocacy coalitions, and punctuations: Using evolutionary theory to explain policy change? 
Policy Studies Journal, 31
(4), 481–4 98. doi: 10.1111/1541-0072.00039

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

 

This article advances the use of evolutionary theory as policy theory. The author proposes that aspects of evolutionary theory such as randomness, competition, and selection be applied to policy theory but cautions that more research regarding its applicability is needed.

Rawat, P., & Morris, J. C. (2016). Kingdon’s “Streams” model at thirty: Still relevant in the 21st century? 
Politics & Policy, 44
(4), 608-638. doi: 10.1111/polp.12168

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

Russell, G., & Fawcett, J. (2005). The conceptual model for nursing and health policy revisited. 
Policy, Politics, & Nursing, 6
(4), 108–116. doi: 10.1177/1527154405283304

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

 

In this article, Russell and Fawcett revise their 2001 conceptual model of nursing and health policy and provide guidelines for nursing-specific research.

Optional Resources

Bardach, E. (2004). Presidential address—The extrapolation problem: How can we learn from the experience of others? 
Journal of Policy Analysis and Management, 23
(2), 205. doi: 613545361

NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

Selecting a Policy Analysis Framework

The goal of policy analysis is to provide in-depth, relevant, and evaluative information about a policy. Using a framework as a guideline for the analysis provides scaffolding for logically and carefully considering the policy issue. To select a framework, one should consider the focus of the policy being analyzed and whether the policy is intended to be predictive or prescriptive. For this Discussion, you will choose a policy issue that is important to you and after evaluating the frameworks described in the Learning Resources, select the framework most appropriate for analyzing the issue.

To prepare for Selecting a Policy Analysis Framework:

Reflect on your understanding of the policy process: how policy is formulated, adopted, implemented, and evaluated.

Review the various frameworks presented in this week’s Learning Resources and consider how they are applied to nursing and health policies. How do they assist you in understanding and shaping policy Policy Analysis Paper?

Brainstorm a list of the issues that are most important to your practice (these can be issues at the institutional, local, state, national, or international level). Then identify a specific nursing or health care policy related to one key issue, and consider which of the frameworks you would use to examine the issue.

Note:
 You may not select the Patient Protection and Affordable Care Act for this analysis.

By Day 3 of Selecting a Policy Analysis Framework

Post
 a cohesive response that addresses the following:

Identify the policy you have selected.

Describe the framework that you would use for this particular issue, and provide your rationale.

At what other stages in the policy process might an analysis framework provide guidance?

Policy Analysis Paper

Read
 a selection of your colleagues’ postings.

By Day 6 of Selecting a Policy Analysis Framework

Respond
 to at least 
two
 of your colleagues selecting postings for which you have an alternative framework suggestion and explain how that framework might affect the analysis.

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. Selecting a Policy Analysis Framework

Rubric Detail : NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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

Name: NURS_8100_Week4_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*. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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 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*. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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 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. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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.

Policy Analysis Paper

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. NURS 8100 Week 4 Discussion: Selecting a Policy Analysis Framework

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 Paper

NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Health Policy Proposal Analysis (Policy Brief)

Nurses engaged in the policy arena often are asked to provide information on a health care topic of interest to policy makers. This is frequently accomplished through developing a policy brief. A policy brief advocates for a particular recommendation (prior to the enactment of a policy). Learning how to write a policy brief in a clear, succinct, scholarly, and professional manner is an essential skill for advanced practice nurses.

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For this Assignment, you will assess one of the recommendations from the Institute of Medicine’s 
The Future of Nursing: Leading Change, Advancing Health: Report Recommendations.
Health Policy Proposal Analysis (Policy Brief). You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7). NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

To prepare for Health Policy Proposal Analysis (Policy Brief):

Review the Lavis et al. article on preparing and writing policy briefs provided in the Learning Resources.

Select one of the recommendations within the 
IOM The Future of Nursing: Leading Change, Advancing Health: Report Recommendations
 to focus on for this Health Policy Proposal Analysis (Policy Brief) assignment.

Research the history of the problem behind the recommendation and what has been done to try to solve the problem.

What does the recommendation say should be done? Are there any groups, nursing and others, currently supporting work to implement the recommendation (e.g., Kaiser Family Foundation, professional organizations)? Does the recommendation suggest specific groups that should be involved in the implementation? Think critically about how the recommendation should be implemented – did the IOM get it right? What other strategies are possible to consider Health Policy Proposal Analysis (Policy Brief)?

By Day 7 of Week 7 of Health Policy Proposal Analysis (Policy Brief)

To complete:

Develop a scholarly and professionally written 2- to 3-page single-spaced policy brief on the recommendation you selected from the IOM report following the format presented in the Lavis et al. article. Include the following:

Short introduction with statement of the problem.

The selected recommendation (from the IOM Report)

Background

Current characteristics

The impact of the recommendation from the perspective of consumers, nurses, other health professionals, and additional stakeholders

Current solutions

Current status in the health policy arena

Final conclusions

Resources used to create the policy brief

Health Policy Proposal Analysis (Policy Brief)

Due by 
Day 7
 of 
Week 7.
 Complete instructions for submitting your Assignment are provided in the Week 7 Assignment area. Health Policy Proposal Analysis (Policy Brief)

Note
: You will post a summary of your policy brief in the Week 7 Discussion.

NURS 8100 Week 3 Assignment 1: Issues in Health Care Reform (Interview)

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

You should be actively scheduling your interview appointment. As you begin considering the health issue you intend to discuss with your interviewee, determine where it is on the public’s agenda: the systematic or formal agenda. How might you persuade your interviewee of the importance of this issue? Health Policy Proposal Analysis (Policy Brief). How could your interviewee assist with getting this issue on the systematic or formal agenda?

NURS 8100 Week 3: The Policy Process

This week, you will investigate the process of creating health care policy beginning with agenda setting and the policy proposal. How does an issue move along the continuum from simple discussion to policy development? How do you identify key stakeholders and enlist their support in moving a health care issue forward?

To gain experience in the policy process, you will critically analyze recommendations from the Institute of Medicine’s 
The Future of Nursing
 report brief and create a policy brief based on your analysis. These are skills that advanced nursing practice requires, and which support your ability to participate in public policy making at all levels: institutional, local, state, national, and international.

Learning Objectives

Students will:

Develop strategies for raising clinical practice issues to an organization’s systematic agenda

Critically analyze a health policy proposal from the perspective of consumers, nurses, other health professionals, and additional stakeholders. Health Policy Proposal Analysis (Policy Brief).

Develop a scholarly and professionally written policy brief

Photo Credit: [Westend61]/[Brand X Pictures]/Getty Images

Learning Resources of NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

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 for NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Hyder, A., Syed, S., Puvanachandra, P., Bloom, G., Sundaram, S., Mahmood, S., … Peters, D. (2010). Stakeholder analysis for health research: case studies from low- and middle-income countries. 
Public Health, 124
(3), 159–166.

Note:
You will access this article from the Walden Library databases Health Policy Proposal Analysis (Policy Brief).

This study demonstrates how the engagement of stakeholders in research and policy making can assist in the successful implementation of policy proposals. The authors propose that by engaging stakeholders, researchers and policy makers are provided with multiple perspectives on proposed policies, which can lead to greater success with policy adoption and implementation.

Lavis, J. N., Permanand, G., Oxman, A. D., Lewin, S., & Fretheim, A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. 
Health Research Policy & Systems
, 71–79. doi: 10.1186/1478-4505-7-S1-S13

Note:
You will access this article from the Walden Library databases Health Policy Proposal Analysis (Policy Brief).

The purpose of a policy brief is to communicate an issue clearly and definitively to policy makers. The authors of this article propose an outline for policy briefs and also stress the importance of using research when creating a policy brief.

Lowery, B. (2009). Obesity, bariatric nursing, and the policy process: The connecting points for patient advocacy. 
Bariatric Nursing & Surgical Patient Care, 4
(2), 133–138.

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

This article provides an example of nurse involvement in policy making by examining a bariatric nursing issue. The author stresses that nurses, in their patient-advocacy role, have a responsibility to be involved in the health care policy process.

Moore, K. (2006). How can basic research on children and families be useful for the policy process? 
Merrill-Palmer Quarterly, 52
(2), 365–375.

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

Institute of Medicine. (2010). 
The future of nursing: Leading change, advancing health: Report recommendations.
 Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Introduced in Week 2, this IOM report highlights four key recommendations in its proposal for the future directions of the nursing profession. These recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking. Health Policy Proposal Analysis (Policy Brief)

National Center for Policy Analysis (2010). 
Ideas changing the world: Free-market health care policy.
 Retrieved from http://www.ncpathinktank.org/healthcare

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues.

Required Media for NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Laureate Education, Inc. (Executive Producer). (2011). 
Healthcare policy and advocacy: Agenda setting and the policy process.
 Baltimore: Author.

Note: 
The approximate length of this media piece is 17 minutes.

Dr. Kathleen White and Dr. Joan Stanley share their insights into agenda setting and how issues are moved forward into the policy process Health Policy Proposal Analysis (Policy Brief).

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Optional Resources of NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

Barnes, M., Hanson, C., Novilla, L., Meacham, A., McIntyre, E., & Erickson, B. (2008). Analysis of media agenda setting during and after Hurricane Katrina: Implications for emergency preparedness, disaster response, and disaster policy. 
American Journal of Public Health, 98
(4), 604–610.

Jennings, C. (2002). The power of the policy brief. 
Policy, Politics & Nursing Practice, 3
(3), 261–263. doi: 10.1177/152715440200300310

Neumann, P. J., Palmer, J. A., Daniels, N., Quigley, K., Gold, M. R., & Chao, S. (2008). A strategic plan for integrating cost-effectiveness analysis into the US health care system. 
American Journal of Managed Care, 14
(4), 185-188.

Plan, Policy, Procedure Relationship Diagram. (n.d.). Retrieved from http://www.informationsecurityintel.com/docs/Fig.%204.3.pdf Health Policy Proposal Analysis (Policy Brief)

Policy process – Agenda Setting

NURS 8100 Week 3 Discussion: Agenda Setting

Discussion: Agenda Setting

A key aspect of the policy process is agenda setting. How do topics get on that agenda? Agenda setting requires the support of stakeholders to move the issue forward. In this week’s media presentation, Dr. Kathleen White outlines the policy process and discusses how to move issues into the policy arena through agenda setting. The ultimate goal is to gain the attention of leadership whether at the organizational, local, state, national, or international level.

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To prepare for NURS 8100 Week 3 Discussion: Agenda Setting:

Review this week’s media presentation, focusing on the insights shared by Dr. White and Dr. Stanley on agenda setting and identification of stakeholders. Policy process – Agenda Setting.

Brainstorm clinical practice issues that you believe are worthy of being on your organization’s systematic agenda.

Who are the stakeholders who would be interested in this clinical practice issue?

By Day 3 of NURS 8100 Week 3 Discussion: Agenda Setting

Post
 a cohesive response that addresses the following:

In the first line of your posting, identify the clinical practice issue you would like to see on your organization’s systematic agenda.

What strategies would you use to inform stakeholders and persuade them of the importance of your identified clinical practice issue?

Read
 a selection of your colleagues’ postings.

By Day 6 of NURS 8100 Week 3 Discussion: Agenda Setting

Respond
 to at least 
two
 of your colleagues providing additional strategies for informing and persuading stakeholders. Include additional research evidence that supports the importance of their identified clinical practice issue.

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.

NURS 8100 Week 3 Discussion: Agenda Setting Rubric Detail

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

Name: NURS_8100_Week3_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*. NURS 8100 Week 3 Discussion: Agenda Setting

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 process – Agenda Setting

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*. NURS 8100 Week 3 Discussion: Agenda Setting

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. NURS 8100 Week 3 Discussion: Agenda Setting

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 8100 Week 3 Discussion: Agenda Setting

Policy process – Agenda Setting

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

Policy process – Agenda Setting

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. NURS 8100 Week 3 Discussion: Agenda Setting

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.

Policy process – Agenda Setting

Issues in Health Care Reform Essay
.

NURS 8100 Week 1: The Health Care System, Part 1

NURS 8100 Week 1 Discussion: Health Care Reform

Discussion: Health Care Reform

After much public and political debate, in March 2010, the Patient Protection and Affordable Care Act (PPACA) was signed into law by President Barack Obama. The PPACA is one of many health care reform efforts that have sought to correct key features of the U.S. health care system such as financing, service delivery, and care coordination. This week, you will examine the passage of PPACA as a milestone along the historical continuum of health care reform in the United States Issues in Health Care Reform Essay.

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To prepare:

Review this week’s Learning Resources and media presentation, reflecting on the evolution of health care in the United States and the public’s response to health care reform efforts historically and currently.

Consider: What principal features of the U.S. health care system helped or hindered the enactment of federal health reform in March 2010? What challenges were encountered? Issues in Health Care Reform Essay.

How do these conditions and/or challenges reflect characteristics of the policy process and the political environment?

By Day 3 of Discussion: Health Care Reform

Post
 a cohesive response that addresses the following:

Analyze at least one important feature of the U.S. health care system that is of particular interest to you. Explain why you think this feature is significant in terms of health policy and reform.

Describe one or more conditions or challenges specifically related to the passing of the PPACA. Explain how this exemplifies the nature of the policy-making process, and evaluate how it could relate to the question of why health reform in the United States has been so difficult.

Read
 a selection of your colleagues’ postings.

By Day 6 of Discussion: Health Care Reform

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.

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.

ORDER NOW FOR AN ORIGINAL PAPER

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

NURS 8100 Week 1: The Health Care System, Part 1

The evolution of health care in the United States has been a roller-coaster story of good intentions that were often buffeted by economic and social change, compromised by special interests, and beset by passionate differences of opinion. The primary goals of health care reform have been fairly consistent: to increase access, lower costs, and improve quality. Many efforts to bring about change, however, have not resulted in policy. Why has this been such a challenge? What barriers have prevented reform efforts from being successful? Exactly how to fix the weaknesses of the current health care system continues to be an issue of public and political debate, and one which continues to be played out in the policy arena. Issues in Health Care Reform Essay.

This week, you will examine the history and evolution of health care and consider how health care financing has been central in shaping the current system. You also will examine provisions of the Patient Protection and Affordable Care Act of 2010 (PPACA)—a groundbreaking attempt at reforming the U.S. health care system by the enactment of new policy.

Looking Ahead
In Week 2, you will begin an assignment that requires you to interview a policy maker Issues in Health Care Reform Essay. Due to the time-sensitive nature of getting on the desired individual’s schedule, you may wish to review this assignment now to begin thinking about who you might like to contact.

Objectives

Students will:

Analyze principal features of the U.S. health care system

Evaluate the policy process in relation to challenges for health care reform

Access online learning resources for professional growth and development

Learning Resources

Required Readings

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

Chapter 1, “Introduction: The Paradox of Excess and Deprivation”This chapter introduces the concept of “excess and deprivation”—p eople receiving either too little or too much health care, which contributes to the weakness of the health care system.

Chapter 2, “Paying for Health Care”This chapter discusses the evolution of health care financing, including out-of–pocket payments, individual private insurance, employment-based insurance, and government-financed insurance.

Chapter 3, “Access to Health Care”This chapter focuses on financial and nonfinancial barriers to health care and concludes with influences to one’s health status unrelated to health care.

Chapter 4,“Paying Health Care Providers”This chapter provides information on how physicians and hospitals are paid. Issues in Health Care Reform Essay.

HealthCare.gov. (n.d.). 
Understanding the Affordable Care Act.
 Retrieved from http://www.hhs.gov/healthcare/rights/index.html

Posted by U.S. Department of Health & Human Services, this article provides an introduction to the Patient Protection and Affordable Care Act of 2010 (PPACA).

HealthCare.gov. (n.d.). 
Understanding the Affordable Care Act: About the law.
 Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

Also posted by U.S. Department of Health & Human Services, this article focuses on specific provisions of the law and outlines how it will increase access to affordable health coverage.

In Week 1 of this course, you are required to subscribe to one of the health information services listed below. In preparation, review these different sites:

Agency for Healthcare Research and Quality. (2010). 
AHRQ PSNet Patient Safety Network
. Retrieved from http://psnet.ahrq.gov/

ModernHealthcare.com. (n.d.). 
Registration is free: The news is invaluable
. Retrieved from https://home.modernhealthcare.com/clickshare/addAccountFree.do

Robert Wood Johnson Foundation. (2011). 
Publications and research
. Retrieved from http://www.rwjf.org/?topicid=1318

The Commonwealth Fund. (2010). 
The Commonwealth Fun
d. Retrieved from http://www.commonwealthfund.org/

The Henry J. Kaiser Family Foundation. (2011). 
New & noteworthy
. Retrieved from http://www.kff.org/

Required Media

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

Note: 
The approximate length of this media piece is 11 minutes.

In this media presentation, Dr. Kominski and Dr. Zelman discuss the policy process and provide an overview of the influence of policy on health care practices. Dr. Zelman also discusses the challenges of passing new policy and relates this to health care reform efforts Issues in Health Care Reform Essay.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Optional Resources

Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended and unintended consequences of health care reform. 
Healthcare Financial Management
, 
64
(10), 50–55.

Rettenmaier, A. J., & Saving, T. R. (2011, January 5). 
Reforming Medicare: The Affordable Care Act versus the Rivlin/Ryan proposal
. National Center for Policy Analysis. Retrieved from http://www.ncpathinktank.org/pub/ba736

Stephens, J. H., & Ledlow, G. R. (2010). Real health care reform: focus on primary care access. 
Hospital Topics
, 
88
(4), 98–106.

NURS 8100 Week 1 Assignment: Staying Current: Online Resources

Technology is providing increasingly rich and credible resources for staying abreast of the latest trends and issues in health care. Many recognized organizations provide regularly disseminated updates via their websites, and offer this information free to subscribers Issues in Health Care Reform Essay. As you proceed through the DNP program, you will find that receiving these updates will support your professional growth as a scholar practitioner.

To prepare:

Explore the following resources found inthis week’s Learning Resources:

AHRQ Patient Safety Network

Modern Healthcare Alerts

RWJ Nursing News Digest

The Commonwealth Fund

The Henry J. Kaiser Family Foundation

To complete:

Select one service and subscribe to receive e-mail alerts or updates.

Copy and paste your successful subscription notification into a Word document.

By Day 7

Submit
 the 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 “WK1Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 1 Assignment 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Assgn+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.

Rubric Detail

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

Name: NURS_8100_Week1_Discussion_Rubric

Grid View

List View

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*.

Issues in Health Care Reform 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. Issues in Health Care Reform 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

Issues in Health Care Reform 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. Issues in Health Care Reform Essay

NURS 8100 Week 2 Assignment 1: Issues in Health Care Reform (Interview)

Assignment 1: Issues in Health Care Reform (Interview)

According to the AACN (2006), “Political activism and commitment to policy development are central elements of professional nursing practice” (p. 13). Throughout this course, you will hone the skills and competencies required for this type of involvement in policy.

Research is an essential step in the process of acquiring the skills and competencies, and interviews are one form of research that can serve as a valuable source of information. Issues in Health Care Reform Essay. As such, this Assignment (which you will start this week, and submit by the end of Week 9) provides an opportunity for you to identify a health reform issue of interest and discuss the issue with a state or national politician (or their aide).

To prepare for Assignment 1: Issues in Health Care Reform (Interview):

Identify a state or national politician (state representative or legislator, senator, congressman, governor, etc.), or aide, whom you would like to interview regarding current issues in health care reform.

As soon as possible, contact the individual’s office to request a meeting. Keep in mind that it may be difficult to get on their calendar, so plan accordingly. You may conduct the interview in person or by phone.

In advance of the interview, ask yourself:

What health care policy issue is important to me personally?

What issue do I want to bring to this person’s attention?

With this in mind, develop your list of questions for the interview around your selected health policy issue. In addition, you may wish to include questions related to health care reform:

What are your constituents most concerned about regarding health care reform? Issues in Health Care Reform Essay.

What are the trade-offs associated with recent health care reform policy?

By Day 7 of Week 9 of Assignment 1: Issues in Health Care Reform (Interview)

To complete for Assignment 1: Issues in Health Care Reform (Interview):

Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.

Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the 
Publication Manual of the American Psychological Association
 to ensure that your in-text citations and reference list are correct. Due by 
Day 7
 of 
Week 9. Assignment 1: Issues in Health Care Reform (Interview)

NURS 8100 Week 2: The Health Care System, Part 2

As addressed in Week 1, many different policies and reform efforts have influenced health care delivery over the past century. Consider for a moment the health care reform efforts during the 1960s and the implementation of Medicare and Medicaid. How did these reform initiatives become policy? What challenges do these programs face today? What problems did they solve, and what new problems have arisen?

The Centers for Medicare & Medicaid Services (CMS) continue to have a strong influence on the health care system and health care policy through financial incentives and reimbursement policies. For example, to improve continuity of care, Medicare is offering financial incentives to health care providers that become accountable care organizations.

This week, you will have an opportunity for an authentic experience as you bring a health care issue of concern to the attention of your state or national politician. Issues in Health Care Reform Essay. You will also consider the unintended consequences that may arise as a result of reform policy, such as the individual mandate.

Learning Objectives

Students will:

Analyze key health care reform legislation to determine positive results and potential unintended consequences

Assess reform-related issues for health care

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

Learning Resources for Assignment 1: Issues in Health Care Reform (Interview)

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 for Assignment 1: Issues in Health Care Reform (Interview)

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

Chapter 5, “How Health Care is Organized – I: Primary, Secondary, and Tertiary Care”

Chapter 6, “How Health Care is Organized – II: Health Delivery Systems”

McClellan, M. (2010). Accountable care organizations in the era of health care reform. 
American Health & Drug Benefits, 3
(4), 242–244. Issues in Health Care Reform Essay.

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

The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.

Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins. 
Health Care Financial Management, 64
(8), 57–63.

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

This article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.

Institute of Medicine. (2010). 
The future of nursing: Leading change, advancing health.
 Retrieved from http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

This report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.

Institute of Medicine. (2010). 
Report brief: The future of nursing: Leading change, advancing health.
 Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

This report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine 
The Future of Nursing: Leading Change, Advancing Health
report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking. Issues in Health Care Reform Essay

HealthCare.gov. (n.d.). 
Understanding the Affordable Care Act
. Retrieved from http://www.hhs.gov/healthcare/rights/index.html

This website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.

HealthCare.gov. (n.d.). 
Understanding the Affordable Care Act: About the law
. Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

Read the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.

Required Media for Assignment 1: Issues in Health Care Reform (Interview)

Laureate Education, Inc. (Executive Producer). (2011). 
Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations.
 Baltimore: Author.

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

In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Optional Resources for Assignment 1: Issues in Health Care Reform (Interview)

APRN Joint Dialogue Group Report. (2008). 
Consensus model for APRN regulation: Licensure, accreditation, certification & education.
 Retrieved from https://www.aacnnursing.org/Education-Resources/APRN-Education/APRN-Consensus-Model

Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how. 
JAMA: Journal of the American Medical Association, 304
(15), 1715–1716.

Fisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff. 
JHealth Affairs, 26,
 w44-w57. doi:10.1377/hlthaff.26.1.w44–57

McClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice. 
Health Affairs, 29
(5), 982–990. Issues in Health Care Reform Essay

Kaiser Health News. (2011). 
Accountable care organization proposed regulations: Resources
. Kaiser Family Foundation. Retrieved from http://www.kaiserhealthnews.org/Stories/2011/March/31/ACO-Documents-In-The-News.aspx Issues in Health Care Reform Essay

NURS 8100 Week 2 Discussion: Unintended Consequences of Health Care Reform Essay

Discussion: Unintended Consequences of Health Care Reform

The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance is one provocative provision. While this provision attempts to increase access to health care, it raises questions on how the existing system could sustain the potentially large influx of newly insured individuals.

ORDER A PLAGIARISM-FREE PAPER HERE

Another provision calls for new models of health care provider organizations to ensure delivery efficiency and continuity of care. In this week’s media presentation, Dr. Kathleen White discusses the accountable care organization, which comprises a group of providers coordinating care across a variety of institutional settings. Unintended Consequences of Health Care Reform Essay. Yet becoming an accountable care organization may present a number of challenges.

This week’s Discussion builds on Week 1, continuing the examination of those societal and organizational contexts that influence health care reform. The unintended consequences of reform policy on the health care system are also considered. Discussion: Unintended Consequences of Health Care Reform. Unintended Consequences of Health Care Reform Essay.

To prepare of Discussion: Unintended Consequences of Health Care Reform:

Review this week’s media presentation and the other Learning Resources focusing on how reform may lead to improved quality, greater access, and reduced cost of care. Also think about the unintended consequences that may arise as a result.

Consider the information presented about the individual mandate and accountable care organizations. What are some questions or concerns you might have regarding the individual mandate? Unintended Consequences of Health Care Reform Essay. What are the pros and cons associated with becoming an accountable care organization?

With posting instructions in mind, select either the individual mandate or accountable care organizations as the focus of your Discussion this week.

By Day 3 of Discussion: Unintended Consequences of Health Care Reform

Post
 a cohesive response that addresses the following:

In the first line of your posting, identify the topic you have selected—either the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.

Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession. Unintended Consequences of Health Care Reform Essay.

Read
 a selection of your colleagues’ postings.

By Day 6 of Discussion: Unintended Consequences of Health Care Reform

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. Unintended Consequences of Health Care Reform 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.

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: Unintended Consequences of Health Care Reform Unintended Consequences of Health Care Reform Essay.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Unintended Consequences of Health Care Reform

Rubric Detail

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

Name: NURS_8100_Week2_Discussion_Rubric

Grid View

List View

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*. Unintended Consequences of Health Care Reform 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*.

Unintended Consequences of Health Care Reform 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. Discussion: Unintended Consequences of Health Care Reform

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.

Unintended Consequences of Health Care Reform 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. Discussion: Unintended Consequences of Health Care Reform

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

Unintended Consequences of Health Care Reform 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. Discussion: Unintended Consequences of Health Care Reform

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. Discussion: Unintended Consequences of Health Care Reform

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. Discussion: Unintended Consequences of Health Care Reform

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. Discussion: Unintended Consequences of Health Care Reform

Unintended Consequences of Health Care Reform Essay

Assessing and treating pediatric clients with mood disorders decision tree case study

Assessment

Stahl (2013) argues that one of the best ways of understanding depressive symptoms among the pediatric clients defining them as a continuum. However, in the provided case, a diagnostic decision proves necessary for the purposes of defining the various needs and the reasons behind the treatment.  According to Vitiello (2012), it is important that medical professionals adapt the key screening questions with respect to depression whenever undertaking a psychiatric evaluation Assessing and treating pediatric clients with mood disorders decision tree case study. For instance, the screening interrogations for depression may entail either a sad or irritable mood as well as anhedonia.

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In the current assessment of the pediatric client, it will be important to come up with a connection and a highly confidential relationship with the child. In order to capture or rather bring on board the underlying psychopathology, the best strategy will entail gathering information from as many participants as possible. However, if it will be necessary to prioritize a single information source, the symptoms will have to be internalized in general, and most particularly the depressive ones. Indeed, depressive symptoms tend to be reported frequently by the children when compared to the assigned caregivers or teachers. Assessing and treating pediatric clients with mood disorders decision tree case study.

Poznanski & Mokros (1996) have argued for the need to bring families on board during the process of assessing pediatric clients with mood disorders. They base their arguments on empirical studies that have demonstrated that including family during this kind of assessment and diagnosis in general enhances the process of understanding, preventing as well as treating depressive disorders among children. In the current pediatric diagnosis, the family assessment will take into account quite a number of sociocultural elements that seem to end up influencing the presentation and description together with interpretation of the symptoms. Other than focusing only on problems, positive aspects will also be taken into account, since they will be of great relevance in the process of planning therapeutic approaches.

During the assessment, caution will be taken with regard to the difficulties associated with diagnosing pediatric patients as compared to adolescents and older adults. This is based on the fact that the diagnostic criteria adopted in the current century were purposefully meant for diagnosing the adult population rather than the children. Furthermore, the diagnostic approaches have neglected quite a number of developmental differences that exist between children and adults. Rao (2013) argues that despite the current diagnostic approaches serving the needs of the older adults, there are quite a number of symptoms that demonstrate little applicability among the youths. Some of these symptoms include excessive guilt and suicidal ideation among others. Moreover, recognition of depression among the children and adolescents is quite low as compared to the case of adults. This possibly arises from factors like symptom fluctuations, the reactions of moods and high levels of irritability among others. The diagram illustrates the assessment procedure, retrieved from
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462013000500004

Pharmacokinetic And Pharmacodynamic Processes

According to Magellan Health, Inc. (2013), every pediatric treatment addressing depression should be taken into account developmental aspects such as psychoeducation an family support among other risk behaviors. The current treatment will go the same way, though establishing clear objectives together with patients and their families will be one of the top priorities. This will not only  be meant for the acute treatment with respect to the current episode, but extending to consolidation and maintenance aspects as well as monitoring and preventing the possibilities of new episodes. Assessing and treating pediatric clients with mood disorders decision tree case study.

In the same way depression is managed and treated among the adults, the current pediatric treatment will encompass psychoeducation and support measures which will assist in addressing mild episodes more satisfactory with target on environemtal stressors. The treatments will bring on board physical activities that are particularly meant for symptomatology among the pediatric clients, with lower levels of intervention that have significant effects. However, if the symptoms emerge to be quite intense, the entire treatment process will have to adapt more specific strategies that will facilitate the same.

The pharmacological treatment to be adopted will address both the acute phase and possible cases of relapse and recurrences. The acute case phase will entail therapeutic activities such as crisis stabilization with respect to psychosis, other related cases of suicidal behavior and agitation. Effective management of the pediatric client will require the use of medication while at the same time enhancing social skills and support from the family. The primary objective in this case will be achieving mood stabilization, since this will see the patient realizing his optimal development with respect to emotional, cognitive and social aspects.

Poznanski & Mokros (1996) have argued that the choice of the suggested medication will be based on the available scientific evidence, the state of mood and the availability of either suicidal or psychotic symptoms. Other factors to be brought on board under the same will include how aggressiveness of the client, the potential side effects, patient’s history with regard to drug response as well as the family’s preference. To some extent, adjunctive treatment with bupropion may be adapted, though it will have to be indicated with high more caution basing on the risk that is associated with inducing a manic switch.

In all cases, pediatric patients express significant differences in physiology impacting on such aspects like drug absorption, distribution and metabolism among other related cases of elimination. Assessing and treating pediatric clients with mood disorders decision tree case study. Indeed, is these factors that will determine the medication process to prescribe to the client.

Drug Absorption

According to Bartelink (2006), drug absorption (DA) in pediatric patients is impacted on by the process through which the organ systems mature. The pediatric gastrointestinal tract is characterized by such aspects like high levels of gastric pH, minimized intestinal motility and low rate of bile acid synthesis. There are also those characteristics that speeding up DA such as a thinner stratum corneum and higher water content. This implies that the child will be administered drugs that are in line with the absorption factors of their gastrointestinal tract. For instance, the IM injections will be given through the water-soluble drugs since they do not precipitate at the junction; will dissolve in the system. Since the client has a high surface area to weight, he will be subjected to transdermal absorption. Assessing and treating pediatric clients with mood disorders decision tree case study.

Distribution

The volume of drug distribution significantly varies between children and adults, hence an important factor in determining medication for the client. As a pediatric patient, the client will be administered higher dose of drugs that are water soluble, since the bigger portion of his body weight is water.

Metabolism and Elimination

According to Al-Delaimy (2002), there is significant variation in metabolism and elimination of drugs among children and adults. For instance, the processes of oxidation, reduction and hydrolysis is quite high among pediatric patients as compared to adults, hence subjecting the client to medication that best suit the rate of his phase I metabolism. The same applies to phase II, which entails the processes of hydroxylation and conjugation. In addition to drugs, the client will be recommended for diet and special therapies that will positively alter metabolism and elimination of drugs administered to him.

Medical Decisions

Basing on the client’s pharmacokinetic and pharmacodynamic processes, there are three major decisions that will be made with regard to the medical decisions to prescribe to the child. These will include:

Use of Lithium Mood Stabilizers

The child can be prescribed traditional mood stabilizers by use of lithium medications. The choice of lithium will be based on the available empirical analysis, which has proven that the use of lithium has been effective in controlling mood disorders as well as preventing the recurrences of the same in future Assessing and treating pediatric clients with mood disorders decision tree case study. Therefore, the choice of this medication will be driven by the desire to achieve controlled mood disorders and further prevent the possible recurrences.

Antiseizure Medication

Brown (2000) argued that antiseizure medications were initially developed with the prime objective of combating epilepsy. Therefore, the adoption of antiseizure medication in the provided case will be guided by the positive effect they have always demonstrated on the symptoms of mood disorders. The adoption of this medication will have the objective of achieving mood-stabilization, acute treatment and getting rid of possible future occurrences of the mood disorder. Possibly, this decision will pave way for the adoption of two important drugs; valproate and carbamazepine.

Atypical Antipsychotics

According to Wladysiuk et al (2011), also known as new-generation antipsychotics, these drugs were initially developed with the aim of treating schizophrenia. Fortunately enough, these drugs have emerged more effective when treating mood disorders, just like in the current case of the African child. Similarly, prescribing atypical antipsychotics to the child will be aimed at stabilizing his moods as well as taking care of the associated acute symptoms, through risperidone and ziprasidone

Ethical Consideration

During the entire psychiatric medication, I expect  to come across ethical conflicts which will come into play between assisting the African child fully while at the same time respecting his autonomy optimally. As per the current situation, I will embark on respecting the client’s autonomy even if he may respond to the medication negatively.

 

References

Al-Delaimy, W. (2002). Hair as a biomarker for exposure to tobacco smoke.
 
Tobacco Control, 11
(3), 176. doi:http://dx.doi.org/10.1136/tc.11.3.176

Bartelink, I. H., Rademaker, C. M., Schobben, A. F., & van den Anker, J. N. (2006). Guidelines on paediatric dosing on the basis of developmental physiology and pharmacokinetic considerations. 
Clinical pharmacokinetics
, 
45
(11), 1077-1097.

Brown, M. B. (2000). Diagnosis and treatment of children and adolescents with attention-deficit/hyperactivity disorder.
 
Journal of Counseling and Development : JCD, 78
(2), 195-203. Retrieved from
https://search.proquest.com/docview/219024311?accountid=45049

Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from https://www.magellanprovider.com/media/11740/psychotropicdrugsinkids.pdf

Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.),
IACAPAP e-Textbook of Child and Adolescent Mental Health.
Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf

Wladysiuk, M., Araszkiewicz, A., Godman, B., Szabert, K., Barbui, C., & Haycox, A. (2011). Influence of patient co-payments on atypical antipsychotic choice in poland.
 
Applied Health Economics and Health Policy, 9
(2), 101-10. doi:http://dx.doi.org/10.2165/11318840-000000000-00000 Assessing and treating pediatric clients with mood disorders decision tree case study.

A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female

Practicum: Decision Tree

Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.

The Assignment:

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Examine Case 3. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)

At each Decision Point, stop to complete the following:

· Decision #1: Differential Diagnosis

o
 Which Decision did you select?

o 
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o 
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

o
 Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

· Decision #2: Treatment Plan for Psychotherapy

o
 Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o 
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o
 Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

· Decision #3: Treatment Plan for Psychopharmacology

o 
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o
 What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o
 Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

. 
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

Case #3  
A young girl with strange behaviors

 

BACKGROUND

Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage, and they don’t know what to do.

SUBJECTIVE

Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.”

Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas.

Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.”

When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

OBJECTIVE

The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

MENTAL STATUS EXAM

Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation.

At this point, please discuss any additional diagnostic tests you would perform on Carrie.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO CARRIE?

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

Early Onset Schizophrenia

Schizoaffective Disorder

Schizotypal Personality Disorder

Answer Chosen:  

Early Onset Schizophrenia

Decision Point Two

BASED ON THIS DIAGNOSIS, SELECT YOUR CHOICE OF ACTIONS:

Refer for psychological testing

Begin Clozaril 100 mg orally daily. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

Begin psychotherapy using a psychodynamic approach

Answer Chosen:

Refer for psychological testing

RESULTS OF DECISION POINT TWO

· 
 Client returns to clinic in four weeks

· 
 Although there are no specific psychometric tests available for schizophrenia, the consulting psychologist administered a comprehensive psychological battery of tests in order to assess personality and cognitive functioning as well as to identify any underlying intellectual disabilities that could account for the difficulty Carrie is having in school. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. Tests administered included the Minnesota Multiphasic Personality Inventory; Kaufman Adolescent and Adult Intelligence Test; Rorschach test; Whitaker Index of Schizophrenic Thinking (WIST) test; Wide Range Achievement Test – 4th Edition (WRAT-4); and the Millon Adolescent Clinical Inventory (MACI). The consulting psychologist opined that early-onset schizophrenia was strongly suspected in this client.

Decision Point Three

BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.

Begin Clozapine 100 mg orally daily

Begin family interventions. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

Begin Lurasidone 40 mg orally daily

Answer Chosen

Begin Lurasidone 40 mg orally daily

Guidance to Student

It is not always necessary to procure a consult with a psychologist. However, psychologists by virtue of their advanced training and licensure are able to conduct comprehensive psychological testing on clients more advanced than those tests that could be conducted by the psychiatric/mental health nurse practitioner. In this case, we would like to know if the poor academic performance was the result of an intellectual disability, versus poor premorbid intellectual functioning that is often seen in schizophrenia.

In terms of treatment decisions, Clozapine is FDA-approved for treatment-resistant schizophrenia. Since the child has not yet been treated with any agent, we have no way of knowing if her schizophrenia is treatment resistant. Additionally, if we were to use Clozapine, the starting dose is approximately 25 mg in adults (perhaps 12.5 mg in a child, depending on body weight). Clozapine 100 mg would most likely cause significant side effects that both the child and parents would find objectionable, thus making compliance an issue. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

Although not FDA-approved for use in children, Lurasidone is used as an off-label drug in this population. There are no legal prohibitions against any prescriber using drugs “off-label”; however, attention must be given to the concept of informed consent A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female. When working with children/adolescents, the PMHNP must explain pros/cons, discuss therapeutic endpoints/goals of treatment, etc. The parent/guardian must have all of the information needed to make an informed consent. Therefore, Lurasidone would be the best choice. Additionally, Lurasidone may be the preferred antipsychotic, as it appears to have the least impact on body weight and lipid profile.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

Family interventions are important as well, as they do have a positive benefit on symptom relapse and admission/readmission to the hospital. Family interventions should include teaching about the disease, medications, and anticipatory guidance.

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
(11th ed.). Philadelphia, PA: Wolters Kluwer.

· Chapter 31, “Child Psychiatry” (pp. 1268–1283)

American Psychiatric Association. (2013). 
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.

· “Schizophrenia Spectrum and Other Psychotic Disorders”

McClellan, J., & Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with schizophrenia. 
Journal of the American Academy of Child & Adolescent Psychiatry
, 
52
(9), 976–990. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00112-3/pdf

Giles, L. L., & Martini, D. R. (2016). Challenges and promises of pediatric psychopharmacology. 
Academic Pediatrics
,
 16
(6), 508–518. doi:10.1016/j.acap.2016.03.011

Hargrave, T. M., & Arthur, M. E. (2015). Teaching child psychiatric assessment skills: Using pediatric mental health screening tools. 
International Journal of Psychiatry in Medicine
,
 50
(1), 60–72. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1702699596?accountid=14872

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

 

Required Media

Laureate Education (Producer). (2017b). 
A young girl with strange behaviors 
[Multimedia file]. Baltimore, MD: Author. A young girl with strange behaviors decision tree case study – Carrie, 13-year-old Hispanic female.