NR506 Week 2 Identification of Healthcare Policy Concern
NR506 Week 2 Identification of Healthcare Policy Concern
Purpose
In this course, the students will have the opportunity to identify a healthcare policy concern and community healthcare concern which can be improved with a change in policy, ordinance or the language in existing law. The outcome would the potential for improved health for a population group. Students will present a proposed solution or change to an elected official, and provide an analysis of the project. While students are not responsible for ensuring the implementation of their identified solution to the healthcare policy concern, the student is required to meet with an elected official to present the concern and proposed resolution. The purpose of this current assignment is to identify the community-based healthcare policy concern and provide an extensive evidenced-based foundation for proposing a policy change to an elected official.
Course Outcomes:
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This assignment enables the student to meet the following course outcomes:
CO 1 . Employ strategies to impact the development, implementation, and consequences of holistic focused healthcare policies at the institutional, local, national, and international levels using evidence-based practice principles. (PO 1)
CO 3. Demonstrate professional and personal growth regarding the advocacy role of the advance practice nurse in healthcare policy for diverse healthcare settings. (PO 3)
CO 5. Advocate for institutional, local, national, and international policies that influence person-centered healthcare, consumers, and nursing practice. (PO 5)
Description of the Assignment:
For this assignment, the student must first select a healthcare policy concern. The concern must a community-based, public health policy concern. Student may not use healthcare entities or organizational concerns occurring within a private or public healthcare facility.SchoIarIy evidence supporting the concern must presented that provides a comprehensive picture of the selected healthcare concern as well as the student-identified solution. The elected official whom the student will interview is also in this paper.
Purpose
In this course, the
students will have the opportunity to identify a healthcare policy concern and
community healthcare concern which can be improved with a change in policy,
ordinance or the language in existing law. The outcome would be the potential
for improved health for a population group.
Students will present a proposed solution or change to an elected
official, and provide an analysis of the project. While students are not responsible for
ensuring the implementation of their identified solution to the healthcare
policy concern, the student is required to meet with an elected official to
present the concern and proposed resolution.
The purpose of this current assignment is to identify the
community-based healthcare policy concern and provide an extensive
evidenced-based foundation for proposing a policy change to an elected
official.
Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO 1. Employ strategies to impact the development,
implementation, and consequences of holistic focused healthcare policies at the
institutional, local, national, and international levels using evidence-based
practice principles. (PO 1)
CO 3. Demonstrate professional and personal growth regarding
the advocacy role of the advance practice nurse in healthcare policy for
diverse healthcare settings. (PO 3)
CO 5. Advocate for
institutional, local, national, and international policies that influence
person-centered healthcare, consumers, and nursing practice. (PO 5)
Due Date Sunday 11:59 p.m. MT at the end of Week 2
Total Points: 250 points
Requirements
Description of the Assignment
For this assignment, the student must first select a
healthcare policy concern. The concern
must be a community-based, public health policy concern. Student may not use healthcare entities or
organizational concerns occurring within a private or public healthcare
facility. Scholarly evidence supporting
the concern must be presented that provides a comprehensive picture of the
selected healthcare concern as well as the student-identified solution. The elected official whom the student will
interview is also identified in this paper.
Criteria for Content
Overview of healthcare policy: This section introduces
healthcare policy. It should contain the following elements:
Define healthcare policy in general and its implications for
the nursing profession
Define the role of advocacy and how it can impact healthcare
policy
Explain how the role of advocacy is consistent with the
responsibilities of an advance practice nurse
Identification of selected healthcare policy concern: This
section provides foundational information regarding the student-selected
healthcare policy concern. It should
contain the following elements:
Specifically identify the selected healthcare policy concern
Description of the impacted population group
Provide a comprehensive description of the selected
healthcare concern by including:
How frequently does it occur?
What impact does the selected healthcare concern have upon
the community and population group?
Description of student-identified solution to the selected
healthcare concern: This section presents a comprehensive picture of the
student-selected solution to the selected healthcare concern. It should contain the following elements:
Identify, with specific detail, the solution to the
student-selected healthcare concern
Identify the following areas:
What would be the positive outcome if the solution was
implemented?
What changes would need to occur in the community to foster
implementation?
What changes would need to occur in the population group to
foster implementation?
What measureable actions will demonstrate a positive outcome
if the solution was implemented?
What might be 2 (two) challenges to implementing the
proposed solution and how can each of these challenges be avoided or resolved?
Identification of elected official: This section identifies
the elected official that the student will present the selected healthcare
concern and its solution to. It should
contain the following elements:
The name of the elected official
The position of the elected official
Explanation of why this individual was selected
Conclusion: This section provides a comprehensive and
concise review of the key elements of the assignment.
Preparing the Assignment
Criteria for Format and Special Instructions
The paper (excluding the title page and reference page)
should be at least 6, but no more than 10 pages. Points will be lost for not
meeting these length requirements.
Title page, running head, body of paper, and reference page
must follow APA guidelines as found in the 6th edition of the manual. This
includes the use of headings for each section of the paper except for the
introduction where no heading is used.
A minimum of 6 (six) appropriate research-based scholarly
references must be used of which 2 may be empirical evidence from state and
county website data… (Check with your instructor regarding .org or .gov sites).
Required textbook for this course, dictionary and Chamberlain College of
Nursing lesson information may NOT be used as scholarly references for this
assignment. For additional assistance
regarding scholarly nursing references, please see “What is a scholarly source”
located in the Course Resources tab. Be
aware that information from .com websites may be incorrect and should be
avoided. References are current – within
a 5-year time frame unless a valid rationale is provided and the instructor has
approved them prior to submission of the assignment.
Ideas and information from scholarly, peer reviewed, nursing
sources must be cited must be cited within the text of the paper as well as
appearing in the reference list with correct APA format.
Rules of grammar, spelling, word usage, and punctuation are
followed and consistent with formal, scientific writing.
This assignment must be submitted to TurnItIn™ (TII) as
required by the TurnItIn™ policy. A Similarity Index of 24% or less must be
obtained; this is the benchmark for CCN graduate nursing students. Any other level of similarity index requires
the student to revise the assignment before the due date and time. To allow sufficient time for revision, early
submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by
faculty. If a TurnItin™ report indicates
that plagiarism has occurred, the Academic Integrity policy will be followed.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
Graded Item
Points
Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)
375
37.5%
Shared Governance Model Paper (Week 3)
200
20%
Management of Power Paper (Week 5)
200
20%
Executive Summary (Week 7)
225
22.5%
Total
1,000
100%
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
Letter Grade
Points
Percentage
A
940–1,000
94% to 100%
A-
920–939
92% to 93%
B+
890–919
89% to 91%
B
860–889
86% to 88%
B-
840–859
84% to 85%
C+
810–839
81% to 83%
C
760–809
76% to 80%
F
759 and below
75% and below
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
