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nursing shortage

Assignment:

Assignment Description:  This assignment will be at least 1500 words or more

This week you will reflect upon the effects of the nursing shortage to answer the following questions:

  • What steps can we take to address the nursing shortage?
  • Briefly define the series of events that led to the nursing shortage.
  • Reflect on your future role as a nurse or healthcare employee in the midst of a nursing shortage crisis.
  • How do you see the role of legislature contributing to safe staffing during a shortage?

Assignment Expectations: 

  • Length:
    • 1500-2000 words (6-8 pages); answers must thoroughly address the questions in a clear, concise manner
  • Structure:
    • Include a title page and reference page in APA style
  • References:
    • Two scholarly references are required; you should include the appropriate APA style in-text citations and references for all resources utilized to answer the questions

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Assignment 2: 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. 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. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7). To prepare: Review the Lavis et al. article on preparing and writing policy briefs provided in the Learning Resources (See attached file). Select one of the recommendations within the IOM The Future of Nursing: Leading Change, Advancing Health: Report Recommendations to focus on for this assignment. (For this assignment, I have selected RECOMMENDATION 1, please see attached file) 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? By Sunday 04/15/2018 12pm, 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 (follow the exact format, including how the layout of the paragraphs, and the way the references [at least 10 scholarly references] are displayed at the end, numbered in-text and number plus citation at the end, copy the same exact format as the article please). (See attached file for the 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 Required Readings 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. 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 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. 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. 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. National Center for Policy Analysis (2010). Ideas changing the world: Free-market health care policy. Retrieved from http://www.ncpa.org/healthcare/ The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues (See attached file and choose recommendation 1). Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance. Required Media 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. Optional Resources 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

Assignment 2:

Assignment 2:

Assignment 2: 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.

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. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).

To prepare:

  • Review      the Lavis et al. article on preparing and writing policy briefs provided      in the Learning Resources (See      attached file).
  • Select      one of the recommendations within the IOM The Future of Nursing:      Leading Change, Advancing Health: Report Recommendations to focus      on for this assignment. (For this assignment, I have selected      RECOMMENDATION 1, please see attached file)
  • 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?

By Sunday 04/15/2018 12pm, 

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 (follow the exact format, including how the layout      of the paragraphs, and the way the references [at least 10 scholarly      references] are displayed at the end, numbered in-text and number plus      citation at the end, copy the same exact format as the article please).      (See attached file for the article). Include the following:
    1. Short       introduction with statement of the problem.
    2. The       selected recommendation (from the IOM Report)
    3. Background
    4. Current       characteristics
    5. The       impact of the recommendation from the perspective of consumers, nurses, other       health professionals, and additional stakeholders
    6. Current       solutions
    7. Current       status in the health policy arena
    8. Final       conclusions
    9. Resources       used to create the policy brief

Required Readings

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.

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

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.

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.

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.

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

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues (See attached file and choose recommendation 1).

Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html 

The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance.

Required Media

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.

Optional Resources

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

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.

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. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).

To prepare:

  • Review      the Lavis et al. article on preparing and writing policy briefs provided      in the Learning Resources (See      attached file).
  • Select      one of the recommendations within the IOM The Future of Nursing:      Leading Change, Advancing Health: Report Recommendations to focus      on for this assignment. (For this assignment, I have selected      RECOMMENDATION 1, please see attached file)
  • 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?

By Sunday 04/15/2018 12pm, 

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 (follow the exact format, including how the layout      of the paragraphs, and the way the references [at least 10 scholarly      references] are displayed at the end, numbered in-text and number plus      citation at the end, copy the same exact format as the article please).      (See attached file for the article). Include the following:
    1. Short       introduction with statement of the problem.
    2. The       selected recommendation (from the IOM Report)
    3. Background
    4. Current       characteristics
    5. The       impact of the recommendation from the perspective of consumers, nurses, other       health professionals, and additional stakeholders
    6. Current       solutions
    7. Current       status in the health policy arena
    8. Final       conclusions
    9. Resources       used to create the policy brief

Required Readings

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.

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

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.

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.

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.

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

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues (See attached file and choose recommendation 1).

Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html 

The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance.

Required Media

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.

Optional Resources

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

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.

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. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).

To prepare:

  • Review      the Lavis et al. article on preparing and writing policy briefs provided      in the Learning Resources (See      attached file).
  • Select      one of the recommendations within the IOM The Future of Nursing:      Leading Change, Advancing Health: Report Recommendations to focus      on for this assignment. (For this assignment, I have selected      RECOMMENDATION 1, please see attached file)
  • 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?

By Sunday 04/15/2018 12pm, 

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 (follow the exact format, including how the layout      of the paragraphs, and the way the references [at least 10 scholarly      references] are displayed at the end, numbered in-text and number plus      citation at the end, copy the same exact format as the article please).      (See attached file for the article). Include the following:
    1. Short       introduction with statement of the problem.
    2. The       selected recommendation (from the IOM Report)
    3. Background
    4. Current       characteristics
    5. The       impact of the recommendation from the perspective of consumers, nurses, other       health professionals, and additional stakeholders
    6. Current       solutions
    7. Current       status in the health policy arena
    8. Final       conclusions
    9. Resources       used to create the policy brief

Required Readings

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.

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

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.

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.

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.

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

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues (See attached file and choose recommendation 1).

Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html 

The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance.

Required Media

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.

Optional Resources

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

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Health Literacy and Marketing

Week 6: communications, Marketing & Public Relations

Week 6: Health Literacy and Marketing

1. To realize a person-centered health care system, the ACA and the HITECH Act, two federal laws, promote new health care service delivery models and health information technologies that emphasize teams and people’s engagement in information seeking, decision making, and self-management. These changes reflect the growing priority of health literacy.

—Koh, Baur, Brach, Harris, & Rowden (2013, p. 1).

As a health care administrator, you might be responsible for ensuring that communications from your agency and materials developed by your agency adhere to best practices on health literacy. Understanding the health literacy needs of your target audience or community will influence the approaches you might take to ensure that information is clearly articulated and effectively understood. While health literacy may present a definite challenge for health care administrators to address, understanding how to promote effective health literacy is essential to an agency’s visibility and commitment toward fulfilling the health service needs of their target population.

This week, you examine health care administrator consequences for health literacy in communications. You explore the importance of health literacy in influencing services for health care delivery and consider the health literacy of target audiences. You also examine strategies health care administrators might implement to tailor health communications based on differing levels of health literacy for target audiences.

Learning Objectives

Students will:

· Analyze consequences for health care administrators in relation to health literacy in communications

· Analyze health literacy in influencing services and programs for health care delivery

· Analyze implementation of health care administrator solutions

· Analyze health literacy of target audience

· Evaluate strategies to tailor messages for target audience

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

· Parker, J. C., & Thorson, E. (Eds.). (2009). Health communication in the new media landscape. New York, NY: Springer.

Chapter 1, “The challenge of Health care and Disability” (pp.3-19)

Chapter 11, “Health Literacy in the Digital World” (pp. 303–320)

· Heinrich, C. (2012). Health literacy: The sixth vital sign. Journal of the American Academy of Nurse Practitioners, 24(4), 218–223. Note: Retrieved from Walden Library databases.

· Jibaja-Weiss, M. L., Volk, R. J., Granchi, T. S., Neff, N. E., Robinson, E. K., Spann, S. J., … Beck, J. R. (2011). Entertainment education for breast cancer surgery decisions: A randomized trail among patients with low health literacy. Patient Education and Counseling, 84(1), 41–48. Note: Retrieved from Walden Library databases.

· Zoellner, J., You, W., Connell, C., Smith-Ray, R. L., Allen, K., Tucker, K. L., … Estabrooks, P. (2011). Health literacy is associated with healthy eating index scores and sugar-sweetened beverage intake: Findings from the rural lower Mississippi delta. Journal of the American Dietetic Association, 111(7), 1012–1020. Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2011). Health literacy [Video file]. Baltimore, MD: Author.

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

This is the download transcript:

Health Literacy

Program Transcript

Chanel F. Agnes: Health literacy is the ability of a person to be able to obtain, process, as well as understand, health information to take care of their health. Health literacy are a little bit different terms. So in 2003, the National Center for Education Statistic did a survey of the literacy of all Americans, and one part of that survey was looking at just the literacy of Americans. And the definition of literacy is the ability to read, write and understand English, as to be able to do basic computational skills to carry out a job.

Now the difference with the health literacy is that health literacy is a different set of skills, a different set of knowledge that most people aren’t born into learning or they’re not taught in school. So it’s a whole different set of skills, a whole set of information. So for example, someone who has just developed diabetes, and you’re trying to explain to them the mechanism of how this disease state occurs, and you talk to them about the pancreas and beta cells that secrete insulin, this is not common knowledge that someone who’s just functioning in society would already know.

There are a number of different examples of revealing low literacy in patients. For example, if a patient goes into to see their primary care provider, and the primary care provider recommends getting a Colonoscopy, One barrier to the patient actually taking that recommendation and getting it done is their normal activities of going to work and interacting in society, so that’s new information.

So first of all, it’s important for the provider to clearly communicate what that test is, how that test is done, where that test is done, where that test is performed, as well as the risks and benefits of doing the procedure, for the patient to feel comfortable enough to make that decision to say yes, or even decide that they will not get the test done. Then there are a number of steps that the patient has to go through to successfully get the test done. So the next step would be that the provider would say “You need to pick up GoYTellY” – and that’s one of the names for the solution, and basically it’s used to kind of clean out the colon before the test is done. And then, eight hours before the procedure, you should have nothing to eat or drink by mouth. And then maybe they’ll give them some instruction about not taking certain medications before the procedure. So the provider has given them at least three or four steps, three or four things to do, in relation to getting this test done.

So maybe the patient feels confident about going to the pharmacy to fill the prescription. So they pick up the prescription, and here’s another point where communication is very important. Is the pharmacist communicating clearly and completely how the solution should be taken? Can it be taken with regular food? Should it be taken without foods, with or without foods, with or without medications? It’s important to communicate that to avoid any negative adverse effects.

So although promoting something as simple as a Colonoscopy, it seems simple on the surface, there a number of different steps that the patient has to follow, a number of different areas of knowledge and skills that it draws on, and it’s important that we don’t assume that everyone is easily able to do this. Also, repetition is very good, and asking the patient if they understand the information that was provided, because it can get pretty complicated.

So there’s a method that’s called the teach-back-method, what it does is it just helps to assess the level of comprehension. So maybe the provider might ask “Now, I have given you a lot of information about what you need to do to get this colonoscopy done. Now, tell me, in your own words, if I was your wife at home, how you would communicate this to your wife about the procedure that needs to be done, and then listen to how the patient is communicating that information, and then twerking it where they may have gotten the information a little wrong. So that’s an excellent way to assess level of comprehension.

Culture is a very important part of health literacy. And actually, it’s something that helps to- I guess it helps to shape our level of literacy. So for example, if we look at a person who recently emigrated from another country. They’ve grown up in a culture where the health practices maybe very different than the way that we practice here in the United States. For example, they may have very strong spiritual beliefs, and they may believe that actually poor health comes from a poor spiritual state, or that poor health may come from something negative that they did in their lives. So if a health care provider or health system does not appreciate those difference in cultures, there is where you really begin to see some disparities in how health care is received.

So the public health leaders have an awesome opportunities to close that divide where patients who have low health literacy will be able to more easily navigate the health care systems through different initiatives that they may develop. It’s important to note that health literacy is not just a patient problem, but it’s actually a health system problem. So while a patient’s level of health literacy may be impacted by their cultural beliefs, these have been associated with low health literacy, but also on the health care side, how easy is it to navigate the health care system? How well are the providers communicating with the patients? And also, are we providing in education in terms of self –management when patients have chronic disease state?

So if a public leader would like to develop an initiative or campaign, it’s important to consider the diversity of Americans. As time goes on, and we get older, the population will become more diverse. And actually, one of the minorities, the Hispanic population, will actually become the majority in this country. So it’s very important that public health leaders appreciate that change in diversity in the country, as the years go on. Everyone does not receive information in the same way. So some people may be acculturated to receive information verbally. Some may be able to understand information a little easier looking at diagrams, et cetera. But it’s important to be able to understand what is the easiest way for patients to receive information, also understanding culturally, what are their health beliefs, because really what you want to do is you want to work within that health belief to bring in that scientific base, that evidence-based medicine, to work together to have a plan that works well for the patient, not only using the best evidence-based medicine, but also acknowledging their different cultural beliefs. So for example, if someone comes from a culture that use alternative medicine, such as for example acupuncture, asking the patient, “what are the usual ways that you receive help, or what are the usual ways that you go about the healing process,” and using that, again, as a part of your plan, your strategy, your recommendation, and negotiating with the patient to see what would be the best strategy that they’re most comfortable with, and also you’re providing the best care.

There are a number of ways to assess for health literacy. For the informal assessment of health literacy, one of the ways is that, and you can do this whether you’re in a very busy setting, for example, a community pharmacy versus in a primary care provider office, where you may have a little bit more time to interact with the patient, but just asking some simple questions, “Are you having trouble with understanding the medication labels? Or you may ask the patient, “Do you know the list of medications that you’re taking?” And this is usually very telling someone who has health literacy because many times the response are, “I take exactly what the doctor told me to take. Don’t you have it in your computer?” So this is a common response that we get. And sometimes they maybe a little frustrated, because we ask it very often, because we want to make sure that we’re giving the medication accurately. But many times it is, indicative that they have low health literacy, and they’re really not sure of what medications they’re taking.

Another telling question is if you ask the patient, “What are you taking the medication for? And the patient says, “I don’t know”. Again, they may give you a similar answer, “I will take whatever the doctor gives me, “again, that’s another sign of low health literacy. In a primary care doctor’s office, an example of an informal assessment technique might be the need to just give them a form to fill out. And they may have a lot of blank spaces, and that may clearly demonstrate that they don’t understand some of the questions that have been listed there. Other ways to assess is just looking for red flags. So this may not even require you to ask information. So you may notice that a patient is very often missing appointments, and this could be that they don’t understand how to reschedule appointments. So maybe after a visit, you may say, “talk to the receptionist and reschedule your appointment for three months with a primary care doctor, and then four months later, I like to you to meet with a nutritionist, and then two months after that, you should make an appointment with your cardiologist”. So although to us, if we are often working in the health care system, it’s very simple, to a patient it gets a little bit complicated.

One example of the formal assessment tools that I mentioned is the REALM. And what this tool does, it assesses word recognition, but they’re health-related words. And the nice thing about this tool is that it can be done very quickly, it only takes about two to three minutes to complete. With this tool, what it does is that it assesses word recognition, so the patients ability to say the words. And again if you’re not been in the health care system for a while, you’re not familiar with a lot of these terms, it can get pretty difficulty to say the words, because it starts out with some pretty simple terms, and then it gets a little complicated towards the end. Now, the tools is assessed based on grade level. So it’s assessed from third grade level up to adult up to about eight or ninth grade. And know the patient’s grade level with doing this tool helps us to understand what the best tools to use for patient education are. So this is actually something that would be good if you’re going to be working with the patient for a long period of time.

The problem with the REALM is that it does not assess comprehension of the words. It just asks the patient to say the words. And based on the level of complexity, you’ll get an idea of their level of health literacy, so really not a complete tool. Another tool is actually a little bit more in depth then the REALM is the TOHLA. And this tool actually assesses level of comprehension. So on the test, the patient is given a number of sentences and they need to fill in the blank with …. They have a selection of four options. And to complete the sentence, they need to fill it with a term. This is able to assess health literacy from the area of comprehension, because all of the information is related to health care concepts, using more words such as x-ray or diagnostic test. So then you’re able to assess a little bit more how well the patient is able to comprehend health information, and this is very important, again, when patients access the health care system, maybe usually health insurance cards. If they really don’t understand how to use the cards that is indicative of a low level of comprehension with using health information. So this tool is a little longer. It probably takes about 15 to 20 minutes, so it’s often used in clinical trials to assess the health literacy, but I think this tool is important for public health educators, because if you’re doing assessments of outcomes for a specific intervention, it’s a very nice way of standardizing the assessment of health literacy for those who are participating in the study. Now the example is the Newest Vital Sign. And actually, this is the newest screening tool that’s been promoted to assess level of health literacy. And the nice thing about this tool is that it is able to assess different parts of literacy. So it assesses word recognition. It also assesses comprehension, but it also assesses the patient’s ability to do some basic computations, based on a prescription label or a diet label, so on a box of cheerios or whatever.

If the patient is able to look at that label and then be able to compute maybe what is a normal serving size, it’s a few skills that need to go into that. For example, if you’re using a liquid medication and you need to count how many milliliters you need to take, that requires you to be able to do some computation. And some patients may not be able to demonstrate that skill, although it seems as if they understand if you ask them. So I think those three tools are a nice example of different types of assessing health literacy, different types of instruments to assess health literacy, but it’s also important to recognize that the limitation is that they’re not a complete recognize that the limitation is that they’re not a complete assessment. Another part of the health literacy that probably no formal tool can assess is, again, the patient’s ability to put all of the information together. So it really, again, is down to the patient-provider communication skills, and how we’re communicating health information, and make sure that we’re having on going patient education for health promotion.

Health literacy: Additional Content Attribution

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Discussion Part

Discussion: Health Literacy and Marketing

1. Janet is the health care administrator at a major hospital who is tasked with addressing an issue with recent prescription requests of a particular drug and complaints of overdoses in patients seen in the last three months. This issue is a top priority, not only for patient safety, but also because this prescription drug has received extensive marketing and promotion in the hospital over the past three months. Patients are now complaining that the marketing that promotes the prescription drug as being extremely safe is a direct lie. After speaking with several of the patients and providers of care, Janet has requested copies of each prescription ordered for the patients who have been screened.

After poring over hundreds of prescription orders, Janet has arrived at three conclusions. All overdoses occurred in one department with four providers who primarily see and treat patients that are non-native English speakers and who do not have family members or relatives at home to assist with providing care. Specifically, Janet notices that the issue is linked with the directions on the quantity of medication administered and that this quantity has been misinterpreted by the patients who have suffered an overdose. With a solution in mind, Janet is calling the department and pharmacy to implement a fix to avoid potential overdoses within the next few hours.

In what ways might health literacy account for the issues described in the scenario? What considerations should you keep in mind as a health care administrator to ensure that marketing of programs or services are consistent with the health literacy levels of your target population?

For this Discussion, review the resources for this week. Reflect on potential consequences that health care administrators might face when developing communications that do not account for health literacy in target audiences. Then, consider how health literacy might influence decisions that health care administrators might make when proposing services or programs for health care delivery.

By Day 3

· Post a brief explanation of the consequences health care administrators might face when developing communications that do not account for health literacy in target audiences. Explain how health literacy might influence the decisions health care administrators make when proposing services and programs for health care delivery. Be specific and provide examples.

By Day 5

Continue the Discussion and suggest a possible solution health care administrators might implement to address the consequences described by your colleagues.

Submission and Grading Information:

Grading Criteria: To access your rubric

Week 6 Discussion Rubric: Post by Day 3 and respond by Day 5.

To participate in this Discussion: Week 6 Discussion

Assignment Part: Assignment: Impact of Health Literacy on Marketing Plan

1. Person-centered health care means people have both the knowledge required to make decisions about their care and the support of providers and family who respect their needs and preferences.

—Hurtado, Swift, & Corrigan (2001)

“In what ways might health literacy affect an agency’s marketing plan to promote health care services or health care delivery?”

2. Before marketing a health care service or program, health care administrators must first consider the target audience that will most likely use the service or program. In identifying the target audience, the health care administrator also must determine the health literacy of the target audience and devise strategies to market the service or program appropriately within this respective target audience. Therefore, the ability of the target audience to decipher the health message, determine the service or program being offered, and identify how to best access this service or program represents the important considerations that inform how the message should be communicated.

3. For this Assignment, consider what impact the health literacy of your intended target audience might have on your plan. Reflect on how you will determine your target audience’s health literacy and what considerations you will need to address in your plan.

Note: The completion of this Assignment will consist of the elements necessary for Component 4 of your Final Project.

The Assignment (2–5 pages)

· Describe the health literacy of your target audience for your marketing plan.

· Explain how your marketing plan will address the health literacy of your target audience.

· Describe two strategies you might take to best tailor the messages in your marketing plan to promote uptake within your target audience and explain why.

By Day 7

Submit your 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 “WK6Assgn+last name+first initial.(extension)” as the name.

· Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.

· Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

· Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+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.

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physical assessments

Details:

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

  1. Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
  2. Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
  3. Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to subm

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Personal Nursing Philosophy

Please use the theories Hildegard Peplau
APA format only
Attach articles used PLS ATTACH
APA cite and reference format

Purpose(s):

1. To develop a Personal Nursing Philosophy

2. Personally define what nursing is, by addressing the elements of a human being, health, environment and professional nursing.

3. Consider nursing from the prospective of a philosophers’ concern with knowledge and the essential elements of nursing as a scientific discipline also concerned with ethics and aesthetics.

4. To strengthen graduate level writing skills.

(Graduate level writing displays critical thinking skills. The writer demonstrates the ability to see various sides of an argument: he/she questions assumptions, avoids commonplaces and develops a clear argument from professional experience and/or the available literature on the subject.)

Assignment:

Write a reflective paper on your vision of professional nursing from your present perspective in time.

You may consider the meta-paradigm concepts of nursing, human being, health, environment and nursing.

Part I Do not consider a specific nursing theory at this time.

What do see as essential characteristics of your present nursing praxis. You may or may not choose to compare your present view with that of your view as a new graduate.

Part II Revisit your original philosophy. Review and revise your philosophy if any of your thinking has changed during the semester. If there are revisions make them in your original Philosophy I paper.

Reflect on the nursing theories you have been exposed to throughout the semester. Identify a current nursing theory that is aligned with your personal philosophy. Discuss the chosen theory as to why or how you see it, or parts of it (a current theory may not be a perfect fit) are aligned with your personal nursing philosophy.

Attach Part I to Part II for hard copy submission in class on the assigned due date for Part II

Requirements: APA format required.

Maximum 5 pages

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Oncology: Nursing Management in Cancer Care

Case Study, Chapter 15, Oncology: Nursing Management in Cancer Care

1. Emanuel Jones, 60 years of age, is male patient diagnosed with small cell carcinoma. He underwent surgery in the past to remove the left lower lobe of his lung. He is receiving chemotherapy. Two weeks before a round of chemotherapy, a complete blood count with differential, and a renal and metabolic profile are obtained for the patient. The patient presents to the oncology clinic for chemotherapy with a temperature of 101°F. Further assessment reveals decreased breath sounds in the right base of the right lung, and a productive cough expectorating green colored mucus. The patient is short of breath and has a pulse oximetry reading that is SaO2 of 85% on room air. The patient has a history of benign prostate hypertrophy (BPH) and has complaints of urinary frequency and burning upon urination. The patient is admitted to the oncology unit in the hospital. The oncologist orders the following: blood, sputum, and urine cultures; and a chest x-ray. An x-ray of the kidneys, ureters, bladder (KUB) is ordered. An arterial blood gas (ABG) on room air, CBC with differential, and renal and metabolic profile are ordered. Oxygen is ordered to begin with nasal cannula at 2 L/min and titrate to keep SaO2 greater than 90%. A broad-spectrum antibiotic, levofloxacin 500 mg in 100 mL of NS is ordered to be administered IV over 60 minutes once daily.

  1. After examining the physician orders, in what sequence should the nurse provide the care to the patient admitted to the hospital? Give the rationale for the sequence chosen.
  2. On what areas should the nurse focus the assessment to detect potential complications for Mr. Jones?
  3. What patient education does Mr. Jones need from the nurse to help prevent the reoccurrence of an infection and to get treatment for an infection promptly?

2. The oncology clinical nurse specialist (CNS) is asked to develop a staff development program for registered nurses who will be administering chemotherapeutic agents. Because the nurses will be administering a variety of chemotherapeutic drugs to oncology patients, the CNS plans on presenting an overview of agents, classifications, and special precautions related to the safe handling and administration of these drugs.

  1. What does the CNS describe as the goals of chemotherapy?
  2. How should the CNS respond to the following question: “Why do patients require rounds of chemotherapeutic drugs, including different drugs and varying intervals?”
  3. In teaching about the administration of chemotherapeutic agents, what signs of extravasation should the nurse include?
  4. What clinical manifestations of myelosuppression, secondary to chemotherapy administration, should the CNS include in this program?

 

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Catholic Health Association

Required Reading

Berlinger, N., Guidry-Grimes, L., & Hulkower, A. (2017). Knowledge is key for safety-net providers. Health Progress: Journal of the Catholic Health Association of the United States. Retrieved from https://www.chausa.org/publications/health-progress/article/july-august-2017/knowledge-is-key-for-safety-net-providers

Hacker, K., Anies, M., Folb, B., & Zallman, L. (2015). Barriers to health care for undocumented immigrants: A literature review. Risk Management and Healthcare Policy, 8. Available in the Trident Online Library. PLEASE SEE ATTACHMENT REGARDING THIS REFERENCE

The Hastings Center. (2017). Undocumented immigrants and health care access in the United States. Retrieved from http://undocumentedpatients.org/

HHS Office of Minority Health. (2016). National CLAS Standards, health literacy, and communication [Video file]. Retrieved from https://www.youtube.com/watch?v=VkpRx1lHCu8&feature=youtu.be

National CLAS Standards: National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care. Retrieved from https://www.thinkculturalhealth.hhs.gov/clas

Shi, L. (2014). Health policy for diverse populations. In Introduction to health policy, pp. 118-149. Chicago: Health Administration Press. Available in the Trident Online Library. PLEASE SEE ATTACHMENT REGARDING THIS REFERENCE

Optional Reading

Cervantes, L., Fischer, S., & Berlinger, N. (2017). The illness experience of undocumented immigrants with end-stage renal disease. JAMA Internal Medicine, 117(4), 529-535. Retrieved from https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2601078

HOMEWORK ASSIGNMENT

You are a junior administrator in a small hospital. The clinical staff in the hospital have done a good job in ensuring that patient care falls in line with the National Culturally and Linguistically Appropriate Services (CLAS) policy. However, in a recent assessment of your facility, it was found that these competencies are lacking in the interactions of patients with administrative services. Your supervisor has learned that you have taken this course and has asked you to prepare a PowerPoint presentation to share with the various administrative departments such as billing, customer service, scheduling, etc. Your presentation should include the following:

* A thorough explanation of the CLAS Standards
* Why culturally competent services are important throughout the hospital
* Suggestions for how different departments can better serve the hospitals’ diverse clientele
* A slide with resources for staff members
* A slide with references
You must include speaker’s notes with your slides, which will elaborate on the content in each slide. Be sure to cite your sources in your slides and speaker’s notes.

Assignment Expectations
Conduct additional research to gather sufficient information to justify/support your analysis.
Your presentation should be at least 8 slides, not including your cover slide and reference slide.
Support your presentation with a minimum of 3 reliable sources.
Please use the following resource for evaluating information found on the internet: https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content
You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.

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Turnitin and SafeAssign 

  Remember is a Reflection about the class

1) Minimum 9 full pages 

             Minimum 3 pages per document- not words)

Cover or reference page not included)

2)¨**********APA norms, please use headers

All paragraphs must be narrative and cited in the text- each paragraphs

            Bulleted responses are not accepted

            You  can write in the first person.)

3) It will be verified by Turnitin and SafeAssign

4) Minimum 4 references not older than 5 years.

Must include:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

 

James, R. K., & Gilliland, B. E. (2013). Crisis intervention strategies (7th ed.). Belmont, CA: Thomson Brooks/Cole.

 

____________________________________________________________

You must submit 3 documents (each 3 pages).

Copy and paste will not be admitted. 

You should address the questions with different wording, different references, but always, objectively answering the questions.

___________________________________________________________

Directions:

1) Introduction (minimum 1/2 page):

Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

Headers:

a. Course Reflection

b. Conclusion

Introduces the purpose of the   reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare   policy and advocacy. (See file 1)

Purpose:

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.

 

– The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).

– The student will be able to approach and safely manage patient/families in crisis.

2) Body (minimum 2 pages): 

 

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

 

1. “Integrate theories and concepts from Crisis in nursing education into nursing practice.

2. Synthesize theories and concepts from Crisis intervention to build an understanding of the human experience.

3. Use skills of inquiry, analysis, and information literacy to address practice issues related to crisis intervention

4. Use written, verbal, non­verbal, and emerging technology methods to communicate effectively.

5. Apply knowledge of social and cultural factors to the care of diverse populations in Crisis.

6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.

7. Integrate the knowledge and methods of a variety of disciplines to inform decision making during Crisis intervention and Crisis in nursing

8. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system.

9. Value the ideal of lifelong learning to support excellence in nursing practice.” (p. 12).

 

3)  Conclusion (minimum 1/2 page)

An   effective conclusion identifies the main ideas and major conclusions from the   body of your essay. Minor details are left out. Summarize the benefits of the   pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for   evidence-based practice

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childhood vaccinations

When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety.

In this Discussion, you will identify a recently proposed health policy and share your analysis of the evidence in support of this policy.

To Prepare:

  • Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy.
  • Review the health policy you identified and reflect on the background and development of this health policy.

By Day 3 of Week 7

Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Explain whether you believe there is an evidence base to support the proposed policy and explain why. Be specific and provide examples.

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Evidence-Based Practice and the Quadruple Aim

Assignment: Evidence-Based Practice and the Quadruple Aim

Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

To Prepare:

  • Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
  • Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
  • Evidence-Based Practice and the Quadruple Aim

    Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

  • Patient experience
  • Population health
  • Costs
  • Work life of healthcare providers

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