As an advanced registered nurse, discuss your future role in advocating for equitable population health services and policies
As an advanced registered nurse, discuss your future role in advocating for equitable population health services and policies
As an advanced registered nurse, discuss your future role in advocating for equitable population health services and policies
As an advanced registered nurse, discuss your future role in advocating for equitable population health services and policies. Do you anticipate any challenges or barriers to “population advocacy”? How would you meet these challenges?
Select a current or proposed health care policy that is designed to provide equitable health care for a diverse population. Create a 12-15-slide PowerPoint presentation discussing the health care policy and how it improves a specific population’s access to quality, cost-effective health care. Create speaker notes of 100-250 words for each slide. Include additional slides for the title and references.
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Advocacy is a major role of the advanced registered nurse and is a fundamental aspect of nursing care. The APRN’s patient advocacy role is founded on the American Nurses Association’s Code of Ethics, Provision III, which asserts that a nurse should support, champion for, and endeavor to safeguard patients’ health, safety, and rights (Hanks et al., 2019). My future APRN role in championing equitable population health services and policies will involve advocating for equity and social justice in health care access, allocation of resources, and access to other economic and social services. Economically and socially disadvantaged people are the most impacted by public policy health (Williams et al., 2018). Thus, they can significantly gain from policies that seek to ameliorate social circumstances that affect them.
My future APRN role will involve championing the appropriate health and social policies to foster health equity,
justice, and fairness and adequately embark on Social Determinants of Health (SDOHs) that reduce access to high-quality healthcare (Williams et al., 2018). I will champion for improved quality, access, and cost-effective care services that will help improve health outcomes for disadvantaged communities. Besides, I will be involved in championing ethical policies that foster quality, equity, access, and cost in health care (Hanks et al., 2019). In addition, I will have a role in developing effective evidence-based policies that will promote healthier communities. The policies will also seek to solve the inadequate access to social resources that create the basis of health inequities.
Potential barriers in population advocacy include a lack of cooperation by other healthcare professionals, the community, and policy-makers. The barrier can be mitigated by educating the stakeholders involved in the advocacy process on the potential benefits of championing the policies and how they will improve healthcare delivery and access to target populations (Nsiah et al., 2020). Lack of legal support may be a challenge in advocacy since legal backing is needed in case of a lawsuit (Nsiah et al., 2020). The challenge can be addressed by involving legal professionals in the advocacy process and consulting them on the legal consequences of the advocacy.
References
Hanks, R. G., Eloi, H., & Stafford, L. (2019, April). Understanding how advanced practice registered nurses function as patient advocates. In Nursing forum (Vol. 54, No. 2, pp. 213-219). https://doi.org/10.1111/nuf.12319
Nsiah, C., Siakwa, M., & Ninnoni, J. P. (2020). Barriers to practicing patient advocacy in healthcare setting. Nursing open, 7(2), 650-659. https://doi.org/10.1002/nop2.436
Williams, S. D., Phillips, J. M., & Koyama, K. (2018). Nurse advocacy: Adopting a health in all policies approach. Online Journal of Issues in Nursing, 23(3). https://doi.org/10.3912/OJIN.Vol23No03Man01
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate professional resources
- Engage in meaningful and respectful dialogue with classmates
- Express thoughts clearly and logically
Participation Requirement: You are required to post a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday.
Participation points: If your posts do not meet the participation requirements (above) 20% points will be deducted from a thread. Each thread is graded independently. You will receive a 20% point deduction in each thread if:
- your first post in each thread is not posted by 11:59 p.m. MT on Wednesday, OR
- you do not post a second time in each thread
3. 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.
4. Participation Guidelines
You are required to post a minimum of two times in each graded thread. These two posts must be on 2 separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. mountain time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
| Discussion Criteria | A (92-100%) Outstanding or highest level of performance | B (84-91%) Very good or high level of performance | C (76-83%) Competent or satisfactory level of performance | F (0-75%) Poor or failing or unsatisfactory level of performance |
|---|---|---|---|---|
| Responds to the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week based on assigned reading(s) and weekly course lesson. 32% points | Thoroughly answers the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. | Answers the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. | Answers the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. | Does not respond to the initial discussion question(s). Little or no evidence of knowledge or understanding of weekly concepts. |
| Supports ideas and opinions with experiences and resources from assigned reading and/or textbook, and lesson. 24% points | Thoroughly supports ideas and opinions with experiences and resources that include lesson and assigned readings and may also include professional journal articles. Ideas are credited* to the source. | Supports ideas and opinions with experiences and resources that include lesson or assigned readings that are credited* to the source. | Satisfactorily supports ideas and opinions with experiences and resources that mention the lesson or assigned readings but source is not noted. | Little or no support of ideas and opinions with any experiences or resources. |
| Engages in meaningful and respectful dialogue with classmates before the end of the week. 28% points | Responds to classmates and/or instructor by name in a respectful manner speaking to the points already made by others, furthering the dialogue through clarification and additional knowledge, thereby contributing much depth to the discussion. | Usually responds to classmates and/or instructor by name and always in a respectful manner speaking to the points already made by others, furthering the dialogue and adds some depth to the discussion. | Unable to determine to whom the person is speaking but is respectful speaking to the points already made by others, but does not further the discussion. | Responds to classmates and/or instructor in a disrespectful manner or responses are not on topic causing distraction to the discussion. |
| Communicates in a professional manner. 16% points | Presents information using clear and concise language in an organized manner (uses accurate English grammar, spelling, syntax, and punctuation with minimal errors). | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). | Presents information using understandable language but is somewhat disorganized (many errors in English grammar, spelling, syntax, and punctuation). | Presents information that is not clear, logical, or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). |
| Participation Posts a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 pm MT on Wednesday. 20% of points are deducted per thread if this criterion is not met. A zero is the lowest score possible per thread and each thread is graded independently. | NO points added or deducted if minimum requirements are met. | Deduct 20% of points if minimum requirements are NOT met. | ||
| *Credited means stating where the information came from (specific article, text, or lesson). Example: Our text discusses…. The information from our lesson states…. Smith (2010) claimed that….. Mary Manners (personal communication, November 17, 2011)…. | ||||
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