https://nursingpaperslayers.com/nurs-8100-staying-current-online-resources/
Technology is providing increasingly rich and credible resources for staying abreast of the latest trends and issues in health care. Many recognized organizations provide regularly disseminated updates via their websites, and offer this information free to subscribers. As you proceed through the DNP program, you will find that receiving these updates will support your professional growth as a scholar practitioner.
To prepare:
Explore the following resources found in this week’s Learning Resources:
AHRQ Patient Safety Network
Modern Healthcare Alerts
RWJ Nursing News Digest
The Commonwealth Fund
The Henry J. Kaiser Family Foundation
To complete:
Select one service and subscribe to receive e-mail alerts or updates.
Copy and paste your successful subscription notification into a Word document.
By Day 7
Submit the Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Week 1 Assignment link.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference
Database.
Click on the Submit button to complete your submission.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 1 Assignment
RE: Discussion Week 1
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Having equal access to care opportunities for all citizens to lead healthy lives, translates to achieving health equity, the “attainment of the highest level of health for all people” (Gómez et al., 2021). The toxic combination of poor social policies, unfair economics, and bad politics created health inequities, requiring health policies to be enacted, to alleviate societal health disparities, and favorably influence health outcomes for most Americans. The health policy passed by President Obama was to address longstanding structural drivers of health inequities, caused by precarious and adverse working conditions, growing economic disparities, anti-democratic political processes, institutions, breaches, racial and social inequities, disparities in health delivery, especially in the minority communities (Paremoer et al., 2021).
There are multiple notable features of the U.S. health care system, and telehealth medicine is interesting to me. It has been described as a gamechanger in care delivery, however, remained underutilized in healthcare, due to limited reimbursement, to rural providers and those in two-sided risk models. These virtual visits are usually short to the point, eliminate driving time, and are fully accessible to all populations, especially the vulnerable ones, more so in rural areas, minorities, seniors with comorbidities, with top spending tiers for health care expenditures. The Covid-19 pandemic fundamentally shifted the ground, and crystallized the need for new reimbursement policies, for a broader array of ambulatory services, regardless of geography, leading to dramatic uptake. The Premier data indicates that due to COVID-19, the virtual visits in the ambulatory setting increased by a factor of 30 year over a year (Smith & Raskin, 2021), reaching at-risk populations in 2021. It is becoming an integral strategy for population health management, by improving access, adherence, and overall wellbeing.
The act makes health-care coverage more equitable by providing subsidies, premium tax credits, and cost-sharing reductions. However, payers must cover preventive services, immunizations, annual examinations, and screenings. It allowed young adults to remain on their parents’ health insurance plans until they turned twenty-six. This means that payers must cover these medical costs in the patients’ policies, which is a concern because it raises costs for payers, who can then pass the costs on to consumers. This results in very high deductibles, “narrow provider networks, and enriched drug firms, medical conglomerates, and insurers” for the covered families (Himmelstein & Woolhandler, 2017). There are also mandates requiring eligible citizens to have healthcare coverage or face penalties, so self-employed individuals have no choice but to purchase expensive plans through the health insurance marketplaces. The ACA also imposes price ceilings on Medicare payments to providers, which eventually leads to fewer health care options and lower quality of care for the Medicare population (Hammer et al., 2010). The Trump Administration had a goal of repealing the ACA, which was supported by a number of Republican-led states that filed law-suits for the law’s ineligibility based on their opinions (Vogenberg, 2019). They were united in their desire to undo what Obama had done; however, drafting the replacement act became extremely complicated, and going halfway, or repealing without a better replacement, would cost thousands of lives (Himmelstein & Woolhandler, 2017). They required health reform legislation that included provisions for foundational health services as well as sufficient access to benefit the nation, given the value of tax dollars spent on healthcare (Stephens & Ledlow, 2010). Changes to health plans, Medicare payments, Medicaid expansion coverage, readmission penalties, and increased payments to primary care physicians and community health centers will all have an impact on providers (Hammer et al., 2010). All of these issues must be addressed through legislation, and ongoing squabbles among legislators put millions of Americans at risk of losing their health insurance (HeatlhCare.gov). Healthcare reforms will also necessitate bipartisan agreement in Congress, with specific, articulated health policy goals from each party, an extremely difficult task given that both the Republicans and Democrats disagree and have different priorities. Republicans prioritize lowering costs and smaller government over all other goals, whereas Democrats prioritize improving health and equity, resulting in fundamental conflict, the government’s role in health care provision, and subsidizing tradeoffs between lowering costs and increasing access (Pagel et al., 2017).
References:
Devore, S. (2021). Health Care In 2020: Five Trends to watch. Health Affairs.
Gómez, C. A., Kleinman, D. V., Pronk, N., Wrenn Gordon, G. L., Ochiai, E., Blakey, C., Johnson, A., & Brewer, K. H. (2021). Addressing Health Equity and Social Determinants of Health Through Healthy People 2030. Journal of Public Health Management & Practice, 27, S249–S257. https://doi.org/10.1097/PHH.0000000000001297
Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended and unintended consequences of healthcare reform. Healthcare Financial Management: Journal of the Healthcare Financial Management Association, 64(10), 50–55.
HealthcareCare.gov. (n.d.). Understanding the Affordable Care Act. https://www.hhs.gov/healthcare/about-the-aca/index.html
Himmelstein, D. U., & Woolhandler, S. (2017). Trumpcare or Transformation. American journal of public health, 107(5), 660–661. https://doi.org/10.2105/AJPH.2017.303729
Pagel, C., Bates, D. W., Goldmann, D., & Koller, C. F. (2017). A Way Forward for Bipartisan Health Reform? Democrat and Republican State Legislator Priorities for the Goals of Health Policy. American journal of public health, 107(10), 1601–1603. https://doi.org/10.2105/AJPH.2017.304023
Stephens, J. H., & Ledlow, G. R. (2010). Real healthcare reform: focus on primary care access. Hospital Topics, 88(4), 98–106. https://doi.org/10.1080/00185868.2010.528259
Smith, S. & Raskin, S. (2021). Achieving Health Equity! Examining Telehealth in Response to a Pandemic. The Journal for Nurse Practitioners, 17 (2): 214-217
Paremoer L, Nandi S, Serag H, Baum F. (2021). Covid-19 pandemic and the social determinants of health BMJ; 372: n129 doi:10.1136/bmj. n129
Vogenberg, F. (2019). US healthcare tends and contradictions in 2019. American Health & Drug Benefits, 21 (1): 40-4
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. |
|---|
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.
