NRSE 6050 Week 2 Assignment
Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief
It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.
Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailorâ€™s paycheck be set aside
for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy. Assignment: Agenda Comparison Grid
Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.
Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.
The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)
Assignment: Agenda Comparison Grid Part 1: Agenda Comparison Grid
Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:
Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
Describe the administrative agenda focus related to the issue you selected.
Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
Explain how each of the presidential administrations approached the issue.
(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)
Part 3: Fact Sheet or Talking Points Brief
Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.
Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:
Summarize why this healthcare issue is important and should be included in the agenda for legislation.
Justify the role of the nurse in agenda setting for healthcare issues.
Part 2: Agenda Comparison Grid Analysis
Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:
Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?
By Day 3 of Week 1
Submit a draft of Part 1: Agenda Comparison Grid to the Module 1 Discussion Board
Considering the feedback you received in the Module 1 Discussion on Part 1: Agenda Comparison Grid, revise and further develop Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis. Consider how the feedback you received might influence your Fact Sheet or Talking Points and revise as necessary.
NRSE 6050 Week 1 Discussion Agenda Comparison Grids
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
In Part 1 of this moduleâ€™s Assignment, you were asked to begin work on an Agenda Comparison Grid to compare the impact of the current/sitting U.S. president and the two previous presidentsâ€™ agendas on the healthcare item you selected for study. In this Discussion, you will share your first draft with your colleagues to receive feedback to be applied to your final version.
Review the Resources and reflect on the importance of agenda setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
Review Part 1 of the Module 1 Assignment and complete the requirements for this Discussion.
By Day 7 of Week 2
Submit your final version of Part 1: Agenda Comparison Grid, Part 2: Agenda Comparison Grid Analysis, and Part 3: Fact Sheet or Talking Points Brief.
Week 1 Discussion
When being presented with the topic of discussion for this week, my mind, as I’m sure most of ours, immediately wandered to the subject of debate related to the pandemic and the vaccine mandate that seems to be the black cloud, in not only the healthcare setting but now intruding into all employers’ policies as well. The enforcement of this mandate has been a matter of contention our current president has prioritized in his agenda. This pandemic just so happened to take over during an election year, so we were fortunate to see how two separate presidents prioritized the specifics of their agendas related to the same pandemic.
According to Keith Kellogg in his book War By Other Means: A General In The Trump White House, he discusses some of the accomplishments of our former president during his time in office. “On March 13,2020, President Trump declared COVID-19 a national emergency…Vice President Pence worked with companies like 3M to dramatically increase production of N-95 medical masks. He worked with diagnostic lab companies to ramp up testing.” (Kellogg, 2021) Kellogg (2021) tells us about President Trump working with FedEx and UPS air assets in order to ensure the American healthcare workers had the appropriate personal protective equipment and ensuring there wouldn’t be a delay in receiving sed equipment due to the travel ban that was implemented as well. He sent in reinforcements to New York and California by sending the U.S. Navy hospital ships to assist with patient care. He developed Operation Warp Speed by gathering teams of experts to manufacture a vaccine that could be developed and distributed. President Trump’s goal was to “make the system work better and faster than it had ever worked before.” (Kellogg, 2021) Kellogg (2021), being the former National Security Advisor under the Trump and Pence Administration, ensures his audience that President Trump stretched all resources in order to fulfill his directive to do everything possible to protect the American people from harm.
Our current President, Joe Biden, is approaching the pandemic in a different view. As soon has Biden took office he worked actively to open America’s southern border, which has resulted in over 1.4 million illegal border crossings. (GOP Staff, 2021) With each illegal crossing, there has not been a since effort to mandate the vaccine for those individuals. Biden’s speech in September 2021 discusses this being a “pandemic of the unvaccinated.” (Biden, 2021) He states there being a “25% minority that is not vaccinated” (Biden, 2021) and emphasizes that they are the cause of the losing battle against COVID-19 and his duty is to “protect the vaccinated.” (Biden, 2021) Which then leads him to discuss his next step in plan of action, being that all employers with more than 100 employees must require the vaccine. He states he is aware that this mandate will affect about two thirds of all workers, and he has no regard to that fact. Biden expects the American people to “trust the science” but still refuses to be transparent about not mandating the vaccine for certain groups, the possible long term affects and the devastating adverse reactions we are now being inundated with in the hospital setting. Biden discusses the pandemic issues by using scare tactics and totalitarianism approaches, hence why OSHA has now placed a hold on Biden’s mandate due to it being unconstitutional.
According to Health Policy and Politics, the definition of “policy is a consciously chosen course of action: a law, regulation, rule, procedure, administrative action, incentive, or voluntary practice of governments and other institutions.” (Milstead & Short, 2019) As nurses, we can make a difference at this level by “identifying a problem and being part of the solution.” (Milstead & Short, 2019) We, as healthcare workers, practice autonomy by allowing our patients to have and to practice their patient’s rights. We must accept our patient’s choices for what they feel is right for their body, regardless of what the popular opinion may be. In the same, the U.S. congressional members and senators must respect and accept the choices of those who decide the vaccine may not be the best choice for their body or their children’s body. I do not feel the mandate is an appropriate way to handle this pandemic. There has been evidence showing Florida reaching the lowest case rate in the nation as a result of Governor DeSantis’ leadership and our data-driven approach free of mandates or lockdowns (Florida Executive Office Staff, 2021). State Surgeon General Dr. Joseph Ladapo (2021) also discusses the success in Governor DeSantis’ innovative approach and states, “moving forward, we must continue focusing on data and evidence to make public health decisions and not allow such decisions to be politicized.” I believe in natural immunity and personal choice. Therefore, I would not allow a government overreach and enforce a vaccine mandate to all, especially before long-term studies have been published. I would allow resources to be available, such as DeSantis’ approach, and focus on the data and evidence that has proved it’s efficacy.
Biden, J. (2021, September 10). Remarks by president Biden on fighting the COVID-19 pandemic. The White House. Retrieved November 29, 2021, from https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/09/09/remarks-by-president-biden-on-fighting-the-covid-19-pandemic-3/.
Florida Executive Office Staff. (2021, October 27). Florida reaches lowest case rate in the nation. Florida Governor Ron DeSantis. Retrieved November 29, 2021, from https://www.flgov.com/2021/10/27/florida-reaches-lowest-case-rate-in-the-nation/.
GOP Staff. (2021, November 4). Biden’s open border policies have deadly consequences. gop.gov. Retrieved November 29, 2021, from https://www.gop.gov/bidens-open-border-policies-have-deadly-consequences/.
Kellogg, K. (2021). War by other means: A general in the trump white house. Regnery Publishing.
Milstead, J., & Short, N. (2019). In Health policy and politics: A nurse’s guide (p. 3). essay, Jones & Bartlett Learning.
Submission and Grading Information
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Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
This Syllabus, including the Course Schedule that is linked on this page as a PDF
Support, Guidelines, and Policies
Photo Credit: Sam Edwards / Caiaimage / Getty Images
5 credits in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.
In today’s rapidly changing healthcare delivery system, decisions made within the political arena impact the future of health delivery systems, healthcare professionals, and the populations they serve. In this course, students examine the policy process and its impact on healthcare delivery, cost, quality, and access. Students examine the importance of getting healthcare issues on federal and state agenda, investigate governmental response through legislation and regulation, and identify where they can advocate for positive outcomes in program/policy design, implementation, and evaluation. Global health issues are examined for their relevance and impact on the development of the nurse advocate. Through discussions, reflection, case studies, and the application of professional communications techniques as political tactics to influence policy outcomes, students demonstrate integration of policy decision-making into professional nurse practice for the benefit of individuals and populations.
Course Learning Outcomes
By the conclusion of this course, you should be able to:
Evaluate factors that affect nursing practice (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Evaluate factors that affect healthcare delivery systems (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Evaluate factors that affect population health (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Analyze the influence of policy and politics on the cost, quality, and access to healthcare delivery systems.
Apply policy processes including political advocacy skills into professional nursing practice.
Assess tradeoffs between cost, quality, and access inherent in a complex healthcare delivery system.
Analyze global policies for health and healthcare issues.
College of Nursing Alignment of Learner Outcomes
Click on the following link to access the College of Nursing Alignment of Learner Outcomes:
Document: NURS 6050 College of Nursing Alignment of Learner Outcomes (PDF)
Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.
Milstead, J.A., & Short, N.M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.
Note: The following text is required for use throughout your MSN program and should have been purchased in NURS 6002/NURS 6003:
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.
Course Readings List
The Course Readings List contains all the required Walden Library resources for this course. Please click on the following link to access the list:
NURS 6050 Course Readings List
Dedicated Support for Course Media
You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.
Primary and Secondary Sources
Review the following information prior to selecting resources for assignments.
Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.
Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.
Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.
Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.
Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. Within the course, your fellow students are referred to as colleagues. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.
Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.
Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.
Grading Criteria and Total Components of a Grade
Course grades will be based on participation (postings) and completion of assignments listed below.
Letter grades will be assigned as follows:
90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F
Please see below for the policy on Incomplete (I) grades.
Participation in Discussions*
(6 @ 100 pts. each)
Module 1 Assignment (100 pts.)
Module 2 Assignment (100 pts.)
Module 3 Assignment (100 pts.)
Module 4 Assignment (100 pts.)
Module 5 Assignment (100 pts.)
Module 6 Assignment (100 pts.)**
* Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details.
**This is the Portfolio Assignment for this course.
Incomplete Grade Policy
Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog)
Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.
Instructor Feedback Schedule
The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page.
Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.
For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback.
All class Discussions take place in the weekly Discussion areas.
You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to e-mail the Instructor. If your e-mailed question is thought to be of benefit to all, it may be responded to by the Instructor via e-mail to all or posted as an announcement.
Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
Check the e-mail account you use for official Walden University business on a regular basis. The expectation is that you are checking this e-mail account daily during the week. If you experience difficulty sending or receiving Walden e-mail, please contact the Student Support Team right away. Contact information for the Student Support Team is located in the Student Support area.
Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.
Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.
Preferred Methods for Delivering Assignments
Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.
Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
All e-mail correspondence must contain in the subject line “NURS 6050-XX-NAME” (XX is the section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course.
Late Assignment Policy
Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the University drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.
Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.
Keeping Your Coursework
You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework.
At or near the end of the course, you will receive an e-mail inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.
Students With Disabilities
Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of Disability Services at email@example.com or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or https://www.waldenu.edu/contact for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.
In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.
Assignments submitted prior to the official start date will not count toward your participation.
Financial Aid cannot be released without class participation as defined above.
Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.
Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.
If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.
The module course checklist below outlines the assignments due for the course.
For full assignment details and directions, refer to each module of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.
To View the Calendar
To view the Course Calendar:
To View a Printable Course Schedule
For full assignment details and directions, refer to each Module of the course.
Click on the NURS 6050 Course Schedule (PDF) link to access the Course Schedule.
Document: NURS 6050 Course Schedule (PDF)
Weeks 1-2 (Module 1)
Agenda Comparison Grid and Fact Sheets/Talking Points Brief
Weeks 3-4 (Module 2)
Politics and the Patient Protection and Affordable Care Act
Legislation Grid and Testimony/Advocacy Statement
Weeks 5-6 (Module 3)
Professional Nursing and State-level Regulations
Regulation for Nursing Practice Staff Development Meeting
Weeks 7-8 (Module 4)
Healthcare Program Design and Implementation
Evidence Base in Design
The Role of the RN/APRN in Policymaking
Weeks 9-10 (Module 5)
The Role of the RN/APRN in Policy Evaluation
Assessing a Healthcare Program/Policy Evaluation
Week 11 (Module 6)
Global Healthcare Issues
Global Healthcare Comparison Matrix and Narrative Statement
The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography.
To access the Bibliography:
|Part 1: Agenda Comparison Grid-
-Identify a population health concern
-Describe the Population Health concern you selected and the factors that contribute to it.
Points Range: 5 (5%) – 5 (5%)
The response clearly and accurately identifies and describes a population health concern.
Points Range: 4 (4%) – 4 (4%)
The response vaguely identifies and describes a population health concern.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
The response inaccurately identifies and describes a population health concern.
Points Range: 0 (0%) – 3 (3%)
Identification and description of a population health concern is missing or incomplete.
|Part 1: Agenda Comparison Grid-
– Describe the administrative agenda focus related to this issue for the current and two previous presidents.
– Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
– Explain how each of the presidential administrations approached the issue.
Points Range: 18 (18%) – 20 (20%)
The response clearly and accurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue. At least 3 resources are used.
Points Range: 16 (16%) – 17 (17%)
The response vaguely describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue. Only 2 resources are used.
Points Range: 14 (14%) – 15 (15%)
The response inaccurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and how each of the presidential administrations approached the issue. Only 1 resource is used.
Points Range: 0 (0%) – 13 (13%)
The description of the presidential administrations’ focus related to the concern, financial and resource allocation dedicated to the concern, and explanation for how each of the presidential administrations approached the issue is missing. No resources are used.
|Part 2: Agenda Comparison Grid Analysis- Address the following:
-Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
-How do you think your selected healthcare issue might get on the agenda? How does it stay there?
-Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?
Points Range: 23 (23%) – 25 (25%)
-The response clearly and accurately identifies an administrative agency most likely to be responsible for addressing the selected healthcare issue.
-Response clearly and accurately explains how the healthcare issue gets on the agenda and remains there.
– The response clearly and accurately identifies the entrepreneur/champion/sponsor of the healthcare issue selected.
Points Range: 20 (20%) – 22 (22%)
-The response vaguely identifies an administrative agency which may be responsible for addressing the selected healthcare issue.
-Response adequately explains how the healthcare issue gets on the agenda and remains there.
-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is vague.
Points Range: 18 (18%) – 19 (19%)
-Identification of an administrative agency responsible for addressing the selected health care issue is inaccurate.
-Explanation of how the healthcare issue gets on the agenda and remains there is vague or inaccurate.
-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is inaccurate or does not align with the healthcare issue.
Points Range: 0 (0%) – 17 (17%)
-Identification of an administrative agency responsible for addressing the selected healthcare issue is missing.
-Explanation of how the healthcare issue gets on the agenda and remains there is vague and inaccurate or is missing.
-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is vague and inaccurate or is missing.
Based on your Agenda Comparison Grid for the healthcare issue you selected, develop a 1-2-page narrative that you could use to communicate with a policy-maker/legislator or a member of their staff for this healthcare issue.
-Summarize why this healthcare issue is important and should be included in the agenda for legislation.
-Justify the role of the nurse in agenda setting for healthcare issues
Points Range: 32 (32%) – 35 (35%)
Creates a well-developed, accurate, and narrative.
The response provides a complete, detailed, and specific synthesis of two outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the summary provided.Responses accurately and thoroughly justify in detail the role of the nurse in agenda setting for healthcare issues.
Points Range: 28 (28%) – 31 (31%)
Creates an accurate and thorough narrative.
The response provides an accurate synthesis of at least one outside resource reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the summary provided.Responses accurately justify the role of the nurse in agenda setting for healthcare issues.
Points Range: 25 (25%) – 27 (27%)
Creates a narrative that is partially accurate or incomplete.
The response provides a vague or inaccurate summary of outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response minimally integrates resources that may support the summary provided.The responses partially justifies the role of the nurse in agenda setting for healthcare issues.
Points Range: 0 (0%) – 24 (24%)
The response provides a vague and inaccurate summary of no outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation, or is missing. The response fails to integrate any resources to support the summary provided.
Responses justifying the role of the nurse in agenda setting for healthcare issues is inaccurate and incomplete or is missing.
|Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
|Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
|Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.||
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
|Total Points: 100|