NURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making

NURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making

 

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Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

 

To Prepare:

Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.

 

Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

 

 

By Day 3 of Week 8

 

1) Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making.

 

2) Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges.

 

3) Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples.

 

By Day 6 of Week 8

Respond to at least two of your colleagues’* posts by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Rubric Detail

 

Name: NURS_6050_Module04_Week08_Discussion_Rubric

 

 

 

Excellent

 

Good

 

Fair

 

Poor

 

Main Posting

 

45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

 

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

 

Main Post: Timeliness

 

10 (10%) – 10 (10%)

Posts main post by day 3.

 

0 (0%) – 0 (0%)

 

0 (0%) – 0 (0%)

 

0 (0%) – 0 (0%)

Does not post by day 3.

 

First Response

 

17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Response is effectively written in standard, edited English.

 

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

 

Second Response

 

16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Response is effectively written in standard, edited English.

 

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

 

Participation

 

5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

 

0 (0%) – 0 (0%)

 

0 (0%) – 0 (0%)

 

0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Name: NURS_6050_Module04_Week08_Discussion_Rubri

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

 

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

· Chapter 5, “Public Policy Design” (pp. 87–95 only)

· Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)

· Chapter 9, “Interprofessional Practice” (pp. 152–160 only)

· Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

American Nurses Association (ANA). (n.d.). Advocacy. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

Centers for Disease Control and Prevention (CDC). (n.d.). Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementation. Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf

Congress.gov. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

 

Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21(4), 1055–1080. doi:10.5465/AMR.1996.9704071863

Note: You will access this article from the Walden Library databases.

Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patient. Journal of Evaluation in Clinical Practice, 21(6), 1014–1017. doi:10.1111/jep.12350

Note: You will access this article from the Walden Library databases.

Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16(4), 527–547. doi:10.1080/14719037.2013.841978.

Note: You will access this article from the Walden Library databases.

 

 

 

 

 

 

I couldn’t find any articles on Congress.gov website describing the role of RNs and APRNs in policy-making but I came up with the following 2 opportunities that exist for RNs and APRNs to actively participate in policy-making.

1) Advocacy

One of the opportunities that exist for RNs and APRNs to actively participate in policy-making is advocacy. And this can best be achieved by joining professional organizations such as American nurses association, American association of nurse practitioners or nursing specialty associations. Nurses have long been known as patient advocates. An advocate should be active in political process of his/her country (i.e. by voting). Without involvement in policies, advocating role of nurses will be ineffective. Nurses as advocates should know that when they want to influence decision makers, they need to understand that they are working in an “open system,” so they are affected by many factors. An advocate should ensure that everything influencing decision makers for developing a plan has been understood and considered. They need to recognize conflicts as important components to success and manage them effectively

Most associations have comprehensive advocacy efforts at the local, regional, and national levels, especially organizations like the ANA. Getting involved on a local or national level not only offers the opportunity to make a positive impact on health policy, but it’s also another way to meet people with similar interests in the field.

2) The 2nd opportunities that exist for RNs and APRNs to actively participate in policy-making.

Build strong alliance through networking and meeting with your representatives on local, regional, and national levels and discuss issues affecting nursing practice as well as patient’s care. It’s also important to make sure you’re on the same page with those representatives/ policy makers.

Nurses have the power to influence policy making using their clinical knowledge, skills, expertise and experience. Power is the ability to achieve goals but its also the inherent ability to influence others. Potential factors for maximum influence will be achieved by strengthening the basis of power. Power is an essential aspect for leadership. Thus, nurses should acquire enough information about the presence and place of power fields. What nurses need and should know about power is “power with others” instead of “power on others.” Indeed nurses need power as one attribute of policy influence to protect the quality of care and to change organizations.

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