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Category: Nursing

  • [Solved] assist w 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## mh512w6.docx **## mh512w6.docx** **Benefits** Benefits, like those stated earlier, are often referred to as “the hidden paycheck,” and can add upwards of 35% cost to an eligible employee’s total cost to the organization. Some benefit expenses such as Social Security …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## mh512w6.docx

    **## mh512w6.docx**

    **Benefits**

    Benefits, like those stated earlier, are often referred to as “the hidden paycheck,” and can add upwards of 35% cost to an eligible employee’s total cost to the organization. Some benefit expenses such as Social Security are mandated by law, but most of an organization’s benefit expense is optional and up to the organization to determine.

    In today’s economy, benefits are a necessary part of any healthcare organization’s budget. In addition to pay, benefits are a critical factor in recruiting and retaining employees. However, these benefits comprise a significant expense to the organization; therefore, the HR department must carefully consider all benefit options and provide those that maximize the expense.

    In addition, once the benefit is implemented, its cost must be regularly monitored in order to ensure it is still accomplishing its objective without creating an expense that is too burdensome on either the organization or the employee. For example, HR must carefully monitor the cost of its health insurance plan. If the features of the plan are too generous (too many things are covered or the deductible and co-pays are too low), the cost of the health plan may escalate to the point of burdening the organization’s ability to afford the plan. There is not a specific amount an organization should spend on its health insurance; rather, it must establish a cost range that reflects what it believes to be an amount that is valued by the employee and affordable to the organization and then monitor the plan’s change from that amount over time and adjust the plan design in order to continue to fall within that range.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Weekly Resources and Assignments**

    Review the resources from the Course Resources link, located in the top navigation bar, to prepare for this week’s assignments. The resources may include textbook reading assignments, journal articles, websites, links to tools or software, videos, handouts, rubrics, etc.

    **Week 6 – Assignment: Facilitate a Chart of Your Organization's Benefits**

    Using your current or past organization’s benefits package, prepare a chart of all benefits offered (even those that you may not be currently enrolled). If you aren’t currently employed, contact the HR department of a local healthcare provider and request a listing of their benefits offering. In lieu of contacting the HR department, benefits are often listed in the career section of the organization’s website. Your chart should include:

    Each benefit

    · those required by law

    · those provided to employees where enrollment is mandatory

    · those provided to employees where enrollment is voluntary

    ·  The eligibility for each benefit

    ·  The cost per employee for each benefit

    ·  The level of employee participation in the cost (if any)

    ·  The organization’s expense as a percentage of payroll

    An example of the chart is below:

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Benefit Name** | **Why provided (law, competition, etc.)** | **Enrollment mandatory / voluntary** | **Who is eligible** | **Total cost per employee** | **Cost sharing % with employee** | **Organization cost as a % of payroll** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |

    Table 2. Organizational Benefits Chart

    Write a recommendation for any modifications you think would enhance the benefits offered to employees, justifying your recommendation with either cost or employee retention/satisfaction reasons.

    Length: 2 pages, including the chart, not including title and reference pages

    References: Include a minimum of 4 scholarly resources

    Your document and chart should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic.

    **## mh512w6.docx**

    **Benefits**

    Benefits, like those stated earlier, are often referred to as “the hidden paycheck,” and can add upwards of 35% cost to an eligible employee’s total cost to the organization. Some benefit expenses such as Social Security are mandated by law, but most of an organization’s benefit expense is optional and up to the organization to determine.

    In today’s economy, benefits are a necessary part of any healthcare organization’s budget. In addition to pay, benefits are a critical factor in recruiting and retaining employees. However, these benefits comprise a significant expense to the organization; therefore, the HR department must carefully consider all benefit options and provide those that maximize the expense.

    In addition, once the benefit is implemented, its cost must be regularly monitored in order to ensure it is still accomplishing its objective without creating an expense that is too burdensome on either the organization or the employee. For example, HR must carefully monitor the cost of its health insurance plan. If the features of the plan are too generous (too many things are covered or the deductible and co-pays are too low), the cost of the health plan may escalate to the point of burdening the organization’s ability to afford the plan. There is not a specific amount an organization should spend on its health insurance; rather, it must establish a cost range that reflects what it believes to be an amount that is valued by the employee and affordable to the organization and then monitor the plan’s change from that amount over time and adjust the plan design in order to continue to fall within that range.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Weekly Resources and Assignments**

    Review the resources from the Course Resources link, located in the top navigation bar, to prepare for this week’s assignments. The resources may include textbook reading assignments, journal articles, websites, links to tools or software, videos, handouts, rubrics, etc.

    **Week 6 – Assignment: Facilitate a Chart of Your Organization's Benefits**

    Using your current or past organization’s benefits package, prepare a chart of all benefits offered (even those that you may not be currently enrolled). If you aren’t currently employed, contact the HR department of a local healthcare provider and request a listing of their benefits offering. In lieu of contacting the HR department, benefits are often listed in the career section of the organization’s website. Your chart should include:

    Each benefit

    · those required by law

    · those provided to employees where enrollment is mandatory

    · those provided to employees where enrollment is voluntary

    ·  The eligibility for each benefit

    ·  The cost per employee for each benefit

    ·  The level of employee participation in the cost (if any)

    ·  The organization’s expense as a percentage of payroll

    An example of the chart is below:

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Benefit Name** | **Why provided (law, competition, etc.)** | **Enrollment mandatory / voluntary** | **Who is eligible** | **Total cost per employee** | **Cost sharing % with employee** | **Organization cost as a % of payroll** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |

    Table 2. Organizational Benefits Chart

    Write a recommendation for any modifications you think would enhance the benefits offered to employees, justifying your recommendation with either cost or employee retention/satisfaction reasons.

    Length: 2 pages, including the chart, not including title and reference pages

    References: Include a minimum of 4 scholarly resources

    Your document and chart should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic.

  • [Solved] nur502

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Cardiovascular2.docx **## Cardiovascular2.docx** **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. G…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Cardiovascular2.docx

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Healthcare Policy and Analysis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Policy briefs – 2 years ago **files (3)** – ## policyissuesandtheoryexplored.1..docx – ## policyissuesandtheoryexplored.2..docx – DUE.1.24.25.HealthcarePolicyandAnalysis.docx **## policyissuesandtheoryexplored.1..docx** 1 **policy issues and theory explored** **Nursing Values and Ethics in Addressin…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Policy briefs

    – 2 years ago

    **files (3)**

    – ## policyissuesandtheoryexplored.1..docx

    – ## policyissuesandtheoryexplored.2..docx

    – DUE.1.24.25.HealthcarePolicyandAnalysis.docx

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

  • [Solved] Evidence-Based Practice II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Data Collection and Plan for Analysis – 2 years ago **files (1)** – ## EB.DUEJanuary24.docx **## EB.DUEJanuary24.docx** **DUE January 24, 2025** **The Assignment: (2–3 pages)** **Evidence Based Practice II** Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the…

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    Assignment Prompt & Instructions

    Data Collection and Plan for Analysis

    – 2 years ago

    **files (1)**

    – ## EB.DUEJanuary24.docx

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten 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 are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten 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. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten 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 are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten 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. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

  • [Solved] discussion

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] week 3

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    Use the Galen library database to find one **primary** qualitative research article on any nursing topic recently published **this year** in a **nursing journal**. Read the article and in **one** paragraph (7 to 8 sentences) provide a rapid critical appraisal by answering the following questions. _*…

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    Use the Galen library database to find one **primary** qualitative research article on any nursing topic recently published **this year** in a **nursing journal**. Read the article and in **one** paragraph (7 to 8 sentences) provide a rapid critical appraisal by answering the following questions. _**Support your response by citing and referencing the research article.**_

    1. What was the research design?
    2. How were study participants chosen and was the sample size appropriate?
    3. Does the research methods fit the purpose of the study? Explain.
    4. Are data collection and analysis technniques approproiate for this type of study? Explain.
    5. Is the phenomenon (human experience) clearly identified? Explain.
    6. What are the reported results?
    7. How may the results be applied in clinical practice?

    – 2 years ago

  • [Solved] Discussion 2

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    1. Describe the importance of folk medicine practices and folk healers to African Americans in the rural setting. 2. Mrs. M., a Mexican American who just gave birth, tells the nurse not to include certain foods on her meal tray because her mother told her to avoid those foods while breastfeeding. Th…

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    1. Describe the importance of folk medicine practices and folk healers to African Americans in the rural setting.
    2. Mrs. M., a Mexican American who just gave birth, tells the nurse not to include certain foods on her meal tray because her mother told her to avoid those foods while breastfeeding. The nurse tells her that she doesn’t have to avoid any foods and should eat whatever she desires. What concept does this demonstrate?
    3. Describe at least two communication barriers encountered by non-Navajo nurses when providing care to Navajo clients.

    500 words

    APA style

    At least two academic resources

    – 2 years ago

  • [Solved] Pharm Discussion 2

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    1. Describe dermatitis, diagnostic criteria, and treatment modalities 2. Describe the drug therapy for Conjunctivitis and Otitis Media 3. Discuss Herpes Virus infections, patient presentation, and treatment 4. Describe the most common primary bacterial skin infections and the treatment of choice. **…

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    1. Describe dermatitis, diagnostic criteria, and treatment modalities
    2. Describe the drug therapy for Conjunctivitis and Otitis Media
    3. Discuss Herpes Virus infections, patient presentation, and treatment
    4. Describe the most common primary bacterial skin infections and the treatment of choice.

    **500 words**, formatted and cited in the current APA style with support from at least 2 academic sources.

    – Each question **must be answered individually** as in bullet points

    – 2 years ago

  • [Solved] Population Health – Basic Windshield Survey

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    – [\ \ Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png") – 2 years ago

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    – [\
    \
    Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png")

    – 2 years ago

  • [Solved] Discussion

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    – 2 years ago **files (1)** – ## finalpresentation.docx **## finalpresentation.docx** **_Presentation: Realistic Clinical Case Study_** **_Class: Advanced Family nurse practitioner ADULTS_** For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of inter…

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    – 2 years ago

    **files (1)**

    – ## finalpresentation.docx

    **## finalpresentation.docx**

    **_Presentation: Realistic Clinical Case Study_**

    **_Class: Advanced Family nurse practitioner ADULTS_**

    For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. Develop your presentation based on a clinical case that was seen during your experience or a topic that is of interest to you.

    **Content Requirements** You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

    1.
    **Subjective data:** Demographics; Chief Complaint; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Review of Systems (ROS)

    2.
    **Objective data:** Vital signs; Physical exam, Labs (reviewed from the patient's medical records, if no lab/diagnostic tests were done recently to review, you must indicate that to receive credit).

    3.
    **Assessment:** Differential diagnosis; Primary Diagnosis

    4.
    **Plan:** Laboratory and diagnostic tests; Pharmacologic treatment plan; non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.

    5.
    **Other:** Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

    **Submission Instructions:**

    · The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.

    · The presentation should consist of 10-15 slides and less than 5 minutes in length.

    · Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    **## finalpresentation.docx**

    **_Presentation: Realistic Clinical Case Study_**

    **_Class: Advanced Family nurse practitioner ADULTS_**

    For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. Develop your presentation based on a clinical case that was seen during your experience or a topic that is of interest to you.

    **Content Requirements** You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

    1.
    **Subjective data:** Demographics; Chief Complaint; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Review of Systems (ROS)

    2.
    **Objective data:** Vital signs; Physical exam, Labs (reviewed from the patient's medical records, if no lab/diagnostic tests were done recently to review, you must indicate that to receive credit).

    3.
    **Assessment:** Differential diagnosis; Primary Diagnosis

    4.
    **Plan:** Laboratory and diagnostic tests; Pharmacologic treatment plan; non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.

    5.
    **Other:** Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

    **Submission Instructions:**

    · The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.

    · The presentation should consist of 10-15 slides and less than 5 minutes in length.

    · Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).