Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
Review Chapter 3 of Milstead, J. A. (2016). Health policy and politics: A nurses guide (5th ed.). Burlington, MA: Jones and Bartlett Publishers.
In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
Consider how you could influence legislators or other policymakers to enact the policy you propose.
Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
To complete:
Part Two will have approximately 34 pages of content plus a title page and references. Part Two will address the following:
Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the three legs of lobbying in your advocacy efforts.
Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Learning Resources
Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.
Chapter 13, High Quality Health Care (pp. 273295)
Chapter 2, A Visual Overview of Health Care Delivery in the United States (pp. 1327)
These chapters discuss the current state of health care quality, as well as efforts to measure and improve quality.
Chapter 14, Managing and Governing Health Care Organizations (pp. 297309)
This chapter details the vital importance of developing a better understanding of why and how heath care organizations are governed and managed in order to improve accountability.
Berwick, D. (2005). My right knee. Annals of Internal Medicine, 142(2), 121125.
Retrieved from the Walden Library databases.
In this article, Donald Berwick describes five specific dimensions of total quality care he will need when his right knee is replaced; however, he feels no one health care institution can deliver all five dimensions.
Gardner, D. (2010). Health policy and politics. Expanding scope of practice: Inter-professional collaboration or conflict? Nursing Economic$, 28(4), 264266.
Retrieved from the Walden Library databases.
This article summarizes the interdisciplinary conflict and collaboration likely to be promoted by the Patient Protection and Affordable Care Act. The text emphasizes the value of mediators in facilitating discussions between thought leaders from different disciplines.
Solomon, P. (2010). Inter-professional collaboration: Passing fad or way of the future? Physiotherapy Canada, 62(1), 4755.
Retrieved from the Walden Library databases.
This lecture highlights challenges to collaborative practice in clinical settings. In addition, the author presents strategies for influencing an environment to be more collaborative.
Agency for Healthcare Research and Quality. (n.d.). Model public report elements: A sampler.
Retrieved from http://archive.ahrq.gov/professionals/quality-patient-safety/quality-resources/value/pubrptsampler/pubrptsampl2b.html#Presentation
This web page defines the six domains that are important for health care quality. The goals of the six domains in health care to be safe, effective, patient-centered, timely, efficient, and equitable.
American Nurses Association. (n.d.) Expert policy analysis. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/Issue-Briefs
This web page explores ANAs Department of Nursing Practice and Policy efforts with internal policy decisions and nursings input on external policy.
American Nurses Association. (n.d.) Health care policy. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/HealthcareandPolicyIssues.aspx
This web page informs about nurses firsthand experiences in effecting health care laws and regulations through ANAs principles.
American Nurses Association. Health system reform. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/HealthSystemReform
This web page details health reforms impact on health care delivery.
Berwick, D. (2002). Escape fire: Lessons for the future of health care. Retrieved from http://www.commonwealthfund.org/usr_doc/berwick_escapefire_563.pdf
This influential speech, given by Dr. Donald Berwick in 1999, uses the analogy of starting a fire to escape a fire as a way to detail the challenges the health care industry faces in improving the quality of care and safety.
Federal Register. (2011). Retrieved from http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR
This website houses the official daily publication of rules, proposed rules, and notices of federal agencies and organizations, including executive orders and presidential documents.
Institute of Medicine of the National Academies. (2012). Crossing the quality chasm: The IOM Health Care Quality Initiative. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf
The Institute of Medicine provides a Quality Initiative to document the seriousness of the quality problem and assesses the ongoing effort to improve the nations quality of care.
National Quality Forum (2007). Tracking NQF-endorsed consensus standards for nursing-sensitive care: A 15-month study. Washington, DC: National Quality Forum. Retrieved from http://www.qualityforum.org/Projects/s-z/Tracking_Nursing-Sensitive_Care_Consensus_Standards_%282007%29/Tracking_Nursing-Sensitive_Care_Consensus_Standards.aspx
This report provides full detail of the first comprehensive effort to evaluate the degree NQF-endorsed standards for nursing-sensitive care have been implemented.
National Quality Forum. (2012). Retrieved from http://www.qualityforum.org/Home.aspx
The National Quality Form project identifies outcome, process, and structural measures, as well as patient experience of care in order to specifically address quality improvement.
Required Media
Laureate Education (Producer). (2012i). Quality improvement and safety. Baltimore, MD: Author.
Application Assignments require a title page, introduction, body of the paper, conclusion, and reference page.
The title page needs to follows APA style and includes a title, student name, course number and section, and date.
APA style headings are to be used appropriately to separate and organize sections of the paper.
The use of direct quotes is discouraged and should only be used when the source material uses language that is particularly striking or notable.
The introduction should provide an overview of the topic, the purpose of the paper, and topics that will be addressed.
The body of the paper needs to address all required topics.
The conclusion ought to provide closure for the reader, synthesize the content, and tie everything together to help clarify the main points of the paper.
The reference page should include all references cited in the assignment in correct APA format..
Excellent Good Fair Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
27 (27%) – 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
5 (5%) – 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
0 (0%) – 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:
Understand and interpret the assignment’s key concepts.
9 (9%) – 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 (8%) – 8 (8%)
Demonstrates a clear understanding of key concepts.
7 (7%) – 7 (7%)
Shows some degree of understanding of key concepts.
0 (0%) – 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
18 (18%) – 20 (20%)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
16 (16%) – 17 (17%)
Summarizes information gleaned from sources to support major points, but does not synthesize.
14 (14%) – 15 (15%)
Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.
0 (0%) – 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0 (0%) – 3 (3%) Contains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. 0 (0%) – 3 (3%) Contains many ( 5) APA format
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