Discussion 14.1: Contemporary Health Policy Project: Peer Review
Hi Michelle Barry
In the current role play case, I assume the position of a local or a member of the professional nursing society/group or action coalition. As a member of the respective society, my fundamental role entails advocating for policy reform to enhance the overall practice of advanced practice nursing (APRN) as a framework for fostering the health and well-being of the public. The rationale for choosing this role as an APRN member of the professional coalition is prompted by my intrinsic aspiration to champion improved and optimal APRNs practices across the country. Correspondingly, this is an impactful strategy towards guaranteeing equitable healthcare access among the members of the public, not only in my state but also nationwide. I perceive quality health care as a basic privilege and right that should be granted to citizens regardless of their social or economic status. Thus, a viable and conducive healthcare environment should be accorded to every care practitioner to enable them to improve the scope of their care deliveries in a bid to warrant social justice and accessible care in the communities.
Peer Response to Michelle’s Presentation
From my role’s perspective, I believe your proposed policy reform is justifiable and constitutes a relatively strong basis and rationale. As a profound advocate for improved practice policy reform, I can confirm that your proposed policy reform is viable and aims to overcome the pre-existing state barriers to full practice among the nursing practitioners, precisely the advanced practice nursing. I understand that while some states are still considering implementing the FPA regulation, others have enacted restrictive policies that make it relatively challenging for the subsequent APRNs to ultimately achieve full practice certification/status.
As a member of the professional nursing society, I believe the proposed policy reform would foster and improve the medical service deliveries to the members of the public. It will also accord me and the members of my team adequate opportunity to provide full practice in our underlying clinical endeavors. The policy reform advocates for the APRNs to be granted FPA at the time of licensure. This would be a quite crucial milestone in the state’s healthcare practices as it would eliminate the pre-existing complex, lengthy, and tiresome procedures before the APRNs could acquire FPA certifications (American Association of Nurse Practitioners, 2020). Moreover, the policy would remove barriers limiting APRNs only to primary care settings, thereby allowing them to assume fairly independent and widespread roles in their areas of practice. However, the major drawback or negative impact of the proposed policy reform entails its limiting factor on surgical assisting nursing practitioners. Regardless, this may be understandable at this point as a fundamental measure to protect the safety of patients in the long run.
Discussion 14.1: Contemporary Health Policy Project: Peer Review
Needless to say, the policy reform would impact the APNs practice by granting them the inclusive right to full practice. This is crucial as it would allow the APNs to accord independent actions in relation to performing patient diagnosis, recommending treatment, and managing acute and chronic conditions (DePriest et al., 2020). Furthermore, it would lead to the elimination of the current board of nursing’s policy requirement of about 3,000 clinical hours of supervision before the APRNs could be granted the FPA licensure. This would be an integral approach to promoting improved patient health care outcomes among the APRNs.
Ultimately, the proposed policy plays an integral role toward promoting social justice and equity in healthcare. Precisely, the degree of the policy reform in relation to fostering social justice and equitable healthcare access is approximately 8/10. As evident by O’Reilly-Jacob et al. (2022), adopting a less restrictive scope of practice nursing policies, including the implementation of FPA regulations, constitute a substantial framework or role in guaranteeing social justice and equitable health access among the members of the public. However, to enhance the strength of the proposed policy reform, don’t you think the policy should also campaign for other non-physician professionals, including Physician Assistance? According to DePriest et al. (2020), removing obstacles preventing PAs from optimal practice is one of the significant steps to championing improved health access in the communities.
References
American Association of Nurse Practitioners. (2020). Issues at‐a‐glance: Full practice authority. American Association of Nurse Practitioners. https://www.aanp.org/advocacy/advocacy-resource/policy-briefs/issues-full-practice-brief
Links to an external site.
DePriest, K., D’Aoust, R., Samuel, L., Commodore-Mensah, Y., Hanson, G., & Slade, E. P. (2020). Nurse practitioners’ workforce outcomes under implementation of full practice authority. Nursing outlook, 68(4), 459-467. https://doi.org/10.1016/j.outlook.2020.05.008
Links to an external site.
O’Reilly-Jacob, M., Perloff, J., Sherafat-Kazemzadeh, R., & Flanagan, J. (2022). Nurse practitioners’ perception of temporary full practice authority during a COVID-19 surge: A qualitative study. International Journal of Nursing Studies, 126, 104141. https://doi.org/10.1016/j.ijnurstu.2021.104141
Thank you for choosing my presentation to review, Romina.
To answer your question, I believe we should also campaign for other professions such as physician assistants (PAs) to have policy reform to expand their scope of practice to the full extent their education prepares them for. Similar to advanced practice registered nurses (APRNs), PAs scope of practice is based on education and experience, state-level laws, policies of employers and facilities, and the needs of the patients (American Academy of Physician Assistants [AAPA], 2019). The AAPA (2019) recommends that PA scope of practice be determined at the individual organization or practice level. This would essentially mean that they are in favor of PAs having whatever level of scope of practice their organization deems fit. This would be a strategy that could benefit APRNs. Leaving the scope of practice up to the organization rather than the state would allow for scope of practice expansion in areas that were previously restricted for organizations that support APRNs having full practice authority. This could mean that an APRN could merely switch jobs or companies within their same city to potentially obtain full practice authority rather than having to jump states to obtain this. However, this does not fully expand the profession, nor does it create equality among the profession, but it would be a step in the right direction.
References
American Academy of Physician Assistants. (2019). PA scope of practice [PDF]. https://www.aapa.org/wp-content/uploads/2017/01/Issue-brief_Scope-of-Practice_0117-1.pdf
Grading Rubric Guidelines
Performance Category |
10 |
9 |
8 |
4 |
0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
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- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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Performance Category |
10 |
9 |
8 |
4 |
0 |
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life.
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
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- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
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- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
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- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
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Performance Category |
5 |
4 |
3 |
2 |
0 |
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) |
- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
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- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty
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- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
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- Does not post to the thread
- No connections are made to the topic
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Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition |
- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
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- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
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- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
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- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
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- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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0 points lost |
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-5 points lost |
Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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The student does not meet the minimum requirement of two postings on two different days |
Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
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The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |