BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

Sample Answer for BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550 Included After Question

BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

Description: 

Select a current or proposed health care policy that is designed to provide equitable health care for a diverse population. Create a 12-15-slide PowerPoint presentation discussing the health care policy and how it improves a specific population’s access to quality, cost-effective health care. Create speaker notes of 100-250 words for each slide. Include additional slides for the title and references. 

Include the following in your presentation: 

  1. Describe the policy selected.
    2. Discuss the diverse population that will be affected by this policy.
    3. Explain how the policy is designed to improve cost-effectiveness and health care equity for the diverse population.
    4. Discuss why the policy is financially sound and explain how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors. Provide rationale to support your explanation.
    5. Describe what state, federal, global health policies, or goals the policy is related to and explain the degree to which each helps achieve equitable health care for the diverse population.
    6. Discuss advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected.
    7. Discuss the professional and moral obligation of master’s prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective. 

You are required to cite eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. 

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. 

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Benchmark Information 

This benchmark assignment assesses the following programmatic competencies: 

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing 

2.1 : Examine financially sound health care policy that incorporates the nursing perspective and relevant ethical, legal, and political factors. 

2.2 : Determine advocacy strategies for improving access, quality, and cost-effective health care for diverse populations. 

4.2 : Integrate appropriate state, federal, and global health policies and goals into the design of equitable health care for populations. 

4.3 : Examine the professional and moral obligation of master’s-prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective. 

A Sample Answer For the Assignment: BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

Title: BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

With population health needs varying profoundly and impacting diverse populations differently, it is important to have practical interventions to improve access, quality, and cost-effectiveness of care. Such policies are usually structured in a way that addresses specific population needs (McKenzie et al., 2021). Generally, S.Res. 254 proposals are based on the premise that COVID-19 has affected many lives adversely, with mental pressures rising over time. Accordingly, the policy obliges the Senate to support awareness month to fight stigmatization associates with mental health. Other focus areas include emphasizing scientific findings regarding mental health recovery and declaring mental health a national priority. These interventions will reduce the toll on mental well-being due to COVID-19 and ensure that mental health patients receive the attention and care they deserve.

As the policy states, the population of focus is people with mental health problems. S.Res. 254 addresses the need for both adults and children. This population struggle with mental health well-being and are vulnerable to substance abuse (Carbonell et al., 2020). Given this, their problems and vulnerability to other health issues and complications increase proportionately. Vaccari et al. (2020) further found that people with mental health problems are highly stigmatized since their conditions are not sufficiently understood. They need support as much as possible. Loades et al. (2020) also noted that people with mental health problems are victims of social isolation and psychological stress. Awareness programs and prioritizing their needs will reduce the overall impact of COVID-19 and related problems.

Affordability and access to health care services have been real concerns affecting population health. Cost-effectiveness is a reliable indicator of feasible policies and programs. The policy focuses on preventing the gradual increase in mental health issues, implying that it will be instrumental in reducing the financial burden associated with treating mental health problems. Baumgartner et al. (2020) found that the annual spending towards mental health in the United States is over $200 billion annually. Awareness reduces this cost and the overall illness burden in hospitals and families. Importantly, increased awareness will ensure that resources used for mental health treatment and services can be used in other ways, such as promoting healthy eating.

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Despite populations varying in terms of needs, geographical locations, and socioeconomic status, all people deserve health care services when needed and in the manner needed. Health care equity is primarily about delivering health care services fairly and properly and not according to patient or population group characteristics (Brown et al., 2019; Butler, 2021). Recognizing mental well-being as important as others health aspects such as physical health is a practical way of promoting health care equity since it ensures that mental health is not treated differently. As a result, mental health patients can receive the deserved services when needed. In the same case, the policy also obliges the Senate to ensure access to appropriate services of care and continuously support the overall quality of life for people with mental illnesses.

Although outcomes vary, health care policies should be financially sound. Their overall benefits should outdo the costs after a cost-benefit analysis. One of the ways making the policy financially sound is its application of affordable strategies at the organizational and public levels. Health care organizations can apply the same strategies that the policy proposes to advance mental health care. With the primary goal being to raise awareness, different media can be used, and the information can be broadcasted. Also, informing the public will be instrumental in supporting people with mental health problems in communities at little or considerable cost. Eventually, policy implementation becomes sustainable, and the gains profound.

Solutions to population health needs apply different perspectives and consider many factors. The nursing perspective is among the

BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550
BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550

highly applied in delivering the best outcomes. The policy applies the nursing perspective by providing a mechanism to make people with mental health problems more functional and free from illness and disability. A nursing perspective is centered on health promotion and reducing adverse outcomes such as suffering and dying in the individual, family, and community contexts (Fu et al., 2020). Ethically, harm reduction is an ethical consideration while promoting equal health services as a right is a legal consideration. Politically, the policy relies on Senate support for implementation and continuous support.

Health policies aim to achieve different goals. State, federal, and global health goals are common reference points. The main state goal applicable to the policy is reducing health disparities across populations, which ensures that all populations get the health care services deserved. Two federal goals relate to the policy. The first goal is improving mental health by ensuring access to appropriate services and support. The other goal is implementing health reforms that prioritize mental health and personal well-being. Several global health goals relate to the policy. They include integrating clinical, research, and educational efforts to address mental health, alleviate mental suffering through prevention, treatment, and care, and reducing premature mortality of non-communicable diseases.

Each goal helps to achieve equitable health care for people with mental health needs in different proportions. The state goal helps to a significant degree. The main reason behind this inference is the fact that there is a lot of focus on vulnerable populations to ensure that they are protected from mental pressures associated with COVID-19. Federal goals help to achieve equitable health care for people with mental health problems to a considerable degree. This is because more improvement is required to ensure equal access to appropriate mental health services, although there is some effort. Global health goals help to a fair extent. The current effort is yet to match mental health needs, but a significant proportion still suffers from mental health challenges worldwide.

People with mental health needs require close attention, protection from abuse, and everyday support in other ways. Advocacy is one way of ensuring that this critical population get the required services, stay informed, and are protected from mistreatment. Advocacy strategies include addressing mental health providers’ shortages. Addressing providers’ shortages ensures that patient needs are addressed timely and optimally (Erickson et al., 2020). The same case applies to mental health provision. Other strategies include patient education on mental health, increased awareness of mental health problems, formulation of policies to promote mental health care, and expanding health organizations’ capacity to provide comprehensive care. All health care organizations should be adequately resourced to provide mental health services besides other health care services.

Advocacy is primarily about ensuring different populations get some support to get health care services that match their needs. It ensures that there is more focus on population problems and efforts to address the health challenges appropriately. Mental health should be declared a national priority. Its prioritization will increase commitment to address it and help people with mental health needs better than before. Outcomes can be further improved by dedicating special months for mental health support and recovery. The current month under the current policy is May. Other advocacy strategies include instituting community support programs, enacting laws to protect mental health patients from stigma, and liaising with local, national, and faith-based organizations to support families of people with mental health problems.

Master’s prepared nurses have a professional and moral obligation in helping to achieve different health outcomes from a Christian perspective. Applying the Christian perspective implies that the nurse is empathetic, sympathetic, and genuinely concerned about people’s health problems. Accordingly, such nurses have an obligation to promote awareness of health issues and advocate for organizational and community policies to promote equality and equity and protect vulnerable populations to ensure that their dignity is preserved. Nurses should also collaborate with colleagues to improve the quality of care in organizations, families, and communities and remain active in organizational and community health support teams.

With health care issues changing their dynamics over time, new health care models and knowledge to improve current outcomes are needed. As a result, engaging in EBP projects to generate new knowledge is part of nurses’ roles. As times and situations necessitate, nurses should also be involved in disease detection programs such as screening. In this case, they should do everything within their means to ensure that individuals and communities live disease-free lives. Other efforts include continuous research, serving as a reliable resource, and serving as a role model. Combined efforts are necessary since population needs are highly diverse hence the need for a multifaceted approach.

BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550 REFERENCES

¡Baumgartner, J. S., Aboulafia, G. N., & McIntosh, A. (2020, Apr 3). The ACA at 10: How has it impacted mental health care? The Commonwealth Fund. https://www.commonwealthfund.org/blog/2020/aca-10-how-has-it-impacted-mental-health-care

¡Brown, A. F., Ma, G. X., Miranda, J., Eng, E., Castille, D., Brockie, T., Jones, P., Airhihenbuwa, C. O., Farhat, T., Zhu, L., & Trinh-Shevrin, C. (2019). Structural interventions to reduce and eliminate health disparities. American Journal of Public Health109(S1), S72–S78. https://doi.org/10.2105/AJPH.2018.304844

¡Butler, S. M. (2021). A Pathway to equitable health care in America. American Journal of Public Health. https://ajph.aphapublications.org/doi/10.2105/AJPH.2021.306192

¡Carbonell, A., Navarro‐Pérez, J. J., & Mestre, M. V. (2020). Challenges and barriers in mental healthcare systems and their impact on the family: A systematic integrative review. Health & Social Care in the Community28(5), 1366-1379. https://doi.org/10.1111/hsc.12968

¡Erickson, S. M., Outland, B., Joy, S., Rockwern, B., Serchen, J., Mire, R. D., & Goldman, J. M. (2020). Envisioning a better US health care system for all: health care delivery and payment system reforms. Annals of Internal Medicine172(2_Supplement), S33-S49. https://doi.org/10.7326/M19-2407

¡Fu, M. R., Kurnat-Thoma, E., Starkweather, A., Henderson, W. A., Cashion, A. K., Williams, J. K., … & Coleman, B. (2020). Precision health: A nursing perspective. International Journal of Nursing Sciences7(1), 5-12. doi: 10.1016/j.ijnss.2019.12.008

¡Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child and Adolescent Psychiatry59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009

¡McKenzie, C., Mulé, N. J., & Khan, M. (2021). Where Is LGBTQ+ in Ontario’s Health Care Policies and Programs?. Sexuality Research and Social Policy, 1-12. https://doi.org/10.1007/s13178-021-00577-8

¡Vaccari, P., Ramírez-Vielma, R., Saldivia, S., Cova, F., Vielma-Aguilera, A., Victoriano, V., … & Grandón, P. (2020). Stigma towards people with a diagnosis of severe mental disorder in primary healthcare centers: perspectives of service users and health teams in Chile. International Journal of Mental Health Systems14(1), 1-11. https://doi.org/10.1186/s13033-020-0340-5

 

BENCHMARK-DIVERSE POPULATION HEALTH POLICY ANALYSIS NUR 550 Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.