CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514

Sample Answer for CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514 Included After Question

CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514

This is a Collaborative Learning Community (CLC) assignment. 

As an advanced registered nurse leader, you have an opportunity to be a catalyst for change and lend your voice to important health care issues. One of the ways you can do this is through lobbying and engaging with the legislative process as both participant and patient advocate. 

In this assignment, you will work in a group to identify a current health care legislative issue and prepare a PowerPoint presentation with slide notes. This health care issue can impact your role, the setting, the scope of practice, or the population in the community you serve. Refer to the website of your state legislature to research current legislative issues and identify appropriate steps. 

Include the following in a 12-15 slide PowerPoint submission: 

  1. A description of the health care issue, and how it relates to your role, setting, scope of practice, or community population. 
  1. A description of the proposed legislation and your group’s stance on whether it should be passed. 
  1. Methods to track a bill and participate in lobbying efforts. 
  1. An outline of lobbying remarks, appropriate for the target audience, bill’s intent, and goal of supporting or not supporting its passage. 
  1. Implications if lobbying efforts do not succeed. 

Make sure to include slide notes of 100-250 words for each slide. 

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

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. 

CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514
CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514

A Sample Answer For the Assignment: CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514

Title: CLC- WHEN PATIENT ADVOCACY MEETS POLICY LOBBYING FOR HEALTH CARE CHANGE PRESENTATION NUR 514

From an ethical and operational perspective, H.R.2581 is among the most important bills critical in enhancing patient outcomes. The bill’s central premise is that nursing staff is instrumental in promoting quality care and improving health care delivery to patients (Govtrack, 2019). Accordingly, poorly monitored nurse staffing practices may reduce the number of nurses serving patients, jeopardizing quality and overall health care delivery. Underserved patients are dissatisfied, violating the principle of the ethical and professional mandate of nurses’ commitment to protecting patients and prioritizing their needs. Adequate staffing also reduces medication errors and other outcome-centered concerns such as patient mortality, length of stay in hospitals and readmission rates (Healthy Work Campaign, 2019). The outcomes are profound, justifying the bill’s need for more attention.

Despite a bill’s recommendation, many bills are prone to violation by health practitioners. In response, introducing measures to enhance effectiveness is vital. The measures that H.R.2581 introduces are rational such as obliging hospitals to develop staffing plans compliant with the specified nurse-to-patient ratios and submit them to the Department of Health and Human Services (HHS) (Congress.gov, 2019). Other measures to enhance effectiveness include predetermining procedures for nurse-to-patient ratios determination across units and ensuring that nurses can opt not to engage in practices violating the minimum ratios requirements. The bill’s general approach to care provision is rational and puts the patient at the center of its interests.

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The bill is important and should be passed, but it is vital to balance its target outcomes and cost implications. In this case, its operational dynamics should be critically evaluated to ensure that it is sustainable and does not hinder hospitals’ functional capacity and determination to provide quality patient care. For instance, through the bill, HHS should adjust Medicare payments to hospitals to cover additional costs associated with complying with the nurse-to-patient ratios. Nurse retention programs are also necessary to ensure that the bill’s proposals can be sustained. Accordingly, stipends to the nurse workforce loan repayment have been recommended. Such cost implications should be critically evaluated to ensure that the bill’s implementation does not affect operational outcomes targeted in other areas.

REFERENCES

›Congress.gov. (2019, May 8). H.R.2581 – Nurse Staffing Standards for Hospital Patient Safety and Quality Care Act of 2019. https://www.congress.gov/bill/116th-congress/house-bill/2581/text

›Govtrack. (2019, May 8).H.R. 2581 (116th): Nurse Staffing Standards for Hospital Patient Safety and Quality Care Act of 2019. https://www.govtrack.us/congress/bills/116/hr2581

›Healthy Work Campaign. (2019). Healthy Work Strategies: Laws to improve nurse staffing levels in hospitals. https://healthywork.org/wp-content/uploads/2019/10/HWC-Website-Page-Content-Resources-Healthy-Work-Strategies-Laws-to-improve-nurse-staffing-levels-100119-v1-092019-300res-CYMK-1.pdf

 

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.