NR 506 Week 6 DQ: Using the Media

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NR 506 Week 6 DQ: Using the Media

NR 506 Week 6 DQ Using the Media

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Week 6: Using the Media

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Given the power of the media, discuss how you would use an opinion editorial, a personal interview, websites, texting, Facebook, Twitter, and/or blogs to influence public opinion relative to your policy priority. What issues about media and electronic social networking do you need to consider? Why?

A Sample Answer For the Assignment:  NR 506 Week 6 DQ: Using the Media

Title: NR 506 Week 6 DQ: Using the Media

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Apr 1, 2018Apr 1 at 9:36pm

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Media in Policy Making

The use of media has grown significantly over the last few years (Rudden, 2016). Not only are people using this source for entertainment, but they are also utilizing it as a resource for medical information. Over seventy percent of people in the United States have a social media profile (Rudden, 2016). Healthcare workers should take notice and understand that they are able to implement the use of this type of media for communicating healthcare information (Rudden, 2016). Word of mouth, be that through social media or print publication, is a very effective and quick way to get information out to a target demographic (Rudden, 2016).

With respect to my public policy of childhood obesity, the use of social media could be a great of pathway of sending out my information to the public. I would want to target children and their parents. It is important when presenting information in this context to make it visually appealing to entice the audience (Rudden, 2016). Using pictures and videos would help interest the children while direct content would be more interesting to the adult population. The information being presented, no matter the age bracket, should be easy to understand and direct. When presenting the information, it is necessary to do more than just state the facts about the issue. Students and families might already understand that obesity is a problem for children as well as adults, but they might not be able to devise solutions to help with the problem. Formulating solutions on their own could be daunting. On the other hand, if they are given specific plans to implement, they could be proactively working on this issue in their personal lives. As medical professionals, and especially in the nursing field, we are charged with being trusted educators that will both inform our patients about the issues and develop ways to solve these problems. Patients are trusting that we are giving accurate and helpful information that they in turn can pass on to someone else. We should direct our patients toward information that is appropriate and correct. The human word can be a very powerful motivator; we should use this concept to our advantage when advocating for a change.

References NR 506 Week 6 DQ: Using the Media

Rudden, D. (2016). How to Effectively Harness the Power of Social Media. Audiology Today28(4), 22-32.

Apr 3, 2018Apr 3 at 10:40pm

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Hi Rachel,

I agree with you that it is important to make everything “visually appealing” when trying to reach children and even most adults. I must admit that when people post more than a paragraph of words I get bored and stop reading. Sometimes trying to catch anyone’s attention requires something flashy, once you get people’s attention with just one catch phrase then they will be more engaged and incline to read the rest of your policy. For example, posting a picture of a really cute fat cat would bring in the viewers and then you can talk about childhood obesity. I feel like most of the media outlet out there is a gimmick, manipulating news to get people to side one way versus another. As a future FNP, I would probably have colorful pamphlets handy in order to past it out to my patients and their children.

Apr 6, 2018Apr 6 at 5:28am

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Dear Rachel,

I enjoyed reading your view on social media and policy making.  It is true that children would prefer to have a visualization of policy making instead of an actually face to face response, as they are more visual than some adults as you stated.  I do believe that our p[patients rely on social media for a lot more than we think.   Patients prior to coming to the ED google what they think they may or may not have prior to being seen, and if you diagnose them with anything else they will immediately voice their own opinion on what they believe they have .  It’s unreal how much society depends on social media for everything.

We should help our patients to retrieve the most accurate and reliable information in relationship to their health ( Ventola, 2014).  Social media can be used to improve or enhance professional networking including education, patient care, patient education, and public health programs (Ventola, 2014).

When social media is used correctly it can offer the opportunity to promote individual and public health, as well as professional development and advancement (Ventola, 2014).

Ventola, C. L. (2014). Social Media and Health Care Professionals: Benefits, Risks, and Best Practices. Pharmacy and Therapeutics, 39(7), 491–520.

Apr 2, 2018Apr 2 at 12:57pm

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In all honesty, it is one of my biggest pet peeves when people use their social media as a platform to voice their political or religious views. I use social media as a way to keep in touch with family and friends and to stay up to date with new pictures of our children, etc. I think my main frustration with voicing political or religious views on social media is that people will often comment on these and say things that they would never say to the person’s face. I like to say that when it comes to social media people get “keyboard courage” and say things  that they would never say in real life. This is quite frustrating, as it allows people to fight and disagree in an often times uncivilized way that results in name calling and judging. In fact, with the recent gun protests marches going on across the country I have seen many of my “friends” fight over social media in the last few weeks.  It’s sad, but almost comical to see grown adults fighting over texts simply because they have different views.  I have even had to “un-follow” my husband step mother on social media because her constant controversial posts were irritating. As I mentioned, my only agenda with social media is to see pictures of friends and family and look at funny memes and pictures.  So much of the information that I read, I have to go look it up to see if it is valid information, and a large majority is not.  It is frustrating that people post so much information on social media without fact checking their information. The main problem with this is that people then continue to share this information and many people go on believing the information without ever checking into the facts. I am all for sharing articles that are from reputable sources and once I have done my research on an issue.

With that being said, social media is one way to get information out to many people almost instantaneously. I would personally use an opinion editorial where people were expecting someone to voice their opinion, create a blog where people could view, or be a part of a personal interview rather than using a site such as Facebook or Twitter.  I think  when people attempt to communicate via text the message can often become misinterpreted, so a personal interview would leave the smallest possibility  for people to take what was said and turn it around .

The biggest thing I would want to consider would be my audience. I would want to make sure I was directing my information to people who wanted to read this type of information.  Flooding your personal social media pages can be a frustrating topic for many, so  having this information in an area where people could choose to read it would probably be best.  This gives the readers the option to read your information rather than posting it where it constantly shows up on their news feeds.

The most important thing to me about sharing this type of information is to provide facts and a way for someone to quickly check the facts by citing the source.  As I mentioned, I am always willing to learn, but I also am not a person who believes information simply because I have read it. I want to see statistics and facts from a credible source. I have seen a few posts on Facebook within the last few weeks that have actually made me laugh. When  one person called another out on where they got their information they copied and pasted their sources. One of their sources was Wikipedia. Maybe it’s because I have been a student for so long, but I guess I just took for granted that everyone knew those were not credible sources.

Taking away my personal pet peeve of using Facebook for someone’s platform, because 80% of adult internet users use Facebook (University of Southern California, 2018),  it would be a very quick way to get your opinions published to many people very quickly.

I also think that giving pros/cons on both sides of the argument is helpful. It helps to keep the reader’s attention as they will not feel that it is a completely one-sided article.  I frequently play devil’s advocate and try to get people to see things from both perspectives.  I have found that if I attempt to play devil’s advocate with certain people, they do not like that and like to begin to make personal

attacks.

As mentioned, the main issues with using social media are that the information can be shared amount thousands of people within minutes and your name will be attached to it. Also, the author of the content can then be contacted by anyone who has read their information, and are often times attacked by people they’ve never met simply over their beliefs.  People gain “keyboard courage” and say things on social media that they would never say to another person’s face.  People often attack others on social media based on their beliefs.

NR 506 Week 6 DQ Using the Media
NR 506 Week 6 DQ Using the Media

Reference: NR 506 Week 6 DQ: Using the Media

University of Southern California. (2018). Social media and public policy. Retrieved from https://publicadmin.usc.edu/blog/social-media-and-public-policy/

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NR 506 Week 6 DQ: Using the Media 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
  • 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.
  • 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.
  • 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
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
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.
  • 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
  • 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
  • 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
  • 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
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.
  • 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
  • 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
  • Does not post to the thread
  • No connections are made to the topic
  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.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 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.
  • 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.
  • 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
0 points lost       -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. 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. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read:  NR 506 Week 5 DQ: Drivers of High Performance Healthcare Systems