NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health

Sample Answer for NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health Included After Question

Topic 4 DQ 2

Description:

The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:

1. “About the Affordable Care Act”
2. “Health Care Transformation: The Affordable Care Act and More”

What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law?

A Sample Answer For the Assignment: NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health

Title: NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health

The Affordable Care Act, also known as ObamaCare, is a healthcare reform legislation signed into effect by former President Barrack Obama in March 2010. Among the many provisions this tax reform included, some key provisions were “health insurance coverage to uninsured, measures to lower costs and improve health care system efficiency, preventative care, extension of care to dependents under the age of 26, and prohibited insurance claim denial or higher premiums for preexisting conditions.” (Green, 2018). The Affordable Care Act was able to make substantial changes to the then-current healthcare system by establishing things like the healthcare marketplace where individuals could “shop around” and find coverage that best suited their specific needs. All in all, the Affordable Care Act of 2010 had 3 main goals in mind: “make affordable health insurance available to more people, expand the medicaid program to cover adults with income below 138% of the federal poverty level, and support innovative medical care delivery methods designed to lower the costs of healthcare.” (USDHHS, 2022). These main goals heavily focused on prevention and wellness programs, as well as public health initiatives designed to promote overall community health. These initiatives included changes to the costs and structures of important primary and secondary interventions such as health screenings for early detection and early treatment of diseases in order to improve the expected outcomes and increase life expectancy. Nurses played a huge role in this program — they were tasked with community education to make individuals aware of the resources at their disposal — including the aforementioned screenings and assessments. Nurses served as care coordinators for overall patient and public health, in the case of public health nurses. Lastly, nurses also served as advocates on behalf of the patient population, especially within the vulnerable and underserved communities.

Reference:

Green, A. (2018). The environment, policy, and health effectiveness. In Grand Canyon University, Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

USDHHS. (2022, March 15). About the ACA. HHS.gov. https://www.hhs.gov/healthcare/about-the-aca/index.html

A Sample Answer 2 For the Assignment: NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health

Title: NRS 428 DQ: Crucial Elements of the Affordable Care Act to Public Health

The Affordable Care Act (ACA) is a crucial piece of legislation that profoundly impacts community and public health. This landmark law has numerous important elements that not only improve access to healthcare but also promote overall wellness. From a nurse’s perspective, the ACA has a significant role in shaping healthcare delivery and patient outcomes. One of the most important elements of the ACA in relation to community and public health is the expansion of Medicaid. This provision allows low-income individuals and families to access affordable health insurance coverage, subsequently increasing their access to necessary healthcare services. By expanding Medicaid, the ACA has increased the number of insured individuals, resulting in better health outcomes for the population and a reduction in health disparities. For people and families without access to affordable employer-sponsored health insurance or any other type of “minimum essential coverage,” like Medicare or Medicaid, the Act both strengthens and creates a new, affordable health insurance market.9 In the process of expanding existing coverage, the Act essentially restructures Medicaid to cover all citizens and lawful permanent residents of the United States with family members (Rosenbaum, 2011).

Nurses play a vital role in implementing this aspect of the ACA by advocating for their patients and ensuring they are aware of the available resources and services. Nurses exercise their power by critically evaluating the impact of policy and advocating for the needs of their community when revision is needed (Patton et al., 2019) Additionally, the ACA emphasizes preventive care and wellness programs, encouraging individuals to take a proactive approach to their health. Nurses can actively engage with their community, providing education on preventive measures and guiding individuals towards healthier lifestyles. Furthermore, the ACA directly affects healthcare providers, including nurses, through innovative payment models and quality improvement initiatives. The implementation of value-based care incentives healthcare providers to focus on delivering high-quality, cost-effective care. As a result, nurses have a greater responsibility in coordinating care, promoting care transitions, and ensuring patient safety. By actively participating in quality improvement initiatives, nurses contribute to the overall improvement of health outcomes in their communities. In essence, the ACA’s impact on community and public health involves transforming healthcare delivery and empowering nurses to take a leading role in promoting wellness and providing high-quality care. Through their collaboration and engagement, nurses become crucial advocates for their patients, helping to bridge the gap between policies and the needs of the community they serve.

Patton, R., M., Zalon, M. L., & Ludwick, R. (2019). Nurses making policy: From bedside to boardroom.

Rosenbaum, S. (2011). The Patient Protection and Affordable Care Act: Implications for Public Health Policy and practice. Public Health Reports, 126(1), 130–135. https://doi.org/10.1177/003335491112600118

Description:

The benchmark assesses the following competencies:

1.4 Participate in health care policy development to influence nursing practice and health care.

Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

NRS 428 DQ Crucial Elements of the Affordable Care Act to Public Health

Follow this outline when writing the policy brief:

1. Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
2. Create a problem statement.
3. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
4. Discuss the impact on the health care delivery system.

Include three peer-reviewed sources and two other sources to support the policy brief.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to theLopesWrite Technical Support articles for assistance.

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Description

Objectives:

1. Apply screening and referral principles to nursing care of populations.
2. Examine the role of public health in addressing environmental issues.
3. Evaluate the effectiveness of the U.S. health care system.
4. Examine how policy in the U.S. health care delivery system affects specific populations.
5. Examine the effects of health care reform on the U.S. health care system and its stakeholders.

About the Affordable Care Act

Description:

Study “About the Affordable Care Act,” from the U.S. Department of Health & Human Services website.

Health Care Transformation: The Affordable Care Act and More

Description:

Read “Health Care Transformation: The Affordable Care Act and More” (2014), located on the American Nurse Association website.

EPHO1: Surveillance of Population Health and Wellbeing

Description:

Read “EPHO1: Surveillance of Population Health and Wellbeing,” by the World Health Organization (WHO), located on the WHO website.

Policy Briefs

Description:

Read “Policy Briefs,” located on the World Health Organization (WHO) website.

2020 County Health Rankings: State Reports

Description:

Explore the 2020 County Health Rankings: State Reports website. This resource may be used for the Community Assessment and Community Teaching Plan assignments in Topics 4 and 5.

Climate Change

Description:

Explore the Climate Change page of the American Public Health Association (APHA) website.

Topics and Issues

Description:

Explore the Topics and Issues page of the American Public Health Association (APHA) website.

Functional Health Patterns Community Assessment Guide

Description:

Use the “Functional Health Patterns Community Assessment Guide” resource to complete the Community Assessment and Analysis Presentation.

Provider Interview Acknowledgement Form

Description:

Use the “Provider Interview Acknowledgement Form,” as directed in the Community Assessment and Analysis Presentation.

NRS 428 DQ Crucial Elements of the Affordable Care Act to Public Health 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.