NUR 550 Benchmark– Diverse Population Health Policy Analysis

Sample Answer for NUR 550 Benchmark– Diverse Population Health Policy Analysis Included After Question

NUR 550 Benchmark– Diverse Population Health Policy Analysis

Why the Policy is Financially Sound

¡Applies affordable strategies at the organizational and public level

¡The goal is to raises awareness which can be done through different media

¡Information can be broadcasted

¡Uses the public to help those in need for mental health assistance

¡Rationale: financially sound policies justify their financial investments via sustainable outcomes

SPEAKER NOTES

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.

NUR 550 Benchmark– Diverse Population Health Policy Analysis
NUR 550 Benchmark– Diverse Population Health Policy Analysis

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.

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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.

Description

Objectives:

1. Discuss the role of translational research in advancing equitable access to health care and prevention services and policies based on population health.
2. Evaluate the role of the advanced practice nurse in advocating for equitable population health services and policies.

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 13 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Population Health: Creating a Culture of Wellness

Evidence-Based Practice in Nursing and Healthcare

Description:

Review Chapter 23 in Evidence-Based Practice in Nursing and Healthcare.

Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States

Description:

Read “Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States,” by Chin et al., from Health Policy (2018).

The Future of Maternal and Child Health

Description:

Read “The Future of Maternal and Child Health,” by Lu, from Maternal and Child Health (2019).

Nurse Advocacy: Adopting a Health in All Policies Approach

Description:

Read “Nurse Advocacy: Adopting a Health in All Policies Approach,” by Williams, Phillips, and Koyama, from Online Journal of Issues in Nursing (2018).

Achieving Health Equity: Examining Telehealth in Response to a Pandemic

Description:

Read “Achieving Health Equity: Examining Telehealth in Response to a Pandemic,” by Smith and Raskin, from The Journal for Nurse Practitioners (2021).

Climate Change and Population Health: Incorporating Stages of Nursing’s Political Development

Description:

Read “Climate Change and Population Health: Incorporating Stages of Nursing’s Political Development,” by Nicholas et al., from Nursing Outlook (2021).

Writing Center

Description:

Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance.

Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O503 Benchmark – Diverse Population Health Policy Analysis 100.0

Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Content 100.0%
Description of Policy Designed to Provide Equitable Health Care 5.0% The policy is not described. The policy is only partially described. The policy is summarized. Some aspects are unclear or inaccurate. The policy is adequately described. Some detail is needed for clarity or accuracy. The policy is clearly and accurately described.

Diverse Population Affected by Policy 10.0% Discussion of how a diverse population is affected by this policy is not presented. Discussion of how a diverse population is affected by this policy is presented but is incomplete. It is unclear how the population will be affected by this policy. Discussion of how a diverse population is affected by this policy is general. More information and support are needed. Discussion of how a diverse population is affected by this policy is adequate. Some detail is needed for clarity or accuracy. Discussion of how a diverse population is affected by this policy is thorough. The narrative is well-supported and insightful.

Policy Design (Cost-effectiveness and health care equity) 10.0% Explanation of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is not presented. Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is incomplete. Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is general. More information and support are needed. Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is adequate. Some detail is needed for clarity or accuracy. A thorough explanation for how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is clearly presented.

“Evaluation of Financial Soundness of Policy; Incorporation of Nursing Perspective; and Relevant Ethical, Legal, and Political Factors
(C2.1)” 10.0% A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is not presented. A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is incomplete. A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is general. Some rationale is offered for support. More information and support are needed. A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is adequate. Adequate rationale is provided for support. Some detail is needed for clarity or accuracy. A thorough discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is clearly presented, and strong rationale is offered for support.

“Integration of State, Federal, and Global Health Policies and Goals in Design of Equitable Care
(C4.2)” 10.0% The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are not discussed. The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are only partially discussed The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are summarized. Some aspects are unclear or inaccurate. The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are adequately discussed. Some detail is needed for clarity or accuracy. The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are thoroughly explained. The narrative is accurate and well-supported. NUR 550 Benchmark– Diverse Population Health Policy Analysis

“Advocacy Strategies for Improving Access, Quality, and Cost-Effective Health Care
(C2.2)” 10.0% Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are not discussed. Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are incomplete. General advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are summarized. More information and support are needed. Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed. Some detail is needed for clarity or accuracy. Well-developed advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed. NUR 550 Benchmark – Diverse Population Health Policy Analysis Assignment Essays

“Examination of Responsibilities of Master’s Prepared Nurses
(C4.3)” 10.0% 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 are not discussed. 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 are only partially discussed. 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 are summarized. Some aspects are unclear. Rationale or support is needed. 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 are adequately discussed. Some detail is needed for clarity or accuracy. “Well-developed advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed.
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 are thoroughly discussed. The narrative is insightful and well supported.” NUR 550 Benchmark– Diverse Population Health Policy Analysis

Presentation of Content 15.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. NUR 550 Benchmark – Diverse Population Health Policy Analysis Assignment Essays

Layout 10.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

NUR 550 Benchmark– Diverse Population Health Policy Analysis 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.

A Sample Answer For the Assignment: NUR 550 Benchmark– Diverse Population Health Policy Analysis

Title: NUR 550 Benchmark– Diverse Population Health Policy Analysis

Introduction and Objectives 

  • Barriers to Accessing Health care 
  • Need for Equitable Health Care for a Diverse Population
  • Ways to enhance access to vulnerable diverse populations 
  • Purpose of the presentation 

Objectives of the Presentation

  • Description of the Policy
  • Diverse Population impacted by the Policy
  • Policy Designed to Improve Cost-effectiveness and care equity 
  • Policy Being Financially Sound & Incorporation of Nursing Perspectives and Relevant Ethical, Legal, and Political Factors
  • State, federal, global health policies and goals related to the policy to attainment of equitable health care
  • Professional and Moral Obligations of a Master’s Prepared nurse to respect Human dignity and advancing common good  

Bipartisan Budget Act of 2018; Section 50323

  • Expands Medicare Coverage for Telehealth Services 
  • Patient-focused innovative approach to care Decisions
  • Eligible Accountable Care Organizations to expand use of Telehealth services
  • Removes current limitations on the use of telemedicine for patients with stroke and other chronic conditions

Diverse Population Affected by the Policy

  • Patient-centered Approach for Vulnerable Population
  • Diverse individuals with Chronic Conditions
  • Individuals and populations with limited Access to Health Care
  • Remote populations in rural areas 
  • Those living below the national poverty line

Policy’s Cost-Effectiveness

  • High Spending on Multiple chronic Conditions across the United States 
  • Telehealth will reduce healthcare costs and improve care for individuals with chronic Conditions
  • Reduction in Consultancy Time for Diverse Populations 
  • Cost of Procedures

Policy’s on Care Equity for Diverse Population

  • Telehealth and virtual appointments increase frequency of visits by diverse population 
  • Diabetic patients and medication Use
  • Indian Health Services (HIS)
  • Reducing Health Disparities for Diverse Population 

Financial Soundness of the Policy 

  • Reduces the Cost of Care Significantly
  • Offers Value-Based Care to diverse Populations
  • Incorporation of Technology to Enhance Access and Reduce Burden of Care
  • Accountable Care Organizations (ACOs) Increasing enrollment and reporting to Congress