NUR 550 DQ: Role of the APN in Advocating for Equitable Health Services

Sample Answer for NUR 550 DQ: Role of the APN in Advocating for Equitable Health Services Included After Question

NUR 550 DQ Role of the APN in Advocating for Equitable Health Services

I think advocacy has always been a part of our nursing careers. Advocacy is something they teach us from the first semester of nursing school. As we transition into a role as an advanced registered nurse the way we advocate for equitable population and policies may change but the importance of advocacy does not go to a lower level of importance. If anything, we can make more changes as advanced registered nurse and help create better policies to provide better more equitable health services for different populations. There will always be challenges and barriers when doing something like population advocacy. One of the biggest barriers is a lack of support or feeling powerlessness. I found an interesting article on this topic and one of the biggest barriers the article discusses is an anticipated negative outcome of advocacy. The article gives an example that, a failure in previous attempts to advocate for patients hinders them from advocating in the future because they believe the outcome will be negative (Nsiah et al., 2019). I just think remembering that it never hurts to try or to be a voice can be a step in the right direction. I love the saying that you never know something until you try.

Reference

Nsiah, C., Siakwa, M., & Ninnoni, J. P. K. (2019). Barriers to practicing patient advocacy in healthcare setting. Nursing Open, 7(2), 650–659. https://doi.org/10.1002/nop2.436

Topic 8 DQ 2

Description:

As an advanced registered nurse, discuss your future role in advocating for equitable population health services and policies. Do you anticipate any challenges or barriers to “population advocacy”? How would you meet these challenges?

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.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 DQ: Role of the APN in Advocating for Equitable Health Services

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.

NUR 550 DQ: Role of the APN in Advocating for Equitable Health Services 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 DQ: Role of the APN in Advocating for Equitable Health Services

Title: NUR 550 DQ: Role of the APN in Advocating for Equitable Health Services

As an advanced registered nurse my future role in advocating for health equity and healthcare policies involves working together with community leaders, policy makers and healthcare providers to identify and address health disparities in the community. This can involve performing needs assessment, developing and implementing interventions to improve health outcomes, and lobbying for policies and legislations that improve health equity(Phillips, 2022). Some potential challenges and barriers that can be encountered when advocating for population health include lack of resources and funding for community-basedprograms, resistances from decision makers and stakeholders, and lack of understanding and awareness of health disparities by community members.

One of the best ways of overcoming the challenges and barriers involves collaborating and building strong partnerships with community organizations, healthcare providers, and policy makers. I would also work to develop a strong evidence base for interventions and policies that I am advocating for and clearly communicate the benefits of these interventions to stakeholders and decision makers. Additionally, I would seek out opportunities for professional development and education to stay informed about the latest research and best practices in population health advocacy. I will also ensure that I stayed informed about the latest research and best practice in population health advocacy through continuing education and professional development opportunities (Purnell et al., 2019). I will also utilize data and information to identify and target specific population and health issues and demonstrate the need for and impact of interventions. I will also leverage technology and social media to educate and raise awareness among the community members and stakeholders. I will also ensure that I am flexible and open to feedback and adjust my approach as needed.

References

Phillips, J. (2022). Policy Advocacy and health equity. The Nurse Practitioner, 47(9), 38–43. https://doi.org/10.1097/01.npr.0000855316.18930.08 

Purnell, T. S., Fakunle, D. O., Bone, L. R., Johnson, T. P., Hemberger, N., Jilcott Pitts, S. B., Bowie, J. V., Oakley, K., Thompson, B., Paskett, E. D., & Cooper, L. A. (2019). Overcoming barriers to sustaining health equity interventions: Insights from the National Institutes of Health Centers for Population Health and Health Disparities. Journal of Health Care for the Poor and Underserved, 30(3), 1212–1236. https://doi.org/10.1353/hpu.2019.0083