NURS 6003 Assignment: Global Healthcare Comparison Statement

Sample Answer for NURS 6003 Assignment: Global Healthcare Comparison Statement Included After Question

Note: This Assignment is due on Day 5 of Week 11.

If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

To Prepare:

Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Explain the strengths and weaknesses of each policy.
Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
Explain how the health policy you selected might impact the role of the nurse in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.
NURS 6003 Assignment Global Healthcare Comparison Statement

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

By Day 5 of Week 11

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A Sample Answer For the Assignment: NURS 6003 Assignment: Global Healthcare Comparison Statement

Title: NURS 6003 Assignment: Global Healthcare Comparison Statement

The World Health Organization (WHO) identifies different issues that affect people’s health, including resistance to drugs, and antimicrobial resistance. According to the WHO, antimicrobial resistance has negative effects on the global efforts to end certain diseases, especially infectious and chronic conditions (World Health Organization, 2023). Different countries, including the United States and Canada, have developed policies to address antimicrobial resistance. The purpose of this comparison matrix and narrative statement is to explore the issue and advocate interventions through social change to prevent its occurrence.

Part 1

Global Healthcare Issue	Antimicrobial Resistance
Description	The development of antibiotics, antiviral medications, and antimalarial drugs is considered a critical success in improving health among populations in different parts of the world. However, antimicrobial resistance is a threat to the successes aimed at reducing and preventing diseases like salmonellosis, tuberculosis, and pneumonia among others (American Society for Microbiology, 2023). The inability to have effective interventions for these conditions presents a threat to patients suffering from these diseases and even surgical processes.
Country	United States	Canada
Describe the policy in each country related to the identified healthcare issue	The U.S. has a federal policy focused on three aspects of antimicrobial resistance. These include tracking for antibiotic-resistant bacteria, increasing the life of current antibiotics, and improving the discovery and development of new antibiotic strains and interventions (CDC, 2023).	The policy in Canada focuses on increasing awareness about antimicrobial resistance, its impacts, and associated ailments. The policy also identifies populations and individuals at most risk and offers resources for different activities like research, surveillance, and occurrence in animals. Government of Canada, 2023)
What are the strengths of this policy?	The policy’s strengths include a proactive approach, partnerships with other players, investing in research to develop new antimicrobials, increasing understanding among the population, and better surveillance CDC, 2023).	Like the U.S., policy, the Canadian policy is proactive, values collaboration and partnership with all stakeholders, and enhances understanding of the issue through surveillance, research, and education (Canadian government, 2023).
What are the weaknesses of this policy?	The policy relies on government funding and is rigid, with changes being limited since antimicrobials remain largely the same.	Conversely, the policy depends mainly on federal funding, has limited scope, and requires an expanded approach to the issue.
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)	Social determinants of health impact the issue in different ways. Access to healthcare improves knowledge levels on antimicrobial resistance and effective or proper use. Socioeconomic status dictates whether individuals and health populations can access services and reduce the chances of developing resistance.	Social determinants of health impact the issue as they influence access to health care and consumption of information. Education improves awareness and approach to antibiotic resistance.
How has each country’s government addressed cost, quality, and access to the selected global health issue?	The policy mandates the federal government to provide different interventions like prevention, treatment, and enforcement. Through these aspects, individuals can access quality care and reduce costs since the government provides resources in different areas of the interventions (CDC, 2021).	The Canadian government funds all activities focused on antimicrobial resistance, from prevention to treatment and enforcement. Through these activities, the public enhances its information and ways to reduce resistance.
How has the identified health policy impacted the health of the global population? (Be specific and provide examples)	The policy means that more people across the world can prevent antimicrobial resistance and attain better health. The policy means that chances of increased resistance to antibiotics reduce as the population gets information on preventive approaches and measures.	The policy means that there will be a reduction in the prevalence of individuals encountering antimicrobial resistance because of the decrease in Canada. It also enhances access to quality care, starting with the provision of information.
Describe the potential impact of the identified health policy on the role of nurses in each country.	The policy enhances nurses’ role in providing information to at-risk individuals. The nurse can also enhance surveillance and patient education activities to improve awareness.	The policy means that nurses should actively engage in patient education, contribute to surveillance of the condition, and offer patient education to enhance awareness.
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)	Drug resistance impacts local healthcare organizations through increased cost of care and reduced productivity of the population, especially those affected by chronic conditions requiring medications (WHO, 2023). For instance, the cost of managing drug-resistant infections is high. Secondly, people take time to recover and become productive again.	Global health issues like antimicrobial resistance impact local healthcare organizations as they increase the cost of care through more resource allocation (WHO, 2023). For instance, dealing with antibiotic resistance requires more resources for research and other interventions to reduce the prevalence.
General Notes/Comments	The policy uses a generalized approach to antimicrobial resistance. Consequently, the federal government and its agencies should consider improving these aspects to improve impacts on the target population.	The policy is general and should be reviewed to ensure that it gives specific approaches to reducing antimicrobial resistance among those affected.

Part 2

Antimicrobial resistance remains a critical issue as advanced by the World Health Organization (WHO). The policies developed by both the U.S. and Canadian governments are largely reactive and general. They focus more on surveillance and developing new medications to counter those resistant to treatment. However, these policies ignore that antimicrobials are prescribed and used daily for the conditions leading to their resistance. A global perspective or lens into local practice and understanding the role of a nurse leader in this situation are necessary to increase information and awareness. Having a global perspective in local practice will allow nurses to understand the magnitude of the issue and its effects on health populations (WHO, 2023). I will advocate for this perspective in local practice by encouraging nurses to expand their perceptions and imaginations. Nurse leaders should have a vision of improving interventions to reduce antimicrobial resistance as they can get patients from different parts of the world for treatment due to the condition.

The integration of a global perspective into local practice for nurse leaders presents and contributes to social change in different ways. Firstly, it improves understanding of the health issue from a global level, especially in population health. Secondly, it means that nurse leaders should widen their imagination and integrate a global approach to healthcare issues affecting their workplace and employees. They should influence policy-making and implementation through effective collaboration with all stakeholders (CDC, 2023). For instance, patient profiling ensures that they get culturally competent care, especially those with antimicrobial resistance problems. Nurses can leverage information resources to develop drug resistance strategies for different health populations.

Conclusion

The policies by Canada and the United States on antimicrobial resistance are founded on evidence-based practice (EBP) and take a proactive approach. However, they should be more realistic and practical by expanding the role of nurses in information and awareness through patient education. The two countries advance the current policies to reduce the cost of care and enhance quality of life.

References

American Society for Microbiology (2023). Policy pathways to combat the global crisis of antimicrobial resistance.

https://asm.org/getmedia/5f665383-881a-493d-ae05-04a960a25548/AMR-Policy-Paper-2023.pdf

Canada Government (2023 June). Antibiotic (antimicrobial) resistance.

https://www.canada.ca/en/public-health/services/antibiotic-antimicrobial-resistance.html

Centers for Disease Control and Prevention (CDC) (2021 November 23). Antimicrobial resistance: U.S. National Action

Plan. https://www.cdc.gov/drugresistance/us-activities/national-action-plan.html

Government of Canada (2023). Pan-Canadian action plan on antimicrobial resistance.

https://www.canada.ca/en/public-health/services/publications/drugs-health-products/pan-canadian-action-plan-antimicrobial-resistance.html

World Health Organization (WHO) (2023 November 21). Antimicrobial resistance.

https://www.who.int/news-room/fact-sheets/detail/antimicrobial-resistance

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.