Sample Answer for NURS 6003 Discussion 2: The Role of the RN/APRN in Policy-Making Included After Question
Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.
What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?
Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.
A Sample Answer 2 For the Assignment: NURS 6003 Discussion 2: The Role of the RN/APRN in Policy-Making
Title: NURS 6003 Discussion 2: The Role of the RN/APRN in Policy-Making
RNs and APRNs play essential roles in health care that influence policy decisions. There are numerous chances for nurses and nurse practitioners to get involved in policy-making. House policy-making and evaluation are essential, but legislative and political advocacy is no less critical to advancing the profession and patient care (ANA,2020). Participating in creating these policies establishes and incorporates relevant criteria for providing care.
The first opportunity for APRNs to actively participate in policy-making is becoming a member of a professional nursing organization. Doing so allows an NP to gain access to the tools it might take to get involved with groups of others participating in policy-making. Although some may feel hesitant about joining a professional organization, induction is primarily expected in the nursing community (Echevarria, 2018). An example of a professional organization is the American Association of Nurse Practitioners. Being a part of the American Association of Nurse Practitioners (AANP) is more than just a membership; it is a real opportunity to make a measurable difference in the strength of your profession and the health of this country (American Association of Nurse Practitioners, 2022). This organization offers much insight into the education, advocacy, and practice. Being a member of the AANP will allow individuals to be educated and aware and allows RNs and APRNS to make a difference in patient care.
The second opportunity for APRNs and registered nurses to actively participate in policy-making is to continue education. While nurses can participate in policy-making at any educational level, pursuing an advanced degree is an effective way to get a seat at the nursing policy table. Earning a DNP demonstrates nurses’ expertise at the highest level of practice, represents their commitment to advancing health outcomes, and distinguishes them as a thought leader. The DNP has been recognized by the American Association of Colleges of Nursing as the most appropriate degree for advanced-practice registered nurses to enter practice (Marymount University,2021).
APRNs might face a challenge in policy-making is the lack of available resources and knowledge. Some nurses felt as though they did not possess the right resources to be able to mobilize policy-making actions. Reviewing and developing policies can become overwhelming and intimidating. APRNs also felt they had a lack of knowledge pertaining to health policy development, thus making it difficult to move forward in the process. Nurses and nurse practitioners found that influencing policy development and the course of the health policy is mainly about securing resources for health care (Shariff,2014). To overcome this challenge, I recommend becoming a professional nursing organization member. Nursing organizations give nurses the tools they need to stay current on best practices, read the opinions of industry leaders, and get a peek at what other hospitals throughout the nation are doing to change patient care.
The second challenge nurses and APRNs might face is a feeling of powerlessness to affect policy change. It is not uncommon to feel as though your voice is being ignored when you are a part of a significant movement. Front‐line nurses may believe it is impossible to create policy change at the national or even local level; many may think their role is too small to make a difference in health policy. However, the front-line engagement nurses have with patients, and other healthcare professionals, make them ideal healthcare policy advocates (Rafferty,2018). When decision-makers hear from nurses and practitioners, it will improve decisions on care coordination, regulatory changes, and health information technology. Knowledge is power in these situations.
One of the strategies I may implement is educating other nurses so they can be a part of policy-making. Until this class, I had no idea that I could affect policy-making. I would share facts, get people involved in a nursing organization that suits them, and increase awareness that we can make a change as nurses or APRNs. A second strategy I would use is to get the hospital I work at involved in policy reviews and nurse advocacy. I would create an in-house organization that makes nurses aware of their power to make change happen. I would collect a list of hospital issues we experience, see what we can do to change them, and collaborate with other hospitals to see if the issue is happening elsewhere.
American Association of Nurse Practitioners. (2022). Clinical Resources for Nurse Practitioners (NPS). American Association of Nurse Practitioners. Retrieved October 12, 2022, from https://www.aanp.org/practice/clinical-resources-for-nps
ANA. (2020, April 27). Advocacy. Practice Advocacy . Retrieved October 12, 2022, from https://www.nursingworld.org/practice-policy/advocacy/
Echevarria, I. (2018). Make connections by joining a professional nursing
organization. Nursing, 48 (12), 35-38. doi: 10.1097/01.NURSE.0000547721.84857.cb.
Marymount University.(2021, November 11). 5 ways nurses can shape policy. Marymount University Online. Retrieved October 12, 2022, from https://online.marymount.edu/blog/nursing-influence-on-health-care-policy
Rafferty A. M. (2018). Nurses as change agents for a better future in health care: the politics of drift and dilution. Health economics, policy, and law, 13(3-4), 475–491. https://doi.org/10.1017/S1744133117000482
Shariff N. (2014). Factors that act as facilitators and barriers to nurse leaders’ participation in health policy development. BMC nursing, 13, 20. https://doi.org/10.1186/1472-6955-13-20
Post by Day 3 and Respond by Day 6 of Week 8
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Week 8 Discussion
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Content
Name: NURS_6050_Module04_Week08_Discussion_Rubric
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Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
When talking about the healthcare professionals, the roles of nurses, either the registered nurses (RNs) or the advanced nurse practitioners APRNs) can not be underrated. Nurses offer a unique, expert perspective on every aspect of the health care system and have an important voice in efforts to improve health (American Nurses Association [ANA], n.d.). Based on this, their involvement in the policy-making process is very paramount. The participation of the nurses in policy-making will facilitate patient care delivery. RNs’ and APRNs’ influence in health policies protects patient safety, increases the quality of care, facilitates their access to the required resources, and promotes quality health care (Arabi et al., 2014).
Nursing organizations promote active participation by nurses in policymaking. For instance, the American Association of Colleges of Nursing emphasizes the role of nursing in the policy. For example, many educational programs incorporate policymaking into their curriculum. The National League for Nursing and the American Nurses Association also expect nurses to address policy as part of their professional role (Burke, 2016a).
How Nurses Can Partake in Policy-Making Process
A few of the numerous ways a nurse can partake in policymaking process are reading through pieces of literature and learning how policy is developed. Also, one should seek out policy areas one wants to influence, search the internet, research, and contact nursing organizations that participate in policy development. Nursing organizations and organizations such as AARP have multiple user-friendly internet sites that provide information about participating in policymaking activities (Burke, 2016b). Another way to become actively involved in policymaking is to meet with both local and state legislatures. Also, nurses can become actively involved in policymaking by becoming a nursing organization member such as American Nurses Association (ANA) or any other nursing professional organization (ANA, n.d.).
Challenges in Policy-Making Process
As there are many opportunities to get involved in the policymaking process, so are some challenges. One of those challenges includes difficulty in getting the ideas/agenda to the floor of the house. To overcome this challenge, one must be sure that he/she is knowledgeable with evidence-based facts regarding the issue before presenting to the policymakers. Involving the media is another way to get one’s agenda to the floor of the house and finally passed into law. Disseminating the information through social media brings the issue to the public’s awareness, which in turn pressurizes the law makers. Social media can support nursing campaigns and help the profession build relationships with key stakeholders to influence policy and political processes (O’Connor & Holloway, 2019).
NURS 6003 Discussion 2 The Role of the RN APRN in Policy-Making References
American Nurses Association. (n.d.). Health Policy. Retrieved January 17, 2021 from https://www.nursingworld.org/practice-policy/health-policy/
Arabi, A., Rafii, F., Cheraghi, M. A., & Ghiyasvandian, S. (2014). Nurses’ policy influence: A concept analysis. Iranian journal of nursing and midwifery research, 19(3), 315–322.
Burke S. (2016). Influence through policy: Nurses have a unique role. Retrieved January 17, 2021 from https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_nurses-have-a-unique-role
Name: NURS_6050_Module04_Week08_Discussion_Rubric
NURS 6003 Discussion 2 The Role of the RN APRN in Policy-Making Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| 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 |
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| 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. |