NURS 6050 Assignment: Legislation Grid and Testimony/Advocacy Statement

NURS 6050 Assignment: Legislation Grid and Testimony/Advocacy Statement

NURS 6050 Assignment: Legislation Grid and Testimony/Advocacy Statement

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Assignment: Legislation Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

  • Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

Part 1: Legislation Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Explain how the social determinants of income, age, education, or gender affect this legislation.
  • Describe how you would address the opponent to your position. Be specific and provide examples.
  • At least 2 outside resources and 2-3 course specific resources are used.

By Day 7 of Week 4

Submit your completed legislation grid and testimony/advocacy statement.

Legislation Testimony/Advocacy Statement 

 

In my opinion, the Affordable Care Act (H.R. 3962) is good since it offers an opportunity to get affordable, comprehensive health coverage and encourages high-quality care to patients regardless of their financial status. Notably, a huge difference is identified from the previous years before the approval of the Affordable Care Act in 2010. For instance, approximately 48 million Americans would incur a high cost of health coverage due to a lack of affordable health insurance (Collins et al., 2017). The high cost of health care directly impacts family shares of employer-based coverage, consumers, and business whereby the Affordable Care Act has helped solve the problem. Additionally, the Affordable care act has supported research by helping in tracking key health measures which reduce the disparities in health insurance coverage. 

The Affordable Care Act opponents suggested that the bill eliminated the individual mandate by requiring the residents to pay a penalty or have health insurance, thus that more people entered the insurance market. I would address the issue that the penalty, inform of tax, is a way of setting discipline to the residents and encourage them to have health insurance cover for easy access to high and quality services (Galvani et al., 2020). For instance, by eliminating the penalty, an increase in the insurance premium will rise, limiting healthy people from securing insurance cover (Laureate Education, 2018). Additionally, the affordable care act bill helped expand Medicaid eligibility beyond families, thus raising the income threshold since it included low-income adults. Therefore, most people who gained health care coverage after the passage of the Affordable Care Act also get enrolled in Medicaid, thus proving its popularity. 

References 

Collins, S. R., Gunja, M. Z., Doty, M. M., & Beutel, S. (2017). How the Affordable Care Act has improved Americans’ ability to buy health insurance on their own. Retrieved March, 29, 2017. 

Galvani, A. P., Parpia, A. S., Foster, E. M., Singer, B. H., & Fitzpatrick, M. C. (2020). 

 

Improving the prognosis of health care in the USA. The Lancet, 395(10223), 524-533. https://www.congress.gov/help/legislative-glossary/#glossary_billsummary 

Laureate Education (Producer). (2018). The Policy Process [Video file]. Baltimore, MD: Author. 

 

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6050_Module02_Week04_Assignment_Rubric

  Excellent Good Fair Poor
Federal and State Legislation

Part 1: Legislation Grid

Based on the health- related bill you selected, complete the Legislation Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.

• Identify the proponents/opponents of the bill.

• Identify the target populations addressed by the bill.

• Where in the process is the bill currently? Is it in hearings or committees?

 32 (32%) – 35 (35%)

The response clearly and accurately summarizes in detail the legislative intent of the health- related bill.

The response accurately identifies in detail the proponents and opponents of the health-related bill.

The response accurately identifies in detail the populations targeted by the health-related bill.

The response clearly and thoroughly describes in detail the current status of the health- related bill.

 28 (28%) – 31 (31%)

The response accurately summarizes the legislative intent of the health-related bill.

The response accurately identifies the proponents and opponents of the health-related bill.

The response accurately identifies the populations targeted by the health-related bill.

The response accurately describes the current status of the health-related bill.

 25 (25%) – 27 (27%)

The response vaguely or inaccurately summarizes the legislative intent of the health-related bill.

The response vaguely or inaccurately identifies the proponents and opponents of the health-related bill.

The response vaguely or inaccurately identifies the populations targeted by the health-related bill.

The response vaguely or inaccurately describes the current status of the health-related bill.

 0 (0%) – 24 (24%)

Summary of the legislative intent of the health-related bill is vague and inaccurate or is missing.

Identification of the proponents and opponents of the health-related bill are vague and inaccurate or is missing.

Identification of the populations targeted by the health-related bill is vague and inaccurate or is missing.

The description of the current status of the health- related bill is vague and inaccurate or is missing.
Part 2: Legislation Testimony/Advocacy Statement

• Advocate a position for the bill you selected and write testimony in support of your position.

• Explain how the social determinants of income, age, education, or gender affect this legislation.

• Describe how you would address the opponent to your position. Be specific and provide examples.

 36 (36%) – 40 (40%)

Testimony clearly, accurately, and thoroughly provides statements that fully justifies a position for a health-related bill.

Response provides a detailed, thorough, and logical explanation of the social determinant affecting the topic, and how to address opponents to the position for the health-related bill and includes one or more clear and accurate supporting examples.

 32 (32%) – 35 (35%)

Testimony clearly and accurately provides statements that somewhat justifies a position for a health-related bill.

Response provides an accurate explanation of the social determinant affecting the topic, and how to address opponents to the position for the health-related bill and may include at least one supporting example.

 28 (28%) – 31 (31%)

Testimony used to justify a position for a health-related bill is vague or inaccurate.

Explanation of how to address the opponents and social determinant for the position for the health-related bill is vague or inaccurate, lacks logic, and/or the supporting examples are vague or inaccurate.

 0 (0%) – 27 (27%)

Testimony used to justify a position for a health-related bill is vague and inaccurate, incomplete, or is missing.

Explanation of how to address the opponents and social determinant for the position for the health-related bill is vague and inaccurate or is missing.
References 10 (10%) – 10 (10%)

Response includes 3 or more course resources and 2 or more outside sources.

 8 (8%) – 8 (8%)

Response includes 2-3 course resources and 2 outside sources.

 7 (7%) – 7 (7%)

Response includes fewer than 2 course resources and/or fewer than 2 outside resources.

 0 (0%) – 6 (6%)

Response includes 2 or fewer resources.
Written Expression and Formatting—Paragraph Development and Organization

Paragraphs make clear points that support well developed ideas, low logically, and demonstrate continuity of ideas.

Sentences are carefully focused– neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive

 3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

 0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

Purpose, introduction, and conclusion of the assignment is incomplete or missing.
Written Expression and Formatting: English Writing Standards

Correct grammar, mechanics, and proper punctuation.

 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

 4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

 3 (3%) – 3 (3%)

Contains several (3-4) grammar, spelling, and punctuation errors.

 0 (0%) – 2 (2%)

Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting:

The paper follows correct APA format for title page, font, spacing, indentations, parenthetical/in-text citations, and reference list.

 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

 4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

 3 (3%) – 3 (3%)

Contains several (3-4) APA format errors.

 0 (0%) – 2 (2%)

Contains many (≥5) APA format errors.
Total Points: 100

Name: NURS_6050_Module02_Week04_Assignment_Rubric

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NURS 6050 Assignment Legislation Grid and Testimony Advocacy Statement
NURS 6050 Assignment Legislation Grid and Testimony Advocacy Statement

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.

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