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NURS 6050 Discussion: Presidential Agendas

NURS 6050 Discussion: Presidential Agendas

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.

Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

To Prepare:

  • Review the Resources and reflect on the importance of agenda-setting.
  • Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

By Day 3 of Week 1

Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

By Day 6 of Week 1

Respond to at least two of your colleagues* on two different days by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

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*Note: Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Learning Resources

Required Readings

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
  • Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
  • Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
  • Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”
    • “Creating a Fact Sheet” (pp. 217-221)

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

RE: Discussion – Week 1 Attachment

Addressing Opioid Crisis

NURS 6050 Discussion: Presidential Agendas

One of the most tackled topics that are addressed on presidential level for years is the opioid crisis or epidemic. It is also consistent with what I encounter as a nurse in acute care hospital, as we handle patients who are misusing prescription pain relievers, heroin and fentanyl. According to Centers for Disease Control and Prevention (2020, March 19) “128 people die every day from an opioid overdose, and from 1999 to 2018, almost 450, 000 people deaths were recorded.” Because of the increasing number of deaths and devastating effects of the opioid crisis all over the United States of America, a range of actions were initiated nationally by the last three presidents.

First on the list is the former President George Bush, who was determined to fight the unacceptably high levels of drug use as he set the National Drug Control Strategy (Justice.gov, 2006), which explains focuses on three primary elements: stopping drug use before it starts, healing drug users, and disrupting the market for illicit drugs. While the strategy showed interesting plans, cases continued to fluctuate in the communities.

Next in line is the former President Barack Obama, who signed into the 21st Century Cures Act, which “funds a $1 billion proposal to combat the opioid epidemic and enacts mental health reforms focused on serious mental illness, suicide prevention, and mental health parity protections” (Obama White House, 2015). This act included funding the fight against opioid epidemic to provide the resources and treatments people need (Obama White House, 2016). The money may be used to improve prescription drug monitoring programs, to make treatment programs more accessible, to train health care professionals in best practices of addiction treatment, and to research the most effective approaches to prevent dependency (Wikipedia, n.d.).

This was then followed by President Donald Trump administration, who issued a nationwide call to action by declaring opioid crisis as a public health emergency in October 2017. According to the White House (n.d.), the proposed measures include:

Part 1 reducing demand and over-prescription, including educating Americans about the dangers of opioid misuse. Part 2 is cutting down on the supply of illicit drugs by cracking down on the international and domestic drug supply chains that devastate American communities. Part 3 is helping those struggling with addiction through evidence-based treatment and recovery support services. In 2018, President Trump worked with Congress to pass the SUPPORT Act, the single largest legislative package addressing a single drug crisis in history.

Undeniably, these strategies are still in progress, and as a nation we continue to fight for this battle. Unfortunately, drug overdose continues to impact our communities, and it is even leaving us with devastating deaths. If I have to address it differently, I will give more attention to the most vulnerable population who are the younger adults and reinforce education and community action. As a nurse, I can also contribute by helping officials collect new ideas by sharing and interpreting data in the health care system that affect patients and professionals. I will also be an advocate for those who are hesitant to disclose their main concerns and make sure that they will have support systems available. Each individual can do something by adhering to the nation’s policy and implementing it.

References

 21st century cures act. (n.d.). Wikipedia. Retrieved September 1, 2020, from https://en.wikipedia.org/wiki/21st_Century_Cures_Act

3 letters that explain why president obama is signing the cures act. (2016, December 13). whitehouse.gov. Retrieved September 1, 2020, from https://obamawhitehouse.archives.gov/blog/2016/12/12/3-letters-explain-why-president-obama-signing-cures-act

Ending america’s opioid crisis. (n.d.). The White House. Retrieved September 1, 2020, from https://www.whitehouse.gov/opioids/

Improving health for all americans. (2015, December 1). whitehouse.gov. Retrieved September 1, 2020, from https://obamawhitehouse.archives.gov/the-record/health-care

National drug control strategy: February 2006 [PDF]. (2006). Justice.gov. https://www.justice.gov/archive/olp/pdf/ndcs06.pdf

Understanding the epidemic. (2020, March 19). Centers for Disease Control and Prevention. Retrieved September 1, 2020, from https://www.cdc.gov/drugoverdose/epidemic/index.html

File  Addressing Opioid Crisis.docx (38.241 KB)

Hello Crisanta,

I enjoyed reading your discussion regarding the opioid crisis.  I found this discussion to be informative and well written.  Unfortunately, as a psychiatric nurse, I often encounter individuals who are struggling with substance abuse, as well as mental health illness.  Nurses not only provide these clients with physical and psychological care but provide education regarding the risks of substance addiction, including the physical and psychological consequences, the potential harm to relationships and family life, and the impact on fulfilling basic needs such as holding down a job.  Nurses educate patients regarding treatment options, including those they can use on either an inpatient or outpatient basis and those they can use to cope with substance cravings.

Research has shown that several underlying factors are responsible for drug addiction.  A combination of physical dependence, sexual addiction, violence in the family, and parental history of alcohol/drug use is associated with youth substance addiction (Ahad, 2017).  Substance addiction is also followed by some other issues, such as mental illness, domestic violence, economic deprivation, housing needs, and residence in dangerous neighborhood environments (Ahad, 2017).

President Trump announced on August 10, 2017, his intention to declare a national emergency following the recommendation of the President’s Commission on Combating Drug Addiction and the Opioid Crisis.  Opioid misuse is one of the nation’s most severe preventable public health challenges.  To date, more than 600,000 deaths have occurred, with 180,000 more expected by 2020 (Gostin et al., 2017).  Of the 20.5 million US citizens 12 years of age or older with opioid use disorders in 2015, 2 million have been addicted to prescription pain relievers (Gostin et al., 2017).  A national emergency declaration authorizes public health forces, mobilizes resources, and encourages creative measures to combat a rapidly growing population.

Hydrocodone, oxycodone and overall opioid prescribing have been in a multiyear decline beginning in 2012 through early 2017 (Rose, 2018).  Total opioid analgesic prescriptions decreased 4.5% from 2011 to 2014, prompting rises in tramadol (+25.5%) and buprenorphine (+49.4%) prescriptions (Rose, 2018).  One study I found interesting reported that chronic pain as a medical cause of suicide is second only to bipolar disorder (Rose, 2018).  The distress, exhaustion, and hopeless chronic unrelieved pain can invite thoughts of suicidal ideations.  Death is no longer feared but becomes now a welcoming prospect of permanent relief from pain and anguish (Rose, 2018).  A concern would be that the decrease in prescription opioids would lead to more frequent street usage, causing an increase in substance abuse, overdoses, and suicide attempts and completions related to unrelieved pain.  This concern is why I feel it is so important that the United States continues to address the Opioid Crisis, as well as other substance abuse addictions.

I agree with your intervention to incorporate educational encouragement and community action programs.  An issue must be brought to social consciousness.  Addiction outreach programs should offer mentor programs, workshops, fun activities, awareness-raising rallies, drug take-back events and mediators to reintroduce users and loved ones.  A peer education program (PEPs) study was conducted in Turkey.  PEPs put into effect the use of providing peers with positive role models for each other.  The study was carried out to determine the effect of a PEP on the basic knowledge of adolescents about addiction and on the level of self-efficacy that is needed to avoid substance abuse.  The program lasted 3 months, the adolescents were from 14-16 years old.  After completing the program it was determined to have shown effectiveness and applicability of the PEP in preventing substance abuse among high-school adolescents (Demirezen, 2020).  I feel your discussion post was well thought out and presented.  The Opioid Crisis is a much-needed topic to bring awareness to.  I enjoyed reading your work!

References

Ahad, A., Chowdhury, M., Kundu, I., Tanny, N., & Rahman, M. W. (2017). Causes of Drug

Addiction\among Youth in Sylhet City of Bangladesh. IOSR Journal Of Humanities And Social Science (IOSR-JHSS)22(5), 27-31.

Demirezen, D., Karaca, A., Konuk Sener, D., & Ankarali, H. (2020). Agents of Change: The Role of the

Peer Education Program in Preventing Adolescent Substance Abuse. Journal of Child & Adolescent Substance Abuse, 1-12.

Gostin, L. O., Hodge, J. G., & Noe, S. A. (2017). Reframing the opioid epidemic as a national

emergency. Jama318(16), 1539-1540. https://10.1001/jama.2017.13358

Rose, M. E. (2018). Are prescription opioids driving the opioid crisis? Assumptions vs

            facts. Pain Medicine19(4), 793-807. http

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.
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