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NURS 6053 DQ Organizational Policies and Practices to Support Healthcare Issues

NURS 6053 DQ Organizational Policies and Practices to Support Healthcare Issues

 

Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.

For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?

In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.

NURS 6053 DQ Organizational Policies and Practices to Support Healthcare Issues

Physician supply has been impacted due to the long training times, the capacity of
medical schools, and the lack of residency positions (Auerback et. al., 2018).  Due to the reduced
number of physicians treating patients, we have seen an increase in the number of advanced
practice registered nurses (APRN), especially NPs and physician assistants (PAs) that have
overlapped with the care that physicians provide. Although this has helped address the shortage
of primary care providers and specialists, the restrictions put on NPs in certain states has become
a barrier for them to practice fully and fill the need for more care providers. For instance, in New
York, there are written practice agreements between NPs and physicians (Poghosyan et. al.,
2018). In 2015, New York adopted the Nurse Practitioner Modernization Act that would remove
these practice agreements for NPs that had at least 3,600 practice hours, however sadly it has not
been fully adopted and NPs are still limited in their scope of practice. Texas is another state that
limits NPs practice by requiring that they practice under the supervision of a physician within a

75-mile radius (Wofford, 2019).  These regulations affect patient’s access to care and do not
assist in achieving the nation’s goal of efficient and cost-effective care for all when limiting the
skill set of less costly providers (Poghosyan et. al,. 2018).
In order to provide better access to care and more cost-effective care, we must adopt the
same full practice authority for NPs in all U.S. states and territories. Giving NPs the right to
practice their skills fully would alleviate the shortage of not only primary care provides but also
specialists, where the access to care is often long.

To Prepare:

  • Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
  • Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.

By Day 3 of Week 3

Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.

By Day 6 of Week 3

Respond to at least two of your colleagues on two different days by providing additional thoughts about competing needs that may impact your colleagues’ selected issues, or additional ideas for applying policy to address the impacts described.

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The healthcare environment is significantly growing and improving the quality of clinical services is essential. Healthcare policies and practices provide regulation in daily operation and ensure uniformity for all employees so that there are no discrepancies (Rosa et al., 2020). For a policy to be developed in nursing, the competing needs must align with the agenda the strategy is advocating for. Competing needs arise when the healthcare workers want to meet the set goals and objectives. For example, the workforce needs may be adequately addressed but the resources required are not sufficient enough to facilitate policy development (Anderson et al., 2020).

The competing needs that may impact the national healthcare issue/stressor under study in this discussion is the multi-morbidity. Multi-morbidity is steadily increasing across the world and poses a major challenge to healthcare systems around the world (Franklin et al., 2017). According to the healthcare providers, the reasons for the rise in multi-morbidity is lifestyle choices in which most Americans live a sedentary life, leading to obesity, cardiovascular disease, and diabetes. In Medicare population, 65% of patients have two or more chronic illnesses, therefore, Multi-morbidity is related to ageing and it is also socially patterned being common and occurring at an early age in areas of high socio-economic deficiency (Sacha et al., 2020).

To address the competing needs, the healthcare organization has to implement major changes in the workforce issue, managing patients, and distribution of resources (Figueroa et al., 2019). Managing chronic illnesses reduces the cost of healthcare because the rate of chronic diseases is higher especially in the US compared to other nations. The population affected by chronic illnesses requires special attention, therefore, the government should get sufficient nurses to help the people. Through the process of expansion of the affordable treatment programs, discouraging sedentary lifestyle, improving the medication adherence, and providing grants and funds to support healthcare, the health organization in America can play its role in the reduction health care cost (Crowley et al., 2020).

In conclusion, managing chronic illnesses, increasing resources, and advising people to live a healthy lifestyle leads to achieving the set goals in healthcare. Reduction in workforce can be achieved through gathering enough resources. Managing the competing needs have impacted before setting organizations policies and practices.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

 

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

To participate in this Discussion:

Week 3 Discussion

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Grading Rubric Guidelines DQ

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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