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UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/span><\/h2>\n
Sample Answer for UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100 Included After Question<\/strong><\/h2>\n
The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance<\/a> is one provocative provision. While this provision attempts to increase access to health care, it raises questions on how the existing system could sustain the potentially large influx of newly insured individuals.<\/p>\n
Another provision calls for new models of health care provider organizations to ensure delivery efficiency and continuity of care. In this week\u2019s media presentation, Dr. Kathleen White discusses the accountable care organization, which comprises a group of providers coordinating care across a variety of institutional settings. Yet becoming an accountable care organization may present a number of challenges.<\/p>\n
This week\u2019s Discussion builds on Week 1, continuing the examination of those societal and organizational contexts that influence health care reform. The unintended consequences of reform policy<\/a> on the health care system are also considered.<\/p>\n
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UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/figcaption><\/figure>\n
To prepare:<\/strong><\/h2>\n\n
Review this week\u2019s media presentation and the other Learning Resources focusing on how reform may lead to improved quality, greater access, and reduced cost of care. Also think about the unintended consequences that may arise as a result.<\/li>\n
Consider the information presented about the individual mandate and accountable care organizations. What are some questions or concerns you might have regarding the individual mandate? What are the pros and cons associated with becoming an accountable care organization?<\/li>\n
With posting instructions in mind, select either the individual mandate or accountable care organizations as the focus of your Discussion this week.<\/li>\n<\/ul>\n
By Day 3<\/h2>\n
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UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/figcaption><\/figure>\n
Post<\/strong>\u00a0a cohesive response that addresses the following:<\/p>\n
\n
In the first line of your posting, identify the topic you have selected\u2014either the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.<\/li>\n
Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession.<\/li>\n<\/ul>\n
Read<\/strong>\u00a0a selection of your colleagues\u2019 postings.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/a><\/em><\/span><\/h3>\n
By Day 6<\/h2>\n
Respond<\/strong>\u00a0to at least\u00a0two<\/strong>\u00a0of your colleagues in one or more of the following ways:<\/p>\n
\n
Ask a probing question, substantiated with additional background information, evidence or research.<\/li>\n
Share an insight from having read your colleagues\u2019 postings, synthesizing the information to provide new perspectives.<\/li>\n
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.<\/li>\n
Validate an idea with your own experience and additional research.<\/li>\n
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.<\/li>\n
Expand on your colleagues\u2019 postings by providing additional insights or contrasting perspectives based on readings and evidence.<\/li>\n<\/ul>\n
Note:<\/em><\/strong>\u00a0Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.<\/em><\/p>\n
UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\nReturn<\/strong>\u00a0to this Discussion in a few days to read the responses to your initial posting. Note what you learned and\/or any insights you gained as a result of the comments made by your colleagues.<\/p>\nBe sure to support your work with specific citations from this week\u2019s Learning Resources and any additional sources.<\/em><\/p>\nSubmission and Grading Information<\/p>\nGrading Criteria<\/p>\nTo access your rubric:<\/p>\nWeek 2 Discussion Rubric<\/p>\n <\/p>\nPost by Day 3 and Respond by Day 6<\/p>\nTo participate in this Discussion:<\/p>\nWeek 2 Discussion<\/p>\nWeek in Review<\/p>\nThis week<\/strong>, you analyzed key health care reform legislation for positive results and potential unintended consequences and assessed reform-related issues for health care.<\/p>\nNext week<\/strong>, you will investigate the process of creating health care policy beginning with agenda setting and the policy proposal.<\/p>\n<h2>A Sample Answer For the Assignment: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\n<h2>Title: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\nAccountable Care Organizations (ACOs) are groups of doctors, hospitals, and other health care providers, who come together voluntarily to give coordinated high quality care to the Medicare patients they serve. Coordinated care helps ensure that patients, especially the chronically ill, get the right care at the right time, with the goal of avoiding unnecessary duplication of services and preventing medical errors. When an ACO succeeds in both delivering high-quality care and spending health care dollars more wisely, it will share in the savings it achieves for the Medicare program.<\/p>\nThe healthcare payment process is undergoing a dramatic transformation as payers and providers shift from volume to value. While stakeholders are currently piloting many different value-based care models, accountable care organizations are among the most popular and successful strategies to date. Accountable care organizations, or ACOs, are groups of hospitals, physicians, and other providers who agree to coordinate care for patients and deliver the right care at the right time, while avoiding unnecessary utilization of services and medical errors. ACO participants also agree to take on responsibility for the total costs of care for their patients. ACOs that reduce the total costs of care for their patient populations can share in the savings with the payer.<\/p>\nIn certain models, they may also be liable to pay back losses if their costs exceed their spending benchmarks (Moore et al., 2017). Policymakers and healthcare leaders believe tying financial incentives to care quality, patient outcomes, and care coordination through ACOs is a key solution for fixing the inefficient fee-for-service system. The programs encourage providers to partner with others across the care continuum. Some providers are formally acquiring to gain control over a wide range of services, achieve economies of scale, and access the technology, data, and clinical capabilities of their peers.<\/p>\nIn fact, ACOs are and are likely to continue to be a major player in the value-based care and payment transformation. When all the parts work together, providers in an ACO can bring down costs and improve care quality while earning incentive payments. HMOs, on the other hand, seek to cut costs by setting fixed prices for services, which may encourage providers to reduce utilization or skimp on care in an effort to stay under the cap(Colla et al., 2018).<\/p>\n<h2>References<\/h2>\nColla,\u00a0H., & Fisher, E. S. (2018). Moving forward with accountable care organizations: some answers, more questions.\u00a0JAMA internal medicine<\/em>,\u00a0177<\/em>(4), 527-528. <a href=\"https:\/\/doi.org\/10.1001\/jamainternmed.2016.9122\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1001\/jamainternmed.2016.9122<\/a><\/p>\nMoore, K. D., & Coddington, D. C. (2017). Accountable care the journey begins.\u00a0Healthcare Financial Management,\u00a064<\/em>(8), 57-63. Retrieved from\u00a0<a href=\"https:\/\/nam04.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Faccountable-care-journey-begins%2Fdocview%2F746684537%2Fse-2%3Faccountid%3D14872&data=04%7C01%7Cdebbie.clements%40waldenu.edu%7C1923306fe78a4df389d708da007d19e2%7C7e53ec4ad32542289e0ea55a6b8892d5%7C0%7C0%7C637822834546220089%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=AadO8i0aQypNuREkUtwrzAQbfCS%2BXKX76Uanua8yUgY%3D&reserved=0\" target=\"_blank\" rel=\"noopener\">https:\/\/www.proquest.com\/trade-journals\/accountable-care-journey-begins\/docview\/746684537\/se-2?accountid=14872<\/a><\/p>\n<h2>A Sample Answer 2 For the Assignment: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\n<h2>Title: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\nSince the Patient Protection and Affordable Care Act (PPACA) was signed into law, health care delivery has evolved from traditional fee-for-service-based care to value-based care in an effort to deliver high-quality, coordinated care to patients (Patient Protection and Affordable Care Act, 2010). One approach to achieve this goal has been the creation of accountable care organizations (ACOs), defined as a group of providers who are jointly held accountable for achieving measured quality improvements and reductions in the rate of spending growth (McClellan, McKethan, Lewis, Roski, & Fisher, 2010). Accountable care organizations emphasize team-based care and shared responsibility for patient outcomes. The Centers for Medicare and Medicaid Services (CMS) is promoting the formation of accountable care organizations (ACOs). In these population-based models, CMS aligns a Medicare beneficiary population to an ACO with associated expenditure and quality targets, transitioning away from purely volume-based revenue of fee-for-service Medicare. Patients with mental illness are among high-cost Medicare beneficiaries, but this population has received little attention in ACO implementation. Although the ACO goals of providing chronic and preventive care in a coordinated, patient-centered manner are consistent with what some mental health providers have long advocated, the population-based orientation may be unfamiliar.<\/p>\nAccountable care organizations (ACOs), by focusing on coordinating care for Medicare patients across providers and multiple care settings, are a key element of the \u201cbetter health care, better health, and improved quality\u201d CMS triple aim. However, as has been the case for other quality improvement initiatives across the lifespan (Zima & Mangione-Smith, 2011), attention to patients with mental illness has been virtually absent in ACO implementation. Mental health conditions are among the most expensive as primary disorders and, when comorbid with general medical disorders, are associated with increased costs for the primary general medical disorder (Maust, Oslin & Marcus, 2013). The cohort of older adults with mental illness is expected to increase from under eight million in 2010 to 15 million in 2030 for several reasons, including the aging of baby boomers, their higher rates of depression and anxiety, and the onset of late-life psychiatric disorders in the expanding aged population (Maust, Oslin & Marcus, 2013). Despite this growing burden of mental illness and its cost implications, current ACO disease-specific quality and cost efforts are focused almost entirely on chronic general medical conditions. The one exception\u2014depression screening with a documented follow-up plan\u2014may have minimal impact on actual care (Maust, Oslin & Marcus, 2013).<\/p>\nIn addressing the needs of high-cost, high-risk patients to meet quality and expenditure targets, an ACO should examine the quality of mental health care it provides as well as medical quality for patients with mental illness. In addition, federal agencies should invest to ensure understanding of the impact of population-based initiatives on patients with mental illness. Mental health conditions need to be examined for their impact not only as primary disorders but also for their impact on quality of care for comorbid general medical conditions. High-quality diabetes care, for example, is an explicit goal that has quality measures included for ACO beneficiaries; if the overall quality of diabetes care improves in an ACO, the improvements should include those with comorbid mental illness. Although improving mental health care is not an explicit ACO goal, part of the overall evaluation of medical care should focus on vulnerable populations, such as persons with mental illness (Maust, Oslin & Marcus, 2013).<\/p>\n<h2>References<\/h2>\nMaust DT, Oslin DW & Marcus SC. (2013). Mental Health Care in the Accountable Care Organization. <a href=\"https:\/\/doi.org\/10.1176\/appi.ps.201200330\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1176\/appi.ps.201200330<\/a><\/p>\nMcClellan M, McKethan AN, Lewis JL, Roski J, & Fisher ES. (2010). A national strategy to put accountable care into practice. Health Affair, 29 (5), pp. 982-990<\/p>\nThe Patient Protection and Affordable Care Act. (2010). US Centers for Medicare & Medicaid Services <a href=\"https:\/\/www.healthcare.gov\/where-can-i-read-the-affordable-care-act\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.healthcare.gov\/where-can-i-read-the-affordable-care-act\/<\/a>.<\/p>\nZima BT & Mangione-Smith R. (2011). Gaps in quality measures for child mental health care: an opportunity for a collaborative agenda.\u00a0Journal of the American Academy of Child and Adolescent Psychiatry\u00a050:735\u2013737<\/p>\n<h2>A Sample Answer 3 For the Assignment: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\n<h2>Title: UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/strong><\/h2>\nThis is insightful Edwige, Bottom of FormAccountable Care Organizations (ACOs) are groups of doctors, hospitals, and other healthcare providers who come together to provide coordinated care to their patients (Colla & Fisher, 2018). The goal of ACOs is to improve the quality of care while also reducing costs. One way that ACOs achieve this goal is by sharing information about their patients (Meyer et al., 2017). This allows the providers in the ACO to work together to come up with a plan for each patient that meets their individual needs. ACOs can also use this information to track how well they are meeting quality and cost goals (Lewis et al., 2019). ACOs are funded in part by Medicare and Medicaid. However, they are also open to patients who have private insurance. ACOs have been shown to improve the quality of care while reducing costs. For example, a study published in Health Affairs found that ACOs were associated with improvements in quality of care and reductions in spending on Medicare patients.<\/p>\n<h2>References<\/strong><\/h2>\nColla, H., & Fisher, E. S. (2018). Moving forward with accountable care organizations: some answers, more questions. JAMA internal medicine, 177(4), 527-528. <a href=\"https:\/\/doi.org\/10.1001\/jamainternmed.2016.9122\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1001\/jamainternmed.2016.9122<\/a><\/p>\nLewis, V. A., Schoenherr, K., Fraze, T., & Cunningham, A. (2019). Clinical coordination in accountable care organizations: A qualitative study.\u00a0Health care management review<\/em>,\u00a044<\/em>(2), 127. <a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5461217\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5461217\/<\/a><\/p>\nMeyer, C. P., Krasnova, A., Sammon, J. D., Lipsitz, S. R., Weissman, J. S., Sun, M., & Trinh, Q. D. (2017). Accountable care organizations and the use of cancer screening.\u00a0Preventive medicine<\/em>,\u00a0101<\/em>, 15-17. <a href=\"https:\/\/doi.org\/10.1016\/j.ypmed.2017.05.017\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.ypmed.2017.05.017<\/a><\/p>\n<h2>UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100 Rubric Detail<\/h2>\nSelect\u00a0<\/em>Grid View<\/em><\/strong>\u00a0or\u00a0<\/em>List View<\/em><\/strong>\u00a0to change the rubric’s layout.<\/em><\/p>\n<ul>\n<li>Grid View<\/strong><\/li>\n<li>List View<\/li>\n<\/ul>\n<table width=\"1327\">\n<thead>\n<tr>\n<td colspan=\"2\" width=\"20%\">\u00a0<\/strong><\/td>\n<td width=\"20%\">Excellent<\/strong><\/td>\n<td width=\"20%\">Good<\/strong><\/td>\n<td width=\"20%\">Fair<\/strong><\/td>\n<td width=\"20%\">Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"2\">RESPONSIVENESS TO DISCUSSION QUESTION<\/strong><\/p>\nDiscussion post minimum requirements:<\/strong><\/p>\nThe original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts.<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and\/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and\/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and\/or a sampling of colleagues’ postings; and\/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts.<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and\/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and\/or a sampling of colleagues\u2019 postings; and\/or does not meet the minimum requirements for discussion posts*.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">CONTENT KNOWLEDGE<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and\/or evaluation of topic; – are well supported by pertinent research\/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful\/accurate application of content, applicable skills or strategies presented in the course.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and\/or evaluation of topic; -are supported by research\/evidence from peer-reviewed books and journals, where appropriate; and \u00b7 demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and\/or errors; \u2013lack support by research\/evidence and\/or the research\/evidence is inappropriate or marginal in quality; and\/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and\/or are inaccurate, contain many omissions and\/or errors; and\/or are not supported by research\/evidence; and\/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">CONTRIBUTION TO THE DISCUSSION<\/strong><\/td>\n<td>8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\nDiscussion postings and responses significantly contribute to the quality of the discussion\/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.<\/td>\n<td>7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\nDiscussion postings and responses contribute to the quality of the discussion\/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature<\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses minimally contribute to the quality of discussion\/interaction and thinking and learning by: – providing few and\/or irrelevant examples; and\/or – providing few if any thought- provoking ideas; and\/or -. Information that is restated from the literature with no\/little demonstration of critical thinking or synthesis of ideas.<\/td>\n<td>0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses do not contribute to the quality of interaction\/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and\/or -Include interesting thoughts or ideas; and\/or – Demonstrate of critical thinking or synthesis of ideas<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">QUALITY OF WRITING<\/strong><\/td>\n<td>6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\nDiscussion postings and responses exceed doctoral -level writing expectations. They: \u00b7 Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; \u00b7 Make few if any errors in spelling, grammar, and syntax; \u00b7 Use original language and refrain from directly quoting original source materials; -provide correct APA \u00b7 Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.<\/td>\n<td>5\u00a0(16.67%)\u00a0– 5\u00a0(16.67%)<\/p>\nDiscussion postings and responses meet doctoral -level writing expectations. They: \u00b7Use grammar and syntax that is clear and appropriate to doctoral level writing; ; \u00b7 Make a few errors in spelling, grammar, and syntax; \u00b7 paraphrase but refrain from directly quoting original source materials; Provide correct APA format \u00b7 Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.<\/td>\n<td>4\u00a0(13.33%)\u00a0– 4\u00a0(13.33%)<\/p>\nDiscussion postings and responses are minimally below doctoral-level writing expectations. They: \u00b7 Make more than occasional errors in spelling, grammar, and syntax; \u00b7 Directly quote from original source materials and\/or paraphrase rather than use original language; lack correct APA format; and\/or \u00b7 Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.<\/td>\n<td>0\u00a0(0%)\u00a0– 3\u00a0(10%)<\/p>\nDiscussion postings and responses are well below doctoral -level writing expectations. They: \u00b7 Use grammar and syntax that is that is unclear \u00b7 Make many errors in spelling, grammar, and syntax; and –use incorrect APA format \u00b7 Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.<\/td>\n<\/tr>\n<tr>\n<td>Total Points: 30<\/td>\n<td colspan=\"5\" width=\"1292\"><\/td>\n<\/tr>\n<tr>\n<td width=\"266\"><\/td>\n<td width=\"2\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"265\"><\/td>\n<td width=\"266\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":"UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100 Sample Answer for UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100 Included After Question The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance is one provocative provision. While this provision attempts to increase […]<\/p>\n","protected":false},"author":5,"featured_media":122104,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-13396","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n<title>UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100 - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"UNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100-Demonstrate that the student has read, viewed, and considered the Learning\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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By Day 3<\/h2>\nUNINTENDED CONSENQUENCES OF HEALTH CARE REFORM NURS 8100<\/figcaption><\/figure>\nPost<\/strong>\u00a0a cohesive response that addresses the following:<\/p>\n

By Day 6<\/h2>\nRespond<\/strong>\u00a0to at least\u00a0two<\/strong>\u00a0of your colleagues in one or more of the following ways:<\/p>\n