Sample Answer for NURS 8100 Week 2: The Health Care System, Part 2 Included After Question<\/strong><\/h2>\nAs addressed in Week 1, many different policies and reform efforts have influenced health care delivery over the past century. Consider for a moment the health care reform efforts during the 1960s and the implementation of Medicare and Medicaid. How did these reform initiatives become policy? What challenges do these programs face today? What problems did they solve, and what new problems have arisen?<\/p>\n
The Centers for Medicare & Medicaid Services<\/a> (CMS) continue to have a strong influence on the health care system and health care policy through financial incentives and reimbursement policies. For example, to improve continuity of care, Medicare is offering financial incentives to health care providers that become accountable care organizations.<\/p>\nThis week, you will have an opportunity for an authentic experience as you bring a health care issue of concern to the attention of your state or national politician. You will also consider the unintended consequences that may arise as a result of reform policy, such as the individual mandate.<\/p>\n
Learning Objectives<\/h2>\nStudents will:<\/strong><\/h3>\n\n- Analyze key health care reform legislation to determine positive results and potential unintended consequences<\/li>\n
- Assess reform-related issues for health care<\/li>\n<\/ul>\n
Photo Credit: [alexaldo]\/[iStock \/ Getty Images Plus]\/Getty Images<\/em><\/p>\nLearning Resources<\/h2>\n
Note:<\/em><\/strong>\u00a0To access this week\u2019s required library resources, please click on the link to the Course Readings List, found in the\u00a0Course Materials<\/strong>\u00a0section of your Syllabus.<\/em><\/p>\nRequired Readings<\/h2>\n
Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach<\/em> (7th ed.). New York, NY: McGraw-Hill Medical.<\/p>\n\n- Chapter 5,\u00a0\u201cHow Health Care is Organized \u2013 I: Primary, Secondary, and Tertiary Care\u201d<\/li>\n
- Chapter 6,\u00a0\u201cHow Health Care is Organized \u2013 II: Health Delivery Systems\u201d<\/li>\n<\/ul>\n
McClellan, M. (2010). Accountable care organizations in the era of health care reform.\u00a0American Health & Drug Benefits, 3<\/em>(4), 242\u2013244.<\/p>\nNote:<\/strong> You will access this article from the Walden Library databases.<\/p>\n <\/p>\n
The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.<\/p>\n
Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins.\u00a0Health Care Financial Management, 64<\/em>(8), 57\u201363.<\/p>\nNote:<\/strong> You will access this article from the Walden Library databases.<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/a><\/span><\/h3>\nThis article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.<\/p>\n
Institute of Medicine. (2010).\u00a0The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/Reports\/2010\/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx<\/a><\/p>\n\u00a0<\/a><\/p>\nThis report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.<\/a><\/p>\nInstitute of Medicine. (2010).\u00a0Report brief: The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/~\/media\/Files\/Report%20Files\/2010\/The-Future-of-Nursing\/Future%20of%20Nursing%202010%20Recommendations.pdf<\/a><\/p>\n\u00a0<\/a><\/p>\nThis report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine\u00a0The Future of Nursing: Leading Change, Advancing Health<\/em>\u00a0report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.<\/a><\/p>\nHealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act<\/em>. Retrieved from http:\/\/www.hhs.gov\/healthcare\/rights\/index.html<\/a><\/p>\n\u00a0<\/a><\/p>\nThis website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.<\/a><\/p>\nHealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act: About the law<\/em>. Retrieved from\u00a0http:\/\/www.hhs.gov\/healthcare\/rights\/law\/index.html<\/a><\/p>\n\u00a0<\/a><\/p>\nRead the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.<\/a><\/p>\n <\/p>\n
Required Media<\/h2>\n
Laureate Education, Inc. (Executive Producer). (2011).\u00a0Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations.<\/em>\u00a0Baltimore: Author.<\/p>\n <\/p>\n
Note: <\/strong>The approximate length of this media piece is 7 minutes.<\/p>\n <\/p>\n
In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.<\/p>\n
<\/p>\n
Accessible player\u00a0 –Downloads– Download Video w\/CC Download Audio Download Transcript<\/p>\n
Optional Resources<\/h2>\n
APRN Joint Dialogue Group Report. (2008).\u00a0Consensus model for APRN regulation: Licensure, accreditation, certification & education.<\/em> Retrieved from\u00a0https:\/\/www.aacnnursing.org\/Education-Resources\/APRN-Education\/APRN-Consensus-Model<\/a><\/p>\n <\/p>\n
Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how.\u00a0JAMA: Journal of the American Medical Association, 304<\/em>(15), 1715\u20131716.<\/p>\nFisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff.\u00a0JHealth Affairs, 26,<\/em>\u00a0w44-w57. doi:10.1377\/hlthaff.26.1.w44\u201357<\/p>\nMcClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice.\u00a0Health Affairs, 29<\/em>(5), 982\u2013990.<\/p>\nKaiser Health News. (2011).\u00a0Accountable care organization proposed regulations: Resources<\/em>. Kaiser Family Foundation. Retrieved from\u00a0http:\/\/www.kaiserhealthnews.org\/Stories\/2011\/March\/31\/ACO-Documents-In-The-News.aspx<\/a><\/p>\n <\/p>\n
Discussion: Unintended Consequences of Health Care Reform<\/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 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 on the health care system are also considered.<\/p>\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
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>\nBy 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>\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>\n
Grading Criteria<\/p>\n
To access your rubric:<\/a><\/p>\nWeek 2 Discussion Rubric<\/a><\/p>\n <\/p>\n
Post by Day 3 and Respond by Day 6<\/p>\n
To participate in this Discussion:<\/a><\/p>\nWeek 2 Discussion<\/a><\/p>\n <\/p>\n
Assignment 1: Issues in Health Care Reform (Interview)<\/h2>\n
According to the AACN (2006), \u201cPolitical activism and commitment to policy development are central elements of professional nursing practice\u201d (p. 13). Throughout this course, you will hone the skills and competencies required for this type of involvement in policy.<\/p>\n
Research is an essential step in the process of acquiring the skills and competencies, and interviews are one form of research that can serve as a valuable source of information. As such, this Assignment (which you will start this week, and submit by the end of Week 9) provides an opportunity for you to identify a health reform issue of interest and discuss the issue with a state or national politician (or their aide).<\/p>\n
To prepare:<\/strong><\/h2>\n\n- Identify a state or national politician (state representative or legislator, senator, congressman, governor, etc.), or aide, whom you would like to interview regarding current issues in health care reform.<\/li>\n
- As soon as possible, contact the individual\u2019s office to request a meeting. Keep in mind that it may be difficult to get on their calendar, so plan accordingly. You may conduct the interview in person or by phone.<\/li>\n
- In advance of the interview, ask yourself:\n
\n- What health care policy issue is important to me personally?<\/li>\n
- What issue do I want to bring to this person\u2019s attention?<\/li>\n<\/ul>\n<\/li>\n
- With this in mind, develop your list of questions for the interview around your selected health policy issue. In addition, you may wish to include questions related to health care reform:\n
\n- What are your constituents most concerned about regarding health care reform?<\/li>\n
- What are the trade-offs associated with recent health care reform policy?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
By Day 7 of Week 9<\/h2>\nTo complete:<\/strong><\/h3>\n![\"NURS](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-8100-Week-2-The-Health-Care-System-Part-2-300x130.png\")
NURS 8100 Week 2 The Health Care System, Part 2<\/figcaption><\/figure>\n\n- Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.<\/li>\n<\/ul>\n
Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the\u00a0Publication Manual of the American Psychological Association<\/em>\u00a0to ensure that your in-text citations and reference list are correct. Due by\u00a0Day 7<\/strong>\u00a0of\u00a0Week 9.<\/strong><\/p>\nWeek in Review<\/h2>\n
This 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>\nA Sample Answer For the Assignment: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\nTitle: <\/strong> NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\nThe Affordable Care Act (ACA) was signed into law over 10 years ago and it has remained highly controversial by many law makers since its inception on March 23, 2010. Many law makers have tried to get rid of the ACA but have yet to find a health care system to replace the ACA that works with law makers and the public. Even though people may not like the ACA it has improved the health care system, provided health insurance to the uninsured, provided more prevention program to help improve the overall health of the American people. There was so much resistance to passing the ACA since the President at that time was African American and a Democratic (Silberman, 2020). The Patient Protection and Affordable Care Act (ACA) was passed by a Democratic Congress and signed into law by a Democratic president in 2010. Republican congresspeople, governors, and Republican candidates have consistently opposed the ACA and have vowed to repeal it during every election, but more than 50% of Americans support ACA. In the first year of ACA 10 million Americans gained accessed to health insurance. The ACA also eliminated the no coverage for prior conditions, it also decreased prescription drug cost and eliminated co-pay for preventive services. When people are asked why they oppose the ACA they mention they do not like the government involved in their healthcare, but they pay into Medicare which is a mandatory federal government insurance. Despite positive changes the ACA has brought to many Americans many politicians and people oppose ACA and want to get rid of ACA(Silberman,2020). While ACA has made great strides in improving health care, health disparity remains a major problem among people of color. The recent pandemic has shown the world once again that the health care system is even though Black Americans make up 13 percent of the US population over 23 percent of COVID deaths were Black Americans (USA, 2021).<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\n\u00a0In spite of significant advances in the diagnosis and treatment of most chronic diseases, there is evidence that racial and ethnic minorities tend to receive lower quality of care than non-minorities and that, patients of minority ethnicity experience greater morbidity and mortality from various chronic diseases than non-minorities. The Institute of Medicine (IOM) report from 2006 showed unequal treatment \u201cracial and ethnic disparities in healthcare exist and, because that lead to worse outcomes in many cases. Minorities were provided less access to health care intervention, sources, and funding (Egede, 2006).<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nReferences<\/span>\u00a0<\/span><\/strong><\/h2>\n\u00a0<\/span><\/p>\nEgede, L. (2006). Race, Ethnicity, Culture, and Disparities in Health care<\/span>\u00a0<\/span><\/p>\nhttps:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1924616\/<\/span>\u00a0<\/span><\/a><\/p>\n\u00a0Silberman, P. (2020). The Affordable Care Act: Against the Odds, It\u2019s Working. North Carolina Medical Journal, 81(6), 364\u2013369. https:\/\/doi-org.ezp.waldenulibrary.org\/10.18043\/ncm.81.6.364\u00a0<\/a><\/span>\u00a0<\/span><\/p>\nUSA FACTS. (2021).US COVID-19 cases and deaths by state<\/span>\u00a0<\/span><\/p>\nhttps:\/\/usafacts.org\/visualizations\/coronavirus-covid-19-spread-map\/<\/span>\u00a0<\/span><\/a><\/p>\nRubric Detail<\/h2>\n
Select\u00a0<\/em>Grid View<\/em><\/strong>\u00a0or\u00a0<\/em>List View<\/em><\/strong>\u00a0to change the rubric’s layout.<\/em><\/p>\nName:\u00a0<\/strong>NURS_8100_Week2_Discussion_Rubric<\/h3>\n\n- Grid View<\/strong><\/a><\/li>\n
- List View<\/a><\/li>\n<\/ul>\n
\n\n\n\u00a0<\/strong><\/td>\nExcellent<\/strong><\/td>\nGood<\/strong><\/td>\nFair<\/strong><\/td>\nPoor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nRESPONSIVENESS TO DISCUSSION QUESTION<\/strong><\/p>\nDiscussion post minimum requirements:<\/strong><\/p>\n*The 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>\n8\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
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
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
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
\nCONTENT KNOWLEDGE<\/strong><\/td>\n8\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
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
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
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
\nCONTRIBUTION TO THE DISCUSSION<\/strong><\/td>\n8\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
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
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
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
\nQUALITY OF WRITING<\/strong><\/td>\n6\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
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
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
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
\nTotal Points: 30<\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
This week, you will have an opportunity for an authentic experience as you bring a health care issue of concern to the attention of your state or national politician. You will also consider the unintended consequences that may arise as a result of reform policy, such as the individual mandate.<\/p>\n
Learning Objectives<\/h2>\nStudents will:<\/strong><\/h3>\n\n- Analyze key health care reform legislation to determine positive results and potential unintended consequences<\/li>\n
- Assess reform-related issues for health care<\/li>\n<\/ul>\n
Photo Credit: [alexaldo]\/[iStock \/ Getty Images Plus]\/Getty Images<\/em><\/p>\nLearning Resources<\/h2>\n
Note:<\/em><\/strong>\u00a0To access this week\u2019s required library resources, please click on the link to the Course Readings List, found in the\u00a0Course Materials<\/strong>\u00a0section of your Syllabus.<\/em><\/p>\nRequired Readings<\/h2>\n
Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach<\/em> (7th ed.). New York, NY: McGraw-Hill Medical.<\/p>\n\n- Chapter 5,\u00a0\u201cHow Health Care is Organized \u2013 I: Primary, Secondary, and Tertiary Care\u201d<\/li>\n
- Chapter 6,\u00a0\u201cHow Health Care is Organized \u2013 II: Health Delivery Systems\u201d<\/li>\n<\/ul>\n
McClellan, M. (2010). Accountable care organizations in the era of health care reform.\u00a0American Health & Drug Benefits, 3<\/em>(4), 242\u2013244.<\/p>\nNote:<\/strong> You will access this article from the Walden Library databases.<\/p>\n <\/p>\n
The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.<\/p>\n
Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins.\u00a0Health Care Financial Management, 64<\/em>(8), 57\u201363.<\/p>\nNote:<\/strong> You will access this article from the Walden Library databases.<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/a><\/span><\/h3>\nThis article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.<\/p>\n
Institute of Medicine. (2010).\u00a0The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/Reports\/2010\/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx<\/a><\/p>\n\u00a0<\/a><\/p>\nThis report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.<\/a><\/p>\nInstitute of Medicine. (2010).\u00a0Report brief: The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/~\/media\/Files\/Report%20Files\/2010\/The-Future-of-Nursing\/Future%20of%20Nursing%202010%20Recommendations.pdf<\/a><\/p>\n\u00a0<\/a><\/p>\nThis report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine\u00a0The Future of Nursing: Leading Change, Advancing Health<\/em>\u00a0report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.<\/a><\/p>\nHealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act<\/em>. Retrieved from http:\/\/www.hhs.gov\/healthcare\/rights\/index.html<\/a><\/p>\n\u00a0<\/a><\/p>\nThis website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.<\/a><\/p>\nHealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act: About the law<\/em>. Retrieved from\u00a0http:\/\/www.hhs.gov\/healthcare\/rights\/law\/index.html<\/a><\/p>\n\u00a0<\/a><\/p>\nRead the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.<\/a><\/p>\n <\/p>\n
Required Media<\/h2>\n
Laureate Education, Inc. (Executive Producer). (2011).\u00a0Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations.<\/em>\u00a0Baltimore: Author.<\/p>\n <\/p>\n
Note: <\/strong>The approximate length of this media piece is 7 minutes.<\/p>\n <\/p>\n
In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.<\/p>\n
<\/p>\n
Accessible player\u00a0 –Downloads– Download Video w\/CC Download Audio Download Transcript<\/p>\n
Optional Resources<\/h2>\n
APRN Joint Dialogue Group Report. (2008).\u00a0Consensus model for APRN regulation: Licensure, accreditation, certification & education.<\/em> Retrieved from\u00a0https:\/\/www.aacnnursing.org\/Education-Resources\/APRN-Education\/APRN-Consensus-Model<\/a><\/p>\n <\/p>\n
Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how.\u00a0JAMA: Journal of the American Medical Association, 304<\/em>(15), 1715\u20131716.<\/p>\nFisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff.\u00a0JHealth Affairs, 26,<\/em>\u00a0w44-w57. doi:10.1377\/hlthaff.26.1.w44\u201357<\/p>\nMcClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice.\u00a0Health Affairs, 29<\/em>(5), 982\u2013990.<\/p>\nKaiser Health News. (2011).\u00a0Accountable care organization proposed regulations: Resources<\/em>. Kaiser Family Foundation. Retrieved from\u00a0http:\/\/www.kaiserhealthnews.org\/Stories\/2011\/March\/31\/ACO-Documents-In-The-News.aspx<\/a><\/p>\n <\/p>\n
Discussion: Unintended Consequences of Health Care Reform<\/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 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 on the health care system are also considered.<\/p>\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
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>\nBy 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>\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>\n
Grading Criteria<\/p>\n
To access your rubric:<\/a><\/p>\nWeek 2 Discussion Rubric<\/a><\/p>\n <\/p>\n
Post by Day 3 and Respond by Day 6<\/p>\n
To participate in this Discussion:<\/a><\/p>\nWeek 2 Discussion<\/a><\/p>\n <\/p>\n
Assignment 1: Issues in Health Care Reform (Interview)<\/h2>\n
According to the AACN (2006), \u201cPolitical activism and commitment to policy development are central elements of professional nursing practice\u201d (p. 13). Throughout this course, you will hone the skills and competencies required for this type of involvement in policy.<\/p>\n
Research is an essential step in the process of acquiring the skills and competencies, and interviews are one form of research that can serve as a valuable source of information. As such, this Assignment (which you will start this week, and submit by the end of Week 9) provides an opportunity for you to identify a health reform issue of interest and discuss the issue with a state or national politician (or their aide).<\/p>\n
To prepare:<\/strong><\/h2>\n\n- Identify a state or national politician (state representative or legislator, senator, congressman, governor, etc.), or aide, whom you would like to interview regarding current issues in health care reform.<\/li>\n
- As soon as possible, contact the individual\u2019s office to request a meeting. Keep in mind that it may be difficult to get on their calendar, so plan accordingly. You may conduct the interview in person or by phone.<\/li>\n
- In advance of the interview, ask yourself:\n
\n- What health care policy issue is important to me personally?<\/li>\n
- What issue do I want to bring to this person\u2019s attention?<\/li>\n<\/ul>\n<\/li>\n
- With this in mind, develop your list of questions for the interview around your selected health policy issue. In addition, you may wish to include questions related to health care reform:\n
\n- What are your constituents most concerned about regarding health care reform?<\/li>\n
- What are the trade-offs associated with recent health care reform policy?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
By Day 7 of Week 9<\/h2>\nTo complete:<\/strong><\/h3>\nNURS 8100 Week 2 The Health Care System, Part 2<\/figcaption><\/figure>\n\n- Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.<\/li>\n<\/ul>\n
Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the\u00a0Publication Manual of the American Psychological Association<\/em>\u00a0to ensure that your in-text citations and reference list are correct. Due by\u00a0Day 7<\/strong>\u00a0of\u00a0Week 9.<\/strong><\/p>\nWeek in Review<\/h2>\n
This 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>\nA Sample Answer For the Assignment: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\nTitle: <\/strong> NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\nThe Affordable Care Act (ACA) was signed into law over 10 years ago and it has remained highly controversial by many law makers since its inception on March 23, 2010. Many law makers have tried to get rid of the ACA but have yet to find a health care system to replace the ACA that works with law makers and the public. Even though people may not like the ACA it has improved the health care system, provided health insurance to the uninsured, provided more prevention program to help improve the overall health of the American people. There was so much resistance to passing the ACA since the President at that time was African American and a Democratic (Silberman, 2020). The Patient Protection and Affordable Care Act (ACA) was passed by a Democratic Congress and signed into law by a Democratic president in 2010. Republican congresspeople, governors, and Republican candidates have consistently opposed the ACA and have vowed to repeal it during every election, but more than 50% of Americans support ACA. In the first year of ACA 10 million Americans gained accessed to health insurance. The ACA also eliminated the no coverage for prior conditions, it also decreased prescription drug cost and eliminated co-pay for preventive services. When people are asked why they oppose the ACA they mention they do not like the government involved in their healthcare, but they pay into Medicare which is a mandatory federal government insurance. Despite positive changes the ACA has brought to many Americans many politicians and people oppose ACA and want to get rid of ACA(Silberman,2020). While ACA has made great strides in improving health care, health disparity remains a major problem among people of color. The recent pandemic has shown the world once again that the health care system is even though Black Americans make up 13 percent of the US population over 23 percent of COVID deaths were Black Americans (USA, 2021).<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\n\u00a0In spite of significant advances in the diagnosis and treatment of most chronic diseases, there is evidence that racial and ethnic minorities tend to receive lower quality of care than non-minorities and that, patients of minority ethnicity experience greater morbidity and mortality from various chronic diseases than non-minorities. The Institute of Medicine (IOM) report from 2006 showed unequal treatment \u201cracial and ethnic disparities in healthcare exist and, because that lead to worse outcomes in many cases. Minorities were provided less access to health care intervention, sources, and funding (Egede, 2006).<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nReferences<\/span>\u00a0<\/span><\/strong><\/h2>\n\u00a0<\/span><\/p>\nEgede, L. (2006). Race, Ethnicity, Culture, and Disparities in Health care<\/span>\u00a0<\/span><\/p>\nhttps:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1924616\/<\/span>\u00a0<\/span><\/a><\/p>\n\u00a0Silberman, P. (2020). The Affordable Care Act: Against the Odds, It\u2019s Working. North Carolina Medical Journal, 81(6), 364\u2013369. https:\/\/doi-org.ezp.waldenulibrary.org\/10.18043\/ncm.81.6.364\u00a0<\/a><\/span>\u00a0<\/span><\/p>\nUSA FACTS. (2021).US COVID-19 cases and deaths by state<\/span>\u00a0<\/span><\/p>\nhttps:\/\/usafacts.org\/visualizations\/coronavirus-covid-19-spread-map\/<\/span>\u00a0<\/span><\/a><\/p>\nRubric Detail<\/h2>\n
Select\u00a0<\/em>Grid View<\/em><\/strong>\u00a0or\u00a0<\/em>List View<\/em><\/strong>\u00a0to change the rubric’s layout.<\/em><\/p>\nName:\u00a0<\/strong>NURS_8100_Week2_Discussion_Rubric<\/h3>\n\n- Grid View<\/strong><\/a><\/li>\n
- List View<\/a><\/li>\n<\/ul>\n
\n\n\n\u00a0<\/strong><\/td>\nExcellent<\/strong><\/td>\nGood<\/strong><\/td>\nFair<\/strong><\/td>\nPoor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nRESPONSIVENESS TO DISCUSSION QUESTION<\/strong><\/p>\nDiscussion post minimum requirements:<\/strong><\/p>\n*The 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>\n8\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
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
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
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
\nCONTENT KNOWLEDGE<\/strong><\/td>\n8\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
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
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
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
\nCONTRIBUTION TO THE DISCUSSION<\/strong><\/td>\n8\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
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
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
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
\nQUALITY OF WRITING<\/strong><\/td>\n6\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
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
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
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
\nTotal Points: 30<\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
- \n
- Analyze key health care reform legislation to determine positive results and potential unintended consequences<\/li>\n
- Assess reform-related issues for health care<\/li>\n<\/ul>\n
Photo Credit: [alexaldo]\/[iStock \/ Getty Images Plus]\/Getty Images<\/em><\/p>\n
Learning Resources<\/h2>\n
Note:<\/em><\/strong>\u00a0To access this week\u2019s required library resources, please click on the link to the Course Readings List, found in the\u00a0Course Materials<\/strong>\u00a0section of your Syllabus.<\/em><\/p>\n
Required Readings<\/h2>\n
Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach<\/em> (7th ed.). New York, NY: McGraw-Hill Medical.<\/p>\n
- \n
- Chapter 5,\u00a0\u201cHow Health Care is Organized \u2013 I: Primary, Secondary, and Tertiary Care\u201d<\/li>\n
- Chapter 6,\u00a0\u201cHow Health Care is Organized \u2013 II: Health Delivery Systems\u201d<\/li>\n<\/ul>\n
McClellan, M. (2010). Accountable care organizations in the era of health care reform.\u00a0American Health & Drug Benefits, 3<\/em>(4), 242\u2013244.<\/p>\n
Note:<\/strong> You will access this article from the Walden Library databases.<\/p>\n
<\/p>\n
The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.<\/p>\n
Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins.\u00a0Health Care Financial Management, 64<\/em>(8), 57\u201363.<\/p>\n
Note:<\/strong> You will access this article from the Walden Library databases.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/a><\/span><\/h3>\n
This article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.<\/p>\n
Institute of Medicine. (2010).\u00a0The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/Reports\/2010\/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx<\/a><\/p>\n
\u00a0<\/a><\/p>\n
This report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.<\/a><\/p>\n
Institute of Medicine. (2010).\u00a0Report brief: The future of nursing: Leading change, advancing health.<\/em>\u00a0Retrieved from\u00a0http:\/\/www.nationalacademies.org\/hmd\/~\/media\/Files\/Report%20Files\/2010\/The-Future-of-Nursing\/Future%20of%20Nursing%202010%20Recommendations.pdf<\/a><\/p>\n
\u00a0<\/a><\/p>\n
This report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine\u00a0The Future of Nursing: Leading Change, Advancing Health<\/em>\u00a0report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.<\/a><\/p>\n
HealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act<\/em>. Retrieved from http:\/\/www.hhs.gov\/healthcare\/rights\/index.html<\/a><\/p>\n
\u00a0<\/a><\/p>\n
This website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.<\/a><\/p>\n
HealthCare.gov. (n.d.).\u00a0Understanding the Affordable Care Act: About the law<\/em>. Retrieved from\u00a0http:\/\/www.hhs.gov\/healthcare\/rights\/law\/index.html<\/a><\/p>\n
\u00a0<\/a><\/p>\n
Read the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.<\/a><\/p>\n
<\/p>\n
Required Media<\/h2>\n
Laureate Education, Inc. (Executive Producer). (2011).\u00a0Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations.<\/em>\u00a0Baltimore: Author.<\/p>\n
<\/p>\n
Note: <\/strong>The approximate length of this media piece is 7 minutes.<\/p>\n
<\/p>\n
In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.<\/p>\n
<\/p>\n
Accessible player\u00a0 –Downloads– Download Video w\/CC Download Audio Download Transcript<\/p>\n
Optional Resources<\/h2>\n
APRN Joint Dialogue Group Report. (2008).\u00a0Consensus model for APRN regulation: Licensure, accreditation, certification & education.<\/em> Retrieved from\u00a0https:\/\/www.aacnnursing.org\/Education-Resources\/APRN-Education\/APRN-Consensus-Model<\/a><\/p>\n
<\/p>\n
Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how.\u00a0JAMA: Journal of the American Medical Association, 304<\/em>(15), 1715\u20131716.<\/p>\n
Fisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff.\u00a0JHealth Affairs, 26,<\/em>\u00a0w44-w57. doi:10.1377\/hlthaff.26.1.w44\u201357<\/p>\n
McClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice.\u00a0Health Affairs, 29<\/em>(5), 982\u2013990.<\/p>\n
Kaiser Health News. (2011).\u00a0Accountable care organization proposed regulations: Resources<\/em>. Kaiser Family Foundation. Retrieved from\u00a0http:\/\/www.kaiserhealthnews.org\/Stories\/2011\/March\/31\/ACO-Documents-In-The-News.aspx<\/a><\/p>\n
<\/p>\n
Discussion: Unintended Consequences of Health Care Reform<\/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 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 on the health care system are also considered.<\/p>\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
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
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
Return<\/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>\n
Be sure to support your work with specific citations from this week\u2019s Learning Resources and any additional sources.<\/em><\/p>\n
Submission and Grading Information<\/p>\n
Grading Criteria<\/p>\n
To access your rubric:<\/a><\/p>\n
Week 2 Discussion Rubric<\/a><\/p>\n
<\/p>\n
Post by Day 3 and Respond by Day 6<\/p>\n
To participate in this Discussion:<\/a><\/p>\n
Week 2 Discussion<\/a><\/p>\n
<\/p>\n
Assignment 1: Issues in Health Care Reform (Interview)<\/h2>\n
According to the AACN (2006), \u201cPolitical activism and commitment to policy development are central elements of professional nursing practice\u201d (p. 13). Throughout this course, you will hone the skills and competencies required for this type of involvement in policy.<\/p>\n
Research is an essential step in the process of acquiring the skills and competencies, and interviews are one form of research that can serve as a valuable source of information. As such, this Assignment (which you will start this week, and submit by the end of Week 9) provides an opportunity for you to identify a health reform issue of interest and discuss the issue with a state or national politician (or their aide).<\/p>\n
To prepare:<\/strong><\/h2>\n
- \n
- Identify a state or national politician (state representative or legislator, senator, congressman, governor, etc.), or aide, whom you would like to interview regarding current issues in health care reform.<\/li>\n
- As soon as possible, contact the individual\u2019s office to request a meeting. Keep in mind that it may be difficult to get on their calendar, so plan accordingly. You may conduct the interview in person or by phone.<\/li>\n
- In advance of the interview, ask yourself:\n
- \n
- What health care policy issue is important to me personally?<\/li>\n
- What issue do I want to bring to this person\u2019s attention?<\/li>\n<\/ul>\n<\/li>\n
- With this in mind, develop your list of questions for the interview around your selected health policy issue. In addition, you may wish to include questions related to health care reform:\n
- \n
- What are your constituents most concerned about regarding health care reform?<\/li>\n
- What are the trade-offs associated with recent health care reform policy?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
By Day 7 of Week 9<\/h2>\n
To complete:<\/strong><\/h3>\n
NURS 8100 Week 2 The Health Care System, Part 2<\/figcaption><\/figure>\n - \n
- Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.<\/li>\n<\/ul>\n
Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the\u00a0Publication Manual of the American Psychological Association<\/em>\u00a0to ensure that your in-text citations and reference list are correct. Due by\u00a0Day 7<\/strong>\u00a0of\u00a0Week 9.<\/strong><\/p>\n
Week in Review<\/h2>\n
This 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>\n
Next week<\/strong>, you will investigate the process of creating health care policy beginning with agenda setting and the policy proposal.<\/p>\n
A Sample Answer For the Assignment: NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\n
Title: <\/strong> NURS 8100 Week 2: The Health Care System, Part 2<\/strong><\/h2>\n
The Affordable Care Act (ACA) was signed into law over 10 years ago and it has remained highly controversial by many law makers since its inception on March 23, 2010. Many law makers have tried to get rid of the ACA but have yet to find a health care system to replace the ACA that works with law makers and the public. Even though people may not like the ACA it has improved the health care system, provided health insurance to the uninsured, provided more prevention program to help improve the overall health of the American people. There was so much resistance to passing the ACA since the President at that time was African American and a Democratic (Silberman, 2020). The Patient Protection and Affordable Care Act (ACA) was passed by a Democratic Congress and signed into law by a Democratic president in 2010. Republican congresspeople, governors, and Republican candidates have consistently opposed the ACA and have vowed to repeal it during every election, but more than 50% of Americans support ACA. In the first year of ACA 10 million Americans gained accessed to health insurance. The ACA also eliminated the no coverage for prior conditions, it also decreased prescription drug cost and eliminated co-pay for preventive services. When people are asked why they oppose the ACA they mention they do not like the government involved in their healthcare, but they pay into Medicare which is a mandatory federal government insurance. Despite positive changes the ACA has brought to many Americans many politicians and people oppose ACA and want to get rid of ACA(Silberman,2020). While ACA has made great strides in improving health care, health disparity remains a major problem among people of color. The recent pandemic has shown the world once again that the health care system is even though Black Americans make up 13 percent of the US population over 23 percent of COVID deaths were Black Americans (USA, 2021).<\/span>\u00a0<\/span><\/p>\n
\u00a0<\/span><\/p>\n
\u00a0In spite of significant advances in the diagnosis and treatment of most chronic diseases, there is evidence that racial and ethnic minorities tend to receive lower quality of care than non-minorities and that, patients of minority ethnicity experience greater morbidity and mortality from various chronic diseases than non-minorities. The Institute of Medicine (IOM) report from 2006 showed unequal treatment \u201cracial and ethnic disparities in healthcare exist and, because that lead to worse outcomes in many cases. Minorities were provided less access to health care intervention, sources, and funding (Egede, 2006).<\/span>\u00a0<\/span><\/p>\n
\u00a0<\/span><\/p>\n
References<\/span>\u00a0<\/span><\/strong><\/h2>\n
\u00a0<\/span><\/p>\n
Egede, L. (2006). Race, Ethnicity, Culture, and Disparities in Health care<\/span>\u00a0<\/span><\/p>\n
https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1924616\/<\/span>\u00a0<\/span><\/a><\/p>\n
\u00a0Silberman, P. (2020). The Affordable Care Act: Against the Odds, It\u2019s Working. North Carolina Medical Journal, 81(6), 364\u2013369. https:\/\/doi-org.ezp.waldenulibrary.org\/10.18043\/ncm.81.6.364\u00a0<\/a><\/span>\u00a0<\/span><\/p>\n
USA FACTS. (2021).US COVID-19 cases and deaths by state<\/span>\u00a0<\/span><\/p>\n
https:\/\/usafacts.org\/visualizations\/coronavirus-covid-19-spread-map\/<\/span>\u00a0<\/span><\/a><\/p>\n
Rubric Detail<\/h2>\n
Select\u00a0<\/em>Grid View<\/em><\/strong>\u00a0or\u00a0<\/em>List View<\/em><\/strong>\u00a0to change the rubric’s layout.<\/em><\/p>\n
Name:\u00a0<\/strong>NURS_8100_Week2_Discussion_Rubric<\/h3>\n
- \n
- Grid View<\/strong><\/a><\/li>\n
- List View<\/a><\/li>\n<\/ul>\n
\n\n
\n \u00a0<\/strong><\/td>\n Excellent<\/strong><\/td>\n Good<\/strong><\/td>\n Fair<\/strong><\/td>\n Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n RESPONSIVENESS TO DISCUSSION QUESTION<\/strong><\/p>\n Discussion post minimum requirements:<\/strong><\/p>\n
*The 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
8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\n Discussion 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
7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\n Discussion 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
6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\n Discussion 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
0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\n Discussion 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
\n CONTENT KNOWLEDGE<\/strong><\/td>\n 8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\n Discussion 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
7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\n Discussion 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
6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\n Discussion 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
0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\n Discussion 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
\n CONTRIBUTION TO THE DISCUSSION<\/strong><\/td>\n 8\u00a0(26.67%)\u00a0– 8\u00a0(26.67%)<\/p>\n Discussion 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
7\u00a0(23.33%)\u00a0– 7\u00a0(23.33%)<\/p>\n Discussion 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
6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\n Discussion 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
0\u00a0(0%)\u00a0– 5\u00a0(16.67%)<\/p>\n Discussion 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
\n QUALITY OF WRITING<\/strong><\/td>\n 6\u00a0(20%)\u00a0– 6\u00a0(20%)<\/p>\n Discussion 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
5\u00a0(16.67%)\u00a0– 5\u00a0(16.67%)<\/p>\n Discussion 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
4\u00a0(13.33%)\u00a0– 4\u00a0(13.33%)<\/p>\n Discussion 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
0\u00a0(0%)\u00a0– 3\u00a0(10%)<\/p>\n Discussion 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
\n Total Points: 30<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n - List View<\/a><\/li>\n<\/ul>\n
- Grid View<\/strong><\/a><\/li>\n
- Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.<\/li>\n<\/ul>\n