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Health Advocates

Nurses as Health Advocates What does it take to be an effective health advocate? As a nurse, you have many opportunities to advocate for patients and populations, whether formally or informally. Being an advocate involves more than knowing how to lobby or to whom to write letters. It requires passion and compassion, commitment and courage. In this Discussion, you will consider the attributes of an effective advocate for population health and/or the nursing profession. You will analyze those attributes that help nurses be a powerful force in improving the quality of health care and in this case especially, the needs of returning veterans and their families. To prepare: • Review the article “On Being a Good Nurse: Reflections on the Past and Preparing for the Future” and “War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families” found in this week’s Learning Resources. • Consider the multiple health care needs of returning veterans and their families. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Students will: • Analyze attributes of effective advocacy for patient and population health • Assess personal advocacy attributes • Evaluate the role of nurse as advocate Required Readings Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers. • Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71) (review) This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government. • Chapter 9, “Policy Nurses Advance Policy Agendas in Many Arenas” (pp. 179–189) The focus of this chapter is the role of policy nurses within nurse associations and it highlights specific organization that specifically deal with policy nurses and advocacy. Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice, 16(6), 525–532. Retrieved from the Walden Library databases. In this article, the author reflects on the qualities of a good nurse in both the past and present. The article presents a 4-point framework that exemplifies the foundational qualities of modern professional ethics and conduct. Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement. Journal of School Nursing, 27(4), 249–251. Retrieved from the Walden Library databases. This address explicates links between school nursing, school health services, and student success. The author uses personal anecdotes to teach lessons in advocacy, access, and achievement. Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families. Journal of Law, Medicine, & Ethics, 36(4), 677–689. Retrieved from the Walden Library databases. Karpf, T., Ferguson, J. T., & Swift, R. (2010). Light still shines in the darkness: Decent care for all. Journal of Holistic Nursing, 28(4), 266–274. Retrieved from the Walden Library databases. This article details the challenges of health care crises at the global, national, and local levels. The text proposes a values-based approach to health care that takes into account the voices of the population being served, rather than excluding them. Paquin, S. O. (2011). Social justice advocacy in nursing: What is it? How do we get there? Creative Nursing, 17(2), 63–67. Retrieved from the Walden Library databases. This text defines social justice advocacy and contrasts it to the patient-nurse advocacy model. The article also discusses social justice advocacy’s challenges and their potential solutions. International Council of Nurses. (2008). Promoting health: Advocacy guide for health professionals. Retrieved from http://www.whpa.org/PPE_Advocacy_Guide.pdf This web resource documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide. Vancouver Coastal Health. (n.d.). Vancouver Coastal Health Population Health: Advocacy guidelines and resources. Retrieved from http://www.vch.ca/media/Population Health_Advocacy Guideline and Resources.pdf This article presents guidelines, parameters, and resources for conducting population health advocacy. Required Media Laureate Education (Producer). (2012g). The needle exchange program. Baltimore, MD: Author. Note: The approximate length of this media piece is 14 minutes. Rubric Discussion Rubric Levels of Achievement Criteria Outstanding Performance Excellent Performance Competent Performance Room for Improvement Poor Performance Content-Main Posting 30 to 30 points -Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references 27 to 29 points -Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references 24 to 26 points Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth. 21 to 23 points Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed. 0 to 20 points Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed. Course Requirements and Attendance 20 to 20 points -Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion. 18 to 19 points -Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion. 16 to 17 points Responds to a minimum of two colleagues’ posts, are reflective, and ask questions that extend the discussion. One post is justified by a credible source. 14 to 15 points Responds to less than two colleagues’ posts. Posts are on topic, may have some depth, or questions. May extend the discussion. No credible sources are cited 0 to 13 points Responds to less than two colleagues’ posts. Posts may not be on topic, lack depth, do not pose questions that extend the discussion   Scholarly Writing Quality 30 to 30 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. ***The use of scholarly sources or real life experiences needs to be included to deepen the discussion and earn points in reply to fellow students. 27 to 29 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. 24 to 26 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with a minimum of two current credible references that adhere to the correct format per the APA Manual 6th Edition. Contains one to two spelling or grammatical errors. 21 to 23 points -The main posting is not clearly addressing the discussion criteria and is not written concisely. The main posting is cited with less than two credible references that may lack credibility and/or do not adhere to the correct format per the APA Manual 6th Edition. Contains more than two spelling or grammatical errors. 0 to 20 points -The main posting is disorganized and has one reference that may lack credibility and does not adhere to the correct format per the APA Manual 6th Edition or has zero credible references. Contains more than two spelling or grammatical errors.   Professional Communication Effectiveness 20 to 20 points -Communication is professional and respectful to colleagues and response to faculty questions are answered if posed. Provides clear, concise opinions and ideas effectively written in Standard Edited English -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic. 18 to 19 points -Communication is professional and respectful to colleagues. -Provides clear, concise opinions and ideas effectively written in Standard Edited English -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic . -Responses are cited with at least one credible reference per post and a probing question that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. 16 to 17 points -Communication is professional and respectful to colleagues. Provides clear, concise opinions and ideas effectively written in Standard Edited English. -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic. -Responses are cited with at least one credible and/or contain probing questions that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. May have one to two spelling or grammatical errors. 14 to 15 points -Communication is professional and respectful to colleagues. Provides opinions that may not be concise or ideas not effectively written in Standard Edited English. -Responses posted in the discussion may lack effective professional communication that does not extend the discussion, leads to an exchange of ideas and/or not focused on the weekly discussion topic. -Responses are not cited and/or do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have more than two spelling or grammatical errors. 0 to 13 points -Communication may lack professional tone or be disrespectful to colleagues. Provides opinions that may not be concise or ideas not effectively written in Standard Edited English -Responses posted in the discussion lack effective professional communication through discussion that does not extend the discussion, do not lead to an exchange of ideas and/or not focused on the weekly discussion topic. -Responses are not cited and do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have multiple spelling or grammatical errors.   Timely Submission 0 to 0 points All criteria met: Initial post submitted on time. Response to two peer initial posts. Response on 3 separate days. -5 to 0 points 5 points deducted for responding to less than two peers or 5 points deducted for responding less than three days -10 to -5 points 5 points deducted for responding to less than two peers and 5 points deducted for responding less than three days -10 to -10 points 10 points deducted for Initial post submitted late -20 to -15 points Initial post submitted late and 5 points deducted for responding to less than two peers and/ or 5 points deducted for responding less than three days
Nurses as Health Advocates What does it take to be an effective health advocate? As a nurse, you have many opportunities to advocate for patients and populations, whether formally or informally. Being an advocate involves more than knowing how to lobby or to whom to write letters. It requires passion and compassion, commitment and courage.
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35354
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CREATED ON
July 18, 2016
COMPLETED ON
July 19, 2016
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$30
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