All posts by : Agaih

Leadership As A Vocation

LDR-600 | Leadership as a Vocation

MODULE 1

A

The concept of leadership as a “vocation” greatly distinguishes leadership from a job, career, or what one simply does for a living. A vocation can be thought of as one’s calling. Vocation is often associated with the clergy or missionaries who feel called by a higher power to fulfill a specific purpose. Vocation is also a concept associated with careers like teachers, emergency responders, doctors, or other health care professionals who feel strongly compelled to dedicate their own lives to improving the lives of those whom they serve. Consider your own view of leadership. How does understanding leadership as a vocation inform your understanding of the personal and moral commitments required of leaders? If leadership is not a job, but a calling, what responsibilities do leaders have towards their position, their organization, and their followers?

B

Leadership is a complex process that requires leaders to critically appraise the circumstances in which they find themselves to best determine how to lead and influence those around them. There are multiple tactics a leader can employ in any given circumstance to influence a situation or their followers. Compare two leaders you have dealt with in the past. What different tactics did these leaders employ to influence situations or people? Which tactics were successful? Which tactics were not successful? As a leader, how can you critically appraise situations to make sure you select appropriate tactics for influencing a given situation?

Resources

Textbook

1. Advanced practice nursing: Essential Knowledge for the Profession

Read Chapters 1-3 and 18.

2. Theoretical Basis for Nursing

Read Chapter 1.

Electronic Resource

1. The APRN Consensus Model

Read “APRN Consensus Model,” located on the NCSBN website.

/orders/www.ncsbn.org/Consensus_Model_for_APRN_Regulation_July_2008.pdf

2. The Essentials of Baccalaureate Education for Professional Nursing Practice

Study “The Essentials of Baccalaureate Education for Professional Nursing Practice,” located on the American Association of Colleges of Nursing website.

http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

3. The Essentials of Master’s Education for Advanced Practice Nursing

Study “The Essentials of Master’s Education for Advanced Practice Nursing,” located on the American Association of Colleges of Nursing website.

http://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf

4. The Future of Nursing: Leading Change, Advancing Health

Read “The Future of Nursing: Leading Change, Advocating Health,” located on the National Academies of Sciences, Engineering, and Medicine website.

Read the IOM report “The future of nursing: Leading change, advocating health,” located on the Institute of Medicine’s website.

http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Website

1. American Academy of Nurse Practitioners

Explore the American Academy of Nurse Practitioners website.

http://www.aanp.org

2. American Nurses Association

Explore the American Nurses Association website.

http://nursingworld.org

3. American Organization of Nurse Executives

Explore the American Organization of Nurse Executives website.

http://www.aone.org

4. National Association of Clinical Nurse Specialists

Explore the National Association of Clinical Nurse Specialists website.

http://www.nacns.org

5. National Council of State Boards of Nursing

Explore the National Council of State Boards of Nursing website.

http://www.ncsbn.org

6. National League for Nursing

Explore the National League for Nursing website.

http://www.nln.org

7. National Nursing Staff Development Organization

Explore the National Nursing Staff Development Organization website.

http://www.nnsdo.org

MODULE 2

A

Need Response For Below Discusssion

APA format for SOAP NOTE 3 peer review articles 1 and half pages long please follow below instructions

Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition and justify your reasoning

case Study #3   Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked

S

Cc: “Earache right ear”

HPI: Patient is an 11-year-old Caucasian boy who was brought in by his grandmother after complaining about having a mild earache for the past two days.  Patient states that the pain is worse when he falls asleep and that it has become harder for him to hear, grandmother believes that he feels warm but has not taken his temperature

Medications: Patient does not take any medications

PMH: No significant illnesses, shots are up to date

FH: No history of previous ear concerns no family history of ear disease. During the school year, patient lives at home with his mother, father and he does not have pets. Patient is staying with grandmother and grandfather most of summer

SH: Student in public school and is currently on summer break, has been spending a lot of time this summer in the pool per his grandmother that he is spending the summer with.

ROS: general: negative for chills fever currently

EENT: complains of mild right ear pain and mild hearing loss, denies tinnitus, denies pain in throat, or eye pain

O

VS: T 100.8, P 94, R 18, BP 98/64

General: Patient appears to be in mild pain, holding head to right side slightly

HEENT: right tympanic membrane obscured, ear canal is read and has a musty odor from ear canal with small amount of watery drainage, head is normocephalic without signs of trauma, no nasal drainage, PEARL, no complaints of sore throat, no redness in throat

SKIN: Warm and dry, good skin turgor, prominent tan

NECK: No lymph node edema or signs of pain on palpation

NEUROLOGICAL: No complaints of headache or dizziness

Diagnostic results. WBC slightly elevated, low grade temp

A

Differential Diagnoses:

1) Acute Otitis Externa

2) Acute Otitis Media

3) Pharyngitis

Primary diagnoses/presumptive diagnoses: Acute otitis media

P – not indicated per template

Assessing for a possible ear infection would require additional information from the patient in addition to a physical assessment of the ear and the patient.  Obtaining background information including recent travel, activities, family history, trauma, history of previous illnesses and treatments that have been used for treatment that were successful or not successful.

Diagnostic studies used to diagnose the specific pathogen would include obtaining a culture of purulent drainage, simple otoscopy was mostly used for diagnosing AOM (D’silva, 2013) or a more invasive way of evaluating white blood cell elevation is by completing a CBC which is not used as often as visual inspection of the ear canal. White blood cell count (WBC), a classical inflammation marker, is also used in many scoring systems during routine daily clinical practice (Kutlucan et al., n.d.). Using data from a CBC can also provide information about the patient’s overall health.

Otitis externa

Acute otitis externa is the most common infection of the external auditory canal (Demirel et al., 2018). Ball describes (2015) symptoms of otitis externa as having watery to purulent and thick drainage mixed with pus with a musty odor and usually occurs after swimming.

Acute otitis media

Acute otitis media is one of the most frequent bacterial infections in children, and one of the primary reasons for the prescription of antibiotics by pediatricians (Intakorn, n.d.). Otitis media can have an abrupt onset with fever, feeling of a blockage, and interferes with sleep.  The middle ear fills with pus causing conductive hearing loss (Ball).

Acute pharyngitis:

Acute respiratory infections are one of the most common diseases, accounting for one of the main causes of patient visits to community health centers and hospitals (Yuniar, 2017). Ball (2015) describes a patient with acute pharyngitis as having a sore throat with deferred pain in ears and dysphagia with fever, malaise, fetid breath, abdominal pain and headache.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S.,   Stewart, R. W. (2015). Seidel’s guide to

physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Demirel, H., Arlı, C., Özgür, T., İnci, M., & Dokuyucu, R. (2018). The Role of Topical

Thymoquinone in the Treatment of Acute Otitis Externa; an Experimental Study in

Rats. Journal of International Advanced Otology, 14(2), 285–289. /orders/doi-

org.ezp.waldenulibrary.org/10.5152/iao.2017.4213

D’silva, L., Parikh, R., Nanivadekar, A., & Joglekar, S. (2013). A Questionnaire-Based Survey

of Indian ENT Surgeons to Estimate Clinic Prevalence of Acute Otitis Media, Diagnostic

Practices, and Management Strategies. Indian Journal of Otolaryngology & Head & Neck

Surgery, 65, 575–581. /orders/doi-org.ezp.waldenulibrary.org/10.1007/s12070-012-0545-2

Intakorn, P., Sonsuwan, N., Noknu, S., Moungthong, G., Pircon, J.-Y., Liu, Y., … Hausdorff, W.

P. (n.d.). Haemophilus influenzae type b as an important cause of culture-positive acute

otitis media in young children in Thailand: a tympanocentesis-based, multi-center, cross-

sectional study. BMC PEDIATRICS, 14. /orders/doi-org.ezp.waldenulibrary.org

/10.1186/1471-2431-2431-14-157

Kutlucan, L., Kutlucan, A., Basaran, B., Dagli, M., Basturk, A., Kozanhan, B., … Kos, M. (n.d.).

The predictive effect of initial complete blood count of intensive care unit patients on

mortality, length of hospitalization, and nosocomial infections. EUROPEAN REVIEW

FOR MEDICAL AND PHARMACOLOGICAL SCIENCES, 20(8), 1467–1473.

Retrieved from

/orders/ezp.waldenulibrary.org/login?url=/orders/search.ebscohost.com/login.aspx?direct=t

rue&db=edswsc&AN=000380260000006&site=eds-live&scope=site

Yuniar, C. T., Anggadiredja, K., & Islamiyah, A. N. (2017). Evaluation of Rational Drug Use for

Acute Pharyngitis Associated with the Incidence and Prevalence of the Disease at Two

Community Health Centers in Indonesia. Scientia Pharmaceutica, 85(2), 1–10.

/orders/doi-org.ezp.waldenulibrary.org/10.3390/scipharm85020022

Legislation Comparison Grid And Testimony/Advocacy Statement

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.
• Identify the proponents/opponents of the bill.
• Identify the target populations addressed by the bill.
• Where in the process is the bill currently? Is it in hearings or committees?
• Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

• Advocate a position for the bill you selected and write testimony in support of your position.
• Describe how you would address the opponent to your position. Be specific and provide examples.
• Recommend at least one amendment to the bill in support of your position.

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Assessing Muscoskeletal Pain

Discussion: Assessing Muscoskeletal Pain

The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provide the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case

Case 2: Ankle Pain

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottowa ankle rules to determine if you need additional testing?

To prepare:

With regard to the case study you were assigned:

· Review this week’s Learning Resources, and consider the insights they provide about the case study.

· Consider what history would be necessary to collect from the patient in the case study you were assigned.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

By Day 3

Post

· an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources.

· Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

· List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

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1-2 Worksheet – Describe The Case

Describe the Case Worksheet

Modified from http://www.lawnerds.com/guide/irac.html

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Decision Tree For Neurological And Musculoskeletal Disorders

To Prepare

Review the interactive media piece assigned by your Instructor.

Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.

Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.

Write a 1- to 2-page summary paper that addresses the following:

Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.

Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature.

Be specific and provide examples.

Be sure to support your response with evidence and references from outside resources.

What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned?

Support your response with evidence and references from outside resources.

Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise.

Describe whether they were different.

Be specific and provide examples.

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Ethics Week 2 Discussion 2

Apply the framework of The Five R’s approach to ethical nursing practice from this week’s reading to answer the questions about values and choices.

FIVE (R)ULES

BOX 2-6 The Five Rs Approach to Ethical Nursing Practice

1. Read: Read and learn about ethical philosophies, approaches, and the ANA’s Code of Ethics for Nurses. Insight and practical wisdom are best developed through effort and concentration.

2. Reflect: Reflect mindfully on one’s egocentric attachments—values, intentions, motivations, and attitudes. Members of moral communities are socially engaged and focus on the common good. This includes having good insight regarding life events, cultivating and using practical wisdom, and being generous and socially just.

3. Recognize: Recognize ethical bifurcation (decision) points, whether they are obvious or obscure. Because of indifference or avoidance, nurses may miss both small and substantial opportunities to help alleviate human suffering in its different forms.

4. Resolve: Resolve to develop and practice intellectual and moral virtues. Knowing ethical codes, rules, duties, and principles means little without being combined with a nurse’s good character.

5. Respond: Respond to persons and situations deliberately and habitually with intellectual and moral virtues. Nurses have a choice about their character development and actions.

What are values?

Q. What are your personal values?

Q. Why do you value them?

Q. What are the values in your society?

Q. How do you make choices?

Q. Are your choices based on your values?

Q. What values are useful in society?

What are the limits to personal choice?

Q. Who limits your choices?

Q. Are limits to choices good?

Q. Do you limit other people’s choices?

Q. Should the health care organization or the government limit people’s choices? If so, how, and under what circumstances?

In your responses to peers, feel free to agree, disagree, question, compare, and discuss each other’s responses in a way that fosters thoughtful and respectful dialog. You may also address the following: Did any responses surprise you? If so, how? Did reading your peers’ responses to the questions expand your own view of ways to answer questions?

Finally, consider this: A common idea in health care is that if you are drawn to health care as a profession, you are inherently guided by an inner compass that is composed of a strong moral framework. Why is this a dangerous assumption?

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Health Care Reform APA Paper

NUR 3805 Dimensions of Professional Nursing Practice

Health Care Reform Paper

Purpose: The Patient Protection and Affordable Care Act (ACA) was a sweeping health reform statute signed into law by President Obama in March of 2010. The ACA is the most significant government expansion and regulatory overhaul of the health system since the advent of Medicare and Medicaid.  The intent of the law is to expand insurance coverage, control health care costs, and to improve healthcare delivery systems.  Even as the ACA rolls out, much of the population (including nurses) lack understanding of the ACA, and question the value of the law in achieving its intended results. This assignment gives students the opportunity to explore how healthcare is organized and financed, and discuss how the Affordable Care Act affects population health, patient care quality and safety, and the practice of nursing.

Prepare: Complete the “Health Care Reform” study guide, watch videos and read the articles provided in the module.

Content: For the Health Care Reform PAPER, select ONE of the following questions that addresses/explores one aspect of the ACA. Write a brief (2-3 page) paper in APA format that provides a clear description that answers the question, AND reflect on why this information is important to you in your practice as a nurse, as a family member and/or as member of your community.

Choose ONE topic/question:

1. Describe the Affordable Care Act (ACA), including the major goals and features of the law. How does the ACA differ from government-run healthcare in other countries?

2. What are the Health Insurance Marketplaces, and how do consumers enroll in health insurance? How do the exchanges work?

3. Describe the Medicare program, including eligibility, and program elements (Parts A, B, C, D). Describe Medicare expenditures for the most recent year.

4. Describe the Medicaid program, including eligibility by age and income. Explain Medicaid Expansion programs proposed under the ACA, and the current status of expansion programs in the United States.

5. One of the goals of the ACA is to decrease the number of uninsured people. How well has this goal been achieved? What population groups have been impacted the most by this increased coverage?

6. Define the concept of Hospital Value-based Purchasing (also known as pay-for-performance or performance-based reimbursement.  Provide examples of how hospitals are affected by value-based purchasing policies.

7. Define Medical Homes and Accountable Care Organizations.  How can these approaches improve population health, improve the quality of healthcare and lower costs?

Format: Apply APA format and style guidelines to write a 2- to 3-page paper, which should include a minimum of three references, one or more of which is an article from a peer-reviewed journal. No abstract is required for this paper.

Discussion:

See Discussion assignment instructions; students will post one substantive post and one substantive peer response to the following question: What does the Affordable Care Act mean for nursing? Base your initial post on information described in your Health Care Reform paper, supplemented by the Luther and Hart article (and/or more resources)! Grading will be evaluated by the Discussion Board Grading Rubric.

Health Care Reform Paper Grading Rubric

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EMTALA Scenario Analysis

This particular professor is strict on APA format and writing so  please double check both.

Scenario: You are the administrator on call for a local hospital and you receive a call at 2:00 a.m. from another local hospital regarding a patient with a broken upper arm. The ED physician’s assistant is calling to arrange an EMTALA transfer from his hospital to yours, but the orthopedic physician on call at your hospital is refusing to accept the transfer, stating that the patient doesn’t need a higher level of care. When you ask him about that, he tells you the fracture is not displaced, and can be splinted and seen in the office. The ED physician at your hospital is very nervous about the possibility of an EMTALA violation.

1) Write an analysis (1,000-1,500 words) of the situation, how it is impacted by EMTALA, and what decision you will make as the administrator, along with your rationale and thought process.

2) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

3) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

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Health Policy Proposal Analysis

Nurses engaged in the policy arena often are asked to provide information on a health care topic of interest to policy makers. This is frequently accomplished through developing a policy brief. A policy brief advocates for a particular recommendation (prior to the enactment of a policy). Learning how to write a policy brief in a clear, succinct, scholarly, and professional manner is an essential skill for advanced practice nurses.

For this Assignment, you will assess one of the recommendations from the Institute of Medicine’s “The Future of Nursing: Leading Change, Advancing Health: Report Recommendations. You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).

To prepare:

• Review      the Lavis et al. article on preparing and writing policy briefs provided      in the Learning Resources (See      attached file).
• Select      one of the recommendations within the IOM The Future of Nursing:      Leading Change, Advancing Health: Report Recommendations to focus      on for this assignment. (For this assignment, I have selected      RECOMMENDATION 1, please see attached file)
• Research      the history of the problem behind the recommendation and what has been      done to try to solve the problem.
• What      does the recommendation say should be done? Are there any groups, nursing      and others, currently supporting work to implement the recommendation      (e.g., Kaiser Family Foundation, professional organizations)? Does the      recommendation suggest specific groups that should be involved in the      implementation? Think critically about how the recommendation should be      implemented – did the IOM get it right? What other strategies are possible      to consider?

By Sunday 04/15/2018 12pm, 

To complete:

• Develop      a scholarly and professionally written 2- to 3-page single-spaced policy      brief on the recommendation you selected from the IOM report following the format presented in      the Lavis et al. article (follow the exact format, including how the layout      of the paragraphs, and the way the references [at least 10 scholarly      references] are displayed at the end, numbered in-text and number plus      citation at the end, copy the same exact format as the article please).      (See attached file for the article). Include the following:
  1. Short       introduction with statement of the problem.
  2. The       selected recommendation (from the IOM Report)
  3. Background
  4. Current       characteristics
  5. The       impact of the recommendation from the perspective of consumers, nurses, other       health professionals, and additional stakeholders
  6. Current       solutions
  7. Current       status in the health policy arena
  8. Final       conclusions
  9. Resources       used to create the policy brief

Required Readings

Hyder, A., Syed, S., Puvanachandra, P., Bloom, G., Sundaram, S., Mahmood, S., … Peters, D. (2010). Stakeholder analysis for health research: case studies from low- and middle-income countries. Public Health, 124(3), 159–166.

This study demonstrates how the engagement of stakeholders in research and policy making can assist in the successful implementation of policy proposals. The authors propose that by engaging stakeholders, researchers and policy makers are provided with multiple perspectives on proposed policies, which can lead to greater success with policy adoption and implementation.

Lavis, J. N., Permanand, G., Oxman, A. D., Lewin, S., & Fretheim, A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy & Systems, 71–79. doi: 10.1186/1478-4505-7-S1-S13

The purpose of a policy brief is to communicate an issue clearly and definitively to policy makers. The authors of this article propose an outline for policy briefs and also stress the importance of using research when creating a policy brief.

Lowery, B. (2009). Obesity, bariatric nursing, and the policy process: The connecting points for patient advocacy. Bariatric Nursing & Surgical Patient Care, 4(2), 133–138.

This article provides an example of nurse involvement in policy making by examining a bariatric nursing issue. The author stresses that nurses, in their patient-advocacy role, have a responsibility to be involved in the health care policy process.

Moore, K. (2006). How can basic research on children and families be useful for the policy process? Merrill-Palmer Quarterly, 52(2), 365–375.

Institute of Medicine. (2010). The future of nursing: Leading change, advancing health: Report recommendations. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Introduced in Week 2, this IOM report highlights four key recommendations in its proposal for the future directions of the nursing profession. These recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.

National Center for Policy Analysis (2010). Ideas changing the world: Free-market health care policy. Retrieved from http://www.ncpa.org/healthcare/

The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues (See attached file and choose recommendation 1).

Slack, B. (2011). The policy Process. Retrieved from http://people.hofstra.edu/geotrans/eng/methods/ch9c2en.html 

The author presents a policy-making framework and provides details on the four steps of that process: problem definition, policy objectives and options, policy implementation, and policy evaluation and maintenance.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Agenda setting and the policy process. Baltimore: Author. 

Note: The approximate length of this media piece is 17 minutes.

Dr. Kathleen White and Dr. Joan Stanley share their insights into agenda setting and how issues are moved forward into the policy process.

Optional Resources

Barnes, M., Hanson, C., Novilla, L., Meacham, A., McIntyre, E., & Erickson, B. (2008). Analysis of media agenda setting during and after Hurricane Katrina: Implications for emergency preparedness, disaster response, and disaster policy.

American Journal of Public Health, 98(4), 604–610.

Jennings, C. (2002). The power of the policy brief. Policy, Politics & Nursing Practice, 3(3), 261–263. doi: 10.1177/152715440200300310

Neumann, P. J., Palmer, J. A., Daniels, N., Quigley, K., Gold, M. R., & Chao, S. (2008). A strategic plan for integrating cost-effectiveness analysis into the US health care system. American Journal of Managed Care, 14(4), 185-188.

Plan, Policy, Procedure Relationship Diagram. (n.d.). Retrieved from http://www.informationsecurityintel.com/docs/Fig.%204.3.pdf

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