NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation SOLVED

NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making. A critical component of any policy design is evaluation of the results. How comfortable are you with the thought of becoming involved with such matters?
Some nurses may be hesitant to get involved with policy evaluation. The preference may be to focus on the care and well-being of their patients; some nurses may feel ill-equipped to enter the realm of policy and political activities. However, as you have examined previously, who better to advocate for patients and effective programs and polices than nurses? Already patient advocates in interactions with doctors and leadership, why not with government and regulatory agencies?
In this Discussion, you will reflect on the role of professional nurses in policy evaluation.
To Prepare:

• In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making.
• Review the Resources and reflect on the role of professional nurses in policy evaluation.

By Day 3 of Week 9
Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in the policy review. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples.

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By Day 6 of Week 9
Respond to at least two of your colleagues* on two different days by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 9
To participate in this Discussion:
Week 9 Discussion
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6050_Module05_Week09_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6050_Module05_Week09_Discussion_Rubric

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NURS 6003 Discussion: Database in the Walden Library- NURS 6003 Module 4 Week 6 Discussion

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NURS 6003 Discussion: Database in the Walden Library RE: Discussion – Week 6 Collapse Scholarly writing varies from professional writing in that it requires evidence to support your thoughts and ideas (Laureate Education, 2018). Evidence is found by researching previous scholarly writings and studies completed on your topic. Finding this evidence can be overwhelming for many students, but Walden University has made it evidence discovery more accessible to its students with the many databases it provides through the online library. As a neonatal intensive care (NICU) nurse, I like to research different topics to continue to improve my unit’s care provided through evidence-based practice. For this discussion, I logged in to the Walden University online library and typed “parent education programs in the NICU”. Several articles came up and I chose one that pertained to my idea of starting a parent education series for our families. The article I chose was “Improving the Efficiency and Effectiveness of Parent Education in the Neonatal Intensive Care Unit” (Gehl et al., 2020). This article had a “find at Walden” link that yielded the full article could be found on the Ovid database (Walden University Library, 2020). Following this link gave me access to the full article with complete information for APA citation. This process was easy to use and yielded many other journal entries I could review for further evidence. I did not find any difficulties with my search. The Walden University online library linked me to easily accessible, relevant possible evidence for the assignments I have written to date. In the past, I used another university’s online library for my bachelor’s degree program. It often linked to articles not found in the databases the university granted free access to its students, which often lead to frustration. I appreciate Walden’s vast resources available to its students. I would recommend the Ovid database to my colleagues after frequently using articles found there. OVID has access to over 1,000 open access journals with full-text entries (Ovid MEDLINE, n.d.). This is important for scholarly writing to be able to read the complete journal article and be able to cite the research correctly. In addition, Ovid offers up-to-the-minute access to over 5,600 biomedical and life science journals and ePub, which allows access before print (Ovid MEDLINE, n.d.). With new research being published daily, this is useful to anyone researching evidence-based practice improvement projects for their nursing units. References: Gehl, M., Alter, C., Rider, N., Gunther, L., & Russell, R. (2020). Improving the efficency and effectiveness of parent education in the neonatal intensive care unit. Advances in Neonatal Care, 20(1), 59-67. /orders/doi.org/10.1097/ANC.0000000000000644 Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author Ovid MEDLINE. (n.d.). Description. Retrieved on October 6, 2020, from /orders/www.ovid.com/product-details.901.html Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 5, 2020, from /orders/academicguides.waldenu.edu/az.php?=19981

NURS 6003 Discussion: Database in the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library. To Prepare:

• Review the information presented in the Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.

By Day 3 Post the following: Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not

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Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA. By Day 6 Respond to at least two of your colleagues on two different days, by offering suggestions/strategies for working with this database from your own experience, or offering ideas for use of alternative resources. RE: Discussion – Week 6-response 2 Collapse Teresa, I enjoyed reading your discussion this week. I commend you for your specialty focus in NICU. This field of nursing is forever changing and there is so much critical thinking involved in being a NICU nurse since your patients cannot verbally express what is happening to them. Your education and research on key clues will be invaluable to you and the care your departments gives. “Outcome evaluations are needed to ensure that health care professionals’ education programmes are designed so that patients, no just students benefit from the resources expanded”( Jordan, 2008). This is crucial for the work that you do in the NICU. I found this article in the Walden Library similarly to how you found your article, I typed in education and NICU and it sent me to this article and I clicked the “Find @ Walden” and it sent me to Wiley Online (Walden Library, 2020). I have also used OVID in the past and that is the data base my hospital prefers to use for research. You are right, it offers a vast amount of articles in APA citation format and is a strong database to use. Nursing practice is fluid and constantly changing. Nurses are in a profound situation to change the outcomes of the patients they take care of. By allowing researchers open access to their information and observing care they can develop new protocols and procedures that will benefit families and patients. If this is not done with caution and an open mind then nurses will be quick to not allow researches to review their work. We take a great deal of pride in our work and constructive criticism does not always go well for some nurses.  OVID is a validated research database that allows us to change healthcare using peer-reviewed, vetted data to invoke positive change in healthcare which is essential in all areas of nursing for optimal outcomes. References Jordan, S., (2008) Educational input and patient outcomes: exploring the gap. Journal of Advanced Nursing, 31(2), 461-471. /orders/onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1046/j.1365-2648.2000.01279.x Walden University Library (n.d.). Evaluating resources: Journals. Retrieved on October 4^th, 2019 /orders/academicguides.waldenu.edu/library/evaluating/resource-types/journals Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA. Submission and Grading Information Grading Criteria To access your rubric: Week 4 Discussion Rubric Post by Day 3 and Respond by Day 6 To participate in this Discussion: Week 4 Discussion Module 4 (Weeks 6-7): Scholarship and Nursing Practice Laureate Education (Producer). (2018). Scholarship [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Scholarship [Video file]. Baltimore, MD: Author. Learning Objectives Students will: Analyze research databases for identifying peer-reviewed articles Analyze peer-reviewed research Justify the use of peer-reviewed research in professional practice Analyze strategies for finding peer-reviewed research Due By Assignment Week 6, Days 1–4 Read the Learning Resources. Begin to compose Part 4 of your Assignment. Week 6, Days 1–2 Read the Learning Resources. Compose your initial Discussion post. Week 6, Day 3 Post your initial Discussion post. Begin to compose Part 4 of your Assignment. Week 6, Days 4-5 Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose Part 4 of your Assignment. Week 6, Day 6 Post two peer Discussion responses. Week 6, Day 7 Wrap up discussion. Week 7, Days 1-6 Continue to compose Part 4 of your Assignment. Week 7, Day 7 Deadline to submit Part 4 of your Assignment. Learning Resources Required Readings Al-Jundi, A., & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. /orders/doi.org/10.7860/JCDR/2017/26047.9942 Shellenbarger, T. (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). Retrieved from http://naepub.com/reporting-research/2016-26-3-3/ Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from /orders/academicguides.waldenu.edu/az.php?s=19981 Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from /orders/academicguides.waldenu.edu/library/evaluating/resource-types/journals Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from /orders/academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/home Walden University Writing Center. (n.d.). Common assignments: Synthesizing your sources. /orders/academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/scholarly Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/webinars/technical Document: Academic Success and Professional Development Plan Template (Word document) Document: Introduction to Scholarly Writing: Tips for success (PDF) Required Media Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author. Discussion: Rubric Detail Select Grid View or List View to change the rubric’s layout. Content Name: NURS_6003_Module04_Week06_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Does not post by day 3. First Response Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Total Points: 100 Name: NURS_6003_Module04_Week06_Discussion_Rubric

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS 6003 Module 5 Week 9 Assignment: Professional Development

NURS 6003 Module 5 Week 9 Assignment
In this week’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. Portfolios have a value that go beyond brand-building however. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.
In this Assignment, you will continue developing your Academic Success and Professional Development Plan by developing the fifth component: a portfolio for your academic and professional efforts.
To Prepare: NURS 6003 Assignment Part 5: Professional Development

• Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

• Using the Academic Success and Professional Development Plan Template in which you began to work on in Week 1, and have continued working on through this course, in Part 5, you will create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off of the Academic Success and Professional Development Plan Template.

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By Day 7
Submit Part 5.
Remember to include an introduction paragraph that contains a clear and comprehensive purpose statement that delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Scholar of Change – Jackie Kundert Program Transcript
JACKIE KUNDERT: My name is Jackie Kundert. I’m a mother and a nurse from Monroe, Wisconsin, which is part of Green county. Monroe’s population is roughly 10,000 people. And it’s the largest city in Green county.
During the past five to seven years the issues of drug overdose have become popular throughout the nation. What once was a big city problem is now felt in small cities across the nation. This issue touches me greatly as I have a son who got caught up in the cycle. My son ended up on prescription pain medication, which he became very addicted to. And from there it was a short leap for him to start heroin.
What really spurred me on to try and make a difference was looking at a Wisconsin State Council of Alcohol and Drug Abuse map that showed the heroin rates in Wisconsin, but particularly, for me, in Green county. When I saw those rates it spurred something in me that made me know that I had to somehow try and make a positive impact on this community.
FEMALE SPEAKER: My son came to us when he was one year old. He started out with dope, but then he went to cocaine. So then the next step for most people is heroin.
The last time I’m not sure if it was another call for help or if it was just a mistake. I could tell that he was dead, you know, that he was brain dead.
JACKIE KUNDERT: In June, 2015 I started an organization called F.A.I.T.H., which stands for fighting addiction it takes account. And I believe it takes help not only from the addict, but also their family as well as a community.
My time at Walden University has given me the confidence to put my thoughts for battering this community into action. It has given me a base to gather data, and empowered me to begin the process of getting valuable education to the entire community. If someone could be inspired in every community across the nation to create change, together all of our small changes would make one huge change.
Grading Criteria
To access your rubric:
Week 5 Assignment Rubric

Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7
To submit your Assignment:
Week 5 Assignment

Module 5 (Weeks 8-9): Professional Development Plan

Laureate Education (Producer). (2018). The Blueprint to Success [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Your Professional Development Plan [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

• Analyze strategies for including academic activities and accomplishments into professional portfolios
• Create curriculum vitae
• Develop professional development goals
• Align professional development goals to Walden’s social change initiatives
• Construct elements of an Academic Success and Professional Development Plan

Due By
Assignment
Week 8, Days 1–2
Read the Learning Resources.
Compose your initial Discussion post.
Week 8, Day 3
Post your initial Discussion post.
Begin to compose Part 5 of your Assignment.
Week 8, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose Part 5 of your Assignment.
Week 8, Day 6
Post two peer Discussion responses.
Week 8, Day 7
Wrap up discussion.
Week 6, Day 7
Wrap up discussion.
Week 9, Days 1-6
Continue to compose Part 5 of your Assignment.
Week 9, Day 7
Deadline to submit Part 5 of your Assignment.

Learning Resources

Required Readings

Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.
Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552.
East, R. (2015). Developing a nurse practitioner portfolio. ACORN: The Journal of Perioperative Nursing in Australia, 28(4), 35.
Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48–49. Retrieved November 14, 2018, from /orders/www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf
Leahy, R., & Filiatrault, A. (2017). Employers’ perceptions of the benefits of employment electronic portfolios. International Journal of ePortfolio, 7(2), 217-223.
McMillan, L. R., Parker, F., & Sport, A. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. Nursing Management, 45(4), 52-54.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from /orders/catalog.waldenu.edu
Select College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved from /orders/academicguides.waldenu.edu/writingcenter/templates
Note: Download and review the College of Nursing Template by navigating to “Program-Specific Templates” and then “College of Nursing,” and selecting “College of Nursing Writing Template With Instructions.”
Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)
Document: Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Producer). (2018). Scholars of Change: Reis Woolen [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module05_Week09_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Using the Academic Success and Professional Development Plan Template, address the following:
Develop a curriculum vitae (CV) based on your current education and professional background.
Points Range: 86 (86%) – 95 (95%)
A fully developed and accurate curriculum vitae based on current education and professional background is provided.
Points Range: 76 (76%) – 85 (85%)
A partially developed curriculum vitae based on current education and professional background is provided.
Points Range: 67 (67%) – 75 (75%)
A vague or inaccurate developed curriculum vitae based on current education and professional background is provided.
Points Range: 0 (0%) – 66 (66%)
A vague and inaccurately developed curriculum vitae based on current education and professional background is provided, or is missing.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Total Points: 100
Name: NURS_6003_Module05_Week09_Assignment_Rubric

NURS 6003 Assignment Part 4: Research Analysis

NURS 6003 Assignment Part 4: Research Analysis

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NURS 6003 Assignment Part 4: Research Analysis
Nurses are accountable for engaging issues arising from global health. However, limited research has been conducted from a sustainability approach, therefore, relevant empirical and theoretical studies such as the article by Sherman et al. (2018) are necessary. I would recommend this article to inform nursing practice since nursing education must radically change to meet the new requirements that accompany climate change. Besides, there is need for a sustainability curriculum in the nursing education (Rich, Singleton & Wadhwa, 2018; Agwunobi & Osborne, 2019). Essentially, nurses should perform tasks in such a way to preserve and protect the environment. Climate change and ensuing environmental concerns must therefore be incorporated into the modern healthcare management.
Step 2: Summary of Analysis
            Extensive literature search is my strategy to identifying peer-reviewed studies. I examined all the uses of the sustainability concepts with the following question as a guide: What are the types and application of sustainability concepts? Data was derived from different sources such as documents found in literature database searches and international healthcare organizations. Foremost, English-language dictionary was used to find a deeper linguistic understanding of the concept. Next, I searched documents from the World Health Organization, United Nations, International Council of Nurses and the Red Cross. Therefore, the strategy that I find useful in finding peer-reviewed articles is to use a database that is specific to an area of study. The final searches were conducted in the MEDLINE and CINAHL databases using the keywords: environmental health, sustainability, environmental medicine, nursing, health, nursing care, and sustainable. Other documents, literatures, and dictionaries included in the process of research are located in the school library.
References
Agwunobi, A. C., & Osborne, P. (2019). An insider’s guide to working with healthcare consultants. Chicago, IL: Health Administration Press.
In Melnyk, B. M., & In Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice.            Philadelphia: Wolters Kluwer.
Mantas, J., & Sonicki, Z. (2018). Decision support systems and education: Help and support in healthcare. Amsterdam: IOS Press.
Rich, C. R., Singleton, J. K., & Wadhwa, S. S. (2018). Sustainability for healthcare management: A leadership imperative. Abingdon, Oxon; New York, NY: Routledge.
Sherman, J. D., Thiel, C., MacNeill, A., Eckelman, M. J., Dubrow, R., Hopf, H., Lagasse, R., … Bilec, M. M. (October 01, 2020). The Green Print: Advancement of Environmental Sustainability in Healthcare. Resources, Conservation and Recycling, 161, 104882. /orders/doi.org/10.1016/j.resconrec.2020.104882
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Hence research analysis skills are critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:

• Reflect on the strategies presented in the Resources this week in support of locating and analyzing research.
• Use the Walden Library to identify and read one peer-reviewed research article focused on a topic of interest to you in your specialty field.
• Review the article you selected and reflect on the professional practice use of theories/concepts as described by the article

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The Assignment:
Using the ‘Week 4 | Part 4’ section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

• Clearly identify the topic of interest you have selected.
• Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
• Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
• Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template.
• Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
  • Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
  • Integrate at least one outside resource and 2-3 course specific resources to fully support your summary.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.
By Day 7
Submit your analysis, including your competed section of the Academic Success and Professional Development Plan Template sections including your matrix and summary.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
• Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria
To access your rubric:
Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7
To submit your Assignment:
Week 4 Assignment
Introduction to Scholarly Writing: Purpose, Audience, and Evidence Program Transcript
 
MALE SPEAKER: We all have experience writing. Emails to family or friends. Work memos. Perhaps even a fictional short story or script. As different as they may seem, all of these share something in common. They’re written with a purpose and audience in mind.

Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence.

Scholarly writing is material written for a specific purpose to a specific audience. It’s based on evidence, not assumptions or opinions. It’s objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you’ve learned about a topic.

At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff, and classmates, and all are members of the larger scholarly community. They’re critical readers who expect writers to be objective with the words they use and the ideas they present.

A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective?

It’s daytime. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They’re both looking at a computer screen.

Now, use your imagination. Can you make assumptions about the relationship between these two people or what they might be doing? Perhaps he’s her boss, and he’s in charge. Or he’s teaching her something. Or perhaps they’re colleagues.

Now, in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what’s happening in these photos. We need evidence.

This is the important task of scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It’s not always easy. It’s natural to bring experience and frame of reference to everything we do.

But successful scholarly writing requires researching and presenting information objectively to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn’t have a place in scholarly writing.

But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements.

Experience can inform your viewpoint and fuel your passion toward a subject, but you must remember that experience can also filter your perspective. So even with years of professional experience, it’s important as a scholar-practitioner to remain unbiased, and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic.

Finally, scholarly writing requires practice. Remember to keep your academic audience in mind, stay focused on the purpose of your writing, and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well.
They are here to help you. Good luck in your degree program.

NURS 6003 Discussion: Strategies for Academic Portfolios

NURS 6003 Discussion: Strategies for Academic

NURS 6003 Discussion: Strategies for Academic Portfolios
In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.
Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This week’s Discussion asks you to consider and share strategies for building your portfolio.
To Prepare:

• Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
• Review one or more samples from your own research of resources focused on portfolio development.

By Day 3
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.

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Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Respond to at least two of your colleagues on two different days, by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 5 Discussion

Module 5 (Weeks 8-9): Professional Development Plan

Laureate Education (Producer). (2018). The Blueprint to Success [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Your Professional Development Plan [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.

Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module05_Week08_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module05_Week08_Discussion_Rubric

NURS 6003 Discussion: Examining Nursing Specialties

NURS 6003 Discussion: Examining Nursing

NURS 6003 Discussion: Examining Nursing Specialties
RE: Discussion – Week 10
Collapse
Nursing Specialty
My first choice in pursuing a career in the medical field was to go to medical school and become an obstetrician.  Marriage and children put that goal on the back burner, and many years later I decided to go to nursing school and work in labor and delivery, or NICU, or Couplet Care.  After graduating I somehow fell into public health working as a foster care nurse.  I found I loved working with this vulnerable population and realized there was a great need for nursing influence in statewide public health leadership.  It was this yawning gap in nursing leadership that compelled me to pursue my master’s in public health nursing.  My path may seem undirected, but I feel as if I was meant to serve in public health.
Professional Organization
Early in my public health nursing my supervisor connected me with regional and state foster care nursing organizations.  I truly could not have succeeded in my career without the support those networks gave me.  I was privileged to serve in multiple administrative roles in various organizations and attend trainings.  These experiences prepared me to navigate the ever-changing mandates and policies governing medical case management of foster children.
Very recently I was compelled to accept a position as supervisor in a completely different branch of public health nursing.  I have never worked with communicable disease and found myself in charge of the COVID-19 department operations center for disease surveillance.  One of the conditions of my acceptance was that the county reinstate the membership with the California Directors of Public Health Nursing organization.  After experiencing such great support from the foster care nurses’ organizations, I knew I needed the network connections available in the DPHN.  The dues are $700 a year and not something I can afford to maintain.  The county agreed to pay the dues, but the process is bureaucratically slow and membership has yet to be obtained.  I have browsed the organization’s webpage and am excited at the trainings and conferences they offer.  I find hope in their advocacy to improve public health nursing through education and policy development (Directors of Public Health Nursing, 2020).
I became a nurse to help others (Laureate Edcuation, 2018).  I never thought I would be serving as a nursing leader.  But if I’m going to be a leader in public health nursing, I want the best education, network, training, and preparation.  My new goal is to be an effective nursing leader and help my team find success in serving my community.

References
California Directors of Public Health Nursing. (2020) /orders/directorsofpublichealthnursing.wildapricot.org/
Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Final Thoughts [Video file]. Baltimore, MD: Author.
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:

• Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.

By Day 3
Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.

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Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond to at least two of your colleagues on two different days, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 6
To participate in this Discussion:

Week 6 Discussion
Walden University MSN Core Nursing courses – Generic information for success:

1. Being graduate level adult learners – It is very unlikely that you will experience the quantity of or detailed guidance as in the announcements received in this course. Being so: Read the course announcements thoroughly and completely. Read the course announcements at least daily for any updates. Going forward the Instructors may post items at any time throughout the day or night. I have unfortunately received emails throughout this course with questions for which the information was previously addressed within the announcements. Again, reading the course announcements is imperative for your success.
2. The utilization requirement of APA within assignments will increase as you progress to courses that are considered “writing intense”. The APA requirement within discussions will remain as you experienced within this course. This course is not considered writing intense. Familiarize yourself with the correct usage of APA 7^th edition. It is within every graded item, within every Nursing course going forward. Familiarize yourself and utilize the Walden resources for APA assistance. I have diligently posted links to those resources several times during this course.
3. Use ONLY your Walden student email for communication with any Walden University representative. When communicating with your Instructor ALWAYS include your course number and section. Within this course I posted in the announcements numerous times your specific course number and section, as well asked that you include that information when emailing me. Sadly, I received emails that did not include this information, this delayed my assisting you as I had to request your course number and section. This alerts me that course announcements were not being thoroughly and completely reviewed. Going forward it is highly unlikely Instructors will respond to any email other than your Walden student email as email not in Walden origin routinely gets flagged as spam then deleted. Also be fully aware that Instructors required to respond to any email other than your designated Walden Student email.
4. Be mindful if you do not participate in any Walden course during the 1^st week (Day 1 through Day 7) – you will be removed from the course by Walden University regardless of your excuse. Your Instructor has no control over this – it is university policy!
5. The grading of any assignment cannot proceed by your Instructor unless you submit your assignments via SafeAssign, then in BlackBoard. Traditionally a -0- score will be awarded, with no resubmission availability. At the Graduate level, you are responsible for your work being submitted per instructions AND grading rubric parameters and due date/time. Again, I strongly encourage you to submit your assignments before Day 7 to ensure yourself sufficient time to seek assistance and correct the issue. Remember SafeAssign Drafts and SafeAssign are different!
6. For Discussions – There is a six (6) day period (Monday, Day 1 through Saturday, Day 6) allowed for the Discussion participation. No allowances for participation will be made outside of the six (6) Discussion active period. Any submitted post outside of the 6-day active discussion period will not be graded and you will receive a -0- score.
7. Faculty cannot accept or grade any assignment or discussion through email.
8. Do not wait until Day 7 to begin or submit your assignment. Assignments are due Day 7. At the Graduate level, you are responsible for your work being submitted per instructions, grading rubric parameters and due date and time. Being so = I strongly encourage you to submit your assignments well before Day 7 to ensure yourself sufficient time to seek assistance and correct any issue encountered. I have purposely made myself available to you each day including weekends and responded to you within 12 to 24 hours. Be mindful, Instructors are not required to respond to you on a daily basis. Going forward your Instructors will respond to your Contact the Instructor communications and emails within the required 48 hours’ time period.
9. As a graduate level student, Instructors will not reach out to you to ensure your assignments/discussions are completed and submitted correctly. As a graduate level adult learner, it is your responsibility to ensure that your discussions and assignments are completed and submitted timely and correctly. As an adult learner, you need to take the initiative and reach out to your Instructor immediately when you encounter an issue. You were offered an online orientation by Walden University – Did you participate in that orientation? If not, I strongly suggest you contact your advisor and make arrangements.
10. If you experience technical issues, please utilize your resources and contact the Walden Customer Care Team or Walden IT for assistance. Going forward you will encounter several PowerPoint presentations, Walden Templates within your future courses at Walden University, as well be required to submit multiple items with a single submission.
11. Understand the Time Zones at Walden University and the applicable conversion. Your course calendar is in Eastern Time as is the time/date stamp of submission/participation for your discussions and assignments. Going forward all of your future Nursing courses require that your Discussions, any Quiz or Assignment will continue to be due submitted in Mountain Time.
12. Have a computer and Internet backup plan. What will you do if your computer crashes or your Internet is not working?  Computer/Internet/work issues are your responsibility. Allowances will not be made due to these issues causing a lack of participation or missed deadline, rather a -0- score will be awarded. Save your work on a flash or hard drive. Know where you can go to access the Academic Skills Center as it is an excellent resource to assist in your success.
13. For Assignments – Only prior communication with AND Instructor approval will late assignments be considered for grading. Assignments submitted late will be deducted 4% daily until Day 5 OR may deduct the entire 20% regardless of time/day of late submission. This is at the discretion of each Instructor and will vary course-by-course. After Day 5, in any course, the assignment will be scored a -0-.
14. Be familiar with how to access and utilize the Walden resources. I posted the most useful and frequently utilized resources numerous times within the course announcements.
15. Ensure your discussions have a substance, depth and breadth, critical analysis, and reflection element within the grading rubric. In short – if your discussion Main Post does not closely compare to the discussion exemplar located within the course resources and announcements posted within this course your grade will be drastically reduced.
16. Know who and where to submit any documentation if necessary, for allowances for any late or missed assignments. Remember Instructors are not permitted to accept any medical documentation.
17. Know who your advisor is and how to contact them.
18. Know where and how to locate your student feedback. This course is 6 weeks in duration – In Week 5 I received emails inquiring as to “I see my grade but don’t know why points were deducted” – It was sadly apparent the feedback being provided was not being reviewed by those students. Your numeric score and student feedback are in different locations – this was addressed in the course announcements. If you cannot locate or have not located your student feedback for discussions and assignments – I strongly encourage you to contact the Customer Care Team as you have missed a tremendous amount of information.

Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module06_Week10_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
NURS 6003 Discussion: Examining Nursing Specialties
NURS 6003 Discussion: Examining Nursing Specialties
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module06_Week10_Discussion_Rubric
NURS 6003 Discussion: Examining Nursing Specialties

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NURS 6050 Week 1 Discussion -Presidential Agendas

NURS 6050 Week 1 Discussion -Presidential Agendas

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NURS 6050 Week 1 Discussion -Presidential Agendas
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
To Prepare:

• Review the Resources and reflect on the importance of agenda-setting.
• Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

By Day 3 of Week 1
Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
By Day 6 of Week 1
Respond to at least two of your colleagues* on two different days by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
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*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Learning Resources
Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
• Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
• Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
• Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”
  • “Creating a Fact Sheet” (pp. 217-221)

Post by Day 3 and Respond by Day 6 of Week 1
To participate in this Discussion:
Week 1 Discussion
RE: Discussion – Week 1
Collapse
Addressing Opioid Crisis
One of the most tackled topics that are addressed on presidential level for years is the opioid crisis or epidemic. It is also consistent with what I encounter as a nurse in acute care hospital, as we handle patients who are misusing prescription pain relievers, heroin and fentanyl. According to Centers for Disease Control and Prevention (2020, March 19) “128 people die every day from an opioid overdose, and from 1999 to 2018, almost 450, 000 people deaths were recorded.” Because of the increasing number of deaths and devastating effects of the opioid crisis all over the United States of America, a range of actions were initiated nationally by the last three presidents.
First on the list is the former President George Bush, who was determined to fight the unacceptably high levels of drug use as he set the National Drug Control Strategy (Justice.gov, 2006), which explains focuses on three primary elements: stopping drug use before it starts, healing drug users, and disrupting the market for illicit drugs. While the strategy showed interesting plans, cases continued to fluctuate in the communities.
Next in line is the former President Barack Obama, who signed into the 21st Century Cures Act, which “funds a $1 billion proposal to combat the opioid epidemic and enacts mental health reforms focused on serious mental illness, suicide prevention, and mental health parity protections” (Obama White House, 2015). This act included funding the fight against opioid epidemic to provide the resources and treatments people need (Obama White House, 2016). The money may be used to improve prescription drug monitoring programs, to make treatment programs more accessible, to train health care professionals in best practices of addiction treatment, and to research the most effective approaches to prevent dependency (Wikipedia, n.d.).
This was then followed by President Donald Trump administration, who issued a nationwide call to action by declaring opioid crisis as a public health emergency in October 2017. According to the White House (n.d.), the proposed measures include:
Part 1 reducing demand and over-prescription, including educating Americans about the dangers of opioid misuse. Part 2 is cutting down on the supply of illicit drugs by cracking down on the international and domestic drug supply chains that devastate American communities. Part 3 is helping those struggling with addiction through evidence-based treatment and recovery support services. In 2018, President Trump worked with Congress to pass the SUPPORT Act, the single largest legislative package addressing a single drug crisis in history.
Undeniably, these strategies are still in progress, and as a nation we continue to fight for this battle. Unfortunately, drug overdose continues to impact our communities, and it is even leaving us with devastating deaths. If I have to address it differently, I will give more attention to the most vulnerable population who are the younger adults and reinforce education and community action. As a nurse, I can also contribute by helping officials collect new ideas by sharing and interpreting data in the health care system that affect patients and professionals. I will also be an advocate for those who are hesitant to disclose their main concerns and make sure that they will have support systems available. Each individual can do something by adhering to the nation’s policy and implementing it.
References
21st century cures act. (n.d.). Wikipedia. Retrieved September 1, 2020, from /orders/en.wikipedia.org/wiki/21st_Century_Cures_Act
3 letters that explain why president obama is signing the cures act. (2016, December 13). whitehouse.gov. Retrieved September 1, 2020, from /orders/obamawhitehouse.archives.gov/blog/2016/12/12/3-letters-explain-why-president-obama-signing-cures-act
Ending america’s opioid crisis. (n.d.). The White House. Retrieved September 1, 2020, from /orders/www.whitehouse.gov/opioids/
Improving health for all americans. (2015, December 1). whitehouse.gov. Retrieved September 1, 2020, from /orders/obamawhitehouse.archives.gov/the-record/health-care
National drug control strategy: February 2006 [PDF]. (2006). Justice.gov. /orders/www.justice.gov/archive/olp/pdf/ndcs06.pdf
Understanding the epidemic. (2020, March 19). Centers for Disease Control and Prevention. Retrieved September 1, 2020, from /orders/www.cdc.gov/drugoverdose/epidemic/index.html
 Addressing Opioid Crisis.docx (38.241 KB)
Hello Crisanta,
I enjoyed reading your discussion regarding the opioid crisis.  I found this discussion to be informative and well written.  Unfortunately, as a psychiatric nurse, I often encounter individuals who are struggling with substance abuse, as well as mental health illness.  Nurses not only provide these clients with physical and psychological care but provide education regarding the risks of substance addiction, including the physical and psychological consequences, the potential harm to relationships and family life, and the impact on fulfilling basic needs such as holding down a job.  Nurses educate patients regarding treatment options, including those they can use on either an inpatient or outpatient basis and those they can use to cope with substance cravings.
Research has shown that several underlying factors are responsible for drug addiction.  A combination of physical dependence, sexual addiction, violence in the family, and parental history of alcohol/drug use is associated with youth substance addiction (Ahad, 2017).  Substance addiction is also followed by some other issues, such as mental illness, domestic violence, economic deprivation, housing needs, and residence in dangerous neighborhood environments (Ahad, 2017).
President Trump announced on August 10, 2017, his intention to declare a national emergency following the recommendation of the President’s Commission on Combating Drug Addiction and the Opioid Crisis.  Opioid misuse is one of the nation’s most severe preventable public health challenges.  To date, more than 600,000 deaths have occurred, with 180,000 more expected by 2020 (Gostin et al., 2017).  Of the 20.5 million US citizens 12 years of age or older with opioid use disorders in 2015, 2 million have been addicted to prescription pain relievers (Gostin et al., 2017).  A national emergency declaration authorizes public health forces, mobilizes resources, and encourages creative measures to combat a rapidly growing population.
Hydrocodone, oxycodone and overall opioid prescribing have been in a multiyear decline beginning in 2012 through early 2017 (Rose, 2018).  Total opioid analgesic prescriptions decreased 4.5% from 2011 to 2014, prompting rises in tramadol (+25.5%) and buprenorphine (+49.4%) prescriptions (Rose, 2018).  One study I found interesting reported that chronic pain as a medical cause of suicide is second only to bipolar disorder (Rose, 2018).  The distress, exhaustion, and hopeless chronic unrelieved pain can invite thoughts of suicidal ideations.  Death is no longer feared but becomes now a welcoming prospect of permanent relief from pain and anguish (Rose, 2018).  A concern would be that the decrease in prescription opioids would lead to more frequent street usage, causing an increase in substance abuse, overdoses, and suicide attempts and completions related to unrelieved pain.  This concern is why I feel it is so important that the United States continues to address the Opioid Crisis, as well as other substance abuse addictions.
I agree with your intervention to incorporate educational encouragement and community action programs.  An issue must be brought to social consciousness.  Addiction outreach programs should offer mentor programs, workshops, fun activities, awareness-raising rallies, drug take-back events and mediators to reintroduce users and loved ones.  A peer education program (PEPs) study was conducted in Turkey.  PEPs put into effect the use of providing peers with positive role models for each other.  The study was carried out to determine the effect of a PEP on the basic knowledge of adolescents about addiction and on the level of self-efficacy that is needed to avoid substance abuse.  The program lasted 3 months, the adolescents were from 14-16 years old.  After completing the program it was determined to have shown effectiveness and applicability of the PEP in preventing substance abuse among high-school adolescents (Demirezen, 2020).  I feel your discussion post was well thought out and presented.  The Opioid Crisis is a much-needed topic to bring awareness to.  I enjoyed reading your work!
References
Ahad, A., Chowdhury, M., Kundu, I., Tanny, N., & Rahman, M. W. (2017). Causes of Drug
Addiction\among Youth in Sylhet City of Bangladesh. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 22(5), 27-31.
Demirezen, D., Karaca, A., Konuk Sener, D., & Ankarali, H. (2020). Agents of Change: The Role of the
Peer Education Program in Preventing Adolescent Substance Abuse. Journal of Child & Adolescent Substance Abuse, 1-12.
Gostin, L. O., Hodge, J. G., & Noe, S. A. (2017). Reframing the opioid epidemic as a national
emergency. Jama, 318(16), 1539-1540. /orders/10.1001/jama.2017.13358
Rose, M. E. (2018). Are prescription opioids driving the opioid crisis? Assumptions vs
facts. Pain Medicine, 19(4), 793-807.

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6050 NURS Week 5 Discussion: Professional Nursing and State-Level Regulations

6050 NURS Week 5 Discussion

6050 NURS Week 5 Discussion: Professional Nursing and State-Level Regulations

Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.
It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.
To Prepare:

• Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of nursing practice.
• Consider how key regulations may impact nursing practice.
• Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion..

By Day 3 of Week 5
Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

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By Day 6 of Week 5
Respond to at least two of your colleagues* on two different days and explain how the regulatory environment and the regulations selected by your colleague differ from your state/region. Be specific and provide examples.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 5
To participate in this Discussion:
Week 5 Discussion
Module 3: Regulation (Weeks 5-6)
Laureate Education (Producer). (2018). Regulation [Video file]. Baltimore, MD: Author.
Learning Objectives
Students will:
Compare state/regional board of nursing regulations
Compare boards of nursing and professional nurse associations
Analyze members of boards of nursing
Analyze state regulations for healthcare
Due By
Assignment
Week 5, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 5, Day 3
Post your initial Discussion post.
Begin to compose your Assignment.
Week 5, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 5, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 5, Day 7
Wrap-up Discussion.
Week 6, Days 1-6
Continue to compose your Assignment.
Week 6, Day 7
Deadline to submit your Assignment.
Learning Resources
Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 4, “Government Response: Regulation” (pp. 57–84)
American Nurses Association. (n.d.). ANA enterprise. Retrieved September 20, 2018, from http://www.nursingworld.org
Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. Nursing Outlook, 65(6), 761–765.
Halm, M. A. (2018). Evaluating the impact of EBP education: Development of a modified Fresno test for acute care nursing. Worldviews on Evidence-Based Nursing, 15(4), 272–280. doi:10.1111/wvn.12291
National Council of State Boards of Nursing (NCSBN). (n.d.). Retrieved September 20, 2018, from /orders/www.ncsbn.org/index.htm
Neff, D. F., Yoon, S. H., Steiner, R. L., Bumbach, M. D., Everhart, D., & Harman J. S. (2018). The impact of nurse practitioner regulations on population access to care. Nursing Outlook, 66(4), 379–385. doi:10.1016/j.outlook.2018.03.001
Peterson, C., Adams, S. A., & DeMuro, P. R. (2015). mHealth: Don’t forget all the stakeholders in the business case. Medicine 2.0, 4(2), e4. doi:10.2196/med20.4349.
Required Media
Laureate Education (Producer). (2018). The Regulatory Process [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Healthcare economics and financing [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Quality improvement and safety [Video file]. Baltimore, MD: Author.
Discussion: Professional Nursing and State-Level Regulations
Boards of Nursing (BON) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of the nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.
It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.
To Prepare:
Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of the nursing practice.
Consider how key regulations may impact nursing practice.
Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion..
By Day 3 of Week 5
Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.
By Day 6 of Week 5
Respond to at least two of your colleagues* on two different days and explain how the regulatory environment and the regulations selected by your colleague differ from your state/region. Be specific and provide examples.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 5 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 5
To participate in this Discussion:
Week 5 Discussion

NURS 6050 Week 3 Discussion: Politics And The Patient Protection

NURS 6050 Week 3 Discussion

NURS 6050 Week 3 Discussion: Politics And The Patient Protection

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.
Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.
To Prepare:

• Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).
• Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3
Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

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By Day 6 of Week 3
Respond to at least two of your colleagues* on two different days by expanding on their explanation and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 3
To participate in this Discussion:
Week 3 Discussion
Module 2: Legislation (Weeks 3-4)
Laureate Education (Producer). (2018). Legislation [Video file]. Baltimore, MD: Author.
Learning Objectives
Students will:
Analyze how cost-benefit analysis affects legislative efforts
Analyze legislative intent of bills
Identify proponents and opponents of bills
Analyze legislative process of bills
Advocate policy position for bills
Due By
Assignment
Week 3, Days 1-2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 3, Day 3
Post your initial Discussion post.
Begin to compose your Assignment.
Week 3, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 3, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 3, Day 7
Wrap up Discussion.
Week 4, Days 1-6
Continue to compose your Assignment.
Week 4, Day 7
Deadline to submit your Assignment.
Learning Resources
Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 3, “Government Response: Legislation” (pp. 37–56)
Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 180–183 only)
Congress.gov. (n.d.). Retrieved September 20, 2018, from /orders/www.congress.gov/
Taylor, D., Olshansky, E., Fugate-Woods, N., Johnson-Mallard, V., Safriet, B. J., & Hagan, T. (2017). Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education. Nursing Outlook, 65(2), 346–350. doi:10.1016/j.outlook.2017.05.003.
United States House of Representatives. (n.d.). Retrieved September 20, 2018, from /orders/www.house.gov/
United States Senate. (n.d.). Retrieved September 20, 2018, from /orders/www.senate.gov/
United States Senate. (n.d.). Senate organization chart for the 115th Congress. Retrieved September 20, 2018, from /orders/www.senate.gov/reference/org_chart.htm
Document: Legislation Comparison Grid Template (Word document)
Required Media
Laureate Education (Producer). (2018). Working with Legislators [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Introduction to Health Policy and Law with Joel Teitelbaum [Video file]. Baltimore, MD: Author.
Credit: Provided courtesy of the Laureate International Network of Universities.
Laureate Education (Producer). (2018). Contemporary Issues in Public Health Policy with Joel Teitelbaum [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Peter Beilenson: Population Health [Video file]. Baltimore, MD: Author.

Affordable Care Act Cost-Benefit Analysis

The Affordable Care Act (ACA) of 2010, popularly known as Obamacare, is a law that intended to make sure that all Americans had access to health insurance. One of its key factors is that it is determined to ensure that low-income earners can access health services. Most of such people are unemployed, with disabilities, tasked with household responsibilities, or unable to meet the necessity because of the history of their health, such as a chronic disease or medical condition. However, the act is an issue to various political debates with some advocates arguing that it will ensure improved longevity to Americans and advocates stating that it is not in line with the development agenda. The ACA has various winners and losers in terms of legislators seeking reelection and voters having differing interests in the enactment of the policy.
The impact of the enactment of the ACA policy has positive and negative impacts on policymakers seeking reelection. Concerning elected members, those who voted for the bill would benefit by serving people. On the other hand, most politicians are funded by pharmaceutical and medical corporate organizations that make one of the most significant industries in the United States (Hathi & Kocher, 2017). Therefore, although lawmakers will benefit from the electorate’s goodwill, they will lose from the campaign funds. On the other hand, the ACA policy has immeasurable benefits to voters (McKay, 2018). Therefore, ACA influences people positively and negatively.
ACA has positive and negative impacts on the electorate. The higher income citizens realize that the act is a corrective measure towards people earning higher incomes that the unprivileged ones because of the increased taxes. In contrast, lower-income citizens perceive the act as beneficial because most of them have suffered because of lack of sufficient funds to access healthcare services (Milstead & Short, 2019). Therefore, the perception depends on the income of the person.
The cost-benefit analysis affects those legislators who are seeking reelection because they must balance between their need to appease the people and ensure that they can access funds from the corporate entities. The legislators must guarantee that all people are satisfied with the policy. The most significant embarrassment is that politicians are not in a position to please the entire electorate because some Americans, mostly the low-income earners, are concerned about their wellbeing, while others are concerned about having to take care of other humans in the market. Moreover, legislators must consider the impact of their decisions to support the policy and their need to garner campaign money from affected companies.

References
Hathi, S., & Kocher, B. (2017, July/August). The right way to reform health care: To cut costs, empower patients. Foreign Affairs, 96, 17-25.
McKay, A. M. (2018). Fundraising for favors? linking lobbyist-hosted fundraisers to legislative benefits. Political Research Quarterly, 71(4), 869-880. doi:http://dx.doi.org/10.1177/1065912918771745
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

Week 3 Response Post

Grace G..,

               Thank you for your interesting post. The Affordable Care Act is indeed a beneficial law. According to HHS.gov (n.d.), “the law addresses health insurance coverage, health care costs, and preventive care.” Many Americans and immigrants benefited from this law as it reflects equality when accessing health care services.  For instance, I know a family friend of mine who is a low-income worker. He has a chronic condition and was unintentionally non-compliant with his medications and doctor follow-ups because of high co-payments or total out of pocket spending. However, when the ACA was signed in 2010, he decided to take the opportunity of accessing all the health care benefits that he could get. He started availing free medications and following up with his doctors. It also has been easier for him to attend preventive programs to avoid condition exacerbation.

               Unfortunately, just like the other laws, the Affordable Care Act is not perfect and needs improvement as it affects high-income workers. But instead of improving it, many people who are against the law want it repealed instead. This is where the legislator’s discretion on cost-benefit analysis is applied; it is a “way to compare the costs and benefits of an intervention, where both are expressed in monetary units” (CDC.gov, n.d.). Even if the legislator intends to make an acceptable policy for the goodwill, they would also have to consider the campaign funds that they will need to be re-elected. According to Glassman (2018), “most of the time, members of Congress do want to pass good public policy, but they also have two other important goals, re-election and increased power in the legislature.”

                In the end, I still believe that it is always ideal for the legislators to depend on their decision making for the public good without thinking about the electoral consequences. But just like an ordinary individual, legislators have needs to fulfill, and number one of them is to be re-elected.

References

Glassman, M. (2018, February 7). Why congress doesn’t always do the right thing. The New York Times. Retrieved September 16, 2020, from

                   /orders/www.nytimes.com/2018/02/07/opinion/congress-incentives-public-good.html

What is the affordable care act? (2015, June 7). HHS.gov. Retrieved September 16, 2020, from

                   /orders/www.hhs.gov/answers/affordable-care-act/what-is-the-affordable-care-act/index.html

Cost-benefit analysis. (n.d.). Centers for Disease Control and Prevention (CDC). Retrieved September 16, 2020, from

                   /orders/www.cdc.gov/policy/polaris/economics/cost-benefit-analysis.html

Advanced Levels of Clinical Inquiry

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:

• Review      the Resources and identify a clinical issue of interest that can form the      basis of a clinical inquiry.
• Develop      a PICO(T) question to address the clinical issue of interest you      identified in Module 2 for the Assignment. This PICOT question will remain      the same for the entire course.
• Use      the key words from the PICO(T) question you developed and search at least      four different databases in the Walden Library. Identify at least four      relevant systematic reviews or other filtered high-level evidence, which includes      meta-analyses, critically-appraised topics (evidence syntheses),      critically-appraised individual articles (article synopses). The evidence      will not necessarily address all the elements of your PICO(T) question, so      select the most important concepts to search and find the best evidence      available.
• Reflect      on the process of creating a PICO(T) question and searching for      peer-reviewed research.
• ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS

The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Discussion: Evidence-Based Project Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify      and briefly describe your chosen clinical issue of interest.
• Describe      how you developed a PICO(T) question focused on your chosen clinical issue      of interest.
• Identify      the four research databases that you used to conduct your search for the      peer-reviewed articles you selected.
• Provide      APA citations of the four relevant peer-reviewed articles at the      systematic-reviews level related to your research question. If there are      no systematic review level articles or meta-analysis on your topic, then      use the highest level of evidence peer reviewed article.
• Describe      the levels of evidence in each of the four peer-reviewed articles you      selected, including an explanation of the strengths of using systematic      reviews for clinical research. Be specific and provide examples.

Discussion: Evidence-Based Project- Resources Provided
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter      2, “Asking Compelling Clinical Questions” (pp. 33–54)
• Chapter      3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence-Based Library and Information Practice, 6(2), 75–80. /orders/doi.org/10.18438/B8WS5N
Note: You will access this article from the Walden Library databases.
Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from /orders/catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79
Note: You will access this article from the Walden Library databases.
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
Note: You will access this article from the Walden Library databases.
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
Note: You will access this article from the Walden Library databases.
Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from /orders/academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from /orders/academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from /orders/academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from /orders/academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean
Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics 
Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from /orders/academicanswers.waldenu.edu/faq/72670
Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from /orders/academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

Discussion: Evidence-Based Project
Answer Rubric

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.

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