Week 1: Discussion.
Purpose
The purpose of this assignment is to provide an analysis and synthesis-level evaluation of the factors that influence both contemporary advanced practice nursing and the time-period of transition that occurs within the first year of clinical practice.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Reflect on the elements of successful transition from Registered Nurse to Advanced Practice Registered Nurse. (CO 5)
2. Evaluate the patient-centered medical home, value-based payment, and interdisciplinary care models espoused by the Medicare Access and CHIP Reauthorization Act of 2015 (MACRA) and its’ impact on the quality of healthcare. (CO 2, 5)
Requirements:
Part 1: Using Brown and Olshansky’s (1997) model, describe what interventions you plan to do during your first year of practice to help you navigate the changes described during in each phase.
Part 2: We are seeing rapid change in primary care as stakeholders are demanding higher quality healthcare at reduced costs. After reading the Cuenca (2017) and Shi, et al. (2017) articles, provide a synthesis-level evaluation of how you believe the patient-centered medical home and value-based payment models will: (1) impact your personal practice as a nurse practitioner, and (2) transform the way primary care is delivered in the United States.
Part 3: After reading the AANP (2015) and White, et al. (2017) articles, what are your thoughts on the economic benefits of using nurse practitioners in healthcare practices? How would you respond to this question if asked in a job interview? Support your response in Part 3 with evidence from the literature.
Articles:
Shi, L., Lee, D., Chung, M., Liang, H., Lock, D., & Sripipatana, A. (2017). Patient-centered medical home recognition and clinical performance in U.S. community health centers. Health Services Research, 52(3), 984-1004. /orders/doi.org/10.1111/1475-6773.12523
/orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC5441497/
White, D.L., Torabi, E., & Froehle, C.M. (2017). Icebreaker vs. standalone: comparing alternative workflow modes of mid-level care providers. Production and Operations Management, 26(11), 2089-2106.
American Association of Nurse Practitioners. (2015). Nurse Practitioner Cost Effectiveness. /orders/www.aanp.org/advocacy/advocacy-resource/position-statements.
Brown, M., & Olshansky, E. (1997). From limbo to legitimacy: a theoretical model of the transition to the primary care nurse practitioner role. Nursing Research, 46(1), 46-51. /orders/uw.instructure.com/courses/812898/files/22971045/download
Cuenca, A.E. (2017). Preparing for value-based payment: five essential skills for success. Family Practice Management, 24(3), 25-30. /orders/www.aafp.org/fpm/2017/0500/p25.html
Week 1 Discussion Grading Rubric
| Week 1 Discussion Grading Rubric | |||||||
| Criteria | Ratings | Pts | |||||
|
This criterion is linked to a Learning Outcome Knowledge Student discusses the stages of the Brown and Olshansky model and interventions necessary to navigate each state; and, Student discusses the risks and benefits of the patient-centered medical home model for the APRN working in primary care; and, Student discusses the risks and benefits of the value-based care models for the APRN working in primary care; and, Student analyzes impact of payment models on the delivery of primary care; and, Using the weekly readings plus one outside resource, the student analyzes the economic benefit (or risk) of using APRNs in primary care practices. |
|
25.0 pts | |||||
|
This criterion is linked to a Learning Outcome Support of Research & Interactive Dialogue Discussion post is supported with appropriate sources*^; and, Source is published within the last 5 years; and, Reference list is provided and in-text citations match; and, Student provides a substantive** response to at least one topic-related post of a peer; and, Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student * Textbooks, non-US journals, nursing journals not intended for advanced practice providers. ^ State specific websites from regulatory boards are acceptable) ** A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response |
|
20.0 pts | |||||
| This criterion is linked to a Learning Outcome Discussion Format |
|
5.0 pts | |||||
|
This criterion is linked to a Learning Outcome Discussion late penalty deductions A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) |
|
0.0 pts | |||||
|
This criterion is linked to a Learning Outcome Total Participation Responses A 10% penalty will be imposed for not entering the minimum number/type of interactive dialogue posts OR not posting on the minimum required number of days. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) |
|
0.0 pts | |||||
| Total Points: 50.0 |
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