Application Assignment 2: Part 2 – Developing an Advocacy Campaign

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Application Assignment 2: Part 2 – Developing an Advocacy Campaign

The following application, Part 2, will be due in Week 7.

 

To prepare:

· Review Chapter 3 of Health policy and politics: A nurse’s guide.

· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.

· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

· Consider how you could influence legislators or other policymakers to enact the policy you propose.

· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

·

To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.

· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.

 

 

Milstead: 3 Legs of Lobbying

“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”

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Administrators, do they reflect the community demographics?

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Prompt:  Lincoln, Ch. 21, 22, & 23

Ch. 21

A welcoming environment

  1. In what way does your institution send the message “you are welcome here”?
  2. Do you see any barriers that might send another message?
  3. Is the mission statement visible?
  4. What languages are spoken and by whom?
  5. Are staff, professional and ancillary, reflective of the community?
  6. What would you add to make it even more welcoming?

Decision making/Spokesperson

  1. How were decisions made in your family of origin?
  2. Is that different from your family of today?
  3. How is your decision-making mode different from that of your patients?
  4. Where do you find common ground?

How do you include family members?

  1. In outpatient settings?
  2. During procedures or treatments?
  3. In the emergency room?
  4. In the Intensive Care Unit?
  5. In the Pediatric Unit?
  6. In the Obstetrical Unit?
  7. During end-of-life?

Role of the Sick Person

  1. What was the role of the sick person in your family of origin?
  2. How is it different from that of your patients and their families?
  3. Where do you find common ground?
  4. In what ways do you encourage the patient’s family to participate in the patient’s care?

From your perspective…

  1. Where is it difficult to provide balance between patient and HCP?
  2. Which element would pose the greatest obstacle?
  3. How would you incorporate cultural beliefs and practices into a plan of care?

Ch. 22

Creating a vision

  1. What is your vision of a culturally competent healthcare organization?
  2. How does it address values of cultural diversity?
  3. How does it address a welcoming environment?
  4. Dignity for all who enter?

Do we reflect our community demographics?

  1. Administrators, do they reflect the community demographics?
  2. Professional staff, do they reflect the community demographics?
  3. Ancillary staff, do they reflect the community demographics?
  4. Patient demographics, if not reflective of community demographics, could this lead to health disparities?

Orienting to a new department

  1. Does your departmental orientation program address cultural diversity?
  2. Is there a policy addressing language spoken in the workplace?
  3. Are cultural styles of communication and conflict resolution reviewed and discussed?
  4. Is there discussion of the cultural values, beliefs, and health practices of your patient population?
  5. Are standards of care and Practice reviewed?
  6. What else needs to be added to the program?

Ch.23

Trends over time…the benefits and challenges

  1. What demographics changes have you seen in the student population?
  2. In the faculty population?
  3. What are the challenges of teaching in a culturally diverse student population?
  4. How does faculty address those challenges?
  5. What are the benefits?

Barriers for whom…

  1. Which of those themes resonate immediately with your experience?
  2. Have you observed or heard these mentioned by your students?
  3. From faculty?
  4. Do you treat all students the same?
  5. Can you see where changes could be made?

Student learning outcomes

  1. Who accredits your institution?
  2. What are the student learning outcomes specific to your department?
  3. How are cultural learning styles addressed in the development of curricula and testing?
  4. Do you see any biases?

Self and department cultural assessment

  1. Have you ever completed a cultural self-awareness assessment tool?
  2. What were the results, were they what you expected?
  3. Did you find it helpful?
  4. Were you involved in the decision-making process to do this exercise?
  5. Did new programs, new teaching strategies, better communication emerge?

Five Teaching patterns

  1. Which pattern is most reflective of your teaching style?
  2. Which style intrigues you?
  3. What resources are available to enrich your cultural teaching strategies?

In the classroom setting

  1. What are some of the resources you currently use?
  2. What teaching strategies have you used in the classroom?
  3. Are they effective?
  4. Does faculty work collaboratively to develop these programs?
  5. Are they part of your overall mission statement, goals, and objectives of the department?

Summary: The purpose of the weekly reflective journal exercises is to allow for analysis, synthesis and evaluation of nursing theory using guided questions. Reflection has been referred to as a process that happens internally, privately or in isolation (Hill & Watson, 2011).  Also a useful definition of reflection has been referred to as the examination of an issue of concern, as a consequence of experience, creating clarity and meaning in terms of self, and which results in a change of perspective ( Boyd & Fales, 1983).

Directions: Complete the Reflective Journal questions presented in your Lincoln (Weeks 1-6) and Dayer-Berenson (Weeks 6-8) text as defined in the course outline.  Post the responses to the questions in the D2L dropbox. The assignment in due on Monday by 11:59 PM PST

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Communicable Disease and Infectious Disease.

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Communicable Disease and Infectious Disease.

Read chapter 25 of the class textbook and review the attached PowerPoint presentation.  Once done answer the following questions;

  1.  Discuss the principles related to the occurrence and transmission of communicable and infectious diseases.
  2.  Describe the three focus areas in Healthy People 2020 and the objectives that apply to communicable and infectious diseases.
  3. Identify and discuss nursing activities for the control of infectious diseases at primary, secondary and tertiary levels of prevention.

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 5 discussion questions”.  A minimum of 2 evidence-based references besides the class textbook must be used.  Two replies to any of your peers sustained with the proper references are required.

A minimum of 700 words is required.

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n your CLC group, create a PowerPoint presentation of 10-15 slides  in which you compare the pros and cons of continuing nursing education  related to the following:

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In your CLC group, create a PowerPoint presentation of 10-15 slides  in which you compare the pros and cons of continuing nursing education  related to the following:

  1. Impact on competency.
  2. Impact on knowledge and attitudes.
  3. Relationship to professional certification.
  4. Relationship to ANA Scope and Standards of Practice.
  5. Relationship to ANA Code of Ethics.

Take a position with your CLC group: Should continuing nursing  education be mandatory for all nurses? Support your position with  rationale.

A minimum of three scholarly sources are required for this assignment.

While APA format is not required for the body of this assignment,  solid academic writing is expected and in-text citations and references  should be presented using APA documentation guidelines,

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