Discuss the history of policy development and policy making in nursing
Purpose
Discuss barriers to practice as an APN in one’s state from both a state and national perspective. Research methods to influence policy change from various forms of competition, state legislative and executive branches of government and interest groups.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1-Discuss the history of policy development and policy making in nursing (CO1)
2-Examine different types of policy and their relationships to healthcare policy (CO1)
3-Explain current barriers to practice for advanced practice nurses (CO2)
4-Discuss health policy and methods of lifting barriers to practice (CO2)
Requirements:
Using the readings from this week as well as outside reliable resources to:
1-Identify and describe practice barriers for APNs in your state and discuss these barriers on a state and national level.
2-Identify forms of competition on the state and national level that interfere with APN’s ability to practice independently.
3-Identify the lawmakers at the state level (i.e., key members of the state’s legislative branch and executive branch of government)
4-Discuss interest groups that exist at the state and national levels that influence APN policy.
5-Discuss methods used to influence change in policy in forms of competition, state legislative and executive branches of government and interest groups.
DISCUSSION CONTENT
Category
Points
%
Description
Practice Barriers
15
15%
Provides relevant evidence of scholarly inquiry clearly stating how the evidence describes APN barriers to practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Competition
15
15%
Provides relevant evidence of scholarly inquiry clearly stating the forms of competition to APN practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Key Law Makers
15
15%
Provides relevant evidence of scholarly inquiry in identifying law makers at the state level. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Interest Groups
15
15%
Provides relevant evidence of scholarly inquiry at identifying interest groups at the state and national level. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Methods to Influence Change
15
15%
Provides relevant evidence of scholarly inquiry of methods used to influence a change to eliminate barriers.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
75
75%
Total CONTENT Points= 75 pts
DISCUSSION FORMAT
Category
Points
%
Description
Interactive Dialogue
20
20%
4 Required Elements:
Responds a minimum of two other posts to peers and/or faculty in the threaded discussion;
Responses to peer/faculty are substantive (adds importance, depth, and meaningfulness to the discussion)
Responds to all direct questions from faculty (if no question asked directly, student responded to questions posed to the entire class)
Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.
Grammar, Syntax, Spelling, & Punctuation
5
5%
Grammar, syntax, spelling, and punctuation are accurate.
25
25%
Total FORMAT Points= 25 pts
100
100%
DISCUSSION TOTAL=100 points
