Purpose: The health of a community depends upon the citizens, the availability of essential services, community-based resource programs, and numerous other factors. Community/public health nurses use this information to access needed resources for clients, form collaborative partnerships, and advocate for health policy. Consider your community’s health, mental health, and family support services. This assignment aims to explore mental health and family support resources in an identified community, collect, analyze, and report data related to the identified issue, and identify population-based public health nursing resources and strategies that promote health in your community. Instructions: Review the learning activities for this module and the results of the windshield survey you previously completed of your local community. Then, create a 13-slide PowerPoint presentation that includes the following sections with headings as required by APA 7th edition: Slide 1: Title Slide 2: Introduction with a purpose statement Slide 3: Provide a summary of the community assessment you submitted in Module 4, including a description of the key findings. Slide 4: Identify an issue from the assessment that affects health and provide evidence or data that supports its significance. Slide 5: Describe the population most affected by or vulnerable to the issue. Slide 6: Discuss the Healthy People 2030 Goal(s) that address this issue. Slide 7: Propose three community-based interventions from published peer-reviewed articles that may impact the issue. Slide 8: Identify where each selected intervention is located on the Minnesota Public Health Wheel. Slide 9: Provide an objective rationale for each evidence-based intervention to address the practice problem. Slide 10: Describe how you would evaluate if your intervention was efficient, effective, and equitable. Slide 11: Identify resources or other community stakeholders with which the community/public health nurse could collaborate to impact the population and issue. Slide 12: Conclusions. Slide 13: Reference Page. Complete and submit the assignment by 23:59 EST Sunday. Each citation and reference should use APA 7th edition. Please upload a PDF copy of any journal articles that you used for your assignment. Module Objectives: This assignment aids in the attainment of the following Module Objectives: MO 1: Relate the concept of vulnerability to clients with disabilities, individuals with behavioral health disorders, people experiencing homelessness, and those living in rural, migrant, and urban areas (CO 5). MO 2: Examine the role of the community/public health nurse in meeting the needs of vulnerable populations (CO 2). MO 3: Propose collaborative evidence-based community-level nursing interventions to facilitate primary, secondary, and tertiary prevention for vulnerable populations (CO 3,7). MO 4: Identify risk factors impacting access to health care for vulnerable and underserved populations (CO 1).

W. Cary Edwards School of Nursing

Course Reflection Details

The purpose of this assignment is for you to reflect on your experience and what you have learned and accomplished in the course and on how your learning and accomplishments fulfill program outcomes. Each course may address one or several program outcomes. All program outcomes will not be addressed in a single course.

During the final week of the course, please do the following:

1. Review the W. Cary Edwards School of Nursing Program Outcomes for the program in which you are enrolled.

you can find your program outcomes on the of the University website.

these are my program outcomes

AACN The Essentials: Core Competencies for Professional Nursing Education (2021)

DNP Program Learning Outcomes

Domain 1: Knowledge for Nursing PracticeDescriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Apply interprofessional knowledge in the advanced nursing care to patients, families, and communities to enact clinical judgement and innovation in nursing practice.

Domain 2: Person-Centered Care Descriptor: Person-centered care focuses on the individual within multiple complicated contexts, including family and/or important others. Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area.

Evaluate person-centered care to advance nursing care for patients, families, and communities to promote positive health outcomes.

Domain 3: Population Health Descriptor:Population health spans the healthcare delivery continuum from public health prevention to disease management of populations and describes collaborative activities with both traditional and non-traditional partnerships from affected communities, public health, industry, academia, health care, local government entities, and others for the improvement of equitable population health outcomes.

Apply epidemiological methods and interprofessional evidence-based practices to improve population health outcomes.

Domain 4: Scholarship for the Nursing Discipline Descriptor: The generation, synthesis, translation, application, and dissemination of nursing knowledge to improve health and transform health care.

Develop and apply evidence-based nursing care for patients, families, and communities to improve and transform health care.

Domain 5: Quality and Safety Descriptor:Employment of established and emerging principles of safety and improvement science. Quality and safety, as core values of nursing practice, enhance quality and minimize risk of harm to patients and providers through both system effectiveness and individual performance.

Ensure the advancement of nursing care to patients, families, and communities by promoting quality and safety.

Domain 6: Interprofessional Partnerships Descriptor

Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Coordinate interprofessional partnerships to deliver advanced nursing care to patients, families, and communities to optimize outcomes.

Domain 7: Systems-Based Practice Descriptor

Responding to and leading within complex systems of health care. Nurses effectively and proactively coordinate resources to provide safe, quality, and equitable care to diverse populations

Lead advanced nursing care to patients, families, and communities to obtain equitable outcomes.

Domain 8: Informatics and Healthcare Technologies Descriptor:Information and communication technologies and informatics processes are used to provide care, gather data, form information to drive decision making, and support professionals as they expand knowledge and wisdom for practice. Informatics processes and technologies are used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practice and professional and regulatory standards.

Apply and advance technology to enhance the delivery and outcomes of nursing care.

Domain 9: Professionalism Descriptor: Formation and cultivation of a sustainable professional identity, including accountability, perspective, collaborative disposition, and comportment, that reflects nursings characteristics and values.

Integrate professionalism in advanced nursing care with patients, families, and communities to reflect the nursing Code of Ethicsand standards of practice.

Domain 10: Personal, Professional, and Leadership Development Descriptor:Participation in activities and self-reflection that foster personal health, resilience, and well-being; contribute to lifelong learning; and support the acquisition of nursing expertise and the assertion of leadership.

Cultivate a capacity of personal health, well-being, lifelong learning and leadership to optimize nursing care for patients, families, and communities.

this was my class syllabus

Syllabus for NUR-8100

HEALTH, HEALTHCARE POLICY, AND POLITICS

COURSE DESCRIPTION

In this course, students enhance skills to analyze health policy, develop and implement health policy in institutions and government, and advocate for sound health policies. Health policy content addresses the interplay of access, cost, and quality in healthcare; quality assessment; financing; governance; delivery; and the social justice of policies affecting health. Students will examine this interplay from the patient, nursing workforce, and organization perspectives. Policy and advocacy concepts will be reinforced by examining how they are demonstrated in specific policy initiatives, such as the Affordable Care Act, and the impact they have on the behavior and outcomes of patients, nurses, and healthcare organizations.

COURSE TOPICS

• Health policy analysis
• Advocacy
• Public health
• Strategy, economics

COURSE OBJECTIVES

After completing this course, you should be able to:

CO 1 Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing and other health professions, and community stakeholders.

CO 2 Demonstrate skills in the development and implementation of institutional, local, state, federal, and/or international health policy that shape healthcare financing, regulation, and delivery.

CO 3 Influence policy makers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to improve healthcare delivery and outcomes.

CO 4 Educate others, including policy makers at all levels, regarding nursing, health policy, social justice, and system level outcomes.

CO 5 Articulate health policy options to improve nursing, healthcare, and health.

COURSE MATERIALS

You will need the following materials to complete your coursework. Some course materials may be free, open source, or available from other providers. You can access free or open-source materials by clicking the links provided below or in the module details documents. To purchase course materials, please visit the.

Required Textbooks

• Bardach, E., & Patashnik, E. M. (2020). A practical guide for policy analysis: The eightfold path to more effective problem solving (6th ed.). CQ Press.

ISBN-13: 978-1506368887

• Short, N. M. (2022). Milsteads health policy and politics: A nurses guide (7th ed.). Jones & Bartlett Learning.

ISBN-13: 978-1284228519

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

ISBN: 978-1433832161

(Students may already have a copy of this publication manual.)

Recommended Sources:

These sources are optional and not required. They are recommended because they contain information that supplements the assigned readings for the course.

• Cairney, P., & Heikkila, T. (2014). . In P. A. Sabatier & C. M. Weible (Eds.). Theories of the policy process (4th ed.). Westview Press.

ISBN-13: 978-0813349275

COURSE STRUCTURE

Health, Healthcare Policy, and Politics is a three credit, online course consisting of six modules and a final project that includes both a paper and videotaped oral presentation. Modules include an overview, topics, learning objectives, study materials, and activities. Module titles are listed below.

• Module 1: The Nurse Leader Role in Public Policy
• Course objectives covered in this module: CO 1, CO 2, CO 3
• Module 2: Understanding and Influencing the Policy-Making Process
• Course objectives covered in this module: CO 1, CO 2, CO 3
• Module 3: Models of Policy Making
• Course objectives covered in this module: CO 1, CO 2, CO 3, CO 5
• Module 4: Agenda Setting and Policy Design
• Course objectives covered in this module: CO 2, CO 3, CO 5
• Module 5: Policy Implementation and Evaluation
• Course objectives covered in this module: CO 1, CO 2
• Module 6: Advocacy and Communicating Policy Changes and Proposed Responses
• Course objectives covered in this module: CO 4, CO 5

1. Write a 250500 word, APA-formatted course reflection paper (approximately 1 to 2 pages, not including title and references pages). For this assignment, please:

• Include an introduction
• Select the program outcome(s) met by this course.
• For each program outcome, list at least one course activity that helped you meet the outcome, and support your choice with a rationale.
• Summarize what you learned in the course.
• Explain how what you learned fulfills the program outcome(s) you selected.
• Explain how you will apply what you learned to your current or future nursing practice.

Thoughtful completion of the course reflection essay will prepare you to synthesize your reflections in the final capstone course. You will be required to critically reflect on your learning throughout the program and demonstrate the achievement of program learning outcomes.

You may wish to consult Chapters 2, 4, 5, 6, and 8 of the Publication Manual of the American Psychological Association for guidance on writing style, mechanics, and formatting.

Note: These directions and the grading rubric for this assignment will be used to evaluate and grade your assignment. Please refer to the details of each when preparing your assignment. A grading rubric for this assignment can be found within the assignment submission link in your course site.

Copyright 2022 by Thomas Edison State University. All rights reserved.

Response to madison b. Advantages of student and faculty involvement in program evaluation and strategic planning includes relevancy of curriculum standards, fosters mentorship between faculty and students, encourages student engagement within the program, and increases new graduate nurses readiness scores for their own nursing practice (DeBoor et al, 2023). Disadvantages of student involvement include fear of negative consequences on behalf of the students, faculty and student bias towards a specific individual or area of care, and lack of knowledge in the nursing realm that may hinder program planning (DeBoor et al, 2023). Disadvantages for faculty involvement include time constraints, reluctance to give negative feedback, and limited tools to effectively evaluate and implement program changes (Baillie & Fish, 2021). I believe that all faculty members should be involved in program evaluation and strategy planning. All faculty members represent their employer program and are active in ensuring students meet the program goals to ensure safe nursing care upon program completion. All faculty involvement promotes consistency in teaching and program outcomes. It is each faculty member’s job to ensure program outcomes are being met and improved as needed and to ensure professional growth occurs for both faculty and students (Baillie & Fish, 2021). Involvement in program evaluation and strategic planning should be the expectation and standard across all nursing programs. References Baillie, L., & Fish, J. (2021). An evaluation of a unified practice assessment document for student nurses: Students, mentors and academics views and experiences. The Journal of Practice Teaching & Learning, 18(1-2), 24-37. to an external site. Stephanie Stimac DeBoor. (5th ed.). (2023). Keatings curriculum development and evaluation in nursing education. Springer Publishing. Response to Demetria J. Program evaluation and accreditation are essential to the quality of nursing programs. Program evaluation provides the data for assessing the effectiveness and quality of the program. Strategic planning for an institution provides guidelines for carrying out the mission of the institution. Strategic planning takes a hierarchal approach. Key stakeholders such as faculty, staff, students, graduates, and community stake have key roles in planning and evaluation process (Deboor, 2023). Student and faculty engagement is widely recognized as an indicator of educational quality and has been consistently associated with improved academic outcomes and student retention (Fredricks et al., 2022). Student involvement in program evaluation and strategic planning allows for consultation with others, which allows faculty to gain their perspectives on how well the program meets its mission, goals, and what they foresee in the future. It also allows assistance with identifying the role of nursing in both higher education and healthcare systems (Deboor, 2023). Some disadvantages may be lack of or limited systems level understanding of accreditation standards, institutional governance, budgeting, and long-term strategic priorities, which may limit the feasibility and sustainability of their recommendations (Trowler et al., 2021). I feel that all faculty should be involved in program evaluation activities by providing their input and being active participants in the process of meeting professional accreditation and organizational standards and criteria. Program success is dependent upon faculty and stakeholder input, commitment, and development of a master plan of evaluation to meet approval standards (Deboor, 2023). References Deboor, S. (2023). Deboor, S. (2023). Keatings curriculum development and evaluation in nursing education. (5th ed.). Springer Publishing. Fredricks, J. A., Wang, M. T., Linn, J. S., Hofkens, T. L., Sung, H., Parr, A., & Allerton, J. (2022). Using qualitative methods to develop a process-oriented understanding of student engagement. Educational Psychologist, 57(1), 117. to an external site. Trowler, V., Allan, R., Bryk, J., & Din, R. (2021). Pathways to student engagement: Beyond triggers and mechanisms at the engagement interface. Higher Education, 84(1). https://doi10.1007/s10734-021-00798-

REPLY TO THIS PEER DISCUSSION POST:Research Study: Willowbrook State School Hepatitis Studies

Provide a brief overview of the study: Location(s), years active, study participants.

The hepatitis studies were conducted at Willowbrook State School in Staten Island, New York, from about 1956 to 1970. Willowbrook was a state institution for children with intellectual and developmental disabilities. Researchers intentionally infected newly admitted children with hepatitis to study how the disease developed and how it might be prevented (Rothman, 1982). Many of the children were from socioeconomically disadvantaged families, and there are reports that participation made admission to the institution easier, which raises serious concerns about whether consent was truly voluntary.

What did you find particularly troubling about this case?

What disturbed me most was the intentional infection of children with a known disease. The justification that they would get hepatitis anyway does not make it ethically acceptable. Instead of fixing unsafe conditions in the institution, researchers used them as an opportunity to conduct research (Beecher, 1966; Rothman, 1982). That mindset reflects a serious failure to prioritize patient safety.

What responsibilities were omitted? Were the participants vulnerable?

Several ethical responsibilities were not upheld. Informed consent was questionable, given the power imbalance and limited options families had (Rothman, 1982). The principles of beneficence and justice were also violated, as children were intentionally exposed to harm and the burden of research fell on an already marginalized group.

These children clearly met the definition of a vulnerable population described later in the Belmont Report (National Commission, 1979). They were minors, developmentally disabled, institutionalized, and dependent on the state for care.

Were results published? Was there value added?

Yes, the findings were published and contributed to understanding hepatitis transmission and immunity (Rothman, 1982). Some argue the research supported later vaccine development. However, the Belmont Report (1979) makes it clear that potential benefit does not justify violating core ethical principles. Scientific value does not excuse harm.

How might long-standing distrust be overcome?

Studies like Willowbrook and the Tuskegee Syphilis Study understandably created lasting distrust in medicine. Rebuilding that trust requires transparency, community engagement, and clear accountability. Strong oversight and meaningful communication are essential (National Commission, 1979).

Reflection

What stood out to me was how easily unethical practices became normalized. Researchers believed they were contributing to science, which shows how professional culture can blur ethical lines. This case reinforced for me that ethics is not just about consent formsits about actively protecting vulnerable people.

Why is ethical oversight important in DNP projects?

Ethical oversight matters in DNP projects because even quality improvement initiatives can affect patient safety and protected health information. Institutional Review Boards distinguish QI from research based on intent and generalizability (Szanton et al., 2014). Even when a project is classified as QI, IRB review ensures appropriate protections are in place.

References

Beecher, H. K. (1966). Ethics and clinical research. New England Journal of Medicine, 274(24), 13541360. https://doi.org/10.1056/NEJM196606162742405

National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research. U.S. Government Printing Office.

Rothman, D. J. (1982). The Willowbrook wars: Bringing the mentally disabled into the community. Harper & Row.

Szanton, S. L., Taylor, H. A., & Terhaar, M. (2014). Development of an institutional review board preapproval process for DNP students: Process and outcome. Journal of Nursing Scholarship, 46(4), 293300. https://doi.org/10.1111/jnu.12087

For this assignment, you will complete the provided . Differentiate the professional identity of advanced nursing practice in various roles, including accountability to the individual, society, and the profession and compliance with relevant laws, policies, regulations, and evidence-based practice. A few sections must include some content on identified topics.

Address each section. You will research topics related to each content.

For example, the APRN has a state RN license, a state APRN license, and a national certification. Policies may be related to a facility or may be governmental agencies. The nurse educator will have to comply with and understand FERPA laws, university policy, and standards for accreditation. Executive leaders must understand HIPAA implementation, wage and hour rules, and fair employment practices. Provide brief examples for each section.

This is a discovery assignment. This activity will broaden your understanding of compliance and accountability in your role and other advanced-level nurse roles.

Advanced leaders have an accountability to be compliant with evidence-based practice standards. While guidelines and standards may be slightly different and even altered based on a patient’s need, there are expectations to follow within reason. You will research evidence-based practice expectations and the importance of compliance per role.

• Provide three examples of concept implementation per block of the template.
• Bullet the information and cite within the blocks of the template. You will likely have at least one source per block. You can use the same source as applicable.
• The table will expand as you enter information if needed.
• You may single space as long as there is a clear delineation of examples.
• Content should be neat and rephrased, not pasted from sources.
• You do not need a title page if you complete the information at the top of the template.

Assignment Requirements:

Before finalizing your work, you should:

• Be sure to read the assignment description carefully (as displayed above).
• Utilize spelling and grammar checks to minimize errors.

Your writing assignment should:

• Follow the conventions of Standard English (correct grammar, punctuation, etc.).
• Be well-ordered, logical, and unified, as well as original and insightful.
• Display superior content, organization, style, and mechanics.
• Use APA 7th edition format.

Purpose Advanced practice nurses must be prepared to act during natural, human-made, or public health disasters. The Federal Emergency Management Agency (FEMA) training courses prepare healthcare professionals with a strong foundation in emergency preparedness. FEMA incident command training supports the professional formation of the nurse practitioner role. Course Outcomes This assignment enables the student to meet the following course outcomes: * CO 5: Develop processes to promote population health during disasters and public health emergencies. (POs 1, 5) Due Date The assignment is due by Sunday at 11:59 p.m. MT of Week 6. Total Points Possible This assignment is worth 200 points. Preparing the Assignment Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. General Instructions This week, you will complete the FEMA courses below: ATTACHED AND UPLOADED * IS-100 C: Introduction to the Incident Command System, ICS 100 * IS-200 C: Basic Incident Command System for Initial Response, ICS-200 1. Read the IS-100.C and IS-200.C courses linked above. Each course requires 2-4 hours to review; allow ample time to complete both courses. 2. Consider the content of the IS-100.C and IS-200.C courses and reflect on the information provided to lead emergency preparedness within a healthcare environment. 3. Use the FEMA Training Reflection template. Use of the template is required. A 10% deduction will be applied if the template is not used. See the rubric. 4. Responses to questions should be in sentence format that is brief and clear. 5. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing. 6. Abide by Chamberlain University’s academic integrity policy. Include the following sections (detailed criteria listed below and in the grading rubric). Enhanced Coordination and Communication * Explain how the Incident Command System (ICS) structure facilitates clear communication pathways during emergencies. * Describe how defined roles and responsibilities improve coordination among healthcare teams. * Explain the impact of ICS on client care outcomes and staff safety during disaster response. Advanced Practice Nurse Contributions * List two ways the role of an advanced practice nurse contributes to the effectiveness of an ICS-led response in a healthcare organization by reflecting on leadership, clinical expertise, and decision-making capabilities. * Describe how policy and protocol development can enhance ICS effectiveness in healthcare settings. ICS Training * Describe how ICS training improves the ability to respond to public health emergencies or disaster responses. * Identify how ICS training prepares staff for effective triage and prioritization. * Explain one way ICS training promotes interdisciplinary collaboration during public health emergencies. ICS Integration Challenges * List two challenges that might arise when integrating ICS principles into healthcare organization operations, and how they can be addressed. * Discuss how resource allocation issues may hinder ICS integration. Reflection * Describe a past emergency or drill in your organization. * Provide one specific example to evaluate gaps and opportunities for improvement. * Recommend one change to enhance future responses based on identified gaps.

In Discussion Forum 10, post your response to the following discussion question. Reply to at least two classmates responses by the date indicated in the Course Calendar.

Each of the following represents an influential organization that affects health policy. Choose one organization and use its website to answer the questions listed at the end of this activity. Please note: The websites should be selected on a first-come-first-served basis. No duplication should occur until all websites have been chosen at least once.

Questions to answer:

• What is the main issue for which this organization advocates?
• What do you think are the main points the organization is trying to make?
• Who do you think is the main stakeholder audience for this organization?
• Do you think this website is an effective advocacy and educational too? Why or why not? What is done effectively? What could be improved?
• To what social media is this organization linked (or to what media should it be linked) be to broaden its reach? Why are these/would they be useful? [MO 6.1]

Please complete the assignment based on either the movie “Outbreak” or I” am Legend”. I am familiar with both movies. Only one of those films need to be the center for this assignment. I have attached assignment instructions and rubric.

Instructions

Write a 4 page paper describing the use of a specific screening tool. Discuss what diagnosis you are using the tool for, how to score the tool, and support use of the tool with evidence and rationale. Next, develop a treatment plan for the patient based on your findings in the diagnostic test and interpretation.

Sections should include:

• Introduction to the diagnostic tool
• Discussion of Tool: why it is used, how, and for what diagnosis
• Discussion of Interpretation of Scoring for the Tool
• Treatment Plan for patient with positive results from the tool, include non-pharmacological and pharmacological approaches, patient education, additional testing required, and follow-up as needed.

Use EPDS (Edinburgh Postnatal Depression Scale) if possible for the paper, patient can be made up as well as results.

Discuss the chosen health problem/disease and explain why it is a significant problem. Explain the morbidity and mortality associated with the problem. Analyze the various measures of the chosen disease or health problem. Discuss the relationship between epidemiology and statistics, and what information the Nurse Practitioner needs to understand in order to measure disease occurrence. My health topic is on mental health related to workplace violence