NR 506 Week 3 Your Policy Priority Issue ( Bicycle Helmet Policy )

Your Policy Priority Issue Guidelines and Grading Rubric

Purpose

The purpose of this assignment is to: a) identify and reflect upon key concepts related to your planning a policymaker call b) provide empirical evidence to support new insights gained regarding your healthcare policy issue and the policymaking process, and c) present ideas in a clear, succinct, and scholarly manner.

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Course Outcomes

This assignment enables the student to meet the following course outcomes:
(CO#1) Analyze application of theories to the development of policies that affect nursing and health care. (PO 9, 10)
(CO#3) Communicate with policymakers to advocate for effective policies that affect nurses and nursing, consumers, or the health care system. (PO 2, 3, 10)
(CO#4) Analyze the historical, ethical, and political contexts of healthcare policy and the consequences of policy implementation. (PO 6, 10)
(CO#6) Investigate the interrelationship between policy decisions and evidence-based practice. (PO4, 7, 10)
Due DateSunday 11:59 p.m. MT at the end of Week 3
Total Points:175 points

Requirements

Assignment Criteria for Presentation:

1. Provide an introduction to your healthcare policy-priority issue and the title or name of your legislator.
2. Articulate key points under each of the Formulating a Healthcare Policy Ungraded Worksheet #1 sections.
3. Provide a critique of empirical evidence that supports your chosen healthcare policy-priority issue and analysis.
4. Demonstrate the importance and impact of the chosen healthcare policy-priority issue to nursing.
5. Provide concluding statements summarizing the content.
6. The paper will be a minimum of 4 pages and a maximum of five pages in length, in APA format 6th edition, excluding the title and reference page.

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Media in Policy Making

The use of media has grown significantly over the last few years (Rudden, 2016). Not only are people using this source for entertainment, but they are also utilizing it as a resource for medical information. Over seventy percent of people in the United States have a social media profile (Rudden, 2016). Healthcare workers should take notice and understand that they are able to implement the use of this type of media for communicating healthcare information (Rudden, 2016). Word of mouth, be that through social media or print publication, is a very effective and quick way to get information out to a target demographic (Rudden, 2016).

With respect to my public policy of childhood obesity, the use of social media could be a great of pathway of sending out my information to the public. I would want to target children and their parents. It is important when presenting information in this context to make it visually appealing to entice the audience (Rudden, 2016). Using pictures and videos would help interest the children while direct content would be more interesting to the adult population. The information being presented, no matter the age bracket, should be easy to understand and direct. When presenting the information, it is necessary to do more than just state the facts about the issue.

Students and families might already understand that obesity is a problem for children as well as adults, but they might not be able to devise solutions to help with the problem. Formulating solutions on their own could be daunting. On the other hand, if they are given specific plans to implement, they could be proactively working on this issue in their personal lives. As medical professionals, and especially in the nursing field, we are charged with being trusted educators that will both inform our patients about the issues and develop ways to solve these problems. Patients are trusting that we are giving accurate and helpful information that they in turn can pass on to someone else. We should direct our patients toward information that is appropriate and correct. The human word can be a very powerful motivator; we should use this concept to our advantage when advocating for a change.

References

Rudden, D. (2016). How to Effectively Harness the Power of Social Media. Audiology Today, 28(4), 22-32.

Preparing the Paper

After completing Formulating a Healthcare Policy Ungraded Worksheet #1, address all areas on the worksheet in the body of a scholarly paper. Include a minimum of five (5) classic or current references published within the past 5 years.

Category Points % Description

Introduction and Conclusion 35 20 Introduction clearly introduces your healthcare policy- priority issue and the title or name of your designated legislator.

Concluding statements summarizing content.

Key Points 40 23 Identification of all key points of your healthcare policy-priority issue (review sections of Healthcare Policy Ungraded Worksheet) are clearly analyzed and fully articulated.
Empirical Evidence 40 23 Provide a critique of empirical evidence thatsupports your chosen healthcare policy issue and analysis.
Impact and Importance to Nursing 35 20 Demonstrate the importance and impact of the chosen healthcare policy issue to nursing.

APA Format 10 6 Text, title page, and references are consistent with APA format.

Writing Quality 15 8 Rules of grammar, word usage, sentence, and paragraph format and punctuation.
Total 175 100 A quality assignment will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria Exceptional
(100%)
Outstanding or highest level of performance Exceeds
(88%)
Very good or high level of performance Meets
(80%)
Competent or satisfactory level of performance Needs Improvement
(38%)
Poor or failing level of performance Developing
(0)
Unsatisfactory level of performance
ContentPossible Points = 150 Points

Introduction clearly introduces your healthcare policy-priority issue. Concluding statements summarizing content are present.
35 Points 31 Points 28 Points 13 Points 0 Points

Introduction clearly introduces your healthcare policy-priority issue and the title or name of your designated legislator. Concluding statements summarizing content are present, clear, and well written.

Introduction introduces your healthcare policy-priority issue and the name or title of your designated legislator. Concluding statements summarizing content are present. Minor clarity or detail issues.

Introduction and conclusion are included; could include more details such as a specific healthcare policy-priority issue that a legislator could act upon or the name or title of the legislator; clarity or improvement of format.

Lacking introduction or conclusion.

No attempt made at introduction or conclusion.
Identification of all key points of your healthcare policy-priority issue are clearly analyzed and fully articulated.
40 Points 35 Points 32 Points 15 Points 0 Points
Key points are well described, and analysis is fully articulated.
Key points are described with some lack of clarity, and/or analysis is lacking detail or clarity.
Key points are not well described, and/or analysis is lacking detail or clarity.
Key points or analysis is missing.
Key points and analysis is missing.

Empirical evidence supporting your healthcare policy-priority issue is clearly critiqued.

40 Points 35 Points 32 Points 15 Points 0 Points
Empirical evidence supporting your healthcare policy- priority issue is clearly critiqued in a comprehensive and accurate manner.
Empirical evidence supporting your healthcare policy- priority issue is critiqued but lacking clarity or not substantive.
Empirical evidence supporting your healthcare policy- priority issue is noted but not critiqued.
Empirical evidence supporting your healthcare policy priority issue is lacking.
No attempt made at providing empirical evidence.
Your healthcare policy- priority issue clearly demonstrates the impact and or importance of your issue to nursing or the intended impact to patient outcomes.
35 Points 31 Points 28 Points 13 Points 0 Points
Impact to patient outcomes or nursing practice is thoroughly discussed.
Impact to patient outcomes or nursing practice has rare inaccuracy.
Impact to patient outcomes or nursing practice lacks occasional important elements or specificity.
Impact to patient outcomes or nursing practice has multiple instances of inaccuracies.
Impact to patient outcomes or nursing practice has multiple instances of inaccuracies and is vague.
Content Subtotal_____of 150 points
Format Possible Points = 25 Points
APA Format: Text, title page, and reference page(s) are completely consistent with APA format 6thedition.
10 Points 9 Points 8 Points 4 Points 0 Points
Paper is free from APA errors throughout.
There are 1-2 APA format errors in the text, title page, and/or reference page(s) There are 3-4 APA format errors in the text, title page, and/or reference page(s) There are 5 APA format errors in the text, title page, and/or reference page(s) There are 6 or more APA format errors in the text, title page, and/or reference page(s)
Writing Quality: Paper is appropriate in length. References include a minimum of 5 scholarly references excluding the course text. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work.
15 Points 13 Points 12 Points 6 Points 0 Points
Paper is appropriate in length. References include more than the minimum number of scholarly references, excluding the course text. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work.
Paper is short/long in length and/or contains a minimum of scholarly references excluding course text, or references utilized are not scholarly. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work with1-2 exceptions.
Paper is short/long in length and contains only 1 scholarly reference. Additional references are not scholarly. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work with 3-4 exceptions.
Paper is short/long two or more pages in length and does not contain scholarly references. References utilized are not scholarly. Rules of grammar, spelling, word usage, and punctuation are not followed with 5 errors.
Paper is short/long two or more pages in length and does not contain scholarly references. References utilized are not scholarly. Rules of grammar, spelling, word usage, and punctuation are not followed with 6 or more errors.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

NR 506 Week 3 Your Policy Priority Issue ( Bicycle Helmet Policy )