1.

Choose a legislator on the state or federal level who is also a nurse and discuss the importance of the legislator/nurse’s role as advocate for improving health care delivery. What specific bills has the legislator/nurse sponsored or supported that have influenced health care.

2.

Research legislation that has occurred within the last 5 years at the state or federal level as a result of nurse advocacy. Describe the legislation and what was accomplished. What additional steps need to be taken to continue advocacy for this issue?

This week we discussed family health strategies and health promotion. How do we genuinely use what we learn in our everyday job?

Watch this short video and see how this nurse implements a family-centered approach.

What do you think?

Retrieve the Reflective Journal file that you saved to your desktop or other storage device. Record one entry during the week, saving the updated document.

Reflect on 3 key points from this module

Upload and submit the most current version of your Journal by Saturday 2359 of Module 2.

Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the votes views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress decisions impacting Medicare or Medicaid).

dvanced Primary Care of Family

1. The clinical interventions for patients unwilling to quit cigarette smoking include the use of the motivational treatments, such as brief motivational interventions that are founded on the tenets of Motivational Interviewing (MI). The four general principles of MI are the expression of empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy are used to tailor-make MI counseling strategies to suit each patients needs (Fiore, et al. 2008). Consequently, MI is a patient-centered counseling intervention that was proven to be successful in intensifying future attempts of smokers to quit the habit.

2. The best strategies to help clients to quit smoking include counseling and clinical interventions. According to the guidelines, clinicians strongly advocate for the use of intensive counseling regarding tobacco dependence, in addition to medication treatments to their patients who are addicted to tobacco. In addition to these intervention methods, patients should be provided with problem-solving or skills training during counseling sessions will help patients to develop methods of overcoming the tobacco addiction on their own too (Fiore, et al. 2008). In this regard, the guideline also recommends that health systems, insurers, and purchasers should be in a position to collaborate with the clinicians to make these suggested intervention treatments affordable and accessible to the tobacco smokers.

3. The guideline indicates that there are particular smoking cessation suggestions for special populations like the elderly. The special recommendations for the elderly include implementing the 4 As, which are ask, advise, assist, and arrange to follow up in patients who are over fifty years old aged 50 and older (Fiore, et al. 2008). In addition to this fact, advice from physicians, telephone counseling, support programs from peers, counseling, the nicotine patch, as well as self-help materials that are specifically tailored to meet the demands of the aged were proven to be effective in treating tobacco use in adults aged 50 years and older. In this instance, clinicians are advised to provide counseling interventions for adolescent smokers to encourage them to stop smoking or abstain from tobacco use (Fiore, et al. 2008). Therefore, intervention methods for special populations, such as adolescents, are quite different from that of other special populations, such as the elderly people.

References

Fiore M., C., Jan, C., R., Baker,  T., B., et al. (2008). Treating tobacco use and dependence: 2008 update. Clinical Practice Guideline. U.S. Department of Health and Human Services. Public Health Service. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK63952/

APA format, 350 words, scholar authors and see references below

Our world starts with our own community, county, and state, then moves out in concentric rings from that point to include our country and eventually the world. Disease is transmitted from person to person through direct contact, or from a source such as a vector or contaminated water through a variety of means, such as flood waters or even terrorist actions. Individuals with limited

 or no knowledge of safe sex methods may have unprotected sexual relations and knowingly or unknowingly transmit disease to their partners, then to their partners partners, and on and on. Often it is the role of the public health nurse to investigate a disease outbreak, contain it, and then educate others so that the same situation doesnt happen again.

Create a brief description of your setting, providing some context; for example, how many patients are seen, size or capacity of the facility as applicable, and/or the location of the office or organization.

A pediatricians office 

• What is your policy on accepting patients who refuse vaccinations?
• What are the most common reasons parents decline vaccinations for their children in this particular office?
• What is the policy at this office for giving antibiotics to treat viral syndromes?

The eyes of the public health nurse (PHN). Imagine you are the PHN and have been asked to investigate an outbreak at this facility.

• What questions would you ask?
• What suggestions could you make to avoid a disease outbreak at the facility?
• What would your role as a change agent be for any deficiencies you find in your on-site inspection?

 A 3-paragraph (at least 350 words) response. Be sure to use from the readings and include . Utilize writing practice and skills, including the use of and . Avoid quotes; to incorporate evidence into your own writing. A is required. Use the most (usually 5 years old).

References

Holtz, C. (2017). Global health care: Issues and policies (3rd ed.). Burlington, MA: Jones & Bartlett.
Chapter 9, Infectious Diseases from a Global Perspective (pp. 229-254)
Chapter 13, Global Perspectives on Violence, Injury, and Occupational Health (pp. 347-378)
Chapter 7, Global Perspectives on Mental Health (pp. 173-196)
 

Public Health Nursing: Population-Centered Health Care in the Community, 9th Ed. by Stanhope, M., & Lancaster, J. Copyright 2015 by Elsevier Health Science Books. Reprinted by permission of Elsevier Health Science Books via the Copyright Clearance Center.
 

 What is evidence-based practice and why is it important?

The discussion posts are assigned to encourage reflection, critical thinking, engagement and interaction within the course. There will be two discussion post to participate in. The initial reply should be 200 words and should include at least one peer-reviewed journal article reference and should reflect a good understanding and considerable thought on the assigned readings and topic. please follow the rubric. 

Participate in the following discussion:

Differentiate and discuss the difference between research, evidence-based practice and improvement processes. Discuss the role each plays in the nursing profession and provide an example of each. 

APA format, 350 words, scholar authors, and see references at the bottom

Some nurses may be hesitant to get involved with policy evaluation. The preference may be to focus on the care and well-being of their patients; some nurses may feel ill-equipped to enter the realm of policy and political activities. However, as you have examined previously, who better to advocate for patients and effective programs and polices than nurses? Already patient advocates in interactions with doctors and leadership, why not with government and regulatory agencies?

In this Discussion, you will reflect on the role of professional nurses in policy evaluation.

By Day 3 of Week 9

Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in policy review. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples. 

References

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurses guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 7, Health Policy and Social Program Evaluation (pp. 116124 only)
 

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why dont we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 12611267.
Note: You will access this article from the Walden Library databases.
 

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386393. doi:10.1016/j.outlook.2018.05.003
Note: You will access this article from the Walden Library databases.

Select a healthcare leadership issue listed in the weekly module. Please explain why you selected this topic, the limitations of your research, advantages/disadvantages of the topic you researched.  Complete an annotated bibliography that addresses the topic of choice. The annotated bibliography must include 10 references (webinar, journal article, and text book must be included in your references). Each annotated reference must be 7-10 sentences.

Sample annotated bibliographies are located in the weekly module. 

References and style of writing must be in correct APA formatting. The link listed below is a resource for annotated bibliographies:

https://owl.english.purdue.edu/owl/resource/614/01/

Please review APA manual pages 87-97 for mechanics of style.

This accounts for 33% of your grade.

Please select a topic for your annotated bibliography assignment. A list is provided below but you may select another topic that is not listed. Topic must be relevant to healthcare leadership.

-Patient recidivism

-Mentoring and preceptorship for healthcare leaders

-Cultural competency and sensitivity

-Marketing in healthcare (branding and imaging)

-Financial reimbursement structure in healthcare

-IHI triple aim initiatives

-Computerized documentation (EMR)

-Capitol investment and decision making for healthcare institutions

-Health and wellness promotion in the workplace

-Customer service in healthcare (AIDET)

-Workplace Burnout

-Emotional Intelligence

Requirements:

If the student cannot attend the Intensive review, they will write an evidence-based management (EBM) paper.

Choose to write an evidence-based management review paper on each of the weekly systems with current national guidelines, discuss what they are and if any contradicting guidelines. 

• Pick two diseases from each of the following systems: HEENT, Pulmonary, Hematology, Neurology, Gastroenterology, Cardiovascular, Orthopedics, Endocrinology, Dermatology, Urology and STDs, pregnancy, mens health, psychiatry, and pediatric growth and development topics are required.
• Pick two health promotion areas, from either pediatrics, womens health, mens health, or issues in aging.
• Outline two diseases topic from each area noting the following: Name of the disease/promotion area, definition, brief pathophysiology, signs and symptoms, current guidelines for diagnosis (i.e. laboratory testing, signs alone, etc.), and current treatment standards.
• Outline the two health promotion areas noting risk factors to precipitate needing the health promotion measure (if any) and current guidelines for screening and/or implementation of the health promotion measure.
• Note if there are conflicting guidelines on any of the above areas (disease or health promotion). For example certain bodies differ on recommendations for self-breast exam.
• Then write a brief case at the end of each disease highlighting the patient with classic signs of the disease in subjective and objective data. *For health promotion, outline a case history and physical where the patient meets the criteria for that health promotion.
• Topic areas should be chosen based on weakest areas of knowledge for students by reviewing their APEA exam results, and the AANP certification exam blueprint (found on the internet).

Preparing the Paper:

1. Paper must be at least 30 pages and is not to exceed 50 pages. Must be APA 6th ed. With title page and have at least 10 references from peer reviewed sources. Please use headings to delineate both system areas and each disease/health promotion portion of each area.
2. This paper will be graded on the quality of the information, inclusion of evidence-based scholarly resources, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below).
3. Submit to the appropriate location in Canvas by Wednesday 11:59 p.m. MT at the end of Week 8.
4. Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in “.docx.”
5. APA format (6th edition) is required in this assignment for all parts. Include title page and reference page. See the APA manual for details regarding proper citation. See program resources “Guidelines for Writing Professional Papers” for further clarification.
6. Use “Turn it In”, the similarity match less than 24%, if quoting be sure to use APA format as well. Copying and pasting any material are never acceptable even if cited. Work must be original and written by the student. Do not use or rewrite any previous assignments as this is self-plagiarism.

Paper is organized via guidelines. Headers and clarity in each area are noted.

20.0 ptsHeaders are present and appropriate. Contains all elements. Outstanding organization.

18.0 ptsPaper is organized. Headers not appropriate level. Contains all elements.

16.0 ptsPaper is without headers. Otherwise organized. May be missing one element.

8.0 ptsMissing more than one element or contains no headers.

0.0 ptsNot organized. Without headers. Missing more than one element.

20.0 pts

This criterion is linked to a Learning OutcomeAll noted systems have two diseases outlined as noted above, correctly completed. Information is current and accurate.

50.0 ptsOutstanding work on all elements. Two diseases for each of the 14 areas/system with excellent review, in students own words, appropriate, and complete.

44.0 ptsAll elements are present, but information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out

40.0 ptsMay be missing a disease or element or information is incomplete.

19.0 ptsMissing more than one system or more than one disease in more than one area. Information not complete nor in students own words

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeTwo health promotion areas are noted and include risk factors (if appropriate), description of the health promotion, at what age/timeframe/gender the health promotion should occur, and any conflicting guidelines if appropriate.

50.0 ptsOutstanding work on all elements. Two health promotion areas with all elements and with excellent review, in students own words, appropriate, complete.

44.0 ptsAll elements are present, but information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out.

40.0 ptsMay be missing some information from a health promotion area or information incomplete.

19.0 ptsMissing one health promotion area and/or more than one area under a noted health promotion without information (i.e. missing risk factors and target audience).

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeAll diseases and health promotion areas have a brief case presenting only the subjective and objective information on a patient that demonstrates understanding of disease presentation or health promotion area needed.

50.0 ptsOutstanding work on all elements. All areas of disease and health promotion have a brief case. Good summary, subjective and objective data clearly show elements of the disease or health promotion area.

44.0 ptsAll cases present, but minor information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out

40.0 ptsMay be missing a case or major sign/symptom needed to define that case.

19.0 ptsMissing more than one case or more than one major identifying sign or symptom of a disease. Information not complete nor in students own words

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeConclusion

10.0 ptsSuccinct and clear overview with conclusion of learning statement. Contains all elements. Outstanding organization.

9.0 ptsClear overview with conclusion statement. Contains all elements.

8.0 ptsSomewhat overview of the paper. May be missing one element.

4.0 ptsMissing more than one element or wordy without clear conclusion.

0.0 ptsNot organized. Without an overview of the paper and no clear conclusion of learning

10.0 pts

This criterion is linked to a Learning OutcomeMechanics of writing, APA Format Title and reference page formatted correctly. In-text citations correctly done. Grammar and wording is sound.

20.0 ptsAPA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.

18.0 ptsTwo to four errors in APA format, grammar, spelling, and syntax noted.

16.0 ptsFive to seven errors in APA format, grammar, spelling, and syntax noted.

8.0 ptsEight to nine errors in APA format, grammar, spelling, and syntax noted.

0.0 ptsContains ten or greater errors in APA format, grammar, spelling, and/or punctuation.