Research Healthcare Issues That Have Been Identified In Your Local Community.

Developing Health Policy Analysis presentation assignment.

Developing Health Policy Analysis presentation assignment. So, this assignment focuses on developing a health policy analysis presentation that includes a problem statement, background, landscape, options and recommendations from the week’s readings.

Developing Health Policy Analysis presentation assignment.

Purpose, firstly, this assignment focuses on developing a health policy analysis presentation that includes a problem statement, background, landscape, options and recommendations from the week’s readings. The health policy analysis presentation is based upon an identified healthcare issue in one’s local community. Activity Learning Outcomes. So, through this assignment, the student will demonstrate the ability to:.. Employ strategies to impact the development, implementation, and consequences of holistic healthcare policies using evidence-based practice principles (CO1). Critically analyze how healthcare systems and APRN practice are organized and influenced by ethical, legal, economic and political factors (CO2). Analyze social, historical, ethical and political contexts of healthcare policies and advanced practice leadership (CO4).

Developing Health Policy Analysis presentation assignment.

Advocate for institutional, local, national and international policies that fosters person-centered healthcare and nursing practice (CO5) Requirements: ⦁ Research healthcare issues that have been identified in your local community. Develop a power point presentation offline. Structure a health policy analysis presentation that addresses the following topics particular to your health problem. ⦁ Problem Statement ⦁ Background ⦁ Landscape ⦁ Options. Recommendations ASSIGNMENT CONTENT Category Points % Description Structure a health policy analysis presentation that addresses the following topics particular to your health problem. Problem Statement ⦁ Background ⦁ Landscape ⦁ Options. Recommendations 150 Research healthcare issues that are present in one’s local community.

Developing Health Policy Analysis presentation assignment.

Research healthcare issues that have been identified in your local community. Develop a power point presentation offline. Structure a health policy analysis presentation that addresses the following topics particular to your health problem.

Problem Statement

Background

Landscape

Options

Recommendations

22 slides not including the reference page. Be evidence-based, including cited, scholarly sources on each slide

Include reference list slide, should be interesting to the audience

Be sure your speaker notes or slide transitions do not appear as you present your slides. Only the slides and your speaker window should appear.

PLEASE DO NOT WRITE ON OPIODS CRISIS THANK YOU.

Reference: Essentials of health policy and law.by Joel B. Teitelbaum

Discussion 1

Discussion 1: Moving Upstream to Improve Population Health Down the Road

Babies control and bring up their families as much as they are controlled by them; in fact the family brings up baby by being brought up by him.

—Erik H. Erikson

A growing body of evidence is linking adult chronic disease to processes and experiences occurring decades before these diseases manifest themselves. In some cases, intrauterine influences may be linked to long-term health outcomes.

A major challenge in population health is determining how to influence early life to produce good health in later years. Some countries do a better job in reducing socioeconomic inequalities and other determinants of health or mitigating their impact on children’s health and development than others. The challenge for public health professionals is to promote a greater understanding of the circumstances of early life and to foster policies to benefit those whose health ultimately depends on family and society.

Medical care in middle age can mitigate the consequences but cannot redress or change the impact of those early factors. Additionally, medical care when you are already ill is expensive, sometimes providing too much care too late to make a difference. As demonstrated this week, medical care is less important for producing good health outcomes later in life.

For this Discussion, you examine how the use of concepts of the developmental origins of life and health can influence adult morbidity. Your Discussion also challenges you to propose ways to improve child health that will also provide a long-term benefit on population health.

To prepare for this Discussion, complete the readings and view the media in your Learning Resources. Look online and in the Walden University Library for additional scholarly resources regarding the developmental origins of health and disease and the impact of childhood policies and programs on lifelong health to support your discussion post and replies.

Informatics Interactive Case Study Journal Clinical Concepts

 After you’ve completed the Informatics Interactive Case Study and associated what you have learned thus far in the course with topics such as ethics, closed networks, and HIPPA, reflect on the activity using the journal tool.

You’ll need to click the “Create Journal Entry” tab above to begin. Make sure to discuss the experiences you encountered within the case study, including the choice you had to make regarding how to work with Jillian on the situation. Don’t forget to reference ethics, closed networks, HIPPA, and any other related materials you have studied.

Discussion 2

Discussion 2: Can Technology + Behavior Be Diffused?

The biological understanding of health and disease has evolved from miasmas (vaporous exhalation formerly believed to cause disease) to germs to individual risk factors tied to specific diseases. Now you are challenged by the knowledge that many people get chronic illnesses without having the known critical risk factors (e.g., smoking) that some may try to avoid in an effort to be healthy. The scientific revolution in health creates an even bigger challenge.

Stress and inflammatory processes are sometimes seen to be critical factors affecting our biology. The stress response helps us get out of the path of the oncoming car or shelters us from falling debris in an earthquake. But if we turn it on while we are stuck in traffic, angry at the boss, experiencing financial difficulties, or dealing with another rejection, it does not benefit us. While some may cope better than others, those who are economically less fortunate and have to cope with issues of poverty may be less able to withstand stressful encounters. Today, health and illness tend to follow a socioeconomic gradient, in which people in lower socioeconomic groups tend to have higher mortality than those in higher socioeconomic groups. In general, those lower down the ladder of income, success, and wealth will exhibit lower health outcomes than those higher up. Societies with a bigger gap between rich and poor do worse in health outcomes overall than societies with a smaller gap because there is more unhealthy stress in unequal societies (United Health Foundation, 2013).

There are exceptions to the gradient in health that present learning opportunities. For example, Latinos or Hispanics appear to have better health outcomes in the U.S. than non-Latino whites, a concept termed the Hispanic Paradox (New America Media, 2012). Reasons for this disparity are debated. One point of view is that the social support Latinos or Hispanics offer one another can counteract some of the adverse effects of having lower socioeconomic status.

For this Discussion, you consider how cultural and economic factors influence those biologic mechanisms that can result in disease for specific segments of the population. You also propose possible policy solutions to reduce the burden of disease.

To prepare for this Discussion, review the Learning Resources. Consider how the determinants of health you have learned about in this class can improve or worsen health for individuals and populations.

Post a brief description of a population segment (by race, ethnicity, economic status, geographical location, etc.). Then, explain the relationship between health inequality/inequities and common biological or behavioral risk factors that have been linked to a particular disease in that population segment. Finally, describe the relationship between health inequality/inequities and life expectancy for that population. Expand on your insights utilizing the Learning Resources.

Final Project

Final Project

For your Final Project, share some of your ideas on how you can use the knowledge and insights gained in this course to promote positive social change in a community/country and the world. It is advisable to select a community/country other than the one where you live.

To prepare for the Final Project, review all the week’s Learning Resources and consider possible issues you might encounter when implementing a policy.

Final Project (7–10 pages), not including the cover and the references:

In developing a policy in the country you selected, consider the following:

  • Explain the rationale for selecting the country.
  • Describe the social determinants of health in the country that you would need to address. Explain why you need to address these determinants.
  • Explain the possible public issues you might encounter in health literacy and cultural awareness in this country.
  • Describe the relationship between health inequality/inequities and life expectancy for the population in your selected country.
  • Describe two current efforts in this country (you selected) to reduce health inequities.
  • Explain how you might develop a health policy so that it gets the support of the country you selected. Note: Take into account the culture of the country.

Use APA formatting for your Final Project and to cite your resources. Expand on your insights utilizing the Learning Resources.

Evidence Based Practice Module3

Discussion: Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

To Prepare:

  • Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.
  • Review the Resources for guidance and develop a PICO(T) question of interest to you for further study.
By Day 3 of Week 4 USE THE TOPIC MEDICATION ERRORS

Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N
Note: You will access this article from the Walden Library databases.

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
Note: You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654

THIS IS AN EXAMPLE

A Clinical Question

The best way to form clinical question is in the form of PICO(T)  (Ask: Write a focused clinical question, 2020). I have done such a thing and have found that the question formulation and changes to it were not as challenging as finding research related to the question.

The Question:

(P) In the hospital or clinical acute care setting, (I) is a 2 person double-check of insulin, (C) compared to a single person double-check of 5 rights, (O) more effective in the improvement of (01) insulin medication errors, (02) nurse satisfaction during a (T) 30-day term of observation?

Databases Used

The Walden University database was used to search databases for nursing. Of those available Science Direct, CINAHL, and Cochrane, and PubMed were used. Background questions were first asked to get a sense of what has been studied in this area. It was important to understand when and why this practice first started to determine the relevance of data acquired and to determine how recently we needed to search. Then, foreground questions began to form until finally the PICO(T) question.

During the background question period, the terms ‘double-check’ became the preferred terminology for the practice I wished to study. So using this ‘double-check’ in the PubMed database, 244 articles were found but not all pertained to my topic. Changing the text to be included only in the title or abstract, the same result achieved. Adding ‘medication errors’ reduced the yield to 21 results. At this level, the evidence is available on the basic topic of using the double-check to prevent all medication errors and relates often to high-risk medications. However, I want to know about the labor-intensive practice of using a 2 nurse double-check for subcutaneous injection of insulin. Adding a level of inquiry which includes insulin, this yielded 2 studies. One from 1983, and one from 2009. Neither of which addresses the current question other than provides background for why the practice may exist in the first place. Changing terms to highlight ‘insulin double-check” yielded two results, both relevant, and one is the most current and referred to peer-reviewed study on this topic.

Affecting Rigor and Effectiveness

To improve the effectiveness and rigor of a database search one much identify proper and strong keywords in the question or relating to the question. Use filters to find peer-reviewed data first. Use filters for the type of study if possible, including systematic studies, and work your way down the pyramid for strength of research available. If the question is somewhat original, there may not be much evidence. This is the case here. Other filters and Boolean operator’s include dates of publication, with the last 5 years preferred as ‘current’, using ‘and’ and ‘or’ and ‘not’ to include or exclude words in the title, abstract, text, or any part of the article or work.

References

Ask: Write a focused clinical question. (2020). Retrieved from Northern Arizona University: https://libraryguides.nau.edu/c.php?g=665927&p=4682772

Berdot, S., & Sabatier, B. (2018). Medication errors may be reduced by double-checking method. Evidence Based Nursing, 18(21), 67. doi:10.1136/eb-2018-102901

Chua, G., Lee, K., Peralta, G., & Heng Chi Lim, J. (2019). Medication Safety: A Need to Relook at Double-Checking Medicines? Asia-Pacific Journal of Oncology Medicine, 6(3), 246-252. doi:10.4103/apjon.apjon_2_19

Modic, B., Alber, N., Bena, J., Yager, C., Cary, T., Zhiyuan, S., . . . Kissinger, B. (2016). Does an Insulin Double-Checking Procedure Improve Patient Safety? JONA: The Journal of Nursing Administration, 46(3), 154-160. doi:10.1097/NNA.0000000000000314

Sentinel event alert: High-alert medications and patient safety. (1999, November). The Joint Commission: https://www.jointcommission.org/-/media/deprecated-unorganized/imported-assets/tjc/system-folders/topics-library/sea_11pdf.pdf?db=web&hash=CA29CB641C8749521733A05716852A1F

Westbrook, J., Ling, L., Raban, M., Woods, A., Koyama, A., Baysari, M., . . . White, L. (2020, August). Associations between double-checking and medication administration errors: a direct observational study of pediatric inpatients. BMJ Quality and Safetydoi:10.1136/bmjqs-2020-011473

Health Care

 Select the state where you plan to practice as a nurse practitioner and/or nurse leader and investigate the state’s policies on access to maternal health resources such as contraceptive care including abortion for women with and without health insurance coverage. Identify what are the state’s infant and maternal mortality rates and discuss the possible relationship between these factors.

DB Second Part RNP And End Of Life Care

Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management

Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.

Practice

1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.

2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.

3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.

4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.

Education

1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.

2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.

3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.

4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.

Research

1. Increase the integration of evidence-based care across the dimensions of end-of-life care.

2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.

3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.

4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.

5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.

Administration

1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.

2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.

3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury.

4. Support the development and integration of palliative care services for all in- and outpatients and their families.

Self-Directed Learning Plan (SDLP)

Self-Directed Learning Plan (SDLP)

Purpose:

It’s important to develop your professional goals and how you achieve them in this course and your chosen program.

Directions:

After exploring the course description, course outcomes, and unit themes and outcomes, complete your SDLP for your professional objectives and create a Skill Market pertinent to an opportunity with an employer found in your week 8 learning activity.

What did you expect to learn in this course and what do you expect to learn in your program that will help you achieve your academic and professional goals? You are encouraged to reflect earnestly about how the course content and experience might serve your goals, as well as about what you might proactively do throughout your program to develop in your target areas.

If you have determined there are additional areas from which you would benefit, or areas you would like to replace, this is a good time to do so. Remember, this is your learning plan, so design it to help you achieve your unique goals.

Learning Plan

  1. Identify your anticipated nursing role.
  2. List your professional goals (3–5 years from now).
  3. Identify the Knowledge, Skills, and Accomplishments needed for the advanced nursing role that you have identified above. A minimum of three items should be listed for each of the Knowledge, Skills, and Accomplishments.
  4. Discuss at least three Strengths to Leverage. Complete steps 1, 2, and 3 of the template for Strengths to Leverage.
  5. Discuss at least one Area to Develop. Complete steps 1, 2, and 3 of the template for Areas to Develop.
  6. Write a reflection that discusses what you learned in this course and expect to learn in your program that will help you achieve your academic and professional goals. Provide an evaluation of how your SDLP can provide for lifelong learning. The reflection should be a minimum of 300 words.

You must submit the Unit 10 SDLP Assignment using the SDLP Template. You should not submit a written paper for the Unit 10 SDLP Assignment. If you have references to support your SDLP then you should add a heading References at the end of the SDLP Template and add the references in APA format. You do not need to have a title page for this assignment.

This Assignment will be partially graded based on evidence of thoughtful development of your SDLP.

Skill Market

What is it?

Skill marketing is the art or practice of proactively shopping yourself to employers, tailored specifically to each position you apply for. This allows you to speak directly to the position you are applying for and why you are qualified for the role. This should be limited to no more than two paragraphs and can be used in your Cover Letter more formally.

What to include:

  • The position you are applying for, the skills that qualify you, including education, military experience, volunteer work, clinical rotations, civilian work experience, and both hard and soft skills.

When to use:

  • You are reaching out to contact via LinkedIn
  • You are submitting a resume via email to a company that you are interested in, but may not have listed openings at this time
  • You’re submitting a resume via email
  • As a part of a “thank you” or follow-up letter after an interview
  • Anytime you want to illustrate a correlation between what the employer is seeking, and what you have to offer

For more information, watch this short video:

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar checks to minimize errors.

LEARNING OUTCOMES By the end of this course, you should be able to: MN501-1: Determine the impact of the APRN Consensus Model on APRN practice. MN501-2: Examine advanced practice nursing roles with regards to their interaction with other healthcare providers in collaborative practice models. MN501-3: Investigate novel roles for advanced practice nursing related to emerging healthcare trends and needs. MN501-4: Develop a marketing plan for the advanced practice nurse that incorporates the competencies of advanced practice nursing. MN501-5: Evaluate a professional plan for career goals and lifelong learning. PC-3.5: Engage in career development and advancement strategies, including effective networking, mentoring, and creating a personal brand. C

Change Proposal

Evaluation plan:

  1. Propose steps for evaluating your suggested changes based on your change theory and evidence on existing best practices. Include the indicators
    that you will use to measure success, both in implementing the change itself and in ensuring quality outcomes for diverse patients.
  2. Identify appropriate benchmarks from which to measure the effectiveness of the change.
  3. Discuss the processes you will use for gathering feedback from relevant stakeholders—including nurses, patients, and their families—on what is
    and is not working in order to support continuous improvement.

Time and resource allocation:

  1. Give an approximate timeframe for the different stages and activities in your proposal
  2. Estimate the human and other resources that will be needed to carry out your proposal. You do not need to include specific dollar amounts, but you should anticipate what each activity requires in terms of resources in general terms. For example, you might need a certain number of full- or part-time staff or the services of a contracted firm, specific software, hospital supplies, laptops, publicity materials, and so forth. You may find it useful to use an Excel spreadsheet or other table for presenting this information.

Conclusion

A. Summarize the proposed change, its significance, and expected outcomes as a result of implementing the proposed change.