Discussion:Role of RN/APRN in Policy-Making

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Discussion:Role of RN/APRN in Policy-Making

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Discussion:Role of RN/APRN in Policy-Making

Discussion 2 for wk 8

Discussion 2: The Role of the RN/APRN in Policy-Making

Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocatewould all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

To Prepare:

Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.

Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

By Day 3 of Week 8

Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. 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 to participate in policy-making. Be specific and provide examples.

E: Discussion – Week 8

Main Post

Policymaking is not readily in the minds of most nurses. Some nurses are comfortable with administering care to their patients with not much consideration to being involved in the policymaking aspects. While for other nurses, they yearn to be involved in policymaking to improve their healthcare setting, working conditions, and patient outcomes. Nurses are often the first healthcare providers to see when and how the healthcare system is not effectively meeting patients’ needs as they interact more with patients and their families (Abood, S., 2007). This, therefore, puts them in a unique position enabling  them to lend their knowledge and expertise to policymaking.

There are many factors affecting nurses’ involvement in policymaking. Over the years, nurses have not been recognized as traditional policymakers and most nurses shy away from politics as they believe politics is only beneficial to politicians. However, ” In today’s world and political climate, it is imperative that healthcare providers, administrators, and educators be knowledgeable about and active in the policy process, particularly as it relates to their professional work” (Milstead, J.A., & Short, N.M., 2019).

There are opportunities for RNs and APRNs to actively participate in policymaking. “Nursing is the largest medical profession in the world with nearly 4 million nurses in the United States alone” (Brokaw, J.J., 2016, September 22). Nurses, therefore, have the potential to influence policy and politics on a global scale. In many states, APRNs are not allowed to perform the full scope of their practice, therefore, by becoming involved in policymaking, they would have the opportunity to change or improve such regulations thereby approving their full scope of practice nationwide. The first opportunity that nurses can use to actively participate in policymaking, is by joining a professional nursing organization. “Nursing organizations often have lobbyists that bring nursing issues to Capitol Hill” (Brokaw, J.J., 2016, September 22). Additionally, nurses can request meetings with their state representatives and present their issues on healthcare policies. Nurses who are passionate about policymaking may even be able to run for state office. Professional associations also work for the benefit of nurse advocates by providing information and tools to ensure that candidates who are supportive of nursing remain in office (Abood, S., 2007).

The second opportunity I will discuss is that of being politically active by assuming leadership positions in the healthcare system. “Nurses can obtain formal training in politics, become involved in city councils and committees, or even run for local office” (Brokaw, J.J., 2016, September 22). This is an important step that nurses need to take to ensure our voices are heard and that healthcare issues that are important to us be put at the forefront to get attention and ultimately bring about change to improve health policies and patient outcomes.

Although these opportunities exist, certain challenges may present to hinder accomplishment. As it relates to joining professional organizations, the cost of membership and lack of time are two such challenges. Many nurses complain that membership fees are too high and they are not always able to allot time to engage in activities provided by the associations due to work schedules. ” In an economic and cultural environment that requires balancing multiple demands, professional nurse associations need to consider the limited time available to nurses and examine ways to provide professional development opportunities that are more easily accessible” (Deleskey, K., 2003). Professional nurse organizations could therefore create online platforms so nurses could participate in activities and meet learning outcomes at their own pace. Additionally, these organizations could hold seminars or training workshops regarding policymaking at different hospitals across the country, thus enabling nurses to attend as these seminars would be at their place of employment. As it relates to cost, professional nursing organizations could subsidize membership fees through avenues of sponsorship to ease the burden on nurses.

As it relates to the opportunity of assuming leadership positions, there may be a lack of support from nursing management and time constraints to pursue leadership development (Hughes, V., 2018). Nursing management should have “a formal succession plan in which one or more leadership successors are identified and developed for key leadership positions” (Hughes, V., 2018). I believe that nurses should be more active in avenues outside of the hospital setting to gain exposure and opportunities through networking. In addition, to help with the issue of time constraints, there are numerous online platforms where nurses learn at their own pace to achieve their leadership development.

Two strategies that may be useful in communicating these opportunities in policymaking are; 1) Have seminars to educate nurses on issues that are important to nursing, while emphasizing that some of these issues can only be improved by the active participation of nurses. Nurses should therefore aim to become leaders and change agents to make the profession better for future generations. And 2) Emphasize the benefits of nurses becoming part of their professional organizations as many tools and opportunities exist to become part of the policymaking process.

References

Abood, S. (2007). Influencing healthcare in the legislative arena. The Online Journal of Issues in Nursing. 12(1)

doi: 10.3912/OJIN.Vol12No01Man02

Brokaw, J.J. (2016, September 22). The nursing profession’s potential impact on policy and politics. American Nurse.

The nursing profession’s potential impact on policy and politics

Deleskey, K. (2003). Factors affecting nurses’ decisions to join and maintain membership in professional associations. Journal of

        Perianesthesia. 18(1), 8-17. https://doi.org/10.1053/jpan.2003.18030008

Hughes, V. (2008). What are the barriers to effective nurse leadership? A review. Athens Journal of Health 5(1), 7-20

https://doi.org/10.30958/ajh.5-1-1

Milstead, J.A., & Short, N.M. (2019).  Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett

Learning.

THIS IS THE RUBRIC TO FOLLOW BELOW.

Excellent

Good

Fair

Poor

Main Posting

45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

Does not post by day 3.

First Response

17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Discussion:Role of RN/APRN in Policy-Making

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Discussion:Role of RN/APRN in Policy-Making

Discussion:Role of RN/APRN in Policy-Making

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