NURS 6050 Presidential Agendas Discussion

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NURS 6050 Presidential Agendas Discussion

NURS 6050 Presidential Agendas Discussion

Rather than focus on the treatment of chronic disease, policies that influence population health
tend to emphasize prevention and wellness; the reduction or elimination of waste and the
eradication of health disparities based on race, ethnicity, language, income, gender, sexual
orientation, disability and other factors. The reasoning is that good health belongs to the whole,
not just an individual. (New York State Dept. of Health, n.d.)
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence,
it is little wonder why healthcare items become such high-profile components of presidential
agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic (mental health, HIV, opioid epidemic, pandemics, obesity, prescription drug
prices, or many others) that rises to the presidential level. How did the current and previous
presidents handle the problem? What would you do differently?
Reference:
New York State Department of Health. (n.d.). Making New York the healthiest state: Achieving
the triple aim. Retrieved June 21, 2021 from
https://www.health.ny.gov/events/population_health_summit/docs/what_is_population_health.pd
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To Prepare:
 Review the Resources and reflect on the importance of agenda setting.
 Consider how federal agendas promote healthcare issues and how these healthcare issues
become agenda priorities.
By Day 3 of Week 1
Post your response to the discussion question: Consider a population health topic that rises to the
presidential agenda level. How did two recent presidents handle the problem? What would you
do differently?
By Day 6 of Week 1
Respond to at least two of your colleagues* on two different days by expanding on their
response and providing an example that supports their explanation or respectfully challenging
their explanation and providing an example.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information

Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 1
To participate in this Discussion:
Week 1 Discussion
Module 1: Agenda Setting (Weeks 1-2)

Laureate Education (Producer). (2018). Meet the Experts: Pioneers in Policy [Video file].
Baltimore, MD: Author.
Laureate Education (Producer). (2018). The Policy Process [Video file]. Baltimore, MD: Author.

Learning Objectives
Students will:
 Compare U.S. presidential agenda priorities
 Evaluate ways that administrative agencies help address healthcare issues
 Analyze how healthcare issues get on administrative agendas
 Identify champions or sponsors of healthcare issues
 Create fact sheets for communicating with policymakers or legislators
 Justify the role of the nurse in agenda setting for healthcare issues
Learning Resources
Due By
Assignment
Week 1, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 1, Day 3
Post your initial discussion post.
Week 1, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.

Begin to compose your Assignment.
Week 1, Day 6
Post at least two peer Discussion responses on two different days (and not the same day as the
initial post).
Continue to compose your final draft of your Assignment.
Week 1, Day 7
Wrap up Discussion.
Week 2, Day 1–6
Continue to compose your Assignment.
Week 2, Day 7
Deadline to submit your Assignment.
Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.).
Burlington, MA: Jones & Bartlett Learning.

 Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses”
(pp. 11–13 only)
 Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp.
17–36)
 Chapter 10, “Overview: The Economics and Finance of Health Care” (pp.
171–180)
 Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”
o “Creating a Fact Sheet” (pp. 217-221)

DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook,
62(3), 219–224. doi:10.1016/j.outlook.2014.04.002
Kingdon, J.W. (2001). A model of agenda-setting with applications. Law Review M.S.U.-D.C.L.,
2(331)
Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E.,
… Peterson, C. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63(4),
521–530. doi:10.1016/j.outlook.2015.06.003.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 6050 Presidential Agendas Discussion

O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and
participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148.
Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing
Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, &
environment: Strengthening the relationship to improve the public's health.
USA.gov. (n.d.). A-Z index of U.S. government departments and agencies. Retrieved September
20, 2018, from https://www.usa.gov/federal-agencies/a

USA.gov. (n.d.). Executive departments. Retrieved September 20, 2018, from
https://www.usa.gov/executive-departments
The White House. (n.d.). The cabinet. Retrieved September 20, 2018, from
https://www.whitehouse.gov/the-trump-administration/the-cabinet/
Document: Agenda Comparison Grid Template (Word document)
Required Media
Laureate Education (Producer). (2018). Setting the Agenda [Video file]. Baltimore, MD: Author.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6050_Module01_Week01_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
Points Range: 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.
Points Range: 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.
Points Range: 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.
Points Range: 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
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

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

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.
Points Range: 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.
Points Range: 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.
Points Range: 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
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

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

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
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.
Points Range: 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.
Points Range: 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
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6050_Module01_Week01_Discussion_Rubric

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