Kibata

Sign In

Our Services

Get 15% Discount on your First Order

Order Now
[rank_math_breadcrumb]

Healthcare Policy and Analysis

  

Healthcare Policy and Analysis

Week 4 discussion Due December 16

Healthcare Policy and Analysis

Contextual Factors 

What is the impact of contextual factors on advocacy and policy? Contextual factors can range from internal (the organization, the practice, the environment, the culture, etc.) to external (laws, policies, politics, regulations, etc.). However, whether originating internally or externally, contextual factors have the capability of advancing or hindering an advocacy priority. 

For this Discussion, you will consider how contextual factors impact policy making, focusing specifically on how these factors might impact your advocacy priority. Consider what contextual factors might promote getting your priority on the agenda, as well as those that might work against it.

Resources



Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources. 


WEEKLY RESOURCES

Learning Resources

Required Resources

Readings

  • Dawes, D. E. (2020). 
    The political determinants of health. Johns Hopkins University Press.

    • Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp.78–111)

  • Porche, Demetrius J. (2023).
     Health policy: Applications for nurses and other health professionals (3rd ed.). Jones & Bartlett Learning.

    • Chapter 9, “Policy Formulation and Implementation” (pp.101-112)

    • Chapter 10, “Policy Analysis” (pp.113-140)

Media

The following media resources address the contextual factors impacting the answer to the following question, “How did we get here?” regarding the current state of healthcare in the U.S.

Please select at least two from the following to view.

To Prepare:

  • Review resources about contextual factors.

  • Consider how contextual factors will impact your advocacy priority. 

By Day 3 of Week 4

Post a response detailing the following: 

  • Which contextual factors will promote getting your advocacy priority on the agenda? 

  • Which contextual factors might work against it?

  • Assignment Rubric Details

    Close

  • Rubric

  • NURS_8100_Week4_Discussion_Rubric

NURS_8100_Week4_Discussion_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)

20 to >19.0 pts

Excellent

• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts.

19 to >15.0 pts

Good

• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts.

15 to >12.0 pts

Fair

• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part.

12 to >0 pts

Poor

• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty.

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)

30 to >29.0 pts

Excellent

Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

29 to >23.0 pts

Good

Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

23 to >18.0 pts

Fair

Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.

18 to >0 pts

Poor

Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.

30 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 pts

Excellent

Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty.

19 to >15.0 pts

Good

Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty.

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty.

12 to >0 pts

Poor

Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty.

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)

20 to >19.0 pts

Excellent

Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty.

19 to >15.0 pts

Good

Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty.

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty.

20 pts

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

9 to >8.0 pts

Good

Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

8 to >6.0 pts

Fair

Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

6 to >0 pts

Poor

Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

10 pts

Total Points: 100

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Order Now

Related Questions

HCAD D7W7

 Healthcare organizations have traditionally encountered great difficulty in accurately capturing the costs of the services and goods that they provide. Traditional costing methods (i.e., direct, step-down, etc.) have proven marginally useful despite decades of use. In general, this has caused problems within healthcare organizations as it obscures the true cost

Middle Range Theory

I need help with making sure my concepts of theory is correct. I need to make sure it makes sense

Nursing

Barriers to and Drivers of Effective Collaboration in Interprofessional Healthcare Teams Instructions: At the AGMU virtual library, look for an article showing barriers to and drivers of effective collaboration in interprofessional healthcare teams; elaborate a summary of the article explaining the findings and propose possible solutions (or strategies) to avoid

POWER POINT 2

To Prepare: · Review the Resources and identify one change that you believe is called for in your organization/workplace. · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also

POWER POINT

To Prepare: · Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. · Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for

Lorem, ipsum

By engaging with your learning resources this the week you have explored: 1) what theory is, 2) the definition of nursing theory, 3) the classifications of nursing theory, and 4) a wide range of nursing theories and frameworks. Consider your current healthcare practice setting. Reflect on how you approach your

Nursing Nursing homework help

Provide 2 resources Original work only Application of Nursing Theory/Model · Explain how interdisciplinary theories influence nursing science particularly regarding education, practice and research. · How could a theoretical model from a related discipline impact advanced nursing practice regarding social determinants of health? · How would a science-based theory help

help with home work

1 Title Page Unit 4 Assignment Date Introduction Conceptual Model · A health promotion program theory or conceptual model is identified and described · Explanation of how model or theory is applicable to the initiative included Populating Assessment and Screening · Screening topic is identified as an A or B

NUR 630

Reply from Kelly Thompson NUR 630 Discussion Module Two One common dilemma faced by psychiatric nurse practitioners is determining who the “client” is. Given that children are typically brought for treatment by their parents, describe how the psychiatric nurse practitioner would respond to a child who discloses they are indulging

4 soaps needed RW

4 soaps needed RW 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use the template for efficiently constructing your SOAP notes such that you will be able to copy-and-paste for your weekly assignments.

Primary care NP role vs. other APN roles

Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?

nursing

Read a selection of your colleagues’ posts. Respond to at least two of your colleagues on 2 different days by supporting or expanding on the ideas identified by your colleagues or sharing additional perspectives on the issue described by your colleagues.

Wood

Documentation for Sterile Wound Irrigation and Dressing Change ADNG 1050 Foundations of Nursing Skills Scenario: · Mr. Hughes is a 67-year-old male that is status post exploratory laparotomy due to a perforated diverticulitis. He is post-op day 3. · Mr. Hughes has a midline abdominal incision that was partially left

Nursing homework

homework and assigment You are providing skilled nursing visits to a home health patient who has been discharged home with a new Unna Boot for a wound on her left calf and a broken bone in her left foot.  Your home health agency will be staffing a home health aide

mod 4 assign

Define and describe for lesbian, bisexual and transgender individuals. Gender and sexuality concepts. Social and political context. Social determinants of health affecting lesbian, bisexual and transgender individuals. Barriers to health care. Health care disparities.

Week 10

WK 10 Assignment 1 The Assignment In a 8-page proposal (not including title page and references), address the following: Briefly identify your selected chronic health issue and population (Alcohol Use Disorder in the Veteran population). Describe the geographic region and important characteristics of this population. Describe the patterns of the

s2

SOAP NOTE TEMPLATE Review the Rubric for more Guidance Demographics Chief Complaint (Reason for seeking health care) History of Present Illness (HPI) Allergies Review of Systems (ROS) General: HEENT: Neck: Lungs: Cardio Breast: GI: M/F genital: GU: Neuro Musculo: Activity: Psychosocial: Derm: Nutrition: Sleep/Rest: LMP: STI Hx: Vital Signs Labs

question

Comprehensive Well-Woman Paper For a wide variety of medical conditions, early detection of the problem enables timely and more effective   treatment. Annual well-woman   exams are among the best tools available for health care professionals to identify potential diseases and medical conditions in women.   Advanced nurse practitioners can