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NR717 ErnestYoung Population Health Interventions Week 3 Example

Population Health Interventions

Determine whether the intervention has the potential to impact the issue. Explain your rationale

Blumenthal et al. (2022) sought to find if lifestyle modifications among individuals who suffered from hypertension would help to control blood pressure effectively. Significant decreases in the clinic blood pressure and improvements in biomarkers of cardiovascular disease are seen after 4 months of a planned physical exercise and nutrition program as supplementary therapy provided in a rehabilitation center. Therefore, this intervention showed a positive outcome in the health of the individuals. Lifestyle modifications such as engaging in exercise, quitting drinking and smoking, and eating a healthy diet are effective strategies to combat hypertension and heart diseases among persons facing disparities of health (Oliveros et al., 2019). They help to keep the body weight in check, thus preventing obesity which has been implicated as the leading risk factor for developing these problems.

Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model

The translation science models increase the adoption and utilization of credible evidence to enhance patients’ health outcomes and the overall health of the community (Lee & Ho, 2019). The models provide clarification of the techniques involved in the execution of an approach focusing on evidence-based practice. The Knowledge to Action (KTA) framework was chosen as the choice model. The healthcare industry employs the framework to help various departments to use the research findings. Knowledge generation and implementation are the two pillars of the KTA methodology. Inquiry into a topic, synthesis of that topic, and the use of appropriate knowledge tools all contribute to the development of better interpretation (Lee & Ho, 2019). Taking action requires recognizing the issue at hand and evaluating it in light of the existing literature. Successes and challenges are also highlighted in this process.

Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Undertaking lifestyle modifications fall under the blue wheel. The individuals are taught about the importance of lifestyle modifications and how to go about them. This intervention is individual and community focused. Embracing self-care management is championed by this chosen intervention.

NR717 ErnestYoung Population Health Interventions References

Blumenthal, A., Hinderliter, L., Smith, J., Mabe, S., Watkins, L., Craighead, L., Ingle, K., Tyson, C., Lin, H., Kraus, E., Liao, L., & Sherwood, A. (2021). Effects of lifestyle modification on patients with resistant hypertension: Results of the TRIUMPH randomized clinical trial. Circulation, 144(15), 1212–1226. https://doi.org/10.1161/circulationaha.121.055329

Lee, C., & K. (2019). Knowledge to action framework for home health monitoring. Healthcare Management Forum, 32(4), 183–187. https://doi.org/10.1177/0840470419855364

Oliveros, E., Patel, H., Kyung, S., Fugar, S., Goldberg, A., Madan, N., & Williams, A. (2019). Hypertension in older adults: Assessment, management, and challenges. Clinical Cardiology, 43(2), 99–107. https://doi.org/10.1002/clc.23303

Johns Hopkins Nursing Evidence-Based Practice Appendix G: Individual Evidence Summary Tool

Practice Question: Can lifestyle modifications help to manage resistant hypertension?

Date:

 Article Number  Author and Date  Evidence Type Sample, Sample Size, SettingFindings That Help Answer the EBP Question Observable Measures  Limitations Evidence Level, Quality1 (Blumenthal et al., 2021)Lifestyle Modification for Resistant Hypertension: The TRIUMPH Randomized Clinical TrialQuantitative, ObservationalOne hundred forty patients suffering from resistant hypertension who were willing to engage in the study were included. They had a mean age of 63 years, with 48% being females, 31% suffering from diabetes, 59% being black, and 21% battling chronic diseases. Only individuals diagnosed with resistant hypertension in the preceding six months of the study were included. Additionally, persons who had received treatment for two or more weeks and who were on three or more antihypertensives from different classes were included,A random assignment to a four-month Center-Based Lifestyle interventional program included dietary education, weight management, and exercise or a one-time counseling session that provided them with Standardized Education and Physical advice.

The TRIUMPH, a randomized clinical trial, was used to evaluate whether the interventions mentioned above could help lower the participants’ blood pressure.

 

 

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Patients with resistant hypertension can benefit from reducing their blood pressure through dietary and physical activity changes. Significant decreases in the clinic and ambulatory blood pressure and improvements in chosen biomarkers of cardiovascular disease are seen after four months of a planned exercise and diet program administered as supplementary therapy in a cardiac rehabilitation environment.The purpose of the TRIUMPH research is to assess the effectiveness of center-based lifestyle interventions such as s engagement in physical activity to that of standard education and physician advice (SEPA) in treating patients with resistant hypertension. Participants (n = 150) will be randomly assigned to participate in a standardized behavioral counseling session simulating real-world medical service or a supervised lifestyle modification administered in a cardiac rehabilitation clinic over the course of 4 months. Clinical blood pressure is the primary endpoint; ambulatory blood pressure and various cardiovascular disease biomarkers, such as arterial stiffness, left ventricular hypertrophy,  insulin resistance, lipids, inflammatory markers, and baroreceptor reflex sensitivity, are secondary endpoints. At the 1-year follow-up, it will assess modifiable risk factors for cardiovascular disease such as smoking status, blood pressure, and diet.Since the study was conducted in a single site, the generalizability of its findings may raise concerns.Evidence Level I – RCT   

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Attach a reference list with full citations of articles reviewed for this Practice question.

NR717 Week 3 Discussion Sample 2

Intervention Impact

Over the past couple of weeks I’ve focused on obesity and increasing physical activity within the African American population in Jackson, MS. Compared to Caucasians, African Americans experience much higher incidences of metabolic disorders and cardiovascular disorders. I’ve covered several risk factors in my previous posts, however through my research, I found an article, Nam et al. (2021) that provided insight on a risk factor that I hadn’t considered before. This study examined how perceived racial discrimination in African Americans contributes to poor health, obesity, decreased physical activity, and health disparities. While a number of factors influence health disparities, African Americans report perceived racial discrimination more than any other ethnic or racial groups. The pilot study used an intensive, observational, case-crossover design of African Americans (n=12) recruited from the community (Nam et al., 2021).

The inclusion conditions were that all participants self-reported as African American/black, English speaking, employed, were between the ages of thirty and fifty-five, owned a smartphone, and was able to reply at a minimum of three times daily to random survey prompts (Nam et al., 2021). Those who were pregnant, or afflicted with serious acute or terminal medical illnesses were excluded from the study as this would interfere with physical activity (Nam et al., 2021).

Forty percent of the participants were obese. The twelve participants were asked to complete baseline surveys and over the course of the next seven days they were instructed to wear accelerometers. Accelerometers are devices that capture and measure the participants’ physical activity levels. The participants also received Ecological Momentary Assessments five times per day over the course of the next seven days. The goal was to capture and assess racial discrimination in real time each day. In the analysis of within-person level data, the accelerometer did indeed observe that the participants were more sedentary on the days when they experienced more perceived discrimination than usual.

As with many studies, this one came with limitations. The small sample size offered limited evidence to support whether or not racial discrimination is a precursor to decreased physical activity or other sedentary behaviors when compared with other studies of general psychological stress (Nam et al., 2021). In the future, studies should consider more extensive racial discrimination approaches, a larger participant sample, and Ecological Momentary Assessments in an effort to decide its ideal frequency to accurately capture discriminatory encounters and survey its relationship with health behaviors (Nam et al., 2021).

Safety, walkability, and crime in neighborhood environments are all associated with a person’s physical activity levels despite the overall findings being mixed. Location is everything and where African Americans live is absolutely crucial for their quality of life. The fact that many neighborhoods are still very much segregated with African Americans often residing in poorly funded communities perplexes me. Social stresses such as discrimination may provoke unhealthy behaviors and is linked to the consumption of smoking, alcohol, and fatty food consumption.

As obesity within African Americans can occur for a variety of reasons, it’s important to properly assess patients in order to get to the root of their problems. Questions we may wonder as healthcare professionals are: What does your diet consist of? What do you typically consume in a day? What medications are you taking? Have you ever had issues with your thyroid? Are you employed? What is your family history? Are you able to purchase healthy food options? How many days per week are you able to exercise for thirty minutes or more?

Once the causative factors are identified it will make it easier to implement an intervention. If their obesity is linked to an organic cause, treat the disease. If finances are an issue, refer them to those who will be able to assist. My intervention absolutely has the potential to impact my practice problem. The intervention that I will be addressing is making the neighborhood safer, which will in turn increase the likelihood that people in the community will become more physically active. At the population level a strategy to design changes within the community may need to be implemented. In overweight children school based physical education can be enhanced.

Free suggestions to patients would be to become more active by avoiding elevators and taking stairs instead. Parking their cars further from their destination will encourage them to walk further. Participate in sports or other physically challenging activities such as skating or even walking through malls can be safe alternatives to walking outside. New walking trails can be created to increase availability or a heavier police presence can be made at existing ones.

Creating walking groups can be beneficial as there is usually more safety in numbers. Offering more free gym memberships to those in need within the community can also be beneficial. I’m pretty sure that the Young Men’s Christian Association/Young Women’s Christian Association (YMCA/YWCA) already offers free memberships to low income individuals and families. Providing equitable and inclusive access is foundational to my practice problem (Centers for Disease Control and Prevention, 2019).

Translation Science Model

Translation science is defined as an area of research that constantly advances translation models that work in the unpredictable reality of daily practice. It is essential to be able to influence practice problems by having the capability to translate research evidence into day to day clinical practice. The probability of effective evidence implementation into practice increases when using the systematic approach of a conceptual model/framework. The translation science models are diffusion of Innovation, Knowledge-to-Action (KTA), Normalization Process Theory (NPT), and I-PARIHS model. It was difficult for me to choose between the I-PARIHS model and Knowledge-to-Action, however I ultimately felt that Knowledge-to-Action would best aid in the success of my intervention’s implementation into practice.

Knowledge-To Action is appropriate for the sustainability approach. Knowledge-to-Action concentrates on bridging gaps between what is known versus what is implemented into practice (Kim et al., 2021). The Knowledge-to-Action Framework is comprised of two parts which are The Knowledge Cycle and the Action Cycle (Field et al., 2014). The Knowledge Cycle and the Action Cycle encompass multiple phases. Each component involves several segments which are sometimes repetitive or overlap one another. The Action Cycle exhibits activities necessary for data to be implemented in practice (Graham et al., 2006).

The action phase of the Knowledge-To Action model encompasses recognizing and assessing the problem and established research, identifying obstacles and achievements, planning, implementing, monitoring, analyzing, and making adjustments (Burd et al., 2020). The final stage of the Knowledge-To Action model is knowledge use sustainment. In regard to the knowledge phase, what is known is that obesity is a major problem in African Americans in Jackson, MS. The action is devising a plan to help reduce obesity in my selected population. This will bridge the gap of what is known (obesity) versus what is implemented into practice.

I would integrate the stakeholder into the design of the model by first deciding who the appropriate local level stakeholder would be to propose my intervention to. Networking with stakeholders, both informal and formal leaders, is crucial as a practicing scholar. This also establishes a collaborative relationship that is necessary to concentrate on a practice problem with the goal of translating the best obtainable evidence.

Stakeholders also possess a deep level of understanding and knowledge as it relates to practice priorities and available resources. Interprofessional Collaboration (IPC) is the practice in which several professional groups work in unison and value the knowledge set and contributions that one another brings to the team (White et al., 2021). This in turn positively impacts healthcare processes and delivery (White et al., 2021). Keeping a constant line of communication with local level stakeholders is just as important as it is with national level stakeholders.

Minnesota Public Health Wheel

This again was difficult to choose from as several of the stages of the Minnesota Public Health Wheel were applicable to my intervention. The two that I feel are most relevant are advocacy and policy development/enforcement. By collaborating with stakeholders I am protecting and promoting the health of my chosen population as well as the overall community. I also feel that at this stage I am ready to put my concerns and interventions on the decision makers’ radar.

References

Burd, C., Gruss, S., Albright, A., Zina, A., Schumacher, P., & Alley, D. (2020). Translating Knowledge into Action to Prevent Type 2 Diabetes: Medicare Expansion of the National Diabetes Prevention Program Lifestyle Intervention. The Milbank Quarterly, 98(1), 172–196. https://doi.org/10.1111/1468-0009.12443.

Centers for Disease Control and Prevention. (2019) Strategies to Increase Physical Activity. Retrieved on March 19, 2023. https://www.cdc.gov/physicalactivity/activepeoplehealthynation/strategies-to-increase-physical-activity/index.html.

Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the Knowledge to Action Framework in practice: a citation analysis and systematic review. Implementation Science, 9(172). https://doi.org/10.1186/s13012-014-0172-2.

Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in Health Profession, 26(1).

Kim, E., Lee, M., Kim, E.-H., Kim, H. J., Koo, M., Cheong, I. Y., & Choi, H. (2021). Using knowledge translation to establish a model of hospital-based early supported community reintegration for stroke patients in South Korea. BMC Health Services Research, 21(1), 1359–1359. https://doi.org/10.1186/s12913-021-07400-5.

Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.). https://www.health.state.mn.us/communities/practice/research/phncouncil/docs/PHInterventions.pdf.

Nam, Jeon, S., Ash, G., Whittemore, R., & Vlahov, D. (2021). Racial Discrimination, Sedentary Time, and Physical Activity in African Americans: Quantitative Study Combining Ecological Momentary Assessment and Accelerometers. JMIR Formative Research, 5(6), e25687–e25687. https://doi.org/10.2196/25687.

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and health care (3rd ed.). Springer Publishing Company.

NR 717 Week 3 Population Health Interventions Discussion Instructions

Purpose

The purpose of this discussion is to demonstrate your understanding of interventions to address population health problems and reduce health disparities.

Instructions

Using your selected population, continue your search and appraisal of evidence by analyzing one research study that offers a potential intervention to address your selected population health issue. This intervention must be at the population level. This research study must be new, one that was not used in a previous course.

Appraise a quantitative research study that utilizes an intervention to address the selected health issue identified in Week 2 using the Johns Hopkins Research Appraisal Tool.

• Link (Word doc): Johns Hopkins Research Appraisal Tool.

Transfer your findings to the Johns Hopkins Individual Evidence Summary Tool.

• Link (Word doc): Johns Hopkins Individual Evidence Summary Tool.

Analyze the evidence summary tool of the research study to address the following in the discussion:

1. Determine whether the intervention has the potential to impact the issue. Explain your rationale.
2. Attach the completed Johns Hopkins Individual Evidence Summary Tool.
3. Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model.
4. Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

1. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR717 Evaluation Processes in Population Health Paper Week 4

Evaluation Processes in Population Health

Brief statement introducing the selected practice problem

African Americans in Jackson, Mississippi, are at a high risk of developing preventable illnesses such as hypertension and heart disease because of different social determinants of health. Such factors include unemployment, low educational achievement and poverty, among others. The selected practice problem is health disparities among this population, which, if resolved, can help them enjoy optimal health.

A related Healthy People 2030 Goal that applies to your selected population and health issue.

The Healthy People 2030 goal that relates to the African American issues in solving health disparities is the elimination of health disparities, achieving equity in health and attaining health awareness to improve the health of all individuals (USDoHHS, 2021). If health inequities are resolved and care is given to all deserving populations, all people will achieve optimal health. There would not be any significant variations in disease mortality and morbidity among the different populations and races.

One evidence-based intervention to address the Healthy People 2030 goal.

For healthcare workers to address the health disparities existing in the chosen population, educating the persons on relevant issues that affect their health is essential. People with the knowledge and dynamics surrounding disease development can make effective decisions to keep their health in check (Carey et al., 2021). For instance, they can engage in lifestyle modifications like physical exercise and eating a good diet to prevent obesity, leading to a decrease in the predisposition to heart disease and hypertension.

How to determine if your evidence-based intervention was efficient, effective, and efficacious. Each of the 3 E’s addressed.

Efficacy is the ability of the implemented effort in producing the desired result. Randomized control trials can be employed among the target population to assess if it impacts the reduction in health disparities observed among the African Americans in Jackson. There should be a reduction in the prevalence of the diseases caused by health disparities common among this population. The effectiveness of a healthcare program is measured by the degree to which it improves patient outcomes based on available scientific data (Brusco & Frawley, 2019). This will be determined by collecting feedback from study participants on their health after implementing the recommended lifestyle changes.

The efficiency of the recommended measures in obtaining improved health results for the population experiencing health disparities will be assessed. The lifestyle modification programs’ success will be measured by the degree to which they motivate individuals to alter their behavior (Brusco & Frawley, 2019). Participants’ attitudes about participating in lifestyle modification programs and maintaining the recommended lifestyle changes will serve as examples.

NR717 Evaluation Processes in Population Health Paper References

Brusco, K., & Frawley, C. (2019). Program evaluation within the research translation framework. Journal of Physiotherapy, 65(2), 63–64. https://doi.org/10.1016/j.jphys.2019.02.010

Carey, M., Wright, T., Taler, J., & Whelton, K. (2021). Guideline-driven management of hypertension. Circulation Research, 128(7), 827–846. https://doi.org/10.1161/circresaha.121.318083

U.S. Department of Health and Human Services. (2021). Objectives and Data – Healthy People 2030 | health.gov. Accessed on March 7th from https://health.gov/healthypeople/objectives-and-data

NR 717 Week 4 Evaluation Processes in Population Health Discussion

Purpose

The purpose of this discussion is to evaluate strategies to address your selected population health practice problem to reduce health disparities.

Instructions

1. Compose a brief statement introducing the selected practice problem (to remind readers of your selected topic).
2. Summarize a related Healthy People 2030 Goal that applies to your selected population and health issue.
   • Link (website): Healthy People 2030
3. Propose one evidence-based intervention to address the Healthy People 2030 goal. You may use the same study from Week 3 if it aligns with the selected Healthy People 2030 goal, or you may select another evidence-based intervention after reviewing the literature.
4. Describe how you would determine if your evidence-based intervention was efficient, effective, and efficacious. Each of the 3 E’s must be addressed.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)

1. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR 717 Week 4 FEMA Emergency Management Course Assignment

Purpose

The purpose of this assignment is to introduce you to the Federal Emergency Management Agency’s (FEMA) basic incident command system.

Instructions

1. Complete the following FEMA Emergency Management Institute course which should take about 4 hours to complete:
   1. Link (website): IS-200.C: Basic Incident Command System for Initial Response.
   1. There are several different courses (i.e.,100, 200, and 700). You are only required to complete the IS200 course.
2. Download and save the Certificate of Completion with a file name: Last NameFirst Name_ISCOURSENUMBER Certificate Completion (ex. StudentSally_IS200 Certificate Completion).
3. Submit the certificate of completion in pdf format to the assignment folder.
4. This assignment is pass/fail. You will receive 150 points after successfully passing the IS-200 course and uploading your certificate of completion in the course assignment folder.

Program Competencies

This assignment enables the student to meet the following program competencies:

• Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
• Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

• Analyze the role of advance nursing practice in disaster and emergency management. (PCs 7, 8; PO 1)

NR717 FEMA Emergency Management Course Help

FEMA Emergency Management Course Assignment

Purpose

The purpose of this assignment is to introduce you to the Federal Emergency Management Agency’s (FEMA) basic incident command system.

Instructions

1. Complete the following FEMA Emergency Management Institute course which should take about 4 hours to complete:
   • Link (website): IS-200.C: Basic Incident Command System for Initial Response.
   • There are several different courses (i.e.,100, 200, and 700). You are only required to complete the IS200 course.
2. Download and save the Certificate of Completion with a file name: Last NameFirst Name_ISCOURSENUMBER Certificate Completion (ex. StudentSally_IS200 Certificate Completion).
3. Submit the certificate of completion in pdf format to the assignment folder.
4. This assignment is pass/fail. You will receive 150 points after successfully passing the IS-200 course and uploading your certificate of completion in the course assignment folder.

Program Competencies

This assignment enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Analyze the role of advance nursing practice in disaster and emergency management. (PCs 7, 8; PO 1)

NR 717 Week 5: Healthcare Policy and Political Competency

Week 5 Healthcare Policy Discussion

Purpose

The purpose of this discussion is to reflect on opportunities to impact healthcare policies while further developing your own political competency using Warner’s article (2003) as a guide.

Instructions

Read the Warner (2003) article (located in Student Learning Resources). Reflect upon the development of your political competency and address the following:

1. Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.
2. Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
6. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
7. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
3. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

Healthcare Policy Discussion Example

Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.

Health policies outline the strategies, decisions, and activities to meet the objectives. Infectious illness prevention and management posed a difficulty in my neighborhood and national community. At the beginning of the world pandemic, COVID-19, the economy was crippled.  Public spaces and other forms of social interaction were closed off. I was presented with an opportunity to help people understand the problem and how to take preventative actions. Individuals were instructed to maintain their distance from one another, cover their faces with masks, and frequently wash their hands with soap and water (Rahman et al., 2021).

People were also required to spend as much time as necessary in their homes and away from public gatherings. Moreover, vaccinations were used to lessen the likelihood of people being infected. These precautions were successful since they slowed the spread of Covid – 19. These efforts helped to minimize the possibility of developing the illness, and there was a corresponding drop in reported cases (Vitiello et al., 2021).

Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

I want to enhance my networking abilities to establish connections with additional national political figures. It will make it easy to persuade them and facilitate the adoption of the prevalent health policy efforts to improve the efficacy of healthcare delivery (Myers, 2020). I believe that my ability to network will aid me in pursuing better availability of clinical resources, which are necessary for providing patients with the all-encompassing care they need to achieve positive health outcomes. Facilitating development initiatives within the clinical domains to ensure clients obtain fast and good healthcare will be simple with the help of politicians.

References

Myers, R. (2020). Promoting population health. Nursing Clinics of North America, 55(1), 11–20. https://doi.org/10.1016/j.cnur.2019.11.001

Rahman, S., Montero, V., Rowe, K., Kirton, R., & Kunik, F. (2021). Epidemiology, pathogenesis, clinical presentations, diagnosis and treatment of COVID-19: A review of current evidence. Expert Review of Clinical Pharmacology, 14(5). https://doi.org/10.1080/17512433.2021.1902303

Vitiello, A., Ferrara, F., Troiano, V., & La Porta, R. (2021). COVID-19 vaccines and decreased transmission of SARS-CoV-2. Inflammopharmacology, 29(5). https://doi.org/10.1007/s10787-021-00847-2

NR717 Healthcare Policy Paper Week 5

Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.

Health policies outline the strategies, decisions, and activities to meet the objectives. Infectious illness prevention and management posed a difficulty in my neighborhood and national community. At the beginning of the world pandemic, COVID-19, the economy was crippled.  Public spaces and other forms of social interaction were closed off. I was presented with an opportunity to help people understand the problem and how to take preventative actions. Individuals were instructed to maintain their distance from one another, cover their faces with masks, and frequently wash their hands with soap and water (Rahman et al., 2021).

People were also required to spend as much time as necessary in their homes and away from public gatherings. Moreover, vaccinations were used to lessen the likelihood of people being infected. These precautions were successful since they slowed the spread of Covid – 19. These efforts helped to minimize the possibility of developing the illness, and there was a corresponding drop in reported cases (Vitiello et al., 2021).

Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

I want to enhance my networking abilities to establish connections with additional national political figures. It will make it easy to persuade them and facilitate the adoption of the prevalent health policy efforts to improve the efficacy of healthcare delivery (Myers, 2020). I believe that my ability to network will aid me in pursuing better availability of clinical resources, which are necessary for providing patients with the all-encompassing care they need to achieve positive health outcomes. Facilitating development initiatives within the clinical domains to ensure clients obtain fast and good healthcare will be simple with the help of politicians.

NR717 Healthcare Policy Paper References

Myers, R. (2020). Promoting population health. Nursing Clinics of North America, 55(1), 11–20. https://doi.org/10.1016/j.cnur.2019.11.001

Rahman, S., Montero, V., Rowe, K., Kirton, R., & Kunik, F. (2021). Epidemiology, pathogenesis, clinical presentations, diagnosis and treatment of COVID-19: A review of current evidence. Expert Review of Clinical Pharmacology, 14(5). https://doi.org/10.1080/17512433.2021.1902303

Vitiello, A., Ferrara, F., Troiano, V., & La Porta, R. (2021). COVID-19 vaccines and decreased transmission of SARS-CoV-2. Inflammopharmacology, 29(5). https://doi.org/10.1007/s10787-021-00847-2

Healthcare Policy Discussion

Purpose

The purpose of this discussion is to reflect on opportunities to impact healthcare policies while further developing your own political competency using Warner’s article (2003) as a guide.

Instructions

Read the Warner (2003) article (located in Student Learning Resources). Reflect upon the development of your political competency and address the following:

1. Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.
2. Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

1. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

NR 717 Week 5 Population Health Practice Problem Assignment

Purpose

This assignment will allow for the exploration of a selected population health practice problem, encompassing social determinant risk factors, epidemiological factors, an evidence-based population health intervention, and relevant measurable goals and objectives.

Instructions

Use the population (at the local, regional, or national level) you have engaged throughout the course thus far and develop a comprehensive analysis of the important population health concepts and propose an evidence-based intervention and evaluation plan.

The assignment should include the following components:

1. Introduction
   1. Introduce topic of paper.
   2. Develop a focused one-sentence purpose statement.
   3. Present subtopics that will be discussed.
2. Population
   1. Present the selected population in general terms.
   2. Identify three key social determinant risk factors associated with the population.
3. Practice Problem
   1. Explain the National Practice Problem and how it affects the population.
   2. Explain the significance of the practice problem at the local, regional, or national level.
   3. Explain the prevalence of the practice problem at the local, regional, or national level.
4. Epidemiology
   1. Explore the epidemiologic principles and measures used to address your selected practice problem.
   2. Examine the use of descriptive and/or analytic epidemiology to address the practice problem.
   3. Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.
   4. Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.
5. Goal and Objective
   1. Explore and detail one Healthy People 2030 goal that addresses the selected practice problem.
      • Link (website):? Healthy People 2030.??
   2. Develop one measurable objective using the SMART format (review Week 4 Lesson) to help achieve the Healthy People 2030 goal that addresses the selected practice problem.
6. Evidence-Based Population Intervention
   1. Identify one evidence-based intervention from a research study to achieve the goal and objective. (This research study must be at the population level and should not be one that was used in a previous course.)
   2. Add the study to the Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
      • Link (Word doc): Johns Hopkins Individual Evidence Summary Tool.
   3. Identify where the selected intervention is located on the Minnesota Public Health Wheel.
   4. Provide objective rationale for the evidence-based intervention to address the practice problem.
7. Evaluation
   1. Describe how you would evaluate if your intervention were efficient, effective, and efficacious, and equitable.
8. Conclusion
   1. Summarize the impact of the practice problem on the identified population.
   2. Summarize the role of the evidence-based intervention to address the practice problem idea.
9. References
   1. Identify and list four scholarly sources on the reference pages.
   2. Identify and list other scholarly sources used in the paper on the reference pages.
   3. List sources in alphabetical order.
   4. Use correct hanging-indent format.
10. Appendix: Summary Table of the Evidence
    1. Attach the completed Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
    2. Provide a minimum of one research study describing the selected intervention.
    3. Complete all sections completely for the source of evidence.
    4. Identify both the quality and level of evidence for each scholarly source on the table.

Writing Requirements (APA format)

• Length: 7-8 pages (not including title page or references page)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman or 11-point Arial font
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics

Program Competencies

This assignment enables the student to meet the following program competencies:

5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
6. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
7. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
5. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

NR717 Week 2 ErnestYoung Epidemiology and Health Surveillance Discussion Example Provided

Purpose

The purpose of this discussion is to apply concepts in epidemiology and health surveillance to a selected population.

Instructions

Explore the determinants of health and the National Practice Problems that most affect the population you selected in Week 1. Review the following index to locate an epidemiological report published by the Centers for Disease Control and Prevention (CDC).

Link (website): CDC A-Z Index

This report contains data on specific diseases as reported by state and regional health departments, as well as recommendations that have been issued by the CDC.

Use the index to review the most significant issue pertaining to your selected population and one of the eight National Practice Problems to address the following:

Explore the epidemiologic principles and measures used to address your selected practice problem at the national and specific geographic (city or county level) location for the population you have selected.

Examine the use of descriptive and/or analytic epidemiology to address the practice problem.

Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.

Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Link (webpage): DNP Discussion Guidelines

Program Competencies

This discussion enables the student to meet the following program competencies:

Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)

Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

NR717 Week 2 ErnestYoung Epidemiology and Health Surveillance Discussion Example

Epidemiologic Principles and Measures Used

The health problem selected for the population is health disparities among African Americans in Jackson, Mississippi. Understanding social determinants of health, adopting a lifespan perspective, and creating culturally sensitive interventions are the epidemiological principles used to reduce racial health inequalities (Celentano & Szklo, 2019). The methodology includes analyzing data from population-based surveys on factors such as community environment, incidences, and death rates (Celentano & Szklo, 2019). For instance, because they are less likely to have access to good schools and medical facilities, young black men have a death rate five times greater than young white men.

Also Read:

NR717 ErnestYoung Population Health Interventions

Use of Descriptive and Analytic Epidemiology

Descriptive epidemiology seeks to understand the nature of health inequalities and the factors contributing to their existence, such as patient and provider demographics and care availability (Platt, 2022). How widespread an illness is, how it varies with age and gender, and whether or not there are any trends can all be answered using this information. On the other hand, analytic epidemiology studies aim to verify a hypothesis on the etiology of health inequalities (CDC, 2019). The goal is to disentangle variations in risky practices or underlying genetic traits from those individuals linked with exposure.

Use of Surveillance to Influence the Determinants of Health

Surveillance would help me take samples from various neighborhood regions and compare them to those from other parts to detect issues in the population and develop viable remedies. This can aid in diagnosing health problems, allowing the most appropriate actions to be implemented. Additionally, it can help identify the intervention requirements and track their success (Celentano & Szklo, 2019). This can be useful for determining if the currently used intervention is working as planned or if it needs to be modified.

Ethical Concerns

The collected and analyzed data should be able to benefit all individuals who have been studied. It is unethical that results from research benefit only a few community members. It is ethically sound to inform the target population about the findings and how well they can utilize them to achieve positive health outcomes.

NR717 Week 2 ErnestYoung Epidemiology and Health Surveillance References

Celentano, D., & Szklo, M. (2019). Gordis epidemiology (6th ed.). Elsevier.

Center for Disease Control and Prevention. (2019). Principles of epidemiology. Accessed on March 5th from https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section7.html

Platt, W. (2022). The importance of descriptive epidemiology. American Journal of Epidemiology. https://doi.org/10.1093/aje/kwac153

Johns Hopkins Nursing Evidence-Based Practice Appendix G: Individual Evidence Summary Tool

Practice Question: Does perceived racial discrimination in African Americans contribute to poor health, obesity, decreased physical activity, and health disparities?

Date: 03/19/

 

Article Number

 

 

Author and Date

 

 

Evidence Type

 

Sample, Sample Size, Setting

Findings That Help Answer the EBP Question

 

Observable Measures

 

 

Limitations

 

Evidence Level, Quality

        1

Nam, Jeon, S., Ash, G., Whittemore, R., & Vlahov, D. (2021).

Racial Discrimination, Sedentary Time, and Physical Activity in African Americans: Quantitative Study Combining Ecological Momentary Assessment and Accelerometers

Quantitative

Intensive, observational, case-crossover design.

Non-experimental

The inclusion criteria were self-reported African American or Black, aged between 30

and 55 years, currently employed, ownership of a smartphone, able to respond to smartphone-based random survey prompts at least 3 times per day, and

English speaking.

The sample size (n=12) was largely based

on guidelines for pilot studies that suggest 10 to 40 participants

per cell.

At the baseline visit, they loaded the mEMA app, which is compatible with both iOS and Android operating systems, into each participant’s smartphone. Participants were instructed to wear an accelerometer on their right hip during waking hours for 7 consecutive days to obtain at least three weekdays and one weekend day to determine the daily variability. A paper diary was provided, and

participants were instructed to fill out the diary on the time they

took off (eg, shower) and wore their accelerometers.

 

 

? N/A

In the examination of within-person level data, on days when participants reported more perceived racial discrimination than

usual, more sedentary time was observed in the accelerometer data. The between-person analysis did not duplicate this finding in the study. However, this is consistent with the findings of between-person analysis in a prior study examining the relationship between general psychological stress and sedentary behaviors in other populations: end-of-day general stress ratings were not associated with sedentary time in the between-person analysis.

Although findings are mixed, previous studies have shown that neighborhood environments such as walkability, safety, or crime were associated with individuals’ PA levels in the general population.

Researchers collected repeated real-time racial

discrimination exposure data in the natural environment while simultaneously collecting objective measures of sedentary behaviors and PA among African Americans. They also

demonstrated the utility and feasibility of EMA coupled with accelerometers in studying the relationship between daily racial

discrimination and PA in African Americans. Conventional

accelerometer protocols require only 4 valid days for a 7-day wear period to be considered valid. Approximately 83% (10/12) of the participants met the inclusion requirement for

valid accelerometer data (?10 hours/day wear time) and wore

the accelerometer 6 out of 7 days, and they also showed high adherence to the EMA protocol.

Compared with other studies of general psychological stress, the small sample size offered limited evidence supporting racial discrimination as an antecedent to sedentary behaviors or PA. EMA minimizes recall bias and errors. However, it is also possible that the study findings may have been influenced by vigilance to discrimination from the repetitive assessment involved in EMA. In addition, the high CES-D scores observed in the participants may have influenced the associations with perceived racial discrimination or PA. Further studies are needed to confirm the observed findings in light of the limitations of this study, including its small sample size.

Level III

Low

   

 

 

 

? N/A

       

 

 

 

? N/A

       

 

 

 

? N/A

       

 

 

 

? N/A

       

 

 

 

? N/A

       

 

 

 

? N/A

    

Attach a reference list with full citations of articles reviewed for this Practice question.

NR717 Week 3: Prevention, Interventions, and Population Health Programs

Population Health Interventions Discussion

Purpose

The purpose of this discussion is to demonstrate your understanding of interventions to address population health problems?and reduce health disparities.

Instructions

Using your selected population, continue your search and appraisal of evidence by analyzing one research study that offers a potential intervention to address your selected population health issue. This intervention must be at the population level. This research study must be new, one that was not used in a previous course.  

Appraise a quantitative research study that utilizes an intervention to address the selected health issue identified in Week 2 using the Johns Hopkins Research Appraisal Tool.  

• Johns Hopkins Research Appraisal Too https://cdn.brandfolder.io/74235FBJ/as/6f2mgbk5h7bpfnk85t6pgwm/Johns_Hopkins_Research_Appraisal_Tool.docx
• Transfer your findings to the Johns Hopkins Individual Evidence Summary Tool. 

Johns Hopkins Individual Evidence Summary Tool https://cdn.brandfolder.io/74235FBJ/as/n32gvzkm765pvb7b5cjp5m5s/Johns_Hopkins_Individual_Evidence_Summary_Tool.docx

Analyze the evidence summary tool of the research study to address the following in the discussion:    

1. Determine whether the intervention has the potential to impact the issue. Explain your rationale.??
2. Attach the completed Johns Hopkins Individual Evidence Summary Tool.
3. Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model.   
4. Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
2. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1) 
2. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1) 

NR717 Week 5 Population Health Practice Problem Example Answer Provided

Population Health Practice Problem

By forming an interdisciplinary team to tackle individuals’ specific needs and the behavioral, environmental, and social factors that contribute to their overall health, a population health practice strives to enhance the well-being and medical needs of a specific population. Cases of illness or injury within a population constitute a difficulty in population health practice. The paper aims to investigate the population’s health problems and possible solutions.

It also aims to identify the health practice issues plaguing a specific group and to outline interventions that can be implemented to mitigate their consequences. It will do so by discussing the key areas: the practice problems which affect the selected population, epidemiology assessments that can be used to confront the practice problem, measurable goals that can help accomplish health 2030 goals, evidence-based intervention that can aid in accomplishing objectives and goals, and an assessment of the mentioned intervention.

Population

African Americans in Jackson, Mississippi, were chosen as the study population. Jackson is the largest city in Mississippi, located in both Hinds and Rankin counties. By 2021, the population of Jackson city had risen to 149,761 (United States Census Bureau, 2022).

82% of the population was black, whereas the white share was 16.54 percent, the Asian share was 0.32 percent, and the other racial and ethnic groups comprised 0.29 percent (United States Census Bureau, 2022). Jackson city has a poverty rate of about 25.42 percent and a median income of about $55,850.

The average monthly rental cost in recent years has been $847. In Jackson’s early years, the population grew to a peak of almost 200 000. Nonetheless, recent censuses show that the population has dropped for several years. People have left the city for the surrounding suburbs, explaining the downturn. African Americans in Jackson, Mississippi, face inequities in health care, economic hardship, and a lack of educational opportunity due to these three causes.

Practice Problem

Concerns about racial health disparities in healthcare are the most pressing issue affecting African Americans in Jackson city, and this is a vital national practice problem. Recent research from the Jackson Heart Study has linked racial health inequalities to the rise in hypertension and heart disease in African Americans. It has been hypothesized that the persistent anxiety caused by racial health disparities is a factor in the development of hypertension.

Jackson Heart found that whereas black patients received care without respect to their health issues or necessities, white patients were more likely to be admitted to facilities that only serve white people as urgent cases (NLHBI, 2019). This action affects the client’s reaction to the healthcare professionals, which may later be responsible for the individuals’ lack of trust, dissatisfaction, and unfavorable perception of the practitioners.

It affects people’s day-to-day lives, relationships, and places they can comfortably visit. Their options and choices are impacted. When people are discriminated against based on their religion, gender, race, ethnicity, or sexuality, it results in racial health disparities.

Epidemiology

When it comes to public health, studying racial health inequalities is crucial but often ignored. Disparities in health care for people of different races, ages, sexes, and other demographics have severe consequences for people’s physical and mental well-being (Brown et al., 2022). The negative impacts of racial health disparities have complicated causes, repercussions, and potential solutions.

Discrimination and other structural racism contribute to racial health inequalities (Brown et al., 2022). Epidemiologists can reduce racial health inequalities by focusing on socioeconomic determinants of health, using a life-span approach, and creating culturally appropriate solutions (Schillinger, 2020).

Performing population-based studies on factors like residential environment and mortality risk are examples of measures. For instance, because they are less likely to have access to good schools and medical facilities, young black men have a death rate five times greater than young white men.

Racial health inequalities are studied and addressed using descriptive and analytic epidemiology approaches. In descriptive epidemiology, researchers look for health inequalities and see how they are connected to factors like patient and healthcare providers’ demographics (Celentano & Szklo, 2019). It helps answer questions about who’s at the most risk, the disease’s incidence or death rate, how it evolves, whether it affects both sexes equally, and whether there are any discernible trends (Celentano & Szklo, 2019).

Descriptive epidemiology applies statistical techniques to report population aspects, such as disease incidence and prevalence rates, discrepancies in the progression of the disease, variations in healthcare utilization, how often individuals get a specific disease or how often they seek out certain medical services (Celentano & Szklo, 2019).

This strategy can be broken down into two distinct categories, one that emphasizes history, such as by defining past trends, and another that emphasizes the future, such as by employing forecasting models to determine vulnerable groups or predict the future burden of diseases (Celentano & Szklo, 2019). Although one method places more weight on the past while the other looks to the future, both can guide racial and health inequalities policy.

Conversely, an analytic approach to epidemiology would involve conducting experiments to determine what factors contribute to health inequalities. It focuses on separating the effects of environmental exposures from the effects of observable variations in risk behaviors or underlying genetic traits (Celentano & Szklo, 2019). This methodology is ideal for studying racial inequalities because it helps researchers to accurately evaluate intricate problems like those that arise from racial prejudice.

Application of Epidemiology to Improve Health Outcomes

Using samples from various local groups and contrasting them with data from other communities, I would conduct surveillance to detect issues and develop solutions to enhance population health. This can aid in diagnosing health issues, allowing for more targeted treatment. Furthermore, it can establish the necessity of interventions and quantify their outcomes, which can help determine if the intervention is working as intended or needs to be modified.

Ethical Concern

Using surveillance information for purposes other than what it was designed for raises ethical concerns. Information obtained should be put to good use in a way that helps the people to whom the data originally belonged (Elwy et al., 2022). Surveillance data, for instance, should not be gathered for a select few people who do not fit the target demographic. Using surveillance data in this way is unethical. The population involved in the epidemiological study is the main stakeholder who should receive information while disseminating the results.

Goals and Objective

The primary objective of a healthy goal is to enhance people’s health status. In this instance of health inequalities, the objective is to guarantee universal access to healthcare. This is what entails health equity. Experts in the field of health state that health equality is achieved when the highest degree of health is attained for all people (Liburd et al., 2020).  To eliminate healthcare and health inequalities and promote health equality, society must work to remove existing inequalities, historical and modern injustices, and a lack of value for all members of society (Liburd et al., 2020).

According to Healthy People 2030 (2021), a health disparity is a specific variation in a population’s health directly tied to social, financial, and environmental disadvantage. Groups of people or populations who face or have suffered discrimination based on race or ethnicity, such as those who are geographically or physically disadvantaged or whose sexuality, age, psychological health, socioeconomic position, or sexual orientation are impacted negatively (Healthy People 2030, 2021).

Consequently, the primary objective of health people 2030 is to eradicate disparities in health, realize health equity and promote access to health information to enhance the well-being and general health of all individuals (Healthy People 2030, 2021). Because of this, people of all backgrounds and income levels are guaranteed and affirmed equal access to medical treatment.

Evidence-Based Population Intervention

Reducing Health Insurance Costs for Vulnerable Populations is one example of a research-based intervention. This is the most efficient strategy for reducing health inequalities and enhancing people’s quality of life. Shrank et al. (2021) found that the primary factor in healthcare inequalities between different groups was the high cost that patients had to pay out of pocket.

Access to primary, specialty care, preventative services like vaccinations and screening tests, and other vital health checks that can help avoid serious illnesses is made more affordable with health insurance coverage, lowering these financial constraints (Shrank et al., 2021). This intervention is in the yellow tier in Minnesota’s Public Health Wheel, as it entails advocacy for enforcing policies that will allow healthcare to be more affordable.

Individuals now have more flexibility in selecting a healthcare provider, thanks to the increased coverage they enjoy. Those without health insurance have lower healthcare access and more mortality rates, making it imperative to expand health insurance coverage to reduce health inequalities (Shrank et al., 2021).

The availability of healthcare professionals, the cost of care, and other factors all have a role in determining whether or not a patient can get the medical attention they need (Shrank et al., 2021). Due to their lower socioeconomic status, lower educational attainment, and other risk factors, those without health insurance are more likely to develop potentially fatal conditions, including heart disease, hypertension and diabetes.

Evaluation

The plan is to assess how effective, efficient, and cost-effective the initiative to increase health insurance coverage was. Counting the number of applications submitted to insurance providers and the proportion of that granted coverage will determine whether the intervention succeeded. If the Affordable Care Act were to be assessed, it would be determined whether or not the number of individuals without health insurance has decreased and whether or not the number of people with insurance has increased.

To gauge the success of the intervention, it would be assessed whether or not more individuals are using their health insurance plans before they get sick rather than after. Also, looking at whether or not more people have the opportunity to receive medical care that they did not have before due to the Affordable Care Act can help one determine if the problem is quantitative, such as whether or not their location or economic status played a role, or qualitative, like if they had health insurance or not.

Conclusion

The city’s health gap disproportionately affects African Americans in Jackson, Mississippi. Healthcare for them is rated lower than for people of other cultural backgrounds. Inequalities may arise due to age, economic status, gender, sexual orientation and level of education.

As a result, the population suffers from a high death rate and a wide range of chronic illnesses such as hypertension and heart disease. Greater access to health insurance can help reduce health inequalities. More people will be able to get the preventative care they need, and some conditions can be detected and managed sooner if more people have healthcare available to them.

NR717 Week 5 Population Health Practice Problem References

Brown, D., Hardy, M., & Bruno, A. (2022). rationing and disparities in health care: implications for radiology clinical practice guidelines. Journal of the American College of Radiology, 19(1), 84–89. https://doi.org/10.1016/j.jacr.2021.09.023

Celentano, D., & Szklo, M. (2019). Gordis epidemiology (6th ed.). Elsevier.

Elwy, R., Maguire, M., Kim, B., & West, S. (2022). Involving stakeholders as communication partners in research dissemination efforts. Journal of General Internal Medicine, 37(S1), 123–127. https://doi.org/10.1007/s11606-021-07127-3

Healthy People 2030. (2021). Health Equity in Healthy People 2030 – Healthy People 2030 Accessed March 15th 2023 from https://health.gov/healthypeople/priority-areas/health-equity-healthy-people-2030

Liburd, C., Hall, E., Mpofu, J., Marshall Williams, S., Bouye, K., & Penman-Aguilar, A. (2020). Addressing Health Equity in Public Health Practice: Frameworks, Promising Strategies, and Measurement Considerations. Annual Review of Public Health, 41. https://doi.org/10.1146/annurev-publhealth-040119-094119

NLHBI. (2019). Jackson Heart Study (JHS) | National Heart, Lung, and Blood Institute (NHLBI). Accessed March 15th 2013 from https://www.nhlbi.nih.gov/science/jackson-heart-study-jhs

Schillinger D. (2020). the intersections between social determinants of health, health literacy, and health disparities. Studies in Health Technology and Informatics, 269, 22–41. https://doi.org/10.3233/SHTI200020

Shrank, H., DeParle, A., Gottlieb, S., Jain, H., Orszag, P., Powers, W., & Wilensky, R. (2021). Health costs and financing: Challenges and strategies for a new administration. Health Affairs, 40(2), 235–242. https://doi.org/10.1377/hlthaff.2020.01560

United States Census Bureau. (2022). QuickFacts: Jackson city, Mississippi. Accessed March 15th 2023 from https://www.census.gov/quickfacts/jacksoncitymississippi

Population Health Practice Problem Assignment

Purpose

This assignment will allow for the exploration of a selected population health practice problem, encompassing social determinant risk factors, epidemiological factors, an evidence-based population health intervention, and relevant measurable goals and objectives.

Instructions

Use the population (at the local, regional, or national level) you have engaged throughout the course thus far and develop a comprehensive analysis of the important population health concepts and propose an evidence-based intervention and evaluation plan.

The assignment should include the following components:

1. Introduction
   1. Introduce topic of paper.
   2. Develop a focused one-sentence purpose statement.
   3. Present subtopics that will be discussed.
2. Population
   1. Present the selected population in general terms.
   2. Identify three key social determinant risk factors associated with the population.
3. Practice Problem
   1. Explain the National Practice Problem and how it affects the population.
   2. Explain the significance of the practice problem at the local, regional, or national level.
   3. Explain the prevalence of the practice problem at the local, regional, or national level.
4. Epidemiology
   1. Explore the epidemiologic principles and measures used to address your selected practice problem.
   2. Examine the use of descriptive and/or analytic epidemiology to address the practice problem.
   3. Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.
   4. Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.
5. Goal and Objective
   1. Explore and detail one Healthy People 2030 goal that addresses the selected practice problem.
      • Healthy People 2030
   2. Develop one measurable objective using the SMART format (review Week 4 Lesson) to help achieve the Healthy People 2030 goal that addresses the selected practice problem.
6. Evidence-Based Population Intervention
   1. Identify one evidence-based intervention from a research study to achieve the goal and objective. (This research study must be at the population level and should not be one that was used in a previous course.)
   2. Add the study to the Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
      • Johns Hopkins Individual Evidence Summary Tool
   3. Identify where the selected intervention is located on the Minnesota Public Health Wheel.
   4. Provide objective rationale for the evidence-based intervention to address the practice problem.
7. Evaluation
   1. Describe how you would evaluate if your intervention were efficient, effective, and efficacious, and equitable.
8. Conclusion
   1. Summarize the impact of the practice problem on the identified population.
   2. Summarize the role of the evidence-based intervention to address the practice problem idea.
9. References
   1. Identify and list four scholarly sources on the reference pages.
   2. Identify and list other scholarly sources used in the paper on the reference pages.
   3. List sources in alphabetical order.
   4. Use correct hanging-indent format.
10. Appendix: Summary Table of the Evidence
    1. Attach the completed Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
    2. Provide a minimum of one research study describing the selected intervention.
    3. Complete all sections completely for the source of evidence.
    4. Identify both the quality and level of evidence for each scholarly source on the table.

Writing Requirements (APA format)

• Length: 7-8 pages (not including title page or references page)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman or 11-point Arial font
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics

Program Competencies

This assignment enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)

1. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

1. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

1. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

Rubric – W5 Assignment Grading Rubric

W5 Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome Introduction

Requirements:
1. Introduce topic of paper.
2. Develop a focused one-sentence purpose statement.
3. Present subtopics that will be discussed.

20 pts

Includes all requirements and provides an excellent introduction.

18 pts

Includes all requirements and provides a very good introduction.

16 pts

Includes fewer than all requirements and/or provides a basic introduction.

0 pts

Includes fewer than all requirements and/or provides a poor introduction.

20 ptsThis criterion is linked to a Learning Outcome Population

Requirements:
1. Present the selected population in general terms.
2. Identify three key social determinant risk factors associated with the population.

30 pts

Includes all requirements and provides an excellent description of the population.

27 pts

Includes all requirements and provides a very good description of the population.

24 pts

Includes fewer than all requirements and/or provides a basic description of the population.

0 pts

Includes fewer than all requirements and/or provides a poor description of the population.

30 ptsThis criterion is linked to a Learning Outcome Practice Problem

Requirements:
1. Explain the National Practice Problem and how it affects the population.
2. Explain the significance of the practice problem at the local, regional, or national level.
3. Explain the prevalence of the practice problem at the local, regional, or national level.

30 pts

Includes all requirements and provides an excellent description of the practice problem.

27 pts

Includes all requirements and provides a very good description of the practice problem.

24 pts

Includes fewer than all requirements and/or and provides a basic description of the practice problem.

0 pts

Includes fewer than all requirements and/or provides a poor description of the practice problem.

30 ptsThis criterion is linked to a Learning Outcome Epidemiology

Requirements:
1. Explore the epidemiologic principles and measures used to address your selected practice problem.
2. Examine the use of descriptive and/or analytic epidemiology to address the practice problem.
3. Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.
4. Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.

40 pts

Includes all requirements and provides an excellent discussion of the epidemiology.

36 pts

Includes all requirements and provides a very good discussion of the epidemiology.

32 pts

Includes fewer than all requirements and/or provides a basic discussion of the epidemiology.

0 pts

Includes fewer than all requirements and/or provides a poor discussion of the epidemiology.

40 ptsThis criterion is linked to a Learning Outcome Goal Objective

Requirements:
1. Explore and detail one Healthy People 2030 goal that addresses the selected practice problem.
2. Develop one measurable objective using the SMART format (review Week 4 Lesson) to help achieve the Healthy People 2030 goal that addresses the selected practice problem.

30 pts

Includes all requirements and provides an excellent discussion of the goal and objective.

27 pts

Includes all requirements and provides a very good discussion of the goal and objective.

24 pts

Includes fewer than all requirements and/or provides a basic discussion of the goal and objective.

0 pts

Includes fewer than all requirements and/or provides a poor discussion of the goal and objective.

30 ptsThis criterion is linked to a Learning Outcome Evidence-Based Population Initiative

Requirements:
1. Identify one evidence-based intervention from a research study to achieve the goal and objective. (This research study must be at the population level and should not be one that was used in a previous course.)
2. Add the study to the Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
3. Identify where the selected intervention is located on the Minnesota Public Health Wheel.
4. Provide objective rationale for the evidence-based intervention to address the practice problem.

40 pts

Includes all requirements and provides an excellent discussion of the evidence-based initiative.

36 pts

Includes all requirements and provides a very good discussion of the evidence-based initiative.

32 pts

Includes fewer than all requirements and/or provides a basic discussion of the evidence-based initiative.

0 pts

Includes fewer than all requirements and/or provides a poor discussion of the evidence-based initiative.

40 ptsThis criterion is linked to a Learning Outcome Evaluation

Requirements:
1. Describe how you would evaluate if your intervention were efficient, effective, and efficacious, and equitable.

30 pts

Includes all requirements and provides an excellent discussion of evaluation.

27 pts

Includes all requirements and provides a very good discussion of evaluation.

24 pts

Includes fewer than all requirements and/or provides a basic discussion of evaluation.

0 pts

Includes fewer than all requirements and/or provides a poor discussion of evaluation.

30 ptsThis criterion is linked to a Learning Outcome Conclusion

Requirements:
1. Summarize the impact of the practice problem idea.
2. Summarize the role of the evidence-based intervention to address the practice problem idea.

10 pts

Includes all requirements and provides an excellent conclusion.

9 pts

Includes all requirements and provides a very good conclusion.

8 pts

Includes fewer than all requirements and/or provides a basic conclusion.

0 pts

Includes fewer than all requirements and/or provides a poor conclusion.

10 ptsThis criterion is linked to a Learning Outcome References

Requirements
1. Identify and list four scholarly sources on the reference pages.
2. Identify and list other scholarly sources used in the paper on the reference pages.
3. List scholarly sources in alphabetical order.
4. Use correct hanging-indent format.

10 pts

Includes all requirements and provides excellent references.

9 pts

Includes all requirements and provides very good references.

8 pts

Includes fewer than all requirements and/or provides basic references.

0 pts

Includes fewer than all requirements and/or provides poor references.

10 ptsThis criterion is linked to a Learning Outcome APA Style and Organization for Scholarly Papers

Requirements:
1. Uses Level I headers.
2.References and citations are proper APA (current version).
3.Length of APA formatted paper is 7-8 pages (excluding title page and references).

20 pts

Includes all requirements and provides excellent APA style and organization.

18 pts

Includes all requirements and provides very good APA style and organization.

16 pts

Includes fewer than all requirements and/or provides basic APA style and organization.

0 pts

Includes fewer than all requirements and/or provides poor APA style and organization.

20 ptsThis criterion is linked to a Learning Outcome Clarity of Writing

Requirements:
1. Use of standard English grammar and sentence structure.
2. No spelling errors or typographical errors.
3. Organized around the required components using appropriate headers.

20 pts

Includes all requirements and demonstrates excellent clarity of writing.

18 pts

Includes all requirements and demonstrates very good clarity of writing.

16 pts

Includes fewer than all requirements and/or demonstrates basic clarity of writing.

0 pts

Includes fewer than all requirements and/or demonstrates poor clarity of writing.

20 ptsThis criterion is linked to a Learning OutcomeAppendix: Summary Table of the Evidence

Requirements:
1. Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
2. Provide a minimum of one research study describing the selected intervention.
3. Complete all sections completely for the source of evidence.
4. Identify both the quality and level of evidence for each scholarly source on the table.

20 pts

Includes all requirements and provides an excellent summary table.

18 pts

Includes all requirements and provides a very good summary table.

16 pts

Includes fewer than all requirements and/or provides a basic summary table.

0 pts

Includes fewer than all requirements and/or provides a poor summary table.

20 ptsTotal Points: 300

NR717 Week 6 ErnestYoung Discussion: Policy Analysis to Impact Population Health Example Solution Included

Policy Analysis to Impact Population Health

Defining the Problem

The term health disparity is used to describe the discrepancies in health status between subgroups of the population. Inequities occur when disparities between groups are considered unnecessary and unfair (Benson & Koroshetz, 2022). Socioeconomic status is correlated with health and nutrition disparities. Literacy, work status, shelter, nutrition, exercise program opportunities, and health care are all examples of social determinants of health (SDH) that need to be addressed to reduce health disparities (Benson & Koroshetz, 2022).

The widespread health inequalities within different countries can only be reduced via significant advances in the physical and social settings where vulnerable populations reside and work. The health and nutritional status of populations in countries where the SDH has been addressed has improved as they are the leading causes of health disparities.

Assembling Evidence

People from lower and higher income backgrounds now have equal access to healthcare courtesy of the Affordable Care Act (ACA). State and local governments have benefited from the act’s funding of disease prevention programs targeting hypertension and cardiovascular disease through the Prevention and Public Health Fund (Silberman, 2020).

Moreover, it has enhanced the collection and utilization of data on race, ethnicity, gender, primary language spoken at home, and disability status, all essential for a comprehensive assessment of health inequalities and determining effective strategies to address them. The government has also set up a system of departments dedicated to improving the health of minorities inside the Department of Health and Human Services (DHHS).

Developing Alternatives

Adopting policies that allow organizations to research ways of reducing health disparities can also be considered. For instance, Finding Answers: Disparities Research for Change is a financed initiative that, among other things, aims to promote healthcare fairness by disseminating systematic assessments of the research on proven methods for minimizing healthcare inequities. Institutions and organizations that have set aside resources to help fight disparities in health should be given a chance to make an impact.

Criteria to Evaluate the Alternatives

Since their introduction, the ACA standards have provided hospitals and organizations that have adopted them with a foundational operational structure. Security, safety, organization, care, initiatives, justice, and administration are just a few areas where ACA standards impact (Silberman, 2020). The alternatives should be able to follow these standards set by the ACA to prove effective.

Project Outcomes

The Affordable Care Act (ACA) has facilitated to reduce the healthcare access differences between low and high-income households. People can now afford healthcare services through initiatives like Medicare and Medicaid. This policy has solved the social determinants involving the acquisition of care, especially socioeconomic status (McIntyre & Song, 2019). In the future, the care aims to decrease health disparities, especially among disadvantaged populations.

Analysis of Trade-offs

Other options, such as the education of the public on awareness about health disparities, their effects and how to solve them, have been shown to produce satisfactory outcomes. Health disparities based on racial discrimination cost $93 billion annually in extra medical care expenses and $42 billion in lost productivity (Galvani et al., 2020).

Health inequalities are expensive and detrimental to the nation since they contribute to more excellent rates of sickness and mortality from preventable causes among populations who traditionally have less access to resources. Community and legislative actions are needed to address healthcare disparities.

Making Decisions

The ACA policy should be adopted in helping to decrease the existing health disparities among the population of African Americans in Jackson. It will ensure that individuals can access affordable and high-quality healthcare, helping to bridge the gaps seen in the prevalence of hypertension and heart disease burden observed in the population. Higher reimbursements should also be established to ensure healthcare providers can offer superior care.

Communicating Results

Improvements in coverage and healthcare availability have occurred on a national scale due to the ACA’s coverage expansions. Recent research and other studies show that this policy has also contributed to historically low rates of racial disparity in accessibility and coverage since 2014.

References

Benson, T., & Koroshetz, J. (2022). Health disparities: research that matters. Stroke, 53(3), 663–669. https://doi.org/10.1161/strokeaha.121.035087

Galvani, P., Parpia, S., Foster, M., Singer, H., & Fitzpatrick, C. (2020). Improving the prognosis of health care in the USA. The Lancet, 395(10223), 524–533. https://doi.org/10.1016/s0140-6736(19)33019-3

McIntyre, A., & Song, Z. (2019). The US affordable care act: Reflections and directions at the close of a decade. PLOS Medicine, 16(2), 1–3. https://doi.org/10.1371/journal.pmed.1002752

Silberman, P. (2020). The affordable care act: Against the odds, it’s working. North Carolina Medical Journal, 81(6), 364–369. https://doi.org/10.18043/ncm.81.6.364

Policy Analysis to Impact Population Health Discussion

Purpose

The purpose of this discussion is to analyze a health policy related to the selected population and practice problem.

This week, you discovered that the focus of healthcare policy has a growing emphasis on population health outcomes. As a DNP-prepared nurse, you must be able to critically appraise healthcare policies to influence policy decisions at every level.

Instructions

Review the lesson and readings about Bardach’s eightfold steps to policy analysis, especially in the Chapter 4 Policy Analysis section of the Patton text. Then, select a healthcare policy that impacts, or has the potential to impact, the practice problem and population selected in previous weeks of this course.

The following links will assist in your search for policies and/or bills.

• Current Legislative Activities. (Congress.gov)
• Nursing. (Gov info)
• Nursing. (Govtrack)

You can select a broad, national health policy (i.e., Accountable Care Act) or one that is specified for a specific health issue (i.e., Minority Diabetes Initiative Act).

Critically appraise the healthcare policy using Bardach’s eightfold steps to policy analysis:

1. Define the problem
2. Assemble evidence
3. Develop alternatives
4. Select criteria to evaluate the alternatives
5. Project outcomes
6. Analyze trade-offs
7. Make decisions
8. Communicate results

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• DNP Discussion Guidelines

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

NR717 Week 7: Health Policy Advocacy

Advocacy to Impact Population Health Through Written Testimony Discussion

Purpose

this discussion aims to demonstrate advocacy skills in health policy related to the selected population and practice problems. This week, you discovered that the DNP-prepared nurse needs to develop an advocacy plan to impact healthcare policy with an emphasis on population health. In this discussion, you will create written testimony that can be used to advocate for change to improve the outcomes for your selected population and practice problem.

Instructions

Review the lesson and readings about advocacy, especially the Jurns (2019) article on ISBAR. Then, using the population, population problem, and policy from previous weeks, prepare written testimony advocating for policy change or implementation. Using the ISBAR format presented by Jurns (2019), provide written testimony about policy change you would like to propose. You may address any policymaker from the local to national level but please identify your audience.

(I) Identify

• Address the person to whom you are speaking.
• Introduce self and provide credentials.
• Present expertise/experience and interest in issue.

(S) Situation

• Describe the issue.
• Identify the policy and provide the bill name and number if applicable.
• Present the consequences if the policy is not enacted using data.

(B) Background

• Acknowledge the decisionmaker’s interests.
• Restate your expertise and ability to comment on the issue.
• Share a personal note of interest or brief story.

(A) Assessment

• Give your expert professional assessment of the situation.
• Provide evidence supporting how the policy positively affects stakeholders.
• Identify support from stakeholders, special interest groups, and/or coalitions.

(R) Recommendation/Request

• Offer your recommendation for a course of action.
• Thank the policymaker for their time/attention.
• Offer your assistance and expertise.

Salutation

• Your name and title
• Credentials
• Contact information 

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
5. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

NR717 Week 7 Advocacy to Impact Population Health Through Oral Testimony Assignment

Purpose

The purpose of this assignment is to demonstrate advocacy skills in health policy related to the selected population and practice problem. This week, you discovered that the DNP-prepared nurse needs to develop an advocacy plan to impact healthcare policy with an emphasis on population health.

In this assignment, you will create an oral testimony presentation that can be used to advocate for change to improve the health outcomes for your selected population, National Practice Problem, and policy. Formulation of the testimony supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Instructions

1. Review the lesson and readings about advocacy, especially the Jurns (2019) article on ISBAR.
2. Using the population, National Practice Problem, and policy from previous weeks, prepare testimony advocating for policy change or implementation, using the ISBAR format presented by Jurns (2019).
3. Use the same testimony that was created for the Week 7 Discussion. Incorporate feedback provided in the discussion post.
4. You may address any policymaker from the local to national level but please identify your audience.
5. Create the oral testimony using Kaltura or voice-over PowerPoint. Click on the following link for instructions on how to use Kaltura:

o Kaltura Tutorials https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/SitePages/Kaltura.aspx

o PowerPoint Voice-Over Tutorial https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c

Testimony Content and Organization

Your assignment will be graded on the content, accuracy, and quality of the testimony. Include each of the following components in your testimony:

(I) Identify

• Address the person to whom you are speaking.
• Introduce self and provide credentials.
• Present expertise/experience and interest in issue.

(S) Situation

• Describe the issue.
• Identify the policy and provide the bill name and number if applicable.
• Using data, present the consequences if the policy is not enacted.

(B) Background

• Acknowledge the decisionmaker’s interests.
• Restate your expertise and ability to comment on the issue.
• Share a personal note of interest or brief story.

(A) Assessment

• Give your expert professional assessment of the situation.
• Provide evidence supporting how the policy positively affects stakeholders.
• Identify support from stakeholders, special interest groups, and/or coalitions.

(R) Recommendation/Request

• Offer your recommendation for a course of action.
• Thank the policymaker for their time/attention.
• Offer your assistance and expertise.

Salutation

• Your name and title
• Credentials
• Contact information

Testimony Accuracy

• Provide sufficient information and detail.
• Explain content correctly to the policymaker being addressed.
• Identify a direct relationship between the policy intervention and the proposal.

Testimony Quality

• Demonstrate time management: Presentation is 3 minutes or less.
• Follow the ISBAR format.
• Adhere to Standard English usage and mechanics.
• Provide clear and understandable audio.

Program Competencies

This assignment enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
5. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

Rubric – W7 Assignment Grading Rubric

W7 Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome IdentifyRequirements:
1. Address the person to whom you are speaking.
2. Introduce self and provide credentials. 3. Present expertise/experience and interest in issue.10 ptsIncludes all requirements and provides an excellent identify section.9 ptsIncludes all requirements and provides a very good identify section.8 ptsIncludes fewer than all requirements and/or provides a basic identify section.0 ptsIncludes fewer than all requirements and/or provides a poor identify section.10 ptsThis criterion is linked to a Learning Outcome SituationRequirements:
1. Describe the issue.
2. Identify the policy and provide the bill name and number if applicable.
3. Using data, present the consequences if policy is not enacted.30 ptsIncludes all requirements and provides an excellent description of the situation.27 ptsIncludes all requirements and provides a very good description of the situation.24 ptsIncludes fewer than all requirements and/or provides a basic description of the situation.0 ptsIncludes fewer than all requirements and/or provides a poor description of the situation.30 ptsThis criterion is linked to a Learning Outcome BackgroundRequirements:
1. Acknowledge decisionmaker’s interests.
2. Restate your expertise and ability to comment on the issue.
3. Share a personal note of interest or brief story.20 ptsIncludes all requirements and provides an excellent description of the background.18 ptsIncludes all requirements and provides a very good description of the background.16 ptsIncludes fewer than all requirements and/or and provides a basic description of the background.0 ptsIncludes fewer than all requirements and/or provides a poor description of the background.20 ptsThis criterion is linked to a Learning Outcome AssessmentRequirements:
1. Give your expert professional assessment of the situation.
2. Provide evidence supporting on how the policy positively affects stakeholders.
3, Identify support from stakeholders, special interest groups, and/or coalitions.20 ptsIncludes all requirements and provides an excellent assessment.18 ptsIncludes all requirements and provides a very good assessment.16 ptsIncludes fewer than all requirements and/or provides a basic assessment.0 ptsIncludes fewer than all requirements and/or provides a poor assessment.20 ptsThis criterion is linked to a Learning Outcome Recommendation/ RequestRequirements:
1. Offer your recommendation for a course of action.
2. Thank the policymaker for their time/attention.
3. Offer your assistance and expertise.20 ptsIncludes all requirements and provides an excellent discussion of the recommendation/ request.18 ptsIncludes all requirements and provides a very good discussion of the recommendation/ request.16 ptsIncludes fewer than all requirements and/or provides a basic discussion of the recommendation/ request.0 ptsIncludes fewer than all requirements and/or provides a poor discussion of the recommendation/ request.20 ptsThis criterion is linked to a Learning Outcome Salutation Requirements: 1. Your name and title 2. Credentials 3. Contact informationRequirements:
1. Your name and title
2. Credentials
3. Contact information10 ptsIncludes all requirements and provides an excellent salutation.9 ptsIncludes all requirements and provides a very good salutation.8 ptsIncludes fewer than all requirements and/or provides a basic salutation.0 ptsIncludes fewer than all requirements and/or provides a poor salutation.10 ptsThis criterion is linked to a Learning Outcome Testimony AccuracyRequirements:
1. Provide sufficient information and detail.
2. Explain content correctly to the policymaker being addressed.
3. Identify a direct relationship between intervention and the proposal.20 ptsIncludes all requirements and provides excellent testimony accuracy.18 ptsIncludes all requirements and provides very good testimony accuracy.16 ptsIncludes fewer than all requirements and/or provides basic testimony accuracy.0 ptsIncludes fewer than all requirements and/or provides poor testimony accuracy.20 ptsThis criterion is linked to a Learning Outcome Testimony QualityRequirements:
1. Demonstrate time management: Presentation is 3 minutes or less.
2. Follow the ISBAR format.
3. Adhere to Standard English usage and mechanics .
4. Provide clear and understandable audio.20 ptsIncludes all requirements and provides excellent testimony quality.18 ptsIncludes all requirements and provides very good testimony quality.16 ptsIncludes fewer than all requirements and/or provides basic testimony quality.0 ptsIncludes fewer than all requirements and/or provides poor testimony quality.20 ptsTotal Points: 150

NR717 Week 8: Practice Readiness in Population Health and Health Policy

Reflection on Learning and Practice Readiness Discussion

Purpose

The purpose of this discussion is to reflect on your own readiness to practice as a DNP-prepared nurse and consider what you learned in this course and how this knowledge will impact your practice.

Instructions

Each week, you have been reminded that reflective inquiry allows for expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness to practice as a DNP-prepared nurse, it is important to consider what you learned in this course.

As you review the course outcomes and your experience in this course, address the following:

1. Analyze and evaluate how your thinking was challenged in this course related to (1) advocacy for population health, (2) disaster preparedness, and (3) health policy.
2. Considering this new knowledge, examine how this learning prepares you to practice as a DNP-prepared nurse.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state, and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Analyze the role of the advanced practice nurse in disaster and emergency management. (PCs 7, 8; PO 1)
5. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
6. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

evidence-based resources from the literature to support the treatment plan for the patient in the assigned case study. Each resource represents the latest in standards of care and provides strong justification for treatment decisions.

9 to >8.0 pts

Good

The response provides at least three current

and recommend medications to treat patients presenting with the symptoms in the case.

Access the Focused SOAP Note Template in this week’s Resources.

Also Read: NRNP 6540 Week 9 Assignment

The Assignment:

Complete the Focused SOAP Note Template provided for the patient in the case study. Be sure to address the following:

• Subjective: What was the patient’s subjective complaint? What details did the patient provide regarding their history of present illness and personal and medical history? Include a list of prescription and over-the-counter drugs the patient is currently taking. Compare this list to the American Geriatrics Society Beers Criteria®
  and consider alternative drugs if appropriate. Provide a review of systems.
• Objective: What observations did you note from the physical assessment? What were the lab