NR717 Week 1 Leading Culturally and Linguistically Appropriate Healthcare Discussion Example

Identify three key social determinant risk factors associated with the population.

Social determinants of health play a significant part in an individual’s health outcomes (Kim et al., 2020). Blacks in Mississippi comprise 37 percent of the population and are responsible for the highest mortality rates of heart disease, hypertension, stroke, diabetes, and cancer (Mississippi State Department of Health, n.d.) In this discussion, I have reviewed three key social determinant risk factors associated with the black population in Jackson, Mississippi. The top three are poor economic stability, lack of education, and limited access to healthcare resources. These factors are complex and have overlapping with significant implications to this population’s health.  

Economic stability is the most influential of the three, influencing many other social determinants. Economic factors, including employment, income, community safety, and social support, affect how well this population can live and thrive. The economic climate determines a person’s ability to make healthy choices, afford housing and medical care, and become educated (Kim et al., 2020).

Education is an essential factor in a person’s overall health risks. Research shows a significant increase in poverty rates among people 25 years and older who have not completed a high school education (Smegma et al., 2018). Education influences employment opportunities, income level, and ability to afford health insurance (Gottlieb et al., 2019).

Health care is essential to the health of all Americans. Mississippi is one of the 12 states that has not expanded Medicaid under the Affordable Care Act. If Medicaid were expanded, the federal government would cover 90% of healthcare costs, and the state would cover the additional 10% (Mississippi Today, 2022). This would allow for increased healthcare access in Jackson and the rest of the state.

Conduct a search of the literature. Identify one evidence-based intervention to reduce health disparities in your selected population.

Cervical cancer rates among women in Mississippi are among the highest in the country. The Centers for Disease Control reported that women in Mississippi develop cervical cancer at a rate of 9.3 for every 100,000, compared to 6.8 per 100,000 for those women in California (2019). Not only are cervical cancer rates higher in Mississippi, but mortality rates from this preventable disease are also high compared to other states. In Mississippi alone, cervical cancer deaths are 3.9 per 100,000, the fourth highest in the country (CDC, 2019).

As discussed above, the risk factors related to the social determinants of health in Jackson, Mississippi, play a significant role in these staggering statistics. Lack of education can influence a person’s ability to gain employment and therefore have inadequate access to health insurance. Furthermore, a lack of economic stability can lead to insufficient healthcare resources within a community and a lack of transportation to healthcare clinics to receive care.

In my literature search, I have identified an evidence-based intervention to decrease the rates of cervical cancer-related deaths by increasing cervical cancer screening and surveillance. The proposed intervention is to mail human papillomavirus (HPV) test kits to women’s homes in Jackson, to improve the uptake of cervical cancer screening based on a study by Winer et al. (2019). This will eliminate the need to women to travel to receive GYN services, pay costly co-payments for an in-person appointment, and reduce the need to take time off work to attend an office visit to receive their cervical cancer screening.

Examine how the selected intervention addresses at least one of the standards from the Culturally and Linguistically Appropriate Standards (CLAS).

My selected intervention meets the Culturally and Linguistically Appropriate Standards (CLAS) by addressing the principal standard of, “providing effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs (HHS, n.d)” This low-risk intervention meets the needs of the black, female community in Jackson while working within the current infrastructure. It improves women’s healthcare access while being sensitive to the effects of previous trauma and discrimination this population has experienced in the healthcare community. The mailed kits can also be a means to provide additional education and knowledge around cervical cancer prevention and screening in the comfort of the home so the woman can feel empowered to learn more.

NR717 Week 1 Leading Culturally and Linguistically Appropriate Healthcare Discussion References

Bleich, S., Findling, M., Casey, L., (2019). Discrimination in the United States: Experiences of black Americans. Health Services Research. 54: 1399– 1408. https://doi.org/10.1111/1475-6773.13220.

Center for Disease Control and Prevention. (2019). Cancer Statistics at a Glance. https://gis.cdc.gov/Cancer/USCS/#/AtAGlance/.

Gottlieb, L., Fichtenberg, C., Alderwick, H., & Adler, N. (2019). Social determinants of health: What’s a healthcare system to do? Journal of Healthcare Management, 64(4), 243–257. https://doi.org/10.1097/JHM-D-18-00160.

Kim, E., Abrahams, S., Uwemedimo, O., & Conigliaro, J. (2020). Prevalence of social determinants of health and associations of social needs among United States adults, 2011–2014. Journal of General Internal Medicine : JGIM, 35(5), 1608–1609. https://doi.org/10.1007/s11606-019-05362-3.

Mississippi State Department of Health. (n.d.). Health Equity. https://msdh.ms.gov/page/44,0,236.html.

Royals, K. (2022, March 9). It makes it hard to work: the real cost of not expanding medicaid in Mississippi. Mississippi Today, https://mississippitoday.org/2022/03/09/mississippi-medicaid-expansion-cost-work/.

Semega J., Kollar M., Creamer J., Mohant A. (2018). Income and poverty in the United States. https://www.census.gov/content/dam/Census/library/publications/2019/demo/p60-266.pd.

U.S. Department of Health and Human Services. (n.d.). National culturally and linguistically appropriate services standards. https://thinkculturalhealth.hhs.gov/clas/standards.

Winer, R., Lin, J., Tiro, J. A., Miglioretti, D. L., Beatty, T., Gao, H., Kimbel, K., Thayer, C., & Buist, D. S. M. (2019). Effect of mailed human papillomavirus test kits vs usual care reminders on cervical cancer screening uptake, precancer detection, and treatment: A randomized clinical trial. JAMA Network Open, 2(11), e1914729–e1914729. https://doi.org/10.1001/jamanetworkopen.2019.14729.

NR717 Week 1 Leading Culturally and Linguistically Appropriate Healthcare Discussion

Purpose

This week you discovered that the focus of healthcare has a growing emphasis on population health. This includes an emphasis on quality improvement and tracking outcomes. The purpose of this discussion is to apply the key concepts in population health to a selected population.

Instructions

Select a population you would like to engage throughout the course to explore important population health and health policy concepts. Potential populations to consider are listed below. You may want to refer to the Global Burden of Disease or one of the eight National Practice Problems to identify the population you will be examining in this course. You may examine the same health issue you have been researching in the previous courses, or you may select another topic of interest to complete the assignments unique to this course.

Address the following as they relate to the population you have selected:

  1. Create a culturagram for your selected population. Refer to the lesson for guidance in creating a culturagram. You may use the attached template if you desire.
  2. Identify three key social determinant risk factors associated with the population.
  3. Conduct a search of the literature. Identify one evidence-based intervention to reduce health disparities in your selected population.
  4. Examine how the selected intervention addresses at least one of the standards from the Culturally and Linguistically Appropriate Standards (CLAS).

Potential Populations

  1. Asian population in Torrance, California
  2. Somali-Americans in Minneapolis, Minnesota
  3. African American population in Jackson, Mississippi
  4. Hopi Indians in Kykotsmovi Village, Arizona
  5. Caucasian population in Martin County, Kentucky
  6. Hispanic/Latino population in Hialeah, Florida

Note: You may consider a different population as long as there is an abundance of literature related to social determinant risk factors and statistical data (prevalence, incidence, and economic ramifications) available for the selected health issue so that you can complete the required assignments each week.

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

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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR717 Week 2: Epidemiology and Health Surveillance

Foundations for Learning

Start your learning this week by reviewing commonly used epidemiologic measures, such as morbidity and mortality rates:

Centers for Disease Control and Prevention. (2012). Principles in epidemiology in public health practice: An introduction to applied epidemiology and biostatisticsLinks to an external site. (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/index.html

U.S. Burden of Disease Collaborators. (2018). The state of U.S. health, 1990-2016: Burden of diseases, injuries, and risk factors among U.S. states.Links to an external site. JAMA, 319(14), 1444-1472. https://doi.org/10.1001/jama.2018.0158

Descriptive and Analytic Epidemiology (4:50) Transcript

[MUSIC] Like other scientists, the five Ws, what, who, where, when, and why/how provide epidemiologists with a method to collect comprehensive information regarding health event. Unlike other scientists, epidemiologists use synonyms for the five Ws. The what refers to the health issue of concern. The who would be the person. Where is the place. The when is the time. And the why/how are the causes, risk factors, and modes of transmission.

Descriptive epidemiology is concerned with organizing and analyzing data in order to understand variations in disease frequency, geographically and over time, and how disease or health varies among people based on personal characteristics. It focuses primarily on the three Ws, person, place, and time. Let’s take a closer look at these three Ws of descriptive epidemiology. Personal determinants influence health. Measuring characteristics such as age, sex, race, marital status, and other personal data are helpful to identify health trends.

Personal characteristics are helpful when evaluating population health interventions and their impact on disease. Place also influences health, measuring whether a disease affects a specific geographic region is important to determine causation. It is also important to determine if population health intervention influences the disease cases in a given area. For example, a disease maybe specific to a small area such as a park or a building, but maybe as large as a country or continent. Diseases and other population health issues change over time.

Measuring and displaying the patterns of disease occurrence by time are critical for monitoring disease within a community. Cases are monitored chronologically to determine whether population health interventions improve outcomes by decreasing occurrences. Next, let’s consider analytic epidemiology. Analytic epidemiology is concerned with the search for causes and effects, or the why and the how. Epidemiologists use analytic epidemiology to quantify the association between exposures and outcomes, and to test hypothesis about casual relationships.

Now let’s take a look at how these approaches differ. The difference between descriptive and analytic epidemiology is the use of a controlled group to develop hypothesis about casual relationships. Descriptive epidemiology will provide the time, place, and person involved in the health issue. But it is through an analytic approach that appropriate control and prevention measures can be developed to improve health outcomes. Consider the Salmonella outbreak in 2018 where 92 people were infected.

The CDC was able to trace the determinant back to raw chicken by looking at those infected and those not infected. Let’s take a look at some important findings using descriptive epidemiology. Illnesses were evaluated from January 19th, 2018 to September 9th, 2018. Ill people ranged in age from less than 1 year to 105, with a median age of 36. 69% of ill people were female. Of 62 people with information available, 21 of them or 34% were hospitalized. No deaths were reported.

You can view the location of people infected with the outbreak strain of Salmonella Infantis by state of residence as of October 15th, 2018. [MUSIC] Now let’s consider an example of when epidemiologists use descriptive epidemiology to test a hypothesis. Consider the large outbreak of hepatitis A that occurred in Pennsylvania in 2003. Investigators found that most of the patients had eaten at a particular restaurant two to six weeks before the onset of illness. The investigators needed to confirm which particular food may have been contaminated. The investigators asked the patients which restaurant foods they had eaten, and enrolled and interviewed a comparison or a control group.

A group of persons who had eaten at the restaurant during the same period but who did not get sick. Of 133 items on the restaurants menu, the striking difference between the case and control groups was in the proportion of people who ate salsa. 94% of the case patients ate the salsa, compared with only 39% of the controls. Further investigation of the ingredients in the salsa implicated green onions as the source of infection. The Food and Drug Administration issued an advisory to the public about green onions and the risk of hepatitis A due to convincing results of the analytic epidemiology. [MUSIC]

NR717 Week 2 Epidemiology and Health Surveillance Discussion

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).

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:

  1. 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.
  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.

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

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. 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)
  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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

Sample NR717 Week 2 Epidemiology and Health Surveillance Discussion Post

My focus is on heart disease in the African American population in Hinds County, Jackson, Mississippi. The estimated national average mortality rate for adults with heart disease in African Americans (both men and women) for the time period of 2018-2020 is 416.9 per 100,000 (Centers for Disease Control and Prevention, 2020a). Unfortunately, Hinds County, (Jackson) Mississippi reports are higher than the national average. In Jackson, the estimated average mortality rate for adults with heart disease for African Americans (both men and women) for 2018-2020 is 433.3 per 100,000 (Centers for Disease Control and Prevention, 2020a). The population of African Americans in Hinds County is 72.6%, and the median household income is $45,000, with 25.9% of the county living in poverty (Centers for Disease Control and Prevention, 2020a). Further, 46% of the population has high blood pressure, however, 29.8% of African Americans self-report non-adherence to all blood pressure medication types (Centers for Disease Control and Prevention, 2020a). Additionally, 6.9% have coronary heart disease, 38.7% are obese, and 31% report physical inactivity (Centers for Disease Control and Prevention, 2020a). Life expectancy for the State of Mississippi is 74.9, and the life expectancy for the many census tracts in Hinds County, Jackson, Mississippi is either slightly below or above the state figure (Centers for Disease Control and Prevention, 2020b).  This is lower than the national average for life expectancy which was estimated at 79.9 years in 2020. 

Descriptive epidemiology is useful to examine people or populations considering their demographic and socioeconomic factors with the end goal of understanding and reducing health risks and diseases.  In the retrospective study performed by Barber et al. (2016) on data taken from the Jackson Heart Study, they discovered that African Americans residing in disadvantaged neighborhoods with no social togetherness, violence, and disorder experienced higher incidences of heart disease. Further, it is hypothesized that this socioeconomic factor limits access to healthy foods, opportunities for safe physical activities, and leads to chronic stress levels (Barber et al., 2016). The constant high stress experienced by African Americans in disadvantaged neighborhoods may directly contribute to hypertension and chronic inflammation, leading researchers to believe there may be a direct causal link between poverty, crime-ridden neighborhoods, and heart disease (Barber et al., 2016). Additionally, Min et al. (2017) found that a diagnosis of depression in African Americans has been positively linked to higher rates of cardiovascular disease. Perceived discrimination, negative psychosocial factors, and perceived disparities have an impact on the health of African Americans when compared to other ethnic minorities (Min et al., 2017).

I could use surveillance data to influence the determinants of health and improve the health outcomes of the African American population in Jackson, Mississippi. I would start with the data that is available from the Jackson Heart Study, which began in 1998 and has been gathering data since that time (Barber et al., 2016). In the three-year surveillance study done by Mendy et al. (2020), they discovered that the highest population in Mississippi that was diagnosed with hypertension were African Americans, aged 30-64, mostly male, and classified as obese.  Uncontrolled hypertension is the greatest risk factor for heart disease, and the leading cause of death in Mississippi (Mendy et al., 2020). The surveillance data gathered by Mendy et al. (2020) came from random telephone surveys and self-reported census data. There were no ethical considerations because participants were voluntary, and no money was offered (Mendy et al., 2020).  Mendy et al. (2020) proposed community-based outreach programs along with aggressive workplace intervention programs to target this population and help to lower their risk of developing hypertension.

Additionally, Qobadi and Payton (2017) reported on telephone surveillance data collected from the Mississippi Behavioral Risk Factor Surveillance System on adults who consumed sugar-sweetened beverages. According to Qobadi and Payton (2017), Mississippi has the highest obesity rate out of all fifty states in America. Again, there were no ethical considerations because the participants were voluntary and could choose not to participate (Qobadi & Payton, 2017). The surveillance data revealed that sugar-sweetened beverages were consumed daily predominantly by younger adult black males, living at or below the poverty level, were smokers, ate daily at fast-food chains, and self-reported no physical activity (Qobadi & Payton, 2017).  Research shows that fast-food options are cheaper and more easily accessible than healthier food options (Qobadi & Payton, 2017). Further, marketing campaigns that target younger generations, employment opportunities, and lack of knowledge of fat and calorie content all contributed to the findings (Qobadi & Payton, 2017). Targeted interventions, introducing alternatives to sugar-sweetened beverages, and community outreach education on the fat and calorie content of fast food are proposed resolutions for African American consumers in Mississippi (Qobadi & Payton, 2017).

The Centers for Disease Control and Prevention has a campaign that is aimed at African Americans called the “Live To the Beat” campaign (Centers for Disease Control and Prevention, 2023c).  The aim is to reduce the incidences of heart disease in African Americans aged 35-54 (Centers for Disease Control and Prevention, 2023c). The campaign contains a toolkit that contains personal stories, printable pamphlets, educational videos, and downloadable graphics that can be used by healthcare professionals or community outreach workers (Centers for Disease Control and Prevention, 2023c).

References

Barber, S., Hickson, D.A., Wang, X., Sims, M., Nelson, C., & Diez-Roux, A.V. (2016). Neighborhood disadvantage, poor social conditions, and cardiovascular disease incidence among African American adults in the Jackson Heart Study. American Journal of Public Health, 106(12), 2219-2226. doi:10.2105/AJPH.2016.303471

Centers for Disease Control and Prevention. (2020a).  Interactive atlas of heart disease and stroke. Retrieved March 11, 2023, from https://nccd.cdc.gov/DHDSPAtlas/?state=County

Centers for Disease Control and Prevention. (2020b). Life expectancy at birth for U.S. states and census tracts, 2010-2015. Retrieved March 11, 2023, from https://www.cdc.gov/nchs/data-visualization/life-expectancy/index.html

Centers for Disease Control and Prevention. (2023c). “Live to the Beat” Campaign Toolkit. Retrieved March 12, 2023, from https://millionhearts.hhs.gov/partners-progress/partners/live-beat-campaign-toolkit.html

Mendy, V.L., Vargas, R., Ogungbe, O., & Zhang, L. (2020). Hypertension among Mississippi workers by sociodemographic characteristics and occupation, behavioral risk factor surveillance system. International Journal of Hypertension, 2020, 1-6. doi: 10.1155/2020/2401747

Min, Y.I., Anugu, P., Butler, K.R., Hartley, T.A., Mwasongwe, S., Norwood, A.F., Sims, M., Wang, W., Winters, K.P., & Correa, A. (2017). Cardiovascular disease burden and socioeconomic correlates: Findings from the Jackson Heart Study. Journal of The American Heart Association, 6(8), 1-21. doi: 10.1161/JAHA.116.004416

Qobadi, M., & Payton, M. (2017). Consumption of sugar-sweetened beverages in Mississippi: Is there a disparity? Behavioral risk factor surveillance system, 2012. International Journal of Environmental Research and Public Health, 14(3), 228-238. doi:10.3390/ijerph14030228

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

Week 3 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.

Transfer your findings to the 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:

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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR717 Week 3 Population Health Interventions Discussion Sample

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/10.1111/1468-0009.12443Links to an external site.

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.htmlLinks to an external site.

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/s13012-014-0172-2Links to an external site.

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.

NR717 Week 4: Evaluation Processes in Population Health

Required Articles

Al Harthi, M., Al Thobaity, A., Al Ahmari, W., & Almalki, M. (2020). Challenges for nurses in disaster management: a scoping review. Risk Management and Healthcare Policy, 13, 2627–2634. https://doi.org/10.2147/RMHP.S279513

Cinaroglu, S., & Baser, O. (2018). Understanding the relationship between effectiveness and outcome indicators to improve quality in healthcare. Total Quality Management & Business Excellence, 29(11-12), 1-18. https://doi.org/10.0180/14783363.2016.1253467

Evans, A. C., & Bufka, L. F. (2020). The critical need for a population health approach: Addressing the nation’s behavioral health during the COVID-19 pandemic and beyond. Preventing Chronic Disease, 17, E79. https://doi.org/ 10.5888/pcd17.200261

Kindig, D. A. (n.d.). What are population health outcomes? https://www.improvingpopulationhealth.org/blog/what-are-population-health-outcomes.html

Rankin, V., Ralyea, T., & Sotomayor, G. (2018). Clinical nurse leaders forging the path of population health. Journal of Professional Nursing, 34(4), 269-272. https://doi.org/10.1016/j.profnurs.2017.10.008

NR717 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.

NR717 Week 1 Leading Culturally and Linguistically Appropriate Healthcare Discussion

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.
  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:

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. 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)
  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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR717 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:
  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)
  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 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)

Due Date

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

NR717 Week 5: Healthcare Policy and Political Competency

Week 5 References

Brenan, M. (2019). Nurses again outpace other professions for honesty and ethics. Gallup. https://news.gallup.com/poll/245597/ nurses-again-outpace-professions-honestyethics.aspx

Buerhaus, P. I. (2020). Demystifying national healthcare reform proposals: Implications for nurses. Nursing Economic$, 38(2), 58-64.

Center on Budget and Policy Priorities. (2020, April 9). Policy basics: Where do our federal tax dollars go? https://www.cbpp.org/research/federal-budget/policy-basics-where-do-our-federal-tax-dollars-go

O’Hanlon, C., Huang, C., Sloss, E., Price, R. A., Hussey, P., Farmer, C., & Gidengil, C. (2017). Comparing VA and non-VA quality of care: A systematic review. Journal of General Internal Medicine, 32(1), 105-121.

Warner, J. (2003). A phenomenological approach to political competence: Stories of nurse activists. Policy, Politics & Nursing Practice, 4(2), 135-143. https://doi.org/10.1177/1527154403004002007

World Health Organization (2022). Health policy. https://www.euro.who.int/en/health-topics/health-policy/health-policy

NR717 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:

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. 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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR717 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.
    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 notbe 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.
  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)
  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)

Due Date

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

NR717 Week 6: Healthcare Policy Formation and Analysis

Week 6 References

Bardach, E., & Pataschnik, E. (2016). A practical guide for policy analysis: The eightfold path to more effective problem-solving (5th ed.). Sage.

Kingdon, J. (2011). Agendas, alternatives, and public policies (Updated 2nd ed.). Pearson.

Longest, B. (2010). Health policymaking in the United States (5th ed.). Little, Brown.

Patton, B., Zalon, M., & Ludwick, R. (2019). Nurses making policy: From bedside to boardroom (2nd ed.). Springer Publishing Company.

Rodgers, B. L. (1989). Exploring health policy as a concept. Western Journal of Nursing Research, 11(6), 694-702.

NR717 Week 6 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.

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:

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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

 NR717 Week 7: Health Policy Advocacy

Foundations for Learning

Review these informative resources and toolkits from nursing organizations to aid in advocacy:

American Association of Colleges of Nursing. (n.d.). From patient advocacy to political activism: AACN’s guide to understanding healthcare policy and politics. 

The American Association of Nurse Practitioners. (n.d.). AANP advocacy: Championing the NP role and amplifying the NP voice. 

American Nurses Association. (2018). ANA advocacy toolkit. 

American Organization for Nursing Leadership. (2021). AONL advocacy center. 

National League for Nursing (2021). Advocacy action center. 

Nurses on Boards Coalition. (2021). Resources.

NR717 Week 7 Advocacy to Impact Population Health Through Written Testimony Discussion

Purpose

The purpose of this discussion 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 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

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

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)

Ronda

Manage Discussion Entry

You may begin posting in this discussion for credit on Sunday.

Hello Class

Welcome to Week 7! You have almost made it to the end of the course, but there is still more to learn. This week, you will explore health advocacy issues that impact nursing practice and examine how coalition building can serve to advance health policy. Another goal of this week is to determine your own political advocacy and ways in which you can leverage your knowledge, education, and experience to advocate for change within your community and serve as a resource to your local policymakers.

You will accomplish this by developing an advocacy plan to address the practice problems facing your selected population. Are you ready to learn more about how to lead political change in your community? Let’s begin!

As a reminder, the following Course Outcomes (COs) guided your learning this week:

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. (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. (PO 9)

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

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

With care and respect

Dr. Kinse

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:

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)

Due Date

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

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

Week 8 References

The American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. http://www.aacn.nche.edu/index.htm

Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. https://books.nap.edu/openbook.php?record_id=12956&page=R1

National Academies of Sciences, Engineering, and Medicine. (2010). Assessing progress on the Institute of Medicine report The Future of Nursing. National Academies Press.

Nurses on Boards Coalition (2021). About. https://www.nursesonboardscoalition.org/about/

NR717 Week 8 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.

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

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)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Saturday

Also Read: NR703 FerdinandAkontai Applied Organizational and Leadership Concepts