Essay on the ABCs of State-Level Lobbying
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Essay on the ABCs of State-Level Lobbying
Before the Meeting
Appointments will have been made with your legislator(s) for the lobby cay. Tell the staff that you are a constituent and what issue(s) you would like to discuss with your representative.
If your legislator is unavailable, you may have a scheduled appointment with a member of the legislative staff.
If possible, put together a delegation of nurses to attend the meeting. A number of individuals from the legislator’s district who are concerned about the same issue will make a big impression.
Take along students from their districts because legislators are impressed with their participation.
Preparing for the Meeting
Establish your agenda and goals. For example, focus on educating the legislators on the profession of nurse midwifery, the legislation that this group would like them to sponsor, the concerns about the malpractice insurance crisis, and the benefit to women’s and children’s health.
Nurse practitioners (NPs) would focus on the cost–benefit of NPs as primary care providers in all settings, including health care homes.
Research your legislator’s stance before the meeting. It is important that you know your official’s position so that you can present your stance more effectively and can have an intelligent discussion.
Meet with the delegation (e.g., midwives, NPs) that will participate in the lobbying. It is important that you review what each person will say during the meeting.
Select someone as the group leader, and make a list of points to be made and questions to be asked by each person.
Prepare materials. Review the packet of information you will leave with your legislator. It is important to include your name and phone number in the packet so that your legislator will have a contact person for more information.
Leaving a business card would be appropriate.
During the Meeting
Be on time for your meeting.
Be concise and diplomatic. Keep your presentation short and to the point.
Be a good listener. Look for indications of your legislator’s views, and watch for opportunities to provide useful information in order to strengthen or counter particular views.
Stress why the issues concern you and others in your district.
Don’t be intimidated. Your legislator is in office to serve you. It is important to have a general knowledge of the issues, but you don’t have to know every little detail.
If he or she asks a question that you do not know the answer to, simply say that you do not know but are willing to find out. Find out the best way to get the information to him or her (fax, email, or a follow-up phone call).
After the Meeting
Write a follow-up letter. After your visit, write a letter thanking your legislator for his or her time.
Stay in contact with your legislator. Remember: Your goal is to strengthen advanced practice nurse relationships with your legislators.
Modified from New York State Association of Licensed Midwives (NYSALM). The Voice of Midwives letter.
With a group of two or three, meet with an elected official for a 15-minute appointment to ask about the official’s concerns and priorities. Remember to refer to the “ABCs of Lobbying” prior to meeting with the official.
Visit the American Nurses Association website and explore its political action section at http://nursingworld.org/MainMenuCategories/Policy-Advocacy. What type of information is available?
Visit the American Public Health Association website for information about policy outcome evaluation at https://www.apha.org/policies-and-advocacy. Review the various evaluation programs to gain an understanding of policy outcome evaluation.
Positive Influences and the Importance of Mentorship
“I became involved in politics through a relationship with a professor who felt strongly about an issue.”
“I have found communication among peers to be informative and often inspiring. That has motivated my involvement in health care issues.”
“I became aware of the potential role nurses could play related to policy as an undergrad. I had a few dynamic professors who were very inspiring by their involvement and passion related to various issues. At that point I didn’t consider myself as someone to get involved but I think it ignited a spark for ‘someday’… .”
“My exposure to professors who were actually involved in different ‘causes’ and not just teaching the course made a huge difference in my perspective on getting involved. The continual role model/mentor is also a huge inspiration.”
“… .nurses who take an interest in current events and enjoy discussing their opinions regarding public policies.”
“I think if you don’t get exposed to that ‘spark’ throughout your career, it goes out. An inspiring speaker at a professional meeting will get me every time!”
“I was inspired by my professor who was past president for [the] New York State Nurses Association.”
“It would be great if one of the clinical nurse specialists at my hospital were to ask some nurses in a unit what they thought about something and how we could try to change or fix it. We just need that little nudge and some guidance to kindle that passion.”
Negative Experiences Influencing Awareness
“I became more aware of the policies from my institution, from preceptors, and when I had a problem. I was more aware as a novice because I was scared to do something that was going to get me into trouble.”
“I became more involved at the institutional level after being ‘wronged’ by administration in regard to a policy, procedure, or benefit.”
“I was usually unaware of a policy until it affected me directly; therefore the need to know became paramount.”
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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