Historical Perspective on Policy, Politics, And Nursing
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
Historical Perspective on Policy, Politics, And Nursing
It is described that in the year 1893, Lillian Wald and Mary Brewster believed that only living the experience of living in very poor communities such as those shown in immigrant communities could really impact the policies of habitability, hygiene, health, nutrition and education in the city.
These families would learn from visiting nurse how to keep themselves healthy in the face of the infectious diseases rampant at the time. In addition, these visiting nurse would respond to calls from the families in the community just as she would respond to the calls from de physicians.
During these home visits by nurses, families could learn and worry about staying as healthy as possible and coping with the large number of infections that plagued them in those days.
Likewise, this group of nurses could respond in the same way to the call of the community and the physicians for whom they work.
Transforming their vision of how to solve health problems into a tangible reality involved hard work and an integration strategy with insurance companies, schools, donors, and of course, the New York City Department of Health.
However, she persisted and managed to change the structure of the health system; which was called Public Health. The precarious nursing staff continued to develop programs to promote health and prevent disease
With the idea that the strength of coalitions and agreements could bring about major changes, Wald and his colleagues in their workplaces and with the help of other nursing leaders were able to establish the National Nursing Public Health Organization in 1912, creating an organization to control and establish the guidelines of nursing practice as protagonists of Public Health.
On the other hand, She had developed the expertise to get Private Foundations and Donors to seek financial support for the initiatives she proposed. Their success in creating these coalitions was that they had a work strategy, in the first place they identified the problem, found the necessary resources and used them in such a way that the objectives that the community deserved were achieved.
Efforts were focused on the care sites and in the pursuit of the well-being of the community, they did not manage to extend their effect on public policies until the late 1970s. On the other hand, they had a powerful competitor that was the medical union that was better organized and had the support of important contacts in the upper echelons of the government. In addition, they preached a strong message for many decades.
The message said: “Physician were the only safe providers because of their longer and more intensive education”; although this position cannot currently be endorsed with sufficient data.
Another lesson learned in Public Health was the importance of creating solid bridges between the community and the health system.
These historical references are important to keep in mind, but they need to continue to progress and push the politics of these changes. However, the most important step has been achieved in this 21st century, especially in the change of expression that is beginning to permeate more and more, driven by insurance companies and the community itself. Federal legislation began to include the expression provider instead of physician or, even better, the phrase “physicians and nurses”.
Medicare and others recognized nurse practitioner as primary care provider, although some states still maintain their regulatory authority to allow or not full scope of practice. Importance to advocate the role this profession holds as part of a larger solution to improve health care in United States.
∙ Respond to your peers by extending, refuting/correcting, or adding additional nuance to their posts.
∙ All replies must be constructive and use literature where possible.
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. |
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