MN507 Health Policy and Politics Assignment
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
MN507 Health Policy and Politics Assignment
Reading List
Unit 1
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide:
- “Advanced Practice Registered Nurses and Public Policy”
- “Agenda Settings”
- “Governmental Response: Legislation”
Unit 2
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide:
- “Policy Design”
- “Policy Implementation”
- “Program Evaluation”
Journal Readings
Please retrieve and read the following Journal article from the University Library. Articles can be located through a search in the CINAHL database, OVID database, University Library (links to these are located under the Student Resources in Course Resources), or by using the link at the end of the reference if provided.
Yamashita, T., Carr, D. C., & Brown, J. S. (2014). Initial exploration of newly implemented public health policy using geographic information systems: The case of a U.S. Silver Alert program. Journal of Health & Human Services Administration, 37(3), 378–404.
Unit 3
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide:
- “Interprofessional Practice, Education and Research”
- “The Economic and Finance of Healthcare”
Read the following topics in Policy and Politics: For Nurses and Other Health Professionals:
- “Healthcare Costs”
- “Private Health Insurance Market”
Unit 4
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide:
- “Interprofessional Practice, Education and Research”
- “The Economics and Finance of Health Care”
Read the following topics in Policy and Politics: For Nurses and Other Health Professionals:
- “Medicare: From Protector to Innovator”
- “Medicaid and the Financing of Care for Vulnerable Populations”
Unit 5
Textbook Readings
Read the following topics in Policy and Politics for Nurses and Other Health Professionals:
- “Hospitals: Consolidation and Compression”
- “Medical Homes and Accountable Care Organizations and Bundled Payment Initiatives”
Journal Readings
Dykema Sprayberry, L. (2014). Transformation of America’s health care system: Implications for professional direct-care nurses. MEDSURG Nursing, 23(1), 61-66.
Web Resources
- American Academy of Pediatrics. (2016). Advocacy and policy. Retrieved from http://www.aap.org/en-us/advocacy-and-policy/Pages/Advocacy-and-Policy.aspx
- American Association of Colleges of Nursing. (2017). About government affairs. Retrieved from www.aacnnursing.org/Policy-Advocacy/About-Government-Affairs
- National League for Nursing. (2016). Public policy. Retrieved from http://www.nln.org/publicpolicy/index.htm
Unit 6
Journal Readings
Please retrieve and read the following Journal articles from the University Library. Articles can be located through a search in the CINAHL database, OVID database, University Library (links to these are located under the Student Resources in Course Resources), or by using the link at the end of the reference if provided.
Cacari-Stone, L., Wallerstein, N., Garcia, A. P., & Minkler, M. (2014). The promise of community-based participatory research for health equity: A conceptual model for bridging evidence with policy. American Journal of Public Health, 104(9), 1615–1623.
Donglan, Z., Giabbanelli, P. J., Arah, O. A., & Zimmerman, F. J. (2014). Impact of different policies on unhealthy dietary behaviors in an urban adult population: An agent-based simulation model. American Journal of Public Health, 104(7), 1217–1222.
Hanney, S. R., Castle-Clarke, S., Grant, J., Guthrie, S., Henshall, C., Mestre-Ferrandiz, J.,…Wooding, S. (2015). How long does biomedical research take? Studying the time taken between biomedical and health research and its translation into products, policy, and practice. Health Research Policy & Systems, 13(1), 1–32.
Optional:
Basu, S., & Andrews, J. (2013). Complexity in mathematical models of public health policies: A guide for consumers of models. Plos Medicine, 10(10), 1–6.
Harris, G. (2016). Transforming health through multisector partnerships. North Carolina Medical Journal, 77(4), 286–289.
Mittler, J. N., Martsolf, G. R., Telenko, S. J., & Scanlon, D. P. (2013). Making sense of “consumer engagement” initiatives to improve health and health care: A conceptual framework to guide policy and practice. The Milbank Quarterly, 91(1), 37–77.
Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build It, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6), 1072–1077.
King, A. C. (2015). Theory’s role in shaping behavioral health research for population health. International Journal Of Behavioral Nutrition & Physical Activity, 12,146. https://doi.org/10.1186/s12966-015-0307-0
Unit 7
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide
- “Government Regulations”
- “The Impact of Social Media and Internet on Healthcare Decisions”
Unit 8
Journal Readings
Please retrieve and read the following Journal articles from the University Library. Articles can be located through a search in the CINAHL database, OVID database, University Library (links to these are located under the Student Resources in Course Resources), or by using the link at the end of the reference if provided.
Clancy, T., & Morgan, R. (2013). Tailoring genetic/genomic services and information to the individual. Nursing Standard, 28(10), 37–43.
Calzone, K. A., Jenkins, J., Bakos, A. D., Cashion, A. K., Donaldson, N., Feero, W. G.,…Webb, J. A. (2013). A blueprint for genomic nursing science. Journal of Nursing Scholarship, 45(1), 96–104.
Ivey, J. (2014). What your nurse needs to know about genetics. Pediatric Nursing, 40(3), 111–112.
Jaja, C., Gibson, R., & Quarles, S. (2013). Advancing genomic research and reducing health disparities: What can nurse scholars do? Journal of Nursing Scholarship, 45(2), 202–209.
Kirk, M. (2013). Introduction to genetics and genomics: A revised framework for nurses. Nursing Standard, 28(8), 37–41.
Unit 9
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide:
- “Interprofessional Practice, Education and Research”
Read the following topics in Policy and Politics: For Nurses and Other Health Professionals:
- “Global Health: A Vision for Action”
Unit 10
Textbook Readings
Read the following topics in Health Policy and Politics: A Nurse’s Guide
- “Global Connections”
Read the following topics in Policy and Politics: For Nurses and Other Health Professionals
- “Global Health: A Vision for Action” (review)
- “Medicaid and the Financing of Care for Vulnerable Populations: A Story of Misconceptions”
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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