Nurses Influence Politics that Improve Delivery of Healthcare Essay -

September 2, 2022

Nurses Influence Politics that Improve Delivery of Healthcare Essay

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

Nurses Influence Politics that Improve Delivery of Healthcare Essay

Nurses, Influence, Politics, Improve, Delivery, Healthcare, Essay

Week 8 100 Work Positive Response Three References Due Tomorrow No Plagiarism

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale (Milstead & Short, 2019). When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients.

Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation (Burke, 2016). There exist opportunities for RNs and APRNs to actively participate in policy-making. However, with the opportunities can come.

To be influential, nurses – particularly RNs and APRNs – must see themselves as professionals with the responsibility and capacity to influence healthcare policies delivery systems (Burke, 2016). Nurses can lean towards the nature of nursing, which is a “science of caring” or operate from a framework that values all people in a holistic way to advance people’s health. RNs and APRNs can influence practice standards and processes to assure quality of care.

How?

Considered as advanced and specialized professionals, RNs and APRNs can sit on committees or panels panel that give expert advice to policy makers (Tummers & Bekkers, 2014).

Secondly, RNs and APRNs can become part of or conduct research that provided evidenced based support in policy making.

Writing white papers, newspaper editorials, position statements, and other informative correspondence that educates the public and policymakers about the needs can support improvement of healthcare outcomes and overall improved nursing care (Milstead & Short, 2019).

With opportunities come challenges.

Policymakers may be unwilling to listen to expert advice or evidence-based research on particular policies to further either their political or personal agenda. In such as case resilience and advocacy can help make the policymakers change their mind (Burke, 2016).

Furthermore, sometimes some people (and/or policymakers) may question white papers, research, position statements, newspaper editorials or other correspondences that educate the public and policy makers (Burke, 2016). When that happens, you can seek the support of other stakeholders who support the evidence to help advance the policy agendas.

Finally, as an RN/APRN you may be required to advocate for or communicate these opportunities to participate in policymaking. You can do that in many ways. Two of the ways include;

Volunteering in policy-related activities including development meetings.

Participating in activities that advance health-policy driven agendas.

Seek appointments and serve on committees, boards, and leadership groups that have decision-making power.

References

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 5, “Public Policy Design” (pp. 87–95 only)

Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16(4), 527–547. doi:10.1080/14719037.2013.841978.

Burke, S. A. (2016). Influence through policy: Nurses have a unique role | Reflections on Nursing Leadership. Retrieved from https://www.reflectionsonnursingleadership.org/commentary/more-commentary/Vol42_2_nurses-have-a-unique-role.

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 6^th 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 6^th 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 6^th 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 6^th 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 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th 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 6^th 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 6^th 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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