Tag: Clinical-Nursing

Darius Davis ihuman case study

NRNP_6531_Week4_Assignment_Rubric

Novice

Competent

Proficient

HPI statement

0 
(0%)
 – 5 
(5%)

Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills

6 
(6%)
 – 10 
(10%)

Well written HPI statement but may be missing 1-2 key components from the history

11 
(11%)
 – 15 
(15%)

Clearly written HPI statement with comprehensive information gathering from case questions.

History

0 
(0%)
 – 6 
(6%)

Incomplete history missing 3 or more aspects of the OLDCARDS critical to patient’s diagnosis.

7 
(7%)
 – 8 
(8%)

Fairly complete history covering most of the requirements but may be missing 1-2 aspects of OLDCARDS critical to patient’s diagnosis Darius Davis ihuman case study.

9 
(9%)
 – 10 
(10%)

Complete history covering all critical components of a focus exam. Includes all aspects of OLDCARDS

Physical Exam

0 
(0%)
 – 6 
(6%)

Incomplete physical examination. May be missing 3 or more key exam findings that are critical to patient’s diagnosis.

7 
(7%)
 – 8 
(8%)

Fairly complete physical examination but may be missing 1-2 key exam findings critical to patient’s diagnosis.

9 
(9%)
 – 10 
(10%)

Complete physical examination covering all critical components of a focus exam.

Testing

0 
(0%)
 – 6 
(6%)

Includes 3 or more inappropriate exams or tests. May include contraindicated testing.

7 
(7%)
 – 8 
(8%)

Tests ordered are generally apprropriate. May include 1-2 unnecessary exams or tests.

9 
(9%)
 – 10 
(10%)

Tests that are ordered are appropriate for patient and cost effective.

Differential Diagnosis Summary

0 
(0%)
 – 9 
(9%)

Primary diagnosis may be wrong.Differential diagnosis list too brief and inconclusive. May be missing 3 or more critical components.

10 
(10%)
 – 14 
(14%)

Correct primary diagnosis identified. Well written differential diagnoses. May be missing 1-2 critical components. Priority list may be out of order

15 
(15%)
 – 20 
(20%)

Primary diagnosis identified. Clearly written differential diagnoses.

Plan for patient

0 
(0%)
 – 15 
(15%)

Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis.

16 
(16%)
 – 25 
(25%)

Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis.

26 
(26%)
 – 30 
(30%)

Clearly written plan covering all critical components for patient’s final diagnosis.

Exercises

0 
(0%)
 – 2 
(2%)

Correctly answered 0-69% of the clinical questions.

3 
(3%)
 – 4 
(4%)

Correctly answered 70-89% of the clinical questions Darius Davis ihuman case study.

0 
(0%)
 – 5 
(5%)

Correctly answered 90-100% of the clinical questions.

Total Points: 100

Name: NRNP_6531_Week4_Assignment_RubricAssignment: i-Human Case Study: Evaluating and Managing Cardiovascular Conditions

Because cardiovascular conditions are preventable and manageable, it is important that the advanced practice nurse use both their understanding of the cardiovascular system and the impact of patient factors and behaviors that might increase patient risk of such conditions. This critical information can guide you in immediately identifying signs and symptoms that can inform differential diagnoses and lead to identification of appropriate treatment options and a treatment plan Darius Davis ihuman case study.

Photo Credit: yodiyim / Adobe Stock

For this Case Study Assignment, you will analyze an i-Human simulation case study about an adult patient with a cardiovascular condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient.

To prepare:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with cardiovascular conditions.

Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.

Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with cardiovascular conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the 
i-Human Graduate Programs Help 
link within the i-Human platform Darius Davis ihuman case study.

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By Day 7

Complete
 and 
submit
 your Assignment in i-Human.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission Darius Davis ihuman case study.

NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study

The following information is to be included in your i-Human cases:

HPI: You will type this in the EMR section of the case (NOT the problem statement)

This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. This is for subjective findings. Use LOCATES or OLDCARTS Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. Include any pertinent history information that might impact the differential diagnosis formulation. If the CC was “headache,” the LOCATES for the HPI would include the following information:NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

 

Plan: Type the information regarding each of the following sections into the i-Human Plan section of your case. You must address each of the 6 topics. For example, if you will not be consulting anyone then you must write “no consults indicated”. Each section of the plan is worth 5 points to total 30 points.

Additional labs or diagnostic tests: Additional laboratory and diagnostic tests may be necessary to establish or evaluate a condition. Some tests, such as MRI, may require prior authorization from the patient’s insurance carrier.

Consults: referrals to specialists, therapists (physical, occupational), counselors, or other professionals. If you are sending to hospital, what orders would you write for a direct admit?

Therapeutic modalities: pharmacological and nonpharmacological management. Give specific medications, dosing and duration. Include anticipated therapeutic modalities/symptomatic treatment for patients if they are sent to ED or directly admitted.

Health Promotion: Address risk factors as appropriate. Consider age-appropriate preventive health screening. What immunizations do they need?

Patient education: Explanations and advice given to patient and family members about diagnosis and treatment plan.

Disposition/follow-up instructions: include when to follow up in clinic, follow up sooner, or go to ER. When should they be seen by a specialist or therapist. When the patient is to return sooner, and when to go to another facility such as the emergency department, urgent care center, specialist or therapist NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study.

Finally, be sure to include a minimum of 3 timely, scholarly references, that proves this plan and follows current standards of care. The course text may NOT be used as a reference. The references must be professional and not general patient education websites.

Assignment:
i-Human Case Study
: Evaluating and Managing Integumentary Conditions

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

Photo Credit: RFBSIP / Adobe Stock

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

To prepare:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.

Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.

Reflect on how the results would be used to make a diagnosis.

Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

 

NRNP_6531_Week2_Assignment_Rubric

Grid View

List View

Novice

Competent

Proficient

HPI statement

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0 (0%) – 5 (5%)

Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills

6 (6%) – 10 (10%)

Well written HPI statement but may be missing 1-2 key components from the history

11 (11%) – 15 (15%)

Clearly written HPI statement with comprehensive information gathering from case questions.

History

0 (0%) – 6 (6%)

Incomplete history missing 3 or more aspects of the OLDCARDS critical to patient’s diagnosis.

7 (7%) – 8 (8%)

Fairly complete history covering most of the requirements but may be missing 1-2 aspects of OLDCARDS critical to patient’s diagnosis.

9 (9%) – 10 (10%)

Complete history covering all critical components of a focus exam. Includes all aspects of OLDCARDS

Physical Exam

0 (0%) – 6 (6%)

Incomplete physical examination. May be missing 3 or more key exam findings that are critical to patient’s diagnosis.

7 (7%) – 8 (8%)

Fairly complete physical examination but may be missing 1-2 key exam findings critical to patient’s diagnosis.

9 (9%) – 10 (10%)

Complete physical examination covering all critical components of a focus exam.

Testing

0 (0%) – 6 (6%)

Includes 3 or more inappropriate exams or tests. May include contraindicated testing.

7 (7%) – 8 (8%)

Tests ordered are generally apprropriate. May include 1-2 unnecessary exams or tests.

9 (9%) – 10 (10%)

Tests that are ordered are appropriate for patient and cost effective.

Differential Diagnosis Summary NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study

0 (0%) – 9 (9%)

Primary diagnosis may be wrong.Differential diagnosis list too brief and inconclusive. May be missing 3 or more critical components.

10 (10%) – 14 (14%)

Correct primary diagnosis identified. Well written differential diagnoses. May be missing 1-2 critical components. Priority list may be out of order

15 (15%) – 20 (20%)

Primary diagnosis identified. Clearly written differential diagnoses.

Plan for patient

0 (0%) – 15 (15%)

Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis.

16 (16%) – 25 (25%)

Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis.

26 (26%) – 30 (30%)

Clearly written plan covering all critical components for patient’s final diagnosis.

Exercises

0 (0%) – 2 (2%)

Correctly answered 0-69% of the clinical questions.

3 (3%) – 4 (4%)

Correctly answered 70-89% of the clinical questions.

0 (0%) – 5 (5%)

Correctly answered 90-100% of the clinical questions.

Total Points: 100

Name: NRNP_6531_Week2_Assignment_Rubric NRNP – 6531 Week 2: Kaylee Hales Derm ihuman case study

NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies
Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

As I start on the course on “Primary Care Adults Across the Lifespan,” I anticipate gaining some understanding on some of the complex nature in the diagnosing and management of healthcare needs for adult patients. The course, based on my present understanding, provides the learners with learning experience, particularly in the focus on art and science of clinical decision-making, which is a skill critical for my future role as an Adult-Gerontology Primary Nurse Practitioner (AGPCNP). Throughout the course, I remain expectant to increase my knowledge in both the physical and behavioral elements of the disease process. More so, I aim at refining my skills in developing the best treatment programs for my patients. The opportunity to be a part of assignments that reflect the actual life situation will further help prepare me and align my expectations to the state of illnesses within the primary healthcare setting.

One of my expectations for the course lies in strengthening my diagnostic skills. My background in skilled nursing and sub-acute care will help me to have a solid foundation in the assessment of patients and planning for their care as well. I acknowledge that transitioning to a nurse practitioner role mandates an understanding of the processes of diagnosis. The course will help me to build on my existing knowledge and sharpen my skills in diagnosing conditions impeccably, which is a critical competency when working with adult patients across the lifespan.

Another major expectation is deepening my understanding of therapeutic treatment planning. My experience in long-term care has given me insight to the essence of individualized care plans, but the course will take that understanding to a higher level. I look forward to learning more about the latest evidence-based practices in planning for treatment and how to evaluate and adjust the treatment programs based on outcomes for a patient. Such a skill is critical as I aim at providing the highest quality care to patients while ensuring that the treatment plans are effective and tailored to the unique needs of a patient.

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In reflecting on my strengths and challenges as they relate to the competencies, I believe that the experience in the development of care plans and my dedication to patient education are some of my major strengths. Over the years, I have sharpened my ability to work with physicians, nurse personnel, and different health providers in the creation of individualized care plans addressing each of the unique needs of a patient. The experience has reinforced the essence of patient and family education, which I regard to be effective in healthcare. Besides, I still acknowledge that the expanded practice scope as an AGPCNP presents certain challenges, especially in areas of advanced diagnostic reasoning and pharmacologic management. Despite my foundational knowledge in the areas, I remain eager to deepen my expertise and acquire confidence in making complex clinical decisions independently.

The course is usually directly linked with my career goals of becoming a skilled AGPCNP who can make significant impact in the lives of the adult patients, especially those in the long-term situation. Reducing fragmentation of care is one of my goals, especially between acute care and long-term care, and making sure that patients continue receiving exceptional care when they are moved to the next level of care (Mann et al., 2021). The following knowledge and skills are expected to be acquired from this course and will help in the achievement of this goal. Also, I have the desire to be not only a professional in my sphere but also a specialist who will introduce new standards in the healthcare system and work towards enhancing the overall quality of patients’ treatment. NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

A review of the literature has recommended enhanced clinical decision-making competencies to enhance patient outcomes, especially in scenarios where NPs work in primary healthcare facilities. A study conducted by Evans et al. (2021) identified that Advanced Practice Nurse practitioners with an understanding of acute conditions requiring a first point of contact were more effective in delivering the best care by quickly identifying these conditions and satisfying patient needs. Additionally, the capacity to write effective patient care plans is also significant, considering the various problems that adults have, as indicated by Htay and Whitehead (2021). These understandings highlight the significance of the competencies that I will acquire within this course and the potential for their application towards the improvement of my practice in the future.

Therefore, I anticipate starting this course as it will help me to develop the competencies that are necessary to become an AGPCNP. Thus, I am confident that the acquired knowledge and practical experience will help me achieve high results in my future position, where I will have a chance to enrich the lives of my patients and their families.

References

Evans, C., Poku, B., Pearce, R., Eldridge, J., Hendrick, P., Knaggs, R., Blake, H., Yogeswaran, G., McLuskey, J., Tomczak, P., Thow, R., Harris, P., Conway, J., & Collier, R. (2021). Characterising the outcomes, impacts and implementation challenges of advanced clinical practice roles in the UK: A scoping review. 
BMJ Open
, 
11
(8), e048171. 
https://doi.org/10.1136/bmjopen-2020-048171

Htay, M., & Whitehead, D. (2021). The effectiveness of the role of advanced nurse practitioners compared to physician-led or usual care: A systematic review. 
International Journal of Nursing Studies Advances
, 
3
, 100034. 
https://doi.org/10.1016/j.ijnsa.2021.100034

Mann, C., Timmons, S., Evans, C., Pearce, R., Research, C. O., Hinsliff-Smith, K., & Conway, J. (2021). Exploring the role of advanced clinical practitioners (ACPs) and their contribution to health services in England. 
Nurse Education in Practice
. 
https://doi.org/10.21203/rs.3.rs-602519/v1
  NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

 

 

NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

Wk1 Competencies Initial Discussion Post

The expectations that I have, as an Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) student in NRNP 6531, are to become affluent in the examinations, procedures, and documentation skills that are expected in this advanced practice clinical course.  I have been apprehensive about starting this initial clinical because I may not immediately remember everything that I have been taught in this program, up to this point, when assessing patients with my preceptor.  I do realize that this is a learning experience, and the skills will become easier to implement with practice NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

Strengths and challenges are evident while self-appraising one’s ability in any professional setting.  The strengths that I bring to this clinical course, and subsequent career as an autonomous nurse practitioner, are that I display critical thinking and reasoning in my patient assessments and health management, develop trusting relationships with my patients and their families, displays empathy for others, and provides education to patients and their caregivers throughout their treatment and care.  These strengths relate to the AGPCNP competencies provided by the American Association of Colleges of Nursing.  Nurse practitioner core competencies require that the provider critically evaluates information and evidence for improving advanced nursing practice and incorporates this knowledge from the humanities and sciences within the context of nursing science.  The ACPCNP competencies require that reputable sources of national data on aging be analyzed and included in patient care.  Such sources include the Centers for Disease Control and Prevention (CDC), Healthy Aging Data Portfolio, and National Health and Aging Trends Study.  Competencies also include creating a climate of mutual trust while providing comfort and emotional support to patients and their families.  Educating the patients and caregivers is required by educating management strategies among normal development, aging, and mental and physical disorders (
The American Association,
2016).  The challenges that I have are that I tend to think and work in the moment, with not much thought on the patient’s future.  Advanced practice nurses are more expected to modify their care to patient responses, to contemplate beyond the immediate situation, and to relate past patient experiences with conceivable paths.  AGPCNP’s must recognize clinical trends and anticipate variations from the standard findings (Flanders et al., 2017) NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

My career goals are to become a AGPCNP in a palliative care setting.  I want to provide primary and palliative care to adult-gerontology oncology patients in need.  This course will assist me in accomplishing my goals by preparing me for advanced clinical assessments in a primary care setting.  Performing clinicals in a primary care setting will have a significant impact on the application of knowledge by immersing one’s self in skills required to care for palliative care patients (Gentry & Dahlin, 2020).

References

The American Association of Colleges of Nursing (AACN …
 American Association of Colleges of Nursing. (2016). Retrieved December 1, 2021, from 
https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Adult-Gero-NP-Comp-2016.pdf
.

Flanders, S. A., Gunn, S., Wheeler, M., Newsome, E., & Altman Klein, H. (2017) Accelerating the Development of Higher-Level Clinical Thinking in Novice Nurses. 
Journal for Nurses in Professional Development, 33
(5), 240-246.

Gentry, Jennifer, DNP, ANP-BC, GNP, ACHP, Dahlin, Constance, MSN, ANP-BC & ACHPN, FPCN. (2020). The Evaluation of a Palliative Care Advanced Practice Nursing Externship. 
Journal of Hospice & Palliative Nursing
, 
22
, 172-179. 
https://doi.org/10.1097/NJH.0000000000000637
.

response

Great post!  I can relate to your challenge and have not previously been mindful of planning the patient’s future on my own.  I worked with a nurse for several years in the emergency department that went back to pursue her FNP.  As I have been in this program, I have spoken with her about the journey.  I have discussed multiple challenges that I have faced throughout the program so far.  She told me once that as my role changes from RN to APRN, my perspective will change.  How I look at my responsibilities to the patient will help develop my skills as a practitioner.  She said you just look at things differently.  As I have progressed in the program, I have begun to understand what she was talking about.  I feel like as we grow and learn, we will start to put it all together and be able to make a plan for our patient’s future NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

According to Barnes et al (2018), advanced practice nurses play a vital role in expanding patients’ access to healthcare and the delivery of healthcare.  As we pursue an advanced degree, we are positively contributing to the patient’s healthcare.  The more we learn about our new role, the more we will be able to see the big picture, which involves positively contributing to our patient’s future healthcare.  Popejoy et al (2017) report that advanced practice nurses that have support to develop their skills can make positive changes.  Through our studies of evidenced-based practices, we will learn the best ways to treat and take care of our patients, therefore, positively improving patient outcomes (Moore et al, 2019).

References

Barnes, H., Richards, M. R., McHugh, M. D., & Martsolf, G. (2018). Rural And nonrural primary care physician practices increasingly rely on nurse practitioners. 
Health Affairs (Project Hope)
, 
37
(6), 908–914. doi: 10.1377/hlthaff.2017.1158

Moore, E. R., Watters, R., & Wallston, K. A. (2019). Effect of evidence‐based practice (EBP) courses on MSN and DNP students’ use of EBP. 
Worldviews on Evidence-Based Nursing
, 
16
(4), 319–326. https://doi.org/10.1111/wvn.12369

Popejoy, L., Vogelsmeier, A., Galambos, C., Flesner, M., Alexander, G., Lueckenotte, A., Lyons, V., & Rantz, M. (2017). The APRN Role in Changing Nursing Home Quality: The Missouri Quality Improvement Initiative. 
Journal of Nursing Care Quality
, 
32
(3), 196–201. doi: 10.1097/NCQ.0000000000000264 NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

An advanced practice nurse collaborates and communicates with patients, families, doctors, nurses, and specialists to ensure patients receive the care they need. As they diagnose, treat, manage, and educate patients, they are responsible for ensuring patient safety and maintaining ethical behavior. Competencies have been developed to help the advanced practice nurse to understand the practice knowledge, skills, and attitudes they need to be successful.

Photo Credit: michaeljung / Adobe Stock

For this Discussion, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

To prepare:

Review the Learning Resources for this week, specifically the advanced nursing practice competencies. As you review the competencies, reflect on your own strengths and challenges when working with adults across the lifespan.

By Day 3

Post
 a summary of your expectations of this course. Also, include a brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults. Describe any career goals or objectives this course may help you accomplish in the Family Nurse Practitioner (FNP) or 
Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) 
role and explain why. Use your research to support your explanations by providing credible and scholarly sources.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
at least two
 of your colleagues on 
two different days
 by offering a suggestion or resources to help your colleagues in addressing their personal strengths or challenges, or their career goals. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
Post to Discussion Question
 link and then select 
Create Thread
 to complete your initial post. Remember, once you click 
Submit
, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit! NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

 

NRNP_6531_Week1_Discussion_Rubric

Grid View

List View

Excellent

Point range: 90–100

Good

Point range: 80–89

Fair

Point range: 70–79

Poor

Point range: 0–69

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 
(40%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least 3 current credible sources.

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least 3 current credible references.

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with fewer than 2 credible references.

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only 1 or no credible references.

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.

5 
(5%)
 – 5 
(5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 
(4%)
 – 4 
(4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 3 
(3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 
(9%)
 – 10 
(10%)

Meets requirements for timely, full, and active participation.

Posts main discussion by due date.

8 
(8%)
 – 8 
(8%)

Posts main discussion by due date.

Meets requirements for full participation.

7 
(7%)
 – 7 
(7%)

Posts main discussion by due date.

0 
(0%)
 – 6 
(6%)

Does not meet requirements for full participation.

Does not post main discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 
(8%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 
(7%)
 – 7 
(7%)

Response is on topic, may have some depth.

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth.

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

4 
(4%)
 – 4 
(4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 
(0%)
 – 3 
(3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 
(4%)
 – 4 
(4%)

Meets requirements for full participation.

Posts by due date.

3 
(3%)
 – 3 
(3%)

Posts by due date.

0 
(0%)
 – 2 
(2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 
(8%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 
(7%)
 – 7 
(7%)

Response is on topic, may have some depth.

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth.

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 
(4%)
 – 4 
(4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 
(0%)
 – 3 
(3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 
(4%)
 – 4 
(4%)

Meets requirements for full participation.

Posts by due date.

3 
(3%)
 – 3 
(3%)

Posts by due date.

0 
(0%)
 – 2 
(2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name: NRNP_6531_Week1_Discussion_Rubric

Career goals: Strengths and challenges related to nursing practice competencies

Advanced nurse practitioners have core competencies that need to be accomplished in order for nurse practitioners to practice independently and successfully.  As nurse practitioner students, we must use current competencies for our practice.  This course is designed to introduce and guide us through the practicum experience by allowing us to learn our own strengths and weaknesses as nurses.  The purpose of this discussion is to explain my expectations of this course, my strengths and challenges when working with adults, and the career goals that this course may help me accomplish.

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Summary of expectations of this course

I am anticipating this course to be the place where everything comes together as we start our practicum experience.  I expect this course to be eye-opening and satisfying as we put everything we have learned in theory together in the clinical world.  I also expect to learn even more from my preceptor, instructors, and colleagues in both the NRNP and practicum courses.  I hope to gain more confidence as I learn from my preceptor during practicum NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

Brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults

My strengths related to nursing practice competencies are advocating for patients and their best interests by communicating and collaborating with the interdisciplinary team to improve patient outcomes and quality of care (The National Organization of Nurse Practitioner Faculties, 2017).  My experience as a registered nurse at a rehabilitation hospital has improved my communication techniques between the patients, family, physicians, and colleagues.  Education is very important for both the patient and family for them to fully take advantage of their health, so I try to educate my patients whenever possible (Chan et al., 2019).  I contribute to the design of clinical information systems in my unit because I am efficient with technology and dealing with computers on my unit.

The challenges that I am afraid of as an advanced nurse practitioner are facing ethical and legal issues with misdiagnosing and treating patients with the wrong treatments (The National Organization of Nurse Practitioner Faculties, 2017).  I am afraid of missing important details or critical tests and making mistakes all because I lack the confidence and experience in that role.

Describe any career goals or objectives this course may help you accomplish in the FNP role and why

As I explore all the opportunities that an FNP can do, I feel like I would like to start with family practice in a clinic to gain experience and confidence in the field.  I would like that time to learn and grow as a novice nurse practitioner treating patients of all age groups.  The surrounding towns I live in are all rural areas and I would like that opportunity to serve the community to promote education and provide more resources for healthy living.  I would also consider public health or community health by working closely with the outreach program at the local hospital in town.  This course can help me accomplish this FNP role by guiding me to analyze my professional growth and development related to advanced nursing practice (Walden University, 2020).  By the end of this course, I will be able to analyze conditions of body systems and formulate diagnoses and treatment plans for adult patients (Walden University, 2020) NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

Summary

I am looking forward to learning and growing into the advanced practice nurse role in this next term.  I am excited to incorporate all that I have learned into the real world to find my strengths and weaknesses in this practice so I can work on strengthening those weaknesses.  I am prepared to face challenges so I can find ways to improve and be the best advocate for my patients.

References

Chan, T. E., Lockhart, J. S., Thomas, A., Kronk, R., & Schreiber, J. B.  (2019).  An integrative review of nurse practitioner practice and its relationship to the core competencies.  
Journal of Professional Nursing, 36
(4), 189-199.  
https://doi.org/10.1016/j.profnurs.2019.11.003
.

The National Organization of Nurse Practitioner Faculties.  (2017).  
Nurse practitioner core competencies contents.  
https://nursing.lsuhsc.edu/Docs/Quality/Nurse%20Practitioner%20Core%20Competencies%20(2017).pdf
.

Walden University.  (2020).  
Outcomes/Alignment Chart, NRNP 6531: Primary care of adults across the lifespan.
  
https://content.waldenu.edu/e96ba5fcda8f577a44864e45d4902cd2.pdf
.

REPLY QUOTE 
EMAIL AUTHOR

 
9 days ago

Rowena Manzano 

RE: Rowena Manzano-Discussion Response 1 to Esai Seechan

COLLAPSE

Discussion Response 1 to Esai Seechan

Hi Esai,

Good post. I agree that educating the patient, a collaborative attitude, and good communication are vital for patient care. Collaboration with other healthcare professionals will open the channels of best practice possibilities (Haddad & Geiger, 2021). In addition, cooperation in clinical practice improved the quality of patient care as professionals shared expertise ( Buttaro et al., 2021). As we start with our practicum, there are always challenges met, but preparation is vital to gain more confidence and overcome the fear. Stimulation courses can provide interactive and real learning experiences, enhance knowledge and skills in a caring patient with a different health problem (Torkshavand et al., 2020). Therefore, it is vital to practice with our stimulation courses in I Human continually NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

Ethical and legal issues are also a challenge for me being a novice in this field. Haddad & Geiger (2021) stated that nurses must be familiar with legal and ethical issues. The authors further noted that nurses must have high-level support for all individuals and allow dignity concerning care and communication. In addition, nurses must be familiar with professional guidelines in practice and always consider the patient first. It is also an obligation to gain competence by committing to continued learning. It is vital to continue to grow with improvements to care, adopt changes or trends through research and evidence-based practice, and have the ability to practice in various healthcare settings with continued acts of advocacy (Haddad & Geiger, 2021). Getting to know the preceptor and establishing a trusting relationship are also crucial for students’ learning ‌(Nyhagen & Strøm, 2016).

 

                                       References

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2021).

Primary care: Interprofessional collaborative practice (6th ed.).

Elsevier.

Haddad, L. M., & Geiger, R. A. (2021, August 30). 
Nursing Ethical 

      Considerations
. Nih.gov; StatPearls Publishing.

https://www.ncbi.nlm.nih.gov/books/NBK526054/

‌Nyhagen, R., & Strøm, A. (2016). Postgraduate students’ perceptions of

high-quality precepting in critical care nursing. 
Nurse Education in 

       Practice
, 
21
, 16–22. https://doi.org/10.1016/j.nepr.2016.09.002

‌Torkshavand, G., Khatiban, M., & Soltanian, A. R. (2020). Simulation-

based learning to enhance students’ knowledge and skills in

educating older patients. 
Nurse Education in Practice
, 
42
, 102678 NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies.

https://doi.org/10.1016/j.nepr.2019.102678

response

You brought up a great point when you mentioned you are afraid of missing important details that could impact the patient’s healthcare.  I think that would probably be a fear of everyone in this course at this moment.  Smith and Rushton (2018) report student nurses are often lacking experience and confidence.  We are only beginning the training that will prepare us for such a responsibility.  As we work with experienced healthcare providers, we will gain knowledge that will help prepare us.  Torrens et al (2020) report that developing interprofessional relationships helps advanced practice nurses to be successful.  Drayton-Brooks et al (2017) report that advanced practice nursing students will further develop skills by having practicum experiences with multiple providers that see different types of patients.  As we continue through this program and have these experiences, our skills will improve, therefore, improving our confidence.

References

Drayton-Brooks, S. M., Gray, P. A., Turner, N. P., & Newland, J. A. (2017). Building clinical education training capacity in nurse practitioner programs. 
Journal of Professional Nursing
, 
33
(6), 422–428. https://doi.org/10.1016/j.profnurs.2017.02.002

Smith, J., & Rushton, M. (2018). Improving student nurses’ confidence in managing the acutely ill patient. 
British Journal of Nursing
, 
27
(3), 124–129. doi: 10.12968/bjon.2018.27.3.124

Torrens, C., Campbell, P., Hoskins, G., Strachan, H., Wells, M., Cunningham, M., Bottone, H., Polson, R., & Maxwell, M. (2020). Barriers and facilitators to the implementation of the advanced nurse practitioner role in primary care settings: A scoping review. 
International Journal of Nursing Studies
, 
104
. doi: 10.1016/j.ijnurstu.2019.103443 NRNP- 6531 Week 1 Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

Week 1: Competencies of Advanced Nursing Practice

Advanced nursing practice competencies focus on the unique practice knowledge, skills, and attitudes a nurse practitioner must demonstrate as they work with adults across the lifespan in clinical settings. They are developed by experts in the field and provide clarity about what is needed to be successful in your career. Competencies need to be practiced so they can be used to effectively address a wide range of situations. In addition to real-world settings, there are virtual opportunities that can facilitate the development of competencies. For example, throughout this course, you will complete case study simulation assignments with virtual i-Human patients presenting a variety of medical conditions. These types of virtual simulations provide you with the formative practice needed to help guide and prepare you for the real-world clinical experience.

For this week, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives.

Learning Objectives

Students will:

Analyze strengths and challenges related to nursing practice competencies

Describe professional career goals or objectives NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
 (click to expand/reduce)

Class Café: Introductions

Photo Credit: nakophotography / Adobe Stock

This Class Café is a place for discussions that do not necessarily relate to the formal content of this course and will not be assessed. However, we encourage you to get to know your colleagues and familiarize yourselves with everyone’s background and personal history. 
Note
: If your posting is of a personal nature or involves issues that are of concern only to you and require an individual response from the Instructor, please email the Instructor directly.

By Day 2

Post
 and introduce yourself to your colleagues and ask any questions you might have about the course or questions in general.

Respond
 to your colleagues and answer any questions or ask any questions that you might have.

Note
: This Class Café is not required and will not be assessed; however, you are encouraged to get to know your colleagues.

Submission and Grading Information

Post by Day 2

To Participate in this Discussion:

Class Café: Introductions NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

An advanced practice nurse collaborates and communicates with patients, families, doctors, nurses, and specialists to ensure patients receive the care they need. As they diagnose, treat, manage, and educate patients, they are responsible for ensuring patient safety and maintaining ethical behavior. Competencies have been developed to help the advanced practice nurse to understand the practice knowledge, skills, and attitudes they need to be successful.

Photo Credit: michaeljung / Adobe Stock

For this Discussion, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives.

To prepare:

Review the Learning Resources for this week, specifically the advanced nursing practice competencies. As you review the competencies, reflect on your own strengths and challenges when working with adults across the lifespan.

By Day 3

Post
 a summary of your expectations of this course. Also, include a brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults. Describe any career goals or objectives this course may help you accomplish in the Family Nurse Practitioner (FNP) or 
Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) 
role and explain why. Use your research to support your explanations by providing credible and scholarly sources NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to 
at least two
 of your colleagues on 
two different days
 by offering a suggestion or resources to help your colleagues in addressing their personal strengths or challenges, or their career goals. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
Post to Discussion Question
 link and then select 
Create Thread
 to complete your initial post. Remember, once you click 
Submit
, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6

To Participate in this Discussion:

Week 1 Discussion

Assignment

Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

Field Experience: MSN Nurse Practitioner Practicum Manual

Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

What’s Coming Up in Week 2?

Practicum – Upcoming Deadline

In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, 
you will need to submit your application via 
Meditrek
 .

For information on the practicum application process and deadlines, please visit the 
Field Experience: College of Nursing: Application Process – Graduate
 web page.

Please take the time to review the 
Appropriate Preceptors and Field Sites
 for your courses.

Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on the 
Field Experience: College of Nursing: Student Resources and Manuals
 web page.

Field Experience: College of Nursing Quick Answers

Field Experience: MSN Nurse Practitioner Practicum Manual

Student Practicum Resources: NP Student Orientation

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will analyze an i-Human simulation case study about an adult patient with an integumentary condition and formulate a differential diagnosis, based on the patient’s information. Using the findings of your analysis, you will evaluate treatment options and then create an appropriate treatment plan for the patient NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Looking Ahead:

In this course and beginning in Week 2, you will be required to complete case study assignments using the web-based software i-Human. You should have received an email with your i-Human Patients login and password information. If you have not received this information, please contact the Course Instructor.

Ensure that you are able to log in to the software and review the 
i-Human Patients Case Player Student Manual
 as needed to familiarize yourself about how to navigate i-Human.

Week 3: Evaluation and Management of HEENT Conditions

Last week, observing external characteristics of a patient was introduced as an important initial component of a physical examination. In addition to those observations, additional patient information can be learned by examining the head, eyes, ears, nose and throat, referred to as the HEENT system. Abnormal or disease manifestations may cause changes to one or more parts of the HEENT system, and understanding those manifestations is a critical skill for the advanced practice nurse.

For this week, you will not have a simulation case study however, it will be important for you to recognize that your continued observations and additional patient information are critical to your advanced nursing skills. This Week 3 concludes Module 1, and you will complete a Knowledge Check assessment covering the Module 1 topics examined in Weeks 1–3.

Learning Objectives

Students will:

Identify key terms, concepts, and principles related to the primary care of adults across the lifespan NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
(click to expand/reduce)

Knowledge Check: Module 1: Advanced Nursing Practice Competencies, Integumentary, and HEENT Conditions

In this exercise, you will complete a 10- question Knowledge Check to gauge your understanding of this module’s content.  Please note that this is a formative practice to help you better prepare for your Midterm and Final Exam as well as your Nurse Practitioner (NP) certification exam. The questions in this Knowledge Check are related to the topics from Weeks 1, 2, and 3 Topics include:

Nursing competencies

Billing and coding

Integumentary conditions

HEENT conditions

It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

Photo Credit: [DirtyDog_Creative]/[Vetta]/Getty Images

By Day 7

Complete 
and 
submit 
your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 7

To submit your Knowledge Check:

Week 3 Knowledge Check

What’s Coming Up in Module 2?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Module 2, you will examine the evaluation and management of cardiovascular conditions in Week 4 and respiratory conditions in Week 5. You will consider how to assess, diagnose, and treat two i-Human patients—one presenting a cardiovascular condition and one presenting a respiratory condition.

Week 5 Knowledge Check

In Week 5, you will experience your next Knowledge Check which covers the Module 2 topics from Weeks 4 and 5. Refer to the Week 5 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Week 4: Evaluation and Management of Cardiovascular Conditions

Many of the factors that contribute to cardiovascular conditions are preventable or manageable. Addressing the modifiable risk factors and adopting healthier lifestyle habits early in life can dramatically reduce the risk of developing cardiovascular conditions. The advanced practice nurse plays an important role in educating and advising their patients about ways to reduce modifiable risk factors, as well as encouraging and supporting their efforts.

However, if cardiovascular conditions are left unmanaged, patients may suffer from serious complications. When evaluating patients, it is important to consider individual patient factors and behaviors that might increase patient risk of conditions, such as hypertension. There are also other conditions that require advanced practice nurses to use appropriate and critical thinking to correctly diagnose cardiovascular or other vascular-related conditions. For this reason, as the advanced practice nurse caring for patients, it is critical that you immediately identify signs and symptoms of blood clots and other cardiovascular conditions.

For this week, you will analyze an i-Human simulation case study about an adult patient with a cardiovascular condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Learning Objectives

Students will:

Formulate differential diagnoses for adult patients with cardiovascular conditions

Analyze pattern recognition in adult patient diagnoses

Analyze the role of patient information in differential diagnosis

Evaluate pharmacologic and non-pharmacologic treatment options for adult patients

Create an appropriate treatment plan that includes health education and follow-up care

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
(click to expand/reduce)

Assignment: i-Human Case Study: Evaluating and Managing Cardiovascular Conditions

Because cardiovascular conditions are preventable and manageable, it is important that the advanced practice nurse use both their understanding of the cardiovascular system and the impact of patient factors and behaviors that might increase patient risk of such conditions. This critical information can guide you in immediately identifying signs and symptoms that can inform differential diagnoses and lead to identification of appropriate treatment options and a treatment plan.

Photo Credit: yodiyim / Adobe Stock

For this Case Study Assignment, you will analyze an i-Human simulation case study about an adult patient with a cardiovascular condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

To prepare:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with cardiovascular conditions.

Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.

Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with cardiovascular conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the 
i-Human Graduate Programs Help 
link within the i-Human platform.

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By Day 7

Complete
 and 
submit
 your Assignment in i-Human.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Submit Your Assignment by Day 7

To participate in this Assignment:

Week 4 Assignment

What’s Coming Up in Week 5?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will complete the next Knowledge Check which covers the topics from Weeks 4 and 5 of Module 2. Refer to the Week 5 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly.

Week 5: Evaluation and Management of Respiratory Conditions

Respiratory conditions can often be well managed when properly diagnosed and treated. Despite the existence of effective pharmacological treatments, lack of patient adherence to those treatments can negatively affect patient outcomes. As an advanced practice nurse, you play a critical role in the management of respiratory conditions, including providing education to patients about treatment options and their potential side effects and helping them weigh the benefits and risks. You must know when to treat, when to order diagnostics, and when to refer for specialized care. Failure to implement the appropriate actions can negatively impact the diagnosis and treatment of a patient, including the possible loss of their life.

For this week, you will complete a Knowledge Check assessment covering the Module 2 topics examined in Weeks 4 and 5.

Learning Objective

Students will:

Identify key terms, concepts, and principles related to the primary care of adults across the lifespan (KC)

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
(click to expand/reduce)

Knowledge Check: Module 2: Cardiovascular and Respiratory Conditions

In this exercise, you will complete a 10-question Knowledge Check to gauge your understanding of this module’s content. Please note that this is a formative practice to help you better prepare for your Midterm and Final Exam as well as your NP certification exam. The questions in this Knowledge Check are related to the topics from Weeks 4 and 5. Topics include:

acute bronchitis

asthma

chronic obstructive pulmonary disease (COPD)

other respiratory conditions

myocardial infarction (MI)

hypertension (HTN)

thrombotic events

Photo Credit: [ismagilov]/[iStock / Getty Images Plus]/Getty Images

It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

By Day 7

Complete
 and 
submit
 your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 7

To submit your Knowledge Check:

Week 5 Knowledge Check NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

What’s Coming Up in Module 3?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Module 3, you will examine the evaluation and management of gastrointestinal conditions in Week 6, genitourinary and endocrine conditions in Week 7, and hematologic conditions in Week 8. In Weeks 7 and 8, you will also analyze an i-Human simulation case study about an adult patient presenting a condition and consider how to assess, diagnose, and treat the patient.

Week 6 Midterm Exam

In Week 6, you will not participate in a Discussion or complete an Assignment; however, you will take a Midterm Exam. Please, take this time to review the topics and resources covered in Weeks 1–6 to prepare for your exam. Plan your time accordingly.

Photo Credit: [triloks]/[E+]/Getty Images

Week 8 Knowledge Check

Photo Credit: ARTQU / iStock / Getty Images Plus / Getty Images

In Week 8, you will complete the next Knowledge Check, which covers the topics from Weeks 6, 7, and 8 of Module 3. Refer to the Week 8 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.Week 6: Evaluation and Management of Gastrointestinal Conditions

Diagnosis of gastrointestinal conditions often begins with assessing the gastrointestinal tract. If it appears normal, but is not working correctly, the condition can often be a manifestation of an issue with the patient’s exercise regimen, diet, and/or medications. Other times, the gastrointestinal tract appears abnormal, does not work correctly, and may necessitate surgery to remove or repair the source of the manifestation. Patients with gastrointestinal conditions face many daily challenges as they adhere to treatment and management plans. For example, for some, it impacts their social life due to the potential complications related to the medications or diet restrictions that may be part of the treatment plan. They may feel that they are unable to tell others about the adverse effects, such as intense pain, nausea, bowel obstructions, dehydration, fatigue, and depression. As the advanced practice nurse, you must not only evaluate and treat patients experiencing these challenges but also help them to develop management plans that will minimize daily challenges related to their conditions.

For this week, you will not participate in a Discussion or complete an Assignment; however, you will examine the evaluation and management of gastrointestinal conditions through the variety of Learning Resources available to you. Additionally, you will complete and submit the Midterm Exam. Take this time to review the topics and resources covered in Weeks 1–6 and prepare for your exam. Plan your time accordingly NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course.

Learning Objective

Students will:

Synthesize key terms, concepts, and principles related to the primary care of adults across the lifespan

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
(click to expand/reduce)

Midterm Exam

This 100-question exam is a test of your knowledge in preparation for your certification exam. 
No outside resources,
 including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
.

This exam will be on topics covered in Weeks 1, 2, 3, 4, 5, and 6. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of 150 minutes for completion.

Photo Credit: [triloks]/[E+]/Getty Images

By Day 7

Submit
 your Midterm Exam.

Submission Information

Submit Your Exam by Day 7

To submit your Exam:

Week 6 Midterm Exam

What’s Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will analyze an i-Human simulation case study about an adult patient with a gastrointestinal condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient.

To go to the next week:

Week 7 NRNP – 6531 Adv Practice Care of Adults Across the Lifespan full course

NRS-434VN: Developmental Assessment and the School-Aged Child

Children who are between the ages of 5 and 12 years are in the developmental stage and are school going. According to Cherry (2018), physical examination is carried out on these children for various reasons such as being taken to a well-baby clinic, or they are sick and are about to be admitted. The underlaying issue is that it is essential to be conscious of the needs of a child based on their age and developmental stage (Sevo, 2017). The assessment will inform the care panning for the child upon receiving the right subjective and objective information NRS-434VN: Developmental Assessment and the School-Aged Child.

Physical Assessment

Physical assessment among the children between the ages of 5 and 15 years is quite different from that of the toddlers and preschoolers. This is because the school going children have started appreciating and understanding the reality as opposed to fantasy. They are capable of thinking logically and can easily understand the resultant effect of an action. Their thoughts processes at this stage of development are known as ‘concrete operations’. At this stage their reasoning is advanced and can interact with other people in the outside world. It is also essential to note that at this stage, the child becomes very eager to learn, accomplish tasks and be appreciated. Developmental theorist Erik Erikson points out that between 5-12 years the child is in the stage of industry which explains their industrious nature (Cherry, 2018).

Between the ages of 5-12 years, a child is able to give an accurate account of their illness. This is one of the reasons why they should be interviewed together with parents or guardians. The techniques can be modified to suite the age and development stage of the child (Kaufman, 2018). Children at this stage are asked questions they can answer, especially regarding school, how they perform and their friends. They are examined thoroughly just like an adult because they can cooperate when carrying out the procedure (Kaufman, 2018) NRS-434VN: Developmental Assessment and the School-Aged Child.

The needs of between the ages of 5 and 12 years also vary. The data obtained at each age is therefore different at each age. The mode of assessment should be dynamic. For example, a 5-year-old obtains more information from the parent or caregiver while a 12-year old can easily express themselves well. One of the techniques that can be used during the assessment is observation. In this case, the caregiver will interact with the child and come up with conclusions based on how the child conducts themselves (Kaufman, 2018). Caregiver rating, portfolios and standardized test are some of the methods that can be used. The methods are applicable to different ages, and in each case, techniques are modified accordingly. For instance, questions can be read out on a standardized test to a 5-year-old while a 12-year old will be left to read for themselves. After an examination, the assessor will be able to identify specific needs that help in establishing the intervention required to support a child. The assessor will also come up with an individualized strategy for a child or a group of children within a given age to provide the best care (Cherry, 2018).

The specific developmental milestones attained by children need to be appreciated by the assessors. It will help them understand the various needs and problems of the children based on their ages. Assessment is essential in determining the welfare of a child. The caregivers will also have an opportunity to understand the special needs required by a child. It is also a perfect opportunity for both the caregiver and the parent to cooperate and support the child. However, the needs of a child keep on changing with time, therefore the mechanism used should also vary NRS-434VN: Developmental Assessment and the School-Aged Child.

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References

 
Cherry, K. (2018). Erik Erikson’s Stages of Psychosocial Development. 
Retrieved Juny
, 
5
, 2018.

Kaufman, A. S. (2018). 
Contemporary intellectual assessment: Theories, tests, and issues
.     Guilford Publications.

Sevo, M. D. . (2017).
Pediatric Nursing: Content Review PLUS Practice           Questions.

 
Pennsylvania:  F.A. Davis

 

Course Code

Class Code

Assignment Title

Total Points

NRS-434VN

NRS-434VN-O502

Developmental Assessment and the School-Aged Child

110.0

Criteria

Percentage

1: Unsatisfactory (0.00%)

2: Less Than Satisfactory (75.00%)

3: Satisfactory (79.00%)

4: Good (89.00%)

5: Excellent (100.00%)

Content

80.0%

Comparison of Physical Assessment Among School-Aged Children

25.0%

A comparison of physical assessments among different school-aged children is omitted.

An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.

A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.

A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.

A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.

Typical Assessment for a Child of a Specific Age

25.0%

The typical developmental stage of a child between the ages 5 and 12 is not described.

The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child.

The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child.

The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.

The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.

Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)

30.0%

A child assessment based on a developmental theory is omitted.

A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies.

A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.

A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.

A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.

Organization and Effectiveness

15.0%

Thesis Development and Purpose

5.0%

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

5.0%

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0%

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Format

5.0%

Paper Format (use of appropriate style for the major and assignment)

2.0%

Template is not used appropriately, or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

3.0%

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage

100%

 

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child NRS-434VN: Developmental Assessment and the School-Aged Child.

Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.

Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
for assistance NRS-434VN: Developmental Assessment and the School-Aged Child.

Discussion: Politics and the Patient Protection and Affordable Care Act

Cost-benefit analysis is the process the analyze the cost of a project before starting it. CBA ascertains how many expenses a project could incur and how far the chances are to succeed. The legislature’s scenario relates to law-making and analyzing the impacts of this law upon society and how far a newly made law is beneficial for them (Buettgens et al. 2016).

In 2010, President Barack Obama signed the Affordable Care Act (ACA). This act allowed people to gain insurance coverage even with pre-existing health conditions. Obamacare was created to make affordable health care insurance, expand the Medicaid program, and support innovative medical care delivery methods designed to lower general healthcare costs (Healthcare.gov, n.d.) Discussion: Politics and the Patient Protection and Affordable Care Act.

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However, The legislature has made several efforts to repeal the Affordable Care Act. Both houses passed a bill to annul ACA but were a veto by the president because both houses suggested no alternative for this bill. US department of health and human survey issued a report that revealed that around 20 million people have recovered because of ACA (Buettgens et al. 2016). The report discussed two CBA’s that were about ACA. The first step was to repeal the act, and the second was to continue ACA. The impact of repealing ACA means 24 million people will be uninsured. A lesser number of people would get a medical checkup for free, and 700k people will have less insurance for their job Discussion: Politics and the Patient Protection and Affordable Care Act.

The decision of a voter matters more than anything for a legislature in his re-election process. National policies are made for the smooth running of the state’s affairs and mainly for the people’s welfare. As discussed above, the impact of repealing the ACA will have terrible implications for voters, resulting in fewer healthcare facilities for people, uninsured jobs, and lives. (Buettgens et al. 2008). A legislator whose goal is to get re-elected would be wise to go with the popular vote. People’s votes matter a lot for the legislature, which is why the president vetoes the decision to repeal ACA.

According to National Council for the Social Studies (2020), legislators consider the Triangle Test when deciding how to vote. They think, do my constituents care about this issue? Is this a good policy for the Nation, and does this make sense? Is this press-worthy? Hence, when thinking like a politician, one looks beyond the issue itself and considers other forces and factors that affect success. For re-election to occur, the legislature should understand its core power, which is voters’ power. Therefore, every policy of the legislature should be according to the desire and benefit of voters Discussion: Politics and the Patient Protection and Affordable Care Act.

References

Buettgens, M., Blumberg, L. J., Holahan, J., & Ndwandwe, S. (2016). The Cost of the ACA Repeal. Urban Institute.

Healthcare.gov. (n.d.). Affordable Care Act (ACA) – HealthCare.gov Glossary. Retrieved September 17, 2020, from 
https://www.healthcare.gov/glossary/affordable-care-act/

National Council for the Social Studies. (n.d.). How Legislators Make Decisions. Retrieved September 17, 2020, from https://www.socialstudies.org/advocacy/how-legislators-makedecisions

response

I wanted to add that it is a shame that we are no longer a country run by the people as our founding father intended (“Celebrating the Constitution, 2006). It appears we are run more by special interest groups and whomever can offer the most money towards a politician’s re-election efforts (Milstead & Short, 2019). Our forefathers must be turning in their graves due to this. We as citizens always hope we are voting for individuals to represent us that hold our best interests in mind and this issue occurs on both sides of the aisle Discussion: Politics and the Patient Protection and Affordable Care Act.

References

Celebrating the Constitution. (cover story). (2006). 
Scholastic News –Edition 4, 69
(2), 4.

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

response 2

I agree that nurses and patients are most affected during policy creation and implementation in healthcare. However, when it comes to political participation from nurses, the numbers are scarce. One Midwest study showed that most registered nurses only participated in low cost political activities, such as voting or simply discussing politics, but few nurses actually participated in demonstrations (Vandenhouten et al., 2016) Nurses always complain about policy changes and how many don’t make sense because the nurses involved in the decision-making aren’t active floor nurses, yet most active floor nurses don’t involve themselves in politics. I believe many nurses want to have a political voice and be apart of effective changes in healthcare, but many just don’t have the time. Reference Vandenhouten, C. L., Malakar, C. L., Kubsch, S., Block, D. E., & Gallagher-Lepak, S. (2016). Political Participation of Registered Nurses. Policy, Politics, & Nursing Practice, 12(3), 159–167. https://doi.org/10.1177/1527154411425189 Discussion: Politics and the Patient Protection and Affordable Care Act

Discussion: Politics and the Patient Protection and Affordable Care Act

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare:

Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).

Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post
an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria Discussion: Politics and the Patient Protection and Affordable Care Act.

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By Day 6 of Week 3

Respond
 to at least 
two
 of your colleagues
* on two different days
 by expanding on their explanation and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

While in office, President Obama assessed the needs of the American people and found a substantial gap in healthcare affordability and accessibility. To combat this pressing issue the Affordable Care Act (ACA) was developed in 2010, voted on, and ultimately put into action. This was the first time that our healthcare system came close to the idea that it is a basic human right to have access to healthcare, not a privilege. Since its inception, Republicans have made it known they do not support this new law and used the repeal and replace policy agenda as their primary campaign agenda to try to appeal to the masses. Once in office, President Trump realized that unless a formidable replacement for ACA was created, it was not possible to get rid of it. The repeal and replace proposal, unfortunately, promoted the belief that healthcare was indeed a privilege and not a right (Grogan, 2017). Grogan (2017) stated that “they want to place the blame for lack of coverage back onto the individual, and remove any sense of public or communal obligation to make sure that everyone has access to health care coverage.”

Policymakers are not focused on how the American people will be affected by the changes to ACA, but how the changes will affect their chances of re-election. Putting changes into play would have run up against the next election cycle in 2018 and implementation problems might have affected the majority party’s hold on both houses of congress. According to Joel Teitelbaum (Laureate, 2018a), the way to change policy is through law and through the executive and legislative officials we elect (Laureate, 2018b). These lawmakers utilize their power and influence to obtain large amounts of money from special-interest groups that support their re-election (Milstead & Short, 2019). Winning an election or re-election can be costly, so the return on the investment must be beneficial, and unfortunately the greatest benefit with the fewest costs might mean the best solution may not be the path ultimately chosen (Milstead & Short, 2019).

It is important to educate the public on the significance of voting, not just during presidential elections, but at state and local as well. These executive and legislative officials that we elect are the ones that go on to create and vote on health policies and laws that directly affect us Discussion: Politics and the Patient Protection and Affordable Care Act.

 

References

Grogan, C. M. (2017, October). How the ACA addressed health equity and what repeal would mean. 
Journal of Health Politics, Policy and Law
, 
42
(5), 985–993. 
https://doi.org/10.1215/03616878-3940508

Laureate Education (Producer). (2018a). 
Contemporary issues in public health policy with Joel Teitelbaum
 [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018b). 
Introduction to Health Policy and Law with Joel Teitelbaum
 [Video file]. Baltimore, MD: Author.

Milstead, J. A., & Short, N. M. (2019). 
Health policy and politics: A nurse’s guide
(6th ed.). Burlington, MA: Jones & Bartlett Learning Discussion: Politics and the Patient Protection and Affordable Care Act.

response post

I agree with your statement of stressing the importance of voting to the public. I have heard many people conclude that the presidential election is the only time they believe they should vote. Legislation voting is indeed important because of the strong input they have in law-making. Legislators use different tactics when it comes to electing them and winning votes. “A legislator’s duty is to vote on
 
legislation, yet legislators routinely miss votes. Existing studies of absenteeism have focused on the US Congress, producing useful but partial explanations” (Brown & Goodliffe , 2017).  When it comes to laws and legislators wanting to win votes, they do tend to overlook what will be good for the people. As you stated, they do certain things to be sure they lock in their re-election and overlook how it may affect the American people. With that being said, things of this nature should show why it is so important to vote in every election to be sure there are people elected who care what affects Americans. According to Akirav, we argue that the skills required for selection and
 
re-election
 
are different from those required for enacting
 
legislation. Thus, we distinguish between two types of legislators – those who are electable and those who are successful in the legislature” (2015). This statement goes to show that just because a legislator is elected , it does not mean that they are the right person for the job Discussion: Politics and the Patient Protection and Affordable Care Act.

References 

Brown, A. R., & Goodliffe, J. (2017). Why do legislators skip votes? Position taking versus policy influence.
 
Political Behavior
,
 
39
(2), 425–455. https://doi-org.ezp.waldenulibrary.org/10.1007/s11109-016-9362-8

Akirav, O. (2015). Re-election: Different Skills for Different Roles.
 
Government & Opposition
,
 
50
(1), 90–118. https://doi-org.ezp.waldenulibrary.org/10.1017/gov.2013.39 Discussion: Politics and the Patient Protection and Affordable Care Act

NURS – 6003N Week 1 Discussion: Networking Opportunities guide

The discussion  reflects on the school mission/vision and I will just provide these tips which are provided by Laman (2019):

Self Advocacy

When at college, students are left to talk with advisors, professors, resident advisors, etc. on their own. So it’s important to learn how and when to speak up.

Students must learn to identify their needs and know when they need assistance. Speaking to a college professor or seeking out additional resources can be intimidating for students, but remember that they are there to help and want you to succeed!

Working on communication is key to being able to advocate for yourself while still taking into account other people’s views and opinions. This assertiveness will help not only in dealing with academics, but also with friends and roommates NURS – 6003N Week 1 Discussion: Networking Opportunities guide.

Time Management

The one thing every high school student looks forward to in college – FREEDOM! No one telling you to do your homework. No one is dictating when you can go hang out with friends or when you should be staying in to study. And no bedtimes!

But, this increase in personal responsibility actually leads to one of the biggest struggles … students are left to work independently to ensure their work is complete and their personal life is balanced. College students must have the ability of organize and prioritize all of their responsibilities. Then put it into action!

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Team Work

It’s important to not only learn how to work with others but emerge as a leader. Not the “I’m the boss and whatever I say goes” kind of leader. But the motivational kind of leader. The one who is able to drive a project to completion, instead of waiting for others to take charge.

Part of working on a team (or even just one other person) is also learning how to compromise. Though tough to hear, you’re not always going to be right. And you’re not always going to have the best ideas. It will be important to ask question, actively listen and provide feedback, while also accepting constructive criticism and being flexible NURS – 6003N Week 1 Discussion: Networking Opportunities guide.

Setting Goals

This is important both academically and personally and should start now! Each semester, each year, gives you a fresh start on setting and reaching your goals.

Setting and achieving goals, even the small ones, helps students to feel accomplished and increases confidence.

Respect And Acceptance

Most universities strive to have diversity. A balance of males and females, athletes and musicians, in-state and international students.

Students who are placed in circumstances with cultural diversity, or who seek out intercultural experiences will feel more comfortable and excited when arriving on campus.

Reference

Laman, J. (2019). 5 must have skills for college success. 
Blueprint Summer Program.
https://www.bpsummerprograms.com/5-skills-college-success/ NURS – 6003N Week 1 Discussion: Networking Opportunities guide

Assignment: Legislation Grid and Testimony/Advocacy Statement

Testimony Advocacy in Healthcare

Introduction

Over the years, the American federal and state authorities create and pass bills that advocate for quality care, patient protection, and evidence-based management of chronic and cardiovascular diseases. Currently, the United States experiences increased food allergies and related disorders, which lead to adverse symptoms and health complications. In response, Tim Scott, a Senator, proposed the FASTER Act of 2021 to reduce and prevent food allergies and related disorders. Therefore, it is rational to critically review the FASTER Act of 2021 by stating its number, description, supporter, opposers, target population, and personal opinion Assignment: Legislation Grid and Testimony/Advocacy Statement.

Part One

 

Health-related Bill Name

 

FASTER Act of 2021

Bill Number

S.578

Description

The FASTER Act of 2021 plans to support the management and prevention of food allergies and related disorders by supporting the development of effective food allergy diagnostics, the prevention of food allergies among adults and children, the reduction of risk factors of food allergies, and the creation of evidence-based therapeutics to prevent, treat, and cure food allergies and related disorders among Americans. Congress (2021) adds that the FASTER Act of 2021 aims to provide opportunities for stakeholders in the healthcare sector to collaborate in identifying, managing, treating, and preventing food allergies and related disorders among Americans.

 

 

Federal or State?

Federal

Legislative Intent

 

The FASTER Act of 2021 aims to improve patient outcomes and the safety of Americans living with food allergies and related disorders.

 

 

Proponents:

·         Senator Tim Scott (Primary Sponsor)

·         Senator Christopher Murphy

·         Senator Kirsten Gillibrand

·         Senator Raphael G. Warnock

·         Senator Richard Blumenthal

·         Senator Roger W. Marshall

·         Senator Susan M. Collin

·         Senator Tammy Baldwin

·         Senator Thom Tillis

 

 

Opponents: Bill received unanimous consent at the introduction stage.s Assignment: Legislation Grid and Testimony/Advocacy Statement

 

 

Target Population

 

Americans living with food allergies and related disorders

Status of the bill (Is it in hearings or committees?)

 

Committee Stage

 

 

General Notes/Comments

 

 

The FASTER Act of 2021 is a brilliant proposal that aims to improve its health sector.

 

Part Two

           
I unconditionally support the passage and implementation of the FASTER Act of 2021 in the United States. According to Congress (2021), the FASTER Act of 2020 intends to improve patient outcomes and the safety of Americans living with food allergies and related disorders. Food allergies and related disorders, such as enterocolitis syndrome, anaphylaxis, and eosinophilic gastrointestinal illnesses, affect more than 32 million Americans. The Food Allergy Research and Development (2020) states that one in ten adults and one in three children have food allergies. The allergies send adults and children to emergency rooms every three minutes. Food Allergy Research and Development (2020) indicates that the United States records more than 200,000 emergency visits annually due to food allergies and related complications. Therefore, the United States must implement the FASTER Act of 2020 to reduce emergency visits and promote health outcomes of Americans living with food allergies and related disorders Assignment: Legislation Grid and Testimony/Advocacy Statement.

Even though I fully support the passage and implementation of the FASTER Act of 2020, some Americans oppose the bill. I aim to address the concerns of opponents of the FASTER Act of 2020 by informing them about the adverse signs and symptoms of food allergies and related disorders. The American College of Allergy, Asthma & Immunology (2018) confirms that the adverse symptoms include wheezing, repetitive cough, shortness of breath, circulatory collapse, dizziness, and weak pulses. The adverse signs and symptoms of food allergies and related disorders increase the risk of mortality and serious health complications among Americans. Alternatively, I will inform the opponents of the FASTER Act of 2020 about the healthcare costs of food allergies and related disorders. The Asthma and Allergy Foundation of America (2020) indicates that the federal government spends more than $25 billion annually in managing and treating food allergies and related disorders. The implementation of the FASTER Act of 2020 will contribute to the significant reduction of healthcare-related costs. The knowledge of adverse symptoms and healthcare costs of food allergies and related disorders may convince opponents of the FASTER Act of 2020 to support the bill Assignment: Legislation Grid and Testimony/Advocacy Statement.

Conclusion

           
In summation, Tim Scott, a senator, proposed the FASTER Act of 2021 to reduce and prevent food allergies and related disorders in the United States. The FASTER Act of 2021 plans to support the management and prevention of food allergies and related disorders by supporting the development of effective diagnostics and the reduction of risk factors. The passage and implementation of the FASTER Act of 2021 will improve patient care and outcomes among Americans living with food allergies and related disorders.

References

American College of Allergy, Asthma & Immunology. (2018).
Food Allergies | Causes, Symptoms & Treatment
. Retrieved from https://acaai.org/allergies/types/food-allergy

Asthma and Allergy Foundation of America. (2020).
Allergy Facts
. Retrieved from https://www.aafa.org/allergy-facts/

Congress. (2021, March 8).
All info – S.578 – 117th Congress (2021-2022): FASTER Act of 2021
. Retrieved from https://www.congress.gov/bill/117th-congress/senate-bill/578/all-info

Food Allergy Research and Development. (2020).
Facts and Statistics
. Retrieved from https://www.foodallergy.org/resources/facts-and-statistics#:~:text=The%20symptoms%20of%20an%20allergic,onset%20and%20can%20cause%20death Assignment: Legislation Grid and Testimony/Advocacy Statement

Assignment: Legislation Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, 
If I had anything to do about it, things would work a little differently?
 Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

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The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

Part 1: Legislation Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

Determine the legislative intent of the bill you have reviewed.

Identify the proponents/opponents of the bill.

Identify the target populations addressed by the bill.

Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

Advocate a position for the bill you selected and write testimony in support of your position Assignment: Legislation Grid and Testimony/Advocacy Statement.

Describe how you would address the opponent to your position. Be specific and provide examples.

At least 2 outside resources and 2-3 course specific resources are used.

By Day 7 of Week 4

Submit
 your completed
legislation grid and testimony/advocacy statement
.

 

NURS_6050_Module02_Week04_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Federal and State Legislation

Part 1: Legislation Grid

Based on the health-related bill you selected, complete the Legislation Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.

• Identify the proponents/opponents of the bill.

• Identify the target populations addressed by the bill.

• Where in the process is the bill currently? Is it in hearings or committees?

32 
(32%)
 – 35 
(35%)

The response clearly and accurately summarizes in detail the legislative intent of the health-related bill.

The response accurately identifies in detail the proponents and opponents of the health-related bill.

The response accurately identifies in detail the populations targeted by the health-related bill.

The response clearly and thoroughly describes in detail the current status of the health-related bill.

28 
(28%)
 – 31 
(31%)

The response accurately summarizes the legislative intent of the health-related bill.

The response accurately identifies the proponents and opponents of the health-related bill.

The response accurately identifies the populations targeted by the health-related bill.

The response accurately describes the current status of the health-related bill.

25 
(25%)
 – 27 
(27%)

The response vaguely or inaccurately summarizes the legislative intent of the health-related bill.

The response vaguely or inaccurately identifies the proponents and opponents of the health-related bill.

The response vaguely or inaccurately identifies the populations targeted by the health-related bill.

The response vaguely or inaccurately describes the current status of the health-related bill.

0 
(0%)
 – 24 
(24%)

Summary of the legislative intent of the health-related bill is vague and inaccurate or is missing.

Identification of the proponents and opponents of the health-related bill are vague and inaccurate or is missing.

Identification of the populations targeted by the health-related bill is vague and inaccurate or is missing.

The description of the current status of the health-related bill is vague and inaccurate or is missing.

Advocating for Legislation

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

• Advocate a position for the bill you selected and write testimony in support of your position.

• Describe how you would address the opponent to your position. Be specific and provide examples.

45 
(45%)
 – 50 
(50%)

Testimony clearly and thoroughly provides statements that fully justifies a position for a health-related bill Assignment: Legislation Grid and Testimony/Advocacy Statement.

Response provides a detailed, thorough, and logical explanation of how to address opponents to the position for the health-related bill and includes one or more clear and accurate supporting examples.

A complete, detailed, and specific synthesis of two outside resources is provided. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the responses provided.

40 
(40%)
 – 44 
(44%)

Testimony clearly and accurately provides statements that somewhat justifies a position for a health-related bill.

Response provides an accurate explanation of how to address opponents to the position for the health-related bill and may include at least one supporting example.

An accurate synthesis of at least one outside resource is provided. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the responses provided.

35 
(35%)
 – 39 
(39%)

Testimony used to justify a position for a health-related bill is vague or inaccurate.

Explanation of how to address the opponents to the position for the health-related bill is vague or inaccurate, lacks logic, and/or the supporting examples are vague or inaccurate.

A vague or inaccurate synthesis of outside resources is provided. The response minimally integrates resources that may support the responses provided.

0 
(0%)
 – 34 
(34%)

Testimony used to justify a position for a health-related bill is vague and inaccurate, incomplete, or is missing.

Explanation of how to address the opponents to the position for the health-related bill is vague and inaccurate, or is missing.

A vague and inaccurate synthesis of no outside resources is provided, or is missing. The response fails to integrate any resources to support the responses provided.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 
(5%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 
(4%)
 – 4 
(4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 
(3.5%)
 – 3.5 
(3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5  (5%)  – 5  (5%) Uses correct APA format with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) APA format errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) APA format errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6050_Module02_Week04_Assignment_Rubric Assignment: Legislation Grid and Testimony/Advocacy Statement

Abortion Presidential Agendas Discussion Essay

Population Health Concern: Abortion

According to WHO, an Abortion is pregnancy terminated prior to 20 weeks’ gestation or a festus born weighing less than 500g. Over the years, Abortion has been a major topic of discussion both at the states, and national levels of politics. The abortion laws are different from one states to another in the United States and these laws has different effect on the populations. Over the years, different administrations have a different perspective on abortion and this has in turn affected the laws binding the abortion. For the purpose of this discussion, we will be looking into the past three presidential administrations of George Bush, Barack Obama and Donald Trump Abortion Presidential Agendas Discussion Essay.

President Donald Trump: The former President Trump is against abortion and he made this known in one of his speeches in 2018 when he was addressing the group of people at the Annual March for Life rally. Donald Trump stated that he “will always defend the very first right in the Declaration of Independence, and that is the right to life. We are protecting the sanctity of life and the family as the foundation of our society.” (whitehouse.gov, n.d.). President Trump signed an executive order that allowed US to withhold money from organization or healthcare provider that provide services such as planned parenthood or abortion (Freiburger, C, 2019).

President Barack Obama: Unlike Donald Trump, Obama was in full support of abortion and believe that as part of woman’s right, the woman should be able to make a choice whether to terminate her pregnancy through legal and safe abortion procedure. Obama beleive an abortion is a moral issue which the government should not be involved and this made him to enact the freedom of choice Act in 2008 which will eliminate states and federal restrictions on abortion (The federalist, 2019 para. 9). President Obama also made a rule that prevented the states from withholding federal funds from Planned Parenthood and other clinic that perform abortions Abortion Presidential Agendas Discussion Essay.

President George Bush: During the administration of former President Bush, he believe in the first constitutional amendment which made an abortion to be illegal, but however, Bush believe that there should be some exceptional cases under which an abortion should be allowed. Cases such as rape, incest and when a woman’s life is in danger. George Bush was a little liberal than the other two presidents even though he does not pass an anti-abortion law, he does not support the intentional death of babies but also believe that women should be given certain right. President Bush also took away funding from planned parenthood and settled for partial abortion.

My opinion about the subject, I am pro-life and in as much as I am not in support of abortion, I will still give consideration to allow an abortion under a life threatening situation to the woman. Signing an executive order to prevent the release of funds for clinics that perform parenthood services such as family planning is not a good option. It will be better to allow funds to be moved into the services such as planned parenthood which I believe will encourage people to have adequate family planning rather than having an unwanted pregnancy and looking for an alternative way to get rid of the pregnancy Abortion Presidential Agendas Discussion Essay.

References

Freiburger, C. (2019, February 22). Trump admin cuts $60 million from Planned Parenthood. Retrieved from 
https://www.ontheissues.org/Celeb/Donald_Trump_Abortion.htm

Bilger, M. (2018, December 13). Barack Obama, The Abortion President, Receives Human Rights Award. Retrieved from 

Barack Obama, The Abortion President, Receives Human Rights Award

Abortion without the rhetoric. (2012, April 04). Retrieved from 
https://abortion.info/politics/presidents-and-abortion/george-w-bush-2001-2009/

response

I do agree abortion is an issue that rises to the presidential level. President Trump and President Bush both had the same views on abortion. According to New American, U.S. President George W. Bush had a plan to enforce the federal regulation to prohibit healthcare workers in executing abortion-related services that violate their beliefs (2008). As you stated, during the administration of President Bush; he wanted abortions to be considered illegal. President Trump made it clear that abortion is wrong, and he was not in support of it in any way. “The Supreme Court on Tuesday granted the Trump administration’s request to reinstate long-standing restrictions for patients seeking to obtain a drug used for abortions early in pregnancy” (CNN Wire, 2021). When it comes to my opinion on abortion, I view abortion more like President Obama.  I would not say I am in full support, but I do believe it is up to that woman due to women having rights. Although, I feel as though it should be a legitimate reason for having an abortion. You and I seem to feel the same way about abortion and I think you stated your viewpoint and the viewpoint of the president’s clearly Abortion Presidential Agendas Discussion Essay.

References

New American. (2008). Bush administration rule riles abortion advocates. 
Academic Search Complete
. 
24
(19), 8-8

CNN Wire. (2021, January 13). Supreme Court grants Trump administration request to limit access to abortion drug. 
Gale Academic OneFile Select.
 https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=2&sid=b66a5f72-30ab-453e-ad06-a051c25e1c62%40sdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsgcl.648158553&db=edsgea

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sample response 2

  Throughout the years, effects of cutting funding to areas like Planned Parenthood has created a cascade of greater healthcare issues for instance an increase in unplanned births, an increase in unprotected and unsafe sex, and an increase in cancers going undetected and untreated to name a few. “Public uncertainty about personal coverage and methods of financing care are major issues” (Milstead & Short, 2019). I agree with your statement of not cutting funding to Planned Parenthood, and I appreciate your compromise of allocating more of the funding into education and preventative treatment. Abortion has definitely been a hot topic for every presidency and I do believe the public associates Planned Parenthood with just abortions, but the company provides so much more than that, especially to low-income and low socio-economic populations. During the Obama presidency he passed a rule that protected funding to Title X centers and Planned Parenthood and made it illegal for states to block patients from accessing care at a center that also provides abortions (“Obama Administration”, 2016). In contrast, former president Bush passed a partial-birth abortion ban during his presidency (Bush, 2006) and under the Trump administration a gag was ordered in 2019 that forced providers that served nearly half of all the patients out of the program (“Trump Administration”, 2019). This meant that Planned Parenthood was not only affected, but so were those under the Title X centers Abortion Presidential Agendas Discussion Essay.

References

Bush, G. W. (2006). National Archives and Records Administration. Retrieved March 5, 2021 from, https://www.whitehouse.gov/about-the-white-house/presidents/george-w-bush/

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

Obama Administration Protects Access to Health Care for Millions of People. 
(2016, Dec. 14). Planned Parenthood. Retrieved March 5, 2021 from https://www.plannedparenthood.org/about-us/newsroom/press-releases/obama-administration-protects-access-to-health-care-for-millions-of-people1

Trump administration gag rule forces Planned Parenthood out of Title X National Program for birth control.
(2019, August 19). Planned Parenthood. Retrieved March 5, 2021from https://www.plannedparenthood.org/about-us/newsroom/press-releases/trump-administration-gag-rule-forces-planned-parenthood-out-of-title-x-national-program-for-birth-control-2 Abortion Presidential Agendas Discussion Essay

Presidential Agendas Discussion 

Presidential Agendas

Population health emerges as an important practice towards better health outcomes and health status within populations. In most instances, the health care providers, including employers, insurers, and care providers, look at population health in relation to their specific patients’ needs. However, population health is a broad practice according to health reform and should include everyone by evaluating social determinants that affect health (New York State Department of Health, 2021). Political class is among the part of the actors that are actively involved in the population health especially when it comes to developing policies. In this response, the different presidents in the United States have had diverse opinions when it comes to population health reforms and responses. For instance, during the rise of pandemics in the United States presidents have shown different ways of responding to pandemics because pandemics are fast spreading and may wipe populations within days when not adequately managed (Kerr et al., 2021). In this response, there is a need to explore the presidential agendas in response to pandemics specifically during the reign of President Donald Trump and President Joe Biden.

President Trump and Biden are referred to as pandemic presidents due to their tenures in office during the rise of major pandemics, including Covid-19, H1N1, Ebola Outbreak, and Zika Virus. Among these pandemics, Covid-19 emerges as the biggest and the most widely spread across the United States. The rise of COVID-19 got President Trump off-guard and this led to America seeing huge losses in terms of lives where it accounted for over 21% of all global cases and 21% of all deaths came from the United States (Kerr et al., 2021). President Trump was not prepared for the pandemic and this is the reason the federal government left all the responsibilities to the states and the national government only served as a backup and offered supplies as a last resort. This demonstrated a lack of proper understanding of pandemics and guidelines by the national government hence leading to worse community spread. At first, Trump capitalized on closing the border between the United States and China, which came late, and community transmission was becoming immense. The travel restrictions and testing of the arriving passengers were not as effective since there was little information about the pandemic to public health and their capacities. It was unfortunate that the president downplayed the first incidences of COVID-19 cases in the country and moving forward gave contradicting information and unsupported reports about the control and the causes of the pandemic (Himmelstein, 2021).

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On the other hand, President Biden has been a critical part of population health since his time as the Vice president during Obama’s administration and as the current president of the United States. As a vice president, he spearheaded the management of H1N1 in 2009, the Ebola outbreak in 2014, and the Zika virus in 2016 (Schiff, 2023). The Obama administration was effective in coming up with a ‘Global health security agenda’ that aimed to protect the world from being destroyed by infectious diseases. Biden has put across several measures that will help respond to pandemics like COVID-19 moving forward including having an effective national emergency response made of frontline workers for saving lives and reducing spread. He also believes in coming up with decisive economic measures to support the worst-hit families and businesses. Biden believes that the federal government must be on the frontline in offering solutions to Coviod-19 including better vaccine research and development and ethical task force that works to eliminate racial disparities in times of pandemics (Himmelstein, 2021).

Conclusion

The presidential agendas are an important part of population health advancement and this helps in policy development. Through the time of pandemics, presidential agendas are crucial in helping reduce the spread and mortalities. The coming of Covid-19 reflected the major failures of President Trump in making vital decisions and his inconsistencies led to huge spread and loss of lives. However, the reign of President Biden has worked to restore sanity in the response to pandemics by developing practical solutions that will be used in responding to COVID-19 and other future pandemics.

References

Himmelstein, D. U., & Woolhandler, S. (2021). Recovering from Trump: Biden’s first 100 days. 
Lancet (London, England)
, 
397
(10287), 1787–1791. 
https://doi.org/10.1016/S0140-6736(21)00979-X

Kerr, J., Panagopoulos, C., & van der Linden, S. (2021). Political polarization on COVID-19 pandemic response in the United States. 
Personality and individual differences
, 
179
, 110892. https://doi.org/10.1016/j.paid.2021.110892

New York State Department of Health. (2021). Making New York the healthiest state: Achieving the triple aim. Retrieved June 21, 2021 from https://www.health.ny.gov/events/population_health_summit/docs/what_is_population_health.pdf

Schiff, E., & Mallinson, D. J. (2023). Trumping the Centers for Disease Control: A Case Comparison of the CDC’s Response to COVID-19, H1N1, and Ebola. 
Administration & Society
, 
55
(1), 158–183. 
https://doi.org/10.1177/00953997221112308

 

Presidential Agendas Discussion

Initial Post

Healthcare reform has been a major political topic over the past two decades. Policies have been debated on and implemented over the past ten to fifteen years that has changed the way healthcare works in America.

George W. Bush

George W. Bush stated in his state of the union address, that he proposed an agenda to make health care more affordable, transparent, portable, and efficient. In 2003, President Bush signed a bill into law that started the healthcare savings account. He also implemented policies changes that helped pave the way to bring more generic medication to pharmacies to lower the cost of prescription drugs. In 2004, President Bush started the initiative that all medical records would be electronic and available to the American people over the next 10 years (
Reforming Health Care for the 21st Century
, 2006). There is a significant reduction in cost for the consumer when buying generic prescriptions. This plan signed by President Bush was a gamechanger for consumers, especially the “baby boomers” that have many prescription medications that they rely on for their healthcare. The consumer can take advantage of the tax-free healthcare savings account putting money aside for expected costs of healthcare each year.  This lowers the taxable income each year and essentially saves the consumers at tax time.  Electronic medical records streamline the process of access to your medical record so any healthcare facility can get your records quickly in the case of any emergency Presidential Agendas Discussion.

Barack Obama

 
President Obama is most known for the passage of the Affordable Care Act, or Obamacare.  In this legislation, he started a National Health Insurance Exchange (NIE), savings for preventative coverage, prescription drug coverage savings for generic medications (Ventola, 2009).  The National Health Insurance Exchange offers private insurance options for those that are not offered insurance by their employers, those who are self-contractors, and those whose employers offer insurance that is too costly. These plans have specific tiers of coverage ranging from low-cost premium to low deductibles. The plan for Obama to lower cost of prescription drugs were to make it legal to have them imported from other countries at a discounted cost to the consumers Presidential Agendas Discussion.
 

Donald J. Trump

President Trump on day one of his term started trying to dismantle Obamacare. One of the changes he made was to get rid of the individual mandate for coverage. Another change was the federal government stopped paying the cost sharing reduction subsidies. He also expanded access to short term plans (Simmons-Duffin, 2019). The individual mandate was a penalty for those who did not have insurance and did not apply on the national insurance database.  The whole reasoning behind Affordable Healthcare Act was to ensure that most Americans had an opportunity to have health coverage which would lower the cost of healthcare because Americans could become healthier by having some health coverage. By taking away this mandate, there would be no penalty enforced to those who did not sign up for healthcare. Cost sharing subsidies were a way to keep insurance cost down by the government payments sent to the insurers to stay in the national database. Apparently, President Trump decided he did not want the government to pay this any longer, so they stopped paying. “What ended up happening is, insurers, by and large, addressed this by increasing the price of the silver plan on the health insurance exchanges.” (Simmons-Duffin, 2019) Presidential Agendas Discussion.

What Would I do Differently?

I would fist start by not entirely changing the healthcare system, like President Obama did. The ideas he had, some of them were good, but this type of healthcare system does not work in a democracy that is America. The point of a reduced option for healthcare is a great idea for those that are unemployed and self-contractors that can not afford the cost on their own.  I would have, instead of making a penalty for those that did not sign up for healthcare, make a tax break for those that did sign up. I would also not limit this tax break to income limitations.  The problem with Obamacare is that a family of 4 may not pay a high premium, but the deductible is high. I would change the plans in the national database to preventative care only plans. This would cover any primary care visits, preventative care, wellness visits, lab work, and so on.  There would be a copay, but everything would be 100% covered after your copay.

References:

Reforming Health Care for the 21st Century
. (2006, February 15). Https://Georgewbush-Whitehouse.Archives.Gov/. 
https://georgewbush-whitehouse.archives.gov/stateoftheunion/2006/healthcare/#:%7E:text=In%20his%20State%20of%20the,world%20in%20cutting%20edge%20medicine
.

 

Ventola C. L. (2009). President Obama’s health care reform policies: Issues of interest to P&T committees. 
P & T: a peer-reviewed journal for formulary management
, 
34
(6), 296–308 Presidential Agendas Discussion.

Simmons-Duffin, S. (2019, October 14). 
Trumps Five Big Changes to Obamacare: Shots
. WWW.NPR.ORG. 
https://choice.npr.org/index.html?origin=https://www.npr.org/sections/health-shots/2019/10/14/768731628/trump-is-trying-hard-to-thwart-obamacare-hows-that-going

Discussion: Presidential Agendas

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.

Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

To Prepare:

Review the Resources and reflect on the importance of agenda setting.

Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

By Day 3 of Week 1

Post
 your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues
* on two different days
by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example Presidential Agendas Discussion.

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Topic that Rises to the Presidential Level

Health care policies and plans have been an important issue and topic that our presidents have had to discuss during and prior to elections, this is primarily due to the size of the health care system in America, and how it budgets a large sector in our economy (Lambrew, 2018). That being said, Americans are monitoring every move of our presidential candidates with their health care policies, because the American voting citizens can affect the election outcomes regarding how our presidential candidates discuss health care plans (Lambrew, 2018). Although, our recent presidents; George W. Bush, Barack Obama, and Donald Trump have been modifying ideas and making improvements in our health care system to benefit the needs of American citizens, we have been struggling with this reform since the 1940’s according to Milstead and Short (2019).

Former President George W Bush, Republican party, had a similar style as to the now former President Donald Trump regarding health care priorities. The Bush administration put their focus on private plans, primarily in Medicare. The idea of this is great because you participate more in your health care and be treated ‘fairly’ for your prices (premiums, deductibles, etc.) since it would be based off your annual income (Reinhardt, 2006), but there are several pitfalls that come along with this idea. Such as some of the financial burdens, which would greatly impact those individuals with co-morbidities that are causing them to be chronically ill. Although, former president Bush did recommend and encourage individuals to enroll into Health Savings Account (HSA) which is tax deductible and in theory should decrease some of the financial burden on some individuals’/families (Reinhardt, 2006).

After an eight-year term from Republican George W. Bush, Former Democratic President Barack Obama was elected, and his administration had a different approach with our health care policy. During his eight-year term he was able to make several changes such as making health care available for everyone even if there were pre-existing health conditions and attempt to lower costs for all. For in the past, insurance companies had the opportunity to deny individuals/families for pre-existing conditions (Lambrew, 2018). This is how the Affordable Care Act (ACA) was created and implemented. Although, many great movements occurred within this program, one of the biggest downfalls was that individuals that declined this or still could not afford this, would be taxed on their yearly taxes because they did not participate in this program. Basically, a loophole to have all Americans have health care to bring money into our economy, but also receive money from those who do not participate in the ACA, making it an equal playing field on participating within our growing economy Presidential Agendas Discussion.

Lastly, our most recent former Republican President, Donald Trump, sought very similar ideas as George W. Bush as I previously mentioned. Near the beginning of his term the Trump foundation eliminated the mandate that required individuals under the ACA have health coverage, meaning individuals will not be taxed additional if they do not have health care coverage. Trumps ultimate goal was to repeal the ACA completely, but approximately halfway through his four-year term had been engulfed with the current pandemic and was trying to maintain calmness while our health care facilities where becoming overwhelmed and millions of Americans were having astronomically high medical bills due to COVID-19 (Melillo, 2020). While dealing with the pandemic he continued to work on similar items are George W. Bush, such as “expand access to health care, lower Americans health coverage costs, negotiate lower prescription drug prices… Medicaid expansion (Melillo, 2020, para. 9).”

All three of our former presidents had great intentions to reform our health care system and I agree that our system does need to be reformed. My belief is health care should be readily available for everyone (previously chronic/acute health issues), rates that are reasonable (monthly premium and affordable deductibles), education to the general public for what they are being charged for with a standard price across all health care facilities, and to look at the foundation of the use of ICD10 codes. The fact that one ICD10 code could cover the cost for a test that is required, but a different ICD10 will charge the patient and their insurance more, does not make sense. I do not have all the answers on the ‘best’ way to reform our health care system or even that bad ways, but I know we have to learn from the plans that did pan as anticipated and to consider what is happening in the current day within the health care society. As I mentioned we have been struggling with this issue since the 1940’s with our health care system and I am sure we will continue to until we can figure out what works best for the largest number of Americans (Milstead & Short, 2019) Presidential Agendas Discussion.

References

Lambrew, J. M. (2018, June). 
Getting ready for health reform 2020: What past Presidential campaigns can teach us
 (Rep.). Retrieved March 1, 2021, from The Commonwealth Fund website: https://www.commonwealthfund.org/sites/default/files/2018-06/Lambrew_getting_ready_hlt_reform_2020_presidential_0.pdf

Melillo, G. (2020, June 25). Trump administration, republican attorneys general ask supreme court to repeal ACA. 
The American Journal of Managed Care.
                              https://www.ajmc.com/view/republican-attorneys-general-file-briefs-to-repeal-aca

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

Milstead, J. A., & Short, N. M. (2019). 
Health policy and politics: A nurse’s guide
 (6th ed., pp 11-13). Burlington, MA: Jones & Bartlett Learning.

Reinhardt U. (2006). President Bush’s proposals for healthcare reform. 
BMJ (Clinical research ed.)
, 
332
(7537), 314–315.                                                               https://doi.org/10.1136/bmj.332.7537.314 Presidential Agendas Discussion