Develop a 10- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue.

Week 9 Assignment

Continue on with building your final application due in week 10. You will submit one cogent paper that combines the previous two applications (Parts One and Two) from weeks 4 and 7, plus the new material mentioned in the week 8 application

 

Application: Developing a Health Advocacy Campaign

To be an effective advocate and to develop a successful health advocacy campaign, you must have a clear idea of the goals of your campaign program and be able to communicate those goals to others. In addition, it is the nature of nurses to want to help, but it is important to make sure that the vision you develop is manageable in size and scope. By researching what others have done, you will better appreciate what can realistically be accomplished. It is also wise to determine if others have similar goals and to work with these people to form strategic partnerships. If you begin your planning with a strong idea of your resources, assets, and capabilities, you will be much more likely to succeed and truly make a difference with those you hope to help.

 

You will develop a 10- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue.

 

-In Week 9, you will consider legal and regulatory factors that have an impact on the issue and finally, in Week 10, you will identify ethical concerns that you could face as an advocate. Specific details for each aspect of this paper are provided each week.

 

This paper will serve as the Portfolio Application for the course.

Before you begin, review the complete Assignment.

This week, begin developing your health advocacy campaign by focusing on the following:

Week 10 Application

To prepare for this final portion of your paper:

·         Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.

·         Reflect on the ethical considerations you may need to take into account in your advocacy campaign.

·         Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.

·         Consider potential ethical dilemmas you might face in your campaign.

 

To complete: Revise and combine parts one and two of you previous papers and add the following:

·         Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them.

·         Describe the ethics and lobbying laws that are applicable to your advocacy campaign.

·         Evaluate the special ethical challenges that are unique to the population you are addressing.

·         Provide a cohesive summary for your paper.

Reminder: You will submit one cogent paper that combines the previous applications (Parts One and Two) plus the new material.

 

Your paper should be about 10 pages of content, not including the title page and references. Be sure to paste the rubric at the end of your paper.

 

The final application builds upon the applications (Parts One and Two) completed in weeks 4 and 7.

To complete the final section of your paper:

·         Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.

·         Reflect on the ethical considerations you may need to take into account in your advocacy campaign.

·         Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.

·         Consider potential ethical dilemmas you might face in your campaign.

 

 

REFERENCES

Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.

·         Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71) (review)

This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government.

 

·         Chapter 9, “Policy Nurses Advance Policy Agendas in Many Arenas” (pp. 179–189)

The focus of this chapter is the role of policy nurses within nurse associations and it highlights specific organization that specifically deal with policy nurses and advocacy.

Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice, 16(6), 525–532.

Retrieved from the Walden Library databases.

 

In this article, the author reflects on the qualities of a good nurse in both the past and present. The article presents a 4-point framework that exemplifies the foundational qualities of modern professional ethics and conduct.

Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement. Journal of School Nursing, 27(4), 249–251.

Retrieved from the Walden Library databases.

 

This address explicates links between school nursing, school health services, and student success. The author uses personal anecdotes to teach lessons in advocacy, access, and achievement.

Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families. Journal of Law, Medicine, & Ethics, 36(4), 677–689.

Retrieved from the Walden Library databases.

Karpf, T., Ferguson, J. T., & Swift, R. (2010). Light still shines in the darkness: Decent care for all. Journal of Holistic Nursing, 28(4), 266–274.

Retrieved from the Walden Library databases.

 

This article details the challenges of health care crises at the global, national, and local levels. The text proposes a values-based approach to health care that takes into account the voices of the population being served, rather than excluding them.

Paquin, S. O. (2011). Social justice advocacy in nursing: What is it? How do we get there? Creative Nursing, 17(2), 63–67.

Retrieved from the Walden Library databases.

 

This text defines social justice advocacy and contrasts it to the patient-nurse advocacy model. The article also discusses social justice advocacy’s challenges and their potential solutions.

 

International Council of Nurses. (2008). Promoting health: Advocacy guide for health professionals. Retrieved from http://www.whpa.org/PPE_Advocacy_Guide.pdf

 

This web resource documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.

 

 

Vancouver Coastal Health. (n.d.). Vancouver Coastal Health Population Health: Advocacy guidelines and resources. Retrieved from http://www.vch.ca/media/Population Health_Advocacy Guideline and Resources.pdf

 

This article presents guidelines, parameters, and resources for conducting population health advocacy.

 

Required Media

Laureate Education (Producer). (2012g). The needle exchange program. Baltimore, MD: Author.

 

Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.

  • Chapter 4, “Government Regulation: Parallel and Powerful” (pp. 73–109)

This chapter explains the major concepts of the regulation of health professionals, with emphasis on advanced practice nurses (APN) and the process of licensure and credentialing.

ANA’s Foundation of Nursing Package – (Access this resource from the Walden Library databases through your NURS 6050 Course Readings List)

  • Guide to the Code of Ethics: Interpretation and Application

    This guide details the history, purpose and theory, application, and case studies of this must-have Code of Ethics.

  • Nursing Social Policy Statement

    The Nursing Social Policy Statement provides an understanding of the social framework and obligations of the nursing profession.

  • Nursing: Scope & Standards of Practice

    This book contains several national standards of practice that can be used to inform the decision-making process, development, implementation, and evaluation of several functions and aspects of advanced practice nursing.

Gallagher, T. H. (2009). A 62-year-old woman with skin cancer who experienced wrong-site surgery: Review of medical error. JAMA: Journal of the American Medical Association, 302(6), 669–677.

Retrieved from the Walden Library databases.

 

The article showcases the different sides of medical error, from a 62-year-old patient who suffered and the components of the medical error’s impact and aftermath.

Reinhardt, U. E. (2010, Jan 30). Repercussions of simplicity. New York Times, p. A14.

Retrieved from the Walden Library databases.

 

This article determines that the government should take low-income families into account when determining mandatory health insurance because many Americans choose to go without insurance despite preexisting conditions presumably no longer being an issue.

 

Board on Health Care Services. (2007). Preventing medication errors: Quality Chasm Series. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=11623&page=43

  • Part 1, “Understanding the Causes and Costs of Medication Errors” (pp. 43–49)

This article discusses the multilayered nature of medication error as a system of failures due to individual behaviors and conditions.

 

 

 

 

 

 

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Doctoral Study

In the article “Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Administrators,” Pifer and Baker (2016) identified three stages of doctoral education, explaining each one and suggesting strategies to overcome challenges that arise in each stage. The excerpted reading below includes the explanations and strategies aimed at doctoral students in the first two stages of doctoral education: knowledge consumption and knowledge creation. Read through these paragraphs from Pifer and Baker (2016), and then compose an essay in response to these questions:

· Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program?

· What strategies will you apply to work through these challenges in your doctoral journey?

In your essay, include relevant paraphrased and cited information from this reading excerpt:

Stage 1: Knowledge Consumption

In the first stage of doctoral education, the admission process through the first year of coursework, students begin to cultivate their identities as doctoral-level learners. The early stage of the doctoral journey may include a rough transition into the learner role. This initial transition may bring challenges related to identity shifts from professional to student, changes in geographic locations, and generally adjusting to their new roles as nascent disciplinary members (Gardner, 2009b; Sweitzer, 2009; Vekkaila, Pyhältö, & Lonka, 2013). At this stage, students with career experience shed their prior professional identities. This may present a challenge as students do away with, or put on hold, hard-earned status and expertise and assume the identity of the novice and the new entrant into departmental, institutional, and disciplinary cultures (J. Austin et al., 2009; Gardner, 2009b; Sweitzer, 2009). In addition, the magnitude of the scholarly pursuit may come with feelings of fear, doubt, and isolation (Brill, Balcanoff, Land, Gogarty, & Turner, 2014), in addition to exhaustion, cynicism, and inefficiency (Vekkaila et al., 2013).

Also at this time, students learn the sociocultural norms and expectations of their fields, as well as the requirements and structural guidelines of their programs. First-year coursework provides foundational content knowledge, and communicates faculty expectations for student engagement and performance. Students engage in the traditional approach to learning, whereby the professor imparts foundational knowledge through classroom instruction. Acquiring this knowledge is the first step towards legitimacy in their chosen fields. Curricular expectations and disciplinary knowledge norms as communicated through coursework may challenge students considerably (Gardner, 2009b).

Stage 1 strategies for students

We suggest that students conduct a needs assessment to identify the areas for which they need support, as well as the types of relationships that can provide that support (Baker, Pifer, & Griffin, 2014; Martinsuo & Turkulainen, 2011). This process, once implemented, can be repeated as needed across the stages of students’ doctoral programs. This is an important stage to establish the advising, mentoring, and peer support relationships that will be instrumental throughout the doctoral journey (J. Austin et al., 2009; Baker & Pifer, 2011; Stubb, Pyhältö, & Lonka, 2014). Students and their doctoral supervisors don’t always share perceptions and expectations of their own and each other’s roles (Holbrook et al., 2014; Wade-Benzoni, Rousseau, & Li, 2006; Woolderink, Putnik, van der Boom, & Klabbers, 2015); taking the initiative to inquire with their supervisors at this stage of the journey may help establish a shared understanding that reduces ambiguity and provides structure to that key relationship (Main, 2014). Additionally, this is a good time for students to become familiar with key disciplinary associations as they seek to become familiar with disciplinary norms and cross-institutional networks. Early participation in disciplinary meetings will also allow students to begin creating and cultivating their developmental networks, which will help combat the isolation that accompanies Stage 2 and will facilitate the research and job search tasks in Stage 3 (Adegbola, 2014; Sweitzer, 2009; Yerkes, Van de Schoot, & Sonneveld, 2012).

Stage 2: Knowledge Creation

Stage 2 includes the completion of coursework, candidacy exams, and the dissertation proposal development and defense. Such significant tasks can bring with them equally significant fears, concerns, and self-doubt. Research has revealed the potential difficulty in transitioning to independence as students engage in the development of their scholarly identities, professional skills, and research agendas (Baker, Pifer, & Flemion, 2013; Gardner, 2009b; Lovitts, 2005; Walker et al., 2008). This can be an isolating time, yet research suggests that academic integration is critical for persistence (Golde, 2000, 2005). There is often no precedent for the type of activity and responsibilities students encounter in Stage 2 as they move away from the structure provided by courses. No longer prompted by responsibilities such as attending class or collaborating on assignments, interactions with faculty and fellow students can become infrequent. Students’ relationships, both within and outside the academic program, must evolve to accommodate this transition. Work with faculty members shifts during this stage from structured dialogues in the classroom to the unstructured nature of collaboration and supervision that occurs in research projects, writing, and dissertation work. Interactions with family and friends can also become strained or less frequent if time for personal relationships is sacrificed for research and writing (Baker & Pifer, 2011; Gardner & Gopaul, 2012).

Stage 2 strategies for students

The pressure to develop professionally, while still completing their training in the new autonomy of Stage 2, can be overwhelming. Recognizing and understanding this stage can help students manage its challenges effectively. It is normal to feel uneasy with the rapid, ill defined, and sometimes confusing transition from coursework to independent scholarship. Stage 2 is a useful time for applying prior learning to the construction of their own scholarship, research agendas, expertise, and professional identities (Baker, Pifer, & Flemion, 2013). It is important for students to be proactive about communicating in both personal and professional relationships during Stage 2. One of the most important relationships is that with the advisor or dissertation chair (Barnes & Austin, 2009; Gardner, 2008; McAlpine & Amundsen, 2012). Students who are able to let their advisors know what they expect from those relationships, and who give their advisors the chance to express their style or expectations, may find it easier to approach difficult conversations or to address challenges that may arise. We encourage conducting a needs assessment with the advisor/supervisor as a way to establish expectations and goals for the working relationship moving forward (Baker, Pifer, & Griffin, 2014; Vaquera, 2007). As students balance teaching, research, publishing, and the other facets of doctoral training, talking about these experiences with peers and faculty members becomes important and can ease the stress associated with maintaining a careful balance between personal and professional responsibilities during the transitions of Stage 2 (Fenge, 2012; Jairam & Kahl, 2012; McDaniels, 2010; Pearson, Cumming, Evans, Macauley, & Ryland, 2011). Fellow students can provide formal support such as writing groups as well as informal support and friendship (Aitchison, 2009; Martinsuo & Turkulainen, 2011; Pilbeam, LloydJones, & Denyer, 2013).

The reading above is excerpted from the following article:

Pifer, M. J. & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34. https://doi.org/10.28945/2347

 

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