Discussion: Presidential Agendas

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NURS 6051 Discussion: Presidential Agendas

Discussion: Presidential Agendas

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RE: Discussion – Week 1
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Main post

An agenda is an essential guide that people uses to make informed decision. Presidents over the centuries uses Presidential Agendas as a platform to capture and retain voters’ attention. Due to the capabilities of the media the president’s agenda is captured throughout the world. Healthcare issues have made its way on all president’s agenda, including the ones we are mentioning in this discussion

NURS 6050 Discussion Presidential Agendas ESSAYS

. The healthcare industry is a very important contributing factor to the United States economy. Therefore, healthcare issues are handled very delicately by presidents. The topic that came to mind that rise to the presidential level is Healthcare Reform.

During George W Bush era he handled the Healthcare Reform by proposing to make insurance accessible by all Americans with the Affordable, accessible and flexible health coverage. With this meant was that insurance will be more economical with the intent that all Americans will be able to afford insurance. Instead of securing insurance through employment individuals will be able to purchase insurance independently (White House, 2007). What I would have done differently is that I would not have left that up to the citizens to figure out how to obtain insurance, but as a governing body we would create one standard health insurance that all Americans have access to regardless of socio economic status.

During President Barak Obama tenure, he too had to address Healthcare Reform. His way of handling the issue at hand was he came up with the Affordable Care Act/Obamacare. This Affordable Care Act would allow uninsured American to be able to afford insurance coverage, prevent insurance companies from refusing to insured individuals because of comorbidities. He also proposed to manage the rise in drug cost (Bauchner, 2016). This virtually is the exact proposal that President George W Bush made and President Obama just renamed it. What I would have done differently was to remove the penalty that was implemented on the individual tax return if that person chooses to remain uninsured.

On President Donald Trump’s agenda was also Affordable Care Act. How he handled this issue was to revoke and replace crucial parts of the Affordable Care Act, by so doing the fine for individuals who choose to remain uninsured was removed from their tax return, Medicaid was downsized and balanced out with government assisted insurance coverage (Kaplan & Pear, 2017).  What I would have done differently is instead of repealing the existing bill that was benefiting the middle and low- income class make amendment to ensure that Americans can afford insurance coverage and create an insurance coverage system that would benefit the American people getting medical and prescription coverage at an affordable rate.

References

Baucher, H. (2016). The Affordable Care Act and the Future of US Health Care. JAMA, 6(316),

492-493. doi:10.100/jama.2016.9872

Kaplan, T., Pear, R. (2017). House Passes Measure to Repeal and Replace the Affordable Care

Act. The New York Times. Retrieved November 30, 2020, from https://smith4nj.

com/wp-content/uploads/2020/10NY-Times-5.14.2007-article-on-obamacare-vote.pdf

White House. (2007). State of the Union: Affordable, accessible, and flexible health coverage.

Retrieved November 30, 2020, from http://www.whitehouse.gov/stateoftheunion/2007/

initiatives/healthcare.html

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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.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”“Creating a Fact Sheet” (pp. 217-221)
DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook, 62(3), 219–224. doi:10.1016/j.outlook.2014.04.002
Note: You will access this article from the Walden Library databases.
Kingdon, J. W. (2001). A model of agenda-setting, with applications. Law Review, M.S.U.-D.C.L., 2(331).
Note: You will access this article from the Walden Library databases.
Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E., … Peterson, C. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63(4), 521–530. doi:10.1016/j.outlook.2015.06.003
Note: You will access this article from the Walden Library databases.
O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. doi:10.1177/1527154417728514
Note: You will access this article from the Walden Library databases.
Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, & environment: Strengthening the relationship to improve the public’s health. Retrieved September 20, 2018.
Note: You will access this article from the Walden Library databases.
USA.gov. (n.d.). A-Z index of U.S. government departments and agencies. Retrieved September 20, 2018, from https://www.usa.gov/federal-agencies/a
USA.gov. (n.d.). Executive departments. Retrieved September 20, 2018, from https://www.usa.gov/executive-departments
The White House. (n.d.). The cabinet. Retrieved September 20, 2018, from https://www.whitehouse.gov/the-trump-administration/the-cabinet/
Document: Agenda Comparison Grid Template (Word document)

RE: Discussion – Week 1
COLLAPSE

Main post

An agenda is an essential guide that people uses to make informed decision. Presidents over the centuries uses Presidential Agendas as a platform to capture and retain voters’ attention. Due to the capabilities of the media the president’s agenda is captured throughout the world. Healthcare issues have made its way on all president’s agenda, including the ones we are mentioning in this discussion. The healthcare industry is a very important contributing factor to the United States economy. Therefore, healthcare issues are handled very delicately by presidents. The topic that came to mind that rise to the presidential level is Healthcare Reform.

During George W Bush era he handled the Healthcare Reform by proposing to make insurance accessible by all Americans with the Affordable, accessible and flexible health coverage. With this meant was that insurance will be more economical with the intent that all Americans will be able to afford insurance. Instead of securing insurance through employment individuals will be able to purchase insurance independently (White House, 2007). What I would have done differently is that I would not have left that up to the citizens to figure out how to obtain insurance, but as a governing body we would create one standard health insurance that all Americans have access to regardless of socio economic status.

During President Barak Obama tenure, he too had to address Healthcare Reform. His way of handling the issue at hand was he came up with the Affordable Care Act/Obamacare. This Affordable Care Act would allow uninsured American to be able to afford insurance coverage, prevent insurance companies from refusing to insured individuals because of comorbidities. He also proposed to manage the rise in drug cost (Bauchner, 2016). This virtually is the exact proposal that President George W Bush made and President Obama just renamed it. What I would have done differently was to remove the penalty that was implemented on the individual tax return if that person chooses to remain uninsured.

On President Donald Trump’s agenda was also Affordable Care Act. How he handled this issue was to revoke and replace crucial parts of the Affordable Care Act, by so doing the fine for individuals who choose to remain uninsured was removed from their tax return, Medicaid was downsized and balanced out with government assisted insurance coverage (Kaplan & Pear, 2017).  What I would have done differently is instead of repealing the existing bill that was benefiting the middle and low- income class make amendment to ensure that Americans can afford insurance coverage and create an insurance coverage system that would benefit the American people getting medical and prescription coverage at an affordable rate.

References

Baucher, H. (2016). The Affordable Care Act and the Future of US Health Care. JAMA, 6(316),

492-493. doi:10.100/jama.2016.9872

Kaplan, T., Pear, R. (2017). House Passes Measure to Repeal and Replace the Affordable Care

Act. The New York Times. Retrieved November 30, 2020, from https://smith4nj.

com/wp-content/uploads/2020/10NY-Times-5.14.2007-article-on-obamacare-vote.pdf

White House. (2007). State of the Union: Affordable, accessible, and flexible health coverage.

Retrieved November 30, 2020, from http://www.whitehouse.gov/stateoftheunion/2007/
initiatives/healthcare.html

RE: Discussion – Week 1
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There has been progress toward this end through Centers for Medicare and Medicaid Services (CMS) value-based programs, where provider payments are tied to performance of quality measures. These programs are intended to improve the quality of care patients receive by incentivizing and penalizing service providers for patient outcomes. The Hospital Readmission Reduction Program (HRRP), for example, is aimed at ensuring that patient care is provided with increased consideration given to patient outcomes, as poor outcomes may mean significant penalties for providers. According to CMS.gov website “HRRP is a Medicare value-based purchasing program that encourages hospitals to improve communication and care coordination to better engage patients and caregivers in discharge plans and, in turn, reduce avoidable readmissions”.

Ultimately, no provider can ensure positive patient outcomes all the time, but this program can benefit health care consumers and payors by encouraging providers to prioritize patient outcomes. The premise being that having poor outcomes effect profits, will force providers to work to better ensure positive outcomes and thereby reduce health care costs for patients and payors alike. So, through the HRRP “CMS incentivizes hospitals to improve communication and care coordination efforts to better engage patients and caregivers on post-discharge planning”, with certain readmissions having a negative impact on profits. (CMS.gov)

Hosp. Readmission reduction. (2020, August 11). https://www.cms.gov/Medicare/Quality-Initiatives-

Patient-Assessment-Instruments/Value-Based-Programs/HRRP/Hospital-Readmission-

Reduction-Program

Discussion: Presidential Agendas

Discussion: Presidential Agendas

Syllabus

Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

This Syllabus, including the Course Schedule that is linked on this page as a PDF
Course Calendar
Support, Guidelines, and Policies
Photo Credit: Sam Edwards / Caiaimage / Getty Images

Credit Hours
5 credits in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.

Course Description
In today’s rapidly changing healthcare delivery system, decisions made within the political arena impact the future of health delivery systems, healthcare professionals, and the populations they serve. In this course, students examine the policy process and its impact on healthcare delivery, cost, quality, and access. Students examine the importance of getting healthcare issues on federal and state agenda, investigate governmental response through legislation and regulation, and identify where they can advocate for positive outcomes in program/policy design, implementation, and evaluation. Global health issues are examined for their relevance and impact on the development of the nurse advocate. Through discussions, reflection, case studies, and the application of professional communications techniques as political tactics to influence policy outcomes, students demonstrate integration of policy decision-making into professional nurse practice for the benefit of individuals and populations.

Course Learning Outcomes
By the conclusion of this course, you should be able to:

Evaluate factors that affect nursing practice (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Evaluate factors that affect healthcare delivery systems (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Evaluate factors that affect population health (such as socioeconomic, political, legal/regulatory, ethical, and global factors).
Analyze the influence of policy and politics on the cost, quality, and access to healthcare delivery systems.
Apply policy processes including political advocacy skills into professional nursing practice.
Assess tradeoffs between cost, quality, and access inherent in a complex healthcare delivery system.
Analyze global policies for health and healthcare issues.
College of Nursing Alignment of Learner Outcomes
Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

RE: Discussion – Week 1
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Mental illness is a health issue whose attack is not on the body but the mind, in recent years mental illness has become an acceptable topic to discuss while in the past, having a mental illness meant suffering alone and in silence. The number of people screening with moderate to severe symptoms of depression and anxiety has continued to increase throughout 2020 and remains higher than rates prior to COVID-19 (Mental Health America , 2021). People are suffering and they are finally speaking out about it and I will say that is a testament to how our Presidents have highlighted the importance of speaking out about your mental illness and getting the help that you need and providing that help. In 2013 President Obama announced that $50 million of the funding will support nearly 200 community health centers in expanding the availability of services to individuals living with mental illness and/or substance use disorders (Ingoglia, 2013). The Biden administration followed that same initiative when he took office and allocated 2.5 Billion dollars in funding for the mental illness and addiction crisis the country now faces; $1.65 billion will go toward the Substance Abuse Prevention and Treatment Block Grant, which gives the receiving states and territories money to improve already-existing treatment, and $825 million will be used by the states to deal specifically with mental health treatment services (Allen, 2021).

This nurse is an advocate for mental well-being, and believes that in order to heal the body you have to start with the mind. We learned early on in nursing school that the brain is the control station for every part of our body and in order for our different systems to complete their distinct tasks the brain must function properly. Our thought processes affect how our brain works, neuroscience has begun to uncover some of the intricate and less obvious relations between the mind and the brain, as investigative approaches from biochemistry, psychology, and genetics converge on an understanding of the physiology of mental illness (S., 1992). As a psych nurse I believe that they did the same thing that I would have done because the issue is that there are not enough mental health providers and so you have people suffering that are unable to get the help they need because providers are booked to capacity. The one thing that I would do differently is ensure that each state send yearly summaries of exactly how they are putting that money to use, and the effectiveness of the changes they made using that money. This is purely to hold each state accountable and ensure the money is being distributed to bringing a firm foundation for the treatment of mental illness.

References:

Allen, M. (2021, March 11). Exclusive: Biden directing $2.5B to address mental health and addiction crisis.Retrieved from AXIOS: https://www.axios.com/biden-funding-drug-mental-health-crisis-310d0250-cb6e-409c-8f30-9d73c3fd94a7.html

Ingoglia, C. (2013, December 11). Obama Administration Announces $100 Million in Mental Health Funding.Retrieved from National Council fot Mental Wellbeing : https://www.thenationalcouncil.org

Mental Health America . (2021). The State Of Mental Health In America. Retrieved from Mental Health America : https://mhanational.org/issues/state-mental-health-america

S., A. (1992). The Role of the Brain in Mental Illness. Retrieved from National Academies Press (US): https://www.ncbi.nlm.nih.gov/books/NBK234144/

Document: NURS 6050 College of Nursing Alignment of Learner Outcomes (PDF)

Course Materials
Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

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

Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

Note: The following text is required for use throughout your MSN program and should have been purchased in NURS 6002/NURS 6003:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Media
Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

Course Readings List
The Course Readings List contains all the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6050 Course Readings List

Dedicated Support for Course Media
You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.

Primary and Secondary Sources
Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments
Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. Within the course, your fellow students are referred to as colleagues. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.

Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.

Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.
Grading Criteria and Total Components of a Grade
Course grades will be based on participation (postings) and completion of assignments listed below.

Letter grades will be assigned as follows:

90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F

Please see below for the policy on Incomplete (I) grades.

Assignment
Total Points
Percentage
(Weighted)
Discussions
Participation in Discussions*
(6 @ 100 pts. each)
600
35%
Assignments
Module 1 Assignment (100 pts.)
Module 2 Assignment (100 pts.)
Module 3 Assignment (100 pts.)
Module 4 Assignment (100 pts.)
Module 5 Assignment (100 pts.)
Module 6 Assignment (100 pts.)**
600
65%
Total
1200
100%
* Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details.
**This is the Portfolio Assignment for this course.

Incomplete Grade Policy
Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog)

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

Instructor Feedback Schedule
The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page.

Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback.

Course Procedures
All class Discussions take place in the weekly Discussion areas.
You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to e-mail the Instructor. If your e-mailed question is thought to be of benefit to all, it may be responded to by the Instructor via e-mail to all or posted as an announcement.
Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
Check the e-mail account you use for official Walden University business on a regular basis. The expectation is that you are checking this e-mail account daily during the week. If you experience difficulty sending or receiving Walden e-mail, please contact the Student Support Team right away. Contact information for the Student Support Team is located in the Student Support area.
Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.
Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments
Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.
Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
All e-mail correspondence must contain in the subject line “NURS 6050-XX-NAME” (XX is the section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course.
Late Assignment Policy
Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the University drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

Keeping Your Coursework
You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework.

Course Evaluation
At or near the end of the course, you will receive an e-mail inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

Students With Disabilities
Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of Disability Services at disability@mail.waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or https://www.waldenu.edu/contact for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.

Classroom Participation
In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.

Checklist

The module course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each module of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.

To View the Calendar
To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule
For full assignment details and directions, refer to each Module of the course.

Click on the NURS 6050 Course Schedule (PDF) link to access the Course Schedule.

Document: NURS 6050 Course Schedule (PDF)

Checklist
Module
Assignment
Title
Weeks 1-2 (Module 1)
Agenda Setting

Learning Resources
Required Readings
Required Media

Discussion
Presidential Agendas

Assignment
Agenda Comparison Grid and Fact Sheets/Talking Points Brief
Weeks 3-4 (Module 2)
Legislation

Learning Resources
Required Readings
Required Media

Discussion
Politics and the Patient Protection and Affordable Care Act

Assignment
Legislation Grid and Testimony/Advocacy Statement
Weeks 5-6 (Module 3)
Regulation

Learning Resources
Required Readings
Required Media

Discussion
Professional Nursing and State-level Regulations

Assignment
Regulation for Nursing Practice Staff Development Meeting
Weeks 7-8 (Module 4)
Healthcare Program Design and Implementation

Learning Resources
Required Readings
Required Media

Discussion 1
Evidence Base in Design

Discussion 2
The Role of the RN/APRN in Policymaking
Weeks 9-10 (Module 5)
Program/Policy Evaluation

Learning Resources
Required Readings
Required Media

Discussion
The Role of the RN/APRN in Policy Evaluation

Portfolio Assignment
Assessing a Healthcare Program/Policy Evaluation
Week 11 (Module 6)
Global Healthcare Issues

Learning Resources
Required Readings
Required Media

Assignment
Global Healthcare Comparison Matrix and Narrative Statement

Bibliography
The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography.

To access the Bibliography

Rubric Detail

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Name: NURS_6050_Module01_Week01_Discussion_Rubric

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List View

Excellent
Good
Fair
Poor
Main Posting

45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or 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 two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

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 one or no credible sources.

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 Post: Timeliness

10 (10%) – 10 (10%)
Posts main post by day 3.

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)
Does not post by day 3.
First Response

17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response

16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation

5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)

0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6050_Module01_Week01_Discussion_Rubric

Walden University MSN Core Nursing courses – Generic information for success:

  1. Being graduate level adult learners – It is very unlikely that you will experience the quantity of or detailed guidance as in the announcements received in this course. Being so: Read the course announcements thoroughly and completely. Read the course announcements at least daily for any updates. Going forward the Instructors may post items at any time throughout the day or night. I have unfortunately received emails throughout this course with questions for which the information was previously addressed within the announcements. Again, reading the course announcements is imperative for your success.
  2. The utilization requirement of APA within assignments will increase as you progress to courses that are considered “writing intense”. The APA requirement within discussions will remain as you experienced within this course. This course is not considered writing intense. Familiarize yourself with the correct usage of APA 7th edition. It is within every graded item, within every Nursing course going forward. Familiarize yourself and utilize the Walden resources for APA assistance. I have diligently posted links to those resources several times during this course.
  3. Use ONLY your Walden student email for communication with any Walden University representative. When communicating with your Instructor ALWAYS include your course number and section. Within this course I posted in the announcements numerous times your specific course number and section, as well asked that you include that information when emailing me. Sadly, I received emails that did not include this information, this delayed my assisting you as I had to request your course number and section. This alerts me that course announcements were not being thoroughly and completely reviewed. Going forward it is highly unlikely Instructors will respond to any email other than your Walden student email as email not in Walden origin routinely gets flagged as spam then deleted. Also be fully aware that Instructors required to respond to any email other than your designated Walden Student email.
  4. Be mindful if you do not participate in any Walden course during the 1st week (Day 1 through Day 7) – you will be removed from the course by Walden University regardless of your excuse. Your Instructor has no control over this – it is university policy!
  5. The grading of any assignment cannot proceed by your Instructor unless you submit your assignments via SafeAssign, then in BlackBoard. Traditionally a -0- score will be awarded, with no resubmission availability. At the Graduate level, you are responsible for your work being submitted per instructions AND grading rubric parameters and due date/time. Again, I strongly encourage you to submit your assignments before Day 7 to ensure yourself sufficient time to seek assistance and correct the issue. Remember SafeAssign Drafts and SafeAssign are different!
  6. For Discussions – There is a six (6) day period (Monday, Day 1 through Saturday, Day 6) allowed for the Discussion participation. No allowances for participation will be made outside of the six (6) Discussion active period. Any submitted post outside of the 6-day active discussion period will not be graded and you will receive a -0- score.
  7. Faculty cannot accept or grade any assignment or discussion through email.
  8. Do not wait until Day 7 to begin or submit your assignment. Assignments are due Day 7. At the Graduate level, you are responsible for your work being submitted per instructions, grading rubric parameters and due date and time. Being so = I strongly encourage you to submit your assignments well before Day 7 to ensure yourself sufficient time to seek assistance and correct any issue encountered. I have purposely made myself available to you each day including weekends and responded to you within 12 to 24 hours. Be mindful, Instructors are not required to respond to you on a daily basis. Going forward your Instructors will respond to your Contact the Instructor communications and emails within the required 48 hours’ time period.
  9. As a graduate level student, Instructors will not reach out to you to ensure your assignments/discussions are completed and submitted correctly. As a graduate level adult learner, it is your responsibility to ensure that your discussions and assignments are completed and submitted timely and correctly. As an adult learner, you need to take the initiative and reach out to your Instructor immediately when you encounter an issue. You were offered an online orientation by Walden University – Did you participate in that orientation? If not, I strongly suggest you contact your advisor and make arrangements.
  10. If you experience technical issues, please utilize your resources and contact the Walden Customer Care Team or Walden IT for assistance. Going forward you will encounter several PowerPoint presentations, Walden Templates within your future courses at Walden University, as well be required to submit multiple items with a single submission.
  11. Understand the Time Zones at Walden University and the applicable conversion. Your course calendar is in Eastern Time as is the time/date stamp of submission/participation for your discussions and assignments. Going forward all of your future Nursing courses require that your Discussions, any Quiz or Assignment will continue to be due submitted in Mountain Time.
  12. Have a computer and Internet backup plan. What will you do if your computer crashes or your Internet is not working?  Computer/Internet/work issues are your responsibility. Allowances will not be made due to these issues causing a lack of participation or missed deadline, rather a -0- score will be awarded. Save your work on a flash or hard drive. Know where you can go to access the Academic Skills Center as it is an excellent resource to assist in your success.
  13. For Assignments – Only prior communication with AND Instructor approval will late assignments be considered for grading. Assignments submitted late will be deducted 4% daily until Day 5 OR may deduct the entire 20% regardless of time/day of late submission. This is at the discretion of each Instructor and will vary course-by-course. After Day 5, in any course, the assignment will be scored a -0-.
  14. Be familiar with how to access and utilize the Walden resources. I posted the most useful and frequently utilized resources numerous times within the course announcements.
  15. Ensure your discussions have a substance, depth and breadth, critical analysis, and reflection element within the grading rubric. In short – if your discussion Main Post does not closely compare to the discussion exemplar located within the course resources and announcements posted within this course your grade will be drastically reduced.
  16. Know who and where to submit any documentation if necessary, for allowances for any late or missed assignments. Remember Instructors are not permitted to accept any medical documentation.
  17. Know who your advisor is and how to contact them.
  18. Know where and how to locate your student feedback. This course is 6 weeks in duration – In Week 5 I received emails inquiring as to “I see my grade but don’t know why points were deducted” – It was sadly apparent the feedback being provided was not being reviewed by those students. Your numeric score and student feedback are in different locations – this was addressed in the course announcements. If you cannot locate or have not located your student feedback for discussions and assignments – I strongly encourage you to contact the Customer Care Team as you have missed a tremendous amount of information.

 

Student Resources: Here is a partial listing of Walden University resources that have been shared with you during this course. You will frequent these as you progress throughout your future courses. Again, I strongly recommend that you bookmark each of these for your future courses.