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Healthcare Policy and Economics
Healthcare Policy and Economics
This assignment assesses your ability to “Gather, Evaluate, and Use” consumer information from the Internet. In keeping with the objectives of this course, this assignment allows you to explore economics, current situations, policy ramifications, and the associated public discussions aimed at the average consumer regarding health care in the United States.
For this Assignment, you will analyze a web-based source of healthcare information in the United States. The source must be aimed at the average consumer and NOT the professional RN or health care provider.
Sources:
The consumer press includes magazines (Time, Newsweek, Good Housekeeping – anything the lay public may read) and local or national newspapers. The full length web version of a magazine or newspaper article can be used. (Suggestion: save this right away since free access to such articles may stop a few days after they appear.)
The online article must be published within the last year and accessible to the instructor at the time of grading.
You may refer to the Article Analysis Exemplar Download Article Analysis Exemplar as you complete your assignment.
Formatting Guidelines
Use APA formatting to cite the article at the beginning of the analysis. Be sure to include the working URL. (You do not need to use citations in the rest of the paper since it is clear it is drawn from the article.)
• Summary: Summarize the article in 1-2 paragraphs. This should tell the reader what the article was about and the major points made in the article
• Analysis: Analyze in 3-5 paragraphs the issue or event described in the article in relationship to the nursing profession, the health care system, or the health of individuals, families, or communities.
• Relevance: Depending on the topic of the article, address its relationship to current or pending legislation, the relationships between healthcare institutions, barriers, or facilitators to access to care, ethical, cultural, or diversity issues in healthcare.
The analysis should reflect your thoughts about the topic and demonstrate that you have considered the site of the publication, where you gathered the material, that you evaluated what was said, and that you have made a decision as to how this information can and should be used.
Neither the analysis nor the summary should contain ANY direct quotes
Educational Leadership Research informed ethical and legal training program
Educational Leadership Research informed ethical and legal training program
Research-informed Ethical and Legal Training Program (36 points): The purpose of this
the assignment is for you to develop and communicate a research-informed training
program on ethics and pertinent school laws to your staff (both certified and noncertified).
You may choose any presentation format to complete this assignment. For example, you
may complete this assignment by creating a narrated slide show, a video, a screencast, a podcast, etc. This training program must include an audio component – a narrative
document or simple slides will not suffice – but a video component is not required.
You may choose to complete this training program as one lengthy presentation, or you
may wish to create several, shorter presentations on individual topics.
This research-informed ethical and legal training program must address the educational
leadership skills related to each of the NELP standard components covered in this course
(see 12.B.1-10 in the syllabus above):
B. Educational Leadership Skills
1. Evaluate ethical dimensions of issues
2. Analyze decisions in terms of established ethical frameworks
3. Develop a communication plan to advocate for ethical decisions
4. Reflectively evaluate situations and policies with regard to legal, ethical, and
equity issues
5. Analyze how law and policy are applied consistently, fairly, equitably, and
ethically within a school
6. Communicate policies, laws, regulations, and procedures to the appropriate school
stakeholders
7. Monitor and ensure adherence to laws, rights, policies, and regulations
8. Evaluate school’s professional staff capacity needs
9. Evaluate applicant materials
10. Use research and data to plan and engage in candidate recruitment and selection that reflects the diversity of the student body
○ NELP Standard Component 2.2
■ Program completers understand and demonstrate the capacity to
evaluate, communicate about, and advocate for ethical and legal
decisions.
○ NELP Standard Component 6.3
■ Program completers understand and demonstrate the capacity to
reflectively evaluate, communicate about, and implement laws, rights,
policies, and regulations to promote student and adult success and well-being.
○ NELP Standard Component 7.1
■ Program completers understand and have the capacity to collaboratively
develop the school’s professional capacity through engagement in
recruiting, selecting, and hiring staff.
Quality Improvement Presentation and Poster
Quality Improvement Presentation and Poster
Third: Assessment 3 Instructions
Quality Improvement Presentation
• Create an abstract (100-250 words) and
• Create a poster for a presentation with voice-over for a quality improvement plan to executive-level leadership.
• Identify a new issue related to a biopsychosocial (BPS) clinical issue. The focus here should be on a specific patient or health care setting model of care,
Abstract Requirements
• Your abstract should be 100–250 words.
• It should summarize the key information in your poster.
• Do not put your abstract on the poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.
Poster Requirements
• Your poster should include the following sections:
• Quality Improvement Methods.
• Evidence Supporting QI Methods.
• Change Strategy Foundation.
• Interprofessional Team Benefits.
• Overall Project Benefits.
• Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
• Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
• APA formatting: Resources and citations are formatted according to current APA style.
The bullet points below correspond to the grading criteria in the scoring guide. PLS USE THEM BELOW
GRADING CRITERIA
• Proposes quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration. Acknowledges potential difficulties and discusses how those challenges will be met.
• Evaluates specific evidence that supports the quality improvement methods proposed. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).
• Explains how the project is grounded in successful change strategies. Acknowledges potential difficulties and discusses how those challenges will be met.
• Analyzes the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project. Identifies assumptions upon which the analysis is based.
• Communicates quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience. The structure of the communication enables the audience to grasp complex concepts and encourages buy-in.
• Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors.