Expert answer:Discussion: Nurses as Leaders in Health Care Refor
Expert answer:As health care delivery in the United States continues to evolve, either through mandates, improved technologies and training, or other drivers, nurses remain at the forefront in facilitating the success of new initiatives. In 2010, the Institute of Medicine formed a committee of experts to address the following question: “What roles can nursing assume to address the increasing demand for safe, high-quality, and effective health care services?” In the final report of the committee, The Future of Nursing: Leading Change, Advancing Health, the authors stated:This report offers recommendations that collectively serve as a blueprint to (1) ensure that nurses can practice to the full extent of their education and training, (2) improve nursing education, (3) provide opportunities for nurses to assume leadership positions and to serve as full partners in health care redesign and improvement efforts, and (4) improve data collection for workforce planning and policy making. (p. 10)For this Discussion, you will focus on the research recommendations presented by the committee concerning the role of nurses as leaders. The committee members believe that answers to these research questions are needed to advance the profession of nursing and to further expand their role in health care reform and improvement.To prepare:Review Chapter 7 in The Future of Nursing: Leading Change, Advancing Health report provided in the Learning Resources. Focus on the information in Box 7.3, “Research Priorities for Transforming Nursing Leadership.”Select one of the research priorities listed in Box 7.3 that is of particular interest to you and applicable to your career interests. Consider the benefits and challenges of researching and addressing this priority in nursing.Using the Walden library, identify two to three current articles that address your selected research priority. Consider the current state of research efforts on this priority.Reflect on how the research findings for your area of priority impact nurses as leaders in organizations and health care reform. Why is research on this priority important?By Day 3Post a description of the priority you selected and the benefits and challenges of further researching this area. Provide an overview of the articles you found (using appropriate APA citations) relating to this priority, and highlight any key findings. Explain how continued research in this area could strengthen the ability of nurses to lead in both individual organizations and as advocates of health care reform
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discussion_rubric_walden.docx
learning_resources.docx
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Discussion Rubric
Levels of Achievement
Outstandi
ng
Performan
ce
Excellent
Performan
ce
Competent
Performanc
e
Room for
Improveme
nt
Poor
Performance
27 to 29
points
-Main
posting
addresses all
criteria with
75% of post
exceptional
depth and
breadth
supported
by credible
references
24 to 26
points
Main posting
meets
expectations.
All criteria
are addressed
with 50%
containing
good breadth
and depth.
21 to 23
points
Main posting
addresses
most of the
criteria. One
to two
criterion are
not addressed
or
superficially
addressed.
0 to 20 points
Main posting
does not address
all of criteria,
superficially
addresses
criteria. Two or
more criteria are
not addressed.
Course
Requireme
nts and
Attendance
20 to 20
points
-Responds
to two
colleagues’
with posts
that are
reflective,
are justified
with
credible
sources, and
ask
questions
that extend
the
discussion.
18 to 19
points
-Responds
to two
colleagues’
with posts
that are
reflective,
are justified
with
credible
sources, and
ask
questions
that extend
the
discussion.
16 to
17 points
Responds to a
minimum of
two
colleagues’
posts, are
reflective, and
ask questions
that extend
the
discussion. O
ne post is
justified by a
credible
source.
14 to 15
points
Responds to
less than two
colleagues’
posts. Posts
are on topic,
may have
some depth,
or
questions. Ma
y extend the
discussion.
No credible
sources are
cited
0 to 13 points
Responds to less
than two
colleagues’
posts. Posts may
not be on topic,
lack depth, do
not pose
questions that
extend the
discussion
Scholarly
Writing
Quality
30 to 30
points
-The main
posting
clearly
addresses
the
discussion
27 to 29
points
-The main
posting
clearly
addresses
the
discussion
24 to 26
points
-The main
posting
clearly
addresses the
discussion
criteria and is
21 to 23
points
-The main
posting is not
clearly
addressing the
discussion
criteria and is
0 to 20 points
-The main
posting is
disorganized
and has one
reference that
may lack
credibility and
Criteria
30 to 30
points
-Main
posting
addresses all
criteria with
75% of post
exceptional
depth and
breadth
supported
by credible
references
ContentMain
Posting
Levels of Achievement
Criteria
Outstandi
ng
Performan
ce
criteria and
is written
concisely.
The main
posting is
cited with
more than
two credible
references
that adhere
to the
correct
format per
the APA
Manual 6th
Edition. No
spelling or
grammatical
errors.
***The use
of scholarly
sources or
real life
experiences
needs to be
included to
deepen the
discussion
and earn
points in
reply to
fellow
students.
Professional
Communicati
on
Effectivenes
s
20 to 20
points
Communicat
ion is
professional
and
respectful to
Excellent
Performan
ce
Competent
Performanc
e
Room for
Improveme
nt
criteria and
is written
concisely.
The main
posting is
cited with
more than
two credible
references
that adhere
to the
correct
format per
the APA
Manual 6th
Edition. No
spelling or
grammatical
errors.
written
concisely.
The main
posting is
cited with a
minimum of
two current
credible
references
that adhere to
the correct
format per the
APA Manual
6th
Edition. Cont
ains one to
two spelling
or
grammatical
errors.
not written
concisely.
The main
posting is
cited with less
than two
credible
references
that may lack
credibility
and/or do not
adhere to the
correct format
per the APA
Manual 6th
Edition. Cont
ains more
than two
spelling or
grammatical
errors.
does not adhere
to the correct
format per the
APA Manual
6th Edition or
has zero credible
references. Cont
ains more than
two spelling or
grammatical
errors.
14 to 15
points
0 to 13
points
Communicat
ion may lack
professional
tone or be
disrespectful
18 to 19
points
Communicat
ion is
professional
and
respectful to
16 to 17
points
Communicat
ion is
professional
and
respectful to
Communicat
ion is
professional
and
respectful to
Poor
Performance
colleagues
and response
to faculty
questions are
answered if
posed.
Provides
clear,
concise
opinions and
ideas
effectively
written in
Standard
Edited
English Responses
posted in the
discussion
demonstrate
effective
professional
communicati
on through
deep
reflective
discussion
which leads
to an
exchange of
ideas and
focus on the
weekly
discussion
topic.
colleagues. Provides
clear,
concise
opinions and
ideas
effectively
written in
Standard
Edited
English Responses
posted in the
discussion
demonstrate
effective
professional
communicati
on through
deep
reflective
discussion
which leads
to an
exchange of
ideas and
focus on the
weekly
discussion
topic . Responses
are cited
with at least
one credible
reference per
post and a
probing
question that
extends the
discussion.
Adheres to
the correct
format per
the APA
Manual 6th
Edition. No
spelling or
grammatical
errors.
colleagues.
Provides
clear,
concise
opinions and
ideas
effectively
written in
Standard
Edited
English. Responses
posted in the
discussion
demonstrate
effective
professional
communicati
on through
deep
reflective
discussion
which leads
to an
exchange of
ideas and
focus on the
weekly
discussion
topic. Responses
are cited
with at least
one credible
and/or
contain
probing
questions
that extends
the
discussion.
Adheres to
the correct
format per
the APA
Manual 6th
Edition. May
have one to
two spelling
or
grammatical
errors.
colleagues.
Provides
opinions that
may not be
concise or
ideas not
effectively
written in
Standard
Edited
English. Responses
posted in the
discussion
may lack
effective
professional
communicati
on that does
not extend
the
discussion,
leads to an
exchange of
ideas and/or
not focused
on the
weekly
discussion
topic. Responses
are not cited
and/or do not
contain a
probing
question.
May not
adhere to the
correct
format per
the APA
Manual 6th
Edition. May
have more
than two
spelling or
grammatical
errors.
to
colleagues.
Provides
opinions that
may not be
concise or
ideas not
effectively
written in
Standard
Edited
English Responses
posted in the
discussion
lack effective
professional
communicati
on through
discussion
that does not
extend the
discussion,
do not lead
to an
exchange of
ideas and/or
not focused
on the
weekly
discussion
topic. Responses
are not cited
and do not
contain a
probing
question.
May not
adhere to the
correct
format per
the APA
Manual 6th
Edition. May
have
multiple
spelling or
grammatical
errors.
Timely
Submission
0 to 0
points
All criteria
met: Initial
post
submitted on
time.
Response to
two peer
initial
posts. Respo
nse on 3
separate
days.
-5 to 0
points
5 points
deducted for
responding
to less than
two peers
or 5 points
deducted for
responding
less than
three days
-10 to -5
points
5 points
deducted for
responding
to less than
two peers
and 5 points
deducted for
responding
less than
three days
-10 to 10 points
10 points
deducted for
Initial post
submitted
late
-20 to -15
points
Initial post
submitted
late and 5
points
deducted for
responding
to less than
two peers
and/ or 5
points
deducted for
responding
less than
three d
Name: NURS_5050_Week_02_Discussion_Rubric
•
•
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Show Descriptions
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.-Outstanding Performance 44 (44%) – 44 (44%)
Excellent Performance 40 (40%) – 43 (43%)
Competent Performance 35 (35%) – 39 (39%)
Proficient Performance 31 (31%) – 34 (34%)
Room for Improvement 0 (0%) – 30 (30%)
Main Posting:
Writing-Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
Main Posting:
Timely and full participation-Outstanding Performance 10 (10%) – 10 (10%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.-Outstanding Performance 9 (9%) – 9 (9%)
Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)
Competent Performance 7.5 (7.5%) – 8 (8%)
Proficient Performance 6.5 (6.5%) – 7 (7%)
Room for Improvement 0 (0%) – 6 (6%)
First Response:
Writing-Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
First Response:
Timely and full participation-Outstanding Performance 5 (5%) – 5 (5%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.-Outstanding Performance 9 (9%) – 9 (9%)
Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)
Competent Performance 7.5 (7.5%) – 8 (8%)
Proficient Performance 6.5 (6.5%) – 7 (7%)
Room for Improvement 0 (0%) – 6 (6%)
Second Response:
Writing-Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
Second Response:
Timely and full participation-Outstanding Performance 5 (5%) – 5 (5%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
Learning Resources
Required Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th
ed.). New York, NY: Springer Publishing.
• Chapter 6, “Public Health: A Transformation for the 21st Century” (pp. 108–117)
This section of Chapter 6 outlines the roles of various government health agencies, as well as the
powers and responsibilities of state versus federal institutions.
•
Chapter 12, “Health Care Costs and Value” (pp. 253–295)
Chapter 16, “The Future of Health Care Delivery and Health Policy” (pp. 333–342)
These chapters relate the recent history of health care reform in the United States, beginning with
the federal health reform struggles in the 1990s and leading up to the passage of President
Obama’s Affordable Care Act.
•
National Academy of Sciences. (2011). The future of nursing: Leading change, advancing
health.
Institute of Medicine of the National Academies (2011). The Future of Nursing: Leading Change, Advancing Health. Copyright 2011 by the National Academies
Press. Reprinted by permission.
• Chapter 4, “Transforming Education”
Read Chapters 4 and 7, as they will inform the Week 2 Discussion. Chapter 4 addresses the “key
message” that nurses should obtain high levels of education and training through a better
education system that encourages continuous academic progression, and it reviews various levels
of nursing education, from undergraduate and graduate programs to the professional setting.
National Academy of Sciences. (2011). The future of nursing: Leading change, advancing
health.
Institute of Medicine of the National Academies (2011). The Future of Nursing: Leading Change, Advancing Health. Copyright 2011 by the National Academies
Press. Reprinted by permission.
• Chapter 7, “Recommendations and Research Priorities”
Read Chapters 4 and 7, as they will inform the Week 2 Discussion. Chapter 7 supplies context
surrounding the recommendations of the Committee on the Robert Wood Johnson Foundation
Initiative on the Future of Nursing. The chapter specifies the committee’s scope and focus, the
evidence that supports its recommendations, the costs associated with the recommendations, and
methods of implementing recommendations.
Responsible Reform for the Middle Class. (n.d.) The Patient Protection and Affordable Care
Act. Retrieved from http://dpc.senate.gov/healthreformbill/healthbill04.pdf
This website provides a full summary and updates on the state of the Senate’s health bill.
Required Media
Laureate Education (Producer). (2012e). Introduction to healthcare delivery, part II: Healthcare
reform. Baltimore, MD: Author.
Note: The approximate length of this media piece is 16 minutes.
Accessible player
Optional Resources
Koller, C., Brennan, T., & Bailit, M. (2010). Rhode Island’s novel experiment to rebuild primary
care from the insurance side. Health Affairs, 29, 941–947.
Retrieved from the Walden Library databases.
This article describes the plans of Rhode Island’s Office of the Health Insurance Commissioner
to strengthen and expand primary care within the state by increasing medical expenses devoted
to primary care.
American Hospital Association. (2011). Retrieved from http://www.aha.org/
This is the website for this national organization that represents and serves all types of hospitals,
health care networks, and their patients and communities.
Democratic Policy Committee (n.d.a). Affordable care act: Implementation timeline. Retrieved
from http://dpc.senate.gov/healthreformbill/healthbill65.pdf
This article provides information on the implementation of the Affordable Care Act from the
Democratic Policy Committee.
Democratic Policy Committee (n.d.b). The patient protection and affordable care act: Summary
of health care and revenue provisions. Retrieved from
http://dpc.senate.gov/healthreformbill/healthbill62.pdf
This document outlines how the historic Patient Protection and Affordable Care Act and the
Health Care and Education Reconciliation Act will give 32 million Americans access to
affordable health care.
Democratic Policy Committee. (2010). The benefits of health reform (state-by-state reports).
Retrieved from http://dpc.senate.gov/dpcdoc.cfm?doc_name=sr-111-2-41
Through this website, visitors can learn how health reform will affect them individually by state.
Henry J. Kaiser Family Foundation: Health Reform Source. (2012). Retrieved from
http://kff.org/health-reform/
This website provides an in-depth analysis of the many aspects and issues influencing health
reform.
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