NURS 6050 Module 1 Week 1 Discussion: Presidential Agendas
NURS 6050 Module 1 Week 1 Discussion: Presidential Agendas
Presidential Agendas
Rather than focus on the treatment of chronic disease, policies that influence population health tend to emphasize prevention and wellness; the reduction or elimination of waste and the eradication of health disparities based on race, ethnicity, language, income, gender, sexual orientation, disability and other factors. The reasoning is that good health belongs to the whole, not just an individual. (New York State Dept. of Health, n.d.)
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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 (mental health, HIV, opioid epidemic, pandemics, obesity, prescription drug prices, or many others) that rises to the presidential level. How did the current and previous presidents handle the problem? What would you do differently?
Reference:
New York State Department of Health. (n.d.). Making New York the healthiest state: Achieving the triple aim. Retrieved June 21, 2021 from https://www.health.ny.gov/events/population_health_summit/docs/what_is_population_health.pdf
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
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 population health topic that rises to the presidential agenda level. Which social determinant most affects this health issue? How did two recent presidents 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.
*Note: Throughout this program, your fellow students are referred to as colleagues.
NURS_6050_Module01_Week01_Discussion_Rubric
NURS_6050_Module01_Week01_Discussion_Rubric
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning Outcome Main Posting |
| 50 to >44.0 ptsExcellent
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. |
44 to >39.0 ptsGood
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. |
39 to >34.0 ptsFair
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. |
34 to >0 ptsPoor
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. |
|
50 pts |
| This criterion is linked to a Learning Outcome Main Post: Timeliness |
| 10 to >0.0 ptsExcellent
Posts main post by day 3. |
0 ptsPoor
Does not post by day 3. |
|
10 pts |
| This criterion is linked to a Learning Outcome First Response |
| 18 to >16.0 ptsExcellent
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. |
16 to >14.0 ptsGood
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. |
14 to >12.0 ptsFair
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. |
12 to >0 ptsPoor
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. |
|
18 pts |
| This criterion is linked to a Learning Outcome Second Response |
| 17 to >15.0 ptsExcellent
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 to >13.0 ptsGood
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 to >11.0 ptsFair
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. |
11 to >0 ptsPoor
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. |
|
17 pts |
| This criterion is linked to a Learning Outcome Participation |
| 5 to >0.0 ptsExcellent
Meets requirements for participation by posting on three different days. |
0 ptsPoor
Does not meet requirements for participation by posting on 3 different days. |
|
5 pts |
| Total Points: 100 |
