Nr 503 All Assignments Week 1-Week 8

Nr 503 All Assignments

Healthy People 2020 Impact Paper on Osteoporosis

As an example, you may be asked to identify populations at risk for oral health issues or, for instance, issues related to the frail living at home, and design a population health focused educational intervention for your target population.

In addition, you will look at what outcomes will be addressed to determine if your interventions are effective.  This paper should integrate HP2020 and CDC information into your paper.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Identify appropriate outcome measures and study designs applicable to epidemiological sub-fields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (CO3)
2. Identify important sources of epidemiological data. (CO6)

Requirements 

1. Research Topic: Osteoporosis
2. Identify your target population (for instance, age or other demographic, aggregate population); this must be in your city or state.
3. Discuss population-based health education interventions for your target population that is aimed at reducing morbidity and mortality for the problem. Be sure to review the research literature and HP2020 for interventions.
4. Identify how and what data for interventions is being tracked.
5. In a four (4) page paper, address the following. Refer to rubric for expanded details related to grading expectations.
   • Identify the problem in the introduction section.
   • Provide an overview of the problem in your state/national.
   • Review of descriptive epidemiological and demographic data on mortality/morbidity and risk.
   • HP2020:  Present the goal, overview and objectives of Healthy People 2020 for the paper topic.
   • Population level prevention and health promotion review. Describe population and/or primary health care focused interventions. Use of scholarly literature and HP2020 is required.  There should be direct correlation to evidence for all strategies.

 

Best Practices in Preparing the Project

1. Review directions and rubric through carefully.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.  Organize the paper using the rubric sections and appropriate headings to match the sections.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of three (3) scholarly literature references must be used.  Not all references should be from scholarly web sites.  You may use your textbook, but this will not count towards the three (3) scholarly literature references.
8. Length:  Papers not adhering to the page length may be returned to you for editing to meet the length guidelines.
9. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of your own original work for assignments.

10. NR503_HP2020_Sept19

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NR503_HP2020_Sept19
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Assignment Content Possible Points = 100 Points Introduction of the Problem (no heading) 1. Problem is clearly stated. 2. General introduction to the problem supports its importance as a population health issue with data and general statement of scope of problem. 3. Focus of the paper is stated succinctly. (3 critical elements)	5 pts Excellent All bullet items (content) included with depth and consistent connection, validation, by evidence. 4 pts V. Good All content included but limited clarity or depth OR Content is missing one critical element. 3 pts Satisfactory Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth 2 pts Needs Improvement Content missing: 1. Two critical elements 2. Clarity 3. Problem is unsupported 4. Writing is largely unsupported 0 pts Unsatisfactory Section missing	5 pts
This criterion is linked to a Learning Outcome Discussion: Overview, Background and Significance of the Problem 1. Provide background and significance of the problem. 2. This includes risks and impact of disease. 3. Data: State and National: Incidence, prevalence, mortality, breakdown by gender/race/religion as appropriately related (3 critical elements)	25 pts Excellent All critical elements (content) included with depth and consistent connection, validation by evidence. 23 pts V. Good All content included but limited clarity or depth OR Content is missing one critical element. 21 pts Satisfactory Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth 12 pts Needs Improvement Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported 0 pts Unsatisfactory Section missing	25 pts
This criterion is linked to a Learning Outcome Epidemiological Analysis of the Problem 1. Using descriptive epidemiology (provide description of term) analyze health problem 2. Include demographic and related epidemiological data 3. Include characteristics of at-risk population using HP2020 specified criteria (3 critical elements)	30 pts Excellent All critical elements (content) included with depth and consistent connection, validation by evidence 27 pts V. Good All content included but limited clarity or depth OR Content is missing one critical element. 25 pts Satisfactory Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth 15 pts Needs Improvement Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported 0 pts Unsatisfactory Section missing	30 pts
This criterion is linked to a Learning Outcome Application of HP 2020 1. Identify HP2020 goals and objectives 2. Relate HP2020 goals and objectives to health concern topic 3. Identify guidelines and a screening method related to health concern 4. Review validity (predictive power) of screening tool method to include what population the tool is applicable to use with (for instance, adult, child, culture) (4 critical elements)	20 pts Excellent All critical elements (content) included with depth and consistent connection, validation by evidence 18 pts V. Good All content included but limited clarity or depth OR Content is missing one critical element. 17 pts Satisfactory Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth 10 pts Needs Improvement Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported 0 pts Unsatisfactory Section missing	20 pts
This criterion is linked to a Learning Outcome Population Level Planning Interventions 1. Investigate what is being done at the population health level related to prevention and health promotion for the health problem at the national and state level 2. Identify what and how outcomes are being tracked related to said interventions. 3. Utilize HP2020, CDC, state public health department, research, etc. as resources for interventions and data. (3 critical elements)	20 pts Excellent All critical elements (content) included with depth and consistent connection, validation by evidence 18 pts V. Good All content included but limited clarity or depth OR Content is missing one critical element. 17 pts Satisfactory Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth 10 pts Needs Improvement Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported

Nr 503 Week 2 HAS

Activity Learning Outcomes

Through this assignment, demonstrate the ability to:

1. Discriminate among various screening tools that may be used in the provision of care as an Advanced Practice Nurse

Assignment Requirements

1. The week’s topics (Iron deficiency anemia) the following website:

Agency for Healthcare Research and Quality (Links to an external site.) (Links to an external site.)

1. Reply to the following prompt:
   • Describe the diagnostic or screening tool selected, its purpose, and what age group it targets.
   • Has it been specifically tested in this age group?
   • Next, discuss the predictive ability of the test. For instance, how do you know the test is reliable and valid? What are the reliability and validity values? What are the predictive values? Is it sensitive to measure what it has been developed to measure, for instance, HIV, or depression in older adults, or Lyme disease? Would you integrate this tool into your advanced practice based on the information you have read about the test, why or why not?
2. You should include a minimum of two (2) scholarly articles from the last five (5) years (3 is recommended).
3. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
4. Your work should have in-text citations integrating at a minimum one scholarly article and the course textbook. APA format should be utilized to include a reference list. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first – person use.

During Week 2, in the Discussion Board and with the HP2020 Impact Paper, you are asked to select a screening or diagnostic tool to analyze.  You are then required to provide a review of the statistics related to the diagnostic tool, for instance sensitivity, specificity and the predictive value of the screening/diagnostic tool.

What do these terms mean exactly? 

In Chapter three (3) of your textbook Curly & Vitale (2016) discuss the implications of screening and the use of the following values (see the section “Screening”):

Screening

Screening is a tool used to detect disease in groups of asymptomatic individuals with the goal of reducing and/or preventing morbidity and mortality. Screening tests can be applied to groups of individuals or to high-risk populations. There are multiple examples of screening tests, including the Pap smear, the tuberculosis skin test (PPD test), the mammogram, and so on.

Determining whether a screening test is appropriate requires the APRN to address several aspects of the disease of interest. Screening is neither available nor appropriate for all diseases. In order for a screening program to be effective, certain criteria should be met.

The target population needs to be identifiable and accessible and the disease should affect a sufficient number of people to make screening cost-effective. The preclinical period should be sufficient to allow treatment before symptoms appear so that early diagnosis and treatment make a difference in terms of outcome.

Finally, it is necessary for the screening test to be sensitive enough to detect most cases of the disease and to be specific enough to limit the number of false-positive tests. Screening tests should also be relatively inexpensive, easy to administer, and have minimal side effects.

The validity of a screening test refers to its ability to accurately identify those who have the disease. Sensitivity and specificity are measures of a screening test’s validity. Sensitivity is a measure of a screening test’s ability to accurately identify disease when it is present. Specificity is a measure of a screening test’s ability to correctly identify a person without disease with a negative test. The positive predictive value (PPV) is a measure of the probability of a positive test result when the disease is present. The negative predictive value (NPV) of a test is a measure of the probability that the disease is absent when there is a negative test (see Table 3.4).

Directing screening tests toward high-risk populations has many advantages. By screening populations with a higher disease prevalence, we can actually increase the PPV of that test. Screening low-prevalence populations can lead to more false positives, which can be costly and harmful to patients. Thus, selection of the disease to be tested and the patient population to be screened are both important to consider when designing a new test.

The APRN can evaluate the success of screening programs by looking at a variety of outcomes. For example, some of the outcomes that can be followed include the reduction in overall mortality in screened individuals, a reduction in the CFR in screened individuals, an increase in the percentage of cases detected at earlier stages, a reduction in complications, and improvement of quality of life in screened individuals.

81In 2018, the U.S. Preventive Services Task Force (USPSTF) released their final recommendations for cervical cancer screening (USPSTF, 2018). The complete recommendations can be found on the USPSTF web site (www.uspreventiveservicestaskforce.org/Page/Name/us-preventive-services-task-force-issues-new-cervical-cancer-screening-recommendations). One of the recommendations for cervical cancer screening is that women aged 21 to 65 should get a Pap smear every 3 years. A second recommendation is that women aged 30 to 65 who wish to be screened less frequently can choose a combination Pap smear and human papillomavirus (HPV) testing every 5 years. The Task Force does not recommend cervical cancer screening using HPV testing in women younger than age 30. This is because evidence indicates that the expected harms (such as false positives) in this age group outweigh the potential benefits.

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According to the Task Force, “since the implementation of widespread cervical cancer screening, there has been a dramatic reduction in cervical cancer deaths in the United States” (USPSTF, P4). For this reason, the Task Force urges healthcare providers to encourage women to be screened for cervical cancer, especially those who have never been screened, or who have not been screened within the past 5 years.

These guidelines provide an example of how evidence on the specificity and sensitivity of a screening test can be used to create more evidence-based clinical guidelines. Therefore, screening tests need to be tailored to the disease under investigation, and many factors need to be taken into consideration; for example, How many false negatives can be missed? How many false positives are acceptable? Can screening and early detection really make a difference in the outcome of the disease?

Understanding these factors and balancing them with targeted screening in high-risk populations are important considerations in screening implementation. The USPSTF provides screening guidelines on a variety of disease states with recommendations (e.g., colorectal, prostate, and breast cancers). APRNs can visit their website located at https://www.uspreventiveservicestaskforce.org for the latest recommendations.

(Curley 80-81)

Curley, Ann L., PhD, RN. Population-Based Nursing, 3rd Edition. Springer Publishing Company, 20190903. VitalBook file.

The citation provided is a guideline. Please check each citation for accuracy before use.

 

FAQ:  What is a…?

1. Screening or diagnostic tool: Instrument used to detect disease in groups of individuals with the goal of reducing and/or preventing morbidity and mortality.  Examples:  Beck’s Depression Screening Tool, Attention Deficit Screening Tool, Pap smear, mammography, colonoscopy, cologuard or the Mini-Nutritional Assessment screening tool (https://www.ncoa.org/center-for-healthy-aging/resourcehub/community-orgs-and-professionals/professional-resources/malnutrition-screening-tools/).

FAQ:  What is the meaning of…?

2. Predictive value of a test: (PV) is a measure of the probability of a positive test result when the disease is present.

 

1. Positive predictive value: The number of the people who test positive who actually have the disease.

 

1. Negative predictive value: The number of the people who test negative who truly do not have the disease.

 

3. Sensitivity: measure of a screening test’s ability to accurately identify disease when it is present. The higher the sensitivity of a tool, the fewer the cases that will go undetected and the greater sensitivity of the tool to detect disease.  For example, in-office tests for influenza or for Beta Hemolytic Strep Throat.  They may be specific to influenza BUT are they also sensitive enough to pick up the organism?

 

4. Specificity: measure of a screening test’s ability to correctly identify those with the disease and to exclude the persons who do not have the disease.  The higher the specificity of the screening tool the fewer persons will be incorrectly identified at-risk.  So, this means the test is specific to the organism for instance, to influenza, and that it will be up influenza and not mononucleosis for example, of Beta Hemolytic Strep throat.

 

5. Validity: ability of the tool to actually measure what it says it measures.

 

Week 3:

This week we are comparing and contrasting epidemiological methods of research; case-control and cohort study methods. Select either the case-control or cohort study method and compare its features, the methodology, to a randomized controlled trial using the following questions. Please format, organize, your responses using each question below:

What is the fundamental difference between the method you have chosen (either the case-control or cohort method) and the randomized controlled trial?
What are the advantages and disadvantages of the study method you chose (case-control or cohort study)?
What are the characteristics of a correlational study?
Where does the method you chose (case-control or cohort study) fall on the research pyramid? What does where it is on the research pyramid mean?

Week 4: Open Forum Discussion
No unread replies. No replies.

Purpose

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Course Outcomes

CO#6 – Identify important sources of epidemiological data

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Week 5: Infectious Disease Paper HAS

 Purpose

Infectious disease occurs worldwide and must be addressed just as chronic disease is approached. This assignment will present the learner an opportunity to explore a communicable disease, to apply the epidemiological triad, and to discern the demographic and at-risk background data for a specific infectious disease agent.

Activity Learning Outcomes

1. Identify appropriate outcome measures and study designs applicable to epidemiological sub-fields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (CO3)
2. Identify important sources of epidemiological data. (CO6)

Requirement

1. Syphilis is the topic. Apply the concepts of population health and epidemiology to the topic.
2. Synthesize Course content from Weeks 1-5 according to the following sections:
   • Introduction:  Analysis of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) to include demographic break down that includes age, gender, race, or other at-risk indicators (da ta per demographics should include mortality, morbidity, incidence, and prevalence).
   • Determinants of Health:  Define, identify and synthesize the determinants of health as related to the development of the infection.   Utilize HP2020.
   • Epidemiological Triad:  Identify and describe all elements of the epidemiological triad: Host factors, agent factors (presence or absence), and environmental factors. Utilize the demographic break down to fur ther describe the triad.
   • Role of the NP:  Succinctly define the role of the nurse practitioner according to a national nurse practitioner organization ( National Board of Nursing or AANP, for example) and synthesize the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). This includes the integration of a model of practice which supports the implementation of an evidence-based practice.  Refer to your course textbook for models of practice examples.

Preparing the paper

Submission Requirements

1. Application: Use Microsoft Word™ to create the written assessment.
2. Length: The paper (excluding the title page and reference page) should be limited to a maximum of four (4) pages.   Papers not adhering to the page length may be returned to you for editing to meet the length guidelines .
3. A minimum of three (3) scholarly research/literature references must be used. CDC or other web sources may be utilized but are not counted towards the three minimum references required.  Your course text may be used as an additional resource but is not included in the three minimum scholarly references.
4. APA format current edition.
5. Include scholarly in-text references and a reference list.
6. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of student created original work for assignments .
7. Do not write in the first person (such as “me” “I”)

Best Practices in Preparing the Project

The following are best practices in preparing this project:

1. Review directions and rubric thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.  Organize the paper using the rubric sections and appropriate headings to match the sections.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of three (3) scholarly literature references must be used. **See above section on “Preparing the Paper”.

ASSIGNMENT CONTENT
Category	Points	%	Description
Introduction	15	12%	Comprehensive description of the infectious disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Integrate at risk aggregate populations with related descriptive epidemiology.
Determinants of Health	40	32%	Robust identification and description of the determinants of health with explanation of how those factors contribute to the development of this disease. Evidence supports background.
Epidemiological Triad	30	24%	Comprehensive review of the epidemiological triad (host factors, agent factors (presence or absence), and environmental factors).  Uses example/s, resources, to fully describe the triad.
Role of the NP	25	20%	Succinctly defines the role of the nurse practitioner according to a national nurse practitioner organization (Board of Nursing, AANP, for example) and synthesize the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). This includes the integration of a model of practice which supports the implementation of an evidence-based practice.

 

Week 5: Open Discussion Forum

Purpose
The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Course Outcomes
CO#6 – Identify important sources of epidemiological data. (PO 2)

Preparing the Assignment
Podcast
Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. (Links to an external site.)
Web Site Links:
Important self-assessment: Self-assessment (culture and attitudes) (Links to an external site.)
National CLAS Standards (Links to an external site.)
New CLAS Report and Toolkit from OMH (Links to an external site.)
National LGBT Health Education Center

Week 6: Epidemiological Analysis: Chronic Health Problem

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Purpose

The purpose of this assignment is: Asthma

1. Direct application of course objectives utilizing epidemiological analysis of a chronic health problem, along with state and national level data.

Requirements:

This paper should clearly and comprehensively discuss a chronic health disease.  Select a topic Asthma

The paper should be organized into the following sections:

1. Introduction (Identification of the problem) with a clear presentation of the problem as well as the significance and a scholarly overview of the paper’s content. No heading is used for the Introduction per APA current edition.
2. Background and Significance of the disease, to include:  Definition, description, signs and symptoms.  Incidence and prevalence of statistics by state with a comparison to national statistics pertaining to the disease.  If after a search of the library and scholarly data bases, you are unable to find statistics for your home state, or other states, consider this a gap in the data and state as much in the body of the paper. For instance, you may state something like, “After an exhausting search of the scholarly data bases, this writer is unable to locate incidence and/or prevalence data for the state of ….  This indicates a gap in surveillance that will be included in the “Plan” section of this paper.
3. Surveillance and Reporting: Current surveillance methods and mandated reporting processes as related to the chronic health condition chosen should be specific.
4. Epidemiological Analysis:  Conduct a descriptive epidemiology analysis of the health condition. Be sure to include all of the 5 W’s:  What, Who, Where, When, Why.  Use details associated with all of the W’s, such as the “Who” which should include an analysis of the determinants of health.  Include costs (both financial and social) associated with the disease or problem.
5. Screening and Guidelines:  Review how the disease is diagnosed and current national standards (guidelines).  Pick one screening test (review Week 2 Discussion Board) and review its sensitivity, specificity, predictive value, and cost.
6. Plan:  Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation.  Provide three specific interventions that are based on the evidence and include how you will measure outcomes (how will you know that the interventions have utility, are useful?)  Note:  Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts.  All interventions should be based on evidence – connected to a resource such as a scholarly piece of research.
7. Summary/Conclusion: Conclude in a clear manner with a brief overview of the keys points from each section of the paper utilizing integration of resources.
8. The paper should be formatted and organized into the following sections which focus on the chosen chronic health condition.
9. Adhere to all paper preparation guidelines (see below).

Preparing the Paper:

1. Page length: 7-10 pages, excluding title page and references.
2. APA format current edition
3. Include scholarly in-text references throughout and a reference list.
4. Include at least one table that the student creates to present information. Please refer to the “Requirements” or rubric for further details.  APA formatting required.
5. Length: Papers not adhering to the page length may be subject to either (but not both) of the following at the discretion of the course faculty: 1.  Your paper may be returned to you for editing to meet the length guidelines, or, 2. Your faculty may deduct up to five (5) points from the final grade.
6. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of original work for assignments.

Week 6: Open Forum Discussion
No unread replies. No replies.

Purpose

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Course Outcomes

CO#5 – Examine current ethical/legal issues in epidemiology.

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ASSIGNMENT CONTENT
Category	Pts	%	Description
Identification of the Health Problem	15	7.5%	Comprehensively and succinctly states the problem/concern. Clear presentation of the problem as well as the significance with a scholarly overview of the paper’s content.
Background and Significance of the Health Problem	30		Background and significance is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s state compared to national data. Evidence supports background. If the student discovers a gap in data (no state level data), this is stated within the section. A student created table is included using APA format.  In the case of a gap in data the student will select two other sets of data to use in the student created table.
Current Surveillance and Reporting Methods	30	15%	Current state and national disease surveillance methods are reviewed along with currently gathered types of statistics and information on whether the disease is mandated for reporting.  Supported by evidence.
Descriptive Epidemiological Analysis of Health Problem	35	17%	Comprehensive review and analysis of descriptive epidemiological points for the chronic health problem.  The 5 W’s of epidemiological analysis should be fully identified. Supported by scholarly evidence.
Screening, Diagnosis, Guidelines	30	15%	Review of current guidelines for screening and diagnosis. Screening tool statistics related to validity, predictive value, and reliability of screening tests are presented.
Plan of Action	30	15%	Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation.  Provide three specific interventions that are based on the evidence and include how you will measure outcomes (how will you know that the interventions have utility, are useful?)  Note:  Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts.  All interventions should be based on evidence – connected to a resource such as a scholarly piece of research.
Conclusion	15	7.5%	The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action.  Includes scholarly references

Week 8: Discussion – Health Policy and Ethics
Purpose:
This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
1. Synthesize knowledge of population to the role of political advocacy as an Advanced Practice Nurse. (CO 5, 7)
2. Appraise ethical and legal principles to the provision of care by the Advanced Practice Nurse (CO 5, 7)
Assignment Requirements
1. Go to your state government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.
2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (\”The Code\”), and course readings, to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.

3. Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity.

 

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