NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
South University NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution-Step-By-Step Guide
This guide will demonstrate how to complete the South University NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
Whether one passes or fails an academic assignment such as the South University NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
The introduction for the South University NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
After the introduction, move into the main part of the NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution
In a Microsoft Word document of 4-5 pages formatted in APA style, you will develop a process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so.
This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question.
Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet. Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter
What is the issue?
Is it my issue, and can I solve it?
Is this the real issue or merely a symptom of a larger one?
Does it need an immediate solution, or can it wait?
Is it likely to go away by itself?
Can I risk ignoring it?
What are the possible solutions? Are there risks to these solutions?
What steps would you need to take in order to solve the issue?
Does anyone else at the school need to be involved in the solution?
Where is the power leverage in the school to reach the preferred solution?
Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer.
On a separate reference page, cite all sources using APA format. Please note that the title and reference pages should not be included in the total page count of your paper.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Submission Details:
NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution Initial.doc.
Submit your document to the Submissions Area by the due date assigned.
What is the Issue?
The issue in the case study is about the automatic emergency defibrillator being not available when it was needed because it had been locked in the custodian’s closet. The school nurse discovered the issue during a recent athletic event where a spectator suffered a cardiac arrest in the stands. The coach of the home team went into the high school to fetch the defibrillator but could not locate it. The situation could have worsened had the emergency squad had not arrived and resuscitated the victim. Therefore, the focus of the analysis is to develop a solution that would prevent similar occurrences in the future in the high school.
Is it my Issue and Can I solve it?
The issue of the automatic emergency defibrillator being locked in the custodian’s closet and predisposing those at risk to danger is my issue and I can solve it. As a school nurse, I am tasked with the responsibility of ensuring health and safety for the stakeholders in the school and its environment. I have the responsibility to champion the adoption of policies that prevent unforeseen events similar to the above. I also have the responsibility of ensuring that the existing protocols and procedures in the school support the optimum health and wellbeing of all the stakeholders. As a result, I am best placed to explore effective solutions that can be adopted to prevent future occurrences of the above situation in the school. I can solve the problem by transforming the existing policies, protocols, and processes and increasing the level of awareness of the educational stakeholders on the importance of prioritizing safety and health.
Is this the Real Issue or Merely a Symptom of a Larger One?
The issue is a symptom of a larger one. Accordingly, educational institutions should have clearly developed protocols to be followed in addressing emergencies. They should have designated areas where emergency kits such as the automatic emergency defibrillator and fire extinguishers are kept. The institution should also eliminate bureaucracies in the access and utilization of kits being used in addressing emergencies. Therefore, the defibrillator being locked in the custodian’s closet is a symptom of a larger problem of laxity in the institutional policies and processes followed in case of medical emergencies.
Does it Need and Immediate Solution, or Can it Wait?
The issue requires an immediate solution. Medical emergencies such as cardiac arrests are unpredictable. The young population, including high school students is highly predisposed to cardiac arrest. According to Atkins (2019), young people aged between 0 and 33 years are highly predisposed to hypertrophic cardiomyopathy, which is a common contributor of cardiac arrest among them. Cardiac arrest in such individuals develops irrespective of their engagement in any strenuous physical activity. Other risk factors for cardiac arrest such as obesity, hyperlipidemia, and inactivity among the young people also place them at an increased vulnerability to cardiac arrest (Baldi et al., 2018). As a result, the issue of the defibrillator being locked should be addressed immediately, since subsequent occurrences of cardiac arrests may arise unpredictably leading to worse outcomes in the institution.
Is it Likely to Go away by Itself?
The issue of the automatic defibrillator being locked rather than being easily accessed when needed may go away by itself. The institution may learn from the potential risks of having it locked, thereby, embracing interventions that will ensure its ease availability when needed in times of emergencies. However, the issue may fail to go away by itself if the school health nurse and other institutional stakeholders do not advocate and bring the issue to the administration of the institution. Consequently, it should be addressed immediately rather than waiting for it to resolve on its own.
Can I Risk Ignoring it?
I cannot risk ignoring the issue. Ignoring the issue will place the students and other populations at a high risk of poor outcomes such as mortalities should they experience cardiac arrest in the future. Ignoring the issue will also be a violation of my professional obligations. Accordingly, I am tasked with the responsibility of ensuring the populations that I serve have access to high quality, safe and efficient care. I also serve the role of being an advocate of the populations that I serve. I have the responsibility of ensuring that the policies and protocols used in the institution prioritize safety and health of the students (Yoder, 2017). Therefore, ignoring the issue will be a violation of my professional obligations as a nurse. I will be predisposing the students and teachers in the institution to adverse health outcomes, hence, the need for prioritized interventions to address it.
Possible Solutions and Risks to the Solutions
One of the possible solutions to the issue is reviewing and revising the protocols to be followed in the institution in keeping and accessing the automatic emergency defibrillator. The other solution is developing strict rules on the consequences of locking the defibrillator in private closets. The last solution is educating the educational stakeholders about the importance of ensuring easy access to emergency tools in the school. Some of the potential risks to the first solution include resistance from the school management and its stakeholders. The resistance may be due to the disruption of the existing status quo in the institution. The potential risk to the second solution entails the educational stakeholders not willing to support it due to the fear of the unknown outcomes. Education for the educational stakeholders may be expensive, hence, less likely to be adopted.
Steps Needed to Solve the Issue
One of the steps needed in solving the issue is forming a team to examine the problem, develop a solution and implement it. The team should comprise of the different stakeholders in the school. The second step entails assessment of the issue. The issue should be examined to identity facts associated with it. The facts will guide the development of solutions. The third step entails development of the alternatives that should be adopted. The team will list all the alternatives that apply to the situation. The fourth step is analyzing, prioritizing, and selecting the best alternative. The fifth step entails implementing the selecting solution and monitoring it to determine its successful utilization in the school (Nibbelink & Brewer, 2018). The last step is evaluation where the team assesses the effectiveness of the solution and communicates the findings to the stakeholders in the school.
Those Needed to be Involved in the Solution
Educational stakeholders should be involved in the solution. They include teachers, principal, other school nurses, prefects, and security personnel in the school. The above should be involved to ensure relevance and sustainability of the adopted solution. Their involvement will also ensure their empowerment to play a proactive role in examining additional interventions that can be adopted in the school to enhance safety and health of its stakeholders. Lastly, involving them will increase their responsibility in advocating safety and health in the school.
Power Leverage in the School
The school management is supportive of any change initiative that enhances safety and health of the students, teachers, and other stakeholders. It supports the implementation of evidence-based, realistic, and safe interventions that enhance the existing mechanisms used to ensure safety and health. As a result, it is highly likely that the school will adopt the proposed solution to address the issue. It will also strengthen the active involvement of the stakeholders to ensure the adoption of an effective and efficient solution.
Power in the Nurse
I possess expert power, which will enable me guide the adoption of an effective solution to address the issue. Expert power is a type of power that one acquires due to their level of knowledge and skill in an area that others do not have. The perception of expertise leads to such individuals having more influence over others in undertaking roles within their areas of specialization (Savolainen, 2020). I have the expert knowledge and skills on the promotion of safety and health in educational institutions. I also have knowledge and skills on the effective ways of forming teams to address safety issues in educational settings. I also have the expertise in the use of emergency kits such as the defibrillator in addressing chronic and acute health problems. Therefore, I will use the expert power to influence the decisions made to address the issue in the school.
NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution References
Atkins, D. L. (2019). Sudden Cardiac Arrest in a Young Population: Not So Unpredictable. Journal of the American Heart Association: Cardiovascular and Cerebrovascular Disease, 8(2), e011700. https://doi.org/10.1161/JAHA.118.011700
Baldi, E., Vanini, B., Savastano, S., Danza, A. I., Martinelli, V., & Politi, P. (2018). Depression after a cardiac arrest: An unpredictable issue to always investigate for. Resuscitation, 127, e10–e11. https://doi.org/10.1016/j.resuscitation.2018.03.027
Nibbelink, C. W., & Brewer, B. B. (2018). Decision-making in nursing practice: An integrative literature review. Journal of Clinical Nursing, 27(5–6), 917–928. https://doi.org/10.1111/jocn.14151
Savolainen, R. (2020). Manifestations of expert power in gatekeeping: A conceptual study. Journal of Documentation, 76(6), 1215–1232. https://doi.org/10.1108/JD-01-2020-0010
Yoder, L. (2017). Professionalism in Nursing. MedSurg Nursing, 26(5), 293–295.
NSG4068 Trends in Healthcare Policy Week 4 Assignment Reaching out a Solution Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points |
Failing level
of performance 55% or less 0 points |
|---|---|---|---|---|---|---|
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
|
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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|
8 Points |
7 Points |
6 Points |
5 Points | 4 Points |
0 Points |
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| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
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Grading Rubric Guidelines Week 8 ONLY |
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| Performance Category |
100% or highest level of performance 100% |
Very good or high level of performance
88% |
Acceptable level of performance 81% |
Inadequate demonstration of expectations
68% |
Deficient level of performance
56% |
Failing level of performance
55% or less |
| 8 Points | 7 Points |
6 Points |
5 Points | 4 Points | 0 Points | |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
|
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Application of Course Knowledge –
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
Application of information is comprehensive and specific to the required topic. |
Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
Application of information is comprehensive and specific to the required topic. |
| Interactive Dialogue
For Week 8 only: Initial post should be a minimum of 200 words (references do not count toward word count) The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
|
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| 4 Points | 3 Points |
2 Points | 0 Points | |||
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
||
| 0 Points | 5 Points Lost | |||||
| Participation Requirements | For Week 8 ONLY:
Demonstrated the following:
|
Failed to demonstrate the following:
|
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| 0 Points Lost | 5 Points Lost | |||||
| Requirements | For Week 8 ONLY:
Demonstrated all of the following:
A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT |
Demonstrates one or less of the following.
|
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