NURS 6051 Discussion The Role of the RN/APRN in Policy-Making

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NURS 6051 Discussion The Role of the RN/APRN in Policy-Making

Two opportunities that exist for RNs and APRNs to actively participate in policy-making are by participating in disease advocacy/special interest groups and through personal experience. According to the American Nurses Association (n.d.), advocacy is a pillar of nursing. Thousands of nurses across the country have a chosen specialty that is considered their “niche.” For example, mine is psychiatry and I am a huge mental health advocate. RNs and APRNs have the opportunity to participate in policy-making dealing with their chosen specialty, as they most likely know quite a bit about those fields and can bring their knowledge to the table. Personal experience brings about another opportunity for RNs and APRNs to participate in policy-making, as experience allows one to bring to light problems encountered while working that could be addressed with advice/help from the main caretakers.
The challenge for the opportunity of a special interest group may present could be how congress would decide which advocated disease would deserve special recognition by receiving a new policy. There are so many catastrophic diseases it would be difficult to choose which one or in what order in which to move forward. The challenge for the opportunity of those with personal experience could be that the issues a group of nurses is having may be facility-specific problems, not a nationwide common issue, which may cause the policy proposal to be thrown out.
Strategies to better communicate/advocate the existence of these opportunities include approaching the policy proposal in a systemic way and building relationships to support the policy. We respond to problems on a disease-by-disease basis instead of systemically (Health Policy and Politics, 2018). In other words, when issues in healthcare arise, they are usually only addressed according to how they affect a certain disease progression. For example, someone diagnosed with dementia is often not eligible for certain resources until their disease progression has worsened and they need to be institutionalized (Health Policy and Politics, 2018). At this point what good has the system really done for them? Mental health resources that could be used by dementia patients can also be used by someone with anxiety and depression. Approaching issues in a way that covers more than just one disease at a time could make policies so much more effective. Building relationships with media, consumer groups and businesses to help bring light to issues needing to be addressed in healthcare would be a great way to better advocate the existence of these opportunities for RNs and APRNs (Getting Your Program Designed and Implemented, 2018). The more individuals advocating for change, the better chance a proposed policy has of becoming a reality.

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American Nurses Association. (n.d.). Advocacy. ANA. Retrieved October 20, 2021, from https://www.nursingworld.org/practice-policy/advocacy/
Laureate Education (Producer). (2018). Getting your Program Designed and Implemented

[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Health policy and politics [Video file]. Baltimore,

MD: Author.

Discussion 2: The Role of the RN/APRN in Policy-Making
Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.
What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?
Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.
To Prepare:
• Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.
• Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.
By Day 3 of Week 8
Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples.

NURS 6051 Discussion The Role of the RN/APRN in Policy-Making

NURS 6051 Discussion The Role of the RN/APRN in Policy-Making

By Day 6 of Week 8
Respond to at least two of your colleagues’* posts by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.
*Note: Throughout this program, your fellow students are referred to as colleagues.
RE: Discussion – Week 8 Initial Post
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Advanced Practice Nurses’ Role in Policymaking
Nurses comprise the most significant component of the nation’s healthcare workforce. It is also one of the most rapid-growing careers within the United States. More than ever, nurses are present in every healthcare setting involving some form of care. This makes it vital for nurses to take a substantial role in policymaking to influence and shape the care provided today and tomorrow.
There are many opportunities for nurses to become involved in policymaking. The easiest way to become involved is by joining a nurse organization that has an active approach. The American Association of Nurse Practitioners has an advocacy center with tools to become involved (2021). Their page is easy to navigate, and there are opportunities to join in discussions with other NPs.
Nurses’ influence on health policy remains a new concept in nursing. There seems to be a lack of conceptual understanding of the basics of reform and policymaking. Despite nurses receiving encouragement to participate in health policy reform, they are notably absent (Safari, 2020). Nurses desire to advocate for the patients and communities they serve; this makes their role in policymaking promising. Further education and rallying of nurses will press forward the yearnings of this profession to positively influence the regulations and laws that oversee our work.
References
American Association of Nurse Practitioners. (2021). Advocacy center. https://www.aanp.org/advocacy/advocacy-center
Congress.gov. (2021). https://www.congress.gov/
Safari, &et. al,. (2020). The related factors of nurses’ participation and perceived benefits and barriers in health policymaking. The Journal of Nursing Research. https://journals.lww.com/jnr-twna/fulltext/2020/08000/the_related_factors_of_nurses__participation_and.6.aspx

Name: NURS_6050_Module04_Week08_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
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.

Points Range: 40 (40%) – 44 (44%)
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.

Points Range: 35 (35%) – 39 (39%)
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.

Points Range: 0 (0%) – 34 (34%)
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.

Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
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.

Points Range: 15 (15%) – 16 (16%)
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.

Points Range: 13 (13%) – 14 (14%)
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.

Points Range: 0 (0%) – 12 (12%)
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.

Second Response
Points Range: 16 (16%) – 17 (17%)
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.

Points Range: 14 (14%) – 15 (15%)
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.

Points Range: 12 (12%) – 13 (13%)
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.

Points Range: 0 (0%) – 11 (11%)
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.

Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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