Advocacy for The Vulnerable Groups Discussion

Resources for Workshop 6: NUR335 (7th edition APA format) 1 See “Partial Listing of References for the Black Textbook (9th ed. APA)” for examples of textbook references. References Brand, R., Fauteux, N., Fink, J. L. W., Werrlein, D. (2018, Summer). Nurses work to build a culture of health. Charting Nursing’s Future. https://campaignforaction.org/wpcontent/uploads/2018/08/CNF-Culture-of-Health.pdf Dalla Nora, C. R., Schaefer, R., & Neves-Amado, J. (2018). Nurses’ practices in the context of primary healthcare in Portugal. Journal of Research in Nursing, 23(6), 520–532. https://doi.org/10.1177/1744987118788728 de Bortoli Cassiani, S. H., Aguirre-Boza, F., Hoyos, M. C., Carvalho Barreto, M. F., Morán Peña, L., Cerón Mackay, M. C., & Menezes da Silva, F. A. (2018). Competencies for training advanced practice nurses in primary health care. Acta Paulista de Enfermagem, 31(6), 572–584. https://doi.org/10.1590/1982-0194201800080 Dixit, S. K., & Sambasivan, M. (2018). A review of the Australian healthcare system: A policy perspective. SAGE Open Medicine. https://doi.org/10.1177/2050312118769211 Foley, J. (2018). Social equity and primary healthcare financing: Lessons from New Zealand. Australian Journal of Primary Health, 24(4), 299–303. https://doi.org/10.1071/PY17153 Furunes, T., Kaltveit, A., & Akerjordet, K. (2018). Health‐promoting leadership: A qualitative study from experienced nurses’ perspective. Journal of Clinical Nursing, 27(23–24), 4290–4301. https://doi.org/10.1111/jocn.14621 Gaffney, A., Wollhandler, S., Angell, M., & Himmelstein, D. U. (2016). Moving forward from the Affordable Care Act to a single-payer system. American Journal of Public Health, 106(6), 987-988. https://doi.org/10.2105/AJPH.2015.303157 Resources for Workshop 6: NUR335 (7th edition APA format) Gorina, M., Limonero, J. T., & Álvarez, M. (2018). Effectiveness of primary healthcare educational interventions undertaken by nurses to improve chronic disease management in patients with diabetes mellitus, hypertension and hypercholesterolemia: A systematic review. International Journal of Nursing Studies, 86, 139–150. https://doi.org/10.1016/j.ijnurstu.2018.06.016 Halcomb, E., Stephens, M., Bryce, J., Foley, E., & Ashley, C. (2016). Nursing competency standards in primary health care: An integrative review. Journal of Clinical Nursing, 25(9–10), 1193–1205. https://doi.org/10.1111/jocn.13224 Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-LeadingChange-Advancing-Health.aspx Kuehnert, P. (2017, November 30). For a healthier nation, let’s look to nurses! Robert Wood Johnson Foundation. https://www.rwjf.org/en/blog/2017/11/nursing-and-building-ahealthier-nation.html Mitchell, M., Wilson, S., & Jackson, D. (2019). Forty years on since Alma Ata—Nursing and social justice. Journal of Clinical Nursing, 28(5/6), 715–716. https://doi.org/10.1111/jocn.14750 Nickitas, D. M. (2017). Building a culture of health centered on the patient and family. Nursing Economic$, 35(3), 109-144. Nickitas, D. M. (2019). Editorial: The future of nursing 2020-2030. Nursing Economic$, 37(4), 166-178. 2 Resources for Workshop 6: NUR335 (7th edition APA format) Nymberg, P., & Drevenhorn, E. (2016). Patients’ experience of a nurse-led lifestyle clinic at a Swedish health centre. Scandinavian Journal of Caring Sciences, 30(2), 349–355. https://doi.org/10.1111/scs.12254 Parsons, P. L., Slattum, P. W., & Bleich, M. (2019). Advocacy for The Vulnerable Groups Discussion

Mainstreaming health and wellness: The RHWP Innovation model to complement primary care. Nursing Forum, 54(2), 263–269. https://doi.org/10.1111/nuf.12326 Poitras, M., Chouinard, M., Fortin, M., Girard, A., Crossman, S., & Gallagher, F. (2018). Nursing activities for patients with chronic disease in family medicine groups: A multiple‐case study. Nursing Inquiry, 25(4), 1-15. https://doi.org/10.1111/nin.12250 Randall, S., & Crawford, T. (2018). Holding on to primary healthcare nurses. Community Practitioner, 91(8), 28–30. Robert Wood Johnson Foundation. (n.d.). Nurses, nursing, and population health: Analysis and perspectives on how nurses can help address critical public and population health challenges in the United States. Retrieved from https://www.rwjf.org/en/library/collections/nurses-nursing-and-population-health.html Robert Wood Johnson Foundation. (2019, September 6). Tennessee nurses approach social determinants of health in two ways. Charting Nursing’s Future. https://campaignforaction.org/tennessee-nurses-approach-social-determinants-of-healthtwo-ways/ Roden, J., Jarvis, L., Campbell-Crofts, S., & Whitehead, D. (2016). Australian rural, remote and urban community nurses’ health promotion role and function. Health Promotion International, 31(3), 704–714. https://doi.org/10.1093/heapro/dav018 3 Resources for Workshop 6: NUR335 (7th edition APA format) 4 Salmond, S. W., & Echevarria, M. (2017). Healthcare transformation and changing roles for nursing. Orthopaedic Nursing, 36(1), 12-27. https://doi.org/10.1097/NOR.0000000000000308 Silva, C. A., Tavares, E. O., Sousa Pinheiro, T., & Guerreiro José, H. M. (2018). Health diagnosis: A responsibility of community health nursing in Angola. Revista Brasileira de Enfermagem, 71(5), 2506–2510. https://doi.org/10.1590/0034-7167-2017-0610 Simpson, V., & Pedigo, L. (2017). Nurse and physician involvement in health risk appraisals: An integrative review. Western Journal of Nursing Research, 39(6), 803–824. https://doi.org/10.1177/0193945916660341 Storfjell, J. L., Winslow, B. W., Saunders, J. S. D. (2018, March 8). Catalysts for change: Harnessing the power of nurses to build population health in the 21st century. Robert Wood Johnson Foundation. https://campaignforaction.org/resource/catalysts-changeharnessing-power-nurses-build-population-health-21st-century/ Stuhlmiller, C. M., & Tolchard, B. (2015). Developing a student-led health and wellbeing clinic in an underserved community: Collaborative learning, health outcomes and cost savings. BMC Nursing, 14(1), 1–8. https://doi.org/10.1186/s12912-015-0083-9 Tangcharoensathien, V., Mills, A., Das, M. B. Patcharanarumol, W., Buntan, M., & Johns, J. (2018). Advocacy for The Vulnerable Groups Discussion

Addressing the health of vulnerable populations: Social inclusion and universal health coverage. Journal of Global Health, 8(2), 1-6. https://doi.org/10.7189/jogh.08.020304 Velavan, J., Anbarasi, S., Sitther, A., & Arun, S. (2019). Cost‐effective primary health care training using a blended learning model. Medical Education, 53(5), 511. https://doi.org/10.1111/medu.13846 Resources for Workshop 6: NUR335 (7th edition APA format) World Health Organization. (1978). Declaration of Alma-Ata. http://www.who.int/publications/almaata_declaration_en.pdf 5 1 Title of Paper in Title Case and Bolded Nancy L. Nurse School of Nursing, Indiana Wesleyan University NUR 320: Introduction to Baccalaureate Nursing Professor Jean M. Short January 1, 2020 2 Title of Paper in Title Case and Bolded Margins remain at 1 inch for all sides of page. All paragraphs are indented with ½ inch tab. Title on page 2 is bolded with no extra space between title line and introductory paragraph. 3 References Short, J. M. (2019). Thoughts from a nursing perspective. Triangle Publications. Tuttle, M. S., & Denton, H. D. (2019). Benefits of electronic documentation. Journal of Nursing Informatics, 21(4), 235-245. https://doi.org/10.29181716b651000 Preview Rubric SARA Discussion Rubric (30 Points) This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria Level 5 = 12 points Well-developed post that fully addresses assignment and provides strong evidence of critical thinking. Post is at least four paragraphs with a minimum of three sentences each. Cited sources are scholarly, current, and lend support to post. Required number of sources is used. Level 4 = 11 points (10-11 points possible) Satisfactorily developed post that addresses the majority of the assignment and provides some evidence of critical thinking. Post is three paragraphs with a minimum of three sentences each. Advocacy for The Vulnerable Groups Discussion

Cited sources are not scholarly and/or current. Required number of sources is used. Level 3 = 9 points (8-9 points possible) Weakly developed post that addresses less than the majority of the assignment and provides the beginnings of critical thinking. Post is two paragraphs with a minimum of three sentences each. Required number of current and scholarly sources is not used. Level 2 = 7 points (1-7 points possible) Poorly developed post that addresses some of the assignment and lacks critical thinking. Post is one paragraph in length. No sources are used to support post. Level 1 = 0 points Criterion Score Quality (Initial substantive post) No initial substantive post. WORLD CHANGING AIMS Mission: Indiana Wesleyan University is a Christ-centered academic community committed to changing the world by developing students in character, scholarship, and leadership. A World Changer is a servant leader who exhibits the following: 1. Knowledge 1. Basics of the Christian Faith: A knowledge of the basic themes and truths of the Old and New Testaments and the basic beliefs of Christianity, an awareness of Bible-based morality and social responsibility, and a reasoned understanding of a Christian worldview and the meaning of salvation as expressed in evangelical Christianity. 2. Liberal Arts Foundation: A solid grasp of the general studies that have been associated with a liberal arts education. 3. Competency in at least one major discipline of the university curriculum. 4. Integration of Knowledge: The integration of knowledge with the Christian faith and across academic disciplines. 5. Leadership Understanding: Knowledge of the key components and dynamics essential to effective servant-minded leadership in any setting that leads to positive world changing outcomes. 2. Skills a. Creativity: Making connections between various bodies of information. b. Critical Thinking: Analyzing information in order to determine the validity of competing truth claims, and to solve problems. c. Communication Skills: Reading critically, writing clearly, and communicating effectively. d. Self-discipline: Demonstrating habits of correction or regulation of oneself for the sake of improvement. e. Leadership: Taking action to effect change by mobilizing others to accomplish a shared vision. c. Advocacy for The Vulnerable Groups Discussion

Dispositions (Beliefs and Attitudes) 1. Commitment to Truth: A commitment to the search for Truth as revealed in the Bible and in God’s created order. 2. Lifelong Learning: A commitment to discovering and processing information in preparation for a life of learning. 3. Human Worth: The belief that God created all life and therefore all people have worth. 4. Inclusion: The willingness to interact with persons of different perspectives and cultures without surrendering a commitment to truth. 5. Stewardship: The belief that the created order is a trust from God and a commitment to the wise use of all the resources of life. 6. Life Calling: The confidence of an overriding purpose for one’s life based on a relationship to God, an understanding of self, and a personal response to the needs of the world. 7. Agents of Change: A commitment to change the world for Christ. 8. Servanthood: A commitment to meet the needs of others before one’s own self interests. .. Advocacy for The Vulnerable Groups Discussion .