Nursing Question

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CENARIO

Throughout this course, you have focused on a specific health issue occurring within a specific population. You researched position papers regarding this health concern, and you developed a health policy proposal to positively impact the health of the affected individuals. It is now time to reach a greater audience regarding your policy proposal.

INSTRUCTIONS

Develop a letter to the editor of a peer-reviewed academic or professional nursing journal based on the policy proposal that you created for Assessment 2. Choose from one of the journals on the Ultimate List of Nursing Journals (in the Resources) and go to that journal’s Web site to find out the requirements for submitting a letter to the editor, such as format requirements, topics, and word counts. Make sure you select a nursing journal that covers the topic about which you are going to write. If you want to use another journal that is not on this list, please make sure the journal does address health care, because this is the purpose of the assessment.

The goal of your letter is to be informative about the policy that you developed for Assessment 2, while also being persuasive about the need for and benefit of similar policies in other health care settings. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Letter to the Editor: Population Health Policy Advocacy Scoring Guide and Guiding Questions: Letter to the Editor: Population Health Policy Advocacy document to better understand how each grading criterion will be assessed.

Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
- Look back to the data or scenario you used in Assessment 1 to address this criterion.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style (or the journal’s preferred style).

Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.

Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.

CONTEXT

Nurses have the opportunity to use their skills and develop programs to keep individuals and communities healthy. Health is complex however, and the nurse needs to possess strong advocacy skills to successfully support a cause or interest. The American Nurses Association’s code of ethics (2015) describes the responsibility of a nurse to include working through and with appropriate stakeholders to advocate for the health of people in and out of the work environment. To be an effective advocate, there are several important abilities a nurse must possess, including problem solving, communication, and influencing others. One way a nurse can advocate to a broader population is through effective letter writing, both to legislators and through the media, such as with editorials and research articles.

Reference

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/CodeofEthicsForNurses.html

QUESTIONS TO CONSIDER

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Assessment 3 will build upon the work you have done for your previous two assessments. For this assessment, you will be writing a letter to the editor of an academic or professional journal as a means to advocate for adoption or development of policies that will improve the quality of care and outcomes around your chosen health care issue and vulnerable population.

Looking at your health care issue from a prevention standpoint, what are the relevant levels of prevention?

- What would be the benefits and challenges of applying a specific level of prevention to your chosen issue and population?
- How might one or more approaches to prevention improve the care and outcomes?

- - How could your policy be leveraged, or revised, to support the relevant levels of prevention?
What are relevant strategies that you could use to help advocate for the policy you are proposing?

- How could these strategies help you advocate for your policy proposal?
- How does evidence from the literature support the benefits of your proposed policy?

- - How does citing evidence help lend credibility to your advocacy?
What academic or professional journal would be the best forum to advocate for your policy?

- Why is your chosen journal an appropriate forum?
- Which advocacy strategies would be most effective in this forum?
- How will you craft your message to best appeal to the likely audience of your chosen journal?

Scenario

Instructions

Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.

- Look back to the data or scenario you used in Assessment 1 to address this criterion.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.Nursing Question
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.Nursing Question
Advocate for policy development in other care settings with regard to a specific issue in a target population.Nursing Question
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style (or the journal’s preferred style).

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.Nursing Question

Additional Requirements

The submission requirements for your editorial will depend on the journal you choose. To find out the requirements, go to the journal’s Web site. There should be a section regarding submissions that will address how to format letters to the editor, and whether there is a word count limit (there usually is a limit).Nursing Question

If the journal does not have submission guidelines for the number of resources required, use 3–5 sources.
To be sure that your instructor knows the submission and formatting requirements for your letter, include the journal’s guidelines on a separate page at the end of the document you submit for this assessment.Nursing Question
Length of submission: 3–5 double-spaced typed pages. Your submission should be succinct yet substantive.Nursing Question

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessmentÍ¾ however, you will need to ensure that they are appropriate, credible, and valid. The MSN Program Library Research Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.Nursing Question

Advocacy

Allen, D. D., Lauffenburger, J., Law, A. V., Vanderveen, R. P., & Lang, W. G. (2012). Report of the 2011–2012 standing committee on advocacy: The relevance of excellent research: Strategies for impacting public policy. American Journal of Pharmaceutical Education, 76(6), 13–25.
Jansson, B. S., Nyamathi, A., Heidemann, G., Bird, M., Rogers Ward, C., Brown-Saltzman, K., . . . Kaplan, C. (2016). Predicting levels of policy advocacy engagement among acute-care health professionals. Policy, Politics, & Nursing Practice, 17(1), 43–55.
Kung, Y. M., & Rudner Lugo, N. (2015). Political advocacy and practice barriers: A survey of Florida APRNs. Journal of the American Association of Nurse Practitioners, 27(3), 145–151.
Standing up for somebody: What is advocacy and why do we do it? (2014). The Queensland Nurse, 33(3), 28–29.

Biopsychosocial (Population and Public Health)Nursing Question

Richmond, S. A., D’Cruz, J., Lokku, A., MacPherson, A., Howard, A., & MacArthur, C. (2016). Trends in unintentional injury mortality in Canadian children 1950–2009 and association with selected population-level interventions. Canadian Journal of Public Health, 107(4/5), e431–e437.

Evidence-Based Practice

Doria, J. B. (2014). A culturally congruent education group: An evidence-based approach to improve prenatal care utilization. Journal of Nursing Practice Applications & Reviews of Research, 4(2), 94–101.

Letters to the Editor

Donzelli, A. (2015). E-cigarettes may impair ability to quit, but other explanations are possible. American Journal of Public Health, 105(11), 1.
Lutwak, N., Dill, C., Blosnich, J. R., Bossarte, R. M., & Silenzio, V. M. B. (2012). Improved health care for sexual minority and transgender veterans. American Journal of Public Health, 102(8), E10–E11.
NursingSchool.org. (2017). Ultimate list of nursing journals. Retrieved from http://nursingschool.org/ultimate-list-of-nursing-journals/Nursing Question

Pharmacology

Åkesson, A., Larsson, S. C., Discacciati, A., & Wolk, A. (2014). Low-risk diet and lifestyle habits in the primary prevention of myocardial infarction in men. Journal of the American College of Cardiology, 64(13), 1299–1306.

Policy

Olson, K. (2016). Influence through policy: Four steps YOU can take. Reflections on Nursing Leadership, 42(2), 1–3.

Prevention

Berger-Jenkins, E., Rausch, J., Okah, E., Tsao, D., Nieto, A., Lyda, E., . . . McCord, M. (2014). Evaluation of a coordinated school-based obesity prevention program in a Hispanic community: Choosing Healthy and Active Lifestyles for Kids/Healthy Schools Healthy Families. American Journal of Health Education, 45(5), 261–270.
Institute for Work & Health. (n.d.). What researchers mean by… primary, secondary and tertiary prevention. Retrieved from http://www.iwh.on.ca/wrmb/primary-secondary-and-tertiary-prevention

Letter to the Editor: Population Health Policy Advocacy Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.	Does not explain the current state of the quality of care and outcomes.	Explains the current state of the quality of care and outcomes, but the link to the specific issue in a target population is unclear.	Evaluates the current state of the quality of care and outcomes for a specific issue in a target population.	Evaluates the current state of the quality of care and outcomes for a specific issue in a target population. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the evaluation).
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.	Does not explain how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.	Explains how the current state of the quality of care and outcomes necessitates health policy development and advocacy, but the link to a specific issue in a target population is unclear.	Analyzes how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.	Analyzes how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.	Does not justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.	Provides a weak or flawed justification for why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.	Justifies why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.	Justifies why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Impartially considers other perspectives.
Advocate for policy development in other care settings with regard to a specific issue in a target population.	Does not explain how a policy could be developed in other care settings with regard to a specific issue in a target population.	Explains how a policy could be developed in other care settings with regard to a specific issue in a target population, but does not truly advocate or call other to action with regard to developing policy.	Advocates for policy development in other care settings with regard to a specific issue in a target population.	Advocates for policy development in other care settings with regard to a specific issue in a target population. Acknowledges potential challenges to policy development.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.	Does not explain how interprofessional strategies can support efficient and effective achievement of desired outcomes for the target population.	Explains how interprofessional strategies can support efficient and effective achievement of desired outcomes for the target population, but does not fully relate this to the developed policy.	Analyzes the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.	Analyzes the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.	Does not communicate in a way that is clear or persuasive.	Communicates in a professional manner, but the approach is somewhat unclear or is not very persuasive. There are mechanical writing errors that reduce the effectiveness of communication.	Communicates in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.	Communicates in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication.
Integrate relevant sources to support assertions, correctly formatting citations and references.	Does not integrate relevant sources to support assertions; does not correctly format citations and references.	Sources lack relevance or are poorly integrated, or citations or references are incorrectly formatted.	Integrates relevant sources to support assertions, correctly formatting citations and references.	Integrates relevant sources to support assertions, correctly formatting citations and references. Citations are free from all errors.