Population Health Policy Advocacy Assessment 3

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Overview

Write a letter to the editor of an academic or professional journal. The length and format of the letter is dictated by your choice of journal.

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.

Assessment Instructions

SCENARIO

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 (https://www.nursingschool.org/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).

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.

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).

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.

RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6026 – Biopsychosocial Concepts for Advanced Nursing Practice II Library 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.

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)

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-…

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-te…