Policy And Politics In Nursing And Healthcare - Revised Reprint , 6th Edition Lecture Notes
Policy And Politics In Nursing And Healthcare - Revised Reprint , 6th Edition Lecture Notes is designed to make learning faster and simpler.
Amelia Davis
Contributor
4.7
103
about 2 months ago
Preview (31 of 130)
Sign in to access the full document!
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
Introduction to Instructor's Manual
Alma Dixon
This manual is designed to guide and support faculty who are responsible for teaching
courses for undergraduate nursing students about policy and politics. Although students will
be focused on developing their skills as novice clinicians, it is vital they also recognize the
roles policy and politics play in patient care, the health system, and human health. Learning
about policy and politics will draw students’ attention to many issues in the health system
and to learn about how they can play a role in addressing problems. Major problems that
exist today include:
• The unsustainable high cost of care
• Health care and medical errors
• Inadequate access to care
• The shortage of nursing faculty needed to prepare an adequate nursing workforce
• An insufficient primary care and public health workforce
• Significant disparities in access to care
• An inadequate focus on prevention of disease
• An economy in recession
Learning Outcomes
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
includes a policy as an essential part of nursing curriculum through Essential V (Healthcare
Policy, Finance, and Regulatory Environments). The following outcomes are suggested as
guideposts for course activities. If you are able to determine that these learning outcomes
were met in prior courses, your task as the instructor will be to reinforce prior knowledge.
Upon completion of this course, the student will be able to:
1. Demonstrate basic knowledge of health care policy, finance, and regulatory
environments, including local, state, national, and global health care trends.
2. Describe how health care is organized and financed, including the implications of
business principles, such as system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the
delivery of health care services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define
professional nursing practice.
6. Explore the impact of sociocultural, economic, legal, and political factors influencing
health care delivery and practice.
Introduction to Instructor's Manual
Alma Dixon
This manual is designed to guide and support faculty who are responsible for teaching
courses for undergraduate nursing students about policy and politics. Although students will
be focused on developing their skills as novice clinicians, it is vital they also recognize the
roles policy and politics play in patient care, the health system, and human health. Learning
about policy and politics will draw students’ attention to many issues in the health system
and to learn about how they can play a role in addressing problems. Major problems that
exist today include:
• The unsustainable high cost of care
• Health care and medical errors
• Inadequate access to care
• The shortage of nursing faculty needed to prepare an adequate nursing workforce
• An insufficient primary care and public health workforce
• Significant disparities in access to care
• An inadequate focus on prevention of disease
• An economy in recession
Learning Outcomes
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
includes a policy as an essential part of nursing curriculum through Essential V (Healthcare
Policy, Finance, and Regulatory Environments). The following outcomes are suggested as
guideposts for course activities. If you are able to determine that these learning outcomes
were met in prior courses, your task as the instructor will be to reinforce prior knowledge.
Upon completion of this course, the student will be able to:
1. Demonstrate basic knowledge of health care policy, finance, and regulatory
environments, including local, state, national, and global health care trends.
2. Describe how health care is organized and financed, including the implications of
business principles, such as system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the
delivery of health care services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define
professional nursing practice.
6. Explore the impact of sociocultural, economic, legal, and political factors influencing
health care delivery and practice.
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
Introduction to Instructor's Manual
Alma Dixon
This manual is designed to guide and support faculty who are responsible for teaching
courses for undergraduate nursing students about policy and politics. Although students will
be focused on developing their skills as novice clinicians, it is vital they also recognize the
roles policy and politics play in patient care, the health system, and human health. Learning
about policy and politics will draw students’ attention to many issues in the health system
and to learn about how they can play a role in addressing problems. Major problems that
exist today include:
• The unsustainable high cost of care
• Health care and medical errors
• Inadequate access to care
• The shortage of nursing faculty needed to prepare an adequate nursing workforce
• An insufficient primary care and public health workforce
• Significant disparities in access to care
• An inadequate focus on prevention of disease
• An economy in recession
Learning Outcomes
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
includes a policy as an essential part of nursing curriculum through Essential V (Healthcare
Policy, Finance, and Regulatory Environments). The following outcomes are suggested as
guideposts for course activities. If you are able to determine that these learning outcomes
were met in prior courses, your task as the instructor will be to reinforce prior knowledge.
Upon completion of this course, the student will be able to:
1. Demonstrate basic knowledge of health care policy, finance, and regulatory
environments, including local, state, national, and global health care trends.
2. Describe how health care is organized and financed, including the implications of
business principles, such as system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the
delivery of health care services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define
professional nursing practice.
6. Explore the impact of sociocultural, economic, legal, and political factors influencing
health care delivery and practice.
Introduction to Instructor's Manual
Alma Dixon
This manual is designed to guide and support faculty who are responsible for teaching
courses for undergraduate nursing students about policy and politics. Although students will
be focused on developing their skills as novice clinicians, it is vital they also recognize the
roles policy and politics play in patient care, the health system, and human health. Learning
about policy and politics will draw students’ attention to many issues in the health system
and to learn about how they can play a role in addressing problems. Major problems that
exist today include:
• The unsustainable high cost of care
• Health care and medical errors
• Inadequate access to care
• The shortage of nursing faculty needed to prepare an adequate nursing workforce
• An insufficient primary care and public health workforce
• Significant disparities in access to care
• An inadequate focus on prevention of disease
• An economy in recession
Learning Outcomes
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
includes a policy as an essential part of nursing curriculum through Essential V (Healthcare
Policy, Finance, and Regulatory Environments). The following outcomes are suggested as
guideposts for course activities. If you are able to determine that these learning outcomes
were met in prior courses, your task as the instructor will be to reinforce prior knowledge.
Upon completion of this course, the student will be able to:
1. Demonstrate basic knowledge of health care policy, finance, and regulatory
environments, including local, state, national, and global health care trends.
2. Describe how health care is organized and financed, including the implications of
business principles, such as system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the
delivery of health care services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define
professional nursing practice.
6. Explore the impact of sociocultural, economic, legal, and political factors influencing
health care delivery and practice.
Introduction 2
7. Examine the roles and responsibilities of regulatory agencies and their effect on
patient care quality, workplace safety, and the scope of nursing and other health care
professionals’ practice.
8. Discuss the implications of health care policy on issues of access, equity,
affordability, and social justice in health care delivery.
9. Use an ethical framework to evaluate the impact of social policies on health care,
especially for vulnerable populations.
10. Articulate through a nursing perspective issues concerning health care delivery to
decision makers within health care organizations and other political arenas.
11. Participate as a nursing professional in political processes and grassroots legislative
efforts to influence health care policy.
12. Advocate for patients and the nursing profession.
This manual is designed to be used with Policy & Politics in Nursing and Health Care (6th
edition). Some chapters are noted to be as Highly Recommended reading for all students.
These are the core chapters that address foundational content in policy and politics. Some
chapters are noted to be Suggested; these contain important content and can be assigned
based on the overall design of the course. Other chapters are identified as Optional; these
may be assigned based on individual student interest and learning needs.
The learning outcomes and teaching strategies are designed for specific units instead of
individual chapters. This allows instructors to focus on the broader concepts that will enable
students to apply the knowledge to their clinical experiences and theory learned in prior
nursing courses. Throughout this manual, the emphasis is on application of knowledge rather
than memorization of content. Therefore, chapters entitled “Taking Action” have educational
strategies specifically designed to encourage students to select an area of interest and apply
the skills learned to their clinical practice, experience, and knowledge. Each unit contains
Websites that both instructors and students may use to complete assignments and keep
abreast of the changes in a rapidly evolving health care system.
Policy & Politics in Nursing and Health Care (6th edition) is designed for use across nursing
curricula from undergraduate education to graduate preparation at the Master’s and
Doctorate levels. This manual begins the process by suggesting teaching strategies that lay
the foundation for future study for students who will pursue advanced degrees. For students
who do not advance their education, it suggests educational approaches that expose them to
the major challenges that nurses have always embraced, and that is to effect change for
patients by exercising our single and collective voices on behalf of the most vulnerable and
often disenfranchised members of our society.
References
American Association of Colleges of Nursing. (2008, October 20). The Essentials of
Baccalaureate Education for Professional Nursing Practice. Washington DC: American
Association of Colleges of Nursing.
7. Examine the roles and responsibilities of regulatory agencies and their effect on
patient care quality, workplace safety, and the scope of nursing and other health care
professionals’ practice.
8. Discuss the implications of health care policy on issues of access, equity,
affordability, and social justice in health care delivery.
9. Use an ethical framework to evaluate the impact of social policies on health care,
especially for vulnerable populations.
10. Articulate through a nursing perspective issues concerning health care delivery to
decision makers within health care organizations and other political arenas.
11. Participate as a nursing professional in political processes and grassroots legislative
efforts to influence health care policy.
12. Advocate for patients and the nursing profession.
This manual is designed to be used with Policy & Politics in Nursing and Health Care (6th
edition). Some chapters are noted to be as Highly Recommended reading for all students.
These are the core chapters that address foundational content in policy and politics. Some
chapters are noted to be Suggested; these contain important content and can be assigned
based on the overall design of the course. Other chapters are identified as Optional; these
may be assigned based on individual student interest and learning needs.
The learning outcomes and teaching strategies are designed for specific units instead of
individual chapters. This allows instructors to focus on the broader concepts that will enable
students to apply the knowledge to their clinical experiences and theory learned in prior
nursing courses. Throughout this manual, the emphasis is on application of knowledge rather
than memorization of content. Therefore, chapters entitled “Taking Action” have educational
strategies specifically designed to encourage students to select an area of interest and apply
the skills learned to their clinical practice, experience, and knowledge. Each unit contains
Websites that both instructors and students may use to complete assignments and keep
abreast of the changes in a rapidly evolving health care system.
Policy & Politics in Nursing and Health Care (6th edition) is designed for use across nursing
curricula from undergraduate education to graduate preparation at the Master’s and
Doctorate levels. This manual begins the process by suggesting teaching strategies that lay
the foundation for future study for students who will pursue advanced degrees. For students
who do not advance their education, it suggests educational approaches that expose them to
the major challenges that nurses have always embraced, and that is to effect change for
patients by exercising our single and collective voices on behalf of the most vulnerable and
often disenfranchised members of our society.
References
American Association of Colleges of Nursing. (2008, October 20). The Essentials of
Baccalaureate Education for Professional Nursing Practice. Washington DC: American
Association of Colleges of Nursing.
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
Orientation Class to Policy and Politics in Nursing and Health Care
Alma Dixon
The following is an activity that can be used to stimulate students’ early thinking about
political activity and engagement.
Directions: Distribute the Checklist (Table 1-1) to students. Direct them to complete the
checklist individually. Divide the class in groups and have them discuss the following, based
on their checklist responses.
1. Do you consider yourself to be politically active? Why or why not?
2. Do you feel that you are knowledgeable of the political process?
3. Should nurses be politically active? Why or why not?
4. How can nurses make a difference in the health of their patients and the public by
shaping policy?
5. What do you hope to learn during this course?
A recorder may be appointed to take notes so that students can compare their views from the
beginning of the course to their views at the end of the course.
Orientation Class to Policy and Politics in Nursing and Health Care
Alma Dixon
The following is an activity that can be used to stimulate students’ early thinking about
political activity and engagement.
Directions: Distribute the Checklist (Table 1-1) to students. Direct them to complete the
checklist individually. Divide the class in groups and have them discuss the following, based
on their checklist responses.
1. Do you consider yourself to be politically active? Why or why not?
2. Do you feel that you are knowledgeable of the political process?
3. Should nurses be politically active? Why or why not?
4. How can nurses make a difference in the health of their patients and the public by
shaping policy?
5. What do you hope to learn during this course?
A recorder may be appointed to take notes so that students can compare their views from the
beginning of the course to their views at the end of the course.
Loading page 4...
Orientation Class 2
Engagement and Political Voice Checklist
For each item, check the box that applies
to you. For the item on vote registration,
use the “Yes” or “No” boxes.
Never Sometimes Always Yes No
I work to solve community problems
I volunteer regularly for an environmental
group
I volunteer regularly for a civic or
community organization
I volunteer regularly for any other
organization
I belong or donated money to any group or
organization
Besides donating money, I help raise
money for charitable causes
I have registered to vote
I vote in elections (regular voting)
I volunteer for a political campaign or
candidate
I encourage others to vote
I wear a campaign button or have a sticker
on my vehicle
I volunteer for a candidate, work or
contribute money to a political party, or an
organization that supports candidates
I contacted/visit public officials
I contact a newspaper or magazine
I contact a radio or television news show
I protest
I sign an e-mail petition
I sign a written petition
I boycott companies
I buy something to support the values of a
company
Adapted from Dahl, I., Hoy, A., Meisel, W. (Eds. of the Corella and Bertram F. Bonner
Foundation.) (2006). From community service to political action: A student call for civic
engagement. Princeton NJ: The Bonner Foundation.
Engagement and Political Voice Checklist
For each item, check the box that applies
to you. For the item on vote registration,
use the “Yes” or “No” boxes.
Never Sometimes Always Yes No
I work to solve community problems
I volunteer regularly for an environmental
group
I volunteer regularly for a civic or
community organization
I volunteer regularly for any other
organization
I belong or donated money to any group or
organization
Besides donating money, I help raise
money for charitable causes
I have registered to vote
I vote in elections (regular voting)
I volunteer for a political campaign or
candidate
I encourage others to vote
I wear a campaign button or have a sticker
on my vehicle
I volunteer for a candidate, work or
contribute money to a political party, or an
organization that supports candidates
I contacted/visit public officials
I contact a newspaper or magazine
I contact a radio or television news show
I protest
I sign an e-mail petition
I sign a written petition
I boycott companies
I buy something to support the values of a
company
Adapted from Dahl, I., Hoy, A., Meisel, W. (Eds. of the Corella and Bertram F. Bonner
Foundation.) (2006). From community service to political action: A student call for civic
engagement. Princeton NJ: The Bonner Foundation.
Loading page 5...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 1: INTRODUCTION TO POLICY AND POLITICS IN NURSING AND HEALTH
CARE
Alma Dixon
Highly Recommended Chapters:
Chapter 1: A Framework for Action in Policy and Politics
Chapter 2: A Historical Perspective on Policy, Politics, and Nursing
Chapter 3: Learning the Ropes of Policy, Politics, and Advocacy
Chapter 4: Taking Action: How I Learned the Ropes of Policy and Politics
Chapter 7: The Policy Process
Chapter 8: Political Analysis and Strategies
Chapter 11: Communication Skills for Success in Policy and Politics
Suggested Chapters:
Chapter 5: Advocacy in Nursing and Health Care
Chapter 9: Health Policy, Politics, and Professional Ethics
Chapter 12: Conflict Management in Health Care: The Tipping Point Arrives
Optional Chapters:
Chapter 6: A Primer on Political Philosophy
Chapter 7: The Policy Process
Chapter 10: Using the Power of Media to Influence Health Policy and Politics
UNIT OVERVIEW:
The content in Unit 1 may not have been presented in other nursing courses; therefore, it is
fundamental to understanding policy and politics and the role that a baccalaureate prepared
graduate nurse may play. It begins with an overview of the new Patient Protection and
Affordable Care Act (PPACA) and its potential to reform the health care system and how
health care is delivered. It also contains the review of various types of policies and the forces
that shape health policy. The components of the often maligned, but critical political skill
behaviors are also presented as well as the actions inherent in policy analysis, advocacy, and
political activism. The “Framework for Action,” which was first introduced in Political
Action Handbook for Nurses: Changing the Workplace, Government, Organizations and
Community (Mason & Talbott, 1985) is expanded and updated to focus on the current
spheres of influence, namely, the community, the workforce and workplace, the government,
and the associations and interest groups.
The historical perspective on policy, politics, and nursing lays the foundation for students to
understand the role of nurses’ activism to advance the profession as well as health care. In
addition, the unit describes how the formation of the professional associations placed nursing
as a strong force in addressing the social and political reforms affecting society in the 1800s.
The beginning tension between nursing and the advancement of women in society is also
UNIT 1: INTRODUCTION TO POLICY AND POLITICS IN NURSING AND HEALTH
CARE
Alma Dixon
Highly Recommended Chapters:
Chapter 1: A Framework for Action in Policy and Politics
Chapter 2: A Historical Perspective on Policy, Politics, and Nursing
Chapter 3: Learning the Ropes of Policy, Politics, and Advocacy
Chapter 4: Taking Action: How I Learned the Ropes of Policy and Politics
Chapter 7: The Policy Process
Chapter 8: Political Analysis and Strategies
Chapter 11: Communication Skills for Success in Policy and Politics
Suggested Chapters:
Chapter 5: Advocacy in Nursing and Health Care
Chapter 9: Health Policy, Politics, and Professional Ethics
Chapter 12: Conflict Management in Health Care: The Tipping Point Arrives
Optional Chapters:
Chapter 6: A Primer on Political Philosophy
Chapter 7: The Policy Process
Chapter 10: Using the Power of Media to Influence Health Policy and Politics
UNIT OVERVIEW:
The content in Unit 1 may not have been presented in other nursing courses; therefore, it is
fundamental to understanding policy and politics and the role that a baccalaureate prepared
graduate nurse may play. It begins with an overview of the new Patient Protection and
Affordable Care Act (PPACA) and its potential to reform the health care system and how
health care is delivered. It also contains the review of various types of policies and the forces
that shape health policy. The components of the often maligned, but critical political skill
behaviors are also presented as well as the actions inherent in policy analysis, advocacy, and
political activism. The “Framework for Action,” which was first introduced in Political
Action Handbook for Nurses: Changing the Workplace, Government, Organizations and
Community (Mason & Talbott, 1985) is expanded and updated to focus on the current
spheres of influence, namely, the community, the workforce and workplace, the government,
and the associations and interest groups.
The historical perspective on policy, politics, and nursing lays the foundation for students to
understand the role of nurses’ activism to advance the profession as well as health care. In
addition, the unit describes how the formation of the professional associations placed nursing
as a strong force in addressing the social and political reforms affecting society in the 1800s.
The beginning tension between nursing and the advancement of women in society is also
Loading page 6...
UNIT 1 2
reviewed in tandem with the discriminatory practices inherent in society and nursing during
the early 1900s. The impact of public health nursing as a vehicle to address the problems
associated with urbanization, industrialization, and immigration is reviewed as well as the
relationship between the suffrage movement, organized nursing, and modern nursing.
In practice, the baccalaureate prepared graduate is expected to advocate for vulnerable
populations. This unit contains detailed information on advocacy in nursing that can be
applied to the clinical setting. A case study is provided to illustrate the material that was
presented.
RELEVANCE FOR STUDENTS: This unit provides the content to either introduce or
broaden understanding of the complexities of the United States health care system and the
need for fundamental changes in the way resources are allocated. It supplies the historical
context of nursing in shaping policy and the transforming changes that will result from the
enactment of health care reform. This information is important as students learn about the
roles they will play as nurses and as concerned citizens.
LEARNING OBJECTIVES
1. Identify the impact of the Patient Protection and Affordable Care Act (PPACA) on
health care reform.
2. Explain how values and politics shape health policy.
3. Identify the components of political skill and the implications for nurses.
4. Explain how policy analysis, advocacy, interest groups, lobbyists, and the media play
a role in health care and nursing.
5. Describe the Framework for Action including the spheres of influence (the
community, the workforce and workplace, the government, and the associations and
interest groups).
6. Discuss the present and historical application of nursing as “a metaphor for the
struggle for equality of women.”
7. Explain how political activism has influenced the profession of nursing and the
delivery of health care.
8. Identify the steps in political analysis and how they may be applied to an issue in the
workplace or how to advocate for clients.
9. Identify the communication skills needed to be effective in professional and political
arenas.
TEACHING STRATEGIES
The spheres of influence provide a practical framework to organize teaching strategies that
will enable students to learn about political action through application of knowledge.
Therefore the strategies are organized around the community, the workforce and workplace,
the government, and associations and interest groups. Depending on the student evaluation
system used, faculty may consider allocating specific points for each step within each
assignment. In addition, criteria with suggested point allocations are provided to assist in the
evaluation.
reviewed in tandem with the discriminatory practices inherent in society and nursing during
the early 1900s. The impact of public health nursing as a vehicle to address the problems
associated with urbanization, industrialization, and immigration is reviewed as well as the
relationship between the suffrage movement, organized nursing, and modern nursing.
In practice, the baccalaureate prepared graduate is expected to advocate for vulnerable
populations. This unit contains detailed information on advocacy in nursing that can be
applied to the clinical setting. A case study is provided to illustrate the material that was
presented.
RELEVANCE FOR STUDENTS: This unit provides the content to either introduce or
broaden understanding of the complexities of the United States health care system and the
need for fundamental changes in the way resources are allocated. It supplies the historical
context of nursing in shaping policy and the transforming changes that will result from the
enactment of health care reform. This information is important as students learn about the
roles they will play as nurses and as concerned citizens.
LEARNING OBJECTIVES
1. Identify the impact of the Patient Protection and Affordable Care Act (PPACA) on
health care reform.
2. Explain how values and politics shape health policy.
3. Identify the components of political skill and the implications for nurses.
4. Explain how policy analysis, advocacy, interest groups, lobbyists, and the media play
a role in health care and nursing.
5. Describe the Framework for Action including the spheres of influence (the
community, the workforce and workplace, the government, and the associations and
interest groups).
6. Discuss the present and historical application of nursing as “a metaphor for the
struggle for equality of women.”
7. Explain how political activism has influenced the profession of nursing and the
delivery of health care.
8. Identify the steps in political analysis and how they may be applied to an issue in the
workplace or how to advocate for clients.
9. Identify the communication skills needed to be effective in professional and political
arenas.
TEACHING STRATEGIES
The spheres of influence provide a practical framework to organize teaching strategies that
will enable students to learn about political action through application of knowledge.
Therefore the strategies are organized around the community, the workforce and workplace,
the government, and associations and interest groups. Depending on the student evaluation
system used, faculty may consider allocating specific points for each step within each
assignment. In addition, criteria with suggested point allocations are provided to assist in the
evaluation.
Loading page 7...
UNIT 1 3
Sphere of Influence 1: The Community
Small Group Assignment
Purpose: To provide students with experience in influencing policy at the community level.
Instructions: Divide the class into groups of 4 to 6 with instructions that each group should
complete the same task.
Vignette Provided to Students: You are completing a clinical rotation in a small
community agency that provides services to pregnant women or women with children under
the age of 3 in an urban area of the southern United States. The racial composition of the
community is 78.1% white, 9.6 % African American, 8.0% Hispanic, 0.3% American
Indian/Alaska Native, 2.0% Asian, and 2.0% other. In 2009, 110,800 women of child-
bearing age resided in the county with 5,300 total births.
Recently you and your fellow students learned that current statistics for the county reveal that
from 2006 to 2008, the infant mortality (number of deaths per 1000 live births) rate was
8.2%; an increase from 6.5% in 2005-2007. For African Americans, the rates were 10.0% in
2005 to 2007 and increased to 14.4% in 2006 to 2008. The local Healthy Start agency
confirms that these data are accurate for the community. In fact, based on a review of deaths
by the coroner, in the last year, the major causes of neonatal and infant demise were low
birth weight, babies sleeping in bed with an adult (roll over/unintentional deaths), and SIDS.
Task: You and your classmates decide to take action. With the assistance of the staff from
the agency and your nursing faculty, you decide to develop a community awareness
campaign.
The Assignment:
1. Name your campaign.
2. Identify community partners to help with your campaign.
3. Identify the stakeholders.
4. Name the resources you will need.
5. Establish a task list.
6. Assign responsibilities.
7. Define a timeline.
8. Describe an evaluation process.
Evaluation Criteria
You will be evaluated on:
1. Your ability to creatively engage the interest of the community by the name of the
campaign………………………………………………………………………10
points
2. Your understanding of the community partners and stakeholders needed to ensure
success of your campaign…………………..………………………30 points
3. Your ability to cite the extent of the resources needed and the time frame to develop
the community awareness campaign………….…………………20 points
4. Your knowledge of the steps involved in evaluating the success of your campaign or
what is needed to improve in the future……………………………..40 points
Sphere of Influence 1: The Community
Small Group Assignment
Purpose: To provide students with experience in influencing policy at the community level.
Instructions: Divide the class into groups of 4 to 6 with instructions that each group should
complete the same task.
Vignette Provided to Students: You are completing a clinical rotation in a small
community agency that provides services to pregnant women or women with children under
the age of 3 in an urban area of the southern United States. The racial composition of the
community is 78.1% white, 9.6 % African American, 8.0% Hispanic, 0.3% American
Indian/Alaska Native, 2.0% Asian, and 2.0% other. In 2009, 110,800 women of child-
bearing age resided in the county with 5,300 total births.
Recently you and your fellow students learned that current statistics for the county reveal that
from 2006 to 2008, the infant mortality (number of deaths per 1000 live births) rate was
8.2%; an increase from 6.5% in 2005-2007. For African Americans, the rates were 10.0% in
2005 to 2007 and increased to 14.4% in 2006 to 2008. The local Healthy Start agency
confirms that these data are accurate for the community. In fact, based on a review of deaths
by the coroner, in the last year, the major causes of neonatal and infant demise were low
birth weight, babies sleeping in bed with an adult (roll over/unintentional deaths), and SIDS.
Task: You and your classmates decide to take action. With the assistance of the staff from
the agency and your nursing faculty, you decide to develop a community awareness
campaign.
The Assignment:
1. Name your campaign.
2. Identify community partners to help with your campaign.
3. Identify the stakeholders.
4. Name the resources you will need.
5. Establish a task list.
6. Assign responsibilities.
7. Define a timeline.
8. Describe an evaluation process.
Evaluation Criteria
You will be evaluated on:
1. Your ability to creatively engage the interest of the community by the name of the
campaign………………………………………………………………………10
points
2. Your understanding of the community partners and stakeholders needed to ensure
success of your campaign…………………..………………………30 points
3. Your ability to cite the extent of the resources needed and the time frame to develop
the community awareness campaign………….…………………20 points
4. Your knowledge of the steps involved in evaluating the success of your campaign or
what is needed to improve in the future……………………………..40 points
Loading page 8...
UNIT 1 4
Sphere of Influence 2: The Workforce and Workplace:
Small Group or Individual Writing Assignment
Purpose: To provide the experience for students to develop a policy that impacts the
workforce or the workplace.
Instructions: Students select a current problem, for example, the inability of the profession
to establish the BSN as a minimum requirement for entry into practice, or the shortage of
nurses in the United States. Using the “Steps of a Political Analysis” found in Box 8-1 as a
guide, complete the following assignment:
1. Identifying and analyzing the problem
2. Outlining and analyzing proposed solutions
3. Understanding the background of the issue: its history and previous attempts to
address the problem
4. Locating the political setting and structures involved
5. Evaluating the stakeholders
6. Conducting a values assessment
7. Recognizing the resources (both financial and human) needed to reach the intended
goals
8. Analyzing the power bases
Evaluation Criteria
You will be evaluated on your ability to complete the following tasks according to points
designated:
1. Identify and analyze the problem…………………………………………..10 points
2. Outline and analyze proposed solutions………………………………….10 points
3. Explain the background of the issue including its history and previous attempts to address
the problem…………………………………………………………..10 points
4. Identify the entities that have jurisdiction over the problem………………10 points
5. Identify the stakeholders and their potential roles in addressing the problem…10 points
6. Name the inherent values that need to be assessed………………………10 points
7. Determine the resources, both financial and human, needed to bring the issue forward
and to reach a resolution……………………………………………...10 points
8. Analyze the power bases……………………………………………………….10 points
9. Design a plan of action based on your political analysis…………………….20 points
Sphere of Influence 3: The Government
Writing Assignment
Purpose: To provide the opportunity for students to practice influencing policy by
communicating with a legislator about a current health problem.
Instructions: Have students complete the following steps:
1. Select a current health problem that is being debated at the national and/or state level
(e.g., the proliferation of “pill mills” and pain clinics), and state why it is of interest.
2. Identify a legislator (state or federal) and state why that person is the appropriate one
to contact.
3. Draft a letter to the legislator including the proper salutation.
Sphere of Influence 2: The Workforce and Workplace:
Small Group or Individual Writing Assignment
Purpose: To provide the experience for students to develop a policy that impacts the
workforce or the workplace.
Instructions: Students select a current problem, for example, the inability of the profession
to establish the BSN as a minimum requirement for entry into practice, or the shortage of
nurses in the United States. Using the “Steps of a Political Analysis” found in Box 8-1 as a
guide, complete the following assignment:
1. Identifying and analyzing the problem
2. Outlining and analyzing proposed solutions
3. Understanding the background of the issue: its history and previous attempts to
address the problem
4. Locating the political setting and structures involved
5. Evaluating the stakeholders
6. Conducting a values assessment
7. Recognizing the resources (both financial and human) needed to reach the intended
goals
8. Analyzing the power bases
Evaluation Criteria
You will be evaluated on your ability to complete the following tasks according to points
designated:
1. Identify and analyze the problem…………………………………………..10 points
2. Outline and analyze proposed solutions………………………………….10 points
3. Explain the background of the issue including its history and previous attempts to address
the problem…………………………………………………………..10 points
4. Identify the entities that have jurisdiction over the problem………………10 points
5. Identify the stakeholders and their potential roles in addressing the problem…10 points
6. Name the inherent values that need to be assessed………………………10 points
7. Determine the resources, both financial and human, needed to bring the issue forward
and to reach a resolution……………………………………………...10 points
8. Analyze the power bases……………………………………………………….10 points
9. Design a plan of action based on your political analysis…………………….20 points
Sphere of Influence 3: The Government
Writing Assignment
Purpose: To provide the opportunity for students to practice influencing policy by
communicating with a legislator about a current health problem.
Instructions: Have students complete the following steps:
1. Select a current health problem that is being debated at the national and/or state level
(e.g., the proliferation of “pill mills” and pain clinics), and state why it is of interest.
2. Identify a legislator (state or federal) and state why that person is the appropriate one
to contact.
3. Draft a letter to the legislator including the proper salutation.
Loading page 9...
UNIT 1 5
4. Introduce yourself and your reason for writing.
5. State concisely what you understand to be the current socioeconomic, political, and
ethical issues surrounding the problem.
6. Discuss the implications of the problem for nursing or nursing practice.
7. Make a clear request for action.
8. Request a response.
Evaluation Criteria
You will be evaluated on the following criteria:
1. Identification and description of a current health problem………………20 points
2. Identification of a legislator and the reason for your
selection…………………………………………………………………20 points
3. Preparation of a concise letter that cites the current socioeconomic, political, and
ethical issues surrounding the problem as well as the implications of the problem
for nursing or nursing practice………….30 points
4. Your ability to determine an appropriate action and make a request for that action
………………………………………………………………………30 points
Sphere of Influence 4: Associations and Interest Groups
Writing Assignment
Purpose: To provide the opportunity for students to become familiar with different nursing
associations.
Instructions: Have students complete the following steps:
1. Choose a nursing association.
2. List the mission and purpose of the association
3. How is it governed?
4. What is the legislative agenda of the association?
5. How is that agenda developed? Is the membership involved?
6. How is the agenda communicated to the membership?
7. Does it partner with any coalitions?
8. Does the partnership influence policy on a national or state level? If yes, how?
9. When you graduate will you join the association? If yes, why? If no, why
not?…………………….
Evaluation Criteria
After you have selected a nursing association, you will be evaluated on your ability to answer
the following:
1. What is the mission and purpose of the association?................10 points
2. How is it governed? ...................................................................10 points
3. What is the legislative agenda of the association? ...................10 points
4. How is that agenda developed? ................................................15 points
5. Is the membership involved?........................................................5 points
6. How is the agenda communicated to the membership?...............5 points
7. Does it partner with any coalitions?.............................................10 points
4. Introduce yourself and your reason for writing.
5. State concisely what you understand to be the current socioeconomic, political, and
ethical issues surrounding the problem.
6. Discuss the implications of the problem for nursing or nursing practice.
7. Make a clear request for action.
8. Request a response.
Evaluation Criteria
You will be evaluated on the following criteria:
1. Identification and description of a current health problem………………20 points
2. Identification of a legislator and the reason for your
selection…………………………………………………………………20 points
3. Preparation of a concise letter that cites the current socioeconomic, political, and
ethical issues surrounding the problem as well as the implications of the problem
for nursing or nursing practice………….30 points
4. Your ability to determine an appropriate action and make a request for that action
………………………………………………………………………30 points
Sphere of Influence 4: Associations and Interest Groups
Writing Assignment
Purpose: To provide the opportunity for students to become familiar with different nursing
associations.
Instructions: Have students complete the following steps:
1. Choose a nursing association.
2. List the mission and purpose of the association
3. How is it governed?
4. What is the legislative agenda of the association?
5. How is that agenda developed? Is the membership involved?
6. How is the agenda communicated to the membership?
7. Does it partner with any coalitions?
8. Does the partnership influence policy on a national or state level? If yes, how?
9. When you graduate will you join the association? If yes, why? If no, why
not?…………………….
Evaluation Criteria
After you have selected a nursing association, you will be evaluated on your ability to answer
the following:
1. What is the mission and purpose of the association?................10 points
2. How is it governed? ...................................................................10 points
3. What is the legislative agenda of the association? ...................10 points
4. How is that agenda developed? ................................................15 points
5. Is the membership involved?........................................................5 points
6. How is the agenda communicated to the membership?...............5 points
7. Does it partner with any coalitions?.............................................10 points
Loading page 10...
UNIT 1 6
8. Does the partnership influence policy on a national or state level? If yes, how?
........15 points
9. When you graduate, will you join the association? If yes, why? If no, why not? 20
points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest in policy and
politics and apply the knowledge to their clinical practice, experience, and knowledge.
Instructions: Students may select a chapter and answer the following:
1. Why did you select this case study?
2. How does it relate to what you understand or have learned about policy and politics
in nursing and health care?
3. How does it relate to your current clinical practice? Give at least one specific
example.
4. How does it relate to what you hope to accomplish in nursing practice?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 1:
Introduction to Policy & Politics in Nursing & Health Care by answering the following
questions:
1. Why did you select the case study “Taking Action: Advocacy in Nursing and Health
Care?”………………………………………………………………….20 points
2. How does it relate to what you understand or have learned about policy and politics
in nursing and health care?...............................................................30 points
3. How does it relate to your current clinical practice?..................................25 points
4. How does it relate to what you hope to accomplish in nursing practice?..….25 points
8. Does the partnership influence policy on a national or state level? If yes, how?
........15 points
9. When you graduate, will you join the association? If yes, why? If no, why not? 20
points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest in policy and
politics and apply the knowledge to their clinical practice, experience, and knowledge.
Instructions: Students may select a chapter and answer the following:
1. Why did you select this case study?
2. How does it relate to what you understand or have learned about policy and politics
in nursing and health care?
3. How does it relate to your current clinical practice? Give at least one specific
example.
4. How does it relate to what you hope to accomplish in nursing practice?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 1:
Introduction to Policy & Politics in Nursing & Health Care by answering the following
questions:
1. Why did you select the case study “Taking Action: Advocacy in Nursing and Health
Care?”………………………………………………………………….20 points
2. How does it relate to what you understand or have learned about policy and politics
in nursing and health care?...............................................................30 points
3. How does it relate to your current clinical practice?..................................25 points
4. How does it relate to what you hope to accomplish in nursing practice?..….25 points
Loading page 11...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 2: HEALTH CARE DELIVERY AND FINANCING
Alma Dixon
Highly Recommended Chapters:
Chapter 13: The United States Health Care System
Chapter 16: A Primer on Health Economics
Chapter 21: The Uninsured and Underinsured—On the Cusp of Health Reform
Chapter 22: Policy Approaches to Address Health Disparities
Chapter 29: Chronic Care Policy: Medical Homes and Primary Care
Suggested Chapters:
Chapter 14: Financing Health Care in the United States.
Chapter 17: Reforming Medicare
Chapter 18: Children’s Health Insurance Coverage: Medicaid and the State Children’s Health
Insurance Program
Chapter 24: Long-Term Care Policy Issues
Chapter 25: Home Care and Hospice: Evolving Policy
Optional Chapters:
Chapter 15: Could a National Health System Work in the United States?
Chapter 19: The United States Military Health System: Policy Challenges in Wartime and
Peacetime
Chapter 20: The Veterans Administration Health System: An Overview of Major Policy
Issues
Chapter 23: The Rural Health Care Tundra
Chapter 26: Achieving Mental Health Parity
Chapter 27: Integrative Health: Pathway to Health Reform and a Healthier Nation
Chapter 28: Nursing’s Influence on Drug Development and Safety
Chapter 30: Family Caregiving and Social Policy
Chapter 31: Health Care Clinics: Filling a Gap in the Health Care System
Chapter 32: Nurse-Managed Health Centers
Chapter 33: Community Health Centers: Successful Advocacy for Expanding Health Care
Access
Chapter 34: Taking Action: Setting Health Care in Its Social Context
Chapter 35: Taking Action: Reimbursement Issues for Nurse Anesthetists: A Continuing
Challenge
Chapter 36: The Role of Foundations in Improving Health Care
Chapter 37: Social Security: Key to Economic Security
Chapter 38: The United Kingdom’s Health System: Myths and Realities
UNIT OVERVIEW
Unit 2 begins with defining the complexities of health care in the U.S. including the multiple
UNIT 2: HEALTH CARE DELIVERY AND FINANCING
Alma Dixon
Highly Recommended Chapters:
Chapter 13: The United States Health Care System
Chapter 16: A Primer on Health Economics
Chapter 21: The Uninsured and Underinsured—On the Cusp of Health Reform
Chapter 22: Policy Approaches to Address Health Disparities
Chapter 29: Chronic Care Policy: Medical Homes and Primary Care
Suggested Chapters:
Chapter 14: Financing Health Care in the United States.
Chapter 17: Reforming Medicare
Chapter 18: Children’s Health Insurance Coverage: Medicaid and the State Children’s Health
Insurance Program
Chapter 24: Long-Term Care Policy Issues
Chapter 25: Home Care and Hospice: Evolving Policy
Optional Chapters:
Chapter 15: Could a National Health System Work in the United States?
Chapter 19: The United States Military Health System: Policy Challenges in Wartime and
Peacetime
Chapter 20: The Veterans Administration Health System: An Overview of Major Policy
Issues
Chapter 23: The Rural Health Care Tundra
Chapter 26: Achieving Mental Health Parity
Chapter 27: Integrative Health: Pathway to Health Reform and a Healthier Nation
Chapter 28: Nursing’s Influence on Drug Development and Safety
Chapter 30: Family Caregiving and Social Policy
Chapter 31: Health Care Clinics: Filling a Gap in the Health Care System
Chapter 32: Nurse-Managed Health Centers
Chapter 33: Community Health Centers: Successful Advocacy for Expanding Health Care
Access
Chapter 34: Taking Action: Setting Health Care in Its Social Context
Chapter 35: Taking Action: Reimbursement Issues for Nurse Anesthetists: A Continuing
Challenge
Chapter 36: The Role of Foundations in Improving Health Care
Chapter 37: Social Security: Key to Economic Security
Chapter 38: The United Kingdom’s Health System: Myths and Realities
UNIT OVERVIEW
Unit 2 begins with defining the complexities of health care in the U.S. including the multiple
Loading page 12...
UNIT 2 2
interacting components, multiple stakeholders with differing goals and visions, and multiple
consumers with different needs and wants. It expands on the Patient Protection and
Affordable Care Act (PPACA) introduced in Unit 1 and explains how components of the Act
will be used to finance health care reform.
The unit continues with a discussion of the application of economic theory to health care. It
also contains topics related to the demand for and supply of health care, the markets for
hospitals and nurses, the evaluation of costs and benefits of specific health care policies, and
the future of the health care system.
The unit also explores the impact of current health care financing and access to care for the
most vulnerable citizens (infants, children, and older adults).
RELEVANCE FOR STUDENTS: This chapter provides the opportunity to either introduce
or reinforce the content to baccalaureate generalist nurses related to the complexities of the
health care system and the need for fundamental change in the way resources are allocated. It
supplies the historical context of nursing in shaping policy and the transformative changes
that will result from the enactment of health care reform. This information is important as
students learn about the roles they will play as nurses and as concerned citizens.
LEARNING OBJECTIVES
1. Define the roles of patients, providers, and funding sources as fundamental to
understanding the complexities of the current health care system and examine if
reform is needed.
2. Discuss the implications of health care policy on issues related to access, equity,
quality, and cost.
3. Examine the impact of limited access to care by the uninsured, underinsured, and
vulnerable populations such as infants, children, and older adults.
TEACHING STRATEGIES
Small-Group or Individual Writing Assignment
Purpose: To provide students with the opportunity to design a health system that addresses a
specific health care problem and implements a significant component of Patient Protection
and Affordable Care Act (PPACA).
Instructions: For this assignment, students may incorporate Box 13-2, “Six Drivers of High
Performance Health Care Systems” into their responses.
1. Choose a health care problem.
2. Choose a community, or select an age group most impacted by the problem.
3. Design a Medical Home (Health Home) for patients identified in #2.
4. Who is the current primary care provider and why?
5. Who is the primary care provider in your Medical Home (Health Home) and why?
6. What specialists currently are needed, and what is the accessibility?
7. How will specialists be handled in your Medical Home (Health Home)?
8. How is access to medical information currently handled?
interacting components, multiple stakeholders with differing goals and visions, and multiple
consumers with different needs and wants. It expands on the Patient Protection and
Affordable Care Act (PPACA) introduced in Unit 1 and explains how components of the Act
will be used to finance health care reform.
The unit continues with a discussion of the application of economic theory to health care. It
also contains topics related to the demand for and supply of health care, the markets for
hospitals and nurses, the evaluation of costs and benefits of specific health care policies, and
the future of the health care system.
The unit also explores the impact of current health care financing and access to care for the
most vulnerable citizens (infants, children, and older adults).
RELEVANCE FOR STUDENTS: This chapter provides the opportunity to either introduce
or reinforce the content to baccalaureate generalist nurses related to the complexities of the
health care system and the need for fundamental change in the way resources are allocated. It
supplies the historical context of nursing in shaping policy and the transformative changes
that will result from the enactment of health care reform. This information is important as
students learn about the roles they will play as nurses and as concerned citizens.
LEARNING OBJECTIVES
1. Define the roles of patients, providers, and funding sources as fundamental to
understanding the complexities of the current health care system and examine if
reform is needed.
2. Discuss the implications of health care policy on issues related to access, equity,
quality, and cost.
3. Examine the impact of limited access to care by the uninsured, underinsured, and
vulnerable populations such as infants, children, and older adults.
TEACHING STRATEGIES
Small-Group or Individual Writing Assignment
Purpose: To provide students with the opportunity to design a health system that addresses a
specific health care problem and implements a significant component of Patient Protection
and Affordable Care Act (PPACA).
Instructions: For this assignment, students may incorporate Box 13-2, “Six Drivers of High
Performance Health Care Systems” into their responses.
1. Choose a health care problem.
2. Choose a community, or select an age group most impacted by the problem.
3. Design a Medical Home (Health Home) for patients identified in #2.
4. Who is the current primary care provider and why?
5. Who is the primary care provider in your Medical Home (Health Home) and why?
6. What specialists currently are needed, and what is the accessibility?
7. How will specialists be handled in your Medical Home (Health Home)?
8. How is access to medical information currently handled?
Loading page 13...
UNIT 2 3
9. How will you ensure that clients have easy access to medical information in your
Medical Home (Health Home)?
10. How will you inform the community about your Medical Home (Health Home)?
11. Who are the stakeholders you need to get on board?
12. What opposition do you project will occur with the opening of the Medical Home
(Health Home)?
Evaluation Criteria
You will be graded on the following criteria:
1) Your choice of a health care problem……………………………………..20 points
2) Your ability to choose a community or select an age group most impacted by the
problem………………………………………………………………………..20
points
3) Your creativity to design a Medical Home (Health Home) for patients identified in #2
and to determine the following: …………………………………………40 points
• The current primary care provider and why you identified that person
• The primary care provider you select for Medical Home (Health Home) and why
• The specialists currently needed and the accessibility to the specialists
• How the specialists will be handled in your Medical Home (Health Home)
• How the access to medical information is currently handled
• How you will ensure that clients have easy access to medical information in your
Medical Home (Health Home)
4) Your ability to engage the community by determining the following: ....40 points
• How you will inform the community about your Medical Home (Health Home)
• The stakeholders you need to get on board
• The opposition you project to opening the Medical Home (Health Home)
Writing Assignment:
Purpose: To provide students with experience to reflect on their personal views related to
the role of government and access to care for the uninsured.
Instructions: Students are to write an essay in agreement or opposition to the following:
“It was once said that the moral test of government is how that government treats those
who are in the dawn of life, the children; those who are in the twilight of life, the
elderly; and those who are in the shadows of life, the sick, the needy, and the
handicapped.”
Hubert H. Humphrey, United States politician (1911-1978)
1. Do you agree or disagree with this statement? Why or why not?
2. State your reasons based on your knowledge of the health care system, observations
in the clinical area, and personal experience. Justify your responses with appropriate
resources.
Evaluation Criteria
You will be graded on the following criteria:
1. Your ability to state a position and explain the reason for the choice….30 points
9. How will you ensure that clients have easy access to medical information in your
Medical Home (Health Home)?
10. How will you inform the community about your Medical Home (Health Home)?
11. Who are the stakeholders you need to get on board?
12. What opposition do you project will occur with the opening of the Medical Home
(Health Home)?
Evaluation Criteria
You will be graded on the following criteria:
1) Your choice of a health care problem……………………………………..20 points
2) Your ability to choose a community or select an age group most impacted by the
problem………………………………………………………………………..20
points
3) Your creativity to design a Medical Home (Health Home) for patients identified in #2
and to determine the following: …………………………………………40 points
• The current primary care provider and why you identified that person
• The primary care provider you select for Medical Home (Health Home) and why
• The specialists currently needed and the accessibility to the specialists
• How the specialists will be handled in your Medical Home (Health Home)
• How the access to medical information is currently handled
• How you will ensure that clients have easy access to medical information in your
Medical Home (Health Home)
4) Your ability to engage the community by determining the following: ....40 points
• How you will inform the community about your Medical Home (Health Home)
• The stakeholders you need to get on board
• The opposition you project to opening the Medical Home (Health Home)
Writing Assignment:
Purpose: To provide students with experience to reflect on their personal views related to
the role of government and access to care for the uninsured.
Instructions: Students are to write an essay in agreement or opposition to the following:
“It was once said that the moral test of government is how that government treats those
who are in the dawn of life, the children; those who are in the twilight of life, the
elderly; and those who are in the shadows of life, the sick, the needy, and the
handicapped.”
Hubert H. Humphrey, United States politician (1911-1978)
1. Do you agree or disagree with this statement? Why or why not?
2. State your reasons based on your knowledge of the health care system, observations
in the clinical area, and personal experience. Justify your responses with appropriate
resources.
Evaluation Criteria
You will be graded on the following criteria:
1. Your ability to state a position and explain the reason for the choice….30 points
Loading page 14...
UNIT 2 4
2. Your ability to demonstrate an understanding of the relevance of the quote to the role
of government and access to care for the uninsured…………40 points
3. Your ability to organize your thoughts and complete a well written, clear, and
readable paper with
justification……………………………………………………..…30 points
Group Assignment:
Purpose: To provide students with the opportunity to explore a current health legislative
issue that relates to a health disparity at the state or national level.
Instructions: The student is expected to perform a thorough search of the literature, the
media, and discussions with stakeholders such as legislators, consumers, and other health
care professionals about a current health legislative issue. Students will participate on a panel
that will present the following areas or the selected health issue:
1. What is the current legislative or regulatory issue, and why is it being debated?
2. Who is most affected by the legislation?
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding
this topic?
4. Who are the stakeholders?
5. What are the positions of professional health care organizations (ANA, AHA, AMA),
consumers, and the major political parties on the issue?
6. What are the implications of the policy issue for nursing?
Evaluation Criteria
You will be graded on your ability to respond to the following questions in a comprehensive
manner that demonstrates an understanding of the legislative process as part of a panel
discussion that focuses on the selected health disparity and the implications of the policy for
nursing.
1. What is the current legislative or regulatory issue, and why is it being
debated?............................................................................10 points
2. Who is most affected by the legislation? …………………………………….10 points
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding
this topic?……………………………………………………………10 points
4. Who are the stakeholders?...........................................................................5 points
5. What are the positions of professional health care organizations (ANA, AHA, AMA),
consumers, the major political parties, and nurses on the issue?.............10 points
6. What are the implications of the policy issue for nursing?..........................15 points
7. Participation on the panel…………..………………………………………..…20 points
8. Clarity, organization of the
presentation………………………………………………………………………..20
points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest and apply the
knowledge about health care delivery and financing to their clinical practice, experience, and
knowledge.
2. Your ability to demonstrate an understanding of the relevance of the quote to the role
of government and access to care for the uninsured…………40 points
3. Your ability to organize your thoughts and complete a well written, clear, and
readable paper with
justification……………………………………………………..…30 points
Group Assignment:
Purpose: To provide students with the opportunity to explore a current health legislative
issue that relates to a health disparity at the state or national level.
Instructions: The student is expected to perform a thorough search of the literature, the
media, and discussions with stakeholders such as legislators, consumers, and other health
care professionals about a current health legislative issue. Students will participate on a panel
that will present the following areas or the selected health issue:
1. What is the current legislative or regulatory issue, and why is it being debated?
2. Who is most affected by the legislation?
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding
this topic?
4. Who are the stakeholders?
5. What are the positions of professional health care organizations (ANA, AHA, AMA),
consumers, and the major political parties on the issue?
6. What are the implications of the policy issue for nursing?
Evaluation Criteria
You will be graded on your ability to respond to the following questions in a comprehensive
manner that demonstrates an understanding of the legislative process as part of a panel
discussion that focuses on the selected health disparity and the implications of the policy for
nursing.
1. What is the current legislative or regulatory issue, and why is it being
debated?............................................................................10 points
2. Who is most affected by the legislation? …………………………………….10 points
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding
this topic?……………………………………………………………10 points
4. Who are the stakeholders?...........................................................................5 points
5. What are the positions of professional health care organizations (ANA, AHA, AMA),
consumers, the major political parties, and nurses on the issue?.............10 points
6. What are the implications of the policy issue for nursing?..........................15 points
7. Participation on the panel…………..………………………………………..…20 points
8. Clarity, organization of the
presentation………………………………………………………………………..20
points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest and apply the
knowledge about health care delivery and financing to their clinical practice, experience, and
knowledge.
Loading page 15...
UNIT 2 5
Instructions: Step 1: Student may select one of the following chapters:
Chapter 34: Taking Action: Setting Health Care in Its Social Context
Chapter 35: Taking Action: Reimbursement Issues for Nurse Anesthetists: A Continuing
Challenge
Step 2: Answer the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. Would you have approached the problem differently? If so, how? If not, why not?
5. What did you learn from the chapter about health care delivery and financing?
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?
Evaluation Criteria
You will be graded on your ability to apply the knowledge from the chapters in Unit 2:
Health Care Delivery and Financing by answering the following questions:
1. Why did you select the chapter?.......................................................10 points
2. What did you learn about the role of the nurse as an activist?.........15 points
3. What problems were encountered?..................................................15 points
4. Would you have approached the problem differently? If so, how? If not, why not?
............................................25 points
5. What did you learn from the chapter about health care delivery and financing?
…………………………………………………………………………………20
points
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?.....................................................................................15 points
Instructions: Step 1: Student may select one of the following chapters:
Chapter 34: Taking Action: Setting Health Care in Its Social Context
Chapter 35: Taking Action: Reimbursement Issues for Nurse Anesthetists: A Continuing
Challenge
Step 2: Answer the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. Would you have approached the problem differently? If so, how? If not, why not?
5. What did you learn from the chapter about health care delivery and financing?
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?
Evaluation Criteria
You will be graded on your ability to apply the knowledge from the chapters in Unit 2:
Health Care Delivery and Financing by answering the following questions:
1. Why did you select the chapter?.......................................................10 points
2. What did you learn about the role of the nurse as an activist?.........15 points
3. What problems were encountered?..................................................15 points
4. Would you have approached the problem differently? If so, how? If not, why not?
............................................25 points
5. What did you learn from the chapter about health care delivery and financing?
…………………………………………………………………………………20
points
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?.....................................................................................15 points
Loading page 16...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 3: POLICY AND POLITICS IN RESEARCH AND NURSING SCIENCE
Alma Dixon
Highly Recommended Chapters:
Chapter 39: Science, Policy, and Politics
Chapter 40: Research as a Political and Policy Tool
Suggested Chapters:
Chapter 42: Politics and Evidence-Based Practice and Policy
Chapter 43: The Society for Women’s Health Research: Using Evidence-Based Policy to
Improve Health
Chapter 44: Using Research to Advance Healthy Social Policies for Children
Optional Chapters:
Chapter 45: Taking Action: Reefer Madness: The Clash of Science, Politics, and Medical
Marijuana
Chapter 46: Taking Action: The Journey into the Hallowed Halls of Politics: How Nurse
Practitioners Changed Pennsylvania Policy
UNIT OVERVIEW
Unit 3 begins with explaining how science and politics interact and influence each other and
how science can influence policy. Several examples illustrate how research can be ignored or
misused for political gain.
Included in the unit are examples of current controversial research areas that have policy
implications. These examples highlight the use of many strategies that are included in Units
1 and 2 that nurses have used to advance evidence-based research to accomplish changes in
policy.
RELEVANCE FOR STUDENTS: This chapter provides the content for students to
understand how research can be used or misused in political decisions. This places the
importance of being a knowledgeable consumer of research in the context of the role of the
nurse as patient advocate and patient educator.
LEARNING OBJECTIVES
1. Describe the relationship of politics and the political process to research.
2. Describe how politics and science may clash and the impact on patients and nursing.
3. Cite how science can be used to inform policy and political decisions.
4. Identify research in the policymaking process.
5. Cite the impact of gender inequity in research and the subsequent effect on health
care policy.
UNIT 3: POLICY AND POLITICS IN RESEARCH AND NURSING SCIENCE
Alma Dixon
Highly Recommended Chapters:
Chapter 39: Science, Policy, and Politics
Chapter 40: Research as a Political and Policy Tool
Suggested Chapters:
Chapter 42: Politics and Evidence-Based Practice and Policy
Chapter 43: The Society for Women’s Health Research: Using Evidence-Based Policy to
Improve Health
Chapter 44: Using Research to Advance Healthy Social Policies for Children
Optional Chapters:
Chapter 45: Taking Action: Reefer Madness: The Clash of Science, Politics, and Medical
Marijuana
Chapter 46: Taking Action: The Journey into the Hallowed Halls of Politics: How Nurse
Practitioners Changed Pennsylvania Policy
UNIT OVERVIEW
Unit 3 begins with explaining how science and politics interact and influence each other and
how science can influence policy. Several examples illustrate how research can be ignored or
misused for political gain.
Included in the unit are examples of current controversial research areas that have policy
implications. These examples highlight the use of many strategies that are included in Units
1 and 2 that nurses have used to advance evidence-based research to accomplish changes in
policy.
RELEVANCE FOR STUDENTS: This chapter provides the content for students to
understand how research can be used or misused in political decisions. This places the
importance of being a knowledgeable consumer of research in the context of the role of the
nurse as patient advocate and patient educator.
LEARNING OBJECTIVES
1. Describe the relationship of politics and the political process to research.
2. Describe how politics and science may clash and the impact on patients and nursing.
3. Cite how science can be used to inform policy and political decisions.
4. Identify research in the policymaking process.
5. Cite the impact of gender inequity in research and the subsequent effect on health
care policy.
Loading page 17...
UNIT 3 2
6. Identify major themes pertaining to social policies for children and the impact of
research on those policies.
7. Identify the role of nursing in advancing controversial research projects using
medical marijuana and screening for Chlamydia as paradigms.
TEACHING STRATEGIES
Writing Assignment
Purpose: To provide students with the opportunity to explore the interface of political
influence and a major health issue using tobacco use as a paradigm.
Instructions: Students are to complete the following steps including answering questions:
1. Trace the history of smoking and its effect on health (locate an article from a nursing
journal on the hazards of smoking).
2. Who were the stakeholders in opposition to smoking?
3. Who were the lobbyists in favor of a hands-off approach?
4. What is the current use of tobacco products (e.g., smokeless tobacco)?
5. What is the current research on the use of these products?
6. What are the policy implications?
Evaluation Criteria
After you locate an article from a nursing journal on the hazards of smoking, you will be
evaluated on your ability to thoroughly answer the following questions in a coherent, well-
written paper.
1. Who were the stakeholders in opposition to smoking?.......10 points
2. Who were the lobbyists in favor of a hands-off approach?.....10 points
3. What is the current use of tobacco products (e.g., smokeless tobacco)?….10 points
4. What is the current research on the use of these products?.............10 points
5. What are the policy implications for the future?........................................................30
points
6. Paper: organization, grammar, resources/references
………………………………………………………………………30 points
Writing Assignment
Purpose: To provide the opportunity for students to compare and contrast the roles, scope of
practice and perspectives of nurse practitioners and physicians and suggest a policy
intervention
Instructions: Students are to complete the following steps including answering questions:
1. Select a specialty (e.g., family practice, pediatrics). Define the roles you will be
addressing: physician and nurse practitioner.
2. Determine who regulates the scope of practice for the physician and the NP.
3. Summarize the scope of practice including the level of autonomy for each.
4. What are the barriers to practice?
5. What policy change would you suggest?
Evaluation Criteria
You will be evaluated on your ability to:
1. Select a specialty (e.g., family practice, pediatrics)…………………..10 points
6. Identify major themes pertaining to social policies for children and the impact of
research on those policies.
7. Identify the role of nursing in advancing controversial research projects using
medical marijuana and screening for Chlamydia as paradigms.
TEACHING STRATEGIES
Writing Assignment
Purpose: To provide students with the opportunity to explore the interface of political
influence and a major health issue using tobacco use as a paradigm.
Instructions: Students are to complete the following steps including answering questions:
1. Trace the history of smoking and its effect on health (locate an article from a nursing
journal on the hazards of smoking).
2. Who were the stakeholders in opposition to smoking?
3. Who were the lobbyists in favor of a hands-off approach?
4. What is the current use of tobacco products (e.g., smokeless tobacco)?
5. What is the current research on the use of these products?
6. What are the policy implications?
Evaluation Criteria
After you locate an article from a nursing journal on the hazards of smoking, you will be
evaluated on your ability to thoroughly answer the following questions in a coherent, well-
written paper.
1. Who were the stakeholders in opposition to smoking?.......10 points
2. Who were the lobbyists in favor of a hands-off approach?.....10 points
3. What is the current use of tobacco products (e.g., smokeless tobacco)?….10 points
4. What is the current research on the use of these products?.............10 points
5. What are the policy implications for the future?........................................................30
points
6. Paper: organization, grammar, resources/references
………………………………………………………………………30 points
Writing Assignment
Purpose: To provide the opportunity for students to compare and contrast the roles, scope of
practice and perspectives of nurse practitioners and physicians and suggest a policy
intervention
Instructions: Students are to complete the following steps including answering questions:
1. Select a specialty (e.g., family practice, pediatrics). Define the roles you will be
addressing: physician and nurse practitioner.
2. Determine who regulates the scope of practice for the physician and the NP.
3. Summarize the scope of practice including the level of autonomy for each.
4. What are the barriers to practice?
5. What policy change would you suggest?
Evaluation Criteria
You will be evaluated on your ability to:
1. Select a specialty (e.g., family practice, pediatrics)…………………..10 points
Loading page 18...
UNIT 3 3
2. Determine who regulates the scope of practice for the physician and the
NP…………………………………...10 points
3. Summarize the scope of practice including the level of autonomy for each……20
points
4. Identify the barriers to practice…………………………………………….15 points
5. Suggest a policy change……………………………………………………20 points
6. Present a well-written, concise paper……………………………………..25 points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of personal interest in
policy and politics in research and nursing science
Instructions: Step 1: Student may select one of the following chapters:
Chapter 45: Taking Action: Reefer Madness: The Clash of Science, Politics, and Medical
Marijuana
Chapter 46: The Journey into the Hallowed Halls of Politics: How Nurse Practitioners
Changed Pennsylvania Policy
Step 2: Answer the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently to address the problem? Why? If you would
not have done anything differently, why not?
5. What did you learn from the chapter about politics in research and nursing science?
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 3:
Policy and Politics in Research and Nursing Science, by answering the following questions:
1. Why did you select the chapter?.......................................................10 points
2. What did you learn about the role of the nurse as an activist?.........15 points
3. What problems were encountered?..................................................15 points
4. What might you have done differently? ............................................25 points
5. What did you learn from the chapter about politics in research and nursing science?
….………………………………………………………………20 points
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?.....................................................................................15 points
2. Determine who regulates the scope of practice for the physician and the
NP…………………………………...10 points
3. Summarize the scope of practice including the level of autonomy for each……20
points
4. Identify the barriers to practice…………………………………………….15 points
5. Suggest a policy change……………………………………………………20 points
6. Present a well-written, concise paper……………………………………..25 points
Optional Assignment
Writing Assignment
Purpose: To provide the opportunity for students to select an area of personal interest in
policy and politics in research and nursing science
Instructions: Step 1: Student may select one of the following chapters:
Chapter 45: Taking Action: Reefer Madness: The Clash of Science, Politics, and Medical
Marijuana
Chapter 46: The Journey into the Hallowed Halls of Politics: How Nurse Practitioners
Changed Pennsylvania Policy
Step 2: Answer the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently to address the problem? Why? If you would
not have done anything differently, why not?
5. What did you learn from the chapter about politics in research and nursing science?
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 3:
Policy and Politics in Research and Nursing Science, by answering the following questions:
1. Why did you select the chapter?.......................................................10 points
2. What did you learn about the role of the nurse as an activist?.........15 points
3. What problems were encountered?..................................................15 points
4. What might you have done differently? ............................................25 points
5. What did you learn from the chapter about politics in research and nursing science?
….………………………………………………………………20 points
6. Would you suggest another policy as an outcome? If yes, what would it be? If not,
why not?.....................................................................................15 points
Loading page 19...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 4: POLICY AND POLITICS IN THE WORKPLACE AND WORKFORCE
Alma Dixon
Highly Recommended Chapters:
Chapter 47: Policy and Politics in the Contemporary Work Environment
Chapter 49: The Nursing Workforce
Chapter 50: Nursing Education Policy: The Unending Debate over Entry into Practice and
the New Debate over Doctoral Degrees
Chapter 52: Global Nurse Migration
Chapter 56: Workplace Abuse in Nursing: Policy Strategies
Suggested Chapters:
Chapter 48: Quality and Safety in Health Care: Policy Issues
Chapter 53: Nurse Staffing Ratios: Policy Options
Chapter 61: Collective Bargaining in Nursing
Chapter 62: Workplace Advocacy
Optional Chapters:
Chapter 51: The Politics of Advanced Practice Nursing
Chapter 54: Taking Action: Aligning Care at the Bedside with the C-Suite
Chapter 55: Taking Action: When a Hurricane Strikes: The Challenge of Crafting
Workplace Policy
Chapter 57: Taking Action: Advocating for Nurses Injured in the Workplace
Chapter 58: Taking Action: Influencing the Workplace by Serving on a Hospital’s Board of
Directors
Chapter 59: The Intersection of Technology and Health Care: Policy and Practice
Implications
Chapter 60: The Influence of Magnet Recognition® on Organization and Workplace Policy
UNIT OVERVIEW
Unit 4 discusses the importance of supporting a workplace culture that supports and rewards
efforts to provide safe and quality care. Included in the discussion are the importance of
teamwork and effective communication among team members. The use of technology is also
included as a tool to improve patient safety, enhance quality outcomes, and reduce workload
demands.
The unit also discusses issues related to nursing and the contemporary workforce. There is
debate over entry into practice, the politics of advanced nursing practice, global nurse
migration, workforce abuse, and collective bargaining.
RELEVANCE FOR STUDENTS: This unit focuses on the realities of the workplace and
the issues new graduates will face upon entry into the workforce. The issues related to
UNIT 4: POLICY AND POLITICS IN THE WORKPLACE AND WORKFORCE
Alma Dixon
Highly Recommended Chapters:
Chapter 47: Policy and Politics in the Contemporary Work Environment
Chapter 49: The Nursing Workforce
Chapter 50: Nursing Education Policy: The Unending Debate over Entry into Practice and
the New Debate over Doctoral Degrees
Chapter 52: Global Nurse Migration
Chapter 56: Workplace Abuse in Nursing: Policy Strategies
Suggested Chapters:
Chapter 48: Quality and Safety in Health Care: Policy Issues
Chapter 53: Nurse Staffing Ratios: Policy Options
Chapter 61: Collective Bargaining in Nursing
Chapter 62: Workplace Advocacy
Optional Chapters:
Chapter 51: The Politics of Advanced Practice Nursing
Chapter 54: Taking Action: Aligning Care at the Bedside with the C-Suite
Chapter 55: Taking Action: When a Hurricane Strikes: The Challenge of Crafting
Workplace Policy
Chapter 57: Taking Action: Advocating for Nurses Injured in the Workplace
Chapter 58: Taking Action: Influencing the Workplace by Serving on a Hospital’s Board of
Directors
Chapter 59: The Intersection of Technology and Health Care: Policy and Practice
Implications
Chapter 60: The Influence of Magnet Recognition® on Organization and Workplace Policy
UNIT OVERVIEW
Unit 4 discusses the importance of supporting a workplace culture that supports and rewards
efforts to provide safe and quality care. Included in the discussion are the importance of
teamwork and effective communication among team members. The use of technology is also
included as a tool to improve patient safety, enhance quality outcomes, and reduce workload
demands.
The unit also discusses issues related to nursing and the contemporary workforce. There is
debate over entry into practice, the politics of advanced nursing practice, global nurse
migration, workforce abuse, and collective bargaining.
RELEVANCE FOR STUDENTS: This unit focuses on the realities of the workplace and
the issues new graduates will face upon entry into the workforce. The issues related to
Loading page 20...
UNIT 4 2
workplace abuse and collective bargaining facilitate decision-making about the type of
environment for future employment. Chapters that center on the controversy surrounding
global migration and the multiple access points to licensure prepare students for the diversity
and possible conflict they will encounter in the workplace.
LEARNING OBJECTIVES
1. Define the interrelationship among quality care, health care teams, technology, and
finances in contemporary work environments.
2. Discuss the impact of global migration on the nursing workforce.
3. Discuss the implications of multiple access points to entry into practice.
4. Define a workplace culture of safety.
5. Examine issues related to staffing ratios and collective bargaining.
TEACHING STRATEGIES
Writing Assignment
Purpose: To provide the students with the experience of examining a contemporary
workplace and determine the characteristics of a safe environment.
Instructions: Have students choose a clinical site and complete the following assignment:
1. Name the site.
2. What is the organizational type (e.g., government, not-for-profit)?
3. Describe the units/services within the organization.
4. How is the organization financed?
5. What insurance is accepted?
6. What are the patient demographics?
7. How is quality care defined? Is patient safety part of the definition? Is the term
“evidenced-based practice” used in any definitions?
8. How are quality patient outcomes defined and measured?
9. Are awards/rewards given for excellence in patient care? If yes, how are the award
recipients determined? To whom are the awards given?
10. Does the environment facilitate communication within health care teams? If yes, how
is this accomplished?
11. What technology, if any, is employed in the practice setting? If yes, please give
examples of how it is used.
12. What part does nursing play in the selection, use, and evaluation of technology?
13. Are there any policy changes you would suggest? If yes, what are they? If no, why
not?
14. Would you seek employment in this institution or one like it?
Evaluation Criteria
After selecting a clinical site, you will be evaluated on the following:
1. An understanding of the organizational structure by answering the following
questions………………………………………………………………………20 points
a) What is the organizational type (e.g., government, not-for-profit, for-profit)?
b) Describe the units/services within the organization.
c) How is the organization financed?
d) What insurance is accepted?
workplace abuse and collective bargaining facilitate decision-making about the type of
environment for future employment. Chapters that center on the controversy surrounding
global migration and the multiple access points to licensure prepare students for the diversity
and possible conflict they will encounter in the workplace.
LEARNING OBJECTIVES
1. Define the interrelationship among quality care, health care teams, technology, and
finances in contemporary work environments.
2. Discuss the impact of global migration on the nursing workforce.
3. Discuss the implications of multiple access points to entry into practice.
4. Define a workplace culture of safety.
5. Examine issues related to staffing ratios and collective bargaining.
TEACHING STRATEGIES
Writing Assignment
Purpose: To provide the students with the experience of examining a contemporary
workplace and determine the characteristics of a safe environment.
Instructions: Have students choose a clinical site and complete the following assignment:
1. Name the site.
2. What is the organizational type (e.g., government, not-for-profit)?
3. Describe the units/services within the organization.
4. How is the organization financed?
5. What insurance is accepted?
6. What are the patient demographics?
7. How is quality care defined? Is patient safety part of the definition? Is the term
“evidenced-based practice” used in any definitions?
8. How are quality patient outcomes defined and measured?
9. Are awards/rewards given for excellence in patient care? If yes, how are the award
recipients determined? To whom are the awards given?
10. Does the environment facilitate communication within health care teams? If yes, how
is this accomplished?
11. What technology, if any, is employed in the practice setting? If yes, please give
examples of how it is used.
12. What part does nursing play in the selection, use, and evaluation of technology?
13. Are there any policy changes you would suggest? If yes, what are they? If no, why
not?
14. Would you seek employment in this institution or one like it?
Evaluation Criteria
After selecting a clinical site, you will be evaluated on the following:
1. An understanding of the organizational structure by answering the following
questions………………………………………………………………………20 points
a) What is the organizational type (e.g., government, not-for-profit, for-profit)?
b) Describe the units/services within the organization.
c) How is the organization financed?
d) What insurance is accepted?
Loading page 21...
UNIT 4 3
2. An assessment of quality measurements and the impact on patient care by answering the
following questions ………………………………………………………25 points
a) What are the patient demographics?
b) How is quality care defined? Is patient safety part of the definition?
c) How are quality patient outcomes defined and measured?
d) Are awards/rewards given for excellence in patient care? If yes, how is it determined?
To whom is it given?
e) Does the environment facilitate communication within health care teams? If yes, how
is this accomplished? What is the connection to quality care?
f) Is the use of technology employed in the practice setting? If yes, explain how it is
used. What is the connection to quality care?
g) What part does nursing play in the selection, use, and evaluation of technology?
3. An understanding of policy development in the workplace………………….. 25 points
4. A well-written paper that incorporates your observations and the characteristics of the
work environment in which you will seek employment…………………...30 points
Group Activity
Purpose: To provide the opportunity for students to explore the impact of nurse migration of
nurses to the U.S.
Instructions: Divide the group into subgroups of 5 to 10 students for field trip exercise.
Have students choose a clinical site and complete the following:
Interview a nurse recruiter from one of your clinical sites where foreign-born nurses were
either recruited in the past (within the last 10 years) or are currently recruited.
Task 1
1. What is the institution’s policy on the recruitment of foreign-trained nurses?
2. If the institution does not currently engage in foreign recruitment of nurses, why not?
3. From what countries are/were the nurses recruited and why?
4. How are/were credentials verified?
5. What programs are/were in place to facilitate transition of these nurses into the
United States workplace?
6. Are/were programs on cultural competence incorporated into the orientation phase?
Describe the audience for the programs.
7. What impact did the recruitment of nurses have on the nurse-to-patient staff ratio?
Task 2
Research one of the countries from which the nurses were/are recruited.
Is it a developing or industrialized nation?
What is the health care system like in that country?
What are the major health problems?
What is the educational system for nurses?
Is the country experiencing a nursing shortage?
Task 3
Based on tasks 1 and 2, develop a position paper on the recruitment of nurses from these
countries. What policies do you suggest should be implemented or improved?
2. An assessment of quality measurements and the impact on patient care by answering the
following questions ………………………………………………………25 points
a) What are the patient demographics?
b) How is quality care defined? Is patient safety part of the definition?
c) How are quality patient outcomes defined and measured?
d) Are awards/rewards given for excellence in patient care? If yes, how is it determined?
To whom is it given?
e) Does the environment facilitate communication within health care teams? If yes, how
is this accomplished? What is the connection to quality care?
f) Is the use of technology employed in the practice setting? If yes, explain how it is
used. What is the connection to quality care?
g) What part does nursing play in the selection, use, and evaluation of technology?
3. An understanding of policy development in the workplace………………….. 25 points
4. A well-written paper that incorporates your observations and the characteristics of the
work environment in which you will seek employment…………………...30 points
Group Activity
Purpose: To provide the opportunity for students to explore the impact of nurse migration of
nurses to the U.S.
Instructions: Divide the group into subgroups of 5 to 10 students for field trip exercise.
Have students choose a clinical site and complete the following:
Interview a nurse recruiter from one of your clinical sites where foreign-born nurses were
either recruited in the past (within the last 10 years) or are currently recruited.
Task 1
1. What is the institution’s policy on the recruitment of foreign-trained nurses?
2. If the institution does not currently engage in foreign recruitment of nurses, why not?
3. From what countries are/were the nurses recruited and why?
4. How are/were credentials verified?
5. What programs are/were in place to facilitate transition of these nurses into the
United States workplace?
6. Are/were programs on cultural competence incorporated into the orientation phase?
Describe the audience for the programs.
7. What impact did the recruitment of nurses have on the nurse-to-patient staff ratio?
Task 2
Research one of the countries from which the nurses were/are recruited.
Is it a developing or industrialized nation?
What is the health care system like in that country?
What are the major health problems?
What is the educational system for nurses?
Is the country experiencing a nursing shortage?
Task 3
Based on tasks 1 and 2, develop a position paper on the recruitment of nurses from these
countries. What policies do you suggest should be implemented or improved?
Loading page 22...
UNIT 4 4
Evaluation Criteria
Each student in a group is expected to take part in the entire exercise; therefore, each student
in a group receives the same evaluation.
Task 1: Impact of foreign nurse migration on an institution in the U.S. ………20 points
Task 2: Impact of foreign nurse migration on “source countries”……………..20 points
Task 3: Position paper that concisely states a well-documented position on foreign nurse
recruitment …………………………………………………………………….30 points
Task 4: Policies that are suggested to be implemented or improved…..….30 points
Group Activity: Debate
Purpose: To provide students with the opportunity to practice the skill of researching a
topic, forming a viewpoint, and debating that viewpoint.
Instructions: Divide the class into groups depending on class size. Each group will choose a
pro and con subgroup to debate the following topics:
Topic 1: Should multiple access points to the profession be allowed for entry into practice?
Topic 2: Do reduced nurse-patient ratios improve patient care?
Topic 3: Should nurses unionize?
Ground Rules:
1. All students in the group are expected to participate in the research, development, and
presentation of the debate position.
2. Each student in the group will receive the same group evaluation.
3. Select one person as the spokesperson to debate.
4. Allow adequate time for positions (pro and con), rebuttal, and the summary.
5. Suggest to set a time limit depending on the class length, for example, 1 hour; each
side would have a total of 30 minutes to present.
Evaluation Criteria:
1
Poor
5 points
2
Below Average
6 points
3
Average
7 points
4
Above Average
8 points
5
Outstanding
10 points
Overview/summary of position
Analysis of the issue
Summary: Review of major points;
statement of relevance to nursing
practice
Quality of presentation: Coherence,
ability to follow points; quality of
transitions between points
Creativity
Verbal behavior: Clarity, choice of
words, voice level to be convincing
Nonverbal behavior: Posture,
gestures, eye contact
Timing: Maintained time limit,
used time provided
Rebuttal
Evaluation Criteria
Each student in a group is expected to take part in the entire exercise; therefore, each student
in a group receives the same evaluation.
Task 1: Impact of foreign nurse migration on an institution in the U.S. ………20 points
Task 2: Impact of foreign nurse migration on “source countries”……………..20 points
Task 3: Position paper that concisely states a well-documented position on foreign nurse
recruitment …………………………………………………………………….30 points
Task 4: Policies that are suggested to be implemented or improved…..….30 points
Group Activity: Debate
Purpose: To provide students with the opportunity to practice the skill of researching a
topic, forming a viewpoint, and debating that viewpoint.
Instructions: Divide the class into groups depending on class size. Each group will choose a
pro and con subgroup to debate the following topics:
Topic 1: Should multiple access points to the profession be allowed for entry into practice?
Topic 2: Do reduced nurse-patient ratios improve patient care?
Topic 3: Should nurses unionize?
Ground Rules:
1. All students in the group are expected to participate in the research, development, and
presentation of the debate position.
2. Each student in the group will receive the same group evaluation.
3. Select one person as the spokesperson to debate.
4. Allow adequate time for positions (pro and con), rebuttal, and the summary.
5. Suggest to set a time limit depending on the class length, for example, 1 hour; each
side would have a total of 30 minutes to present.
Evaluation Criteria:
1
Poor
5 points
2
Below Average
6 points
3
Average
7 points
4
Above Average
8 points
5
Outstanding
10 points
Overview/summary of position
Analysis of the issue
Summary: Review of major points;
statement of relevance to nursing
practice
Quality of presentation: Coherence,
ability to follow points; quality of
transitions between points
Creativity
Verbal behavior: Clarity, choice of
words, voice level to be convincing
Nonverbal behavior: Posture,
gestures, eye contact
Timing: Maintained time limit,
used time provided
Rebuttal
Loading page 23...
UNIT 4 5
Audience engagement
Group Activity: Brainstorming Exercise
Purpose: To provide students with the opportunity to generate creative ideas in a
spontaneous manner, identify the characteristics of a safe workplace and suggest policy to
advocate for a safe work environment.
Instructions: Divide the class into groups of 5 to 10 students.
Distribute the following questions:
1. What constitutes a workplace culture of safety?
2. How do you recognize workplace abuse?
3. What policies should be implemented to prevent workplace abuse?
Provide flip chart and markers.
Explain the rules:
1. Active participation by all students in the group is expected.
2. Appoint a recorder to write all ideas exactly as stated on the poster board where
everyone can see them.
3. There are no comments that are silly or don’t make sense.
4. There should be no discussion, criticisms, compliments, or other comments during
the exercise.
5. Set a time limit.
6. After everyone has had a chance to express his or her ideas, clarify all comments to
make sure all students in the group understand. Remember to clarify the comments
only, not make judgments about them.
7. Compile the answers from each group into one document.
At the end of the exercise, based on the comments, have students reflect on the
characteristics they will look for in the place they select for employment.
Evaluation Criteria
Participation in the exercise……………………………………………………..40 points
Willingness to listen without criticism……………………………………………30 points
Demonstrate an understanding of the characteristics of a safe workplace…30 points
Optional Assignment
Writing Assignment
Purpose: To provide students with the opportunity to select an area of interest and apply the
knowledge about policy and politics in the workplace and workforce to their clinical practice,
experience, and knowledge. Specify a length of the paper: 2 to 4 double spaced typed pages
Use each question as a heading for the paper.
Instructions: Step 1: Student may select one of the following chapters:
Chapter 54: Taking Action: Aligning Care at the Bedside with the C-Suite
Chapter 55: Taking Action: When a Hurricane Strikes: The Challenge of Crafting
Workplace Disaster Policy
Chapter 57: Taking Action: Advocating for Nurses Injured in the Workplace
Chapter 58: Taking Action: Influencing the Workplace by Serving on a Hospital’s Board of
Directors
Step 2: Complete the following questions:
Audience engagement
Group Activity: Brainstorming Exercise
Purpose: To provide students with the opportunity to generate creative ideas in a
spontaneous manner, identify the characteristics of a safe workplace and suggest policy to
advocate for a safe work environment.
Instructions: Divide the class into groups of 5 to 10 students.
Distribute the following questions:
1. What constitutes a workplace culture of safety?
2. How do you recognize workplace abuse?
3. What policies should be implemented to prevent workplace abuse?
Provide flip chart and markers.
Explain the rules:
1. Active participation by all students in the group is expected.
2. Appoint a recorder to write all ideas exactly as stated on the poster board where
everyone can see them.
3. There are no comments that are silly or don’t make sense.
4. There should be no discussion, criticisms, compliments, or other comments during
the exercise.
5. Set a time limit.
6. After everyone has had a chance to express his or her ideas, clarify all comments to
make sure all students in the group understand. Remember to clarify the comments
only, not make judgments about them.
7. Compile the answers from each group into one document.
At the end of the exercise, based on the comments, have students reflect on the
characteristics they will look for in the place they select for employment.
Evaluation Criteria
Participation in the exercise……………………………………………………..40 points
Willingness to listen without criticism……………………………………………30 points
Demonstrate an understanding of the characteristics of a safe workplace…30 points
Optional Assignment
Writing Assignment
Purpose: To provide students with the opportunity to select an area of interest and apply the
knowledge about policy and politics in the workplace and workforce to their clinical practice,
experience, and knowledge. Specify a length of the paper: 2 to 4 double spaced typed pages
Use each question as a heading for the paper.
Instructions: Step 1: Student may select one of the following chapters:
Chapter 54: Taking Action: Aligning Care at the Bedside with the C-Suite
Chapter 55: Taking Action: When a Hurricane Strikes: The Challenge of Crafting
Workplace Disaster Policy
Chapter 57: Taking Action: Advocating for Nurses Injured in the Workplace
Chapter 58: Taking Action: Influencing the Workplace by Serving on a Hospital’s Board of
Directors
Step 2: Complete the following questions:
Loading page 24...
UNIT 4 6
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently?
5. What did you learn from the chapter about politics in the workplace and workforce?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 4:
Policy and Politics in the Workplace and Workforce by answering the following questions:
1. Why did you select the chapter?………………………………15 points
2. What did you learn about the role of the nurse as an activist?……25 points
3. What problems were encountered?………………………….15 points
4. What might have you done differently?......................................15 points
5. What did you learn from the chapter about politics in the workplace and
workforce?....................................................................................30 points
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently?
5. What did you learn from the chapter about politics in the workplace and workforce?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 4:
Policy and Politics in the Workplace and Workforce by answering the following questions:
1. Why did you select the chapter?………………………………15 points
2. What did you learn about the role of the nurse as an activist?……25 points
3. What problems were encountered?………………………….15 points
4. What might have you done differently?......................................15 points
5. What did you learn from the chapter about politics in the workplace and
workforce?....................................................................................30 points
Loading page 25...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 5: POLICY AND POLITICS IN THE GOVERNMENT
Alma Dixon
Highly Recommended Chapters:
Chapter 63: Contemporary Issues in Government
Chapter 65: An Overview of Legislation and Regulation
Chapter 66: Nursing Licensure and Regulation
Chapter 73: The American Voter and the Electoral Process
Suggested Chapters:
Chapter 67: Regulating Industrial Chemicals to Protect the Environment and Human Health
Chapter 72: Nursing and the Courts
Optional Chapters:
Chapter 64: How Government Works: What You Need to Know to Influence the Process
Chapter 68: Lobbying Policymakers: Individual and Collective Strategies
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 70: Political Appointments
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 76: Is There a Nurse in the House? The Nurses in the United States Congress
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Chapter 80: Political Activity: Different Rules for Government-Employed Nurses
UNIT OVERVIEW
The unit begins with a detailed review of the passage of the Patient Protection and
Affordable Care Act. The information is described within a framework that provides students
with the opportunity to learn about the complex, often contentious processes that are
involved in a major health care reform. It also discusses the functioning and relationship
among the federal, state, and local levels of government and the influential role nursing can
play in the process.
RELEVANCE FOR STUDENTS: As beginning practitioners and concerned citizens,
students need the depth and breadth of knowledge to understand this major piece of
legislation that will impact health care as they begin their careers. In addition, as students
UNIT 5: POLICY AND POLITICS IN THE GOVERNMENT
Alma Dixon
Highly Recommended Chapters:
Chapter 63: Contemporary Issues in Government
Chapter 65: An Overview of Legislation and Regulation
Chapter 66: Nursing Licensure and Regulation
Chapter 73: The American Voter and the Electoral Process
Suggested Chapters:
Chapter 67: Regulating Industrial Chemicals to Protect the Environment and Human Health
Chapter 72: Nursing and the Courts
Optional Chapters:
Chapter 64: How Government Works: What You Need to Know to Influence the Process
Chapter 68: Lobbying Policymakers: Individual and Collective Strategies
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 70: Political Appointments
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 76: Is There a Nurse in the House? The Nurses in the United States Congress
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Chapter 80: Political Activity: Different Rules for Government-Employed Nurses
UNIT OVERVIEW
The unit begins with a detailed review of the passage of the Patient Protection and
Affordable Care Act. The information is described within a framework that provides students
with the opportunity to learn about the complex, often contentious processes that are
involved in a major health care reform. It also discusses the functioning and relationship
among the federal, state, and local levels of government and the influential role nursing can
play in the process.
RELEVANCE FOR STUDENTS: As beginning practitioners and concerned citizens,
students need the depth and breadth of knowledge to understand this major piece of
legislation that will impact health care as they begin their careers. In addition, as students
Loading page 26...
UNIT 5 2
engage in practice, they need to understand the functioning of the federal, state, and local
levels of government and how they may advocate for change. Finally, as they practice, they
need to know the functioning of the Board of Nursing and the legal and judicial system.
LEARNING OBJECTIVES
1. Describe the interdependence of politics, including diverse perspectives, shared
values, and the passage of health care reform.
2. Cite the relationship and functioning among the federal, state, and local levels of
government and how nursing can have an influence.
3. Identify the nursing licensure and regulation functions of a Board of Nursing (BON).
4. Describe the legal and judicial system and the role of the courts in shaping policy.
5. Describe the electoral process and the importance of voting.
TEACHING STRATEGIES
Writing Assignment
Purpose: To have students explore the current status of health care reform.
Instructions: Have students access the Website http://www.healthcare.org/, select the state
in which they will reside and seek employment, and answer the following questions:
1. What does the Website reveal about health insurance in the state?
2. What is listed about general health statistics of population in the state?
3. What is the state’s health ranking?
4. Does the ranking have any correlation to health insurance?
5. What are the health highlights?
6. What health statistics surprise you?
7. Would you be able to access a health insurance price quote? If yes, what guidelines
are provided? If not, why not?
8. List the state legislator(s) that sit(s) on the health committee.
9. What is the state’s position on health care reform? What is/was the support for
reform? Is the debate ongoing?
10. What do you anticipate will be the influence of health care reform on your practice in
this state?
Evaluation Criteria
You will be evaluated on your ability to research health insurance in the state you select and
comprehensively answer the following questions:
1. What does the Website reveal about health insurance in the state?......10 points
2. What is listed about general health statistics of population in this
state?...................................................5 points
3. What is the state’s health ranking?...........................................................5 points
4. Does the ranking have any correlation to the number of people reported to have
health insurance?……………10 points
5. What are the highlights of health for the people in the
state?................................................................5 points
6. What health statistics surprised you? 5 points
7. Would you be able to access a health insurance quote? If yes, what guidelines are
provided? If not, why not?..................................................................10 points
8. Locate the state legislator(s) that sit(s) on the health committee…………..5 points
engage in practice, they need to understand the functioning of the federal, state, and local
levels of government and how they may advocate for change. Finally, as they practice, they
need to know the functioning of the Board of Nursing and the legal and judicial system.
LEARNING OBJECTIVES
1. Describe the interdependence of politics, including diverse perspectives, shared
values, and the passage of health care reform.
2. Cite the relationship and functioning among the federal, state, and local levels of
government and how nursing can have an influence.
3. Identify the nursing licensure and regulation functions of a Board of Nursing (BON).
4. Describe the legal and judicial system and the role of the courts in shaping policy.
5. Describe the electoral process and the importance of voting.
TEACHING STRATEGIES
Writing Assignment
Purpose: To have students explore the current status of health care reform.
Instructions: Have students access the Website http://www.healthcare.org/, select the state
in which they will reside and seek employment, and answer the following questions:
1. What does the Website reveal about health insurance in the state?
2. What is listed about general health statistics of population in the state?
3. What is the state’s health ranking?
4. Does the ranking have any correlation to health insurance?
5. What are the health highlights?
6. What health statistics surprise you?
7. Would you be able to access a health insurance price quote? If yes, what guidelines
are provided? If not, why not?
8. List the state legislator(s) that sit(s) on the health committee.
9. What is the state’s position on health care reform? What is/was the support for
reform? Is the debate ongoing?
10. What do you anticipate will be the influence of health care reform on your practice in
this state?
Evaluation Criteria
You will be evaluated on your ability to research health insurance in the state you select and
comprehensively answer the following questions:
1. What does the Website reveal about health insurance in the state?......10 points
2. What is listed about general health statistics of population in this
state?...................................................5 points
3. What is the state’s health ranking?...........................................................5 points
4. Does the ranking have any correlation to the number of people reported to have
health insurance?……………10 points
5. What are the highlights of health for the people in the
state?................................................................5 points
6. What health statistics surprised you? 5 points
7. Would you be able to access a health insurance quote? If yes, what guidelines are
provided? If not, why not?..................................................................10 points
8. Locate the state legislator(s) that sit(s) on the health committee…………..5 points
Loading page 27...
UNIT 5 3
9. What is their position on health care reform? What is/was the support for reform? Is
the debate ongoing? …………………………………………..20 points
10. What do you anticipate will be the influence of health care reform on your practice in
the state? …………………………………………………………………...25 points
Writing Exercise
Purpose: To provide the opportunity for students to analyze the political process by tracing a
piece of legislation.
Instruction: Have students identify a bill that relates to health care, a social issue, or nursing
practice, and answer the following questions:
1. State the legislation.
2. Who introduced/sponsored the bill?
3. Why did the person introduce it?
4. Where was it introduced?
5. Who helped to draft the legislation?
6. Was nursing involved?
7. Which committees were involved?
8. Was it authorized?
9. Was it appropriated?
10. Did it make it out of committee?
11. Was it enacted?
12. What is the impact on health care or nursing practice?
Evaluation Criteria
You will be evaluated on your ability to identify a piece of legislation and answer the
following questions:
1. State the legislation. ………………………………………..….10 points
2. Who introduced/sponsored the bill?………………………..….5 points
3. Why did the person introduce it?.........................................10 points
4. Where was it introduced?......................................................5 points
5. Who helped to draft the legislation?.....................................10 points
6. Was nursing involved?.........................................................10 points
7. Which committees were involved?........................................5 points
8. Was it authorized?............................................................... 5 points
9. Was it appropriated? …………………………………..……….5 points
10. Did it make it out of committee?.............................................5 points
11. Was it enacted?.......................................................................5 points
12. What is the impact on health care or nursing practice?........25 points
Group Exercise
Purpose: To provide students with the opportunity to observe a state Board of Nursing
(BON) meeting and explore how it protects the welfare and safety of citizens and regulates
the practice of nursing.
Instructions: Provide an opportunity for students to observe a state Board of Nursing (BON)
meeting. Prepare for the meeting by having them gather the following information and hand
in the written responses prior to the meeting:
9. What is their position on health care reform? What is/was the support for reform? Is
the debate ongoing? …………………………………………..20 points
10. What do you anticipate will be the influence of health care reform on your practice in
the state? …………………………………………………………………...25 points
Writing Exercise
Purpose: To provide the opportunity for students to analyze the political process by tracing a
piece of legislation.
Instruction: Have students identify a bill that relates to health care, a social issue, or nursing
practice, and answer the following questions:
1. State the legislation.
2. Who introduced/sponsored the bill?
3. Why did the person introduce it?
4. Where was it introduced?
5. Who helped to draft the legislation?
6. Was nursing involved?
7. Which committees were involved?
8. Was it authorized?
9. Was it appropriated?
10. Did it make it out of committee?
11. Was it enacted?
12. What is the impact on health care or nursing practice?
Evaluation Criteria
You will be evaluated on your ability to identify a piece of legislation and answer the
following questions:
1. State the legislation. ………………………………………..….10 points
2. Who introduced/sponsored the bill?………………………..….5 points
3. Why did the person introduce it?.........................................10 points
4. Where was it introduced?......................................................5 points
5. Who helped to draft the legislation?.....................................10 points
6. Was nursing involved?.........................................................10 points
7. Which committees were involved?........................................5 points
8. Was it authorized?............................................................... 5 points
9. Was it appropriated? …………………………………..……….5 points
10. Did it make it out of committee?.............................................5 points
11. Was it enacted?.......................................................................5 points
12. What is the impact on health care or nursing practice?........25 points
Group Exercise
Purpose: To provide students with the opportunity to observe a state Board of Nursing
(BON) meeting and explore how it protects the welfare and safety of citizens and regulates
the practice of nursing.
Instructions: Provide an opportunity for students to observe a state Board of Nursing (BON)
meeting. Prepare for the meeting by having them gather the following information and hand
in the written responses prior to the meeting:
Loading page 28...
UNIT 5 4
1. What is the structure and authority of the BON?
2. What is the composition of the BON?
3. What is the code of conduct as described in the Nurse Practice Act?
4. What is the method of addressing complaints about individual nurses?
5. How is professional misconduct defined?
6. Is there a distinction between intentional misconduct and inevitable human error? If
yes, how is it defined? If not, what policy change would you suggest?
7. What are the sanctions for misconduct?
8. What are the privacy and confidentiality provisions of the administrative statutes?
9. How do nurses remain in good standing?
Evaluation Criteria
Written Assignment
Prior to the BON meeting, you are required to submit the answers to the following:
1. What is the structure and authority of the BON?...........................................5 points
2. What is the composition of the BON?............................................................5 points
3. What is the code of conduct as described in the Nurse Practice Act?
…………………...5 points
4. What is the method of addressing complaints about individual nurses? …...5 points
5. How is professional misconduct defined?.............................................5 points
6. Is there a distinction between intentional misconduct and inevitable human error? If
yes, how is it defined? If not, what policy change would you suggest?..........10 points
7. What are the sanctions for misconduct?..........................................5 points
8. What are the privacy and confidentiality provisions of the administrative statutes?…
5 points
9. How do nurses remain in good standing?…………………………………5 points
10. Attendance at the BON Meeting……………………………………………..50 points
Writing Exercise
Purpose: To provide an opportunity for students to explore the position of a political
candidate as it relates to a health care issue.
Instructions: Have students choose a health care issue that concerns them as a beginning
nurse practitioner, and complete the following:
1. State the issue.
2. Identify a political candidate who shares your interest.
3. How might you support that candidate?
4. Write a letter to the candidate stating your support for his or her position.
Evaluation Criteria
You will be evaluated on the following criteria:
1. Ability to identify a health care issue…………………………….20 points
2. Ability to identify a political candidate’s position………………..20 points
3. Ability to determine a method to demonstrate support of the candidate…25 points
4. Ability to write a thorough, concise letter that clearly states well-documented reasons
for your support…………………………………………..35 points
1. What is the structure and authority of the BON?
2. What is the composition of the BON?
3. What is the code of conduct as described in the Nurse Practice Act?
4. What is the method of addressing complaints about individual nurses?
5. How is professional misconduct defined?
6. Is there a distinction between intentional misconduct and inevitable human error? If
yes, how is it defined? If not, what policy change would you suggest?
7. What are the sanctions for misconduct?
8. What are the privacy and confidentiality provisions of the administrative statutes?
9. How do nurses remain in good standing?
Evaluation Criteria
Written Assignment
Prior to the BON meeting, you are required to submit the answers to the following:
1. What is the structure and authority of the BON?...........................................5 points
2. What is the composition of the BON?............................................................5 points
3. What is the code of conduct as described in the Nurse Practice Act?
…………………...5 points
4. What is the method of addressing complaints about individual nurses? …...5 points
5. How is professional misconduct defined?.............................................5 points
6. Is there a distinction between intentional misconduct and inevitable human error? If
yes, how is it defined? If not, what policy change would you suggest?..........10 points
7. What are the sanctions for misconduct?..........................................5 points
8. What are the privacy and confidentiality provisions of the administrative statutes?…
5 points
9. How do nurses remain in good standing?…………………………………5 points
10. Attendance at the BON Meeting……………………………………………..50 points
Writing Exercise
Purpose: To provide an opportunity for students to explore the position of a political
candidate as it relates to a health care issue.
Instructions: Have students choose a health care issue that concerns them as a beginning
nurse practitioner, and complete the following:
1. State the issue.
2. Identify a political candidate who shares your interest.
3. How might you support that candidate?
4. Write a letter to the candidate stating your support for his or her position.
Evaluation Criteria
You will be evaluated on the following criteria:
1. Ability to identify a health care issue…………………………….20 points
2. Ability to identify a political candidate’s position………………..20 points
3. Ability to determine a method to demonstrate support of the candidate…25 points
4. Ability to write a thorough, concise letter that clearly states well-documented reasons
for your support…………………………………………..35 points
Loading page 29...
UNIT 5 5
Optional Exercise
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest in policy and
politics in the government and apply the knowledge to their clinical practice or experience.
Instructions: Step 1: Student may select one of the following chapters:
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Step 2: Complete the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently?
5. How does it relate to your practice in the future?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 5:
Policy and Politics in the Government by answering the following questions:
1. Why did you select the chapter?…………..15 points
2. What did you learn about the role of the nurse as an activist?……25 points
3. What problems were encountered?…………………………… 15 points
4. What might have you done differently?....................................15 points
5. How does it relate to your practice in the future?.........30 points
Optional Exercise
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest in policy and
politics in the government and apply the knowledge to their clinical practice or experience.
Instructions: Step 1: Student may select one of the following chapters:
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Step 2: Complete the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently?
5. How does it relate to your practice in the future?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 5:
Policy and Politics in the Government by answering the following questions:
1. Why did you select the chapter?…………..15 points
2. What did you learn about the role of the nurse as an activist?……25 points
3. What problems were encountered?…………………………… 15 points
4. What might have you done differently?....................................15 points
5. How does it relate to your practice in the future?.........30 points
Loading page 30...
Mason: Policy & Politics in Nursing and Health Care, 6th Edition
UNIT 6: POLICY AND POLITICS IN ASSOCIATIONS AND INTEREST GROUPS
Alma Dixon
Highly Recommended Chapters:
Chapter 82: Current Issues in Nursing Associations
Chapter 83: Professional Nursing Associations: Meeting Needs of Nurses and the Profession
Suggested Chapters:
Chapter 81: Interest Groups in Health Care Policy and Politics
Chapter 86: Coalitions: A Powerful Political Strategy
Chapter 90: The Politics of the Pharmaceutical Industry
Optional Chapters:
Chapter 84: Taking Action: The Center to Champion Nursing in America: Mobilizing
Consumers and Other Stakeholders
Chapter 85: Taking Action: The Raise the Voice Campaign: Nurse-Led Innovations
Changing Public Policy
Chapter 87: Taking Action: A Rough Road in Texas: Advanced Practice Nurses Build a
Strong Coalition
Chapter 88: Taking Action: The National Coalition for Lesbian, Gay, Bisexual, and
Transgender Health
Chapter 89: Taking Action: The Virginia Nursing Kitchen Cabinet
UNIT OVERVIEW
The unit discusses the role of nursing associations, including the problems associated with
membership and involvement in collective bargaining. A detailed review of the structure and
functioning of nursing associations provides the criteria to direct a student’s choice after
graduation.
RELEVANCE FOR STUDENTS: As future practitioners who will belong to the
profession, students need to understand the role of nursing associations, including providing
continuing education credits, being a place to volunteer in an area of interest, and supporting
a collective voice to advance the profession and health care.
LEARNING OBJECTIVES
1. Explain the need for nursing associations.
2. Review the impact of collective bargaining on membership and revenues.
3. Define the benefits of organizational engagement in nursing associations.
4. Review the components of successful coalition building, maintenance, and success.
TEACHING STRATEGIES
UNIT 6: POLICY AND POLITICS IN ASSOCIATIONS AND INTEREST GROUPS
Alma Dixon
Highly Recommended Chapters:
Chapter 82: Current Issues in Nursing Associations
Chapter 83: Professional Nursing Associations: Meeting Needs of Nurses and the Profession
Suggested Chapters:
Chapter 81: Interest Groups in Health Care Policy and Politics
Chapter 86: Coalitions: A Powerful Political Strategy
Chapter 90: The Politics of the Pharmaceutical Industry
Optional Chapters:
Chapter 84: Taking Action: The Center to Champion Nursing in America: Mobilizing
Consumers and Other Stakeholders
Chapter 85: Taking Action: The Raise the Voice Campaign: Nurse-Led Innovations
Changing Public Policy
Chapter 87: Taking Action: A Rough Road in Texas: Advanced Practice Nurses Build a
Strong Coalition
Chapter 88: Taking Action: The National Coalition for Lesbian, Gay, Bisexual, and
Transgender Health
Chapter 89: Taking Action: The Virginia Nursing Kitchen Cabinet
UNIT OVERVIEW
The unit discusses the role of nursing associations, including the problems associated with
membership and involvement in collective bargaining. A detailed review of the structure and
functioning of nursing associations provides the criteria to direct a student’s choice after
graduation.
RELEVANCE FOR STUDENTS: As future practitioners who will belong to the
profession, students need to understand the role of nursing associations, including providing
continuing education credits, being a place to volunteer in an area of interest, and supporting
a collective voice to advance the profession and health care.
LEARNING OBJECTIVES
1. Explain the need for nursing associations.
2. Review the impact of collective bargaining on membership and revenues.
3. Define the benefits of organizational engagement in nursing associations.
4. Review the components of successful coalition building, maintenance, and success.
TEACHING STRATEGIES
Loading page 31...
30 more pages available. Scroll down to load them.
Preview Mode
Sign in to access the full document!
100%
Study Now!
XY-Copilot AI
Unlimited Access
Secure Payment
Instant Access
24/7 Support
AI Assistant
Document Details
Subject
Nursing