NAME: NUR 516 Health Policy & Organizational Systems (2 credits)

COURSE DESCRIPTION:

This course provides an introduction to various social and political policy environments impacting advanced nursing practice and health care systems. Students examine issues that inform healthcare policy, organizations, and financing. Nursing's advocacy role in shaping policy in organizational, social, and political venues is emphasized.

Online, every year, Fall, Summer

CLASS SCHEDULE: Asynchronous, Online, 7 modules, 7 week   LIBRARY CONSULTANT:

Rachel Lerner, MSLS | Nursing Librarian | (203) 582-8549 | Office Location: Netter Library, North Haven Campus 

Please Note: Reference interactions will all be virtual this semester:  Zoom Chat (if available, Rachel will respond) 

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.  to schedule a virtual appointment or ask a question via email. 

AVAILABILITY STATEMENT:

As your instructor for this course, I am committed to making myself available to you to help you succeed. My preferred method of communication is email, but I am happy to speak over the phone or in a virtual meeting room (Zoom). I generally respond to emails within 24 hours on the weekdays and 48 hours on the weekends. If you'd like to set up a virtual meeting with me, please contact me by email and we will find a time that works for both of us. If you have a question that would be relevant to your classmates, please post it to the Q and A Forum on the Discussion Board. If you have specific questions that can only be answered by the instructor, please email me directly.

COURSE OUTCOMES:

The graduate nursing MSN curriculum is consistent with the American Association of Colleges of Nursing (AACN) Essentials of Masters Education. The Essentials consistent with this nursing course are identified with the appropriate course outcome. The graduate nursing curriculum is also consistent with the graduate Program Outcomes (PO). The program outcomes consistent with this course are identified with the appropriate course outcome. Please see the end of the course syllabus for a description of the Essentials (AACN), the Program Outcomes (PO), and Holistic Core Values.

Upon completion of this course, the student should be able to:

1. Analyze the role and practice scope of the advanced practice nurse in current economic, organizational and political health care milieus. (AACN 3, 7, 9, 10; PO 1) 
2. Propose reforms to existing barriers in practice in order to enhance patient care. (AACN 3, 7, 9, 10; PO 2,5,7) 
3. Evaluate care delivery approaches to better meet the socioeconomic and cultural needs of patients. (AACN 2, 3; PO 3,7; HCV 2) 
4. Analyze healthcare delivery models in economic and socio-political terms. (AACN 3, 7, 9; PO 3, 5; HCV 4) 
5. Analyze the legislative process and structure that influence the delivery of health care. (AACN 3, 7, 9; PO 1, 2, 5) 
6. Explore healthcare policy and political activism (AACN 3, 7, 9, PO 5, HCV 5).

LEARNING STRATEGIES:

Readings

Videos

Internet resources, media

Discussion Boards

Presentations

Professional Feedback

METHODS OF EVALUATION: (In order to successfully pass this course, students must earn a grade of B- or higher)

Discussion Board participation 25%

Current Healthcare Policy Bill 10%

American Nurses Association (ANA) – Nurses Bill of Rights 10%

Policy Brief 25%

Presentation – five-minute elevator speech 25%

Classmate Feedback 5%

GRADING POLICY:

All assignments are due on the dates posted. Ten points will be deducted for each day an assignment is late. Exams will only be rescheduled for documented medical illnesses or other approved accommodations.

REQUIRED TEXTBOOK:

Evidence-informed health policy [electronic resource]: using EBP to transform policy in nursing and healthcare / Jacqueline M. Loversidge, Joyce Zurmehly. Indianapolis, IN: Sigma Theta Tau International, [2023] – ISBN: 9781646481156

https://libraryproxy.quinnipiac.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3650763

SUPPLEMENTAL RESOURCES:

Additional resources are available on Blackboard's left menu, "Useful Resources." 

WEBSITES:

Netter Library Nursing Resources: 

APA Resource: https://libraryguides.quinnipiac.edu/NetterAPA 

WRITING SUPPORT:

Don't hesitate to contact Jamie Flores of the Writing Research Institute at Quinnipiac University for writing support. Students may contact Jonathan via phone: at 203-582-5291 or email: Flores, Jaime R. This email address is being protected from spambots. You need JavaScript enabled to view it.

Writing Format and Style:

Students should use APA 7th edition for all paper formatting, spacing, in-text citations, references, tables, and figures.

ACADEMIC AND STUDENT SUPPORT RESOURCES & SERVICES:

There are many support services offered to students. For a complete listing, go to MyQ or contact your academic advisor. Some of the available supports include: 

• Academic Support: Learning Commons 
• Counseling Services: Counseling Services 
• Health & Campus Safety: Health and Campus Safety 

• Registration, Billing, Technology, and General Student Support: Online Support Page 
• Student Health Services:  203-582-8740 
• Tips for Online Learning: Tips for Online Learning 

POLICIES:

The nursing faculty fully endorse the policies found in the following documents. The faculty expects students to read, be knowledgeable, and comply fully.  The electronic locations for these documents are listed below.  

• Quinnipiac University Catalog:  https://catalog.qu.edu/ 
• Quinnipiac University Student Handbook: https://catalog.qu.edu/handbooks/graduate/ 
• Graduate Student Resource Manual (Blackboard: School of Nursing Student Community) - BB SON Student Community Resource Manuals 

Academic Progression Policy (2.11)

Students are expected to take courses in the order they are presented on the curriculum pathways. In order to preserve quality in our clinical placements, we are not able to accommodate a change in program specialty in the family nurse practitioner program.

According to Quinnipiac University policy all graduate students are expected to maintain a grade point average (GPA) of at least 3.0 on a 4.0 scale. Full-time graduate students are required to achieve a 3.0 GPA each semester. Part-time graduate students must have an overall GPA of 3.0 upon completion of nine credit hours and must maintain a cumulative GPA of 3.0 thereafter. The grading scale of the Graduate Nursing Program is consistent with that of the University. A student who earns less than a 3.0 in a semester (after nine credits for part-time students) will be automatically placed on probation and must achieve both a semester and cumulative GPA of 3.0 or greater in the following semester in order to progress in the program. Failure to achieve and maintain a semester and cumulative GPA of 3.0 in all following semesters results in dismissal from the program.

The minimum passing grade in nursing courses is a B minus (B-). A student who earns less than the minimum passing grade in one nursing course, but who has a semester GPA of at least 3.0, will be required to retake the course when it is offered again at Quinnipiac University. The student may not proceed into courses for which the deficient course is a prerequisite. Thus, the student will be placed in another student cohort and the student’s program completion date will be delayed. The student must achieve the minimum passing grade or better and must also achieve the minimal passing grade in all subsequent nursing courses. Failure to meet this requirement results in dismissal from the program. A student who earns unsatisfactory grades in two or more nursing courses in any semester is not eligible to repeat the courses and will be dismissed from the program.

Zoom Recordings: 

Zoom and Class Recordings: Faculty may record class meetings and allow a student to zoom into class when there is a pedagogical reason to do so or to accommodate students who cannot attend a class for an approved reason, such as COVID quarantining. Individual student recording of classes or meetings is prohibited unless outlined in a student's learning accommodations. This includes photographs, screen capture, or other copying or sharing methods of all video (pre-recorded or live) or Zoom Chat exchanges during classes or meetings. Circulating such recordings via the internet, email, and social media is also prohibited. All students' privacy, and instructor copyright, must be appropriately protected in the online learning environment. Instructors and staff may not grant individual student requests to record class sessions or meetings. Students seeking accommodations must contact the Office of Student Accessibility (OSA). Students already registered with the OSA are required to meet with OSA staff to discuss accommodations each semester. They must also submit an accommodation letter to the professor leading the course in which the accommodation applies. It violates the Academic Integrity Policy to make unauthorized recordings without approved accommodations, and doing so may result in sanctions against the student.

ONLINE ETIQUETTE:

In the online environment, you are expected to communicate in a manner that is both academic and respectful of others. Use respectful language and tones when communicating with other students and the instructor. Also, observe standard rules of grammar and punctuation. Communicate clearly and succinctly, maintaining the level of academic integrity expected in a face-to-face course. If you are unfamiliar with "netiquette," please review The Core Rules of Netiquette.

SYLLABUS CHANGES:

Faculty reserve the right to revise the syllabus and assignment guidelines at any point during the semester when deemed necessary. Students will be informed of any changes to the syllabus via Blackboard, email, and during class. A revised syllabus will be posted on Blackboard. It is the responsibility of the student to keep up with any such modifications and be aware of current policies, deadlines, etc.  

ADA & ACCOMMODATIONS:

Quinnipiac University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. It is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning in this course, please discuss your concerns with me to devise a plan. If you have a disability or think you may have a disability, you should meet with the Office of Student Accessibility to begin this conversation or request reasonable accommodations. Please get in touch with the Office of Student Accessibility. They may also be reached at: This email address is being protected from spambots. You need JavaScript enabled to view it. or 203-582-7600 

If you have already been approved for accommodations through the Office of Student Accessibility, please share this information with your faculty chair at the beginning of the semester. It is your responsibility to request accommodations and follow all policies established by the Learning Commons. 

PERMISSION FOR FACULTY TO USE STUDENTS WORK:

Faculty may wish to use student assignments for exemplars to aid future students or for accreditation purposes. Faculty may also want to analyze student assignments, papers, or other learning activities to inform faculty evaluation, curricular revision, innovation, and future course planning. Your confidentiality will be preserved. Please speak to the course faculty if you have any concerns or do not wish that your work be used for these purposes. 

MODULES & DUE DATES:  

Modules are one week in length. Each module begins on Monday and ends on Sunday at 11:59 pm. Due dates for all module assignments are specified on the topical outline and Blackboard. 

TOPICAL OUTLINE:  NUR 516

Module & Week of Date	TOPICS	ASSIGNMENTS
Module 1 (M1) Week of August 26	Evidence & Policymaking	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 2 (M2) Week of September 02	Politics, Government Structures, and Functions	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 3 (M3) Week of September 09	Policymaking Processes, Models, and Nursing	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 4 (M4) Week of September 16	The Foundation	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 5 (M5) Week of September 23	Policy Production	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 6 (M6) Week of September 30	Follow-Through Steps	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Sunday @ 11:59 pm.
Module 7 (M7) Week of  October 07	Health Policymaking Challenges & Strategies	Become familiar with the material and concepts in the Module Readings & Module Viewings folders. Complete the items in the Module Assignments folder by Saturday @ 11:59 pm.

COURSE ASSIGNMENT & EVALUATION CRITERION:

ASSIGNMENT #1: Introduction & Discussion Board Forums

Purpose: The purpose of the discussion boards is for students to discuss course topics with peers for insight and exchange of ideas in individual experience.

Learning Outcomes for Assignment or Learning Activity: Demonstrate knowledge of each student's background and experience as it relates to health-related policymaking.

Relevant Course Outcomes: 1

Assignment Guidelines: Follow the Discussion Board prompts and provide scholarly responses.

Method of Assessment: Completion of discussion board entries, including background information, experience, and scholarly responses to periodic Discussion Board topics.

Discussion Board Grading Rubric

Dimension (equally weighted)	Mastery (90 – 100)	Competency (80 – 89)	Developing (0-79)
Connection to course concepts	evidence of strong reflective thought pertaining to course concepts	evidence of some reflective thought pertaining to ideas in the course concepts	limited evidence of reflective thought pertaining to ideas in the course concepts
Content	Meaningful and accurate citation of facts and ideas	mostly meaningful and accurate citing of facts and ideas	limited attention to meaningful and accurate citing
Application to experience	describes how the content is relevant to real life experiences	states the content is relevant, but does not show how specifically	limited description of how the content is relevant
Response to others	offers constructive, supportive and respectful comments to others	respectfully responds to others	limited responses to others
Structure	the reader can easily see how you arrived at your argument	ideas are presented in a logical progression	the reader can follow your idea
Writing conventions	all grammar, spelling, punctuation and APA format is correct	all grammar, spelling, punctuation and APA format are mostly correct	too many mistakes

• Adds appropriate and meaningful citation(s) in APA format or other relevant sources.

Reference: Stevens, D. D. & Levi, A. J. (2013) Introduction to Rubrics. Sterling, VA: Stylus

ASSIGNMENT #2: Select a current Healthcare Policy Bill

Purpose: To demonstrate an understanding of where to locate current healthcare bills going through legislation.

Learning Outcomes for Assignment or Learning Activity: Demonstrate the ability to interpret current bills and critique their usefulness.

Relevant Course Outcomes: 1, 2, 3

Assignment Guidelines: Follow the link on Blackboard to the relevant health-related bills being brought forward.

Method of Assessment: Selecting and articulating the reason(s) for the current health-related bill in a professional and convincing manner.

ASSIGNMENT #3: American Nurses Association (ANA) – Nurses Bill of Rights

Purpose: To critically interpret and evaluate the Association's framework and how it relates to your work environment.

Learning Outcomes for Assignment: Demonstrate the ability to critique and interpret a framework and how it is implemented.

Relevant Course Outcomes: 1, 2, 3

Assignment Guidelines: Review the website and respond to the prompts within Blackboard. Method of Assessment: See rubric

Topic/Content Development (20%)

18-20  Masterful development; comprehensive knowledge of subject matter via full application of course concepts and terms.

16-17  Competent development; appropriate use/correct application of course concepts & terms

14-15  Adequate development; some correct use of course terms and content

12-13  Limited development; some incorrect or little use of course terms and content

0-11  Insufficient development; no correct use of course terms and concepts

Information Integration (20%)

18-20 All ideas or opinions of others attributed to credible appropriate sources, relevant to concept development. Not overly dependent on quotations. Seamless integration of sources into narrative.

16-17 Most ideas or opinions of others attributed to credible appropriate sources, relevant to concept development. One - two questionable sources. Quotations are lengthy. Mostly smooth integration of sources into narrative.

14-15 Some ideas or opinions of others attributed to credible appropriate sources. Questionable relevance for some. Three questionable sources. Quotations are invoked frequently. Inconsistent  integration into narrative.

12-13 Few credible appropriate sources. Few relevant sources More than three questionable sources. Overly dependent on quotations. Awkward integration into narrative.

0-11 All sources were questionable OR credible sources were quoted to such an extent that original thinking obscured. Scant integration of sources into narrative.

APA Formatting (20%)

18-20 Correct use of APA formatting for in-text and reference citations throughout (1 error)

16-17 Mostly correct use of APA formatting for in-text and reference citations (2 errors)

14-15 Some correct use of APA formatting for in-text and reference citations (3 errors)

12-13 Limited use of correct APA formatting for in-text and reference citations (4 errors)

0-11 No evidence of correct APA formatting for in-text and reference citations (more than 4 more errors)

Organization (20%)

18-20 All paragraphs relate to topic sentences, fully developed. Transitions effective. Uses active voice throughout. All sentences are well-written. Fully addresses all aspects of the assignment, including instructions on formatting.

16-17 Most paragraphs relate to topic sentences, well-developed. Mostly adequate transitions. Uses active voice around 50% of the time. Mostly well-written sentences. Addresses assignment but does not fully develop all parts of it. Some digression noted.

14-15 Some paragraphs relate to topic sentences, some development. Some awkward transitions. Some poor sentences; sometimes uses active voice. Only some parts of assignment addressed. Digression frequent.

12-13 Little paragraph organization. Poor transitions. Many awkward sentences or many in the same format. Scant use of active voice. Frequent digression. Topic addressed but no attention/evidence of core requirements. Serious digression. Does not follow formatting instructions.

0-11 Paragraphs without organization/transition. No sentence variety. Does not address assignment. Off topic throughout the paper.

Mechanics (20%)

18-20 No major errors; up to 2 minor errors

16-17 One major error. 3-4 minor errors

14-15 Two major errors; 5-6 minor errors.

12-13  Three major errors;  7-8 minor errors.

0-11 More than three major errors; more than 8 minor errors.

/100 point

Major Errors:  Comma splices, sentence fragments, run-on sentences, noun-verb agreement, inconsistent tense, punctuation errors (periods, semi-colons, colons, or commas).

Minor Errors:  Everything else.

ASSIGNMENT #4: Policy Brief

Purpose: To discover and interpret the primary research article supporting the healthcare policy bill.

Learning Outcomes for Assignment: Demonstrate ability to present current research in non-technical terms cohesively.

Relevant Course Outcomes: 1, 2, 3

Assignment Guidelines: Use a One-page Policy brief structure.

Method of Assessment: Assess the conceptual ideas and topics being presented for congruency and correct language usage.

Topic/Content Development (20%)

18-20  Masterful development; comprehensive knowledge of subject matter via full application of course concepts and terms.

16-17  Competent development; appropriate use/correct application of course concepts & terms

14-15  Adequate development; some correct use of course terms and content

12-13  Limited development; some incorrect or little use of course terms and content

0-11  Insufficient development; no correct use of course terms and concepts

Information Integration (20%)

18-20 All ideas or opinions of others attributed to credible appropriate sources, relevant to concept development. Not overly dependent on quotations. Seamless integration of sources into narrative.

16-17 Most ideas or opinions of others attributed to credible appropriate sources, relevant to concept development. One - two questionable sources. Quotations are lengthy. Mostly smooth integration of sources into narrative.

14-15 Some ideas or opinions of others attributed to credible appropriate sources. Questionable relevance for some. Three questionable sources. Quotations are invoked frequently. Inconsistent  integration into narrative.

12-13 Few credible appropriate sources. Few relevant sources More than three questionable sources. Overly dependent on quotations. Awkward integration into narrative.

0-11 All sources were questionable OR credible sources were quoted to such an extent that original thinking obscured. Scant integration of sources into narrative.

APA Formatting (20%)

18-20 Correct use of APA formatting for in-text and reference citations throughout (1 error)

16-17 Mostly correct use of APA formatting for in-text and reference citations (2 errors)

14-15 Some correct use of APA formatting for in-text and reference citations (3 errors)

12-13 Limited use of correct APA formatting for in-text and reference citations (4 errors)

0-11 No evidence of correct APA formatting for in-text and reference citations (more than 4 more errors)

Organization (20%)

18-20 All paragraphs relate to topic sentences, fully developed. Transitions effective. Uses active voice throughout. All sentences are well-written. Fully addresses all aspects of the assignment, including instructions on formatting.

16-17 Most paragraphs relate to topic sentences, well-developed. Mostly adequate transitions. Uses active voice around 50% of the time. Mostly well-written sentences. Addresses assignment but does not fully develop all parts of it. Some digression noted.

14-15 Some paragraphs relate to topic sentences, some development. Some awkward transitions. Some poor sentences; sometimes uses active voice. Only some parts of assignment addressed. Digression frequent.

12-13 Little paragraph organization. Poor transitions. Many awkward sentences or many in the same format. Scant use of active voice. Frequent digression. Topic addressed but no attention/evidence of core requirements. Serious digression. Does not follow formatting instructions.

0-11 Paragraphs without organization/transition. No sentence variety. Does not address assignment. Off topic throughout the paper.

Mechanics (20%)

18-20 No major errors; up to 2 minor errors

16-17 One major error. 3-4 minor errors

14-15 Two major errors; 5-6 minor errors.

12-13  Three major errors;  7-8 minor errors.

0-11 More than three major errors; more than 8 minor errors.

/100 point Major Errors:  Comma splices, sentence fragments, run-on sentences, noun-verb agreement, inconsistent tense, punctuation errors (periods, semi-colons, colons, or commas). Minor Errors:  Everything else.

ASSIGNMENT #5: Presentation

Purpose: To develop an Elevator Speech for speaking with a bill sponsor.

Learning Outcomes for Assignment or Learning Activity: Demonstrate compiling resources, ideas, topics, and data in a meaningful and valuable way for the student to use in the future.

Relevant Course Outcomes: 1, 2, 3

Assignment Guidelines: The video presentation needs to be no longer than five minutes and satisfy all elements of the grading rubric.

Method of Assessment: See rubric

Standards	5 - 4 Exemplary	3 - 2 Satisfactory	1-0 Unacceptable
Organization	Has a clear opening statement that catches audience's interest; maintains focus throughout; summarizes main points	Has opening statement relevant to topic and gives outline of speech; is mostly organized; provides adequate "road map" for the listener	Has no opening statement or has an irrelevant statement; gives listener no focus or outline of the presentation
Content	Demonstrates substance and depth; is comprehensive; shows mastery of material	Covers topic; uses appropriate sources; is objective	Does not give adequate coverage of topic; lacks sources
Quality of conclusion	Delivers a conclusion that is well documented and persuasive	Summarizes presentation's main points; draws conclusions based upon these points	Has missing or poor conclusion; is not tied to analysis; does not summarize points that support the conclusion
Delivery	Has natural delivery; modulates voice; is articulate; projects enthusiasm, interest, and confidence; uses body language effectively	Has appropriate pace; has no distracting mannerisms; is easily understood;	Is often hard to understand; has voice that is too soft or too loud; has a pace that is too quick or too slow; demonstrates one or more distracting mannerisms
Use of media	Uses slides effortlessly to enhance presentation; has an effective presentation without media	Looks at slides to keep on track; uses an appropriate number of slides	Relies heavily on slides and notes; makes little eye contact; uses slides with too much text

ASSIGNMENT #6: Providing Feedback

Purpose: To build confidence in providing verbal feedback to peers and professional colleagues.

Learning Outcomes for Assignment or Learning Activity: Providing constructive, verbal feedback that ameliorates the receiver's argument and/or presentation.

Relevant Course Outcomes: 1, 2, 3

Assignment Guidelines: Provide professional feedback to two classmates about their Elevator Speech.

Method of Assessment: The feedback must be candid, meaningful, specific, actionable, and framed in a kind, constructive tone.

Looking for a Reliable Nursing Assignment Writer? Whatsapp  +15672691073