Assignment 1: Issues in Health Care Reform NURS 8100

Assignment 1: Issues in Health Care Reform NURS 8100

Assignment 1: Issues in Health Care Reform NURS 8100

Assignment 1: Issues in Health Care

Reform (Interview)

According to the AACN (2006), “Political activism and commitment to policy
development are central elements of professional nursing practice” (p. 13). Throughout
this course, you will hone the skills and competencies required for this type of
involvement in policy.
Research is an essential step in the process of acquiring the skills and competencies,
and interviews are one form of research that can serve as a valuable source of
information. As such, this Assignment (which you will start this week, and submit by the
end of Week 9) provides an opportunity for you to identify a health reform issue of
interest and discuss the issue with a state or national politician (or their aide).
To prepare:
 Identify a state or national politician (state representative or legislator, senator,
congressman, governor, etc.), or aide, whom you would like to interview regarding
current issues in health care reform.
 As soon as possible, contact the individual’s office to request a meeting. Keep in mind
that it may be difficult to get on their calendar, so plan accordingly. You may conduct the
interview in person or by phone.
 In advance of the interview, ask yourself:
o What health care policy issue is important to me personally?
o What issue do I want to bring to this person’s attention?
 With this in mind, develop your list of questions for the interview around your selected
health policy issue. In addition, you may wish to include questions related to health care
reform:
o What are your constituents most concerned about regarding health care reform?
o What are the trade-offs associated with recent health care reform policy?
By Day 7 of Week 9
To complete:
 Write a 3- to 4-page paper providing a summary and analysis of the interview and the
health care reform issues you discussed.
Your written assignments must follow APA guidelines. Be sure to support your work with
specific citations from appropriate Learning Resources and additional scholarly sources
as appropriate. Refer to the Publication Manual of the American Psychological
Association to ensure that your in-text citations and reference list are correct. Due
by Day 7 of Week 9.

Week in Review

This week, you analyzed key health care reform legislation for positive results and
potential unintended consequences and assessed reform-related issues for health care.
Next week, you will investigate the process of creating health care policy beginning with
agenda setting and the policy proposal.
Rubric Detail

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Name: NURS_8100_Week2_Discussion_Rubric

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Excellent Good Fair Poor
RESPONSIVENESS TO
DISCUSSION QUESTION
Discussion post minimum
requirements:
*The original posting must be
completed by Wednesday, Day 3,
at 11:59pm MST. Two response
postings to two different peer
original posts, on two different
days, are required by Saturday,
Day 6, at 11:59pm MST. Faculty
member inquiries require
responses, which are not included
in the minimum number of posts.
Your Discussion Board postings
should be written in standard
edited English and follow APA
style for format and grammar as
closely as possible given the
constraints of the online platform.
Be sure to support the postings
with specific citations from this
week's Learning Resources as
well as resources available
through the Walden University
online databases. Refer to the
Essential Guide to APA Style for
Walden Students to ensure your

8 (26.67%) – 8 (26.67%)
Discussion postings and responses
exceed the requirements of the
Discussion instructions. They:
Respond to the question being
asked or the prompt provided; – Go
beyond what is required in some
meaningful way (e.g., the post
contributes a new dimension,
unearths something unanticipated);
-Are substantive, reflective, with
critical analysis and synthesis
representative of knowledge gained
from the course readings and
current credible evidence. –
Demonstrate significant ability to
generalize and extend thinking and
evaluate theories or concepts within
the topic or context of the
discussion. -Demonstrate that the
student has read, viewed, and
considered the Learning -Resources
as well as additional resources and
has read, viewed, or considered a
sampling of colleagues' postings; –
Exceed the minimum requirements
for discussion posts*.

7 (23.33%) – 7 (23.33%)
Discussion postings and responses
meet the requirements of the
Discussion instructions. They: –
Respond to the question being
asked or the prompt provided; -Are
substantive, reflective, with critical
analysis and synthesis
representative of knowledge gained
from the course readings and
current credible evidence.re –
Demonstrate ability to generalize
and extend thinking and evaluate
theories or concepts within the topic
or context of the discussion. –
Demonstrate that the student has
read, viewed, and considered the
Learning Resources and has read,
viewed, or considered a sampling of
colleagues' postings -Meet the
minimum requirements for
discussion posts*.

6 (20%) – 6 (20%)
Discussion postings and responses
are minimally responsive to the
requirements of the Discussion
instructions. They: – do not clearly
address the objectives of the
discussion or the question or
prompt; and/or -May (lack) lack in
depth, reflection, analysis, or
synthesis but rely more on
anecdotal than scholarly evidence;
and/or -Do not adequately
demonstrate that the student has
read, viewed, and considered the
Learning -Resources and/or a
sampling of colleagues' postings;
and/or has posted by the due date
at least in part. – Lack ability to
generalize and extend thinking and
evaluate theories or concepts within
the topic or context of the
discussion. -Do not meet the
minimum requirements for
discussion posts*.

0 (0%) – 5 (16.67%)
Discussion postings and responses
are unresponsive to the
requirements of the Discussion
instructions. They: – do not clearly
address the objectives of the
discussion or the question or
prompt; and/or – Lack in substance,
reflection, analysis, or synthesis but
rely more on anecdotal than
scholarly evidence. – Lack ability to
generalize and extend thinking and
evaluate theories or concepts within
the topic or context of the
discussion. -Do not demonstrate
that the student has read, viewed,
and considered the Learning
Resources and/or a sampling of
colleagues’ postings; and/or does
not meet the minimum requirements
for discussion posts*.

in-text citations and reference list
are correct.
CONTENT KNOWLEDGE 8 (26.67%) – 8 (26.67%)

Discussion postings and responses:
-demonstrate in-depth
understanding and application of
concepts and issues presented in
the course (e.g., insightful
interpretations including analysis,
synthesis and/or evaluation of topic;
– are well supported by pertinent
research/evidence from a variety of
and multiple peer- reviewed books
and journals, where appropriate; –
Demonstrate significant mastery
and thoughtful/accurate application
of content, applicable skills or
strategies presented in the course.

7 (23.33%) – 7 (23.33%)
Discussion postings and responses:
-demonstrate understanding and
application of the concepts and
issues presented in the course,
presented with some understanding
and application of concepts and
issues presented in the course (e.g.,
insightful interpretations including
analysis, synthesis and/or
evaluation of topic; -are supported
by research/evidence from peer-
reviewed books and journals, where
appropriate; and · demonstrate
some mastery and application of
content, applicable skills, or
strategies presented in the course.

6 (20%) – 6 (20%)
Discussion postings and responses:
– demonstrate minimal
understanding of concepts and
issues presented in the course, and,
although generally accurate, display
some omissions and/or errors; –lack
support by research/evidence
and/or the research/evidence is
inappropriate or marginal in quality;
and/or lack of analysis, synthesis or
evaluation of topic – demonstrate
minimal content, skills or strategies
presented in the course. ——-
Contain numerous errors when
using the skills or strategies
presented in the course

0 (0%) – 5 (16.67%)
Discussion postings and responses
demonstrate: -A lack of
understanding of the concepts and
issues presented in the course;
and/or are inaccurate, contain many
omissions and/or errors; and/or are
not supported by
research/evidence; and/or lack of
analysis, synthesis or evaluation of
topic -Many critical errors when
discussing content, applicable skills
or strategies presented in the
course.

CONTRIBUTION TO THE
DISCUSSION

8 (26.67%) – 8 (26.67%)
Discussion postings and responses
significantly contribute to the quality
of the discussion/interaction and
thinking and learning by: -providing
Rich and relevant examples;
discerning and thought-provoking
ideas; and stimulating thoughts and
probes; – -demonstrating original
thinking, new perspectives, and
extensive synthesis of ideas
supported by the literature.

7 (23.33%) – 7 (23.33%)
Discussion postings and responses
contribute to the quality of the
discussion/interaction and thinking
and learning by -providing relevant
examples; thought-provoking ideas –
Demonstrating synthesis of ideas
supported by the literature

6 (20%) – 6 (20%)
Discussion postings and responses
minimally contribute to the quality of
discussion/interaction and thinking
and learning by: – providing few
and/or irrelevant examples; and/or –
providing few if any thought-
provoking ideas; and/or -.
Information that is restated from the
literature with no/little demonstration
of critical thinking or synthesis of
ideas.

0 (0%) – 5 (16.67%)
Discussion postings and responses
do not contribute to the quality of
interaction/discussion and thinking
and learning as they do not: –
Provide examples (or examples are
irrelevant); and/or -Include
interesting thoughts or ideas; and/or
– Demonstrate of critical thinking or
synthesis of ideas

QUALITY OF WRITING 6 (20%) – 6 (20%)

Discussion postings and responses
exceed doctoral -level writing
expectations. They: · Use grammar
and syntax that is clear, concise,
and appropriate to doctoral level
writing; · Make few if any errors in
spelling, grammar, and syntax; ·
Use original language and refrain
from directly quoting original source

5 (16.67%) – 5 (16.67%)
Discussion postings and responses
meet doctoral -level writing
expectations. They: ·Use grammar
and syntax that is clear and
appropriate to doctoral level writing;
; · Make a few errors in spelling,
grammar, and syntax; · paraphrase
but refrain from directly quoting
original source materials; Provide

4 (13.33%) – 4 (13.33%)
Discussion postings and responses
are minimally below doctoral-level
writing expectations. They: · Make
more than occasional errors in
spelling, grammar, and syntax; ·
Directly quote from original source
materials and/or paraphrase rather
than use original language; lack
correct APA format; and/or · Are

0 (0%) – 3 (10%)
Discussion postings and responses
are well below doctoral -level writing
expectations. They: · Use grammar
and syntax that is that is unclear ·
Make many errors in spelling,
grammar, and syntax; and –use
incorrect APA format · Are
discourteous and disrespectful
when offering suggestions,

materials; -provide correct APA ·
Are positive, courteous, and
respectful when offering
suggestions, constructive feedback,
or opposing viewpoints.

correct APA format · Are courteous
and respectful when offering
suggestions, constructive feedback,
or opposing viewpoints;.

less than courteous and respectful
when offering suggestions,
feedback, or opposing viewpoints.

feedback, or opposing viewpoints.

Total Points: 30

 

Learning Resources

Note: To access this week’s required library resources, please click on the link to the
Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical
approach (7th ed.). New York, NY: McGraw-Hill Medical.
 Chapter 5, “How Health Care is Organized – I: Primary, Secondary, and Tertiary
Care”
 Chapter 6, “How Health Care is Organized – II: Health Delivery Systems”
McClellan, M. (2010). Accountable care organizations in the era of health care
reform. American Health & Drug Benefits, 3(4), 242–244.
Note: You will access this article from the Walden Library databases.

The PPACA of 2010 encourages the formation of accountable care organizations
(ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group
of health care providers who coordinate care for their Medicare patients and share the
financial incentives of health care improvement gains.
Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey
begins. Health Care Financial Management, 64(8), 57–63.

Note: You will access this article from the Walden Library databases.

This article provides information on the importance of health care provider organizations
taking steps to become accountable care organizations (ACOs) and provides examples
of systems that have historically functioned in this capacity. The authors also provide
steps for developing and transitioning to an ACO structure.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing
health. Retrieved from http://www.nationalacademies.org/hmd/Reports/2010/The-
Future-of-Nursing-Leading-Change-Advancing-Health.aspx

This report discusses how nurses can and should play a fundamental role in meeting
the challenges of increased demand for health care brought about by the
implementation of the 2010 Affordable Care Act. In addition, it stresses the need for
nurses to be partners with other health professionals and assume leadership roles in
redesigning health care in the United States.
Institute of Medicine. (2010). Report brief: The future of nursing: Leading change,
advancing health. Retrieved
from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-
Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

This report brief highlights the four key recommendations from the Robert Wood
Johnson and Institute of Medicine The Future of Nursing: Leading Change, Advancing
Health report. The recommendations focus on nursing practice, education and training,
partnerships with other healthcare professionals, and workforce planning and
policymaking.
HealthCare.gov. (n.d.). Understanding the Affordable Care Act. Retrieved from
http://www.hhs.gov/healthcare/rights/index.html

This website introduces the Affordable Care Act and presents the timeline for
implementation of the various provisions of the Act.
HealthCare.gov. (n.d.). Understanding the Affordable Care Act: About the law.
Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

Read the full Affordable Care Act law at this website. An overview of the law is also
provided along with an outline of how the Affordable Care Act helps reduce health
insurance costs.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy:
Reforming health care delivery: Accountable care organizations. Baltimore: Author.
Note: The approximate length of this media piece is 7 minutes.

In this media presentation, Dr. Kathleen White explains the structure of accountable
care organizations (ACO) and discusses the benefits and challenges of becoming an
ACO.

Accessible player
Optional Resources
APRN Joint Dialogue Group Report. (2008). Consensus model for APRN regulation:
Licensure, accreditation, certification & education. Retrieved
from https://www.aacnnursing.org/Education-Resources/APRN-Education/APRN-
Consensus-Model
Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for
what, to whom, and how. JAMA: Journal of the American Medical Association, 304(15),
1715–1716.
Fisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating
accountable care organizations: The extended hospital medical staff. JHealth Affairs,
26, w44-w57. doi:10.1377/hlthaff.26.1.w44–57
McClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A
national strategy to put accountable care into practice. Health Affairs, 29(5), 982–990.
Kaiser Health News. (2011). Accountable care organization proposed regulations:
Resources. Kaiser Family Foundation. Retrieved
from http://www.kaiserhealthnews.org/Stories/2011/March/31/ACO-Documents-In-The-
News.aspx