MSNFP 6026 Capella Biopsychosocial Population Health Policy Proposal Project Assignment

MSNFP 6026 Capella Biopsychosocial Population Health Policy Proposal Project Assignment

Question Description
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.

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

Assessment Instructions
SCENARIO
The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.

INSTRUCTIONS
For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal to better understand how each grading criterion will be assessed.

Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

ADDITIONAL REQUIREMENTS
Length of proposal: 2–4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
APA formatting: Use the APA Style Paper Template linked in the Resources. An APA Style Paper Tutorial is also provided to help you in writing and formatting your analysis.
SUGGESTED RESOURCES
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6026 – Biopsychosocial Concepts for Advanced Nursing Practice II Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Access to Care
Brooks, E., Dailey, N. K., Bair, B. D., & Shore, J. H. (2016) Listening to the patient: Women veterans’ insights about health care needs, access, and quality in rural areas. Military Medicine, 181(9), 976–981.
Caldwell, J. T., Ford, C. L., Wallace, S. P., Wang, M. C., & Takahashi, L. M. (2016). Intersection of living in a rural versus urban area and race/ethnicity in explaining access to health care in the United States. American Journal of Public Health, 106(8), 1463–1469.
Linder, J. A. & Levine, D. M. (2016). Health care communication technology and improved access, continuity, and relationships: The revolution will be Uberized. JAMA Internal Medicine, 176(5), 643–644.
SHOW LESS
Assessment
Borrayo, B. D., & O’Lawrence, H. (2016). A post analysis of a preventive and chronic healthcare tool. Journal of Health and Human Services Administration, 39(1), 15–40.
Vila Health: Resources for Topical Research | Transcript.
Pathophysiology
Maulsby, C., Valdiserri, R. O., Kim, J. J., Mahon, N., Flynn, A., Eriksson, E., . . . Holtgrave, D. R. (2016). The global engagement in care convening: Recommended actions to improve health outcomes for people living with HIV. AIDS Education & Prevention, 28(5), 405–416.
Pranavchand, R., & Reddy, M. (2016). Genomics era and complex disorders: Implications of GWAS with special reference to coronary artery disease, type 2 diabetes mellitus, and cancers. Journal of Postgraduate Medicine, 62(3), 188–198.
Pharmacology
Bland, J. (2016). Where is health care headed? Integrative Medicine, 15(3), 16–18.
Policy
Durbin, A., Durbin, J., Hensel, J., & Deber, R. (2016). Barriers and enablers to integrating mental health into primary care: A policy analysis. The Journal of Behavioral Health Services & Research, 43(1), 127–139.
Gershon, R., Morris, L., & Ferguson, W. (2016). Including language access into Medicaid ACO design. The Journal of Law, Medicine & Ethics, 44(3), 492–502.
Shariff, N. (2014). Factors that act as facilitators and barriers to nurse leaders’ participation in health policy development. BMC Nursing, 13, 20.
Technology
Ramsey, A., Lord, S., Torrey, J., Marsch, L., & Lardiere, M. (2016). Paving the way to successful implementation: Identifying key barriers to use of technology-based therapeutic tools for behavioral health care. The Journal of Behavioral Health Services & Research, 43(1), 54–70.
Course Resources and Templates
APA Style Paper Template [DOCX].
APA Style Paper Tutorial [DOCX].
APA Module
Guiding Questions: Biopsychosocial Population Health Policy Proposal [DOC].
Nursing Masters (MSN) Research Guide.
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Also Read:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

The nursing profession is divided into several branches that allow for the development and expansion of nurse sub-specialties. The DPN and Ph.D. levels of education each have domains that distinguish one from the other. The doctorate of nursing practice is growing at a rapid pace. This degree enables advanced practice nurses to excel beyond master’s prepared nurses by becoming experts in their fields of study. The doctor of nursing practice is the highest level of education that bridges theory and evidence-based practice. DNPs are highly skilled and can practice to the full extent to which they have been educated and trained. The Ph.D. level of nursing lays the groundwork for DNP practice. PhDs conduct quantitative and qualitative research to arrive at their conclusions. Ph.D. nurses create literature with an emphasis on discovery, innovation, and explanatory pathways. When entering into interprofessional collaboration with other health care professionals such as physicians, pharmacists, and physical therapists who practice with degrees at the terminal levels of their fields, nurses must have higher levels of nursing (Fawaz, Hamadan-Mansour &Tassi, 2018).

If I had to choose a higher level of nursing education, I would go for the PhD.
I have over 35 years of experience in nursing, beginning with clinical practice and progressing to the DNP level. I received CCRN and TNCC accreditation to validate my competency as an emergency room and critical care nurse in practice. At this point in the nursing transformation and reformation, I would prefer to have a Ph.D. degree. I’ve gotten better at being clinical and rationalizing how care is delivered over time. The Ph.D. would give me the opportunity to investigate the “why” behind how care is determined, as well as to investigate new and innovative delivery methods that DNPs could use in practice.
Nursing education has changed dramatically since the early 1900s. From on-the-job learning as in hospital practice settings to formal education and training in school settings. From fundamental knowledge to advanced skills and practice. With the passage of time, more advanced degrees in the nursing field became available. A Doctor of Nursing Practice (DNP) and a Doctor of Philosophy in Nursing are the two advanced degrees (PhD). Despite the fact that both provide more in-depth knowledge in the nursing field, they are still distinct.
Going for a PhD program will allow you to gain more knowledge, develop research skills, and test theories related to nursing practice. This degree prepares nurses to work in academic or research settings. Nurses with this degree will work in a classroom as part of an academic institution’s facility. They can conduct research in lab settings to help advance the nursing field.

When a nurse pursues a DNP, the emphasis shifts to having the nurse who receives this degree be an expert clinician. They can create an efficient practice and deliver better patient outcomes by applying the research and knowledge they learn. The emphasis is on clinical practice rather than research or academia.
My primary goal as a writer would be to obtain a DNP. This writer has worked with a number of DNPs and was impressed with their ability to work in a manner similar to that of a doctor.
Thank you for your constructive contribution to this week’s debate. Advanced nursing education is important because it equips nurses with the most up-to-date and relevant skills. Every day, new skills and methods of practicing healthcare are invented; it is critical to learn these new skills and methods of practicing healthcare (Thomas, 2018). Furthermore, nurses should be trained on how to use new technology to aid in service delivery. Acquiring advanced degrees in nursing, such as a PhD or DNP, aids in the improvement of care quality. The DNP is concerned with improving clinical practice, whereas the PhD is concerned with improving healthcare through research. Both are significant because they share the same goal of improving care quality.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.