NURS 7322-001 Healthcare Policy Analysis and Advocacy
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NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.
This course is Web Enhanced with
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Welcome to NURS 7322-01 Healthcare Policy Analysis and Advocacy,
Please begin thinking about a relevant health policy issue you would like to promote through advocacy and be prepared to discuss your issue in the context of the two videos listed below. Also, please come prepared to identify a current national or state health bill that you would like to analyze.
Posted below are pre-class readings, library legislative website, and videos for our first class.
Day: Saturday and Sunday
Date: January 13 and 14, 2018
Room: ALTC 1.101
As always, please let us know if you have any questions. We are looking forward to meeting and seeing everyone in class.
Drs. Kendall-Gallagher (firstname.lastname@example.org) and Rogers (email@example.com).
Course website Readings, and videos:
1. Course legislative library website: http://libguides.uthscsa.edu/nurs_7322
2. Dunn, W.N. (2012). Public policy analysis. An introduction (5th Ed). Upper Saddle River, NJ: PEARSON/Prentice Hall [available as an e-book] Please read Chapter 1 for the first day of class.
3. Shilton, T.(2006).Advocacy for physical activity-from to influence. Promotion & Education, 13, 118-126. Retrieved from http://www.rafapana.org/attachments/article/8/Advocacy_for_Physical_Activity_Trevor_Shilton.pdf
4. [Please view videos in order as listed]
a.University of California Television (2014). Triple aim, triple gain – The three most promising Innovations for in health globally with Lord Nigel Crisp (video file). Retrieved from https://www.uctv.tv/shows/Triple-Aim-Triple-Gain-The-Three-Most-Promising-Areas-for-Innovation-in-Health-Globally-with-Lord-Nigel-Crisp-27970 [58 minutes]
b.Aisle C Productions & Our Times Project (2012). Escape fire: The fight to rescue american healthcare (documentary). [110 minutes]. [Rent online ($3.99) from student’s vendor of choice. Please note, vendor rental cost may vary; may also be purchased]
FACULTY CONTACT INFORMATION
Deborah Kendall-Gallagher, PhD, MS, JD, RN Lead Teacher
Adjunct Assistant Professor
Office hours: By appointment
Office phone: (505) 352-4495
Norma Rogers, PhD, RN, FAAN
Office: NSG 2.516
Office hours: By appointment
Office phone: (210) 567-2547
This course prepares the nurse leader to advance the agenda of the rapidly changing care environment by examination of health policy research and analysis. Students will focus on policy process and develop and implement policy agendas. They will participate in collective decision-making, identifying roles and key stakeholders. The course will address how to identify gaps in policy knowledge and provide opportunity for nurse leaders to engage in processes that influence policy decisions at the institutional, local, state, regional, national and/ or international levels. The course will prepare the nurse leader to analyze the policy process and engage in politically competent care.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)
NURS 5339 Leadership for Quality, Safety, and Health Policy or equivalent
Upon completion of the Doctor of Nursing Practice (DNP) Program students will:
- Integrate nursing science, ethics, biophysical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices.
- Develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety.
- Use analytic methods and evidence based practices to improve practice outcomes and the practice environment.
- Implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems.
- Advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas.
- Employ interprofessional collaborative teams to improve patient and population health outcomes and healthcare delivery systems.
- Lead the integration and institutionalization of (evidence based) clinical prevention and population based health guidelines.
- Use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes.
- Analyze the history, structure, and process of health policy in the United States.
- Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing, and other stakeholders in policy and public forums.
- Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international policy.
- Influence policy makers through active participation on committees, boards, and task forces at institutional, local, state, regional, national and/or international levels to improve health care delivery and outcomes.
- Educate others, including policy makers at all levels, regarding nursing, health policy and patient care outcomes.
- Participate in health services research and policy and economic analyses.
- Advocate for social justice, equity, and ethical policies within all healthcare arenas.
GRADING SCALE FOR GRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)
CRITERIA FOR EVALUATION / GRADES
Assignment 1 - Class Participation, Weekly required activity– 20%
Each week read and complete required learning activities per rubric
Assignment 2 – Stakeholder Analysis for Selected Health Policy Topic – 20%
1. Analysis [900 – 1000 words, exclusive of title page and references, double-spaced] will be graded on the following criteria:
a. Diversity of stakeholders selected [4 total: 2 proponents and 2 opponents]
b. Level of analysis
c. Organization and conciseness of writing
Assignment 3 –Legislative Interview Reaction Paper – 20%
1. Arrange to meet with a Federal, State, or Community legislator/city council member whose scope of authority includes the health policy topic you selected. Conduct an interview of the person seeking his or her opinion on the health policy topic. You will need to familiarize yourself with a specific current issue that you would like to seek the legislator’s opinions or view. Hint: the newspaper, television, blogs, professional organization websites frequently talks about some health related issues [be mindful of how stakeholders’ perceptions may differ regarding the same set of facts]
2. Write a reaction paper related to the interview, inclusive of a description of the health issue and how the doctorally prepared nurse could inform/shape health policy related to that issue. Include your observations and reaction to the experience. The paper (1000 – 1500) words, exclusive of references, double-spaced) will be graded on the following criteria:
a. Describe the health issues and the person or persons selected to interview stating why selected.
b. Include your reaction to the meeting and exchange with the policy person
c. Include your and the person(s) interacted with responses and interpretations related to the health policy that was discussed
d. Describe the doctorally prepared nurse’s role and potential actions related to this health policy issue and why it is important
e. What did you learn through this experience and how will it be used in the future?
i. What has been the most informative aspects of becoming involved in this process
ii. What worked what did not work
iii. What concession or what negotiation or compromise occurred or was observed to keep the policy going forward
iv. Did this strengthen or weaken the proposed outcome—why?
v. How will you use this in the future
Assignment 4: Development of Advocacy Strategy for Selected Health Issue, Inclusive of Politically-Related Economic Concerns – 20%. Strategy will be graded on the following criteria [Advocacy Imperatives will be divided into four (4) power points including notes]
a. Application of Shilton Model of Advocacy (2010)[will review in class]
b. Scope and depth of research supporting imperative 1
c. Clarity of relevance, inclusive of economic analysis supporting
d. Clarity and cohesiveness of imperative 3
e. Scope and creativity of imperatives 4 and 5
f. Organization and conciseness of writing
Assignment 5 –Presentation of Advocacy Strategy for Selected Health Issue, Inclusive of Politically-Related Economic Concerns– 20% Strategy will be graded on the following criteria [(2) 15 minute power point presentations]:
Strategy will be graded on the following criteria [(2) 15 minute power point presentations]:
a. Cohesiveness of strategy
b. Effective use of graphics
c. Style of presentation
Weighting of assignments:
Assignment 1 – 20% of grade
Assignment 2 – 20% of grade
Assignment 3 – 20% of grade
Assignment 4 – 20% of grade
Assignment 5 – 20% of grade
CELL PHONE POLICY
- Respect for classroom and clinical communication processes are necessary for teaching and learning.
- Silence mobile devices / cell phones in classrooms and clinical settings.
- Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
- Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
Attendance in class is an expectation of each student.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
PROFESSIONAL CODE OF CONDUCT
Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).
The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.
School of Nursing Netiquette Guidelines for Online Interaction
Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.
- Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
- Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
- Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
- When responding to messages or posts made by others, address the ideas, not the person.
- It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
- Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
- Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
- Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
- Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
- To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
- Protect your privileges in online communication (avoid posting spam or emailing chain letters).
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
[ORDER BOOK FROM VENDOR OF YOUR CHOICE; AVAILABLE IN PAPERBACK AND ELECTRONIC FORMAT]
Aisle C Productions & Our Times Project (2012). Escape Fire: The Fight to Rescue American Healthcare
(documentary). [110 minutes]. [Rent online ($3.99) from student’s vendor of choice. Please note, vendor rental cost may vary; may also be purchased]
Dunn, W.N. (2012). Public policy analysis. An introduction (5thed). Upper Saddle River, NJ: PEARSON/Prentice Hall [available as an e-book]
Dunn, W.N. (2012). Public policy analysis. Companion website to the 5th edition. Power points and teaching notes. Retrieved from http://www.policyonline.org/
1. Health Policy and Advocacy
a. Introduction to Health Policy (setting the stage)
b. Health Policy Advocacy and the doctorally prepared nurse
c. Ethical and global health policy issues
2. Methodology of Policy Analysis (focus on selected health policy topic)
a. The Process of Policy Analysis
b. Policy Analysis in the Policy-Making Process
c. Structuring Policy Problems
d. Prescribing Preferred Policies
e. Evaluating Policy Performance
f. Developing Policy Arguments
g. Communicating Policy Analysis
3. Developing an Effective Health Policy Advocacy Strategy
a. Using an Advocacy Model to Guide Strategy
b. Professional Leadership and Political Competency/Advocacy
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
Come prepared to
· identify and discuss a health policy topic in context of Triple Aim, Triple Gain and Escape Fire.
· select a current health bill that will be followed throughout the semester
· identify the champions/legislators who are sponsoring the bill
· identify the organizations/lobbyist who are advocating for the bill
· recognize and note those organizations/lobbyist & legislators against the bill
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