Posted: December 14th, 2022
NURS 5003 Health Policy and Health Promotion
NURS 5003 Health Policy and Health Promotion
SYLLABUS
Please note: In the event of a significant disruption of course activities because of an extraordinary
environmental situation (e.g., COVID-19, other disaster), this syllabus is subject to change. Any and all
changes will be communicated with students in as timely a manner as the situation allows.
Semester: Summer Year: 2021
Course Prefix: Nurs Course Number: 5003
Course Title: Health Policy and Health Promotion
Course Description and Overview:
Provides a foundation for advanced nursing practice utilizing principles of health policy
advocacy, health promotion and disease prevention in individuals and communities. Examines
the application of policy processes and system level strategies to address national and
community-level health problems and the influence of regulatory, legislative, and public policy
upon various client populations. Focuses on the use of epidemiological, social, and
environmental data to evaluate community health deficits.
Course credit:
Three (3) semester hours
This course may not be repeated for credit.
Meets Major Requirements and Elective Requirements
Prerequisites Courses or Conditions:
None
Faculty Contact Information:
Name of Instructor: Nina Fredland, PhD, RN, FNP
Office Location: 7436
Office Phone Number: 713.794.2098
Office Hours: Online by appointment
Email Address: [email protected]
Faculty Contact Information:
Name of Instructor: Peggy Landrum, PhD, RN,CS
Office Location: 6033
Office Phone Number: 713.794.2176
Office Hours: Online by appointment
Email Address: [email protected]
Please note: In the event of a significant disruption of course activities because of an extraordinary
environmental situation (e.g., COVID-19, other disaster), this syllabus is subject to change. Any and all
changes will be communicated with students in as timely a manner as the situation allows.
Semester: Summer Year: 2021
Course Prefix: Nurs Course Number: 5003
Course Title: Health Policy and Health Promotion
Course Description and Overview:
Provides a foundation for advanced nursing practice utilizing principles of health policy
advocacy, health promotion and disease prevention in individuals and communities. Examines
the application of policy processes and system level strategies to address national and
community-level health problems and the influence of regulatory, legislative, and public policy
upon various client populations. Focuses on the use of epidemiological, social, and
environmental data to evaluate community health deficits.
Course credit:
Three (3) semester hours
This course may not be repeated for credit.
Meets Major Requirements and Elective Requirements
Prerequisites Courses or Conditions:
None
Faculty Contact Information:
Name of Instructor: Nina Fredland, PhD, RN, FNP
Office Location: 7436
Office Phone Number: 713.794.2098
Office Hours: Online by appointment
Email Address: [email protected]
Faculty Contact Information:
Name of Instructor: Peggy Landrum, PhD, RN,CS
Office Location: 6033
Office Phone Number: 713.794.2176
Office Hours: Online by appointment
Email Address: [email protected]
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Course Objectives
Upon successful completion of the course, the student should be able to:
1. Demonstrate an understanding of the broad determinants of health, principles of
genetics and genomics, and descriptive, statistical, scientific, and other data sources as
a foundation for evidence-based practice in the planning, delivery, management, and
evaluation of care to individuals, families, and aggregates/identified populations.
2. Formulate client-centered and culturally appropriate strategies in the planning,
management, and evaluation of clinical prevention and health promotion interventions
and/or services to individuals, families, and aggregates/identified populations.
3. Apply concepts, including organization of clinical and public health systems, health
economics, genetics and genomics, health information management, interprofessional
collaboration, workforce development and ethical frameworks to advance equitable
and efficient prevention services, and promote effective population health policy.
4. Analyze how healthcare policies influence the structure and financing of healthcare,
clinical practice, and health outcomes.
5. Examine the effect of legal and regulatory processes on nursing practice, healthcare
delivery, and patient outcomes.
6. Integrate clinical prevention and population health concepts in the development of
culturally and linguistically appropriate health education and communication strategies
and interventions for individuals, families, and aggregates/identified populations.
7. Explore partnerships that assure the effective coordination, delivery, and evaluation of
clinical prevention and health promotion interventions and/or services to individuals,
families, and aggregates/identifies populations across care environments and the health
system.
Course Content Areas:
Health policy/promotion and disease prevention
● Conceptual definitions and practice applications
● Leading causes of mortality and morbidity in the US
● Overview of Millennium Goals, Sustainable Development Goals
● National health promotion goals (Healthy People 2020)
● Leading health indicators, including Adverse Childhood Experiences (ACEs)
● Health policy, implications, and delivery in the US and globally
● Healthcare workforce
● Ethical issues
Human diversity and social issues in health policy/promotion and disease prevention
● Determinants of health
● Basic concepts in cultural diversity
● Issues of race, class, and gender in healthcare
● Communities/aggregates/populations at risk
● Culturally sensitive health care
● Trauma informed healthcare
Upon successful completion of the course, the student should be able to:
1. Demonstrate an understanding of the broad determinants of health, principles of
genetics and genomics, and descriptive, statistical, scientific, and other data sources as
a foundation for evidence-based practice in the planning, delivery, management, and
evaluation of care to individuals, families, and aggregates/identified populations.
2. Formulate client-centered and culturally appropriate strategies in the planning,
management, and evaluation of clinical prevention and health promotion interventions
and/or services to individuals, families, and aggregates/identified populations.
3. Apply concepts, including organization of clinical and public health systems, health
economics, genetics and genomics, health information management, interprofessional
collaboration, workforce development and ethical frameworks to advance equitable
and efficient prevention services, and promote effective population health policy.
4. Analyze how healthcare policies influence the structure and financing of healthcare,
clinical practice, and health outcomes.
5. Examine the effect of legal and regulatory processes on nursing practice, healthcare
delivery, and patient outcomes.
6. Integrate clinical prevention and population health concepts in the development of
culturally and linguistically appropriate health education and communication strategies
and interventions for individuals, families, and aggregates/identified populations.
7. Explore partnerships that assure the effective coordination, delivery, and evaluation of
clinical prevention and health promotion interventions and/or services to individuals,
families, and aggregates/identifies populations across care environments and the health
system.
Course Content Areas:
Health policy/promotion and disease prevention
● Conceptual definitions and practice applications
● Leading causes of mortality and morbidity in the US
● Overview of Millennium Goals, Sustainable Development Goals
● National health promotion goals (Healthy People 2020)
● Leading health indicators, including Adverse Childhood Experiences (ACEs)
● Health policy, implications, and delivery in the US and globally
● Healthcare workforce
● Ethical issues
Human diversity and social issues in health policy/promotion and disease prevention
● Determinants of health
● Basic concepts in cultural diversity
● Issues of race, class, and gender in healthcare
● Communities/aggregates/populations at risk
● Culturally sensitive health care
● Trauma informed healthcare
3
Fostering healthy communities
● Ecological Framework and Epidemiological Principles
● Utilization of epidemiological, social, and environmental data
● Targeted community healthcare policies and strategies
● Multidisciplinary approaches
● Ethical issues across the life span and amid a Pandemic
Course Textbooks:
Required:
Publication Manual of the American Psychological Association (7th Edition). APA
Recommended:
Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan, (9th ed.).
Elsevier
Activities, Assignments, and Grading Policy:
This online course uses distance educational methodologies to present content. Students are
expected to participate in course activities, both individual and group, and to complete assigned
work online. Activities include in-depth exploration of course content available via the Internet,
health promotion textbook and other resources. The three modules of the course contain readings,
learning guides, assignments and discussion topics.
Evaluation:
Health Promotion Project 40%
Discussion Board Activities 20%
Seminar Group Presentation 20%
Policy Paper 20%
Assignments and Content Areas:
Foundations:
Introduction to concepts
Discussion board forums and beginning group work
Initial health promotion project (HPP) with assessments and theoretical foundation)
Application / Intervention:
Utilizing concepts
Discussion board forums
Preparation of seminars and individual policy papers
Continuing health promotion project
Synthesis:
Synthesis of concepts and self-evaluations
Group seminar presentations / evaluations
Self-evaluation of discussion boards
Health policy paper and policy discussion board
Final health promotion project
Fostering healthy communities
● Ecological Framework and Epidemiological Principles
● Utilization of epidemiological, social, and environmental data
● Targeted community healthcare policies and strategies
● Multidisciplinary approaches
● Ethical issues across the life span and amid a Pandemic
Course Textbooks:
Required:
Publication Manual of the American Psychological Association (7th Edition). APA
Recommended:
Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan, (9th ed.).
Elsevier
Activities, Assignments, and Grading Policy:
This online course uses distance educational methodologies to present content. Students are
expected to participate in course activities, both individual and group, and to complete assigned
work online. Activities include in-depth exploration of course content available via the Internet,
health promotion textbook and other resources. The three modules of the course contain readings,
learning guides, assignments and discussion topics.
Evaluation:
Health Promotion Project 40%
Discussion Board Activities 20%
Seminar Group Presentation 20%
Policy Paper 20%
Assignments and Content Areas:
Foundations:
Introduction to concepts
Discussion board forums and beginning group work
Initial health promotion project (HPP) with assessments and theoretical foundation)
Application / Intervention:
Utilizing concepts
Discussion board forums
Preparation of seminars and individual policy papers
Continuing health promotion project
Synthesis:
Synthesis of concepts and self-evaluations
Group seminar presentations / evaluations
Self-evaluation of discussion boards
Health policy paper and policy discussion board
Final health promotion project
4
Grading Guide:
Letter grades will be assigned by the following grading scale:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
below 60 = F
Late Assignments:
Consult evaluation criteria for each individual assignment. Points will be deducted on late
assignments (5% deduction for each day the assignment is late, up to 3 days). No
assignments will be accepted after three days following the due date unless prior approval
has been granted by the professor. So please contact faculty if you have special
circumstances.
ASSIGNMENTS
A. Health Promotion Project (40%)
1. Prepare a database (assessment) regarding your own health. Required components:
a. 2 required assessment tools (health risks and lifestyle indicators) located in the
Course Information folder under Health Promotion Project
b. 1 Genogram and 1 Ecomap, including narrative interpretation and implications of
findings
c. Adverse Childhood Events (ACE) questionnaire (submission of results not
required)
d. 2 additional assessment materials directly related to your targeted area of
behavioral change
Upon completing the above tasks, you will have seven assessments, and submit six. It
is optional to include data from your last personal physical exam or any other
personal health risk information that you view as significant. Complete the ACE
assessment for your own information. You are not required to share this
information but keep in mind for use in your clinical practice to identify at-risk
individuals.
Be sure to consider significant health risks for your age group (see Healthy People
2020 and recent CDC Covid-19 health risks). Suggested links are provided in the Web
Links folder.
We require submission of only the findings from each assessment, not the actual tool.
**Report your results and include an interpretive paragraph to describe the meaning
Grading Guide:
Letter grades will be assigned by the following grading scale:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
below 60 = F
Late Assignments:
Consult evaluation criteria for each individual assignment. Points will be deducted on late
assignments (5% deduction for each day the assignment is late, up to 3 days). No
assignments will be accepted after three days following the due date unless prior approval
has been granted by the professor. So please contact faculty if you have special
circumstances.
ASSIGNMENTS
A. Health Promotion Project (40%)
1. Prepare a database (assessment) regarding your own health. Required components:
a. 2 required assessment tools (health risks and lifestyle indicators) located in the
Course Information folder under Health Promotion Project
b. 1 Genogram and 1 Ecomap, including narrative interpretation and implications of
findings
c. Adverse Childhood Events (ACE) questionnaire (submission of results not
required)
d. 2 additional assessment materials directly related to your targeted area of
behavioral change
Upon completing the above tasks, you will have seven assessments, and submit six. It
is optional to include data from your last personal physical exam or any other
personal health risk information that you view as significant. Complete the ACE
assessment for your own information. You are not required to share this
information but keep in mind for use in your clinical practice to identify at-risk
individuals.
Be sure to consider significant health risks for your age group (see Healthy People
2020 and recent CDC Covid-19 health risks). Suggested links are provided in the Web
Links folder.
We require submission of only the findings from each assessment, not the actual tool.
**Report your results and include an interpretive paragraph to describe the meaning
5
each particular assessment has for you, as well as overall implications of your
assessments for your health. Please do not submit the entire tool, links, or screen shots.
2. Develop a personal treatment plan based on your assessments that includes:
a. 1 goal (broad outcome)
b. 2 objectives (more focused outcomes), and
c. 5-10 action steps (specific measurable actions you will take) to support each
objective.
(Be selective – you have only10 weeks in this course to implement your HPP
project. Please do not try to change several behaviors at once – we do not want you
to overwhelm yourself! Focus on one behavior for this project.) Of course, you
may continue to implement your HPP once the course is completed.
3. Choose a theoretical framework to guide the progression of your project, i.e., a
theory or model that you will use to guide your choices and your understanding of
behavior change.
a. Explain each of the tenets / concepts of your framework in your own words and in
detail;
b. Explain how this theory applies to and facilitates your treatment plan;
c. Use examples of how you are applying the theory to your project; and,
d. Include adequate detail in your explanations – this is not a superficial ‘brief
mention,’ but rather a comprehensive application of the theory to your health
promotion effort. The theory is meant to guide your actions and to help you be
successful.
4. Maintain a log (at least 2 entries per week). Date each log entry.
a. Describe and analyze your health promotion (behavior/lifestyle change) activity
and your thoughts and feelings about the change process, i.e., what is it like for you
to be engaging in this project and implementing your treatment (intervention) plan.
b. Discuss how your theoretical framework is applicable to your choices, i.e., how
your theory is guiding you and how you are using your theory.
c. Log entries should be substantive and show progress on a physical and affective
(emotional) level. Discuss your thoughts as you move through your project. Submit
your log as one component of your overall HPP project. One sentence is rarely
adequate to demonstrate careful reflection that will assist you to move forward,
revise, or consider whatever is necessary for successful implementation of your
HPP. Remember it is not whether you reach your goal within the 10 weeks, but
more that you learn the process and can apply it to your future practice.
each particular assessment has for you, as well as overall implications of your
assessments for your health. Please do not submit the entire tool, links, or screen shots.
2. Develop a personal treatment plan based on your assessments that includes:
a. 1 goal (broad outcome)
b. 2 objectives (more focused outcomes), and
c. 5-10 action steps (specific measurable actions you will take) to support each
objective.
(Be selective – you have only10 weeks in this course to implement your HPP
project. Please do not try to change several behaviors at once – we do not want you
to overwhelm yourself! Focus on one behavior for this project.) Of course, you
may continue to implement your HPP once the course is completed.
3. Choose a theoretical framework to guide the progression of your project, i.e., a
theory or model that you will use to guide your choices and your understanding of
behavior change.
a. Explain each of the tenets / concepts of your framework in your own words and in
detail;
b. Explain how this theory applies to and facilitates your treatment plan;
c. Use examples of how you are applying the theory to your project; and,
d. Include adequate detail in your explanations – this is not a superficial ‘brief
mention,’ but rather a comprehensive application of the theory to your health
promotion effort. The theory is meant to guide your actions and to help you be
successful.
4. Maintain a log (at least 2 entries per week). Date each log entry.
a. Describe and analyze your health promotion (behavior/lifestyle change) activity
and your thoughts and feelings about the change process, i.e., what is it like for you
to be engaging in this project and implementing your treatment (intervention) plan.
b. Discuss how your theoretical framework is applicable to your choices, i.e., how
your theory is guiding you and how you are using your theory.
c. Log entries should be substantive and show progress on a physical and affective
(emotional) level. Discuss your thoughts as you move through your project. Submit
your log as one component of your overall HPP project. One sentence is rarely
adequate to demonstrate careful reflection that will assist you to move forward,
revise, or consider whatever is necessary for successful implementation of your
HPP. Remember it is not whether you reach your goal within the 10 weeks, but
more that you learn the process and can apply it to your future practice.
6
5. Submit two article summaries with the first submission of your project.
a. Choose 1 article from a professional / research source that is relevant to your
project. Summarize the article and note how the article relates to your project.
b. Choose 1 article from a lay or popular source that is related to your area of change.
Summarize the article and relate how the information is useful in your project.
6. Please note: Your personal treatment plan should include the establishment of
objectives and action steps for the semester. Evaluation will be formative by the log
submissions, and summative on the entire process of planning, implementing, and
evaluating your own personal treatment plans and on your application of science,
theory, and policy to practice.
a. You will be evaluated ONLY on your overall process, not on success meeting your
goal.
b. Although you may reap personal benefit, the greater goal is that you will be able to
apply the principles you have learned and your experience of the process to your
own practice arena in the future.
c. The rubric for this project (below) identifies expectations.
B. Discussion Boards (20%)
1. Four topical discussion board assignments are included in this course, 2 in Module 1
and 2 in Module 2. Each discussion board is associated with a lesson, and provides the
opportunity to share your own knowledge, research, and insights associated with the
topic. You also have the opportunity to expand your own understanding by active
engagement in the discussion and use of outside reference materials. Substantial
discussion is expected, with meaningful comments supported by your own experience
as well as your objective knowledge of the topic.
2. A grading rubric for discussion board participation is provided below in this syllabus.
3. Final discussion board grades are determined by averaging student self-evaluation
of each discussion board with professor evaluation. Include brief but specific
examples in support of your self-evaluation. Self-evaluations will be due following
completion of the first 2 modules. Be sure to assign yourself an overall grade for
your effort on discussion boards.
C. Seminar Presentation (20%)
1. Students will choose and participate in a group presentation of a seminar on health
risk assessment, health promotion, and health policy for a topic specific to one age
group.
2. Student learning objectives, presentation outline, and bibliography should be
developed and included in the seminar presentation.
5. Submit two article summaries with the first submission of your project.
a. Choose 1 article from a professional / research source that is relevant to your
project. Summarize the article and note how the article relates to your project.
b. Choose 1 article from a lay or popular source that is related to your area of change.
Summarize the article and relate how the information is useful in your project.
6. Please note: Your personal treatment plan should include the establishment of
objectives and action steps for the semester. Evaluation will be formative by the log
submissions, and summative on the entire process of planning, implementing, and
evaluating your own personal treatment plans and on your application of science,
theory, and policy to practice.
a. You will be evaluated ONLY on your overall process, not on success meeting your
goal.
b. Although you may reap personal benefit, the greater goal is that you will be able to
apply the principles you have learned and your experience of the process to your
own practice arena in the future.
c. The rubric for this project (below) identifies expectations.
B. Discussion Boards (20%)
1. Four topical discussion board assignments are included in this course, 2 in Module 1
and 2 in Module 2. Each discussion board is associated with a lesson, and provides the
opportunity to share your own knowledge, research, and insights associated with the
topic. You also have the opportunity to expand your own understanding by active
engagement in the discussion and use of outside reference materials. Substantial
discussion is expected, with meaningful comments supported by your own experience
as well as your objective knowledge of the topic.
2. A grading rubric for discussion board participation is provided below in this syllabus.
3. Final discussion board grades are determined by averaging student self-evaluation
of each discussion board with professor evaluation. Include brief but specific
examples in support of your self-evaluation. Self-evaluations will be due following
completion of the first 2 modules. Be sure to assign yourself an overall grade for
your effort on discussion boards.
C. Seminar Presentation (20%)
1. Students will choose and participate in a group presentation of a seminar on health
risk assessment, health promotion, and health policy for a topic specific to one age
group.
2. Student learning objectives, presentation outline, and bibliography should be
developed and included in the seminar presentation.
7
3. The students and the faculty will evaluate the seminar using the Seminar Evaluation
Form found in Module 2.
4. Students are encouraged to be creative in their presentations, and may want to utilize
multimedia, actual patient scenarios, or any other activities that are designed to meet
seminar learning objectives. Remember that the IT resources of the University are
available to you as your group determines what you would like to do for your project.
Additional guidelines will be available in Module 2.
5. Please be sure that the material presented is appropriate for graduate level learning,
i.e., include depth of information appropriate for master’s prepared nursing practice,
and expand on what you learned in your undergraduate program! (You may build on
information you learned at the undergraduate level, but it should go well beyond that
to include a level of detail appropriate for advanced nursing practice.) You are
responsible for mastery of content as well as presentation style. The presentation
should flow with proper spelling and grammar appropriate for graduate level scholarly
work. Allow time for editing and proofing. Finally, please take individual
responsibility for participating fully with your group.
D. Policy Op-Ed Paper (20%)
Select a Current Policy Issue to address in your Op-Ed
Choose a current health policy issue for your Op-Ed Paper topic. This can include a
policy that is related to the Determinants of Health, Sustainable Development
Goals, structural racism, violence, pandemic issues, etc. For example, it can be an
issue specifically related to COVID 19 such as vaccination hesitancy, roll out
inequities, mask-wearing, economic issues, housing/eviction, travel constraints,
etc. You may address any issue about which you are passionate and that affects
health, either individual health, family health/functioning, or population health.
Your issue may have a community, state, national, or global focus. Pick an area
that you think is significant enough to be addressed. Given the worldwide crisis,
the range of possibilities is broad, from policies with an individual focus to those
with a population focus.
Think globally and locally; therefore, the policy issue you choose can relate on a
local, state, national, or global level.
Research historical and background information relevant to your chosen issue.
Identify individuals or groups who would be most interested in your chosen policy
and for what reason (stakeholders). And remember that some will be interested in
your policy for the purpose of opposing it! Most policies affect families, groups,
communities, and societies. Be sure to consider the implications beyond an
individual focus. NURS 5003 Health Policy and Health Promotion
3. The students and the faculty will evaluate the seminar using the Seminar Evaluation
Form found in Module 2.
4. Students are encouraged to be creative in their presentations, and may want to utilize
multimedia, actual patient scenarios, or any other activities that are designed to meet
seminar learning objectives. Remember that the IT resources of the University are
available to you as your group determines what you would like to do for your project.
Additional guidelines will be available in Module 2.
5. Please be sure that the material presented is appropriate for graduate level learning,
i.e., include depth of information appropriate for master’s prepared nursing practice,
and expand on what you learned in your undergraduate program! (You may build on
information you learned at the undergraduate level, but it should go well beyond that
to include a level of detail appropriate for advanced nursing practice.) You are
responsible for mastery of content as well as presentation style. The presentation
should flow with proper spelling and grammar appropriate for graduate level scholarly
work. Allow time for editing and proofing. Finally, please take individual
responsibility for participating fully with your group.
D. Policy Op-Ed Paper (20%)
Select a Current Policy Issue to address in your Op-Ed
Choose a current health policy issue for your Op-Ed Paper topic. This can include a
policy that is related to the Determinants of Health, Sustainable Development
Goals, structural racism, violence, pandemic issues, etc. For example, it can be an
issue specifically related to COVID 19 such as vaccination hesitancy, roll out
inequities, mask-wearing, economic issues, housing/eviction, travel constraints,
etc. You may address any issue about which you are passionate and that affects
health, either individual health, family health/functioning, or population health.
Your issue may have a community, state, national, or global focus. Pick an area
that you think is significant enough to be addressed. Given the worldwide crisis,
the range of possibilities is broad, from policies with an individual focus to those
with a population focus.
Think globally and locally; therefore, the policy issue you choose can relate on a
local, state, national, or global level.
Research historical and background information relevant to your chosen issue.
Identify individuals or groups who would be most interested in your chosen policy
and for what reason (stakeholders). And remember that some will be interested in
your policy for the purpose of opposing it! Most policies affect families, groups,
communities, and societies. Be sure to consider the implications beyond an
individual focus. NURS 5003 Health Policy and Health Promotion
8
Develop an INFORMED opinion
Develop an informed opinion on the selected issue based on the information that
you have gathered and possibly on your experience as a practicing professional
nurse.
Remember that an informed opinion means that you can understand and
present evidence for both sides of the issue, and then clearly indicate your own
position, i.e., identify pros and cons. For your Op-Ed, simply acknowledge the
views of ‘the other side’ so that your view can be balanced against the other
view.
Compile the results of your research in a 1-2-page double spaced paper, not
including title page and references. In short, make your point, i.e., your argument
for your position, clearly and concisely – state the policy, history, pros, cons,
ethical issues if any, and then your supported position.
What is an Op-Ed
To assist you, we are providing some definitions and examples of Op-Eds.
Def #1: Op-Ed is short for ‘opposite the editorial page.’ It is an open letter or public
letter. Although newspapers may refer to editorials as opinion pieces, op-eds can be
written by someone with expertise in a subject area, someone with an authentic
perspective, or someone strongly opinionated about a topic and usually not
affiliated with the publication.
Def #2: An op-ed (abbreviated from “opposite the editorial page”) is an opinion
piece that appears on a page in the newspaper dedicated solely to them, often
written by a subject-matter expert, a person with a unique perspective on an issue,
or a regular columnist employed by the paper. Op-eds may be solicited by the
editorial staff but may also be submitted by the author for publication. Although
the decision to publish such a piece rests with the editorial board, any opinions
expressed are those of the author. A letter to the editor(Links to an external
site.) (Links to an external site.) is a common example of this.
Sharing Nursing knowledge through opinion editorials
https://nursemanifest.com/2020/08/04/sharing-nursing-knowledge-through-
opinion-editorials/(Links to an external site.) (Links to an external site.)
Write an Op-ed
https://mdpha.org/content/uploads/APHA-oped_tips.pdf(Links to an external
site.) (Links to an external site.)
How to Write a Killer Op-Ed: Sharpening the Persuasive Writing Blade
https://naepub.com/publicity/2014-24-2-2/(Links to an external site.) (Links to an
external site.)
Nurse: What my daughter fears for me – Opinion by Theresa Brown
https://www.cnn.com/2020/03/20/opinions/nurse-masks-protective-equipment-
brown/index.html(Links to an external site.) (Links to an external site.) NURS 5003 Health Policy and Health Promotion
Develop an INFORMED opinion
Develop an informed opinion on the selected issue based on the information that
you have gathered and possibly on your experience as a practicing professional
nurse.
Remember that an informed opinion means that you can understand and
present evidence for both sides of the issue, and then clearly indicate your own
position, i.e., identify pros and cons. For your Op-Ed, simply acknowledge the
views of ‘the other side’ so that your view can be balanced against the other
view.
Compile the results of your research in a 1-2-page double spaced paper, not
including title page and references. In short, make your point, i.e., your argument
for your position, clearly and concisely – state the policy, history, pros, cons,
ethical issues if any, and then your supported position.
What is an Op-Ed
To assist you, we are providing some definitions and examples of Op-Eds.
Def #1: Op-Ed is short for ‘opposite the editorial page.’ It is an open letter or public
letter. Although newspapers may refer to editorials as opinion pieces, op-eds can be
written by someone with expertise in a subject area, someone with an authentic
perspective, or someone strongly opinionated about a topic and usually not
affiliated with the publication.
Def #2: An op-ed (abbreviated from “opposite the editorial page”) is an opinion
piece that appears on a page in the newspaper dedicated solely to them, often
written by a subject-matter expert, a person with a unique perspective on an issue,
or a regular columnist employed by the paper. Op-eds may be solicited by the
editorial staff but may also be submitted by the author for publication. Although
the decision to publish such a piece rests with the editorial board, any opinions
expressed are those of the author. A letter to the editor(Links to an external
site.) (Links to an external site.) is a common example of this.
Sharing Nursing knowledge through opinion editorials
https://nursemanifest.com/2020/08/04/sharing-nursing-knowledge-through-
opinion-editorials/(Links to an external site.) (Links to an external site.)
Write an Op-ed
https://mdpha.org/content/uploads/APHA-oped_tips.pdf(Links to an external
site.) (Links to an external site.)
How to Write a Killer Op-Ed: Sharpening the Persuasive Writing Blade
https://naepub.com/publicity/2014-24-2-2/(Links to an external site.) (Links to an
external site.)
Nurse: What my daughter fears for me – Opinion by Theresa Brown
https://www.cnn.com/2020/03/20/opinions/nurse-masks-protective-equipment-
brown/index.html(Links to an external site.) (Links to an external site.) NURS 5003 Health Policy and Health Promotion
9
This Op-Ed assignment will improve your ability to make the voices of nurses
heard locally, regionally, across the state, nationally, and internationally – and
beyond the discipline of nursing! These are extraordinary times. The global impact
is unprecedented! We look forward to a rich and compelling discussion around
your Op-Ed pieces.
Post your Op-Ed on the Op-Ed discussion board and to the assignment link on
Canvas. Substantive dialogue and critique of your peers’ op-ed papers will be
required in the discussion board. Details will follow in Discussions.
GRADING RUBRICS
Health Promotion Project Rubric
Health Promotion Project submissions across modules will be assessed for a total of 40% of your
grade. The assignment rubric serves as a guide for grading your written work. You earn a rating on
each assignment as exceeding expectations, meeting expectations or performing below expectations.
Expectations
/
Components
Exceeds
Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs below
Expectations
(C+, C, C-)
Timeliness
of
Response
✓Assignment on time Assignment on time ✓ Assignment late
(Missing assignments
will not receive credit) **
See above for policy
related to late assignments.
Content of
assignment
✓ Material
cogently presented
✓ Assessments
complete
✓ Tx plan
complete with
specific action steps
✓ Theory
explained in detail
with application to
your own project
✓ Log entries
demonstrate
implementation of
treatment plan and
Material
understandable
✓ Assessment largely
completed
✓ Tx plan partially
complete
✓ Theory introduced
with some
explanation and some
examples
✓ Log entries
demonstrate partial
attention to treatment
plan and theory
✓ Material disorganized,
hard to follow or missing
✓ Assessment missing or
incomplete
✓ Tx plan missing or
incomplete
✓ Theory missing or
incomplete
✓ Log missing or
incomplete or excessively
brief
This Op-Ed assignment will improve your ability to make the voices of nurses
heard locally, regionally, across the state, nationally, and internationally – and
beyond the discipline of nursing! These are extraordinary times. The global impact
is unprecedented! We look forward to a rich and compelling discussion around
your Op-Ed pieces.
Post your Op-Ed on the Op-Ed discussion board and to the assignment link on
Canvas. Substantive dialogue and critique of your peers’ op-ed papers will be
required in the discussion board. Details will follow in Discussions.
GRADING RUBRICS
Health Promotion Project Rubric
Health Promotion Project submissions across modules will be assessed for a total of 40% of your
grade. The assignment rubric serves as a guide for grading your written work. You earn a rating on
each assignment as exceeding expectations, meeting expectations or performing below expectations.
Expectations
/
Components
Exceeds
Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs below
Expectations
(C+, C, C-)
Timeliness
of
Response
✓Assignment on time Assignment on time ✓ Assignment late
(Missing assignments
will not receive credit) **
See above for policy
related to late assignments.
Content of
assignment
✓ Material
cogently presented
✓ Assessments
complete
✓ Tx plan
complete with
specific action steps
✓ Theory
explained in detail
with application to
your own project
✓ Log entries
demonstrate
implementation of
treatment plan and
Material
understandable
✓ Assessment largely
completed
✓ Tx plan partially
complete
✓ Theory introduced
with some
explanation and some
examples
✓ Log entries
demonstrate partial
attention to treatment
plan and theory
✓ Material disorganized,
hard to follow or missing
✓ Assessment missing or
incomplete
✓ Tx plan missing or
incomplete
✓ Theory missing or
incomplete
✓ Log missing or
incomplete or excessively
brief
10
application of theory
with examples
✓ Article
summaries offer
concise organized
information,
including application
to your project
✓ Supporting
evidence is always
offered
✓ Article summaries
include information in
less organized format
✓ Supporting evidence
is usually offered
Article summaries or
excessively brief
✓ Supporting evidence is
haphazard or lacking
Discussion Board Participation Rubric
Participation on discussion boards will be assessed using the following rubric, which serves as a
guide for grading your participation. Your score will be calculated by averaging self-ratings
and professor ratings. Please rate yourself as exceeding expectations, meeting expectations or
performing below expectations on each of the discussions in the module, and then provide an
overall letter grade. You must provide specific examples from each of the discussions to
support your self-assessed ratings. Failure to adequately support your rating will result in the
rating being lowered by one level. The professors will also rate your performance using the same
criteria. Do not copy and paste from the various discussion boards. Instead support with
succinct, specific examples. Student and faculty ratings will be averaged together for a final
score. NURS 5003 Health Policy and Health Promotion
Expectation/
Components
Exceeds Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs Below
Expectations
(C+, C, C-)
Consistency
of
Response
✓Frequent & even
distribution of entries
throughout module
✓Consistently initiates
discussion
✓Responds to discussion in
timely fashion
✓ Uneven distribution of
entries
✓ Occasionally initiates
discussion
✓ Responds to most
discussion
✓Uneven & infrequent
entries
✓Little or no initiation of
discussion
✓Seldom responds
Degree of
Engagement
✓Interacts freely and
encourages others
✓Frequently generates
further discussion
✓Provides leadership to
group
✓ Participates in ongoing
discussion
✓ Occasionally evokes
further discussion
✓ Active group member
✓Not actively involved in
discussion
✓Not engaged
✓No contribution to group
application of theory
with examples
✓ Article
summaries offer
concise organized
information,
including application
to your project
✓ Supporting
evidence is always
offered
✓ Article summaries
include information in
less organized format
✓ Supporting evidence
is usually offered
Article summaries or
excessively brief
✓ Supporting evidence is
haphazard or lacking
Discussion Board Participation Rubric
Participation on discussion boards will be assessed using the following rubric, which serves as a
guide for grading your participation. Your score will be calculated by averaging self-ratings
and professor ratings. Please rate yourself as exceeding expectations, meeting expectations or
performing below expectations on each of the discussions in the module, and then provide an
overall letter grade. You must provide specific examples from each of the discussions to
support your self-assessed ratings. Failure to adequately support your rating will result in the
rating being lowered by one level. The professors will also rate your performance using the same
criteria. Do not copy and paste from the various discussion boards. Instead support with
succinct, specific examples. Student and faculty ratings will be averaged together for a final
score. NURS 5003 Health Policy and Health Promotion
Expectation/
Components
Exceeds Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs Below
Expectations
(C+, C, C-)
Consistency
of
Response
✓Frequent & even
distribution of entries
throughout module
✓Consistently initiates
discussion
✓Responds to discussion in
timely fashion
✓ Uneven distribution of
entries
✓ Occasionally initiates
discussion
✓ Responds to most
discussion
✓Uneven & infrequent
entries
✓Little or no initiation of
discussion
✓Seldom responds
Degree of
Engagement
✓Interacts freely and
encourages others
✓Frequently generates
further discussion
✓Provides leadership to
group
✓ Participates in ongoing
discussion
✓ Occasionally evokes
further discussion
✓ Active group member
✓Not actively involved in
discussion
✓Not engaged
✓No contribution to group
11
Evidence of
Understanding
✓Uses resources beyond
those required by course
✓Knowledge gained well
incorporated into
responses
✓Consistent reflection of
course content
✓Uses required readings
& course materials
✓Ideas stated clearly with
some connection to
readings.
✓Some reflection of
content
✓ Readings & course
materials not reflected
✓Opinions not informed
by readings
✓Remarks unrelated to
topic
Depth of
Commentary
✓Provides examples that
enhance understanding of
topic
✓Analyzes issues and
implications arising from
topic
✓Reflects insight into own
learning
✓Restates ideas from
resources that clarify
topic
✓Identifies issues and
implications arising
from topic
✓Some insight into own
learning
✓Comments limited to
agree or disagree
✓No issue identification
✓No evidence of insight
into own learning
UNIVERSITY/CLASS POLICIES
Disability Support Policy Statement: Texas Woman’s University strives to make all learning
experiences as accessible as possible. If you anticipate or experience academic barriers based on
your disability , please contact Disability Services for Students ([email protected]; 940-898-3835,
CFO 106) to verify eligibility and register for services. After DSS registration, contact me as
soon as possible to discuss your accommodations so that they may be implemented in a timely
fashion.
Title IX: Students who may need academic accommodations due to pregnancy (including
termination of pregnancy, childbirth, and lactation) are encouraged to contact Symone Osieko
Director of Civility & Community Standards/Title IX Coordinator, [email protected],
940-898-2969.
Academic Integrity: Honesty in completing assignments is essential to the mission of the
University and to the development of the personal integrity of students. In submitting graded
assignments, students affirm that they have neither given nor received unauthorized assistance,
and that they have abided by all other provisions of the Code of Conduct in the TWU Student
Handbook. Cheating, plagiarism, collusion, dual submission of a paper or other kinds of
academic dishonesty will not be tolerated and will result in appropriate sanctions that may
include failing an assignment, failing the class, removal from an academic program, or being
suspended or expelled. Allegations of academic dishonesty in this course may be reported to the
Office of Civility and Community Standards. The specific disciplinary process for academic
dishonesty is found at http://www.twu.edu/student-handbook in Section 5 as part of the TWU
Student Code of Conduct. For details on avoiding plagiarism, visit
http://libguides.twu.edu/writingciting and visit the Writing Help > Plagiarism section.
In an effort to ensure the integrity of the academic process, Texas Woman’s University
vigorously affirms the importance of academic honesty as defined by the TWU Student Code of
Conduct. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas
Evidence of
Understanding
✓Uses resources beyond
those required by course
✓Knowledge gained well
incorporated into
responses
✓Consistent reflection of
course content
✓Uses required readings
& course materials
✓Ideas stated clearly with
some connection to
readings.
✓Some reflection of
content
✓ Readings & course
materials not reflected
✓Opinions not informed
by readings
✓Remarks unrelated to
topic
Depth of
Commentary
✓Provides examples that
enhance understanding of
topic
✓Analyzes issues and
implications arising from
topic
✓Reflects insight into own
learning
✓Restates ideas from
resources that clarify
topic
✓Identifies issues and
implications arising
from topic
✓Some insight into own
learning
✓Comments limited to
agree or disagree
✓No issue identification
✓No evidence of insight
into own learning
UNIVERSITY/CLASS POLICIES
Disability Support Policy Statement: Texas Woman’s University strives to make all learning
experiences as accessible as possible. If you anticipate or experience academic barriers based on
your disability , please contact Disability Services for Students ([email protected]; 940-898-3835,
CFO 106) to verify eligibility and register for services. After DSS registration, contact me as
soon as possible to discuss your accommodations so that they may be implemented in a timely
fashion.
Title IX: Students who may need academic accommodations due to pregnancy (including
termination of pregnancy, childbirth, and lactation) are encouraged to contact Symone Osieko
Director of Civility & Community Standards/Title IX Coordinator, [email protected],
940-898-2969.
Academic Integrity: Honesty in completing assignments is essential to the mission of the
University and to the development of the personal integrity of students. In submitting graded
assignments, students affirm that they have neither given nor received unauthorized assistance,
and that they have abided by all other provisions of the Code of Conduct in the TWU Student
Handbook. Cheating, plagiarism, collusion, dual submission of a paper or other kinds of
academic dishonesty will not be tolerated and will result in appropriate sanctions that may
include failing an assignment, failing the class, removal from an academic program, or being
suspended or expelled. Allegations of academic dishonesty in this course may be reported to the
Office of Civility and Community Standards. The specific disciplinary process for academic
dishonesty is found at http://www.twu.edu/student-handbook in Section 5 as part of the TWU
Student Code of Conduct. For details on avoiding plagiarism, visit
http://libguides.twu.edu/writingciting and visit the Writing Help > Plagiarism section.
In an effort to ensure the integrity of the academic process, Texas Woman’s University
vigorously affirms the importance of academic honesty as defined by the TWU Student Code of
Conduct. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas
12
Woman’s University may now use a tool such as Turnitin to compare a student’s work with
multiple sources. It then reports a percentage of similarity and provides links to those specific
sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead,
that judgment must be made by the individual faculty member.
Tools to help you avoid plagiarism are available through the TWU Libraries at
https://www.twu.edu/library/tutorial/cap/plagiarism/
TWU Attendance Policy: Consistent attendance is vital to academic success and is expected of
all students. Grades are determined by academic performance, and instructors may give students
written notice that attendance related to specific classroom activities is required. Absences do
not exempt students from academic requirements. Excessive absences, even if documented, may
result in a student’s failing the course. Excused absences are within the purview of the
instructor. Students must consult with instructors regarding make-up work.
Technology Communication
E-mail and Canvas are communication and teaching modalities used extensively in this course.
All students are expected to access, navigate, and utilize these modalities on a regular basis.
Failure of a student to receive messages, announcements, or assignments sent or posted via these
modalities may jeopardize the student’s progress in the course and does not constitute a viable
excuse for failing to meet course requirements and expectations. Preliminary grades may be
posted as a function of Canvas. However, these grades are not considered official; only those
grades submitted to the registrar’s office at the end of the semester are official. If you have any
questions about using e-mail or Canvas, please contact the Technology Service Desk for live
chat, email servicedesk@twu./edu or online at https://twu.edu/technology/ or TWU extension 8-
1-3971 or telephone 940-898-3971. There are also Canvas tutorials posted in the Getting Started
Module.
Woman’s University may now use a tool such as Turnitin to compare a student’s work with
multiple sources. It then reports a percentage of similarity and provides links to those specific
sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead,
that judgment must be made by the individual faculty member.
Tools to help you avoid plagiarism are available through the TWU Libraries at
https://www.twu.edu/library/tutorial/cap/plagiarism/
TWU Attendance Policy: Consistent attendance is vital to academic success and is expected of
all students. Grades are determined by academic performance, and instructors may give students
written notice that attendance related to specific classroom activities is required. Absences do
not exempt students from academic requirements. Excessive absences, even if documented, may
result in a student’s failing the course. Excused absences are within the purview of the
instructor. Students must consult with instructors regarding make-up work.
Technology Communication
E-mail and Canvas are communication and teaching modalities used extensively in this course.
All students are expected to access, navigate, and utilize these modalities on a regular basis.
Failure of a student to receive messages, announcements, or assignments sent or posted via these
modalities may jeopardize the student’s progress in the course and does not constitute a viable
excuse for failing to meet course requirements and expectations. Preliminary grades may be
posted as a function of Canvas. However, these grades are not considered official; only those
grades submitted to the registrar’s office at the end of the semester are official. If you have any
questions about using e-mail or Canvas, please contact the Technology Service Desk for live
chat, email servicedesk@twu./edu or online at https://twu.edu/technology/ or TWU extension 8-
1-3971 or telephone 940-898-3971. There are also Canvas tutorials posted in the Getting Started
Module.
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