Posted: December 14th, 2022

NURS 5003 Health Policy and Health Promotion

NURS 5003 Health Policy and Health Promotion

SYLLABUSPlease 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: 2021Course Prefix: Nurs Course Number: 5003Course Title: Health Policy and Health PromotionCourse 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 RequirementsPrerequisites Courses or Conditions:NoneFaculty Contact Information:Name of Instructor: Nina Fredland, PhD, RN, FNPOffice Location: 7436Office Phone Number: 713.794.2098Office Hours: Online by appointmentEmail Address: [email protected]Faculty Contact Information:Name of Instructor: Peggy Landrum, PhD, RN,CSOffice Location: 6033Office Phone Number: 713.794.2176Office Hours: Online by appointmentEmail Address: [email protected]

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Course ObjectivesUpon 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 issuesHuman 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
3Fostering 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 PandemicCourse Textbooks: Required:Publication Manual of the American Psychological Association (7th Edition). APARecommended:Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan, (9th ed.). ElsevierActivities, 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 projectSynthesis: 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
4Grading Guide:Letter grades will be assigned by the following grading scale:90 – 100 = A80 – 89 = B70 – 79 = C60 – 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.ASSIGNMENTSA. 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 Projectb. 1 Genogram and 1 Ecomap, including narrative interpretation and implications of findingsc. Adverse Childhood Events (ACE) questionnaire (submission of results not required)d. 2 additional assessment materials directly related to your targeted area of behavioral changeUpon 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
5each 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), andc. 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.
65. 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.
73. 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

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8Develop 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 RubricHealth 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/ComponentsExceeds Expectations(A+, A, A-)Meets Expectations(B+, B, B-)Performs below Expectations(C+, C, C-)Timeliness ofResponseAssignment 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
10application 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 offeredArticle summaries or excessively brief Supporting evidence is haphazard or lackingDiscussion Board Participation RubricParticipation 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 PromotionExpectation/ ComponentsExceeds Expectations(A+, A, A-)Meets Expectations(B+, B, B-)Performs Below Expectations(C+, C, C-)ConsistencyofResponseFrequent & even distribution of entries throughout moduleConsistently initiates discussion Responds to discussion in timely fashion Uneven distribution of entries Occasionally initiates discussion Responds to most discussionUneven & infrequent entriesLittle or no initiation of discussionSeldom respondsDegree of EngagementInteracts freely and encourages othersFrequently generates further discussionProvides leadership to group Participates in ongoing discussion Occasionally evokes further discussion Active group memberNot actively involved in discussionNot engagedNo contribution to group
11Evidence ofUnderstandingUses resources beyond those required by course Knowledge gained well incorporated into responsesConsistent reflection of course content Uses required readings & course materialsIdeas stated clearly with some connection to readings.Some reflection of content Readings & course materials not reflectedOpinions not informed by readingsRemarks unrelated to topic Depth ofCommentaryProvides examples that enhance understanding of topic Analyzes issues and implications arising from topicReflects insight into own learningRestates ideas from resources that clarify topicIdentifies issues and implications arising from topicSome insight into own learningComments limited to agree or disagree No issue identification No evidence of insight into own learningUNIVERSITY/CLASS POLICIESDisability 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 OsiekoDirector 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
12Woman’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 CommunicationE-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 [email protected]/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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