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Discussion: Nurses as Health Advocates

What does it take to be an effective health advocate? As a nurse, you have many opportunities to advocate for patients and populations, whether formally or informally. Being an advocate involves more than knowing how to lobby or to whom to write letters. It requires passion and compassion, commitment and courage.

In this Discussion, you will consider the attributes of an effective advocate for population health and/or the nursing profession. You will analyze those attributes that help nurses be a powerful force in improving the quality of health care and in this case especially, the needs of returning veterans and their families.

To prepare:

• Review the article “On Being a Good Nurse: Reflections on the Past and Preparing for the Future” and “War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families” found in this week’s Learning Resources.
• Consider the multiple health care needs of returning veterans and their families.

BY DAY 3

Post two types of health needs returning veterans and their families might need. How might you advocate for the needs of this population. What type of advocacy skills would you need and how could you develop them. What responsibility does a nurse have to be an advocate? Give specific examples.

Week 8: Advocacy

Nursing has a rich history of advocacy beginning with Florence Nightingale. Nightingale often advocated for better hospital conditions, especially with regard to sanitation, hygiene, hospital management, and planning. In the latter half of her life, she campaigned for health reform and policies to improve quality of care. Her efforts stand as an exemplar for nurses advocating for better standards, health care reform, and policy.

This rich tradition continues. Consider the following quote from Isabel Maitland Stewart on the role of nurses as leaders and advocates:

It is evident . . . that leadership in nursing . . . is of supreme importance at this time. Nursing has faced many critical situations in its long history, but probably none more critical than the situation it is now in, and none in which the possibilities, both of serious loss and of substantial advance, are greater. What the outcome will be depends in large measure on the kind of leadership the nursing profession can give in planning for the future and in solving stubborn and perplexing problems. . . if past experience is any criterion, little constructive action will be taken without intelligent and courageous leadership.

This quote was made over 50 years ago as Stewart assessed the field of nursing following World War II. Reflect on the field of nursing from the time of Florence Nightingale to Isabel Stewart, to current circumstances. How have things progressed? How have they remained the same?

Last week, you examined the far-reaching implications of creating policy; however, without sufficient advocacy, proposed policy is often not successfully implemented. This week, you will evaluate how nurses can prepare themselves to fulfill the role of health advocate in furthering policies that improve the quality of and access to health care. You will also begin to develop a health advocacy campaign.

Reference:
Stewart, I.M. (1953). The education of nurses. New York, NY: The Macmillan Company, as quoted in White Paper on the Role of the Clinical Nurse Leader (2007), American Associations of Colleges of Nursing. Retrieved from
http://www.aacn.nche.edu/publications/white-papers…

Learning Objectives

Students will:

• Analyze attributes of effective advocacy for patient and population health
• Assess personal advocacy attributes
• Evaluate the role of nurse as advocate

Photo Credit: [Hero Images]/[Hero Images]/Getty Images

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Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials section of your Syllabus.

Required Readings

Milstead, J. A. (2019).
Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones and Bartlett Publishers.

• Chapter 3, “Government Response: Legislation” (pp. 36-54) (review)This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government.

Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice, 16(6), 525–532.
On being a good nurse: Reflections on the past and preparing for the future by Begley, A. in International Journal of Nursing Practice, 16(6). Copyright 2010 by John Wiley & Sons . Reprinted by permission of John Wiley & Sons via the Copyright Clearance Center

In this article, the author reflects on the qualities of a good nurse in both the past and present. The article presents a 4-point framework that exemplifies the foundational qualities of modern professional ethics and conduct.

Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement.
Journal of School Nursing,
27(4), 249–251.

Retrieved from the Walden Library databases.

This address explicates links between school nursing, school health services, and student success. The author uses personal anecdotes to teach lessons in advocacy, access, and achievement.

Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families.
Journal of Law, Medicine, & Ethics, 36(4), 677–689.

Retrieved from the Walden Library databases.

Karpf, T., Ferguson, J. T., & Swift, R. (2010). Light still shines in the darkness: Decent care for all.
Journal of Holistic Nursing,
28(4), 266–274.

Retrieved from the Walden Library databases.

This article details the challenges of health care crises at the global, national, and local levels. The text proposes a values-based approach to health care that takes into account the voices of the population being served, rather than excluding them.

Paquin, S. O. (2011). Social justice advocacy in nursing: What is it? How do we get there?
Creative Nursing,
17(2), 63–67.

Retrieved from the Walden Library databases.

This text defines social justice advocacy and contrasts it to the patient-nurse advocacy model. The article also discusses social justice advocacy’s challenges and their potential solutions.

International Council of Nurses. (2008). Promoting health: Advocacy guide for health professionals. Retrieved from
http://www.whpa.org/PPE_Advocacy_Guide.pdf

This web resource documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.

Vancouver Coastal Health. (n.d.). Vancouver Coastal Health Population Health: Advocacy guidelines and resources. Retrieved from
http://www.vch.ca/Documents/Population-Health-Advo…

This article presents guidelines, parameters, and resources for conducting population health advocacy.

Required Media

Laureate Education (Producer). (2012g).
The needle exchange program. Baltimore, MD: Author.

Note: The approximate length of this media piece is 14 minutes.

Accessible player
–Downloads–Download Video w/CCDownload AudioDownload Transcript

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Data Analysis Exercise

1.In Week 1 you identified a process collected 10 to 30 consecutive data points. All of the data should have been collected under essentially the same conditions. The differences between the values should be expected to represent nothing more than random variation. (If during the data collection, you observed a significant change in values due to a possible change in conditions, don’t reject the data points; simply make a note of it and include this information in your commentary.) You collected and recorded the consecutive data points into a single column in a Minitab Worksheet. You saved the file as a Minitab project using the menu bar at the top: File>Save Project As>file name. The file name will automatically be given the .mpj suffix.

2.Now is the Week 2 assignment. Create a graphical summary of the data as follows: Stat>Basic Statistics>Graphical Summary. This will open the Graphical Summary window. Double click on your data column in the left pane and this will select your data and place it into the Variables pane. (Click on Help to learn much more about this function.) Click on OK. The results should look as follows:

3.Write a short commentary on Graphical Summary results. Pay particular attention to the histogram, mean, standard deviation and outliers. Describe how the histogram and statistics relate to the process from which the data were collected.

Please submit your assignment in report form as a Word document, as if submitting to management or a client. Cut and paste pertinent Minitab graphs and analysis. Attach the Minitab file as a supporting document.

If you have any problems concerning Minitab, please post the question in the Study Hall Forum. The instructor will monitor this forum but a fellow student may respond even more quickly. Feel free to work together to figure out Minitab, but I think that you will find it to be very user friendly.

 

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Forum Question:

Title V of the IRTPA deals with Border Security. What changes were made? Are these changes being implemented effectively? Are our borders secure?

 

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Over the past decade, cases of substance related disorders have appeared more prevalent in society. From the mental health perspective, research has shown an increase in cases of substance related disorders, particularly with adolescents. This increase has prompted further investigation into adolescent risk and resilience factors, as well as accuracy in diagnosis and appropriate treatment plans. Yet, in cases of adolescent substance use, further investigation is still needed concerning notification rights of parents, legal authorities, and/or case workers.

For this Application, review the client case study and additional learning resources. Consider the characteristics of the client. Which specific characteristics might you consider important in developing a diagnosis? Consider your rationale for assigning particular diagnoses on the basis of the DSM-5. Also, think about what other information or people you may need to include in the assessment in order to make an accurate diagnosis.

The Assignment (3–4 pages)

• A DSM-5 diagnosis of the client in the case study
• An explanation of your rationale for assigning the diagnosis on the basis of the DSM-5
• An explanation of what other information you might need about the client to make an accurate diagnosis
• A brief description of additional individuals you might include in your assessment and explain why

Be sure to support your postings and responses with specific references to current literature.

3-4 Pages. APA Format. In-text Citations to Support Literature. Minimum of 5 References.

 

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15 double-spaced pages, not including bibliography and cover page, in Times New Roman font 12 pt with single-spaced footnotes in Times New Roman font 10 pt. For referencing use the Chicago Manual of Style.

The topic of the term paper needs to be related to the main themes of the course. It can be a theoretical paper discussing one or more theories of nationalism or it can be a specific case study in which different theories of nationalism are examined. Focus on the post-colonial theories. I have uploaded the book ( Only the chapter 6,page 196-208 is helpful)U can choose from p196-208, pick 2 or more theories as the main topics. Feel free to use some outside resources, but don’t forget to do reference.

 

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