NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

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NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Registered nurses (RNs) and Advance Practice Registered Nurses (APRNs) are taught from very early on in nursing school how to critically think and evaluate everything that comes their way. Critical thinking is part of the foundation of a strong nurse, and something that sets the RN/APRN apart from other healthcare providers. Nurses can apply this same skill set to policy review and evaluation (Milstead and Short, 2017), and really get into the policy review process. While nurses have a drive to become involved in policy making, it is the review and evaluation of those policies that can fall short.

There is an ethical responsibility to become involved in policy and advocacy and there is that same ethical responsibility to review those policies and determine if they are working and are still relevant (Jurns, 2019). Nursing and healthcare systems are in a constant state of change, and what was a good policy 30 years ago, may now not be relevant anymore and needs addressing. A good question to ask when reviewing policy is are the goals set out for when this policy was implemented being met (Laureate, 2018). If you cannot measure the effectiveness of the policy, you will not know if it was an effective policy. Nurses owe not only the public a proper review of the policies they create, but the people who are funding the policy will be interested in knowing if their money is being well spent. NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Becoming involved in your professional nursing organization is an important avenue to policy making. Within a professional nursing organization, an RN and APRN can continue to develop their education with classes, seminars, and resources in policy (NLN, n.d.). Knowing how the process works from start to review is important to anyone interested in policy making and taking advantage of offered educational opportunities will only enhance a nurses knowledge. Familiarizing oneself in the Centers for Disease Control and Prevention (CDC) framework for the evaluation of policy is a good start (Milstead and Short, 2019).

One simple way that a nurse can become involved in the review process is to find out who reviews the policies, whether that is in the workplace or at a state level government. If there is not a review board, starting one is a step in the right direction to becoming involved. By stepping in and asking the right questions, one can find the correct group or organization that reviews the policies in place. The ones making the policy will want to also review their policies. That being said, often it is the same nurses who create the policy that are also the nurses evaluating and reviewing the policy. Being able to separate oneself from the two different aspects of policy and review can be a strong asset within the entire process. If the evaluation and review process is initiated at the beginning of the policy development, a nurse could decide that they may just want to be on the reviewing side of policy making.

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References

Jurns, C. (2019). Policy Advocacy Motivators and Barriers: Research Results and Applications. Online Journal of Issues in Nursing, 24(3), N.PAG. https://doi-org.ezp.waldenulibrary.org/10.3912/OJIN.Vol24No03PPT63

Laureate Education (Producer). (2018). The Importance of Program Evaluation [Video file]. Baltimore, MD: Author.

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

National League for Nursing. (n.d.). Advocacy Teaching: Nursing is Social Justice Teaching. Retrieved on January 25, 2021, from http://www.nln.org/professional-development-programs/teaching-resources/toolkits/advocacy-teaching

In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making. A critical component of any policy design is evaluation of the results. How comfortable are you with the thought of becoming involved with such matters?

Some nurses may be hesitant to get involved with policy evaluation. The preference may be to focus on the care and well-being of their patients; some nurses may feel ill-equipped to enter the realm of policy and political activities. However, as you have examined previously, who better to advocate for patients and effective programs and polices than nurses? Already patient advocates in interactions with doctors and leadership, why not with government and regulatory agencies? NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

In this Discussion, you will reflect on the role of professional nurses in policy evaluation.

To Prepare:

  • In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making.
  • Review the Resources and reflect on the role of professional nurses in policy evaluation.

By Day 3 of Week 9

Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in the policy review. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples. NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

 

By Day 6 of Week 9

Respond to at least two of your colleagues* on two different days by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:

Week 9 Discussion

Rubric Detail

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Content
Name: NURS_6050_Module05_Week09_Discussion_Rubric

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Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

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Does not adhere to current APA manual writing rules and style. NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6050_Module05_Week09_Discussion_Rubric. NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation