NURS-FPX 4010-Health Policy And Ethics Discussion 3

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1. Inspect the relationship between environment and global health (CO5).

2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO5).

Assignment Requirements

1. Go to your state (FLORIDA) government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.

2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings (will include at the bottom), to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.

3. Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

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DISCUSSION CONTENT
Category	Points	%	Description
Scholarly	13	22%	· The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion. · The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues. · The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values. · The student recognizes the accuracy, logic, relevance, or clarity of statements. · The student asks clarifying questions and knows when clarifying questions need to be asked. · The student distinguishes fact from opinion.
Application	20	33%	· All components of discussion prompt addressed (met) in *initial* posting. · The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles. · All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point. · Information and knowledge are accurate. · The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives. · All postings integrate scholarly sources to support points consistently.
Interactive Dialogue	10	16.6%	· Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application. · Interacts with a professional tone and is able to express opinions with ownership and without judgement. · Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.
	43	72%	Total CONTENT Points= 43 pts
DISCUSSION FORMAT
Category	Points	%	Description
APA	12	20%	· In text citations are formatted per APA 6th ed. · Reference list is formatted per APA 6th ed. · Spelling, grammar, and scholarly tone are per APA 6th ed.
Spelling / Grammar etc.	5	8%	· Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).
	17	28%	Total FORMAT Points=17 pts
	60	100%	DISCUSSION TOTAL=60 points

Course Readings

Week 1

Fawcett, J. & Ellenbecker, H. C. (2015). A proposed conceptual model of nursing and population health. Nursing Outlook, 63(3), 288-298.

Vakkalanka, P. J., Hardison, S. L. & Holstege, C. P. (2014). Epidemiological trends in electronic cigarette exposures reported to U.S. poison centers. Clinical Toxicology, 52, 542-548.

Marmot, M. (2017) Social justice, epidemiology and health inequalities. European Journal of Epidemiology, 32; 537-536.

Levy, N. (2018). Legal issues…patient advocacy and the nursing role. CINAHL Nursing Guide. EBSCO Publishing.

Pearson, S. G. (2012). The concept of social justice for our psychiatric nursing practice. Perspectives in Psychiatric Care, 48, 185-186.

Week 2

Meyer, H. I., Brown, T. N. T., Herman, L. J., Reisner, L. S, & Bocketing, O. W. (2017). Demographic characteristics and health status of transgender adults in select U.S. regions: Behavioral Risk Factor Surveillance System, 2014. American Journal of Public Health, 107(4), 582-589.

Parikh, B., Mathai, A., Parikh, S., Sekbar, C., & Thomas, R. (2008). Understanding and using sensitivity, specificity, and predictive values. Indian Journal of Ophthalmology, 56(1), 45-50

Subramaniam, S, Nirwana-Ima. S., Chin, K-Y. (2018). Performance of osteoporosis self-assessment tool (OST) in predicting osteoporosis-a review. International Journal of Environmental Research and Public Health, 15, 1445.