Discussion: Benchmark–Diverse Population Health Policy Analysis
Discussion: Benchmark–Diverse Population Health Policy Analysis
Select a current or proposed healthcare policy that is designed to provide equitable healthcare for a diverse population and discuss the healthcare policy and how it improves a specific population’s access to quality, cost-effective healthcare. Include the following:
Describe the policy selected.
Discuss the diverse population that will be affected by this policy.
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Explain how the policy is designed to improve cost-effectiveness and health care equity for the diverse population.
Discuss why the policy is financially sound and explain how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors. Provide rationale to support your explanation.
Describe what state, federal, global health policies, or goals the policy is related to and explain the degree to which each helps achieve equitable health care for the diverse population.
Discuss advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected.
From a Christian perspective, discuss the professional and moral obligation of master’s-prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations.
You are required to cite eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
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Benchmark – Diverse Population Health Policy Analysis – Rubric Total 100 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
| Description of Policy Designed to Provide Equitable Health Care
Description of Policy Designed to Provide Equitable Health Care |
0 points
The policy is not described. |
4 points
The policy is only partially described. |
4.4 points
The policy is summarized. Some aspects are unclear or inaccurate. |
4.6 points
The policy is adequately described. Some detail is needed for clarity or accuracy. |
5 points
The policy is clearly and accurately described. |
| Diverse Population Affected by Policy
Diverse Population Affected by Policy |
0 points
Discussion of how a diverse population is affected by this policy is not presented. |
8 points
Discussion of how a diverse population is affected by this policy is presented but is incomplete. It is unclear how the population will be affected by this policy. |
8.8 points
Discussion of how a diverse population is affected by this policy is general. More information and support are needed. |
9.2 points
Discussion of how a diverse population is affected by this policy is adequate. Some detail is needed for clarity or accuracy. |
10 points
Discussion of how a diverse population is affected by this policy is thorough. The narrative is well-supported and insightful. |
| Policy Design Policy Design (Cost-
effectiveness and health care equity) |
0 points
Explanation of how the policy is designed to improve cost- effectiveness and health care equity for the diverse population is not presented. |
8 points
Discussion of how the policy is designed to improve cost- effectiveness and health care equity for the diverse population is incomplete. |
8.8 points
Discussion of how the policy is designed to improve cost- effectiveness and health care equity for the diverse population is general. More information and support are needed. |
9.2 points
Discussion of how the policy is designed to improve cost- effectiveness and health care equity for the diverse population is adequate. Some detail is needed for clarity or accuracy. |
10 points
A thorough explanation for how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is clearly presented. |
| Evaluation, Soundness, Nursing Perspective, Ethics (B) | 0 points
A discussion of why the policy is financially sound |
8 points
A discussion of why the policy is financially sound |
8.8 points
A discussion of why the policy is financially sound |
9.2 points
A discussion of why the policy is financially sound |
10 points
A thorough discussion of why the policy is financially sound |
| Evaluation of Financial Soundness of Policy; Incorporation of Nursing Perspective; and Relevant Ethical, Legal, and Political Factors (C2.1) | and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is not presented. | and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is incomplete. | and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is general. Some rationale is offered for support. More information and support are needed. | and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is adequate.
Adequate rationale is provided for support. Some detail is needed for clarity or |
and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is clearly presented, and strong rationale is offered for support. |
| accuracy. | |||||
| Integration of State, Federal, and Global Health Policies and Goals in Design of Equitable Care (B)
Integration of State, Federal, and Global Health Policies and Goals in Design of |
0 points
The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population |
8 points
The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population |
8.8 points
The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population |
9.2 points
The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population |
10 points
The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population |
| Equitable Care (C4.2) | are not discussed. | are only partially discussed | are summarized. Some aspects are unclear or inaccurate. | are adequately discussed. Some detail is needed for clarity or accuracy. | are thoroughly explained. The narrative is accurate and well-supported. |
| Advocacy Strategies for Improving Access, Quality, and Cost-Effective Health Care (B)
Advocacy Strategies for |
0 points
Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population |
8 points
Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population |
8.8 points
General advocacy strategies for improving access, quality, and cost-effective health care for the diverse population |
9.2 points
Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population |
10 points
Well-developed advocacy strategies for improving access, quality, and cost- effective health care for the |
| Improving Access, Quality, and Cost-Effective Health Care (C2.2) | selected are not discussed. | selected are incomplete. | selected are summarized. More information and support are needed. | selected are discussed. Some detail is needed for clarity or accuracy. | diverse population selected are discussed. |
| Examination of Responsibilities of Master’s Prepared Nurses (B)
Examination of Responsibilities of Master’s |
0 points
The professional and moral obligation of master’s prepared nurses to respect human dignity and advance |
8 points
The professional and moral obligation of master’s prepared nurses to respect human dignity and advance |
8.8 points
The professional and moral obligation of master’s prepared nurses to respect human dignity and advance |
9.2 points
The professional and moral obligation of master’s prepared nurses to respect human dignity and advance |
10 points
Well-developed advocacy strategies for improving access, quality, and cost- effective health care for the |
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
| and prevent disease among
diverse populations from a Christian perspective are not discussed. |
and prevent disease among
diverse populations from a Christian perspective are only partially discussed. |
and prevent disease among
diverse populations from a Christian perspective are summarized. Some aspects are unclear. Rationale or support is needed. |
and prevent disease among
diverse populations from a Christian perspective are adequately discussed. Some detail is needed for clarity or accuracy. |
professional and moral
obligation of master’s prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are thoroughly discussed. The narrative is insightful and well supported. |
|
| Presentation of Content | 0 points | 12 points | 13.2 points | 13.8 points | 15 points |
| Presentation of Content | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives |
| the audience a clear sense of the main idea. | |||||
| Layout | 0 points | 8 points | 8.8 points | 9.2 points | 10 points |
| Layout | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white |
| extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | varies appropriately for headings and text. | space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | |
| Mechanics of Writing | 0 points | 4 points | 4.4 points | 4.6 points | 5 points |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Format/Documentation | 0 points | 4 points | 4.4 points | 4.6 points | 5 points |
| Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; | Appropriate format is not used. No documentation of sources is provided. | Appropriate format is attempted, but some elements are missing. | Appropriate format and documentation are used, although there are some | Appropriate format and documentation are used with only minor errors. | No errors in formatting or documentation are present. Selectivity in the use of direct |
| documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. | Frequent errors in documentation of sources are evident. | obvious errors. | quotations and synthesis of sources is demonstrated. |
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