The IOM Future of Nursing report calls for an increase in leadership from nurses at all levels. One way nurses demonstrate their role as a leader, is through public policy change. A leader does not always carry an official title or position, but demonstrates leadership through the work and the stance the leader takes to make a change for the good of others. Nurses have been noted by the Gallop poll year after year as the most trusted professionals.
This assignment requires thought about a public policy that is needed or needs to be changed that relates to nursing, health care, or the public. Policy changes can occur by working with members of your legislature, and state or national nurses associations, to introduce a new bill and/or change to a current law in your state or federal government.
Examples of public policy includes any component of the current legislation governing health care, Medicare Part D, Medicaid, nursing regulation, medication technicians, etc.
In 750-1,000 words, propose a health policy change (that is currently a bill, a law, or may not exist at all) at the state or federal level that you believe needs to change and why.
- The policy must not be a clinical care policy for individual care. The policy involved may include public or community health, legislative or regulatory, professional organization (nursing-oriented), advanced nursing practice, health plan, or hospital plan.
2Include a specific section for the exact wording for the bill or change in wording of the law.
3.Include the plan for the implementation of your policy development, to lobbying for passage, to next steps after passage.
4.Discuss who would be the champion for the bill/law change from your state advocates (legislators, federal legislators, local or national state nursing organizations). Are these individuals also influential in making changes occur? Did you vote for the individual in office that you want to help you make this change?
Resources:
1.Review different pieces of legislation for ideas on wording.
2.Visit your stateâs legislative governmental affairs website site to understand the process your policy change could take if you wanted to introduce to into legislation.
Sample Solution
league tables (Torrance, 2015, p.6). within the uk, adjustments to standardised testing are always being made through governmental guidelines. for example, the format and marking system for preferred Attainment tests (SATs) become overhauled in 2016 in favour of countrywide Curriculum stages. The most latest furore, âinside the face of significant hostility from many teachersâ is the thought to âcheckâ four-year-olds in their first weeks of colleges to establish âbaseline examsâ in reception class (Weale, 2018, n.p.). Ball (2003) argues that once there is a way of life of âperformativityâ, there’s an resulting loss of essential concept, and teachersâ integrity is compromised such that they enjoy a kind of âcost schizophreniaâ (p.221). indeed, instructors report a tension among their personal decisions of quality practice and college studentsâ needs, and the rigours of overall performance (Ball, 2003), where they feel compelled to train in a way a good way to fulfill the requirements of Ofsted, in preference to to educate in a manner they sense will most advantage their students. there’s a war among the ideals which motivates people to come to be instructors (Kyriacou et al., 2003) and the demands of the performance related topics, no longer least of which is the contentious count of instructorsâ performance-related pay. these overall performance mechanisms impose outside priorities on instructors which can be further to the inner priorities they’ve in the classroom. for instance, to compete at the faculty league desk, a collegeâs senior management crew may additionally use comparative records concerning anticipated levels of pupil success when finding out which teachers obtain performance-related pay increases. but this may now not be a wholly correct system of rewarding teachers, because it can be those instructors who train to the check, in place of the ones instructors who train the child, who will gain from this machine. ultimately, there is the opportunity that social relations are usurped by means of judgemental members of the family such that every one individuals are valued for their productiveness (Ball, 2003). where such productivity is measured by outside pre-ordained standards, there’s a risk that teaching becomes much less child-focused, and therefore less effective in attaining an inclusive society. conclusion during all academic ranges inside the uk, from adolescence schooling to better schooling, the consequences of neoliberalism can be discovered. a good deal of the recent scholarship makes a speciality of critiquing neoliberalismâs outcomes on training. As has been proven right here, thru an exam of the way neoliberalism has transformed education into a commodity, with the associated development of a lifestyle of performativity, such critiques are vindicated. The query then is, how need to those poor consequences of neoliberal guidelines upon training be rectified? Radice (2013) argues that if universities are to end up greater âwell-knownâ institutions that are accessible to all, a new version of social engagement have to be evolved with âan alternative conception of society as an entireâ (p.416). furthermore, Giroux (2015) argues that any evaluation of better education should be located inside what he refers to as âthe broader disaster of democracyâ (p.102). possibly, regarding training generall>
league tables (Torrance, 2015, p.6). within the uk, adjustments to standardised testing are always being made through governmental guidelines. for example, the format and marking system for preferred Attainment tests (SATs) become overhauled in 2016 in favour of countrywide Curriculum stages. The most latest furore, âinside the face of significant hostility from many teachersâ is the thought to âcheckâ four-year-olds in their first weeks of colleges to establish âbaseline examsâ in reception class (Weale, 2018, n.p.). Ball (2003) argues that once there is a way of life of âperformativityâ, there’s an resulting loss of essential concept, and teachersâ integrity is compromised such that they enjoy a kind of âcost schizophreniaâ (p.221). indeed, instructors report a tension among their personal decisions of quality practice and college studentsâ needs, and the rigours of overall performance (Ball, 2003), where they feel compelled to train in a way a good way to fulfill the requirements of Ofsted, in preference to to educate in a manner they sense will most advantage their students. there’s a war among the ideals which motivates people to come to be instructors (Kyriacou et al., 2003) and the demands of the performance related topics, no longer least of which is the contentious count of instructorsâ performance-related pay. these overall performance mechanisms impose outside priorities on instructors which can be further to the inner priorities they’ve in the classroom. for instance, to compete at the faculty league desk, a collegeâs senior management crew may additionally use comparative records concerning anticipated levels of pupil success when finding out which teachers obtain performance-related pay increases. but this may now not be a wholly correct system of rewarding teachers, because it can be those instructors who train to the check, in place of the ones instructors who train the child, who will gain from this machine. ultimately, there is the opportunity that social relations are usurped by means of judgemental members of the family such that every one individuals are valued for their productiveness (Ball, 2003). where such productivity is measured by outside pre-ordained standards, there’s a risk that teaching becomes much less child-focused, and therefore less effective in attaining an inclusive society. conclusion during all academic ranges inside the uk, from adolescence schooling to better schooling, the consequences of neoliberalism can be discovered. a good deal of the recent scholarship makes a speciality of critiquing neoliberalismâs outcomes on training. As has been proven right here, thru an exam of the way neoliberalism has transformed education into a commodity, with the associated development of a lifestyle of performativity, such critiques are vindicated. The query then is, how need to those poor consequences of neoliberal guidelines upon training be rectified? Radice (2013) argues that if universities are to end up greater âwell-knownâ institutions that are accessible to all, a new version of social engagement have to be evolved with âan alternative conception of society as an entireâ (p.416). furthermore, Giroux (2015) argues that any evaluation of better education should be located inside what he refers to as âthe broader disaster of democracyâ (p.102). possibly, regarding training generall>
