Creating Legislation and Health Policy: Incorporating EBP into a Professional Development Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/154052
Type:
Presentation
Title:
Creating Legislation and Health Policy: Incorporating EBP into a Professional Development Course
Abstract:
Creating Legislation and Health Policy: Incorporating EBP into a Professional Development Course
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Alpers, Rojann R., PhD, RN
P.I. Institution Name:Arizona State University College of Nursing & Healthcare Innovation
Title:Associate Professor
[Research Paper or Poster Presentation] Senior nursing students are in the final throes of investigating their roles in professional nursing and learning about the socio-political process in their senior professional development course. As a capstone project, students are asked to work in groups (their clinical learning communities) and identify a healthcare (e.g. immunizations, helmet use), vulnerable population (e.g. homeless men, domestic violence victims, etc.) or professional practice (e.g. nursing externs, prescriptive authority, etc.) issue and develop a æwhite paper' outlining the issue, the literature support (EBP format), and the current state of legislation/lack of legislation on that issue. Following this selection of the policy issue and a literature (EBP) review, students then identify key legislators to contact and work with (lobby) to develop a legislative æbill' for consideration. The students must utilize the æbill writing' format used by state legislators: which includes: a) statement of action; b) rationale for action; c) literature/expert support for the action and, d) formal statement of the requested action THE BILL). Then the adventure begins, actually trying to get their æidea to a bill'. This is a semester-long process of critical thinking, refining their writing skills and learning and working within the legislative process. The final project is presented using technology-rich-multi-media strategies (they must use at least three different strategies to present their group project), and include a description of the entire health policy legislative process (from æidea' to æbill), and document and describe the group's efforts, actions, challenges, triumphs and lesson learned. This presentation will share the legislative process/health policy insights, surprises and disappointments, effects of an EBP approach, student successes, new legislative activities from these projects and student, faculty and legislative feedback.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCreating Legislation and Health Policy: Incorporating EBP into a Professional Development Courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154052-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Creating Legislation and Health Policy: Incorporating EBP into a Professional Development Course</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Alpers, Rojann R., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Arizona State University College of Nursing &amp; Healthcare Innovation</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">rojann@asu.edu</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] Senior nursing students are in the final throes of investigating their roles in professional nursing and learning about the socio-political process in their senior professional development course. As a capstone project, students are asked to work in groups (their clinical learning communities) and identify a healthcare (e.g. immunizations, helmet use), vulnerable population (e.g. homeless men, domestic violence victims, etc.) or professional practice (e.g. nursing externs, prescriptive authority, etc.) issue and develop a &aelig;white paper' outlining the issue, the literature support (EBP format), and the current state of legislation/lack of legislation on that issue. Following this selection of the policy issue and a literature (EBP) review, students then identify key legislators to contact and work with (lobby) to develop a legislative &aelig;bill' for consideration. The students must utilize the &aelig;bill writing' format used by state legislators: which includes: a) statement of action; b) rationale for action; c) literature/expert support for the action and, d) formal statement of the requested action THE BILL). Then the adventure begins, actually trying to get their &aelig;idea to a bill'. This is a semester-long process of critical thinking, refining their writing skills and learning and working within the legislative process. The final project is presented using technology-rich-multi-media strategies (they must use at least three different strategies to present their group project), and include a description of the entire health policy legislative process (from &aelig;idea' to &aelig;bill), and document and describe the group's efforts, actions, challenges, triumphs and lesson learned. This presentation will share the legislative process/health policy insights, surprises and disappointments, effects of an EBP approach, student successes, new legislative activities from these projects and student, faculty and legislative feedback.</td></tr></table>en_GB
dc.date.available2011-10-26T12:42:30Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:42:30Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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