Week 14 Journal 1: Is Your State’s Healthcare Policy Making You Sick?
Week 14 Journal 1 Is Your State’s Healthcare Policy Making You Sick
Week 14 Journal 1: Is Your State’s Healthcare Policy Making You Sick?
Value: 100 points
Due: Day 7
Grading Category: Journals
Instructions
Overview: After you have read Chapters 28, 32, and 33 in your De Chesnay text, consider the healthcare policies within your state. What health-related stories are in the news? Are there any “upstream” concerns in your community? How do you believe that a doctorally prepared APRN could positively affect the overall health of the citizens in your state?
Write a one-to two-page journal submission about your thoughts to the questions that have been posed. Provide references to validate the healthcare policy and your concerns.
You may journal in first person, and this assignment does not require references as it is your thoughts; however, if you choose to use quotes or citable material, you are expected to follow APA formatting.
Please refer to the Grading Rubric for details on how this activity will be graded.
Posting Your Journal Entry:
- Select Start or Edit My Journal Entry.
- Create your journal entry.
- Select Save Changes.
A lot is going on in the country today, as the holidays fast approach, the nation is again worrying about Covid-19 spread, especially with the new variant Omicron. However, with this happening, I want to discuss abortion rights. Last week Mississippi state had a case which challenged abortions after 15 weeks. This case led to Massachusetts looking into their own laws regarding abortion. History talks about Roe V. Wade 1973 where women were allowed to have abortions without government restrictions (Smith, 2021). Massachusetts allows abortion up to 24 weeks (Smith, 2021). What bothers me is some states forcing women to continue with unwanted pregnancies. I do not believe in abortion, and it is against my religious beliefs, however, I try to understand why some women would choose to have one done. I have spoken to a few people who have given me reasons ranging from they were raped so they do not want the baby to am not ready for a child right now. And what is sad about this is that these are girls, not women yet, ranging between 15-19 years of age, just finishing school.
As a healthcare provider, I believe sex education should be enforced in schools and communities. Forming and conducting girls’ youth groups where topics like sex, sexually transmitted diseases (STDs), pregnancy, abortion can be discussed without fear or shame. Some of the girls are afraid to talk to their own parents and would benefit from someone else sharing this information or just listening to them.
If discussions about the dangers of abortion are openly talked about, then these girls will avoid premature sex and stay safe until they are older. However, if they have been through traumatic situations, they have that option if they really need to. As of 2016, Massachusetts’ teen births continue to decline (Wade, 2018). Having low or no teen births at all should be the target for our communities and the state at large, and this can be achieved through talking to girls directly. Someone once told me that when we talk, children hear us although we as parents feel like they do not. Same applies to the girl child, let’s keep talking to them, they listen
Smith, M. (2021, December 3). Abortion laws in Massachusetts: What you need to know. News. Retrieved December 6, 2021, from https://www.wgbh.org/news/local-news/2021/12/03/abortion-laws-in-massachusetts-what-you-need-to-know.
Wade, C. M. (2018, June 5). Teen births continue decline but disparities remain . Eagle. Retrieved December 6, 2021, from https://www.eagletribune.com/news/haverhill/teen-births-continue-decline-but-disparities-remain/article_7bdb576c-44d6-5faa-b10e-ca256976f517.html.
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Journal Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Focus and Content | In addition to self-reflection, the journal components are provided along with clear examples supported by course content and references that speak to how the journal content relates to the questions posed within the assignment.
Cites one or more references. All instruction requirements noted. 45 points |
Components of the journal are topic focused and accurately and thoroughly presented via self-reflective explanations and application of knowledge to personal and/or professional life.
All instruction requirements noted. 40 points |
Components of the journal are summarized with minimal self-reflection or application to personal or professional life.
Synthesis of course content is present but missing depth and/or development. Missing some instruction requirements. 35 points |
Course content is present but there is no self-reflection noted within the journal.
Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Submits assignment late. 31 points |
45 |
| Application of Knowledge through Critical Thinking | Critical analysis is supported with information from scholarly resource(s), offering new insight into the context of the assignment.
Student indicates how the experience will have an impact on their professional practice. All instruction requirements noted. 45 points |
The journal submission presents findings and knowledge gained from the assignment. An obvious link between the assignment and nursing is noted.
Submission provides clarification of the assignment by answering all posed questions. All instruction requirements noted. 40 points |
Journal content may be confusing, unclear, or incomplete–lacking clarification or new information.
The student alluded to a practice application, but the information provided was not clear. Not all questions posed are addressed. Missing some instruction requirements. 35 points |
Submission is primarily a summation of the assignment without further synthesis or analysis of course content.
Application of knowledge is limited, with no direct application to clinical practice discussed. Demonstrates incomplete understanding of content and/or inadequate preparation. More than one question posed is not addressed. Missing several instruction requirements. Submits assignment late. 31 points |
45 |
| Organization | Well-organized content with a clear and complex purpose statement and argument content. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA Referencing, Grammar, and Spelling | Correct applicable APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). There are no spelling, punctuation, or word-usage errors. 5 points |
The writer demonstrates correct usage of formal English language in sentence construction.
There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
The writer occasionally uses awkward sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar.
Multiple grammar, punctuation, or word usage errors. 3 points |
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||
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