pop test 1

ch.5 Describe methods for developing cultural competence to meet the health needs of culturally diverse individuals, communities, and organizations

1. Maintain a broad, objective, and open attitude toward individuals and their cultures. 2. Avoid seeing all individuals as alike. key elements are: experience with clients of other cultures -an awareness of this experience -mutual respect for differences. -get an interpreter if needed, identify an other need for " bridging gaps" in communication -DONT be an a***hole

ch.11 steps and prinicples that guide health education

5 steps 1.Identify educational needs 2.Establish educational goals and objectives 3.Select appropriate educational methods 4.teach 5. evaluate effectivness

ch.11 3 domains of learning

cognitive domain includes memory, recognition, understanding, reasoning, application, and problem solving and is divided into a hierarchical classification of behaviors. --affective domain includes changes in attitudes and the development of values. - attempt to influence what learners feel, think, and value. - psychomotor domain includes the performance of skills that require some degree of neuromuscular coordination and emphasizes motor skills -must have ability and opportunities to practice skill

ch.10 evidence-based practice applied to nursing

evidence from a variety of sources, including research studies, evidence from nursing experience and expertise, and evidence from community leaders. Culturally and financially appropriate interventions need to be identified when working with communities. The use of evidence to determine the appropriate use of interventions that are culturally sensitive and cost-effective is a must.

difference between community oriented and community based?

health education, disease prevention and health promotion has also been called community health and public health. ex: immunizations "orient the community" vs -improving competencies of families to enable them to take better care of themselves -pays attention to uniqueness (individualized) -specific practice on which illness care provided -"based on the community"

ch. 10 based practice definition

making decisions on the basis of the best available evidence, using data and information systems, applying program planning frameworks, engaging the community in decision making, conducting evaluations, and disseminating what has been learned

ch.9 essential elements of epidemiology

measures of morbidity and morality -distribution of health states and events. -use tools such as geographic information systems to study health-related events to identify disease distribution patterns -rely on rates and proportions

ch.11 skills of the effective educator (7 steps)

(1) gaining the attention of the learners and helping them understand that the information being presented is important and beneficial to them (2) tell the learners the objectives of the instruction (3) ask learners to recall previous knowledge related to the topic of interest so they link new knowledge with previous knowledge (4) present the essential material in a clear, organized, and simple manner and in a way consistent with the learners' strengths, needs, and limitations (5) help learners apply the information to their lives and situations (6) encourage learners to demonstrate what they have learned, which will help you correct any errors and improve skills (7) provide feedback to help learners improve their knowledge and skills.

3 core functions of public health

*Assessment* - systematically collecting data on the population, monitoring the population's health status, and making information available about the health of the community. • * Policy development * refers to efforts to develop policies that support the health of the population, including using a scientific knowledge base to make policy decisions. • *Assurance* making sure that essential community-oriented health services are available. Assurance also includes making sure that a competent public health and personal health care workforce is available.

ch.10 How nurses can further EBP

using it or they can add to the research base for the public's health through active programs of research or reviewing the best available evidence by reading published systematic reviews. - developing and using clinical guidelines for community practices. -devote attention to understanding how best to incorporate the guidelines into practice, demonstrating practice excellence. ----opportunity for shared decision making because it can help nurses focus their thinking, observe process outcomes EBP offers continuing professional growth

ch.5 question 16. First step in developing cultural compentence and barriers?

1. Maintain a broad objective, and open attitude toward individuals and their cultures barriers: -sterotyping, prejudice, cultural blindness Ethnocentrism (my generation/group determines standards for behavior) - cultural imposition, cultural shock

ch.9 Analytic epidemiology (table 9.3 for other types)

The goal of---- epidemiology is to discover the determinants of outcomes—the how and the why. deals with the factors that influence the observed patterns of health and disease and increase or decrease the risk for adverse outcomes.

ch11 Health belief model (p193)

the Health Belief Model (HBM) is an individual-level model that can be used to plan programs if you think the motivation of learners might be a concern. six components that attempt to answer the question of what motivates an individual to do something. (1) perceived susceptibility ("Will something happen to me?") (2) perceived severity ("If something does happen to me, will it be a big problem?") (3) perceived benefits ("If I do what is suggested, will it really help me?") (4) perceived barriers ("Assuming I do what is suggested, will there be barriers that will be unpleasant, costly, and so forth?"), (5) cues to action ("What might motivate me to actually do something?") (6) self-efficacy ("Can I really do this?").

Describe the skills needed by nurses practicing in environmental health, and apply the nursing process to the practice of environmental health.

• Community involvement and public participation: Organizing, facilitating, and moderating. Making public notices effective, making public forums accessible, and welcoming input. Making information exchange understandable and problem solving acceptable to culturally diverse communities are valuable contributions made by nurses. Skills in community organizing and mobilizing can help communities have a meaningful voice in decisions that affect it. • Individual and population risk assessment • Risk communication: Interpreting and applying principles to practice. • Epidemiological investigations: Having the skills to respond in scientifically sound and humanly sensitive ways to community concerns about cancer, birth defects, and stillbirths that citizens fear may have environmental causes. • Policy development: Proposing, informing, and monitoring action from agencies, communities, and organization perspectives.

GOAL for cultural competence?

Cultural relativism-recognizing clients have different approaches to health

Discuss the structure of the US government and health care roles.

*Direct services* - provides health care to members and dependents of the military, certain veterans, and federal prisoners. State and local governments employ nurses to deliver a variety of services to individuals and families, frequently on the basis of factors such as financial need or the need for a particular service, such as screening for hypertension or tuberculosis, immunizations for children and older adults, and primary care for inmates in local jails or state prisons. • Improving public health capacity • Upgrading of the ability of health professionals to recognize and treat diseases caused by bioterrorism • Speeding the development of new vaccines and other countermeasures • Improving water and food supply protection • Tracking and regulating the use of dangerous pathogens within the United States *Financing* Governments pay for some health care services - pays for training some health personnel and for biomedical and health care research - invests in research and new program demonstration projects

ch.7 Contrast the primary bodies of law that affect nursing and health care. (board of nursing) also q20 who is responsible for scope of practice?

- state legislatures enact laws (statutes) establishing boards of nursing and defining terms such as registered nurse and nursing practice. -- functions of this board are described in the nurse practice act of each state: licensing and examination of registered nurses and licensed practical nurses - approval of schools of nursing in the state; revocation, suspension, or denying of licenses; and writing of regulations about nursing practice and education. - operationalize, implement, and enforce the statutory law by writing explicit statements (called rules) on what it means to be a registered nurse, and on the nurse's rights and responsibilities in delegating work to others and in meeting continuing education requirements.

ch.9 Descriptive epidemiology

-------epidemiology describes the distribution of disease, death, and other health outcomes in the population according to person-race, age (most imp), occupation, sex, education, and income. place- • Differences in the chemical, physical, or biological environment • Differences in population densities, customary patterns of behavior and lifestyle, or other personal characteristics time- This type of epidemiology provides a picture of how things are or have been and describes who, where, and when of disease patterns

important contributions of Florence Nightingale?

-1st training program for nurses -organized hospital practices-proper nutrition, rest, sanitation, and hygiene

ch.9 Nurses role in Epidemiology (end of chapter)

-collect, report, analyze, interpret, and communicate epidemiological data in many of the areas in which they work. - collecting data on the incidence and prevalence of accidents, injuries, and illnesses in the school population. -detection and control of local epidemics, such as outbreaks of lice. ---actively involved in activities related to primary, secondary, and tertiary prevention -documentation on patient charts and records is an important source of data for epidemiological reviews. Patient demographics and health histories are often collected or verified by nurses.

population health nurse role?

-improvements in sanitation, control of infectious diseases through immunizations, and other public health activities -prev early deaths -probs defined them solutions (interventions) such as policy development or providing a service are implemented -focuses on groups rather than individuals

ch. 6 q3 dangers of envirnmental containments?

-lead- Symptoms may include abdominal pain, constipation, headaches, irritability, memory problems, inability to have children, and tingling in the hands and feet. -radon- (gas) 2nd leading cause of lung cancer -ozone-gas- damages lungs causing SOB, chest pain, throat inrritation -carbon monoxide- gas,no color/smell. deprives hooman of oxygen mercury-harm to nervous system: causes mood changes, muscle tremors -pesticides: cancer, Alzheirmers, ADHD, birth defects -harm to nervous, reproductive, and endocrine system

ch.3 q.12 demographic and lifesytle trends that are impacting health in our country

-rising unemployment rates -implementation of affortable care act -boomer=rise in medicaid cost (cause the old) - rise in immigrant/ minority pop -changing lifestyles, growing appreciation for quality of life, changing in composition of families and living patterns --changing income

L Wald what all did she do??

-solved health care and social probs -secured initial donations for the red cross -1st president for National organization for public health nurses (NOPHN)

ch.9 Assess Health Problems in a Community

1. Examine local epidemiologic data to identify major health problems. 2. Examine local health services data to identify major causes of hospitalizations and emergency department visits. Consult with key community leaders about their perceptions of identified community health problems. 3. Mobilize community groups to elicit discussions and identify perceived health priorities within the community 4. Analyze community environmental health hazards and pollutants 5. Examine indicators of community knowledge and practices of preventive health behaviors 6. Identify cultural priorities and beliefs about health among different social, cultural, racial, or national origin groups. 7. Assess community members' interpretation of and degree of trust in federal, state, and local assistance programs. 8. Engage community members in conducting surveys to assess specific health problems.

ch. 11 step 1. identify educational needs

1. Identify what the client wants to know. (Consider Healthy People 2020 educational objectives.) 2. Collect data systematically to obtain information about learning needs, readiness to learn, and barriers to learning. 3. Analyze assessment data that have been collected and identify cognitive, affective, and psychomotor learning needs. 4. Think about what will increase the client's ability and motivation to learn. 5. Assist the client to prioritize learning needs.

ch.8 Identify major factors influencing national health care spending.

A major demographic change under way in the United States is the aging of the population. --receive services through publicly funded programs, the growing health needs among these populations have a great impact on costs, payments, and providers associated with Medicaid and Medicare programs. --The introduction of new technology enhances the delivery of care, but it also has the potential to increase the costs of care. As new and more complex technology is introduced into the system, the cost is typically high. also liability. --chronic illness-chronic medical conditions are identified by those costing the most, the number of bed days, work-loss days, and activity impairments. The most chronic medical condition was stroke.

ch.9 q6 Epidemologic triangle

Agent • Infectious agents (bacteria, viruses, fungi, parasites) • Chemical agents (heavy metals, toxic chemicals, pesticides) • Physical agents (radiation, heat, cold, machinery) Host • Genetic susceptibility • Immutable characteristics (age, sex) • Acquired characteristics (immunological status) • Lifestyle factors (diet, exercise) Environment • Climate (temperature, rainfall) • Plant and animal life (agents, reservoirs or habitats for agents) • Human population distribution (crowding, social support) • Socioeconomic factors (education, resources, access to care) • Working conditions (levels of stress, noise, satisfaction)

ch.7 State the relationships among nursing practice, health policy, and politics.

Although nursing emerged from individual voluntary activities, society passed laws to give formality to public health, and, through legal mandates (i.e., laws), positions and functions for nurses in community settings were created. - carry the force of law. ex: if the nurse discovers a person with smallpox, the law directs the nurse and others in the public health community to take specific actions. In a mumps outbreak, nurses and other health professionals are required to report cases of mumps. This requirement for reporting helps locate and treat cases as they occur, thus preventing further spread of disease.

ch.7 Contrast the primary bodies of law that affect nursing and health care. (constitutional law and state law)

Constitutional law- overall guidance for selected practice situations. The US Constitution specifies the explicit and limited functions of the federal government. All other powers and functions are left to the individual states. The major constitutional power of the states relating to population-centered nursing practice is the state's right to intervene in a reasonable manner to protect the health, safety, and welfare of its citizens. The state- has police power to act through its public health system, but it has limits. First, it must be a "reasonable" exercise of power. Second, if the power interferes with or infringes on individual rights, the state must demonstrate that there is a "compelling state interest" in exercising its power. Isolating an individual or separating someone from a community because that person has a communicable disease has been deemed an appropriate exercise of state powers.

ch.5 Identify culturally competent nursing interventions to promote positive health outcomes for client

Cultural preservation- supports and facilitates the use of scientifically supported cultural practices from a person's culture along with those from the biomedical health care system. Cultural accommodation- supports and facilitates clients in their use of cultural practices when such cultural practices are not harmful to clients. For example, consider the practice of home burial of the placenta. In this example, the delivery room nurse was helpful when Ms. Sanchez asked her not to discard a piece of the amniotic sac that was present on her grandbaby's face immediately after birth. Cultural repatterning- works with clients to help them reorder, change, or modify their cultural practices when these practices are harmful to them. For example, a culturally competent nurse knows of the high incidence of obesity among Mexican American women 20 years of age and older. Cultural brokering- advocating, mediating, negotiating, and intervening between the client's culture and the biomedical health care culture on behalf of clients. -ex: migrant workers tend to have high occupational mobility; many are poor and have limited formal education. They may seek health care only when they are ill and cannot work. Whenever a nurse interacts with them, it is important to teach them about prevention, health maintenance, environmental sanitation and pesticides, and nutrition because it may be the only opportunity that the nurse will have to treat a particular migrant worker.

ch.11 step 5 of educations process: Evaluate

Feedback to the educator provides the educator an opportunity to modify the teaching process and better meet the learner's needs. The educator may receive written feedback from learners, such as with an evaluation sheet. The educator also may ask for verbal feedback, as well as get nonverbal feedback by using return demonstrations to see what learners have mastered and by observing facial expressions when feedback is being given

ch. 6 q.4 How are pregnant women and children at the risk of environmental contaminants? specific characteristics that make them more susceptible?

Fetal- heightened sensitivity to the effects of toxic chemicals. even extraordinarily small exposures can prevent or change a process that may permanently affect normal development. The brain undergoes rapid structural and functional changes during late pregnancy and in the neonatal period.While infants' lungs are developing, they are particularly susceptible to environmental toxicants. children- factors such as poverty, lack of access to health care, and the dangerous environmental situations in which they may live. - small size and the immaturity of their systems, such as the respiratory system. Infants and young children breathe more rapidly than adults, and this increase in respiratory rate leads to a proportionately greater exposure to air pollutants. - Children are short, and thus their breathing zones are lower than those of adults, causing them to have closer contact with the chemical and biological agents on floors, carpeting, and the ground. -Some of the protective mechanisms are immature kidneys of young children are less effective at filtering -increases the dose of contaminants in their drinking water, milk (hormones and antibiotics), and juices (particularly pesticides). -Children consume much greater quantities of fruits and fruit juices than adults do, once again adding exposure to doses of pesticide residues.

ch.11 roles in a group

Follower: Seeks and accepts the authority or direction of others Gatekeeper: Controls outsiders' access to the group Leader: Guides and directs group activity Maintenance specialist: Provides physical and psychological support for group members, thereby holding the group together Peacemaker: Attempts to reconcile conflict between members or takes action in response to influences that disrupt the group process and threaten its existence Task specialist: Focuses or directs movement toward the main work of the group

Mary Beckinridge "Mary had all her little lambs""

Frontier nursing service (FNS) -1st midwife service

Mary Beckinridge and L wald created what?

Henry street settlement house

ch.6 "I PREPARE" Mnemonic

I investigate potential exposures Investigate potential exposures by asking, • Have you ever felt sick after coming in contact with a chemical, pesticide, or other substance? • Do you have any symptoms that improve when you are away from your home or work? P present work At your present work, • exposed to solvents, dust, fumes, radiation, loud noise, pesticides, or other chemicals? • where to find material data safety sheets on the chemicals with which you work? • personal protective equipment? • work clothes worn home? • coworkers have similar health problems? R residence At your place of residence, • When was your residence built? • What type of heating do you have? • Have you recently remodeled your home? • What chemicals are stored on your property? • Where does your drinking water come from? E environmental concerns In your living environment, • Are there environmental concerns in your neighborhood (i.e., air, water, soil)? • What types of industries or farms are near your home? • Do you live near a hazardous waste site or landfill? P past work About your past work, • What are your past work experiences? • What is the longest job you held? • Have you ever been in the military, worked on a farm, or done volunteer or seasonal work? A activities About your activities, • What activities and hobbies do you and your family engage in? • Do you burn, solder, or melt any products? • Do you garden, fish, or hunt? • Do you eat what you catch or grow? • Do you use pesticides? • Do you engage in any alternative healing or cultural practices? R referrals and resources Use these key referrals and resources: • Environmental Protection Agency • Local health department, environmental agency, poison control center E educate Use this checklist of educational materials: • Are materials available to educate the client? • Are alternatives available to minimize the risk for exposure? • Have prevention strategies been discussed? • What is the plan for follow-up?

ch. 7 In 1979 the Surgeon General issued what?

In 1979 the Surgeon General issued a report that began a 20-year focus on promoting health and preventing disease for all Americans

First school nurse?

Lina Rogers

first African American nurse?

Mary Eliza Mahoney

public health nurse role?

epidemiology, stats, and assessment -program planning and policy develop. -stuff we can control

DARN CAT (change talk)

Preparatory Change Talk Desire (I want to change) Ability (I can change) Reason (It's important to change) Need (I should change) Implementing Change Talk Commitment (I will make changes) Activation (I am ready, prepared, willing to change) Taking steps (I am taking actions to change)

ch.11 step 4 of educational process Teaching methods: (box 11.3)

Presentation: This method can be used when the group is large and you want to be consistent in the message that is delivered to all participants. Remember, people tend to have a short attention span. So what can you do to keep them engaged? Demonstration: This technique is often used to show attendees how to perform a task. For example, insulin injection demonstration, heart-healthy food preparation, and breastfeeding may be demonstrated. Small informal group: Because learners often learn as much from one another as from the instructor, small groups can be valuable. This is especially true when the content lends itself to members sharing their own experiences. Health fair:you might offer a health fair in a senior center and have displays, such as posters; videos; live demonstrations; handouts on such topics as reducing fat in selected recipes (including samples) and age-appropriate exercises for flexibility; as well as screenings for elevated blood pressure, glucose, or cholesterol or for osteoporosis and vision. Nonnative language sessions: You could adapt the health fair approach for a Hispanic group by holding the session in Spanish and providing all of the materials in Spanish. Then ask Spanish-speaking nurses to staff each of the stations for health learning.

ch.11 step 2 of education proccess Establish educational goals and objectives

Program goals should deal directly with the clients' overall learning needs. Objectives are specific, short-term criteria that are met as steps toward achieving the long-term goal Objectives are written statements of an intended outcome or expected change in behavior and should define the minimum degree of knowledge or ability needed by a client. Objectives must be stated clearly and defined in measurable terms, and they typically imply an action

Health Impact Pyramid

Socioeconomic determinants, the bottom tier of the health impact pyramid, represents changes in socioeconomic factors (e.g., poverty reduction, improved education), often referred to as social determinants of health, that help form the basic foundation of society. • Public health interventions represents interventions that change the context of health, such as clean water and safe roads. • Protective interventions with long-term benefits represents one-time or infrequent protective interventions that do not require ongoing clinical care, such as immunizations, smoking cessation programs, and male circumcision. • Direct clinical care represents ongoing clinical interventions, such as interventions to prevent cardiovascular disease, that have the greatest potential health impact. • Counseling and education, the pyramid's top tier, represents health education (education provided during clinical encounters and in other settings), which is perceived by some as the essence of public health action. It is generally the least effective type of intervention.

How to Effectively Teach Clients (box 11.2)

Use the TEACH mnemonic: Tune in. Listen before you start teaching. The client's needs should direct the content. Edit information. Teach necessary information first. Be specific. Act on each teaching moment. Teach whenever possible. Develop a good relationship. Clarify often. Make sure your assumptions are correct. Seek feedback. Honor the client as a partner. Build on the client's experience. Share responsibility with the client.

ch.9 Basic Methods in Epidemiology- Sources of data

Sources of data three major categories of data sources are commonly used in epidemiological investigations: 1. Routinely collected data: census data, vital records (i.e., birth and death certificates), and surveillance data (i.e., systematic collection of data concerning disease occurrence) as carried out by the Centers for Disease Control and Prevention (CDC) 2. Data collected for other purposes but useful for epidemiological research: medical, health department, and insurance records 3. Original data collected for specific epidemiological studies

ch.11 How might nurses help established groups work toward community goals?

The same interventions recommended for groups formed for individual health change can be used for groups focused on community health. Such interventions include the following: • Building cohesion through clarifying goals and individual attraction to groups • Building member commitment and participation • Keeping the group focused on the goal • Maintaining members through recognition and encouragement • Maintaining member self-esteem during conflict and confrontation • Analyzing forces affecting movement toward the goal • Evaluating progress

ch.10 Evaluating resources for EBP (more on table 10.1)

The strength of the literature is measured by the type of evidence it represents. For example, the RCT is the evidence that has the greatest strength on which to make a clinical decision. opinion articles, descriptive studies, and professional reports of expert committees have less strength. The usefulness of the evidence is measured by whether the evidence is valid, whether it is important, and whether it can be used to assist in making practice decisions or changes in the community environment and with the population of interest to improve outcomes The quality of a study refers to the extent to which bias is minimized. • Quantity refers to the number of studies, the magnitude of the effect, and the sample size. • Consistency refers to studies that have similar findings, using similar and different study designs.

ch.8 q12 Which demographic has the greatest influence on healthcare spending? p.136

Those damn boomers with their medicare pays for: Inpatient and outpatient hospital services, skilled nursing facilities (SNFs), limited home health services

ch.11 step 3 of education processs Select appropriate educational methods

appropriately matched to the strengths and needs of both the client and the presenter. Choose the simplest, clearest, and most succinct manner of presentation and avoid complex program designs. - consider age, gender, culture, developmental disabilities or special learning needs, educational level, knowledge of the subject, and size of the group.

ch.11 Describe how nurses can work with groups to promote the health of individuals and communities.

competent group addressed a new goal successfully by building on existing strengths in partnership with the nurse. Community groups, because of their interactive roles, are logical and natural vehicles for people who work together for community health change. As the decision-making and problem-solving capabilities of community groups are strengthened, the groups become more able representatives for the whole community. Nurses improve the community's health by working with groups toward that goal. When it is neither desirable nor possible to use existing groups, the nurse can initiate a selected membership group. Choose members who have common health needs or concerns. Consider members' attributes when composing a new group. Members are attracted to others from similar backgrounds, with similar experiences, and with common interests and abilities. The size of the group influences effectiveness; generally, 8 to 12 is a good number for group work focused on individual health changes. Large groups often divide and assign tasks to the smaller subgroups, with the original large groups meeting less frequently for reporting and evaluation. Setting member criteria can facilitate recruitment and selection of the most appropriate members for any group.

ch9 crude and adjusted rate formulas?

crude # of deaths from any cause during time interval /estimated mid year pop

ch.5 Implement a cultural assessment on a person from a cultural group other than yours.

cultural assessment should be conducted in two phases: a data-collection phase and an organization phase. The data-collection phase consists of three steps: 1. The nurse collects self-identifying data similar to those collected in the brief assessment. 2. The nurse raises a variety of questions that seek information on the clients' perception of what brings them to the health care system, the illness, and previous and anticipated treatments. 3. After the nursing diagnosis is made, the nurse identifies cultural factors that may influence the effectiveness of nursing care actions.

ch.11 factors that can affect a persons ability to learn

demographic, physical, geographic, economic, psychological, social, and spiritual characteristics. -knowledge, skills, and motivation to learn, as well as resources available to support and possibly prevent learning. -Barriers for the presenter include lack of time, skill, confidence, money, space, energy, and organizational support.

ch11 Steps in motivational interviewing

engaging, which includes person-centered, empathic listening guiding, which includes a particular identified target for change evoking of the client's own motivations for change; and planning. Using open-ended questions, reflections, and an understanding of the client's values, the clinician can form a partnership with the client.

ch.3 (technically 8 but q says its in ch.3) q. 13 difference between medicaid and medicare? (table 8.3)

medicare -Federal- funding from trust fund/deduct from payroll pop: -65 yrs and up -permanently disabled -end stage renal disease Inpatient and outpatient hospital services, skilled nursing facilities (SNFs), limited home health services medicaid: STATE- funding from GOV. pop: -blind -disabled -poor families with dependent children. covers: Inpatient and outpatient hospital services; prenatal care; vaccines for children; physician, dental, nurse practitioner, and nurse-midwife services; SNF services for persons 21 years of age or older; family services; rural health clinic

ch.9 q8 Formula for cause specific death rate?

number of deaths/ total pop X whatever power of ten you are given

ch.9 q7 What is formula for prevalence rate?

number of existing cases at time (new an old as well) / pop x (power of 10 given ex: "per 10,000" multiply by 10,000)

State the mission of public health

organize community efforts that will use scientific and technical knowledge to prevent disease and promote health

The goal of public health is to

preserve, protect, promote, or maintain health and prev disease. *Create a better world for baby yoda*

ch.7 Summarize the role of the nurse in communicating with policymakers on a chosen public health issue

professional advocacy for logical health policy that considers equality is essential. nurses working in the community know all too well about the health care problems they and their clients encounter-through policy and political activism both big-picture and long-term solutions can be developed. The policy process familiar to professional nurses includes: • Statement of a health care problem • Statement of policy options to address the health problem • Adoption of a particular policy option • Implementation of the policy product • Evaluation of the policy's intended and unintended consequences in solving the original health problem Thus the policy process is very similar to the nursing process, but the focus is on the level of the larger society, and the adoption strategies require political action. - Participating in organizations such as the American Nurses Association (ANA)