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Policy and Politics in Nursing and Healthcare Revised Reprint 6Th Edition Mason Solutions Manual Full Chapter PDF
Policy and Politics in Nursing and Healthcare Revised Reprint 6Th Edition Mason Solutions Manual Full Chapter PDF
Alma Dixon
Suggested Chapters:
Chapter 67: Regulating Industrial Chemicals to Protect the Environment and Human Health
Chapter 72: Nursing and the Courts
Optional Chapters:
Chapter 64: How Government Works: What You Need to Know to Influence the Process
Chapter 68: Lobbying Policymakers: Individual and Collective Strategies
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 70: Political Appointments
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 76: Is There a Nurse in the House? The Nurses in the United States Congress
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Chapter 80: Political Activity: Different Rules for Government-Employed Nurses
UNIT OVERVIEW
The unit begins with a detailed review of the passage of the Patient Protection and
Affordable Care Act. The information is described within a framework that provides students
with the opportunity to learn about the complex, often contentious processes that are
involved in a major health care reform. It also discusses the functioning and relationship
among the federal, state, and local levels of government and the influential role nursing can
play in the process.
engage in practice, they need to understand the functioning of the federal, state, and local
levels of government and how they may advocate for change. Finally, as they practice, they
need to know the functioning of the Board of Nursing and the legal and judicial system.
LEARNING OBJECTIVES
1. Describe the interdependence of politics, including diverse perspectives, shared
values, and the passage of health care reform.
2. Cite the relationship and functioning among the federal, state, and local levels of
government and how nursing can have an influence.
3. Identify the nursing licensure and regulation functions of a Board of Nursing (BON).
4. Describe the legal and judicial system and the role of the courts in shaping policy.
5. Describe the electoral process and the importance of voting.
TEACHING STRATEGIES
Writing Assignment
Purpose: To have students explore the current status of health care reform.
Instructions: Have students access the Website http://www.healthcare.org/, select the state
in which they will reside and seek employment, and answer the following questions:
1. What does the Website reveal about health insurance in the state?
2. What is listed about general health statistics of population in the state?
3. What is the state’s health ranking?
4. Does the ranking have any correlation to health insurance?
5. What are the health highlights?
6. What health statistics surprise you?
7. Would you be able to access a health insurance price quote? If yes, what guidelines
are provided? If not, why not?
8. List the state legislator(s) that sit(s) on the health committee.
9. What is the state’s position on health care reform? What is/was the support for
reform? Is the debate ongoing?
10. What do you anticipate will be the influence of health care reform on your practice in
this state?
Evaluation Criteria
You will be evaluated on your ability to research health insurance in the state you select and
comprehensively answer the following questions:
1. What does the Website reveal about health insurance in the state?......10 points
2. What is listed about general health statistics of population in this
state?...................................................5 points
3. What is the state’s health ranking?...........................................................5 points
4. Does the ranking have any correlation to the number of people reported to have
health insurance?……………10 points
5. What are the highlights of health for the people in the
state?................................................................5 points
6. What health statistics surprised you? 5 points
7. Would you be able to access a health insurance quote? If yes, what guidelines are
provided? If not, why not?..................................................................10 points
8. Locate the state legislator(s) that sit(s) on the health committee…………..5 points
9. What is their position on health care reform? What is/was the support for reform? Is
the debate ongoing? …………………………………………..20 points
10. What do you anticipate will be the influence of health care reform on your practice in
the state? …………………………………………………………………...25 points
Writing Exercise
Purpose: To provide the opportunity for students to analyze the political process by tracing a
piece of legislation.
Instruction: Have students identify a bill that relates to health care, a social issue, or nursing
practice, and answer the following questions:
1. State the legislation.
2. Who introduced/sponsored the bill?
3. Why did the person introduce it?
4. Where was it introduced?
5. Who helped to draft the legislation?
6. Was nursing involved?
7. Which committees were involved?
8. Was it authorized?
9. Was it appropriated?
10. Did it make it out of committee?
11. Was it enacted?
12. What is the impact on health care or nursing practice?
Evaluation Criteria
You will be evaluated on your ability to identify a piece of legislation and answer the
following questions:
1. State the legislation. ………………………………………..….10 points
2. Who introduced/sponsored the bill?………………………..….5 points
3. Why did the person introduce it?.........................................10 points
4. Where was it introduced?......................................................5 points
5. Who helped to draft the legislation?.....................................10 points
6. Was nursing involved?.........................................................10 points
7. Which committees were involved?........................................5 points
8. Was it authorized?............................................................... 5 points
9. Was it appropriated? …………………………………..……….5 points
10. Did it make it out of committee?.............................................5 points
11. Was it enacted?.......................................................................5 points
12. What is the impact on health care or nursing practice?........25 points
Group Exercise
Purpose: To provide students with the opportunity to observe a state Board of Nursing
(BON) meeting and explore how it protects the welfare and safety of citizens and regulates
the practice of nursing.
Instructions: Provide an opportunity for students to observe a state Board of Nursing (BON)
meeting. Prepare for the meeting by having them gather the following information and hand
in the written responses prior to the meeting:
Evaluation Criteria
Written Assignment
Prior to the BON meeting, you are required to submit the answers to the following:
1. What is the structure and authority of the BON?...........................................5 points
2. What is the composition of the BON?............................................................5 points
3. What is the code of conduct as described in the Nurse Practice Act?
…………………...5 points
4. What is the method of addressing complaints about individual nurses? …...5 points
5. How is professional misconduct defined?.............................................5 points
6. Is there a distinction between intentional misconduct and inevitable human error? If
yes, how is it defined? If not, what policy change would you suggest?..........10 points
7. What are the sanctions for misconduct?..........................................5 points
8. What are the privacy and confidentiality provisions of the administrative statutes?…
5 points
9. How do nurses remain in good standing?…………………………………5 points
10. Attendance at the BON Meeting……………………………………………..50 points
Writing Exercise
Purpose: To provide an opportunity for students to explore the position of a political
candidate as it relates to a health care issue.
Instructions: Have students choose a health care issue that concerns them as a beginning
nurse practitioner, and complete the following:
1. State the issue.
2. Identify a political candidate who shares your interest.
3. How might you support that candidate?
4. Write a letter to the candidate stating your support for his or her position.
Evaluation Criteria
You will be evaluated on the following criteria:
1. Ability to identify a health care issue…………………………….20 points
2. Ability to identify a political candidate’s position………………..20 points
3. Ability to determine a method to demonstrate support of the candidate…25 points
4. Ability to write a thorough, concise letter that clearly states well-documented reasons
for your support…………………………………………..35 points
Optional Exercise
Writing Assignment
Purpose: To provide the opportunity for students to select an area of interest in policy and
politics in the government and apply the knowledge to their clinical practice or experience.
Instructions: Step 1: Student may select one of the following chapters:
Chapter 69: Taking Action: An Insider’s View of Lobbying
Chapter 71: Taking Action: Influencing Policy as a Member of the San Francisco Health
Commission
Chapter 74: Taking Action: Anatomy of a Political Campaign
Chapter 75: Taking Action: Nurses for Obama: My Advocacy and Experience on the
Campaign Trail
Chapter 77: Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware
General Assembly
Chapter 78: Taking Action: Into the Rabbit Hole: My Journey to Service on a City Council
Chapter 79: Taking Action: Truth or Dare: One Nurse’s Political Campaign
Step 2: Complete the following questions:
1. Why did you select the chapter?
2. What did you learn about the role of the nurse as an activist?
3. What problems were encountered?
4. What might you have done differently?
5. How does it relate to your practice in the future?
Evaluation Criteria
You will be evaluated on your ability to apply the knowledge from the chapters in Unit 5:
Policy and Politics in the Government by answering the following questions:
1. Why did you select the chapter?…………..15 points
2. What did you learn about the role of the nurse as an activist?……25 points
3. What problems were encountered?…………………………… 15 points
4. What might have you done differently?....................................15 points
5. How does it relate to your practice in the future?.........30 points
CAVES IN MATMATA.
The game was kept up without a pause, until the sun sank
suddenly behind the mountains, and it was no longer possible to
see, for twilight is unknown in these regions.
I returned to my cave, lit my candle, smoked cigarettes and waited
until my dinner should be served.
Five figures appeared, each carrying a dish which was placed on
a table before me, and a pitcher of water was deposited beside me.
The meal consisted of soup with lumps of meat highly peppered, a
stew of chicken, and an enormous dish of kus-kus, made of barley
meal with goat’s flesh, and, finally, honey and bread; this last was of
barley meal, dry but well flavoured.
Return to Gabés
EXCAVATED STABLE.
Over the valley to the north rose the mountains, and beyond them
stretched an indistinct light blue plain, melting far away into a darker
blue—this was the sea.
Step by step, slowly but surely, our horses paced down the long
valley into which we descended. Now and again we put up a covey
of partridges that flew up the mountain, and the larks started in
couples from amongst the palms and stones. We presently hurried
on at the quick pace to which the Berber horses are accustomed;
Hamed singing, as we went along, a song that echoed above us and
on every side.
Perched on some stones at the bottom of the dry bed of a torrent
were three pretty little girls, who leaned against the bank and peeped
shyly at us over it. Their goats jumped from stone to stone seeking
food amongst the scanty forage afforded by the dry burnt pasture.
The tallest of the little girls ran suddenly away from the others
when I rode towards them. She scrambled up the rocky bank like a
squirrel, and paused on the top of a large boulder; the flock of black
goats following her. She was evidently old enough to know that
speech with a strange man is forbidden.
Belkassim tried to coax her down again; he assured her that the
kind stranger would give her money if she would come to him. But
no, she would not respond, remaining where she was and calling to
the two other little ones. These pressed nervously against each
other, in their thin blue garments, and, when I offered them some
coppers, shut their eyes as they extended their hands to me to
receive the money, and then took flight.
We were near some native dwellings. Dogs barked, under an
olive tree stood a donkey munching straw, and we perceived some
of the familiar blue figures, which looked nearly black against their
light brown surroundings. In the distance their ornaments glittered in
the light of the setting sun. Belkassim shouted to them to come
forward as it was a friend and brother of the Khalifa who wished to
see them. Most of them remained standing where they were and
stared at us. The men were apparently all away, either amongst the
mountains, busy with the date harvest, or building tanks in the
valleys, so from them there was naught to fear.
We dismounted and had a chat with the women. I unpacked my
camera and tried to take their portraits, but these girls and women
are so restless that it is difficult to make them keep still. There was
one exception, however, a pretty fresh young girl who came out of
one of the dwellings—a cave like those near Hadeij—and stared and
stared at the camera.
An old woman next came tripping up to offer herself, evidently of a
mind that coppers are worth having. I should have preferred her
good-looking daughters, who were engaged in driving a restive
camel into the cave passage. But this I saw plainly was not to be, for
she ordered the girls in and placed herself before me, and I had to
be satisfied.
This was the village of Judlig. The population cannot be large, but
by me it will always be remembered as the village of many women.
Continuing along the base of the valley for about an hour, we then
entered another valley through the great deep bed of a broad river
now dry; the banks were quite perpendicular. This river is the Sid
Barrak. The horses had difficulty in keeping their footing on the stony
bottom.
On a slight rise our guide bade us
halt, so we drew rein while he pointed
out Sid ben Aissa, but I could see
nothing.
When we had ridden some way
down the valley, we saw some half-
score white burnouses coming
towards us. These proved to be the
Sheikh and his people, who came to
bid me welcome; his brown-clad
followers walked beside their horses.
In time, the old greybeards and dark-
eyed merry lads joined our party.
Dogs barked, sombre clad females
BERBER WOMAN OF THE
with peaked white headgear peered VILLAGE OF JUDLIG.
over the crest of the mound, and
terrified little children fled to their
mothers and hid themselves in the folds of their garments.
Palm trunks raised their lofty crowns towards the blue heavens,
where, on the mountains and in the valley, they grew mingled with
olive and fig trees, and the hot air of midday quivered about us as we
made our entry.
A CAVE INTERIOR.
(From a sketch by Knud Gamborg).