NURS 6050 Assessing a Healthcare Program
Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.
Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact.
Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.
To Prepare:
■ Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
■ Select an existing healthcare program or policy evaluation or choose one of interest to you.
■ Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.
The NURS 6050 Assessing a Healthcare Program Assignment: (2–3 pages)
Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following :
● Describe the healthcare program or policy outcomes.
● How was the success of the program or policy measured?
● How many people were reached by the program or policy selected?
● How much of an impact was realized with the program or policy selected?
● At what point in program implementation was the program or policy evaluation conducted?
● What data was used to conduct the program or policy evaluation?
● What specific information on unintended consequences was identified?
● What stakeholders were identified in the evaluation of the program or policy?
Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
● Did the program or policy meet the original intent and objectives? Why or why not?
● Would you recommend implementing this program or policy in your place of work? Why or why not?
Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.
By Day 7 of Week 10
Submit your completed healthcare program/policy evaluation analysis.
Submission And Grading Information
To submit your completed Assignment for review and grading, do the following:
■ Please save your Assignment using the naming convention “WK 10 Assign+last name+first initial.(extension)” as the name.
■ Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
■ Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
■ Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK 10 Assign+last name+first initial.(extension)” and click Open.
■ If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
■ Click on the Submit button to complete your submission.
■ Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.
Grading Criteria
To access your rubric:
Week 10 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 10 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 10
To submit your Assignment:
Week 10 Assignment
Module 5: Looking Ahead
Please Note: The Module 6, Week 11 Assignment, Global Healthcare Comparison Matrix and Narrative Statement, is due on Day 5 of Week 11.
Assessing A Healthcare Program/Policy Evaluation Sample Paper
| Healthcare Program/Policy Evaluation Description | The healthcare policy that I am choosing to explore is “Tobacco Free Florida” (TFF). This program was started in 2007 and is subsidized by funds received from Florida’s tobacco settlement (Tobacco Free Florida a [TFF a], n.d.) . This 11.3-billion-dollar settlement was a result of the State of Florida winning a lawsuit against tobacco producers, after making claims that tobacco producers were conspiring to hide the deadly effects of tobacco use from the public (Meier, 1997). TFF is a win and great benefit for Florida residents, as many States that received settlements didn’t use the money won from tobacco producers to formulate anti-smoking campaigns (Rath, 2013). In 2006 the residents of Florida voted in a constitutional amendment, launching a tobacco use prevention and education program, mandating that it be fashioned after the Centers for Disease Control and Preventions (CDC) best practice model for wide- ranging tobacco control (TFF a). |
| How was the success of the program or policy measured? | The success of this program was measured by data collection; assessing how many smokers are in Florida now versus when the program was first initiated, how many new smokers since that time and how many youths are using tobacco products now versus then. Some data, such as data on youth tobacco use, was collected from surveys conducted by Florida’s Department of Health. Other data was taken from studies conducted by the CDC (TFF a). |
| How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected? | There is no hard data that I uncovered that speaks to how many people were reached by this program. TFF uses hard-hitting, graphic television commercials, radio advertisements, billboards, and posters; they also have a presence at sporting events and music festivals, using software at these events that show how people will age if they continue to smoke (Buckley, 2017). Data gathered shows that this program is quite successful, so it stands to reason that many Floridians were reached by this program. The data shows that youth smoking has decreased by 71% since the program’s inception, 212,000 people have effectively quit using the tools provided by TFF, the amount of adult Florida residents that smoke is the lowest it has ever been, and as a result of these things it costs the state 15% less annually on smoke-related healthcare costs (TFF a). |
| What data was used to conduct the program or policy evaluation? | The Florida Youth Tobacco Survey (FYTS) performed by the Florida Department of Health tracts the use of tobacco by Florida’s middle school and high school children, this survey has been done annually since 1998; they provide the data collected to Florida’s Health’s Bureau of Tobacco Prevention and Control (Florida Department of Health [FL DOH], n.d.). The Behavioral Risk Factor Surveillance System (BRFSS), conducted by the CDC, is the largest telephone health survey in the world, annually interviewing 450,000 adults; this survey gives Florida the information it needs to evaluate the effectiveness of the |
| TFF program (Center for Disease Control and Prevention [CDC], n.d.). | |
| What specific information on unintended consequences were identified? | TFF advocates for smoke free housing policies; citing that they protect against the many dangers of being exposed to second-hand smoke that can travel from one apartment or unit to others and that having a smoking unit costs the owner much more money to turn over than that of a non-smoking unit (Tobacco Free Florida b [TFF b], n.d.) They offer free aid in helping property owners and managers implement smoke-free policies (TFF b). Public housing now has rules prohibiting indoor smoking, and because punitive policies are in place, this could result in evictions for repeat offenders; “housing instability creates disruption and anxiety for families and their children. Evictions can result in disruptions of work, school, support networks of families and friends, and health and other services” (Ganos & Pierce, 2019, para. 3) |
| What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples. | The stakeholders that were identified in the evaluation of this program were all Florida residents and the State of Florida itself. As previously mentioned, the state is saving billions of dollars on healthcare annually, and Florida’s youth and adult population are using tobacco less than ever (TFF a.) I believe that the TFF program itself benefits most from its evaluation; it shows how effective and necessary it is. The people of Florida benefit most from the results, as it has been so highly successful. |
| Did the program or policy meet the original intent and objectives? Why or why not? | The program has partially met its original intent, with hundreds of thousands of Floridians successfully quitting tobacco use and helping to drastically decrease the number of school-aged children that start using tobacco products (TFF a.). There are still many Floridians who engage in the use of tobacco products, and 28,600 adults in Florida die as a result of smoking annually (Florida Department of Health b. [FL DOH b.], n.d.). |
| Would you recommend implementing this program or policy in your place of work? Why or why not? | I would recommend the implementation of this policy at work as it is modeled after the CDC’s best practice guidelines for a successful smoking cessation program and has had measurable success (TFF a.). The county (Citrus) in which I work has a higher than average amount of tobacco users; this is attributed to several factors, it’s a rural community, cigarettes in Citrus County are the 3rd cheapest in the State, and smokeless tobacco promotional sales are more likely in Citrus County than anywhere else in the state (Florida Health Citrus County, n.d.). Because of these facts, this program at the hospital where I work could be helpful. |
| Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy | There are several ways that I could become involved in evaluating a program or a policy after its implementation. One way is to be involved in a study that looks at the efficacy of the policy or program; another way is to write an evaluation report. |
| after one year of implementation. | |
| General Notes/Comments | It’s interesting to learn that as successful as this program is and that the residents of Florida are fortunate that this program exists, it could be better. Only a portion of the settlement money received from the tobacco companies is used for the TFF program, 15 percent, and its operating cost is only at a third of what the CDC recommends (Bureau of Tobacco Free Florida, 2018). With the amount of tobacco- related healthcare costs to the state, 8.64 billion dollars a year (Truth Initiative, 2019), it is not readily apparent to me why the state wouldn’t choose to increase resources to further the success of this program. |
References
● Bureau of Tobacco Free Florida. (2018). The state of tobacco control in Florida.
Retrieved from http://tobaccofreeflorida.com/wp-content/uploads/2018/01/The- State-of-Tobacco-Control-in-Florida-2018.pdf
● Buckley, J. (2017, August 15). Tobacco free Florida – How Florida became the best state at quitting. Vape Magazine. Retrieved from https://vapingdaily.com/blog/tobacco-free-florida/
● Center for Disease Control and Prevention. (n.d.). Behavioral risk factor surveillance system. Retrieved July 30, 2019, from
● Florida Department of Health b. (n.d.). Tobacco free Florida. Retrieved July 31, 2019, from
http://www.floridahealth.gov/programs-and-services/prevention/tobacco- free-florida/index.htm
● Florida Department of Health. (n.d.). Florida youth tobacco survey (FYTS).
Retrieved July 30, 2019, from http://www.floridahealth.gov/statistics-and-data/survey- data/florida-youth-survey/florida-youth-tobacco-survey/index.html
● Florida Health Citrus County. (n.d.). Tobacco Free Florida. Retrieved July 31, 2019, from
http://citrus.floridahealth.gov/programs-and-services/community-health-planning- and-statistics/tobacco/index.html
● Ganos, E., & Pierce, M. (2019, February 11). The unintended consequences of smoke- free public housing. Governing the States and Localities. Retrieved from https://www.governing.com/gov-institute/voices/col-smoke-free-public-housing- avoiding-evictions.html
Next Module
Module 6: Global Healthcare Issues (Week 11)
Laureate Education (Producer). (2018). Global Healthcare Issues [Video file]. Baltimore, MD: Author.
Learning Objectives Students will:
■ Compare healthcare policies related to global healthcare issues in the U.S. and abroad
■ Analyze the impact of the social determinants of health on global healthcare issues
■ Analyze how policy impacts the health of the global population
■ Analyze how policy impacts the role of the nurse
■ Compare how global health issues impact local healthcare organizations and policies in the U.S and abroad
■ Recommend advocacy for the incorporation of a global perspective into local practice and the role of the nurse leader
■ Analyze impacts of the incorporation of a global perspective into local practice and the role of the nurse leader
■ Analyze how a global perspective represents and contributes to social change
| Week 11, Days 1–2 | Read/Watch/Listen to the Learning Resources. |
| Week 11, Day 3-4 | Begin to compose your Assignment. |
| Week 11, Day 5 | Deadline to submit your Assignment. |
Learning Resources Required Readings
Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
■ Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 194–208)
Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415.
Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1).
doi:10.1136/bmjgh-2017-000603.
Sandoval-Almazan, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81.
World Health Organization (WHO). (n.d.). Global health agenda. Retrieved September 20, 2018, from http://www.who.int/about/vision/global_health_agenda/en/
Document: Global Health Comparison Matrix (Word document) Required Media
Laureate Education (Producer). (2018). Global Healthcare Issues [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Final Thoughts [Video file]. Baltimore, MD: Author.
Assignment: Global Healthcare Comparison Matrix And Narrative Statement Note: This Assignment is due on Day 5 of Week 11.
If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?
You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.
Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.
In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.
To Prepare:
■ Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
■ Select at least one additional country to compare to the U.S. for this Assignment.
■ Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
■ Review and download the Global Health Comparison Matrix provided in the Resources.
The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)
Part 1: Global Health Comparison Matrix
Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:
■ Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
■ Explain the strengths and weaknesses of each policy.
■ Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
■ Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
■ Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
■ Explain how the health policy you selected might impact the role of the nurse in each country.
■ Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.
Part 2: A Plan For Social Change
Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the
U.S., your community, as well as your practice as a nurse leader.
In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.
■ Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
■ Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
■ Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples
By Day 5 of Week 11
Submit Part 1 and Part 2 of your Assignment.
NURS 6050 Assessing a Healthcare Program Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
■ Please save your Assignment using the naming convention “WK11 Assign+last name+first initial.(extension)” as the name.
■ Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
■ Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
■ Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11 Assign+last name+first initial.(extension)” and click Open.
■ If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
■ Click on the Submit button to complete your submission.
NURS 6050 Assessing a Healthcare Program Grading Criteria
To access your rubric:
Week 11 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 11 Assignment draft and review the originality report.
Submit Your Assignment by Day 5 of Week 11
To submit your Assignment: Week 11 Assignment
