Tag: Model Answer

  • [Solved] feed back An

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    alidity refers to the degree to which an instrument measures what it claims to measure (Sullivan, 2011). In self-esteem, a valid measure should accurately reflect a person’s self-evaluations and feelings of self-worth (Sullivan, 2011). Several types of validity offer a different lens through which t…

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    alidity refers to the degree to which an instrument measures what it claims to measure (Sullivan, 2011). In self-esteem, a valid measure should accurately reflect a person’s self-evaluations and feelings of self-worth (Sullivan, 2011). Several types of validity offer a different lens through which to examine the instrument’s effectiveness (Sullivan, 2011).

    **Types of Validity**

    _**Content Validity**_

                Content validity assesses whether the items on a measure comprehensively represent the construct of self-esteem (Zamanzadeh et al., 2015). To establish content validity, experts in psychology would review the items to ensure they cover all relevant aspects of self-esteem (e.g., self-worth, confidence, or acceptance) (Zamanzadeh et al., 2015). For example, if a self-esteem scale only includes questions about social confidence and omits self-respect or self-worth, its content validity would be weak (Zamanzadeh et al., 2015).

    _**Construct Validity**_

                Construct validity evaluates how well the instrument reflects the theoretical components of self-esteem (Strauss & Smith, 2009). This involves two subtypes: (1) convergent and (2) discriminant. For example, for convergent validity, the new self-esteem measure should correlate positively with other established self-esteem scales (e.g., the Rosenberg Self-Esteem Scale) (Strauss & Smith, 2009). In contrast, for discriminant validity, the measure should not strongly correlate with unrelated constructs such as intelligence; this ensures it measures self-esteem specifically (Strauss & Smith, 2009).

    _**Criterion-Related Validity**_

                This type examines how well the instrument predicts outcomes related to self-esteem (Castro-Piñero et al., 2021). It involves two subtypes: (1) predictive validity and (2) concurrent validity. For predictive validity, the measure should forecast future behavior or outcomes tied to self-esteem, such as mental health or social interactions (Castro-Piñero et al., 2021). Also, for concurrent validity, the measures should correlate with other self-esteem indicators taken simultaneously, like therapist evaluations (Castro-Piñero et al., 2021).

    _**Face Validity**_

                Face validity refers to whether the items measure self-esteem at face value (Connell et al., 2018). While it is a more superficial form of validity, it affects participants’ engagement with the measure (Connell et al., 2018). Items should be worded and intuitively related to self-esteem to be perceived as credible by respondents (Connell et al., 2018).

    **Validating a New Self-Esteem Measure: The Process**

    Validating a new self-esteem measure will take several steps, as described in the following section. Researchers should define self-esteem based on theoretical and empirical literature (Boateng et al., 2018). Then, create a pool of items that reflect the full scope of the self-esteem construct by using existing measures and focus groups (Boateng et al., 2018). Psychological experts should review the items to examine content validity (Boateng et al., 2018). They should also administer the draft measure to a small sample population (Boateng et al., 2018). After these steps are complete, examiners should conduct exploratory or confirmatory factor analysis to examine the underlying structure of the measure; this helps determine whether items group together in expected ways (Boateng et al., 2018). Then, researchers should measure internal consistency to ensure the items work well together and test for different types of validity. Investigators should establish norms and conduct ongoing evaluations (Boateng et al., 2018).

    **References**

    Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. _Frontiers in Public Health, 6_, 149. [https://doi.org/10.3389/fpubh.2018.00149](https://doi.org/10.3389/fpubh.2018.00149)

    Castro-Piñero, J., Marin-Jimenez, N., Fernandez-Santos, J. R., Martin-Acosta, F., Segura-Jimenez, V., Izquierdo-Gomez, R., Ruiz, J. R., & Cuenca-Garcia, M. (2021). Criterion-related validity of field-based fitness tests in adults: A systematic review. _Journal of Clinical Medicine, 10_(16), 3743. [https://doi.org/10.3390/jcm10163743](https://doi.org/10.3390/jcm10163743)

    Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., Barkham, M., Robotham, D., Rose, D., & Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL). _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation, 27_(7), 1893–1902. [https://doi.org/10.1007/s11136-018-1847-y](https://doi.org/10.1007/s11136-018-1847-y)

    Strauss, M. E., & Smith, G. T. (2009). Construct validity: Advances in theory and methodology. _Annual Review of Clinical Psychology, 5_, 1–25. [https://doi.org/10.1146/annurev.clinpsy.032408.153639](https://doi.org/10.1146/annurev.clinpsy.032408.153639)

    Sullivan, G. M. (2011). A primer on the validity of assessment instruments. _Journal of Graduate Medical Education, 3_(2), 119–120. [https://doi.org/10.4300/JGME-D-11-00075.1](https://doi.org/10.4300/JGME-D-11-00075.1)

    Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A. R. (2015). Design and implementation content validity study: Development of an instrument for measuring patient-centered communication. _Journal of Caring Sciences, 4_(2), 165–178. [https://doi.org/10.15171/jcs.2015.017](https://doi.org/10.15171/jcs.2015.017)

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    – 2 years ago

  • [Solved] Exegesis

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    – [\ \ 20250414_211543.jpg](https://www.sweetstudy.com/files/20250414-211543-jpg-10265269 "20250414_211543.jpg") – 2 years ago

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  • [Solved] Examine Ethical Approaches to Research with Children and Adolescents

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    **Background** Researchers should be aware of the study's purpose, data confidentiality, and the use of participant audio or video recordings when conducting research with children or adolescents. Other ethical concerns may include parental consent, participant assent, and the right of children not …

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    **Background**

    Researchers should be aware of the study's purpose, data confidentiality, and the use of participant audio or video recordings when conducting research with children or adolescents. Other ethical concerns may include parental consent, participant assent, and the right of children not to answer questions if they do not want to. Different studies have different ethical concerns. The research should not cause harm to the participants and the benefits should outweigh the risks. Ethical research guidelines must always be followed, including special protections for minors.

    **Instructions**

    Choose two key points from the ethical conduct list in [Subpart D](https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/common-rule-subpart-d/index.html), from the [U.S. Office for Human Research Protections](https://www.hhs.gov/ohrp/index.html) then choose the topic you would like to apply those points to and create a podcast transcript. Your audience for the podcast is senior year psychology students who will undertake a case study with children under the age of 18.

    Some points to address in your podcast:

    – What are the ethical issues using minor (under age 18) participants in research regarding gender development issues?
    – How do you discuss gender non-conformity in age-appropriate ways with children and adolescents?
    – How to address parental concern when involving children and adolescents in research?
    – Include a discussion of informed consent

    Make sure that your content is informed by scholarly sources rather than personal opinions or anecdotes.

    Length: This assignment should include a 3-4 page transcript, not including the reference and title page; APA 7th edition.

    References: Include a minimum of 3 scholarly resources.

    References

    – [**The Belmont Report**](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html) Office for Human Research Protections (OHRP). (2024, July 10). _The Belmont Report_. HHS.gov.

    **One of the leading works concerning ethics in research with human participants; includes ethical principles and guidelines including respect for persons, beneficence, and justice.**
    – [**APA Guide to human research protections**](https://www.apa.org/research-practice/conduct-research/human) _Human research protections_. (n.d.). https://www.apa.org.

    **Guidelines from the American Psychology Association on the ethical treatment of human research participants**
    – [**U.S. Office for Human Research Protections**](https://www.hhs.gov/ohrp/index.html) Protections, O. F. H. R. (2024, July 25). _Office for Human Research Protections_. HHS.gov.

    **This resource provides guidelines for the protection of the rights, welfare, and wellbeing of human subjects involved in research conducted or supported by the U.S. Department of Health and Human Services (HHS).**
    – [**Understanding Ethical Issues of Research Participation from the Perspective of Participating Children and Adolescents: A Systematic Review**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5724520/) Crane, S., & Broome, M. E. (2017). Understanding ethical issues of research participation from the perspective of participating children and adolescents: a systematic review. _Worldviews on Evidence‐Based Nursing, 14_(3), 200-209.

    **Research examined perceptions of ethical concerns of children and adolescents from their perspective as participants in research**
    – [**Research Ethics with Gender and Sexually Diverse Persons**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7559910/) Henrickson, M., Giwa, S., Hafford-Letchfield, T., Cocker, C., Mulé, N. J., Schaub, J., & Baril, A. (2020). Research ethics with gender and sexually diverse persons. _International Journal of Environmental Research and Public Health, 17_(18), 6615.

    **Discusses 12 ethical principles for researchers of gender and sexually diverse social, health, and related research.**
    – [**Justice, diversity, and research ethics review**](https://careb-accer.org/wp-content/uploads/2021/04/1209.full_-1.pdf) Strauss, D. H., White, S. A., & Bierer, B. E. (2021). Justice, diversity, and research ethics review. _Science, 371_(6535), 1209-1211.

    **Includes recommendations for IRB committees about justice, diversity, and research ethics.**

    – 2 years ago

  • [Solved] Esthetics industry

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    200-300 word about Jane Wurwand and her history and impact in the industry 200-300 word on Lydia Sarfati and her history and impact – 2 years ago

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    200-300 word  about Jane Wurwand and her history and impact in the industry

    200-300 word on Lydia Sarfati and her history and impact

    – 2 years ago

  • [Solved] EEOCSLP

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    – 2 years ago **files (1)** – ## Module1SLPtempMGT516.docx **## Module1SLPtempMGT516.docx** Before you begin this assignment, be sure to familiarize yourself with the following information including laws and their amendments. Anti-Defamation League. (2012). [_Religious accommodation in the workplace…

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    – 2 years ago

    **files (1)**

    – ## Module1SLPtempMGT516.docx

    **## Module1SLPtempMGT516.docx**

    Before you begin this assignment, be sure to familiarize yourself with the following information including laws and their amendments.

    Anti-Defamation League. (2012).
    [_Religious accommodation in the workplace: Your rights and obligations._](https://www.adl.org/sites/default/files/documents/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf) https://www.adl.org/sites/default/files/documents/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf.

    Gepp, R. (2017).
    [_Religious accommodation in the workplace: Guidance for Avoiding Legal Trouble_](https://hrdailyadvisor.blr.com/2017/05/23/religious-accommodation-workplace-guidance-avoiding-legal-trouble/). HR Daily Advisor. https://hrdailyadvisor.blr.com/2017/05/23/religious-accommodation-workplace-guidance-avoiding-legal-trouble/

    HR Hero. (2017).
    [_Americans with Disabilities Act (ADA) and ADA Amendments Act (ADAAA)._](http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/) http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/.

    Katz, H. C., Kochan, T. A., & Colvin, A. J. S. (2017). Employment law. An introduction to U. S. collective bargaining and labor relations. Cornell University Press, pp. 71-79. Available from Skillsoft Books in the Trident Online Library.

    U.S. Equal Employment Opportunity Commission. (n.d.)
    [_Enforcement guidance on reasonable accommodation and undue hardship under the Americans with Disabilities Act._](https://www.eeoc.gov/policy/docs/accommodation.html) https://www.eeoc.gov/policy/docs/accommodation.html

    There are primarily two U.S. governmental agencies responsible for enforcing EEO laws. The two agencies are the Equal Employment Opportunity Commission (EEOC) and the Office of Federal Contract Compliance Programs (OFCCP).

    **Assignment:**

    Address the following questions in preparing a paper of 2 to 3 pages (not including cover page or reference page.)

    1.
    **Summarize the reasonable accommodation expectations concerning religion and disability that employers must meet under the law.**

    2.
    **From your readings/research (stating employers by name), describe one specific private sector workplace example of a reasonable accommodation for religion, and one specific private sector workplace example of a reasonable**

    **accommodation for disabilities.**

    Use at least 3 reputable books and/or journal articles found in the Trident Online Library, plus any applicable background readings to support your discussion.

    Cite all sources utilized to write your paper.

    Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## Module1SLPtempMGT516.docx**

    Before you begin this assignment, be sure to familiarize yourself with the following information including laws and their amendments.

    Anti-Defamation League. (2012).
    [_Religious accommodation in the workplace: Your rights and obligations._](https://www.adl.org/sites/default/files/documents/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf) https://www.adl.org/sites/default/files/documents/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf.

    Gepp, R. (2017).
    [_Religious accommodation in the workplace: Guidance for Avoiding Legal Trouble_](https://hrdailyadvisor.blr.com/2017/05/23/religious-accommodation-workplace-guidance-avoiding-legal-trouble/). HR Daily Advisor. https://hrdailyadvisor.blr.com/2017/05/23/religious-accommodation-workplace-guidance-avoiding-legal-trouble/

    HR Hero. (2017).
    [_Americans with Disabilities Act (ADA) and ADA Amendments Act (ADAAA)._](http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/) http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/.

    Katz, H. C., Kochan, T. A., & Colvin, A. J. S. (2017). Employment law. An introduction to U. S. collective bargaining and labor relations. Cornell University Press, pp. 71-79. Available from Skillsoft Books in the Trident Online Library.

    U.S. Equal Employment Opportunity Commission. (n.d.)
    [_Enforcement guidance on reasonable accommodation and undue hardship under the Americans with Disabilities Act._](https://www.eeoc.gov/policy/docs/accommodation.html) https://www.eeoc.gov/policy/docs/accommodation.html

    There are primarily two U.S. governmental agencies responsible for enforcing EEO laws. The two agencies are the Equal Employment Opportunity Commission (EEOC) and the Office of Federal Contract Compliance Programs (OFCCP).

    **Assignment:**

    Address the following questions in preparing a paper of 2 to 3 pages (not including cover page or reference page.)

    1.
    **Summarize the reasonable accommodation expectations concerning religion and disability that employers must meet under the law.**

    2.
    **From your readings/research (stating employers by name), describe one specific private sector workplace example of a reasonable accommodation for religion, and one specific private sector workplace example of a reasonable**

    **accommodation for disabilities.**

    Use at least 3 reputable books and/or journal articles found in the Trident Online Library, plus any applicable background readings to support your discussion.

    Cite all sources utilized to write your paper.

    Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

  • [Solved] Discussion104

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) What elements of the business of illegal drugs are similar to the business of selling legal products? Please also give specific examples in your answer. – Write a short paragraph of at least 300 words (not including reference …

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    What elements of the business of illegal drugs are similar to the business of selling legal products?  Please also give specific examples in your answer.

    – Write a short paragraph of at least 300 words (not including reference information). You must put the word count at the end of your discussion.

    – 2 years ago

  • [Solved] Discussion 105

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Must complete both. Thank you Discussion 1 What elements of the business of illegal drugs are similar to the business of selling legal products? Please also give specific examples in your answer. Write a short paragraph of at …

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Must complete both. Thank you

    Discussion 1

    What elements of the business of illegal drugs are similar to the business of selling legal products?  Please also give specific examples in your answer.

    Write a short paragraph of at least 300 words (not including reference information). You must put the word count at the end of your discussion.

    Discussion 2

    Please describe labor racketeering. How and why did organized crime get so involved with some unions while not with other types of unions?  Please specify some of the illegal activities that can occur, and discuss why they happen.

    – Write a short paragraph of at least 300 words (not including reference information). You must put the word count at the end of your discussion.

    – 2 years ago

  • [Solved] DISC 8 RESPONSES

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    DISCUSS AND RESPONSES TO POSTS – 2 years ago **files (1)** – ## DISC8RESPONSES.docx **## DISC8RESPONSES.docx** **Rachel Patel** **Apr 16 8:26pm** **Manage Discussion by Rachel Patel** **Reply from Rachel Patel** ****The Role of the RN/APRN in Policy-Making**** **As a Registered Nurse (RN) pursuing m…

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    DISCUSS AND RESPONSES TO POSTS

    – 2 years ago

    **files (1)**

    – ## DISC8RESPONSES.docx

    **## DISC8RESPONSES.docx**

    **Rachel Patel**

    **Apr 16 8:26pm**

    **Manage Discussion by Rachel Patel**

    **Reply from Rachel Patel**

    ****The Role of the RN/APRN in Policy-Making****

    **As a Registered Nurse (RN) pursuing my Master of Science in Nursing with a specialization in Family Nurse Practitioner (FNP), I’ve grown to appreciate that the role of a nurse extends far beyond clinical skills and bedside care. It also includes a responsibility to influence the policies that shape our healthcare systems. Nurses—who often spend more time with patients than any other provider—carry valuable insights that can and should be used to impact policy decisions. When nurses step into advocacy roles, they amplify the voices of their patients and promote changes that improve healthcare access, quality, and equity. Below, I’ll explore two opportunities available to RNs and APRNs in policy-making, the challenges they might face, and strategies to overcome those barriers and increase awareness.**

    ****Opportunities for Policy Participation****

    **1.**
    ****Involvement in Professional Nursing Organizations****

    **Organizations like the American Nurses Association (ANA), American Association of Nurse Practitioners (AANP), and state-level nursing associations provide a gateway for nurses to influence policy (Chiu et al., 2021). These groups often advocate for nurse-related legislation and invite members to participate in advocacy days, sign petitions, or provide testimony. They also help nurses stay informed about emerging legislative issues and offer guidance on how to engage with policymakers.**

    **Participating in these organizations has helped me see the direct connection between nursing advocacy and real-world healthcare improvements. Simply being present in these spaces allows us to contribute a perspective that often gets overlooked—one rooted in day-to-day clinical realities.**

    **2.**
    ****Serving on Policy Committees or Community Health Boards****

    **Many local and state health initiatives include advisory committees that welcome healthcare professionals to provide input. Whether it’s through a hospital-based committee or a community advisory group, nurses can help shape policy decisions that affect patient care delivery, public health priorities, or healthcare funding allocation.**

    **As nurses, we frequently see how system-level decisions affect individuals and families. Bringing this perspective into committee conversations helps ensure that policies reflect both clinical practicality and patient-centered care.**

    ****Challenges in Policy Engagement****

    ****Limited Time and Policy Literacy****

    **Nurses are often stretched thin due to staffing shortages, long hours, and the emotional demands of the profession. Many also feel unprepared to navigate the legislative landscape because policy-making is rarely emphasized in traditional nursing education. This can result in hesitation or a lack of confidence when it comes to advocacy (Hajizadeh et al., 2021).**

    **Continuing education programs, mentorship, and webinars focused on health policy can help bridge the knowledge gap. Many nursing organizations also offer toolkits and email alerts that break down legislation in a way that’s easy to understand. Personally, I’ve found that starting small—reading legislative summaries or joining policy-focused webinars—makes the learning curve less intimidating and builds confidence over time.**

    ****Strategies to Promote Advocacy and Engagement****

    **1.**
    ****Peer Sharing and Mentorship****

    **One effective way to spread awareness is through storytelling and peer mentorship. Hearing how another nurse got involved in a campaign, joined a committee, or met with a legislator can be more motivating than a formal lecture. These stories demonstrate that advocacy doesn’t require a political background—just commitment and courage. For instance, sharing experiences during staff meetings or educational in-services can normalize advocacy and help peers recognize that these opportunities are accessible, not exclusive.**

    **2.**
    ****Digital Engagement and Workplace Communication Channels****

    **Newsletters, social media, and internal communication platforms can be used to spotlight specific policy engagement opportunities (Stellefson et al., 2020). Creating a monthly policy bulletin or designating a “policy point person” in nursing units can help bring attention to relevant issues and reduce the barrier of not knowing where to start. I’ve seen how brief emails or flyers highlighting a current bill or upcoming advocacy event can spark curiosity and lead to greater participation—even among nurses who never saw themselves as “policy people.”**

    ****Conclusion****

    **Nurses are not only caregivers—they are advocates, educators, and leaders. The opportunity to participate in policy-making allows us to move from treating illness to preventing it through better systems and stronger laws. Whether by joining professional organizations or lending our voices to community committees, we can make a difference at both local and national levels. Though challenges like time and policy inexperience may exist, they are not insurmountable. With the right tools, peer support, and accessible resources, we can step confidently into the policy space. As I continue my journey toward becoming a Family Nurse Practitioner, I carry with me the belief that every nurse has the power—and the responsibility—to influence change far beyond the bedside.**

    ****References****

    **Chiu, P., Cummings, G. G., Thorne, S., & Makaroff, K. S. (2021). Policy advocacy and nursing organizations: A scoping review.**
    **_Policy, Politics, & Nursing Practice_,**
    **_22_(4), 276–296.**
    **[https://doi.org/10.1177/15271544211050611Links to an external site.](https://doi.org/10.1177/15271544211050611)**

    **Hajizadeh, A., Zamanzadeh, V., Kakemam, E., Bahreini, R., & Khodayari-Zarnaq, R. (2021). Factors influencing nurses participation in the health policy-making process: A systematic review.**
    **_BMC Nursing_,**
    **_20_(1), 1–9.**
    **[https://doi.org/10.1186/s12912-021-00648-6Links to an external site.](https://doi.org/10.1186/s12912-021-00648-6)**

    **Stellefson, M., Paige, S. R., Chaney, B. H., & Chaney, J. D. (2020). Evolving role of social media in health promotion: Updated responsibilities for health education specialists.**
    **_International Journal of Environmental Research and Public Health_,**
    **_17_(4).**
    **[https://doi.org/10.3390/ijerph17041153Links to an external site.](https://doi.org/10.3390/ijerph17041153)**

    **Apr 15 2:27pm| Last reply Apr 16 6:44pm**

    **Manage Discussion by Ashley Bowman**

    **Reply from Ashley Bowman**

    ****Main Post****

    ****The Role of the RN/APRN in Policy-Making****

    **RNs and APRNs' roles in policy-making present numerous opportunities for meaningful participation and influence in healthcare legislation. One significant opportunity exists through involvement in professional organizations such as the American Nurses Association (ANA) or the American Association of Nurse Practitioners (AANP) (Chiu et al., 2021). These organizations are powerful platforms where nurses can join policy committees, contribute to position statements, participate in legislative advocacy days, and build crucial networks with policy-makers. This organizational involvement allows nurses to leverage collective power and expertise to influence local, state, and national healthcare policy.**

    **A second vital opportunity lies in direct political engagement, where nurses can serve on local health boards, provide expert testimony at legislative hearings, or even run for public office. Some nurses work as policy advisors for legislators, bringing their frontline healthcare experience directly to the policy-making process (Hajizadeh et al., 2021). This direct involvement ensures that nursing perspectives and practical healthcare knowledge inform policy decisions that affect patient care and healthcare delivery.**

    **However, these opportunities come with significant challenges that must be addressed. Time constraints present a major obstacle, as healthcare professionals often work long, irregular hours that can conflict with policy-making activities. This challenge can be overcome by utilizing virtual participation options, negotiating flexible scheduling with employers, and focusing on specific policy issues rather than addressing everything simultaneously. Additionally, many nurses face a knowledge gap in understanding policy-making processes (Hajizadeh et al., 2021). This barrier can be addressed by pursuing continuing health policy education, seeking mentorship from experienced policy advocates, and participating in policy fellowship programs.**

    **To better advocate for and communicate these opportunities, two key strategies emerge as particularly effective. First, a comprehensive education and communication approach should be implemented within healthcare institutions. This could include developing policy education programs, creating newsletters highlighting policy participation opportunities, utilizing social media to share success stories of nurse advocates, and establishing mentorship programs (Flaubert et al., 2021). Such initiatives raise awareness and provide practical guidance for nurses interested in policy involvement.**

    **The second strategy focuses on building institutional support within healthcare organizations. This involves working with healthcare institutions to create paid time off for policy activities, develop internal policy committees, establish connections with local legislators, and recognize policy participation through formal reward systems. By implementing these strategies, healthcare organizations can create an environment that encourages and actively supports nurse involvement in policy-making, ultimately leading to better-informed healthcare policies and improved patient care outcomes.**

    ****References****

    **Chiu, P., Cummings, G. G., Thorne, S., & Schick-Makaroff, K. (2021). Policy advocacy and nursing organizations: A scoping review.**
    **_Policy, Politics, & Nursing Practice_,**
    **_22_(4), 276-296.**
    **[https://doi.org/10.1177/15271544211050611Links to an external site.](https://doi.org/10.1177/15271544211050611)**

    **Flaubert, J. L., Le Menestrel, S., Williams, D. R., Wakefield, M. K., & National Academies of Sciences, Engineering, and Medicine. (2021). Educating Nurses for the Future. In**
    **_The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity_. National Academies Press (US).**
    **[https://doi.org/10.17226/25982Links to an external site.](https://doi.org/10.17226/25982)**

    **Hajizadeh, A., Zamanzadeh, V., Kakemam, E., Bahreini, R., & Khodayari-Zarnaq, R. (2021). Factors influencing nurses participation in the health policy-making process: a systematic review.**
    **_BMC nursing_,**
    **_20_, 1-9.**
    **[https://doi.org/10.1186/s12912-021-00648-6Links to an external site.](https://doi.org/10.1186/s12912-021-00648-6)**

    **## DISC8RESPONSES.docx**

    **Rachel Patel**

    **Apr 16 8:26pm**

    **Manage Discussion by Rachel Patel**

    **Reply from Rachel Patel**

    ****The Role of the RN/APRN in Policy-Making****

    **As a Registered Nurse (RN) pursuing my Master of Science in Nursing with a specialization in Family Nurse Practitioner (FNP), I’ve grown to appreciate that the role of a nurse extends far beyond clinical skills and bedside care. It also includes a responsibility to influence the policies that shape our healthcare systems. Nurses—who often spend more time with patients than any other provider—carry valuable insights that can and should be used to impact policy decisions. When nurses step into advocacy roles, they amplify the voices of their patients and promote changes that improve healthcare access, quality, and equity. Below, I’ll explore two opportunities available to RNs and APRNs in policy-making, the challenges they might face, and strategies to overcome those barriers and increase awareness.**

    ****Opportunities for Policy Participation****

    **1.**
    ****Involvement in Professional Nursing Organizations****

    **Organizations like the American Nurses Association (ANA), American Association of Nurse Practitioners (AANP), and state-level nursing associations provide a gateway for nurses to influence policy (Chiu et al., 2021). These groups often advocate for nurse-related legislation and invite members to participate in advocacy days, sign petitions, or provide testimony. They also help nurses stay informed about emerging legislative issues and offer guidance on how to engage with policymakers.**

    **Participating in these organizations has helped me see the direct connection between nursing advocacy and real-world healthcare improvements. Simply being present in these spaces allows us to contribute a perspective that often gets overlooked—one rooted in day-to-day clinical realities.**

    **2.**
    ****Serving on Policy Committees or Community Health Boards****

    **Many local and state health initiatives include advisory committees that welcome healthcare professionals to provide input. Whether it’s through a hospital-based committee or a community advisory group, nurses can help shape policy decisions that affect patient care delivery, public health priorities, or healthcare funding allocation.**

    **As nurses, we frequently see how system-level decisions affect individuals and families. Bringing this perspective into committee conversations helps ensure that policies reflect both clinical practicality and patient-centered care.**

    ****Challenges in Policy Engagement****

    ****Limited Time and Policy Literacy****

    **Nurses are often stretched thin due to staffing shortages, long hours, and the emotional demands of the profession. Many also feel unprepared to navigate the legislative landscape because policy-making is rarely emphasized in traditional nursing education. This can result in hesitation or a lack of confidence when it comes to advocacy (Hajizadeh et al., 2021).**

    **Continuing education programs, mentorship, and webinars focused on health policy can help bridge the knowledge gap. Many nursing organizations also offer toolkits and email alerts that break down legislation in a way that’s easy to understand. Personally, I’ve found that starting small—reading legislative summaries or joining policy-focused webinars—makes the learning curve less intimidating and builds confidence over time.**

    ****Strategies to Promote Advocacy and Engagement****

    **1.**
    ****Peer Sharing and Mentorship****

    **One effective way to spread awareness is through storytelling and peer mentorship. Hearing how another nurse got involved in a campaign, joined a committee, or met with a legislator can be more motivating than a formal lecture. These stories demonstrate that advocacy doesn’t require a political background—just commitment and courage. For instance, sharing experiences during staff meetings or educational in-services can normalize advocacy and help peers recognize that these opportunities are accessible, not exclusive.**

    **2.**
    ****Digital Engagement and Workplace Communication Channels****

    **Newsletters, social media, and internal communication platforms can be used to spotlight specific policy engagement opportunities (Stellefson et al., 2020). Creating a monthly policy bulletin or designating a “policy point person” in nursing units can help bring attention to relevant issues and reduce the barrier of not knowing where to start. I’ve seen how brief emails or flyers highlighting a current bill or upcoming advocacy event can spark curiosity and lead to greater participation—even among nurses who never saw themselves as “policy people.”**

    ****Conclusion****

    **Nurses are not only caregivers—they are advocates, educators, and leaders. The opportunity to participate in policy-making allows us to move from treating illness to preventing it through better systems and stronger laws. Whether by joining professional organizations or lending our voices to community committees, we can make a difference at both local and national levels. Though challenges like time and policy inexperience may exist, they are not insurmountable. With the right tools, peer support, and accessible resources, we can step confidently into the policy space. As I continue my journey toward becoming a Family Nurse Practitioner, I carry with me the belief that every nurse has the power—and the responsibility—to influence change far beyond the bedside.**

    ****References****

    **Chiu, P., Cummings, G. G., Thorne, S., & Makaroff, K. S. (2021). Policy advocacy and nursing organizations: A scoping review.**
    **_Policy, Politics, & Nursing Practice_,**
    **_22_(4), 276–296.**
    **[https://doi.org/10.1177/15271544211050611Links to an external site.](https://doi.org/10.1177/15271544211050611)**

    **Hajizadeh, A., Zamanzadeh, V., Kakemam, E., Bahreini, R., & Khodayari-Zarnaq, R. (2021). Factors influencing nurses participation in the health policy-making process: A systematic review.**
    **_BMC Nursing_,**
    **_20_(1), 1–9.**
    **[https://doi.org/10.1186/s12912-021-00648-6Links to an external site.](https://doi.org/10.1186/s12912-021-00648-6)**

    **Stellefson, M., Paige, S. R., Chaney, B. H., & Chaney, J. D. (2020). Evolving role of social media in health promotion: Updated responsibilities for health education specialists.**
    **_International Journal of Environmental Research and Public Health_,**
    **_17_(4).**
    **[https://doi.org/10.3390/ijerph17041153Links to an external site.](https://doi.org/10.3390/ijerph17041153)**

    **Apr 15 2:27pm| Last reply Apr 16 6:44pm**

    **Manage Discussion by Ashley Bowman**

    **Reply from Ashley Bowman**

    ****Main Post****

    ****The Role of the RN/APRN in Policy-Making****

    **RNs and APRNs' roles in policy-making present numerous opportunities for meaningful participation and influence in healthcare legislation. One significant opportunity exists through involvement in professional organizations such as the American Nurses Association (ANA) or the American Association of Nurse Practitioners (AANP) (Chiu et al., 2021). These organizations are powerful platforms where nurses can join policy committees, contribute to position statements, participate in legislative advocacy days, and build crucial networks with policy-makers. This organizational involvement allows nurses to leverage collective power and expertise to influence local, state, and national healthcare policy.**

    **A second vital opportunity lies in direct political engagement, where nurses can serve on local health boards, provide expert testimony at legislative hearings, or even run for public office. Some nurses work as policy advisors for legislators, bringing their frontline healthcare experience directly to the policy-making process (Hajizadeh et al., 2021). This direct involvement ensures that nursing perspectives and practical healthcare knowledge inform policy decisions that affect patient care and healthcare delivery.**

    **However, these opportunities come with significant challenges that must be addressed. Time constraints present a major obstacle, as healthcare professionals often work long, irregular hours that can conflict with policy-making activities. This challenge can be overcome by utilizing virtual participation options, negotiating flexible scheduling with employers, and focusing on specific policy issues rather than addressing everything simultaneously. Additionally, many nurses face a knowledge gap in understanding policy-making processes (Hajizadeh et al., 2021). This barrier can be addressed by pursuing continuing health policy education, seeking mentorship from experienced policy advocates, and participating in policy fellowship programs.**

    **To better advocate for and communicate these opportunities, two key strategies emerge as particularly effective. First, a comprehensive education and communication approach should be implemented within healthcare institutions. This could include developing policy education programs, creating newsletters highlighting policy participation opportunities, utilizing social media to share success stories of nurse advocates, and establishing mentorship programs (Flaubert et al., 2021). Such initiatives raise awareness and provide practical guidance for nurses interested in policy involvement.**

    **The second strategy focuses on building institutional support within healthcare organizations. This involves working with healthcare institutions to create paid time off for policy activities, develop internal policy committees, establish connections with local legislators, and recognize policy participation through formal reward systems. By implementing these strategies, healthcare organizations can create an environment that encourages and actively supports nurse involvement in policy-making, ultimately leading to better-informed healthcare policies and improved patient care outcomes.**

    ****References****

    **Chiu, P., Cummings, G. G., Thorne, S., & Schick-Makaroff, K. (2021). Policy advocacy and nursing organizations: A scoping review.**
    **_Policy, Politics, & Nursing Practice_,**
    **_22_(4), 276-296.**
    **[https://doi.org/10.1177/15271544211050611Links to an external site.](https://doi.org/10.1177/15271544211050611)**

    **Flaubert, J. L., Le Menestrel, S., Williams, D. R., Wakefield, M. K., & National Academies of Sciences, Engineering, and Medicine. (2021). Educating Nurses for the Future. In**
    **_The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity_. National Academies Press (US).**
    **[https://doi.org/10.17226/25982Links to an external site.](https://doi.org/10.17226/25982)**

    **Hajizadeh, A., Zamanzadeh, V., Kakemam, E., Bahreini, R., & Khodayari-Zarnaq, R. (2021). Factors influencing nurses participation in the health policy-making process: a systematic review.**
    **_BMC nursing_,**
    **_20_, 1-9.**
    **[https://doi.org/10.1186/s12912-021-00648-6Links to an external site.](https://doi.org/10.1186/s12912-021-00648-6)**

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Chapter 15 in the Leadership Textbook: [Northouse.Peter Leadership_theory_and_practice_7th 2016.pdf](https://pqc.instructure.com/courses/3772/files/560363?wrap=1 "Northouse.Peter Lead…

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    Chapter 15 in the Leadership Textbook:

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