Development of Public Policy In Nursing Education

Nurses Educator 2

Public Policy Development In Nursing Education

Development of Public Policy In Nursing Education

What Is Public Policy,Public Policy In Health Care System,Need of Public Policy In Nursing Education,Impact of Public Policy In Nursing Education.

What Is Public Policy

    Public policy is purposive, goal directed decisions of official policy makers at local, state, and federal levels that impact the general welfare of the public.

Public Policy In Health Care System 

    The topic of public policy, specifically health policy and the role of the nurse as a policy advocate, is no longer in the “nice to know” category for nursing curricula Developing and strengthening knowledge related to how governments are structured and the processes involved in enacting Public policies are now a core competence for students and practicing nurses. Through evidence-based teaching strategies, students are present to develop a voice to respond to public policies that impact health care delivery and the profession of nursing.

    There are a number of teaching methods that can be used to engage and connect students with the topic of public policy as it relates to nursing and health care. Two goals, valuing the knowledge and developing a voice to express the knowledge, should guide frameworks for developing learning activities. 

    For example, a framework consisting of presentation of information, learning activities, interpersonal interactions, and evaluation of learning can provide a focus for nurse educators teaching public policy Presentation of information can be done using learning modules that contain behavioral outcomes, reading assignments, web links , slide presentations, videos, and other interactive technology, as well as application learning activities. 

    Learning activities should facilitate students' choices in selecting the activity that best fits their individual learning needs and styles. Student-to-student and student-to-faculty interactions are at the core for meeting learning goals. One example of an interpersonal activity is “Talking Points Memo” whereby students write a memo that succinctly presents information related to a specific example of health policy and the intended and unintended consequences of the policy for health care consumers and/or the profession of nursing. 

    Other students respond to the memo during in class discussions or in virtual classrooms using discussion boards or web and/or screen-casting technology. Faculty comments broaden awareness of the positive and negative impact of public policy on health care delivery and the vital role of nurse as policy advocate. A valuable outcome of this learning activity can be transformation of perspectives related to the policy advocate role.

    An example of an experiential learning activity is attendance at state Nurses' Day at the Capitol events that are often sponsored by state nursing associations. These events allow students and practicing nurses the opportunity to practice and honest lobbying strategies. Talking with official policy makers fosters valuing of public policy and helps students gain voices for action.

Need of Public Policy In Nursing Education

    In the early 1990s, nurse leaders and professional organizations urged educators to include public policy content in nursing curricula. This appeal increased throughout the 2000s (Bowen, Lyons, & Young 2000; Callahan, 2002; Conger & Johnson 2000, Faulk & Ternus, 2004, 2006; Reutter & Williamson, 2000), Milio's (2002) visionary statement, “the future of policy oriented courses will depend on how important professional and academic leaders believe such courses are in preparing nurses to participate in shaping the policies and programs that can improve people's health and health services” (p. 7), has become a reality as today health policy and the role of the nurse as a policy advocate is essential content in baccalaureate and graduate programs.

    Evidence to support best practices for integrating public policy information into nursing curriculum is limited and dated. Nurse educators have supported individual courses at baccalaureate and graduate levels (Buerhaus, 1992, Faulk & Ternus, 2006) and incorporation of public policy content into community health and/or leadership courses. There is some evidence to support effectiveness of individual courses in registered nurse (RN) to bachelor of science in nursing (BSN) programs and at graduate levels. 

    Findings from a qualitative study to explore changes in perspectives of RN to BSN students regarding public policy from beginning to end of a public policy in nursing course (Faulk & Ternus, 2006) demonstrated an increased awareness of policy and process, the need for unity as a profession, and the professional role of the nurse including recognition of the need to function as an advocate, educator, and change agent.

    Current literature continues to tout the importance of integrating political awareness into nursing programs (Hahn, 2010) and practicing nurses' obligation to enhance political acumen in community and legislative environments (Maryland & Gonzalez, 2012). Best education practices must continue to be explored to help students and practicing nurses value public policy knowledge in order to increase the cadre of politically astute professionals.

Impact of Public Policy In Nursing Education

    All public policy impacts the general welfare of the public. Nurse educators are obligated. to health care consumers and to the nursing profession to move students toward valuing their own role in the public policy process and to help students gain their voice for action. Nurse educators should test and create innovative teaching methods and strategies. The myriad of technologies available for teaching in traditional and virtual classrooms must be carefully evaluated to best meet learning needs of diverse student populations and levels of nursing education. 

    As technology considerations are made, educators must stay focused on learning rather than the technology. Seeking input and experiences from col- leagues and stakeholders can provide nurse educators with valuable resources. For example, a number of professional nursing organizations at state and national levels have developed educator kits that serve as guides for teaching public policy to students and practicing nurses.

    Research studies are needed that are focused on identifying best methods for incorporating public policy into curricula. As nursing education research expands, educators must seek research initiatives that support evidence-based teaching innovations.

Post a Comment


Give your opinion if have any.

Post a Comment (0)

#buttons=(Ok, Go it!) #days=(20)

Our website uses cookies to enhance your experience. Check Now
Ok, Go it!