NURS 434 Rural Health Care Disparities Paper
NURS 434 Rural Health Care Disparities Paper
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Southwest Minnesota State University Department of Nursing Care of the Rural Population NURS 434 Summer 2021 (2 credits) Professor: Laurie Johansen, PhD, MS, RN, CNE, PHN Phone: 507- 537-7590 Email: D2L Brightspace NURS 434 course or laurie.johansen@smsu.edu Office Hours: available with individual appointment times via phone or Zoom available as needed. Office: ST 105 Please include the term “NURS 434” in email communication to provide clarity in communication. Course Description This course provides an advanced analysis of rural health care disparities, disparities of health for the rural population, along with strategies to care for the rural population. Areas of emphasis will include: unique demographics of the rural population, nursing theories applied to vulnerable populations, recruitment and retention issues for rural healthcare, and challenges facing rural hospitals. Admission to the Nursing Program required. The Department of Nursing reserves the right to remove students from the course who do not meet the course requirements and prerequisites. Prerequisite: NURS 320 Chronic Illness in Rural Settings Student Learning Objectives 1. 2. 3. 4. 5. Identify at least three rural health disparities Delineate barriers to rural healthcare Determine unique features of rural healthcare Explore unique challenges in recruiting and retaining rural healthcare workers Articulate effective strategies address rural health disparities Nursing Program Goal 3 Combine critical thinking, health care information technology, and evidence based findings to make decisions that promote safety and quality to improve patient outcomes Student Learning Outcome Apply theory, while critically evaluating the context of rural healthcare settings and influences on rural health disparities, in order to address health of the rural population Format Distance learning is self-directed learning. It requires a high level of responsibility, dedication, and selfdiscipline on the part of the student. In this course, you are responsible for your own work, your own progress, and your own grade. In order to succeed, you will need to check emails on a daily basis (may have NURS 434 emails forwarded to personal electronic devices), access course content frequently, participate in discussions, and successfully complete assignments. Resources Required: 1. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). 2. Nelson, W. A. (2009). Handbook for rural health care ethics: A practical guide for professionals. Dartmouth (free online https://geiselmed.dartmouth.edu/cfm/resources/ethics/full-book.pdf) 3. Parris, M. (2015). U.S. nursing workforce: Supply and education trends. NURS 434 Rural Health Care Disparities Paper
Novinka. (available free through the SMSU McFarland Library e-books http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true &db=e680sww&AN=940885&scope=site) 4. Winter, C. A. (2013). Rural nursing: Concepts, theory, and practice (4th ed.). Spring Publishing Company (available free through the SMSU McFarland Library e-books http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true &db=e680sww&AN=547705&scope=site) Additional: CINAHL database available online Additional resources: American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf (The “Essentials” document, used to guide the SMSU Nursing Program curriculum, delineates the outcomes expected of graduates of baccalaureate nursing program while describing the generalist nursing practice at completion of the nursing program.) QSEN Institute. (2020). QSEN competencies. http://qsen.org/competencies/pre-licensure-ksas (The overall goal of QSEN is to address the challenge of preparing future nurses with the knowledge, skills, and attitudes [KSAs] necessary to continuously improve the quality and safety of the healthcare systems in which they work.) Grading A= 90-100% B= 80-89.99% C= 70-79.99% D= 60-69.99% F= less than 60% Nursing students must maintain an overall GPA of 2.0 and attain a minimum grade of 2.0 in all courses required in the RN to BSN Program. Any nursing course (indicated by NURS) may be retaken once to attain a grade of 2.0. The student may not retake or withdraw from more than two nursing courses. The student may not progress in the nursing program if it becomes necessary for the student to retake or withdraw from more than two nursing courses. The student may not progress in the nursing program if If it becomes necessary for the student to retake or withdraw from more than two nursing courses. Code of Conduct Nursing students in the RN to BSN Nursing Program have responsibilities as they transition to the BSN role of nursing. The National Student Nurses’ Association Code of Academic and Clinical Conduct is based on such student responsibilities and is used to guide students in their personal and professional development. For all learning environments, including academic and clinical settings, the Code of Academic and Clinical Conduct will guide student conduct as well as faculty evaluation of student accountability. The Code of Academic and Clinical Conduct document is available in the SMSU Department of Nursing Student Handbook and should be adhered to by every nursing student. NURS 434 Rural Health Care Disparities Paper
Academic Honesty Policy Any form of academic dishonesty, including, but not limited to, cheating, and plagiarism, is prohibited. Cases involving allegations of Academic Dishonesty will be handled pursuant to SMSU Policy A-032. SMSU Department of Nursing Plagiarism Policy The SMSU Department of Nursing adheres to the SMSU Academic Honesty Policy (A-032). When lack of academic honesty is a concern, the course instructors will alert the SMSU Department of Nursing Chair and Director of Nursing. The Chair and/or Director of Nursing may be involved in the communications with the student. Furthermore, they may be involved in the communications with the Dean of Business, Education, Grad & Prof Studies regarding academic honesty concerns. Repercussions may also include, but are not limited to, the following: Failing grade on assignment (0 points) o The repercussions may include the student successfully completing the plagiarized assignment while adhering to academic honesty without a change in posted grade. In cases with this requirement, failure to complete the assignment successfully will result in not passing the course. Failing grade in the nursing course Expulsion from the SMSU RN to BSN Program The SMSU Department of Nursing does not allow nursing students to withdraw from a nursing course to prevent the awarding of an F grade due to academic honesty concerns. Attendance Being a member of a learning community in the SMSU RN to BSN Program, attendance in this online course means active participation in the course through participation in discussion assignments, team projects, and course assignments. Implications for lack of participation are reflected in the grading criteria and points awarded for assignments, as noted throughout the syllabi. Assignments Orientation/Syllabus Quiz 10 points Rural Population and Rural Health Disparities Worksheet 20 points Discussions 40 points Rural Interview 20 points Writing Assignment 1: Rural Populations (demographics) and Rural Health Disparities 45 points Writing Assignment 2: Rural Healthcare Disparities 45 points Writing Assignment 3: Implications of Rural Nursing Theory in the Rural Population 45 points Writing Assignment 4: Strategies to Improve Health in the Rural Population 45 points Writing Assignment 5: Integration of previous writing assignments into the Final Care of the Rural Population Paper 30 points Total Points 300 points Learning Activities Orientation/Syllabus Quiz: Student familiarization with the course syllabus and the course platform is essential to the successful self-management of the course materials by the student. The instructor considers the syllabus to be a ‘virtual handshake’ between the student and instructor. NURS 434 Rural Health Care Disparities Paper
The initial orientation/syllabus quiz will highlight key components of the course to provide the student with a solid understanding of course requirements and expectations. Rural Population and Rural Health Disparities Worksheet: As the students familiarize themselves to the demographics of the rural population and the health disparities that are unique to the rural population, the student will complete a worksheet demonstrating understanding of the base of information provided in Module 2 in NURS 434. The worksheet is available in Module 2. Discussions: Interactions are vital in all learning environments. It is for this reason that discussions will be used as part of the teaching/learning strategy. A critical skill for nurses to develop is their ability to self-assess and self-reflect. This skill is required for the process of continuous quality improvement. That is, nurses must be able to examine their performance and assess what was completed proficiently, as well as areas for improvement. This takes practice, therefore, self- assessment and self-reflection. Students are able to gain keen insight into how they can improve their discussion performance (a strong part of which is writing and critical thinking). Self-grading of discussions allows for students to be empowered with self-assessment and self-reflection. For this reason, students complete self-grading of discussions by the Thursday after the week of discussions under the assessment/quiz function. The descriptions in the grading rubric are formatted into quiz questions and the student selects the description that best matches their performance, to allow the student to self-grade their discussion assignment. Discussions will be posted in an online discussion forum (NURS 434). Appendix A is the grading rubric for discussions. Discussion resources, including a NURS 434 Discussion Review Video, are available in NURS 434 Module 3. Discussions are not collaborative team assignments. Rural Interview: As students appraise the resources provided in NURS 434, they will construct an interview with an adult rural dweller or a rural nurse to investigate implications of rural living on the rural dweller and/or rural nurses. Appendix D is the grading rubric for discussing the Rural Interview. Rural Interview resources, including a Rural Interview Review Video, are available in NURS 434 Module 4. The rural interview is not a collaborative team assignment. Sequencing Paper: Students will display an analysis of rural demographics, rural health disparities, and rural healthcare disparities, followed by articulating strategies to address rural health disparities. A chain of five writing assignments will sequentially lead to a final paper, which includes the first four writing assignments, integrating them into the final Care of the Rural Population paper. Writing Assignment 1: Rural Population (demographics) & Rural Health Disparities Writing Assignment 2: Rural Healthcare Disparities Writing NURS 434 Rural Health Care Disparities Paper
Assignment 3: Implications of Rural Nursing Theory in the Rural Population Writing Assignment 4: Strategies to Improve Health in the Rural Population Writing Assignment 5: Integration of previous writing assignments into Final Care of the Rural Population Paper Students may work on the Sequencing Paper individually, or as a small team of up to four students. If students choose to collaborate in small teams, instructor permission needs to be granted and they need to complete a Mustang Nursing Learning Team Compact prior to submitting Writing Assignment 1 (or the optional draft review of Writing Assignment 1). This compact will serve as a contract between the team members to hold all team members accountable to professionalism and equal participation in the team activity. By the end of the course, the students collaborating in teams will complete a Mustang Nursing Learning Team Evaluation. Lack of individual professionalism or participation with the team can result in a failing grade for the sequencing paper. The instructor reserves the right to adjust individual grades within the team, based on team participation. Grading rubrics for each paper are in the syllabus appendices. Resources for each paper, including Review Videos for each paper, are available in NURS 434 Modules. The assignments are linked to course objectives. All course objectives must be met to successfully complete the course. Omission of an assignment equates to not meeting all course objectives. Thus, all assignments must be completed and submitted to pass the course. This means that the lack of completion of any assignments such as a discussions or paper assignment, will result in an “F” course grade. Throughout the course, late assignments will be deducted 25% per each day late, unless otherwise indicated within the syllabus. In every NURS course, the assignments are linked to course objectives. All course objectives must be met to successfully complete the course. Omission of any assignments equates to not meeting all course objectives. Thus, all assignments must be completed and submitted to pass the course, even if they are completed past the due date and will not earn a grade for the course. This means that the lack of completion of any assignments, such as a discussion or paper assignment, will result in an “F” course grade for that assignment. Late assignments are not accepted for grade credit after three days. If a student has missing coursework at the end of the semester, this coursework must be submitted no later than Sunday night before finals week at 1159, or the last Friday night of summer session at 1159. Arrangements for extenuating circumstances are considered for late work with previous approval from faculty. Ultimately, this means that if all coursework is not submitted by Sunday night before finals week, or the last Friday of summer session, the student will not pass this course. No late work is accepted after these dates unless previous arrangements have been made with faculty. Feedback to assignments will be provided within a week of the due date, or the student’s submission date if later than the due date. NURS 434 Rural Health Care Disparities Paper
Assignment Usage Disclaimer All assignments and written work submitted by students are subject to being shared with others for the purpose of meeting accreditation and regulatory requirements. Course material may also be used anonymously for assessment of student learning outcomes (SLOs) addressed by the Department of Nursing as well as assessment of the SMSU Liberal Education Program (LEP) Student Learning Outcomes (SLOs). When student assignments are shared, the student’s identity will be protected. Course artifacts may also be used for campus-wide LEP or program assessment. Student Responsibilities 1. 2. 3. 4. 5. 6. Read the syllabus. Turn assignments in on time. Participate in discussions Be respectful to classmates and professor. Practice professional conduct. Use cell phones for emergency or professional use only during class time. Technology Requirements Course syllabus, assignments, discussions, and all announcements will be posted on D2L Brightspace. To find D2L Brightspace, go to the SMSU home page and follow the instructions below. -Click on “Quick Links” in the navigation bar using CHROME as the recommended browser -Click on D2L Brightspace from the drop down list -A list of courses you enrolled in will appear. Click on the course you choose to enter. If you have trouble accessing D2L Brightspace, contact the MinnState Service Desk at https://servicedesk.minnstate.edu/CherwellPortal/MNSO/#0 or 877-GO MNSCU (877-466-6728), or seek help at the Help Desk, Library Main Floor Southwest Minnesota State University at 507-5376111, or email the: TRChelpdesk@SMSU.edu ***Technology failure is not an adequate excuse for late assignments. ***All correspondence for this course will be through your SMSU email. Students with Disabilities Statement Any student who feels they may need an accommodation based on the impact of a documented disability should contact Pam Ekstrom in Disability Services at 507-537-7672 or pam.ekstrom@smsu.edu. Disability Services is located in Bellows Academic 246 and the office hours are from 9 – 5 Monday – Friday. After you have met with Pam, please meet with the course instructor to review course requirements and discuss your accommodation needs. Library and Online Data Search The library online database search can be found at http://www.smsu.edu/library/ Be sure to use the “Ask the Librarian” feature for questions you may have related to online searches or potential books you may need to enrich your learning experience. Student Portfolio For each nursing course taken in the nursing program, students will be asked to submit an assignment(s) they completed to their personal portfolio (NURS 1100 course). NURS 434 Rural Health Care Disparities Paper
The portfolio is designed to highlight the work that the student has completed throughout the program. For this course, the final Care of the Rural Population Paper will be part of the portfolio. The student’s final grade will not be posted for the course until the assignment is placed in the portfolio. Professional Nursing Journal Articles and References – The journal cannot be bought at a “grocery store” (no Time, Newsweek, People and Health, etc.) The journal is not a newspaper (New York Times, The Post, etc.) The article is not an editorial or advertisement The article is at least three pages in length The citation is no more than five years old The journal will be peer reviewed (see librarian for more information/direction) The article title, journal title or abstract will have the word nurse/nursing in it If any of the above are not met, prior approval of the instructor is required before the article is used Netiquette Policy Please follow the guidelines established below. 1. Be respectful in your posts and comments to others and about others. 2. Make sure your postings meet the required word count. 3. Postings should be professional. 4. Stay on topic. 5. Humor is often misinterpreted online, so it is best to keep humor to a minimum. Avoid sarcasm. 6. Avoid the use of texting abbreviations. 7. Please do not use all capitals in discussions as this is considered yelling online. The exception to this would be some abbreviations, such as RN or USA. Tentative Student Assignment Schedule Module Topic Essential & QSEN Week 1 Orientation to IX Module 1 NURS 434 Informatics (NURS 434 Orientation) – Weeks 1 & 2 Module 2 (Rural Population (demographics) and Rural Health Disparities) Landscape view of life in a rural setting & health status disparities of the rural population including life expectancy of the rural population & rural population and rural health disparities IX Informatics Resources Videos Syllabus Schedule Mustang Nursing Learning Team Compact form Items Due Orientation/Syllabus Quiz Videos Books Articles Optional Draft Review of Paper Rural Populations (demographics) and Rural Health Disparities Worksheet Email to classmates and instructor Opportunity to create teams to collaborate on future paper assignment Mustang Nursing Learning Team Compact Agreement (optional) Rural Population (demographics) and Rural Health Disparities Paper optional draft review and final Weeks 3 & 4 Module 3 (Rural Healthcare Disparities) Access to healthcare for the rural population & scarcity of rural healthcare professionals & rural healthcare disparities IX Safety Videos Articles Books Optional Draft Review of Paper Week 5 Module 4 (Implications of Rural Nursing Theory in the Rural Population). NURS 434 Rural Health Care Disparities Paper
Characteristics of rural dwellers & distinctive nature of rural nursing practice & implications of nursing theory in the rural population I, VII, IX Patient-Centered Care, Teamwork and Collaboration & Safety Videos Articles Books Optional Draft Review of Paper Weeks 6 & 7 Module 5 (Strategies to Improve Health in the Rural Population) Policy incentives for rural healthcare professionals & recruitment and retention strategies for rural healthcare professionals & strategies to improve health in the rural population II, III, IV, VI, IX Informatics Videos Articles Books Optional Draft Review of Paper paper (first portion of sequencing Care of the Rural Population Paper) Discussion 1 Rural Healthcare Disparities Paper optional draft review and final paper (second portion of sequencing Care of the Rural Population Paper) Rural Interview Implications of Rural Nursing Theories in the Rural Population Paper optional draft review and final paper (third portion of unfolding Care of the Rural Population Paper) Discussion 2 Strategies to Improve Health in the Rural Population Paper optional draft review and final paper (fourth portion of sequencing Care of the Rural Population Paper) Week 8 Module 6 (Integration of previous writing assignments into the Final Care of the Rural Population Paper Week 9 Module 7 Reflections Integration of care of rural population Future of rural healthcare I, II, III, VI, VII, IX Patient-Centered Care, Teamwork and Collaboration, Safety, & Informatics IX Books Videos Portfolio Videos Integration of four previous writing assignments, integrating them into the final Care of Rural Population Paper Portfolio Reflective discussion Department Acceptance Requirements Students in this course will only be allowed to take this course once they have entered the nursing program. Essentials and QSEN Competencies Met Essential I- Liberal Education for Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II- Basic Organizational and Systems Leadership for Quality Care and Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality healthcare. Essential III- Scholarship for Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into one’s practice. Essential IV- Information Management and Application of Patient Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential VI- Interprofessional Communication and Collaboration for Improving Patient Health Outcomes. NURS 434 Rural Health Care Disparities Paper
Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII- Clinical Prevention and Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential IX- Baccalaureate Generalist Nursing Practice The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. QSEN Competencies Patient-Centered Care Definition: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs. Teamwork and Collaboration Definition: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care Safety Definition: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Informatics Definition: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Syllabus updated 3-22-21 Appendix A- Discussion Evaluation Rubric Please note: Discussions are not collaborative team assignments. Discussions are to be completed individually by each student. Initial assigned discussion posts are due by 11:59 on Thursday of the assignment week and a response to at least two other people is due by 11:59 pm on the following Sunday. Any discussion posts after the 11:59 pm deadline on Sunday will be given zero credit. It is expected that students actively participate in the discussion forums. Each student is expected to contribute one initial discussion posting for each assigned discussion question, read all student’s initial discussion posts, and contribute participation discussion responses to at least two other students’ posts. Students self-grade their initial posts each week by the following Thursday at 11:59 pm under the Assessment/Quiz section in the D2L Brightspace course-room. The faculty member will review the self-grades for accuracy and reserves the right to adjust any grades. Read the entire rubric below – this will guide your discussion grade. 20 points are possible for each discussion and will be assigned as follows: Rating Points 4 2.5 Mechanics of Posting Complete sentences, well organized, grammatically correct and free of spelling errors (have used spell check to help ensure this) Complete sentences, well organized, but some (2 or less per paragraph) grammar and/or spelling errors 1 0 Complete sentences, comprehensible, organization could be improved to present a more coherent argument or statement, has three or more grammar and/or spelling errors per paragraph Poor sentence structure inadequate organization, several grammar and/or spelling errors; run-on sentences. NURS 434 Rural Health Care Disparities Paper
Initial discussion posting not completed by the Sunday night due date. Rating Points 4 2.5 1 0 Participation in Discussion Makes postings in response to at least two peer postings for each discussion question. Makes postings on at least two different days (Thursday initial post due by 11:59PM; response to two peer postings are due by Sunday at 11:59PM). Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings Responds to only 1 peer’s posting Does not reply to or provides minimal comments and information to other participants. Initial discussion posting not completed by the Sunday night due date. Rating Points 4 2.5 1 0 Content of Initial Posting Initial posting thoroughly addresses all parts of the discussion, is clearly and concisely stated, and demonstrates that the content was appropriately reviewed, understood, and synthesized. At least two references are presented for the student’s initial posting. Posting includes a question related to the topic to stimulate further discussion. Initial posting addresses most, but not all, of the discussion. Comments are reasonably organized and demonstrate adequate familiarity and analysis of the content. Initial posting shows limited knowledge and evaluation of the topic or limited to information that could be derived from prior posts and/or late initial post. Message was unrelated to discussion. Initial discussion posting not completed by the Sunday night due date. Rating Points 4 2.5 1 0 Critical Thinking Evidenced by Replies to Peer’s Postings In replies to peer’s postings, offered a critical analysis of an existing posted idea or introduced a different interpretation to an existing idea. Critical analysis must be substantial, including support by valid resource/reference, and may include a story about a related experience, a probing question, or point(s). Analysis must include citations and references from the resource/reference utilized. Agreed or disagreed with existing discussion and provided limited justification/explanation Agreed or disagreed with existing discussion but provided no justification/explanation or support Provided no evidence of agreement or disagreement with existing discussion. Initial discussion posting and/or replies to peers not completed by the Sunday night due date. Rating Points 4 APA Format Provides evidence-based, scholarly resources to support one’s position on the posed topic or idea; References in the initial posting are correctly & accurately presented in APA format— uses in-text referencing within the posting 2.5 1 0 Provides evidence-based, scholarly resources, but uses incorrect APA Format for in-text referencing Provides evidence-based, scholarly references and incorrect APA Format OR provides nonscholarly references with correct APA Format in-text Provides no scholarly reference to support position/ideas in postings/discussion AND/OR uses no APA format. Initial discussion posting not completed by the Sunday night due date. NURS 434 Rural Health Care Disparities Paper
Rubric authored by Laura M. Schwarz, adapted by Nancyruth Leibold, further adapted by Laurie Johansen/Nancyruth Leibold, and again further adapted by Laurie Johansen Updated 1-7-21 Appendix B – Rural Populations (demographics) and Rural Health Disparities Grading Rubric CRITERIA Possible Points CONTENT Describes the landscape of life in rural settings and rural populations. Description includes 1) rural settings (what are they like) 2) demographics of rural population 3) health status of rural dwellers 4) comparison of health disparities between rural/urban populations 5 5 5 5 ORGANIZATION FOR EFFECTIVINESS APA Format and editorial style – use of APA formatting, avoiding plagiarism by adhering to the rules for paraphrasing, summarizing, and the use of quotations, as well as the conventions for incorporating information from Internet-based resources. Any materials drawn from resources are properly cited and documented in APA format. Reference list is provided in APA format. Demonstrates how to appropriately organize work per APA formatting with the use of headings – start this assignment with an 6 Points Earned APA Level 1 heading titled: Rural Populations and Rural Health Disparities. No title page required. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing. Contains rare punctuation, spelling, and/or capitalization errors. Writing is clear and focused. Reader can easily understand the main idea. The main idea is incorporated into the text in a manner appropriate for the practice of nursing. Integrated two professional resources into the paper. Paper is a minimum length of 1-2 pages (not including reference list). TOTAL POINTS 5 4 5 2 3 45 *If collaborating in a team, all team members must submit this assignment in their assignment dropbox Appendix C – Rural Healthcare Disparities Grading Rubric CRITERIA Possible Points CONTENT Expands on the description of the landscape of life in rural settings and rural populations by describing: 1. differences in rural healthcare services available, compared to urban areas 2. scarcity of rural healthcare professionals 3. supply of nursing workforce in rural healthcare settings 4. challenges the rural population faces when accessing healthcare 5 5 5 5 ORGANIZATION FOR EFFECTIVINESS APA Format and editorial style – use of APA formatting, avoiding plagiarism by adhering to the rules for paraphrasing, summarizing, and the use of quotations, as well as the conventions for incorporating information from Internet-based resources. Any materials drawn from resources are properly cited and documented in APA format. Reference list is provided in APA format. NURS 434 Rural Health Care Disparities Paper
Demonstrates how to appropriately organize work per APA formatting with the use of headings – start this assignment with an APA Level 1 heading titled: Rural Healthcare Disparities. 6 Points Earned No title page required. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing. Contains rare punctuation, spelling, and/or capitalization errors. Writing is clear and focused. Reader can easily understand the main idea. The main idea is incorporated into the text in a manner appropriate for the practice of nursing. Integrated two professional resources into the paper. Paper is a minimum length of 1-2 pages (not including reference list). TOTAL POINTS 5 4 5 2 3 45 *If collaborating in a team, all team members must submit this assignment in their assignment dropbox. Appendix D – NURS 434 Rural Interview Grading Rubric (Rural Interview is not a collaborative team assignment) Points for Rural Interview 2 points for information on how long they have lived in a rural area 2 points for information about why they live in a rural area 2 points for information about where they work, whether it be in their community or not 2 points for information about the best things about living, or being a nurse, in their community 2 points for information about the challenges of living, or being a nurse, in their community 2 points for information about how they would define health 2 points for information describing the health services available to them in their community 2 points for information about the ease of access to health services 2 points for information about whether the services they need are available 1 point for posing a question to peers in discussion area 1 point for responding to at least one peer’s postings to this assignment Appendix E – Implications of Rural Nursing Theory in the Rural Population Grading Rubric CRITERIA Possible Points CONTENT Expands on the description of the landscape of life in rural settings and rural populations by describing: 1) Characteristics of rural dwellers 6 2) Distinctive nature of rural nursing practice 7 3) Implications of Rural Nursing Theory in the 7 rural population ORGANIZATION FOR EFFECTIVINESS APA Format and editorial style – use of APA formatting, avoiding plagiarism by adhering to the rules for paraphrasing, summarizing, and the use of quotations, as well as the conventions for incorporating information from Internet-based resources. Any materials drawn from resources are properly cited and documented in APA format. Reference list is provided in APA format. NURS 434 Rural Health Care Disparities Paper
6 Points Earned Demonstrates how to appropriately organize work per APA formatting with the use of headings – start this assignment with an APA Level 1 heading titled: Implications of Rural Nursing Theory in the Rural Population. No title page required. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing. Contains rare punctuation, spelling, and/or capitalization errors. 5 4 Writing is clear and focused. Reader can easily understand the main idea. The main idea is incorporated into the text in a manner appropriate for the practice of nursing. Integrated two professional resources into the paper. Paper is 1-2 pages in length (not including reference list). 5 TOTAL POINTS 45 2 3 *If collaborating in a team, all team members must submit this assignment in their assignment dropbox. Appendix F – Strategies to Improve Health in the Rural Population CRITERIA Possible Points CONTENT Expands on the description of the landscape of life in rural settings and rural populations by describing: 1) Policy incentives for rural healthcare professionals 2) Recruitment and retention strategies for rural healthcare professionals 3) At least one strategy to improve health in the rural population 6 7 7 ORGANIZATION FOR EFFECTIVINESS APA Format and editorial style – use of APA formatting, avoiding plagiarism by adhering to the rules for paraphrasing, summarizing, 6 Points Earned and the use of quotations, as well as the conventions for incorporating information from Internet-based resources. Any materials drawn from resources are properly cited and documented in APA format. Reference list is provided in APA format. Demonstrates how to appropriately organize work per APA formatting with the use of headings – start this assignment with an APA Level 1 heading titled: Strategies to Improve Health in the Rural Population. No title page required. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing. Contains rare punctuation, spelling, and/or capitalization errors. 5 4 Writing is clear and focused. Reader can easily understand the main idea. The main idea is incorporated into the text in a manner appropriate for the practice of nursing. Integrated two professional resources into the paper. Paper is 1-2 pages in length (not including reference list). NURS 434 Rural Health Care Disparities Paper
5 TOTAL POINTS 45 2 3 *If collaborating in a team, all team members must submit this assignment in their assignment dropbox. Appendix G – Care of the Rural Population Grading Rubric CRITERIA Possible Points CONTENT 1. Paper includes an introduction to the paper, summarizing what will be contained in the content of the paper and stating why the content in this paper is important. No abstract is required. 2. Inclusion of Rural Population and Rural Health Disparities paper, Rural Healthcare Disparities Paper, Implications of Rural Nursing Theory in the Rural Population Paper, and Strategies to Improve Health in the Rural Population Paper. 3. Paper utilizes feedback provided during previous paper submissions, to assure content is thorough and accurate. 4. Paper includes a conclusion, summarizing what is contained in the paper and important points noted in the paper. ORGANIZATION FOR EFFECTIVINESS 4 4 4 4 Points Earned APA Format and editorial style – use of APA formatting, avoiding plagiarism by adhering to the rules for paraphrasing, summarizing, and the use of quotations, as well as the conventions for incorporating information from Internet-based resources. Any materials drawn from resources are properly cited and documented in APA format. Reference list is required. Title page is required – utilizing the title: Care of the Rural Population Demonstrates how to appropriately organize work per APA formatting with the use of headings. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing. Contains rare punctuation, spelling, and/or capitalization errors. 4 Writing is clear and focused. Reader can easily understand the main idea. The main idea is incorporated into the text in a manner appropriate for the practice of nursing. Integrated eight professional resources into the paper. Paper is at least 4-8 pages in length, excluding the title page and reference list. ACCOUNTABILITY – for collaborative team members 1 4 1 2 2 Lack of professionalism of individual and/or lack of preparation of this assignment – can result in a deduction in points or failing assignment. Points deducted for lack of accountability or professionalism TOTAL POINTS 30 *If collaborating in a team, all team members must submit this assignment in their assignment dropbox.