Addressing Social Needs Through Medicare and Medicaid Questions
Addressing Social Needs Through Medicare and Medicaid Questions
Read the following article: Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalised women. Journal of clinical nursing, 28(19-20), 3459-3469.
And answer the questions below
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1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?
2. What role does policy at either government, state, or local level play in the marginalization of
women and childbearing families?
3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal,
state, or local level).
4. Discuss how policy impacts marginalized group either positively or negatively.
1. Read the following article, which can be found in the Chamberlain library: Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalised women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937 Discussion Questions: 1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women? 2. What role does policy at either government, state, or local level play in the marginalization of women and childbearing families? 3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level). 4. Discuss how policy impacts marginalized group either positively or negatively. Discussion Guiding Principles The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. Rubric Week 8: Marginalized Women and Childbearing Families Week 8: Marginalized Women and Childbearing Families Criteria Ratings Pts This criterion is linked to a Learning OutcomeAssignment Content The student: 1. Identifies three (3) actions that an advanced practice nurse can take to mitigate social impacts to marginalized women. 2. Discusses the role that policy plays in the marginalization of women and child bearing families at the government, state, or local levels. 3Addressing Social Needs Through Medicare and Medicaid Questions
. Identifies one (1) policy that impacts marginalized groups and includes whether the policy is at the federal, state, or local level. 4. Discusses how policy impacts marginalized group either positively or negatively. (4 required elements) 25.0 pts 23.0 pts 21.0 pts 13.0 pts 0.0 pts Excellent Very Good Satisfactory Needs Improvement Unsatisfactory All 4 required elements are present. 3 required elements are present. 2 required elements are present. 1 required element is present. All 4 required elements are present. 25.0 pts Week 8: Marginalized Women and Childbearing Families Criteria Ratings Pts This criterion is linked to a Learning OutcomeInitial Discussion Post 1. Initial discussion post is supported with at least one appropriate, scholarly source (besides the assigned article). 2. Sources are published within the last 5 years. 3. Reference list is provided and in-text citations match. 4. All answers are fully supported with an appropriate EBM argument. (4 required elements) 25.0 pts 23.0 pts 21.0 pts 13.0 pts 0.0 pts Excellent Very Good Satisfactory Needs Improvement Unsatisfactory All 4 required elements are present. 3 required elements are present. 2 required elements are present. 1 required element is present. 0 required elements are present. 25.0 pts Week 8: Marginalized Women and Childbearing Families Criteria Ratings Pts This criterion is linked to a Learning OutcomeResponses 1. Student provides a substantive* response to at least one topic-related post of a peer. 2. Evidence from appropriate scholarly sources are included. 3. Reference list is provided and in-text citations match. 4. Student responds to all direct faculty questions. (4 required elements) (*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response. 15.0 pts 14.0 pts 12.0 pts 8.0 pts 0.0 pts Excellent Very Good Satisfactory Needs Improvement Unsatisfactory All 4 required elements are present. 3 required elements are present. 2 required elements are present. 1 required element is present. 0 required elements are present. 15.0 pts Week 8: Marginalized Women and Childbearing Families Criteria Ratings This criterion is linked to a Learning OutcomeAssignment Format 10.0 pts 9.0 pts 8.0 pts 5.0 pts 0.0 pts Excellent Very Good Satisfactory Needs Improvement Unsatisfactory APA Formatting: There are minimal APA errors. 0 to 1 APA error is present. Pts 2–3 APA errors are present. 4–5 APA Addressing Social Needs Through Medicare and Medicaid Questions
errors are present. 6–7 APA errors are present. 8 or more APA errors are present. 10.0 pts Week 8: Marginalized Women and Childbearing Families Criteria This criterion is linked to a Learning OutcomeLate Penalty Deductions Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy. Ratings Pts Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalised women Natasha Prodan‐Bhalla DNP, MN/NP (A), BScN, Nurse Practitioner1 Annette J. Browne PhD, RN, Professor & Distinguished University Scholar 2 | 3460 | PRODAN‐BHALLA AND BROWNE Abstract Aims and objectives: To explore how marginalised women perceive and equityoriented health care at primary care clinic using items that evaluate patients’ experiences of care. Background: Despite an increased recognition of the importance of health oriented, and rate that context of health, understands the inequitiesin world. Design: Items Care” a care that is equity‐ the patient within the broader social determinants of health remain prevalent around the from the “EQUIP Primary Health were used to explore care. research programme patients’ experiences of equity‐oriented health Women were invited to complete the questionnaire with explicit aim of gaining their input improve quality the of care at the clinic. The Strengthening the Reporting of Observational Studies in Epidemiology Statement was the study. women who experienced significant Methods: Sixty‐seven followed for health and social inequities, and were care at a women’s only nurse practitioner primary health care clinic in Canada, were complete the questionnaire. For quality improvement used to purposes, correlational analyses were women’s experiences of care. Results: Women’s seeking invited responses Promote Emotional Safety and Trust and Overall Quality were the most highly correlated domains, indicating the the health team care Care trusting for women who experience particularly negative judgement when seeking care. feedback from patients on their experiences explicitly tap of care using items developed to into equity issues is useful understanding how patients experience Responses of establishing stigma Conclusion: Seeking importance in relationships, and to explore showed that of to in equity‐oriented health care. from the women highlight the importance understanding not only the what of care but also the how. results of this study illustrate the importance of establishing trusting relationships, tailoring care, and using nondiscriminatory approach of equity‐oriented clinical practice: The a Relevance to PRODAN‐BHALLA 1BC Hospital and Vancouver, British Columbia, Canada 2School Nursing, Addressing Social Needs Through Medicare and Medicaid Questions
University Health of Columbia, Canada Women’s Centre, | 3461 BROWNE AND of British when working with judgements when women who experience negative health primary inequalities therapeutic seeking care. KEYWORDS Vancouver, British Columbia, marginalised women, in health, relationships, Correspondence Natasha Prodan‐Bhalla, 2385 West 13th Ave, Vancouver, BC V6K 2S5, Canada. Email: nprodanbhalla@cw.bc.ca J Clin Nurs. 2019;28:3459–3469. vulnerable populations, nurse practitioners, women’s health equity, care, wileyonlinelibrary.com/journal/jocn © 2019 John Wiley & Sons Ltd | 1 | INTRODUCTION Health inequities refer Social reports that worsening as global wealth inequities are social increases, confirming that these policy direct of inadequate social reinforce these structurally economic policies as well exclusionary among and between groups politics 2014; Wyatt, Laderman, Muntaner, 2017). exclusion, power imbalances Allen, on of are stratification, (Marmot & Declaration and result Health The that health social that Political 2016). disparities or in differences Rio Whittington, to grounded in unjust & Determinants inequalities development 3459 Botwinick, Mate, (Kokkinen, Shankardass, Women are inequities are as health a and O’Campo, & often vulnerable to 3462 | health PRODAN‐BHALLA inequities for variety of the associated harms, and unjust structural policies including overdose, HIV and malnutrition, increase (Alyaemni, Theobald, Faragher, Jehan, & Tolhurst, 2013; when women are also facing poverty, a Bungay, 2013; Raphael, 2016; Raphael, Curry‐Stevens, & Bryant, 2008; Yang, 2013). Such structural inequities include Short, example of how BROWNE a including discrimination reasons AND lack of food security or inadequate & Jenkins, housing. Due to ongoing and historical policies that inequities in Canada, Indigenouswomen have of 79 years years for the negatively influence access to childcare, eldercare, maternity leave, legal aid and child support compared to 83 agreements, which result in women earning population, experience higher unemployment lower incomes, experiencing higher rates, lagging education, finding behind in life opportunity, and lone parenting more often men (Hankivsky, Varcoe, & Morrow, 2007; Poole, 2015). Women • An overview of Pederson, Greaves, & have experienced marginalisation—which in this to social, economic and circumstances that create and not a characteristic inherent in any specific population—experience further social inequity related to of adequate or nutritious food, housing, general poverty and societal Bornstein, & Kane, 2018; Wyatt et 2016). These social conditions are worse health outcomes than by nonmarginalised women. Structural inequities, in turn, result the the importance understanding health inequities in marginalised women in particular. of how nurse practitioners and other pri‐mary care providers can evaluate patients’ perceptions • An analysis who context, Addressing Social Needs Through Medicare and Medicaid Questions
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