Galen College of Nursing
Course Syllabus
Course Information:
Course Name
Healthcare Policy and Finance
Course Number
NSG 3400
Course Section Number
04D01
Credit Hours
[Theory/Lab/Clinical]
Contact Hours
[Theory/Lab/Clinical]
Prerequisites
4/0/0
48/0/0
NSG 3000
Co-requisites
Course Location
Course Meeting Days/Times
Methods of Instruction
Changes to Syllabus
Faculty Information:
Faculty
(title, credentials)
See Student Self Service for information. Select Academics > Schedule.
Times and locations are subject to change.
Engaged lectures, seminars, multimedia, internet, textbooks, written
assignments, and small group work.
Faculty reserves the right to make changes as necessary to this course
syllabus. Learners will be notified in writing of any changes in a timely
fashion.
Lois D Lazzopina, BSN, MSN, APRN, BC
Office Location
Miami Campus
Office Hours
By Appointment
Phone Number(s)
954-547-1661 , 954-634-3200 Miami Campus
Email Address
llazzopina@galencollege.edu
Course Description:
This course provides an introduction to healthcare policy and finance. An overview to relevant economic
competencies and the basic structure of healthcare policy is provided.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Textbooks & Resources:
Marquis, B. L., & Huston, C. J. (2021). Leadership roles and management
functions in nursing: Theory and application (10th ed.). Wolters Kluwer.
ISBN: 9781975139216
Required Textbook(s)
Recommended Textbook(s)
Mason, D.J., Dickson, E. L., McLemore, M. R., & Perez, G. A. (Eds.). (2021).
Policy and politics in nursing and health care (8th ed.). Elsevier.
IBSN: 9780323554985
n/a
Additional Information:
Student Portal
See Student Self Service for information.
Galen Website
www.galencollege.edu
Student Catalog
See Student Self Service for information.
For 24/7 technical support with Canvas, you can contact our Canvas
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Courses are augmented on the web utilizing the Canvas Learning
Management System. On the first day of class, students will be oriented to
the learning system. Students will access the course syllabus and content
through this network. https://classroom.galencollege.edu. This network
will also provide access to student course grades, a means to submit
assignments, and handouts the faculty may post for you.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Program Student Learning Outcomes (PSLOs):
1. Synthesize knowledge from the arts and sciences to form a foundation for the practice of professional
nursing.
2. Provide holistic, culturally competent care for individuals, families, and populations through health
promotion and disease prevention across the lifespan and healthcare continuum.
3. Integrate professional values and behaviors when delivering standards-based nursing care to diverse
patients and populations.
4. Develop leadership skills to provide and continuously improve the delivery of safe, patient-centered
quality healthcare.
5. Incorporate best practices and the most current evidence when using clinical reasoning to make practice
decisions.
6. Incorporate information systems and technology in order to communicate, manage knowledge, mitigate
error, and support decision-making.
7. Integrate effective communication and collaboration skills to improve patient satisfaction and health
outcomes.
Course Student Learning Outcomes (CSLOs):
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local,
state, national, and global healthcare trends. (PSLO 3, 5, 6; AACN III, IV, V, VIII, IX; DEC I; NOF
Professionalism, Evidence-Based Practice, Informatics and Technology; QSEN Evidence-Based Practice,
Informatics)
2. Articulate the impact of socio-cultural, economic, legal, ethical, and political factors influencing healthcare
delivery and practice. (PSLO 1, 2, 4, 7: AACN I, II, V, VI, VII, IX, DEC II, III; NOF Patient-Centered Care,
Leadership, Communication, Safety, Teamwork and Collaboration; QSEN Patient-Centered Care,
Teamwork & Collaboration, Safety)
3. Describe how healthcare is organized and financed, including the implications of relevant economic
concepts such as resource scarcity and system cost factors. (PSLO 4; AACN V, IX; DEC I: NOF
Professionalism)
4. Analyze how the roles and responsibilities of regulatory agencies affect patient care quality, workplace
safety, and the scope of nurses’ and other health professionals’ practice. (PSLO 4, 7; AACN II, V, VI, VIII, IX;
DEC I, III, IV; NOF Safety, Quality Improvement, Professionalism, Teamwork and Collaboration; QSEN
Teamwork and Collaboration, Quality Improvement, Safety)
5. Discover the professional nurse’s role in healthcare-related political processes and legislative efforts.
(PSLO 3, 4; AACN II, V, VIII, IX; DEC I; NOF Professionalism, Leadership, System-Based Practice)
Course Requirements:
1. Achieve a minimum cumulative course average of 74%
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Final Course Grade Determination for NSG 3400
Assignments
Policy Advocacy Project
Weight
Unit/Week Due
40% broken into two parts
Part A: Proposal
10%
3
Part B: Report
30%
8
30%
4
30%
10
Healthcare Economics
Case Study
Nurse Practice Act (NPA)
Presentation
Total
Date Due
Day 7
11:59 PM ET
Day 7
11:59 PM ET
Day 7
11:59 PM ET
As assigned
100%
Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course
and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing
website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the
Student Catalog.
Students with Disabilities:
Any student who wishes to request an accommodation may do so by contacting the campus Section 504/Title
IX Coordinator. Information regarding accommodations for students with disabilities can be found in the
Student Catalog, which is made available on the Galen College of Nursing website.
Late Assignment Policy
All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may
result in a grade of “0”. Late assignments, with faculty consultation and consent, may result in a penalty of 5%
per day past due on written assignments. No assignments will be accepted after the official term end date.
Initial weekly discussions or reflections will be penalized for lateness according to the rubric and instructions.
Makeup Exam/Quiz Policy
Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an
exam or quiz is expected to notify faculty in advance. The decision to offer a make-up exam or quiz will be at
the discretion of the course faculty member in collaboration with the program director. The number of makeup exams or quizzes per term may be limited. The make-up exam or quiz may be different from the originally
administered version and standardized reporting for feedback regarding the exam may be unavailable. The
program director must approve any change in the scheduling of the last exam administered in the course.
Course/Faculty Evaluation:
As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have
the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be
distributed to students prior to the end of the quarter. All evaluations are completely confidential and
anonymous.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Theory
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Topical Outline:
Any changes to this syllabus will be communicated to the student in writing.
Unit 1
Unit Student Learning Outcomes (USLOs)
1. Summarize health and health care and its significance to American life. (CSLO 3, 2)
2. Contrast healthcare systems of other countries to the United States. (CSLO 1, 2)
3. Examine the role of the key stakeholders on the impact of health care. (CSLO 1, 4)
Theory
Theory
Content
Learning Activities
• Overview of Basic Elements of Healthcare
• Presentation
Environment in the United States (Part I)
• Socratic Questioning
o Policy making in the United States
o Regulatory bodies
o Perceived performance according to
different stakeholders (patients, providers,
politicians, payers, etc.)
Required Reading
Mason et al. (2021)
Ch. 2 An Historical perspective on Policy Politics and
Nursing p. 17-23
Ch 15 The Changing United States Health care
system p. 121-129
Ch. 16 A Primer on Health Economics of Nursing and
Health policy p. 134-139
Ch. 17 Financing health Care in the United States p.
141-153
Unit 2
Unit Student Learning Outcomes (USLOs)
1. Explore the nurse’s role and responsibility in serving as the patient advocate. (CSLO 4, 5)
2. Explain how advocacy can aid the patient in healthcare. (CSLO 4)
3. Recognize major issues and concerns in healthcare policy. (CSLO 5)
Theory
Theory
Content
Learning Activities
• Overview of Basic Elements of Healthcare
• Presentation
Environment in the United States (Part II)
• Socratic Questioning
o Advocacy
• Group Activity: Case Study
• Article Review
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Required Reading
Mason et al. (2021)
Ch. 37 Contemporary Issues in government p. 313320
Ch. 38 How Government works: what your need to
know to influence the proves p. 323-332
Ch. 42 Is there a Nurse in the house? The Nurses in
the U.S. Congress p. 356-360
Ch. 39 An overview of legislation and regulation p.
333-342
Ch. 2 Advocacy in Nursing and health care p. 17-23
Marquis & Huston (2021)
Chapter 10 Fiscal Planning p. 237-269
Unit 3
Unit Student Learning Outcomes (USLOs)
1. Identify elements of population and public health. (CLSO 1, 2)
2. Describe innovative approaches that integrate the population and medical models. (CLSO 2, 4)
3. Describe local, state, and federal authority for public health law, regulation, and services. (CLSO 1, 2)
4. Identify how challenges and opportunities are transforming public health. (CLSO 1, 2, 5)
Theory
Theory
Content
Learning Activities
• Population and Public Health
• Presentation
o Social determinants of health
• Socratic Questioning
o Medical model vs. population health model • Group Activity: Discussion Questions
o Public Health Model
o Barriers to public health achieving its goal
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Required Reading
Mason et al. (2021)
Ch. 18 The Affordable Care Act: Historical Context
and an introduction to the state of health care in the
United States p. 157-164
Ch 201 Patient Engagement and Public Policy:
Emerging New Paradigms and Roles P. 207-213
Ch 22 Policy Approaches to Address Health
Disparities P, 171-176
Ch 74 An Introduction to Community Activism P.
571-577
Ch 75 From Sewage Problems to The Statehouse:
Serving Communities P. 580-583.
Ch 79 Family and Sexual Violence; Nursing And U.S.
Policy P. 598-602
Ch 80 Human Trafficking: The Need for Nursing
Advocacy P. 605-611
Ch 81 Reefer Madness: The Clash of Science,
Politics and Medical Marijuana P. 613-616
Ch 82 International Health and Nursing Policy and
Politics Today: A Snapshot P. 617-624
Ch 83 Infections Disease: A Global Perspective. P.
625-631
Unit 4
Unit Student Learning Outcomes (USLOs)
1. Discuss personal, social, political and environmental health determinants and risks for changing individual and population health behavior. (CSLO 1, 3, 2)
2. Explore provider-oriented interventions for changing individual and population health behavior and their influence in achieving national health care
quality objectives. (CSLO 5, 1)
3. Articulate how the U.S. health care system provides and pays for services to vulnerable populations. (CSLO 1, 3, 2)
4. Identify target population challenges and opportunities to reduce health care costs and improve health outcomes. (CSLO 2, 3)
Theory
Theory
Required Reading
Content
Learning Activities
Mason et al. (2021)
• Determinants of Health and Needs of
• Presentation
Ch 1 Frameworks for Action in Policy and Politics
Vulnerable Populations
• Socratic Questioning
P. 1-16
o Health and Behavior
• Group Activity: Case Studies
(Determinants of Health P. 646-649)
o Is healthcare a right or privilege?
• Group Activity: Discussion Questions
Ch 25Achieving Mental Health Parity P. 203-209
Ch 27 Women’s Reproductive Health Policy P. 225229
Unit 5
Unit Student Learning Outcomes (USLOs)
1. Explain the evolution of the United States health care systems compared to global health systems. (CSLO 1, 3)
2. Describe common models for organizing health care delivery. (CSLO 1, 3)
3. Discuss how reimbursement and other policy decisions influence organization healthcare delivery. (CSLO 1, 3, 2)
4. Examine how different interdisciplinary teams contribute to health care system. (CSLO 5, 4)
Theory
Theory
Required Reading
Content
Learning Activities
Mason et al. (2021)
• Healthcare Delivery Systems
• Presentation
Ch 15 The changing united states health care system
o How does the U.S. address to other
• Socratic Questioning
p. 121-129
developed countries?
• Group Activity: Compare and Contrast
Ch 16 A primer of health care economics of nursing
o For-profit vs. not-for profit institutions
• Group Activity: Case Studies
and health policy. P. 134-139
o Free market vs. government control
• Group Activity: Discussion Questions
Ch 28 Public Health: Promoting the Health of
Populations and Communities P. 231-239
Ch 30 The Politics and Policy of Disaster Response
and Public Health Emergencies P. 246-254
Ch 32 Family Care Giving and Social Policy P. 270276
Ch 48 Policy and Politics in Health Care
Organizations P. 392-399
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Unit 6
Unit Student Learning Outcomes (USLOs)
1. Differentiate healthcare delivery methods in the United States. (CSLO 1)
2. Describe the benefits and limitations of healthcare delivery methods. (CSLO 2, 1, 3)
3. Identify components of the Triple Aim Initiative. (CSLO 1, 2, 3)
Theory
Theory
Content
Learning Activities
• The Role of policy in Outcomes of Care:
• Presentation
Quality, Cost, and Access (part I)
• Socratic Questioning
o Healthcare delivery in the United States
• Group Activity: Innovative Healthcare
o Triple Aim Initiative
Organizations
o Innovative models of care (Patient
• Group Activity: Case Studies
Centered Medical Home, Accountable Care • Group Activity: Discussion Questions
Organizations, etc.)
Required Reading
Mason et al. (2021)
Ch 51 Quality and Safety in Health Care: Policy
Issues P. 411-420
Ch 52 Politics and Evidence-Based Practice and
Policy P. 422-426
Ch 53 The Nursing Workforce P. 430-435
Ch 54 Rural Health Care: Workforce Challenges and
Opportunities P. 437-444
Unit 7
Unit Student Learning Outcomes (USLOs)
1. Explore future trends and mechanisms for improvement in the health delivery system. (CSLO 1, 5, 4)
2. Review how economic incentives can influence quality improvement. (CSLO 3, 2, 1)
3. Discuss how non-governmental organizations influence quality in healthcare. (CSLO 1, 2, 3)
Theory
Theory
Content
Learning Activities
• The Role of policy in Outcomes of Care:
• Presentation
Quality, Cost, and Access (part 2)
• Socratic Questioning
o Quality Indicators
• Group Activity: Case Studies
o Quality of Care and Reimbursement
• Group Activity: Discussion Questions
• Group Activity: Non-Governmental
Organizations
Unit 8
Unit Student Learning Outcomes (USLOs)
1. Discuss the components of health insurance. (CSLO 3, 2, 1)
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Required Reading
Mason et al. (2021)
Ch 51 Quality and Safety in Health Care: Policy
Issues P. 411-422
Ch 52 Politics and Evidence-Based Practice and
Policy P. 422-426
Ch 56 Nurse Staffing Ratios: Policy Options P. 452456
Ch 57 The Contemporary Work Environment of
Nursing P. 459-474
2. Explain how providers are paid. (CSLO 3, 2, 1)
3. Identify sources of waste in U.S. healthcare. (CSLO 3, 2, 1)
4. Summarize the benefit/cost analysis of healthcare in the U.S. healthcare. (CSLO 3, 2, 1)
Theory
Theory
Content
Learning Activities
• Healthcare Financing
• Presentation
o Economic competencies
• Socratic Questioning
o Sources of waste in U.S. healthcare
• Group Activity: Case Studies
o Benefit/cost analysis
• Group Activity: Discussion Questions
• Group Activity: Payment Review
Required Reading
Mason et al. (2021)
Ch 17 Financing Health Care in the United States P.
141-153
Marquis & Huston (2021)
Ch.10 Fiscal Planning P. 237-259
Ch 15 Employee Recruitment, Selection, Placement,
And Indoctrination P. 376-382
Ch. 17. Staffing Needs and Scheduling Policies P.
436-458
Unit 9
Unit Student Learning Outcomes (USLOs)
1. Describe how health information technology impacts the delivery of health care. (CSLO 2, 4)
2. Examine the components of managing and governing health care organizations. (CSLO 4, 5)
3. Differentiate the major elements of the Patient Protection and Affordable Care Act. (CSLO 1, 3)
Theory
Theory
Content
Learning Activities
• The Future of Healthcare in the United States
• Presentation
o Federal Assistive Healthcare
• Socratic Questioning
o Health Information Technology
• Group Activity: Discussion Questions
o The Future of Health Care Delivery and
Policy
Required Reading
Mason et al. (2021)
Ch 62 Overcoming Barriers to Full APRN Practice:
The Idaho Story P. 490-496.
Ch 65 The Intersection of Technology and Health
Care: Policy and Practice Implications P. 511-515
Ch. 73 Where Policy Hits the Pavement:
Contemporary Issues in Communities P. 562-649
Unit 10
No new USLOs
•
Theory
Content
Nurse Practice Act (NPA) Presentation
•
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Theory
Learning Activities
Presentation and class discussion
Required Reading
Unit 11/12
No new USLOs
•
Theory
Content
Nurse Practice Act (NPA) Presentation
•
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Theory
Learning Activities
Presentation and class discussion
Required Reading
Comparison of Nurse Practice Acts (NPA) Presentation
PSLOs: 1, 4, 7; CSLOs: 2, 4,5
Directions: Compare two nurse practice acts (NPAs); including the accompanying rules for administration for
those acts.
Presentation Component:
Create a presentation comparing the following information and address each item in the list below. In the
presentation, you are encouraged to be creative, therefore you can use any presentation software of your
choice as long as the finished product can be submitted to Canvas and viewed by the faculty (without the need
to install any additional plug-ins or software). Presentation software options include, but are not limited to,
PowerPoint, Keynote, Prezi, etc.
1. Identify the state agency overseeing the practice of nurses.
2. List the professions included in the NPA.
• Indicate RN, LPN/LVN, APRN, APRN, ARNP
• If APRN: indicate the type (delineated /not delineated) – nurse practitioner, certified nurse midwife,
certified registered nurse anesthetist, clinical nurse specialist.
3. Identify LPN/LVN scope of practice (i.e.: pass medications, IVs).
4. List any professions or job titles other than that of a nurse (e.g., dialysis tech, community health worker,
nurse’s aide, medication aide, massage therapist, etc.).
5. List any protected professional titles (i.e., prohibitions against anyone not possessing a license calling
her/himself an RN, LPN or APRN).
6. Describe rules for the Board of Nursing.
• How many members are required?
• How does one become a board member?
• Must the board represent certain specialties of nursing?
• If so, what are those specialties?
• If the Board of Nursing does not require APRN members, is there some other board or council or
committee or other entity that specifically oversees APRN practice?
• If so, is there a requirement that physicians be members of this other board/council/committee, and if
so, how many?
7. Define delegation restrictions (limits to the kinds of tasks an RN can delegate and to whom the RN can
delegate those tasks).
8. Continuing education requirements, if any, for each type of nurse delineated in the NPA.
(Note: APRNs might have different requirements from other types of nurses).
9. Identify criminal background check requirements.
10. APRNs:
• If APRNs are delineated in the NPA, must they possess separate RN and APRN licenses in order to
practice as an APRN?
• Are APRNs required to have a graduate degree and/or certification specific to their type of APRN?
• Requirement for an APRN to practice: Must there be physician oversight? If so, is it: Supervision
(written or unwritten agreements) or collaboration (written or unwritten agreements)? Or may
APRNs practice independently?
• Are APRNs regulated by the same body as other nurses (e.g., the Board of Nursing, or its equivalent)?
The Board of Medicine? Both Board of Nursing and Board of Medicine? Some other entity (e.g.,
Department of Health)?
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
•
Are APRNs allowed to prescribe medication? Are they allowed to prescribe controlled substances? If
so, which schedules are they allowed to prescribe (options include some or all of Schedules V, IV, III,
and II). Does their prescriptive authority require supervision or collaboration of a physician?
11. Identify any nurse license compacts (special agreements with states so that nurses may practice across
state lines)?
12. Are there any unique features required of nurses in either state (e.g., passing a jurisprudence examination,
having to complete specific types of continuing education, such as HIV)?
13. Are nurses (RNs or APRNs) allowed to perform certain procedures (e.g., determine a cause of death, sign
death certificates)?
Presentation Formatting:
Appropriate graphics, color choices, and general aesthetic design should be used throughout the presentation.
In addition, be sure to consider the following:
• Correct spelling, grammar, punctuation, and sentence structure.
• Organize information with bullet points (very few slides should have full paragraphs)
• Summarize and paraphrase content (DO NOT copy and paste entire sections of a statute).
• Side-by-side comparisons of information can be effective, assuming the slide is not too “busy.”
If a slide is too hard to read, it is better to divide the content into two or more slides.
• Include an APA references list slide at the end of the presentation.
• Include appropriate APA citations that correspond to the reference list at the end of the presentation.
• Presentations should be 15-20 minutes in length and include the work of each team member. Each
team member is responsible for participating in the group presentation to the class (equal
participation). While presenting information, transitions in slides and content should occur smoothly,
thoroughly cover content, use correct grammar and professional vocabulary, display professional
appearance and behaviors, maintain eye contact with the audience and involve the audience using
questions, quizzes, games or other activities.
APA Citations & References:
• Many statutes use this symbol to delineate a section number: § (double “s” or signum sectionis). Thus a
section and its subsection may look something like this: § 65-30).
• The easiest way to get that section symbol into your presentation is to go into Microsoft Word, find the
"insert" tab in the top toolbar, find the "symbol" icon; often that symbol is in the category of "Basic
Latin." Once you insert that symbol into one slide, you should be able to just copy and paste that
symbol from one slide to another.
• NPAs are statutes and their format is discussed on pp. 220-221 in the 6th edition of the APA manual.
• Remember that the primary purpose of citations and references is to help the reader to find original
sources if so desired, not to make the presentation appear as if it were written by an attorney.
• Citations on slides may be in smaller font than the rest of the slide and appear in the bottom right
corner unless quotation.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Nurse Practice Act (NPA) Presentation Grading Rubric:
Excellent
20 points
Successfully addressed; in
the sequence provided,
questions 1-3.
Satisfactory
15 points
Successfully addressed; in
the sequence provided, all
but 1 of questions 1-3.
Needs Improvement
13 points
Successfully addressed; in
the sequence provided, all
but 2 of questions 1-3.
Non-Performance
0 points
Failed to address items 1-3.
Successfully addressed; in
the sequence provided,
questions 4-7.
Successfully addressed; in
the sequence provided, all
but 1 of questions 4-7.
Successfully addressed; in
the sequence provided, all
but 2 of questions 4-7.
Failed to address items 4-7.
Successfully addressed; in
the sequence provided,
questions 8-10
Successfully addressed; in
the sequence provided, all
but 1 of questions 8-10
Successfully addressed; in
the sequence provided, all
but 2 of questions 8-10
Failed to address items 8-10.
Successfully addressed; in
the sequence provided,
questions 11-13
Successfully addressed; in
the sequence provided, all
but 1 of questions 11-13
Successfully addressed; in
the sequence provided, all
but 2 of questions 11-13
Failed to address items 1113
Excellent
10 points
Summarized and
paraphrased (rather than
just copying and pasting
entire sections of a statute).
Speakers used appropriate
tone of voice, all members
of the group participated in
the presentation. Included a
title slide.
Satisfactory
8 points
Summarized and
paraphrased (rather than
just copying and pasting
entire sections of a statute).
Speakers was difficult to
understand at times, only
some group members
presented. Included a title
slide.
Needs Improvement
6 points
Failed to summarize or
paraphrase but copied and
pasted entire sections of a
statute. Presentation was
disorganized, or speakers
did not clearly
communicate, only some
group members presented.
Included a title slide.
Grammar, spelling,
and APA formatting
of citations and
references utilized.
The assignment follows
correct APA formatting:
citations and reference
slide. Free of grammar and
spelling errors.
The assignment contains
some (2 or less) APA
formatting errors for
citations and reference
slide and/or some grammar
and spelling errors.
The assignment contains
significant (more than 2)
APA formatting errors for
citations and reference
slide and/or some grammar
and spelling errors.
Non-Performance
0 points
Failed to summarize or
paraphrase (copied and
pasted entire sections of a
statute). Presentation was
lacking organization and
speakers did not clearly
communicate, only one
group member presented all
information. Failed to
include a title slide.
No attempt at APA
formatting and multiple
spelling/ grammar errors.
Total
100
76
64
Criteria
Examined the NPA
to address questions
1-3.
CSLOs: 2, 4,5
Examined the NPA
to address questions
4-7.
CSLOs: 2, 4,5
Examined the NPA
to address questions
8-10.
CSLOs: 2, 4,5
Examined the NPA
to address questions
11-13.
CSLOs: 2, 4,5
Criteria
Format
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
0
Total
Total
_____ / 100
VOTED OFF THE LEARNING TEAM
Criteria for consideration for voting for a member off the learning team
Document the behaviors in the category below for consideration to dismiss the learner from the learning
team. Discuss this with your faculty member.
_____Learner has come unprepared to be part of the learning process.
_____Learner does not attend learning team.
_____Learner is not participating in learning activities.
_____Learner is disrupting the learning activities.
_____Learner is not open to feedback or allowing all members to participate.
Group members signatures (All members must sign, and documentation must be provided.)
A learner who is voted out of the learning group must complete the assignment individually. Learner may lose up
to ten points at the discretion of faculty.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Healthcare Economics Case Study Rubric:
PSLOs: 1, 3, 4, 5, 6; CSLOs: 1, 2, 3, 4
Directions: Complete the case study below by answering each question in Part A and B. Utilize a minimum of
two scholarly resources to support responses to Part A of the case study. For Part B use the
Personnel_Budget_Case_Study_Worksheet.xlsx provided in Canvas to make calculations based on the
instructions and compile your responses into one document for parts A and B. The assignment does not
require a formal written paper; however, an APA style title page with running head and reference page are
required. Answers may be recorded as Part A 1.), 2.), and 3.). Part B 1.), 2.), etc.
Scenario: Mary Jane Smith has recently accepted a position as nurse manager on 1 West, a medical surgical
nursing unit at Mercy Hospital Center.
Part A:
1. Identify the nursing-sensitive indicators Mary Jane should consider in making staffing decisions.
2. Discuss how nursing-sensitive indicator data can be utilized to enhance safety and quality of patient care.
3. Discuss the relationship between nurse staffing and two of the following: urinary tract infections,
pneumonia, upper gastrointestinal bleeding, shock, or length of stay.
Part B:
Mary Jane has been asked by the Chief Nursing Officer to prepare a personnel budget for the coming fiscal
year. Mary Jane has collected the following information in addition to what she has determined based on
nursing-sensitive indicator data discussed in Part A.
Patient Data
Average Daily Census 28
Unit Capacity 30
Average Nursing HPPD (Hours Per Patient Day) 8.8
Total Care Hours 96,360
Staff Data
Total Hours/employee/year 2,080
Average Salary per Employee Category
RN $36.00/hour
LPN $22.00/hour
Nurse’s Aide $12.00/hour
1.
2.
3.
4.
Calculate the number of full-time equivalents (FTEs) that would be needed. Show your calculations.
Explain Nursing HPPD. How would the acuity of the unit affect Nursing HPPD?
Explain how diagnosis related groups (DRG's) and Case Mix Index (CMI) affects hours per patient day.
Review the staffing plan for last year. What outcomes would you use to evaluate this staffing plan? Based
on this data, would you recommend any changes for the upcoming year?
5. Briefly in 2-3 paragraphs summarize possible barriers a unit manager may encounter in implementing a
staffing plan.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Healthcare Economics Case Study Rubric:
Criteria
Part A:
Question 1
CSLOs: 1, 2, 3, 4
Part A:
Question 2
CSLOs: 1, 2, 3, 4
Part A:
Question 3
CSLOs: 1, 2, 3, 4
Part B:
Question 1
CSLOs: 1, 2, 3, 4
Part B:
Question 2
CSLOs: 1, 2, 3, 4
Part B:
Question 3
CSLOs: 1, 2, 3, 4
Part B:
Question 4
Excellent
10 points
Successfully identified the
nursing-sensitive
indicators.
Satisfactory
8 points
Minor issues with the
identification of nursingsensitive indicators.
Needs Improvement
6 points
Moderate issues with the
identification of nursingsensitive indicators.
Non-Performance
0 points
Not included or severe
issues present in paper.
Successfully discussed how
nursing-sensitive indicator
data can be utilized to
enhance safety and quality
of patient care.
Minor issues with how the
nursing-sensitive
indicators can be utilized to
enhance safety and quality
of patient care.
Not included or severe
issues present in paper.
Successfully discussed the
relationship between
nursing staffing and 2 of
the conditions listed.
Successfully discussed the
relationship between
nursing staffing and 1 of
the conditions listed.
Correctly calculated the
number of productive FTEs
that would be needed and
showed calculations.
Correctly calculated the
number of productive FTEs
that would be needed but
failed to show calculations.
Successfully explained
HPPD and how the acuity of
the unit would affect HPPD.
Minor issues with
explaining HPPD and/or
how the acuity of the unit
would affect HPPD.
Minor issues with
explaining how diagnosis
related groups (DRG's) and
Case Mix Index (CMI)
affects hours per patient
day.
Minor issues with
explaining outcomes for
use in evaluating the
staffing plan and/or
recommended changes.
Discussed how nursingsensitive indicator data can
be utilized to enhance
safety or quality of patient
care (failed to discuss
both).
Successfully discussed 2 of
the conditions listed but
fails to address the
relationship to nurse
staffing.
Failed to correctly calculate
the number of productive
FTEs but included
calculations to show
attempt.
Moderate issues with
explaining HPPD and/or
how the acuity of the unit
would affect HPPD.
Moderate issues with
explaining how diagnosis
related groups (DRG's) and
Case Mix Index (CMI)
affects hours per patient
day.
Moderate issues with
explaining outcomes for
use in evaluating the
staffing plan and/or
recommended changes.
Successfully explained how
diagnosis related groups
(DRG's) and Case Mix Index
(CMI) affects hours per
patient day.
Successfully explained
outcomes for use in
evaluating the staffing plan
and recommended changes.
CSLOs: 1, 2, 3, 4
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Not included or severe
issues present in paper.
No attempt to answer
question or inappropriate
attempt at calculation.
Not included or severe
issues present in paper.
Not included or severe
issues present in paper.
Not included or severe
issues present in paper.
Score
Part B:
Question 5
CSLOs: 1, 2, 3, 4
Scholarly Resources
Grammar, Spelling,
and APA Formatting
Total
Successfully explained
barriers in implementation
of a staffing plan.
Successfully utilizes 2
scholarly reports to justify
the discussion presented in
Part I.
The assignment follows
correct APA formatting for
title and reference page,
including citations. Free of
grammar and spelling
errors.
100
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Minor issues with
explaining barriers in
implementation of a
staffing plan.
Successfully utilizes 1
scholarly reports to justify
the discussion presented in
Part I.
The assignment contains
some (2 or less) APA
formatting errors for title
and reference page,
including citations and/or
some grammar and spelling
errors.
Moderate issues with
explaining barriers in
implementation of a
staffing plan.
Utilizes 2 resources but not
scholarly reports to justify
the discussion presented in
Part I.
The assignment contains
significant (more than 2)
APA formatting for title and
reference page, including
citations and/or some
grammar and spelling
errors.
80
60
Not included or severe
issues present in paper.
Not included or severe
issues present in paper.
Severe issues present in
paper.
0
_____ / 100
Policy Advocacy Project
Policy Advocacy Project Overview: Nurses are important advocates for patients and healthcare policy.
Policy makers rely on our knowledge and expertise to help make decisions that influence healthcare delivery.
For this Policy Advocacy Project, you will need to identify a topic of legislation that is important to you. You
will need to choose an elected official from your district, state, etc. to meet with to advocate for your selected
topic.
The project contains two parts that you will submit for grading, the proposal and the report.
• Part A, the proposal, you will explain the legislation you have selected to advocate for and identify the
appropriate elected official (or staff member) with whom you will speak.
• Part B, the report, you will summarize the meeting that you held with the elected official.
Part A: Proposal Directions PSLOs 1, 4, 5, 7; CSLOs: 1, 5
•
•
•
•
•
•
•
•
•
Identify an appropriate topic of legislation that you would like to advocate.
Describe the proposed topic of legislation.
Explain why you think the topic of legislation is important or relevant.
Identify an elected official or staff member whom you plan on contacting to advocate for this
legislation and justify why this person is a suitable target audience.
Present information in a scholarly manner including skillful and proficient writing using appropriate
spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page,
appropriate in-text reference citations, and reference page.
The proposal should be approximately 100-200 words in length.
Please keep in mind:
You are advocating for pending topics of legislation. You cannot choose something that has already
passed because if that is the case, no advocacy is necessary.
You must specify the exact topic of legislation in your proposal. You must refer to this by the
appropriate title. For example: Title VIII funding, H. R. 952, etc.
The elected official you contact must have the authority to vote for the proposed topic of legislation.
The mayor of a city would have no legislative authority and therefore would not be appropriate. You
are most likely going to contact a state or federal member of congress (House or Senate).
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Policy Advocacy Project – Part A: Proposal Grading Rubric:
Criteria
Identification and
description of the
topic of legislation to
advocate.
CSLOs: 1, 5
Explanation of why
the legislation is
important or relevant
CSLOs: 1, 5
Identification and
justification of
elected official or
staff member
CSLOs: 1, 5
Criteria
Presented
information in a
scholarly manner
Total
Excellent
30 Points
Identified a topic of
legislation and provided an
excellent description of the
topic of legislation to
advocate.
Satisfactory
23 Points
Identified a topic of
legislation and provided a
satisfactory description of
the topic of legislation to
advocate.
Provided an excellent
explanation of why the
legislation is important or
relevant.
Provided a satisfactory
explanation of why the
legislation is important or
relevant.
Identified an elected
official or staff member
and provided an excellent
justification of the chosen
individual.
Identified an elected
official or staff member
and provided a satisfactory
justification of the chosen
individual.
Excellent
10 Points
Skillful and proficient
writing using appropriate
spelling, grammar,
punctuation and
mechanics, and APA style
and formatting of the title
page, headers, page
numbers, headings in the
body of the paper,
appropriate in-text
reference citations, and
reference page. Written
100 – 200 words, double
spaced.
Satisfactory
8 Points
Uses appropriate spelling,
grammar, punctuation
and mechanics, and APA
style and formatting of
the title page, headers,
page numbers, headings in
the body of the paper,
appropriate in-text
reference citations, and
reference page with 2 or
less errors or lapses.
Written 100 – 200 words,
double spaced.
Needs Improvement
20 Points
Identified a topic of
legislation that is not
appropriate for the
assignment and/or
provided a poor
description of the topic of
legislation to advocate.
Provided an explanation
but is somewhat unclear in
articulating why the
legislation is important or
relevant.
Identified an individual
that is not appropriate for
the assignment and/or
provided a poor
justification of the chosen
individual.
Needs Improvement
6 Points
Uses appropriate spelling,
grammar, punctuation
and mechanics, and APA
style and formatting of
the title page, headers,
page numbers, headings in
the body of the paper,
appropriate in-text
reference citations, and
reference page with more
than 2 errors or lapses.
Written less than 100 or
greater than 200 words.
77
66
100
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Non-Performance
0 Points
Failed to address criteria.
Score
/30
Failed to address criteria.
/30
Failed to address criteria.
/30
Non-Performance 0
Points
Does not write effectively
using appropriate
spelling, grammar,
punctuation and
mechanics, and APA style
and formatting.
0
Score
/10
_____ / 100
Policy Advocacy Project – Part B: Report
PSLOs 1, 4, 5, 7; CSLOs: 1, 5
Directions: Arrange a meeting and speak with the elected official or staff member that you identified in the
Policy Advocacy Project: Proposal to advocate for the legislation you selected.
Use the information in the Policy Advocacy Project Assignment Reference document found in Canvas to help
with this assignment. Make sure to complete all the requirements specified in this assignment and the
assignment rubric.
The Meeting
• Meet with the elected official or staff member to discuss the legislation.
• Do not mention that you are a student or that you have arranged this visit as part of a course requirement.
The Report
Write a report of your visit and include all the items listed below.
1. Include the exact name of the elected official or staff member whose office you visited and the person
with whom you spoke.
2. Indicate whether the elected official or staff member was familiar with the legislation.
3. Describe how you conveyed your issue in the meeting. Summarize the topic and how you presented the
topic, including what facts or supporting information that you provided. Once you lay out the issue, you
should ask for the legislator's support.
4. Summarize the elected official’s or staff member ‘s response to the your request; namely, will the
legislator provide the requested support or not? If not, why not? If the individual can support your
position, you should elaborate why he or she was so enthusiastic about showing support (so that we
might convey that enthusiasm to other less enlightened legislators).
5. Describe how the meeting ended. Was there additional information that you needed to send the elected
official or staff member?
6. Summarize the elected official’s or staff member’s demeanor. Was he or she cordial, merely civil, barely
engaged, etc.? In other words, despite your anxiety about the meeting (which is common for most nurses),
did the individual seem agreeable to having the discussion? For example, did he or she:
• Seem interested in the topic?
• Ask good questions?
• Seem candid about their position or remain noncommittal?
• Seem pleasant, easy to talk to versus merely civil versus confrontational?
• Relate any experiences that contributed to his or her understanding about the topic (e.g., has a
family member in one of the health professions or some other relevant personal experience). If so,
did these experiences help the individual to support your request or did it have the opposite effect?
7. Present information in a scholarly manner including skillful and proficient writing using appropriate
spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, appropriate
in-text reference citations, and reference page.
8. No more than 2-3 double spaced pages (NOT including the title page, references, and thank you e-mail).
9. Thank-you email – Send a thank-you email that briefly summarizes the bill number and the issue
discussed at the meeting. The letter must be written in a professional manner, including your full contact
information (address, phone, and e-mail) and the elected official’s or staff member’s full mailing address.
Assignment Submission:
The summary report and the thank you letter must be submitted in Canvas by the indicated due date.
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Policy Advocacy Project: Part B Grading Rubric:
Criteria
Identified Elected
Official or Staff
Member and
Familiarity with
Legislation
CSLOs: 1, 5
Conveyed Own
Understanding of
the Legislation
CSLOs: 1, 5
Summarized Elected
Official or Staff
Member Response
CSLOs: 1, 5
Evaluated Elected
Official or Staff
Member Demeanor
CSLOs: 1, 5
Criteria
Developed a Thank
You Letter
Excellent
20 points
Identified the exact name
of the elected official or
staff member visited.
Successfully described the
individual’s familiarity (or
lack of) with the selected
legislation.
Successfully described how
the information was
presented and discussed
with the elected official or
staff member, including
what facts or supporting
information was provided;
as well as how solicitation
for support was requested.
Successfully summarized
the elected official or staff
member response to the
request; as well as
acknowledgement of
support or lack of support
for the legislation.
Discussed how the meeting
ended.
Described 3 features or
more of the demeanor of
the elected official or staff
member.
Excellent
10 points
Letter briefly summarized
the bill number and issue
Satisfactory
15 points
Identified the exact name
of the congressperson
visited (not a state
representative). Discussed
but failed to adequately
describe the individual’s
familiarity (or lack of) with
the selected legislation.
Identified but failed to
adequately describe how
the information was
presented and discussed
with the elected official or
staff member, including
what facts or supporting
information was provided;
as well as how solicitation
for support was requested.
Identified but failed to
adequately summarized
the elected official or staff
member response to the
request; as well as
acknowledgement of
support or lack of support
for the legislation.
Discussed how the meeting
ended.
Described 2 features or less
of the demeanor of the
elected official or staff
member.
Satisfactory
8 points
Letter failed to include the
bill number but adequately
Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
Needs Improvement
13 points
Identified the exact name
of the congressperson
visited (not a state
representative). Failed to
discuss the individual’s
familiarity (or lack of) with
the selected legislation.
Non-Performance
0 points
Failed to address criteria.
Identified but failed to
adequately describe how
the information was
presented and discussed
with the elected official or
staff member, including
what facts or supporting
information was provided;
but failed to discuss how
solicitation for support was
requested.
Identified but failed to
adequately summarize the
elected official or staff
member response to the
request; as well as failed to
acknowledgement his/or
lack of or support for
support for the legislation.
Failed to Discuss how the
meeting ended.
Described 1 feature or less
of the demeanor of the
elected official or staff
member.
Needs Improvement
6 points
Letter failed to summarize
the bill number and issue
Failed to address criteria.
Score
Failed to address criteria.
Failed to address criteria.
Non-Performance
0 points
Failed to address criteria.
Thank you letter not
Score
CSLOs: 1, 5
Presented
Information in a
Scholarly Manner
Total
discussed at the meeting.
Written in a professional
manner including full
contact information and
the mailing address of the
elected official or staff
member.
summarized meeting.
Written in a professional
manner including full
contact information and
the mailing address of the
elected official
or staff member.
Thank you letter was
included with the written
report.
Thank you letter was
included with the written
report.
Skillful and proficient
writing using appropriate
spelling, grammar,
punctuation and
mechanics, and APA style
and formatting of the title
page, headers, page
numbers, headings in the
body of the paper,
appropriate in-text
reference citations, and
reference page. Written 2-3
pages, double spaced.
Uses appropriate spelling,
grammar, punctuation and
mechanics, and APA style
and formatting of the title
page, headers, page
numbers, headings in the
body of the paper,
appropriate in-text
reference citations, and
reference page with a 2 or
less errors or lapses.
Written 2-3 pages, double
spaced.
100
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Galen College of Nursing – NSG 3400 Course Syllabus – Version 4.0
discussed at the meeting.
Or not written in a
professional manner failing
to include full contact
information and the
mailing address of the
elected official or staff
member.
Thank you letter was
included with the written
report.
Uses appropriate spelling,
grammar, punctuation and
mechanics, and APA style
and formatting of the title
page, headers, page
numbers, headings in the
body of the paper,
appropriate in-text
reference citations, and
reference page with a
more than 2 of errors or
lapses. Written less than 2
page or greater than 3
pages.
64
included with the written
report.
Does not write effectively
using appropriate spelling,
grammar, punctuation and
mechanics, and APA style
and formatting.
0
_____ / 100