Effective Strategies for Teaching Political Advocacy
Marie Lindsey, PhD, FNP-BC
University of St. Francis, Joliet, Illinois
Introduction
NPA Comparison Assignment
Independent practice for APNs is a reality in
only 17 states and Washington, D. C.
Despite recent successes in North Dakota
and Vermont, APNs in other states struggle
to achieve independent authority—and APNs
in some states do not even attempt this goal.
Assumption: “APNs are apathetic” and
unwilling to advocate for independent
practice.
More likely reason: APNs, like most nurses,
are unaware of their potential political power
and how to use it.
APNs do not know the basics of government
and lawmaking; They do not understand their
right to personally advocate for their issues.
•
Problem
APN faculty are no more informed about
political advocacy than other APNs—or even
the general public.
As a result, they avoid teaching advocacy
essentials; thus, students graduate without
being prepared to influence health care policy
for the benefit of patients and the profession.
Legislator Visit Assignment
Final Paper
Students assigned to review the nurse
practice act of their state and one that is
different (independent vs collaborative vs
supervisory).
Taught difference between federal legislators and
state legislators and which APN issues are federal
(e.g., Medicare) versus state-based (e.g., nurse
practice acts).
Beginning of course: Students describe their
own theoretical health system that will be
adding APNs to its workforce for the first
time.
Comparison criteria: APN titling; SOP,
education; certification; regulatory bodies
(BON, BOM, both, or a different agency); Rx
authority (inc. controlled substances);
hospital admitting privileges; primary care
status; and reimbursement.
Must personally meet a legislator or legislator’s
assistant to discuss a bill specifically related to
APN practice (usual topic is Medicare prohibition
against APNs’ ordering home health services for
their patients; also could be a state issue).
Each week: They apply topics learned in
readings, videos, etc.in terms of what the
health system must consider when hiring
APNs in online discussions.
Students critique another student’s
PowerPoint to foster critical analysis and
scholarly discourse.
Post-legislative visit:: Must submit summary of
visit and copy of thank-you letter.
APN Interview Assignment
Must personally interview two APNs (no phone
or e-mail interviews).
One must be a primary care NP; the other may
be either a CNS, CNM, CRNA.
Questions: Reason for becoming an APN;
typical day; satisfaction with role; education;
type of certification; Rx authority; required
involvement with physician; credentialing &
privileging; membership in professional
organizations; knowledge about DNP degree.
THIS IS REAL WORK --- REAL ADVOCACY
Coding Assignment
End of course: They write a paper that
succinctly summarizes the weekly discussion
topics; is formatted as a proposal for senior
leadership outlining the issues related to
incorporating APN practice into the
organization.
Required
Textbooks
Required Textbooks,
Textbooks Readings
Provides initial exposure to E/M-CPT coding of
patient encounters.
Buppert, C. (2012). Nurse practitioner’s business practice
and legal guide (4th ed.). Sudbury, MA: Jones and Bartlett.
Initiates student into the reality of being a
provider rather than a staff nurse.
Jansen, M. P. & Zywgart-Stauffacher, M. (Eds.). (2010).
Advanced practice nursing: Core concepts for professional
role development. New York, NY: Springer.
Coding site: emuniversity.com
Kovner, A. R. & Knickman, J.R. (Eds.). Health care delivery
in the United States (10th ed.). New York, NY: Springer.
Complete free tutorial (about 1 hour) & download
a certificate of completion.
Submit certificate to faculty for 5% of course
grade.
Nagelkerk, J. (Ed.). (2006). Starting your practice: A
survival guide for nurse practitioners. St. Louis, MO: Mosby
Elsevier.
Articles: Safriet, IOM, NCSBN, Josiah Macy, Newhouse et
al.