LE 002 The Healthcare Policy Making Process Assessment
Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you completed all of the related pre-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.
In this Assessment you will analyze the healthcare policy-making process for improving the health status of populations.
To complete this Assessment:
Download the Academic Writing Expectations Checklist to use as a guide when completing your Assessment. Responses that do not meet the expectations of scholarly writing will be returned without scoring. Properly formatted APA citations and references must be provided, where appropriate.
Be sure to use scholarly academic resources as specified in the rubric. This means using Walden Library databases to obtain peer reviewed articles. Additionally, .gov (government expert sources) are a quality resource option. Note: Internet and .com sources do not meet this requirement. Contact your coach or SME for guidance on using Library Databases.
Carefully review the rubric for the Assessment as part of your preparation to complete your Assessment work.
Access the following to complete this Assessment:
Liberal Arts Instructional Technology. (n.d.). The public policy process. University of Texas at Austin: Texas Liberal Arts. https://www.laits.utexas.edu/gov310/PEP/policy/
Huntington’s Outreach Project for Education, at Stanford. (2012). Medical marijuana policy in the United States. Stanford University. http://web.stanford.edu/group/hopes/cgi-bin/hopes_…
Highway Loss Data Institute. (2017). The effects of Michigan’s weakened motorcycle helmet use law on insurance losses – five years later. Bulletin, 34(36). https://www.iihs.org/media/0d9cc50f-7edc-4ce4-990e…
Borck, N. C. (2014). Weaker helmet laws increase motorcycle fatalities. Laborers’ Health & Safety Fund of North America. http://www.lhsfna.org/index.cfm/lifelines/june-201…
Insurance Institute for Highway Safety Highway Loss Data Institute. (2015). Motorcycle helmet use. Insurance Institute for Highway Safety. https://www.iihs.org/topics/motorcycles
Sher, L. (2020). The impact of the COVID-19 pandemic on suicide rates. QJM: An International Journal of Medicine, 113(10), 707–712. https://academic.oup.com/qjmed/article/113/10/707/…
Betsch, C., Korn, L., Sprengholz, P., Felgendreff, L., Eitze, S., Schmid, P., & Böhm, R. (2020). Social and behavioral consequences of mask policies during the COVID-19 pandemic.Proceedings of the National Academy of Sciences, 117(36), 21851–21853. https://www.pnas.org/content/117/36/21851
Academic Writing Expectations Checklist
Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
To pass this Competency, you must achieve a minimum rubric score of “Meets Expectations” (“Achieved”) or “Above Expectations” (“Mastered”). You will have three attempts to successfully complete this Assessment. Each attempt will count towards your total three attempts to achieve this Competency.
This Assessment requires submission of one (1) document for all six parts of your Final Assessment. Save your file as LE002_firstinitial_lastname (for example, LE002_J_Smith).
When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
For this Assessment you will analyze the healthcare policy-making process for improving the health status of populations.
There are many ways that regulations, policies, and special interest groups affect the daily lives of individuals and health care organizations. The following six scenarios relate to these issues and demonstrate the impact policies have on our lives.
This assessment has six-parts. Click each of the items below for more information on this Assessment.
Part One: State Legalization of Medical Marijuana and the Policy-Making Process
Research the process by which state legalization of medical marijuana in California (Proposition 215, the Compassionate Use Act) occurred. Using the six-part policy-making process outlined below, describe what happened at each stage. Please refer to “Medical Marijuana Policy in the United States” provided with the Assessment documents. You may identify another state that is considering legalization of medical marijuana and is in the process of going through this policy process, and where in the process they currently find themselves.
The Six Stage Public Policy Process:
Problem Identification: Problems that may potentially make their way onto the public policy agenda are recognized. (1–2 paragraphs)
Agenda Setting: Problems that are deemed worthy of attention are placed on the agenda. (1–2 paragraphs)
Policy Making: Various policies are crafted to deal with the problem that has been set on the agenda and an official policy is agreed upon. (1–2 paragraphs)
Budgeting: The amount of money to spend on a policy must be determined. (1–2 paragraphs)
Policy Implementation: The public policy that has been officially agreed upon is put into action. (1–2 paragraphs)
Policy Analysis and Evaluation: The implemented policy is evaluated for its effectiveness. (1–2 paragraphs)
For more information about the six steps, review the following website: The Public Policy Process American Politics. University of Texas. http://www.laits.utexas.edu/gov310/PEP/policy/
Part Two: State Laws on Motorcycle Helmet Use
Use the Insurance Institute for Highway Safety (IIHS) data from “Motorcycle Helmet Use—State Laws,” and the “The Effects of Michigan’s Weakened Motorcycle Helmet Use Law on Insurance Losses,” provided in the Assessment documents, and other research you find on your own, to review data on states with partial helmet laws.
Review https://www.iihs.org/topics/motorcyclesto address the following:
Describe at least two impacts on injuries when Michigan weakened its helmet use laws. (2–3 paragraphs)
Justify the need for helmet use laws to protect motorcyclists and bystanders. In what ways does not wearing a helmet while operating a motorcycle impact the health and safety of other citizens? (1 page)
Part Three: Policies on Mandatory HIV Testing and Counseling
After researching this topic, describe at least one cost and one benefit of mandatory HIV testing and counseling. Include ways it may or may not increase population health. In addition, describe at least one barrier to HIV testing and HIV counseling, and describe how overcoming these barriers might increase population health. (1–2 pages)
Part Four: Policies on COVID-19
Use the example of the COVID-19 pandemic in 2020 and related articles (provided with the Assessment documents) to complete the following:
Describe two policies that were put into place to protect the public from infection, and what impact these policies had on public health. (1 page)
Provide a rationale for these kinds of policies to someone who argues that they infringe too much on individual liberties. (1 page)
Part Five: Healthcare Policies: Advocacy and Civic Engagement
Choose one of the following three issues and research the role advocacy and civic engagement have played in advancing these issues:
Prevention of smoking cigarettes in public spaces
Reduction in child obesity rates
Increased penalties for drunk driving
Describe the role that advocacy and civic engagement played in advancing these policy-making efforts for the issue you selected. (1–2 pages)
Part Six: Special Interest Groups and Public Policy
How do special interest groups seek to affect public policy? Choose two special interest groups and explain their purpose. (1 paragraph for each interest group)
Choose an issue for each of the special interest groups and explain the impact the special interest group has had on this issue. (2 paragraphs for each interest group) (examples: American Hospital Association, American Medical Association, NAACP, Coalition to Stop Gun Violence)