January 22 , 2026
5 pages of ccontent length
PLease also check the link attached for the video with more information
NOTE: follow the rubric , remember to add DNP essentials and AONL competencies
Advocate Through Policy Making
This assignment aims to write a briefing that addresses a policy that affects the health care industry; it is aimed at government policymakers and other stakeholders interested in formulating policies.
This assignment documents students' ability to meet the following course outcomes.
• Critically analyze health policy proposals, policies, and related issues from consumers, nursing, other health professions, and other stakeholders in policy and public forums.
• Employ leadership in developing and implementing institutional, local, state, federal, and/or international health policy.
• Recommend policymakers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to improve health care delivery and outcomes.
• Educate others, including policymakers at all levels, regarding nursing, health policy, and patient care outcomes.
• Incorporate for the nursing profession within the policy and healthcare communities.
• Integrate interprofessional collaboration and the DNP indirect care role across diverse healthcare settings.
• Utilize DNP leadership strategies for advancing healthcare policy in selected healthcare systems change
End of Program Student Learning Outcomes
· I-Integrate Scientific Underpinnings into Practice
· II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking
· III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice
· IV-Use Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care
· V-Influence Health Care Policy for Advocacy in Health Care
· VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes
· VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes
· Use Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care
Leadership-Related Role Specific Professional Competencies
· Effective Communication and Relationship Building
· Knowledge of the Healthcare Environment
· Leadership
· Professionalism
· Business Skills
Due Date: Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.
Points: This assignment is worth a total of 100 points.
· To complete this assignment, please watch the following video: https://youtu.be/DaskoGsCgyE.
· Please use your AONL Website membership https://www.aonl.org access to review some of the current policy issues and topics of advocacy in healthcare; you can also access the American Nurse Association website at the https://www.nursingworld.org to read on some more policy issues and topics of advocacy in healthcare.
· You will need access to the Miami Regional University virtual library database. Following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday, 7:30 am to 9:00 pm & Saturday, 8:00 am to 3:00 pm. Feel free to use the APA template provided for this assignment in Moodle week #3. If you have any questions, feel free to reach out to your professor or DNP mentor or post your question in the Q/A forum on Moodle. We are here to help.
· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on the quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.
· APA format and effective writing are required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper has been well written.
· Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as an MS Word document because it will end in “.docx.”
· Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.
· The length of the project report is to be no fewer than four and no greater than six pages, excluding the title page and reference pages.
· This paper will be submitted through Turnitin. A Turnitin similarity score of 20% or less is expected.
· A minimum of 6 current scholarly references that are 5 years old or less.
· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.
Category | Points | % | Description |
Executive Summary | 10 | 10 | Brief introduction that states the purpose (thesis statement) and major points of the report. Issue clearly stated. Brief paragraph for each main point. The executive summary is clearly present. Executive summary is on a page by itself. |
Introduction/Background | 15 | 15 | Background information on the topic with statistical data. Issue is clearly stated. Include past and or current bills. Thesis statement and discussion points are clearly present. |
Approaches | 15 | 15 | Approaches from the policy brief are clearly present; including steps needed to resolve the issue. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
Results | 15 | 15 | Results from the policy brief are clearly present. Expected results from the approaches taken. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. |
Implication | 15 | 15 | As a result of the approaches, the impacted it will have on healthcare and or nursing. Implication of the policy are present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources. |
Recommendations | 10 | 10 | What action(s) are recommendation to the legislator. Recommendations of the policy are present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources. |
Conclusion | 10 | 10 | Thesis statement rephrased; main points summarized. Recommendation of what the reader should "do" with the information was included. |
APA format, clarity of writing, & Use of a minimum of six current scholarly references. | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (7th ed.) format 1. Document setup 2. Title and reference pages 3. Citations in the text and references The student uses a minimum of six scholarly articles for the assignment Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
Email / Mail Legislator Policy Brief | Required | Required | Email or mail your policy brief to your legislator. Place a copy of the letter or email under an appendix (after the reference) |
Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |
Doctor of Nursing Program
Policy Brief Assignment
DNP8100 Structure and Processes in
Health Care Organizations and Health Care Policy
DNP8100 Structure and Processes in
Health Care Organizations and Health Care Policy
Structure and Processes in Health Care Organizations and Health Care Policy DNP8100 – Week #3 Contributors from the DNP team: Dr. Coke, Dr. Anny Dionne, Dr. Karen Perez, Dr. Amarilys Gonzalez, Dr. Itzel Vega Crespo, Dr. Angel Garcia, Dr. David Trabanco. | 2 |
Assignment Criteria | Meets Criteria | Mostly Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
Executive Summary (10 points) | Well-developed and thorough introduction of the assignment and purpose. Issues and focal points sufficiently present. Reader provider with clear understanding of purpose for assignment. 10 points | Introduction needs additional clarity although general concepts can be grasped. Issues and focal points generally present. 6 points | Introduction provides minimal clarity. General understanding of assignment and purpose. Issues and focal points a poorly organized. 4 points | Little or very general introduction of the assignment and purpose. Introduction not well developed. 0 point |
Introduction (15 points) | Background information on the topic with substantial statistical data. Issue is clearly stated. Includes past and or current bills. Thesis statement and discussion points are clearly present. 15 points | Background information on the topic with some statistical data. Issue is clearly stated. Includes past and or current bills. Thesis statement and discussion points are generally presented. 10 points | Little background information on the topic with minimal statistical data. Issue is not clearly stated. Does not include past and or current bills. Thesis statement and discussion points are poorly presented. 5 points | No background information on the topic or statistical data. Issue is not clearly stated. Does not include past and or current bills. Very poor or no thesis statement and discussion points provided. 0 point |
Approaches 15 points | Approaches from the policy brief are clearly present; including steps needed to resolve the issue. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. 15 points | Approaches from the policy brief are present; steps needed to resolve the issue could use further development. Discussion is convincing but does not define specific elements. Discussion is insightful. Information presented is from mostly current scholarly sources. 10 points | Approaches from the policy brief are unclear; disorganized steps needed to resolve the issue. Discussion lacks convincing points and does not define specific elements. Discussion lacks insight and understanding of topic. Information presented is from mostly outdated scholarly sources. 5 points | Approaches from the policy brief are unclear; missing steps needed to resolve the issue. Discussion lacks focus and does not define specific elements. Discussion lacks insight and understanding of topic. Information presented is from mostly outdated scholarly sources or no scholarly sources at all. 0 point |
Results (15 points) | Results from the policy brief are clearly present. Expected results from the approaches taken. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. 15 points | Results from the policy brief are clearly present for the most part. Some expected results from the approaches taken. Discussion is convincing but defines general elements. Discussion shows some insight and forward-thinking. Information presented is from mostly current scholarly sources. 10 points | Results from the policy brief are unclear. Minimal expected results from the approaches taken. Discussion lacks convincing content and insight. Information presented is from mostly outdated sources. 5 points | Results from the policy brief are unclear. No expected results from the approaches taken. Discussion lacks convincing content and insight. Information presented is from outdated sources. 0 point |
Implications (15 points) | Implications of the policy are clearly presented and follow as a result of the approach. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources. 15 points | Implications of the policy are generally presented but follow as a result of the approach. Some convincing discussion and insight. Information presented is from mostly current scholarly sources. 10 points | Implications of the policy are poorly presented and some deviation from the approach. Very little convincing. Information presented is from very few current scholarly sources. 5 points | Implications of the policy are poorly presented and deviate from the approach. Unconvincing discussion with no show of insight. Information presented uses no current scholarly sources. 0 point |
Recommendations (10 points) | Recommendations of the policy are present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources. 10 points | Recommendations of the policy could use development. Discussion is convincing and insightful but lacks forward-thinking. Information presented is from mostly current scholarly sources. 6 points | Recommendations of the policy are present. Discussion is unfocused, presents general knowledge and insightful, and forward-thinking. Information presented is from outdated scholarly sources. 4 points | Recommendations of the policy are absent. Discussion is unfounded and unfocused. Information presented is scarce/ from outdated sources. 0 point |
Conclusion (10 points) | Thesis statement rephrased; main points summarized. Recommendation of what the reader should "do" with the information was included. 10 points | Thesis statement rewritten verbatim; main points summarized loosely. Recommendation of what reader should do with the information was included. 6 points | Thesis statement and main points rewritten verbatim with no additional insight. Unclear recommendation of what reader should do with the information. 4 points | Thesis statement unmentioned; main points are not clear. No recommendation of what the reader should “do” with the information was included. 0 point |
APA format, Clarity of writing & Use of a minimum of six current scholarly references. (10 points) | APA format is correct with no more than 1–2 minor errors. Use of a minimum of six current scholarly references. Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning. 10 points | Three to five errors in APA format and/or 1–2 citations missing. Use of a minimum of three to five current scholarly references. Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts. 6 points | APA formatting contains multiple errors and/or 3 or more citations missing. Use of one to three scholarly references; or use of outdated scholarly references. Language needs development; one to four spelling and/or grammar errors; poorly organized thoughts and concepts. 4 points | APA formatting contains multiple errors and/or several citations missing. Use none to two scholarly references: or use of outdated scholarly references. Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts 0 point |
Email / Mail Legislator Policy Brief Email or mail your policy brief to your legislator. Place a copy of the letter or email under an appendix (after the reference) | Required | Required | Required | Required |
Total Points Possible = __100 points |
1
2
Policy Brief Assignment
Student Name Miami Regional University
DNP 8100: Structure and Processes in Healthcare Organizations
Professor, Credentials
Month, Year
To complete this assignment, please watch the following video: https://youtu.be/DaskoGsCgyE
Executive Summary
Executive Summary here. A brief introduction that states the purpose (thesis statement) and major points of the report. The issue is clearly stated. The DNP student must present a brief paragraph for each main point. The Executive Summary must be present. Executive Summary is on a page by itself.
Background
In this section, answer the following questions regarding the organization of your choice.
Background information on the topic with statistical data. The issue is clearly stated. Include past and or current bills. The thesis statement and discussion points are present
Approaches
Approaches from the policy brief are present, including steps needed to resolve the issue. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Results
Results from the policy brief are present. Expected results from the approaches taken. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
Implications
As a result of the approaches, it will have impacted healthcare and or nursing. The implication of the policy is present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources.
Recommendations
Please elaborate on What action(s) are recommended to the legislator in this section. Suggestions of the policy are present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources.
In Summary
The thesis statement is rephrased; main points summarized. A recommendation of what the reader should "do" with the information was included.
References
,
Analyze the main global health institutions and their specific roles and the context within which they function.
This assignment documents students’ ability to meet the following course outcomes.
· Recognize prevalent cross-cultural and underserved issues in primary care and gain an understanding of how you can apply this knowledge to practice in the participant’s home country.
· Develop the skills, knowledge, and attitudes necessary to effectively work with communities to identify and appropriately access community-based resources.
· Analyze world health indicators and multidimensional forces that influence health care.
· Investigate how health care delivery has changed globally and how these changes are connected to nursing practice.
End of Program Student Learning Outcomes
· I-Integrate Scientific Underpinnings into Practice
· VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes
· VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health
Leadership-Related Role Specific Professional Competencies
· Demonstrate knowledge of the healthcare environment
Due Date: Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.
Points: This assignment is worth a total of 100 points.
· To complete this application, you will need to access the Miami Regional College virtual library database. Following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday, 7:30 am to 9:00 pm & Saturday, 8:00 am to 3:00 pm. Feel free to use the APA template provided for this assignment in Moodle week #3. If you have any questions, feel free to reach out to your professor or DNP mentor or post your question in the Q/A forum on Moodle. We are here to help.
· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on the quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.
· APA format and effective writing are required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper is well written. APA format is required, with both a title page and reference page.
· Note: Write an introduction to the selected advanced nursing practice patient safety concern, but do not use “Introduction” as a heading following the rules put forth in the Publication Manual of the American Psychological Association (2010, p. 63).
· Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as an MS Word document because it will end in “.docx.”
· Follow the directions and grading criteria closely. You may post any questions about this paper under the Q & A Forum.
· The length of the project report is to five pages, excluding the title page and reference pages.
· You will submit this paper through Turnitin. A Turnitin similarity score of 20% or less is expected.
· A minimum of 6 current scholarly references that are 5 years old or less.
· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.
Category | Points | % | Description |
Introduction of global health institutions. Include the major global health actors. | 10 | 10 | When introducing the purpose of the paper, the student demonstrates effective communication via written material by providing a summary of the major global health actors, including their overarching goals and how the DNP essentials correlates to the assignment. Briefly providing an overview of the content of the paper. |
United Nations | 15 | 15 | Year organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. |
World Health Organization | 15 | 15 | Year organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. |
National Governments | 15 | 15 | List 2 national governmental Health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments. |
Nongovernmental Organizations and social movements strategies | 15 | 15 | List 2 nongovernmental health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments. |
Conclusion | 10 | 10 | Provide a summary of the main point of the content of your paper. |
Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
APA format & Use of a minimum of six current scholarly references. | 10 | 10 | All information taken from another source (even if summarized) should be appropriately cited in the report (including citation of interview) and listed in references using APA (7th ed.) format. 1. Document setup 2. Title and reference pages 3. Citations in the text and references The student uses a minimum of six scholarly articles for the assignment |
Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |
Doctor of Nursing Practice Program
DNP7900 Global Health
Doctor of Nursing Practice Program
DNP7900 Global Health
Global Health DNP7900 – Week #3 Contributors from the DNP team: Dr. Coke, Dr. Anny Dionne, Dr. Karen Perez, Dr. Amarilys Gonzalez, Dr. Itzel Vega Crespo, Dr. Angel Garcia, Dr. David Trabanco, Kirenia Santiuste & Ivania Grennier. | 4 |
Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria | |
Introduction (10 points) | Excellent introduction of global health organizations, including their overarching goals and how the DNP essentials correlates to the assignment. Briefly providing an overview of the content of the paper. 10 points | Good introduction of global health organizations, including their overarching goals and how the DNP essentials correlates to the assignment. Briefly providing an overview of the content of the paper 6 points | Basic introduction of global health organizations, limited information on their overarching goals and limited information on how the DNP essentials correlates to the assignment. Limited overview of the content of the paper
3 points | Little or very general introduction of the assignment and purpose. Introduction not well developed. 0 point |
United Nations (15 points) | Excellent description of the United Nations which includes the year the organization was developed, the goal of the organization, brief history of the organization of the organizations’ accomplishments. 15 points | Good description of the United Nations which includes the year the organization was developed, the goal of the organization, brief history of the organization of the organizations’ accomplishments. 10 points | Basic description of the United Nations. Contained limited information about the year the organization was developed, the goal of the organization. Limited history of the organizations’ accomplishments. 4 points | Little or very general description of the United Nations. Did not include the year the organization was developed, the goal of the organization. Little to no history of the organizations’ accomplishments. 0 points |
World Health Organization 15 points | Excellent description of the year the organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. 15 points | Good description of the year the organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. 10 points | Basic description of the year the organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. 4 points | Little to no description of the year the organization was developed, goal of the organization, brief history of the organization of the organization’s accomplishments. 0 points |
National Governments Health Agencies (15 points) | Excellent description of two national governmental Health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments. 15 points | Good description of two national governmental Health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments. . 10 points | Description of one national governmental Health agencies. Limited discussion of the year and when the organizations were developed. Limited information on the goal of the organizations and limited information on the history of the organizations’ accomplishments. 4 points | Little or very general description of national governmental Health agencies. Limited discussion of the year and when the organizations were developed. Limited information on the goal of the organizations and limited information on the history of the organizations’ accomplishments. . 0 points |
Nongovernmental Organizations and social movements (15 points) | Excellent description of two nongovernmental health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments. 15 points | Good description of two nongovernmental health agencies. Discuss the year the organizations were developed, the goal of the organizations and give a brief history of the organizations’ accomplishments . 10 points | Basic description of two nongovernmental health agencies. Limited discussion on the year the organizations were developed, the goal of the organizations and the history of the organizations’ accomplishments 4 points | Little to no description of nongovernmental health agencies. Little to no discussion on the year the organizations were developed, the goal of the organizations and the history of the organizations’ accomplishments 0 points |
Conclusion (10 points) | Provide an excellent summary of the main point of the content of the paper. 10 points | Provide a good summary of the main point of the content of the paper. 7 points | Provide a basic summary of the main point of the content of the paper. 4 points | Provide little summary of the main point of the content of the paper. 0 point |
Clarity of writing (10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning 10 points | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts 7 points | limited evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts 4 points | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts 0 point |
APA format & Use of a minimum of six current scholarly references. (10 points) | APA format is correct with no more than 1–2 minor errors Use of a minimum of six current scholarly references. 10 points | Three to five errors in APA format and/or 1–2 citations missing. Use of a minimum of three to five current scholarly references. 7 points | Six to eight errors in APA format and/or 3–5 citations missing. Use of a minimum of three to five current scholarly references. 4 points | APA formatting contains multiple errors and/or several citations missing Use none to two scholarly references: or use of outdated scholarly references. 0 point |
Total Points Possible = __100 points |
,
Sakala; Malawi Medical Journal 31 (2): 164-168 June 2019 Improving the quality of postnatal care 164
https://dx.doi.org/10.4314/mmj.v31i2.12
Introduction •Low coverage of postnatal care There is little progress in postnatal checks within 2 days after childbirth in health facilities: 42% in 2016 from 41% in 2010.
There is slow progress in the postnatal care of mothers within the first 48 hours after childbirth. Malawi Demographic and Health Survey (MDHS) 2015-16 reported slow progress in the postnatal care of mothers in the first 48 hours at 42% from 41% in 2010 with Mangochi district registering the lowest percentage of mothers (16.8%) attending postnatal care within 48 hours despite a high number of institutional births, 90.6%1. This is a critical period as a large proportion of maternal deaths occur during this period currently at 439 per 100,000 live births1. Postnatal care is important to identify and treat complications after childbirth. In addition, the mother is given important information to assist in caring for herself and her baby. The lack of well documented guidelines and funding to employ more midwives to manage mothers in postnatal wards contributes to the poor quality of postnatal care.
Policy Options Monitoring of postnatal care service before discharging mothers after childbirth The proposed options can greatly contribute to the quality of postnatal care and the last option will help to facilitate postnatal care of mothers who fail to deliver at a health facility.
1. Availability of postnatal care guidelines at all health facilities providing maternal and neonatal care services: the information to include all areas to be assessed during physical examination of a mother and baby before discharge. 2. Allocating full time midwives in the postnatal wards: this option targets health facilities that do not allocate midwives to care for mothers who have undergone normal childbirth but their main focus is mothers who developed complication. 3. Community awareness on importance of postnatal care and referral of mothers who deliver before reaching the health facility. 4. Introducing postnatal outreach clinics or home visits to target mothers who deliver in other places apart from a health facility and those discharged within 24-48 hours after childbirth.
Implementation considerations Several factors should be taken into account to promote postanatal care services: • Provision of clear guidelines • Sensitazation of communitie on the importance of postanatal care.
Emphasis on policies and programmes that advocate for good quality of postnatal care will greatly contribute to the reduction of maternal mortality and morbidity. • Several factors should be taken into account in order to promote postnatal care services: provision of clear postnatal guidelines; sensitisation of communities on the importance of postnatal care; priority of care to be extended to mothers who have undergone normal childbirth.
An evidence-based policy brief: improving the quality of postnatal care in mothers 48 hours after childbirth Betty Sakala, Ellen Chirwa University of Malawi Kamuzu College of Nursing
Abstract Introduction Malawi is experiencing slow progress in postnatal care of mothers within the first 48 hours after childbirth. Malawi Demographic and Health Survey (MDHS) 2015-16 reported a slow progress in postnatal care of mothers in the first 48 hours at 42% from 41% in 2010 despite a high number of institutional births. This is a critical period as a large proportion of maternal deaths occur during this period, currently at 439 per 100,000 live births. During postnatal care the mother is given important information to assist in caring for herself and her baby. The lack of well documented guidelines and funding to employ more midwives to manage mothers in postnatal ward contributes to poor quality of postnatal care. Methods This is an evidence-based policy brief that was prepared to inform policy makers, health workers, clients, community and other stakeholders to consider the available evidence about the impact of the suggested options in order to improve postnatal care. Results Several factors that contribute to low utilization of postnatal care among mothers after childbirth were identified. Factors included lack of clear guidelines on postnatal care, shortage of skilled health workers and inadequate resources. Conclusion Implementation of the identified policy options may improve postnatal care.
Key words: Policy brief, postnatal care, evidence-based, policy options, guidelines, skilled health workers
© 2019 The College of Medicine and the Medical Association of Malawi. This work is licensed under the Creative Commons Attribution 4.0 International License. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Policy Forum
Date Received: 21-Jul-2018 Revision Received: 04-Oct-2018 Date Accepted: 10-Oct-2018
Correspondence: Betty J.P. K Sakala [email protected]
https://dx.doi.org/10.4314/mmj.v31i2.12
Sakala; Malawi Medical Journal 31 (2): 164-168 June 2019 Improving the quality of postnatal care 165
https://dx.doi.org/10.4314/mmj.v31i2.12
• Factors that may hinder utilization of postnatal services may include: negative attitudes of midwives as regards to mothers who give birth on their way to hospital or at home; inadequate material and human resource to offer quality care, limited financial resource to hire trained personnel and upgrade infrastructure. Suggestions to overcome the identified barriers are included in the pages to follow.
The Problem Low coverage of postnatal care of mothers within the first 48 hours after childbirth in Malawi Most of the complications leading to postpartum maternal mortality and morbidity arise during labour and delivery, and during the first one to two weeks following delivery. The postnatal period is a very critical phase in the lives of a mother and her baby as major physiological and psychological changes occur during this period. Yet, this is the most neglected time for the provision of quality services
2. In addition, the lack of appropriate care given to mothers and newborns during this period may result to mortality and morbidity. Furthermore, postnatal care is given reduced attention as compared to antenatal care and childbirth. For instance, in the National Sexual and Reproductive Health Rights (SRHR) 3 the objectives placed emphasis on Focused Antenatal Care and other services. In addition, the maternal and neonatal policy statements and strategies stress on antenatal, neonatal and post abortion care but postnatal care is not well stipulated. The 2015-16 MDHS reported a steady decline of maternal mortality from 675 per 100, 000 live births in 2010 to 439 per 100, 000 in 2016 with haemorrhage being the major cause of maternal deaths. Despite this development, Malawi is still reporting the highest maternal mortality ratio in sub-Saharan Africa 4.
Size of the problem There is slow progress in the provision of postnatal care services to mothers in the first 48 hours of child birth 41% in 2010 to 42 % in 2016 1. 60% of maternal deaths occur within 24 hours after childbirth 5. It is reported that almost 50% of mothers who delivered in the hospital did not receive any postnatal care from 48 hours, one week and six weeks. The burden of low utilization of postnatal care may increase due to increase in institutional births currently at 91% 1 against a vacancy rate of about 63 % nurse/midwives4.
Factors underlying the problem There are several factors that contribute to low utilization of postnatal care services among mothers after childbirth:
Organizational factors contributing to low utilization of postnatal care There are no clear guidelines on postnatal care as each hospital discharges mothers according to availability of space. There is need to standardise the discharge planning process for all hospitals for better client outcomes. Most health facilities do not allocate skilled health providers in postnatal wards and mostly the same providers in labour ward or postnatal ward who handle complicated births also look after mothers who had uncomplicated births. As such, unskilled health providers are assigned to assist in care of mothers with uncomplicated birth leading to poor quality of care.
Client and skilled healthcare providers There are inadequate refresher courses and a lack of mentorship in relation to postnatal care as much emphasis is placed on labour and birth complications. Few skilled providers are allocated to manage postnatal mothers and their babies. As such, there is heavy workload leading to provider fatigue that may result in provision of low quality care to mothers and their babies.
Financing arrangements Priority in funding may not be allocated to mothers who have undergone normal childbirth, as such, early identification of complications among these mothers may be a problem.
Four policy options The Malawi Ministry of Health recommends that postnatal care should be offered to all mothers who deliver at a health facility within the first 24 hours after childbirth while those who gave birth at other places other than a health facility should be referred within 12 hours to have postnatal care by a skilled health provider1.WHO recommends that health facilities should offer additional postnatal care for all mothers and newborns on day 3 (48–72 hours) and between days 7–14 after birth, and six weeks after childbirth2. The four policy options may be adopted independently or could complement one another. Quality of care may be improved to reduce adverse birth outcomes through adequate staffing level and provision of relevant postnatal care policies.
Policy option 1: Availability of a comprehensive postnatal care tool at all health facilities offering maternal and neonatal care services This policy option will include all areas of the body to be assessed during physical examination of a mother and her baby before discharge. These may include identification and management of complications for mother and her baby such as postpartum depression, haemorrhage and neonatal infections 5, 6. Evidence shows that 10-15% of postnatal mothers experience postpartum depression and symptoms are not identified early due to inadequate counselling and physical examination by health workers6. Despite having postnatal care guidelines in Malawi Reproductive Health Service Delivery Guidelines7, it is not well known in the dissemination of the guidelines. There is little progress on postnatal checks within 48 hours after childbirth form 41% in 2010 to 42% in 2016 1 yet 90% of deliveries are conducted by skilled birth attendants. The mother and her family require more information on care of the baby and herself within the first week after childbirth to identify any adverse birth outcomes 5. These include control of mother’s bleeding, absence of signs of infections on mother and baby and ability of the baby to breastfeed well.
Policy option 2: Allocating full time midwives in the postnatal wards to manage postnatal mothers and their babies This option targets health facilities that do not allocate midwives to care for mothers who had uncomplicated childbirth. Most health facilities allocate one midwife to care for mothers in labour ward as well as postnatal ward. As a result, care is compromised because these midwives are tired and overworked 8. WHO2 recommends that standard of care for mothers and newborns should be provided in health
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care home visits as one of the priority areas. Many studies have shown the importance of postnatal home visits. It is indicated that mothers prefer to report to traditional birth attendants for postnatal care services since they are readily available unlike skilled birth attendants9. In a related study conducted in Sweden, it was also reported that mothers preferred to have home-based postnatal care offered by midwives unlike other health workers14 and this may be applicable in Malawi if there are clear developed strategies on home-based maternal and neonatal care. In addition, postnatal home visit was considered to be crucial in early identification of mothers who are prone to postpartum depression such as first time mothers15. The authors argued that mothers’ self confidence in caring for themselves and their babies may be uplifted through home visits. Several authors also emphasised the importance of postnatal home visits12. Gullo et al reported that home visits for postnatal care improved women satisfaction in reproductive health services by 6%. In related studies by Dodge et al16 and Olayinka et al17 on impact of postnatal care home visit on obstetric care and awareness and barriers to utilization of maternal health care services, it was reported that home visiting helps to identify mothers with obstetric complications who may need referral for further management. The authors recommended more allocation of resources to support maternal and infant home visits. Evidence has shown that postnatal home visits may also benefit the baby. According to research findings, health education on breastfeeding offered during postnatal home visit improved women’s knowledge on breastfeeding. As such there was improved infant health outcome in the first year of life18, 19,16. Due to shortage of skilled health workers in Malawi, it may not be possible to have midwives making home visits. But with the high number of mothers who did not receive postnatal check (50%) despite delivering in a health facility; it is important to conduct postnatal home visit to capture these mothers. We therefore recommended that community nurse midwife technicians or community midwifery assistants be deployed in the communities to offer such services and this may require proper planning and adequate resource allocation.
Implementation considerations Improving postnatal care can be achieved through reinforcement and development of the already existing interventions, guidelines and tools as outlined by WHO; employing more midwives; empowering mothers, families and communities on Maternal and Neonatal Health issues; and introduction of postnatal outreach clinics or postnatal home visits.
Key considerations for creation of an enabling environment for the provision of postnatal care services include:
Well established postnatal care services at district hospitals and health centres
Reviewing national guidelines and policies on management of postnatal mothers and babies
Health promotion programs to increase awareness on importance of postnatal care services
Reviewing policies to improve better working environment for midwives
Conduct more local research studies on postnatal care services
facilities according to WHO guidelines, that is full clinical examination after childbirth and before discharge. There is need to advocate for adequate deployment and retention of midwives in addition to attractive salaries as well as good living conditions for those in rural areas so as to have midwives who will be responsible for providing standard care to all mothers and babies irrespective of their birth outcomes.
Policy option 3: Community awareness on importance of postnatal care and referral of mothers who deliver before reaching the health facility. Community awareness on postnatal care is very important as the community may get specific information that is crucial in early identification of danger signs that warrant referral to a health facility 5. In addition, the communities may be assisted to form community support groups that will be responsible for sharing important messages pertaining to postnatal care. Collaborating with community members may enhance knowledge of health promotion activities pertaining to mothers and their babies. The communities will also be empowered to refer mothers who deliver before reaching the health facility for postnatal care including counselling on issues pertaining to postnatal care. Lack of community awareness on importance of postnatal care may contribute to late identification of complications as communities feel that all mothers who had uncomplicated childbirth may be attended to by traditional birth attendants as postnatal care is only necessary for mothers who develop obstetric complications9, 11. More interventions are required to improve community awareness and perception on postnatal care services in order to improve care and these interventions should mainly target rural women10 thereby improving the utilisation of postnatal care. Literature shows that lack of awareness on postnatal care services contributes to low utilisation of postnatal care services since it is attached to care of new born babies only because of vaccination schedules 11. A study conducted in Malawi on community scorecard on reproductive health- related outcomes emphasised the need for community awareness to improve reproductive health-related outcomes12. It is believed that when communities are aware of the available services, they are empowered and take full responsibility to reinforce the importance of reproductive health services such as postnatal care.
Policy option 4: Introducing postnatal outreach clinics or home visits This policy option will target women who deliver in other places apart from a health facility and those discharged within 24-48 hours after childbirth. WHO2 recommends that home visits for postnatal mothers and their babies be conducted in the first week after childbirth. This is important for checking the general wellbeing as well as conducting general assessments to identify adverse postnatal outcomes that may warrant referral to a health facility such as haemorrhage, infections, anaemia and depression. In the 2017-2022 Health Sector Strategic Plan 11, maternal sepsis was identified as one of the priority areas requiring prompt interventions. Therefore, it is necessary to intensify postnatal home visits so that mothers are identified early for prompt management. Postnatal sepsis is also the second direct cause of maternal deaths at 18.9% 13. For this reason, it is highly recommended that the community health package should include postnatal
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Barriers to improving postnatal care Several studies have reported on the impact of the above barriers on postnatal care. For instance, the shortage of midwives needs special consideration to improve the quality of postnatal care. A report by White Ribbon Alliance20
indicated that Malawi is not meeting the recommended ratio of midwife to women which is at 1:5. Current statistics indicate a ratio of 1:10 according to number of midwives registered with Nurses and Midwives Council of Malawi. This figure may not give a true reflection because it is counting all midwives who have paid their registration fee. It is well known that all registered midwives are not practicing midwifery in the clinical area because some are working in other departments or Non-Governmental Organisations (NGO). Despite increasing intake of students in training colleges, there is still poor retention of midwives due to internal and external migration of midwives. White Ribbon Alliance indicted that poor remuneration and working conditions are the main contributing factors to internal and external migration of these midwives. For this reason, White Ribbon Alliance recommended that government should increase national budget for training and deployment of more midwives in maternity departments, adequate remuneration for midwives and adequate material and non-material resources. Bradley et al8 also concurred with White Ribbon Alliance observations on critical shortage of midwives. It is reported that in other places, two midwives were seen working during day shift and one midwife on night shift covering both labour and postnatal wards. In another scenario, one midwife was reported to cover labour ward, postnatal, nursery, antenatal ward and theatre during night shift. In a related development, the State of the Worlds’ Midwifery report indicated that many midwives are deployed in urban areas yet a large number of the population is in rural areas. This implied that rural women were denied chances of care provided by professional midwives21. Since findings indicate that shortage of midwives and lack of resources still exists in the hospitals, the possibility of advocating for increasing the length of stay to minimum of 48 hours is a challenge. These findings are similar with those found in Uttar Pradesh22 on challenges of early postnatal discharge. The study findings indicated that women had postnatal discharges as early as six hours after childbirth. This was done because of lack of beds and other resources at the hospital. It was also discovered that even women who stayed longer in the hospital were not given quality care because of work overload and inadequate resources. Varma et al22 therefore recommended postnatal home visits in order to identify danger signs and possibility of early referral in case of complications. Furthermore, a study conducted in Australia on quality and safety of postnatal discharge23indicated that lack of proper clinical guidelines in postnatal discharge planning process contributed to serious risks to the mother and infant. It was discovered that although midwives were scheduled to conduct home visits during postnatal, several challenges were encountered such as high workload due to shortage of midwives and lack of transport. As a result of these developments, the authors recommended a minimum stay of 48 hours for mothers leaving in remote areas. A study conducted on impact of length of postpartum hospital stay24 revealed that prolonged hospital stay improved the health of the mother and infant. Among the health benefits, there
was improved breast feeding initiation, early identification of complications such as haemorrhage, postpartum depression and reduction of readmissions. As such, the authors recommended a minimum postnatal stay of 48 hours to minimise complications of childbirths.Evidence regarding key barriers to improving postnatal care for mothers and babies and strategies to address the identified barriers are summarised in Table 1
Proposed strategies to improve postnatal care After going through the options recommended from different studies, we suggest trying policy option 4 that advocates introduction of postnatal outreach clinics or home visits specifically for postnatal care. The authors of this policy brief would like to recommend Ministry of Health to consider utilizing the already existing Malawi Community Based Maternal New born Care (CBMNC) package introduced by Save the Children25. The authors of CBMNC evaluated three districts (Thyolo, Dowa and Chitipa) that were utilizing the CBMNC package using Health Surveillance Assistants (HSAs). The findings indicated that 44% of mothers who informed the HSAs of childbirth received the required postnatal home visits within the first week of childbirth as compared to 5% of those who did not contact the HSAs. Considering the workload of HSAs, we suggest use of community nurse midwives and community midwifery assistants to conduct postnatal outreach clinics to identify complications early and make timely referral. The HSAs will be allowed to focus on their intended tasks such as water and sanitation activities, under five clinic, immunizations and community meetings. The midwives will be working in coordination with the HSAs because they will be working in the same catchment area. The study results also indicated that the CBMNC package had the potential to improve maternal
Table 1: Barriers to improving postnatal care and proposed strategies to overcome them
Barrier Implementation strategies Inadequate knowledge on importance of post- natal care services by communities
• Awareness campaigns in communities to sensitize them on importance of postnatal care
• Encourage ownership of reproductive health services particularly those related to postnatal care
Inadequate knowledge of health care providers of WHO guidelines on postnatal care
• Conduct in-service trainings and mentorship specifically for midwives on proposed WHO guidelines on management of postnatal mothers and babies
• Regular supportive supervisions by advanced midwives to boost confidence of junior midwives
• Review existing guidelines and policies on postnatal care
Shortage of midwives • Adequate remuneration, material and non-material resources are essential to motivate midwives
• Provide good working environment both at district and health centre level
• Support increased funding to employ more midwives and for improved postnatal care activities
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and neonatal health. The authors therefore suggested increasing number of HSAs and improving communication from health facilities on current births in order to increase coverage of postnatal care. It is for this reason that the authors of this policy brief feel that deploying the already existing community midwife assistants and community midwife technicians by MoH would improve postnatal care. The MoH could lobby for funds from donors who fund HSAs to use the suggested cadres in order to relieve HSAs of work overload and concentrate on their intended tasks.
Next Steps The aim of this policy brief is to inform deliberations about the existing postnatal care guidelines and policies with reference to available evidence relating to the problem and possible solutions. The suggested options may guide further actions to improve postnatal care services. Thus necessitating: • Further research on each of the policy options to attain high quality postnatal care. • Reviewing of postnatal guidelines and policy to align with WHO recommendations. • Strengthening feasibility of postnatal care home visits with reference to CBMNC package.
Acknowledgement The primary author is a PhD in midwifery student at Kamuzu College of Nursing and the policy brief was prepared as a fulfilment for a course in Advanced Leadership, Management and Policy for Health Professionals. The author would like to thank Professor Ellen Chirwa of Kamuzu College of Nursing for her contributions on the policy brief.
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2. World Health Organization. WHO recommendations on postnatal care of the mother and newborn. World Health Organization, 2014. www.who.int
3. Government of Malawi, Sexual and Reproductive Health Rights 2017-22
4. Government of Malawi, Health Sector Strategic Plan II 2017-22
5. World Health Organization. WHO technical consultation on postpartum and postnatal care, 2010. www.who.int
6. Singh A, Yadav A, Singh A. Utilization of postnatal care for newborns and its association with neonatal mortality in India: an analytical appraisal. BMC Preg CB. 2012; 12(1):33 https://doi.org/10.1186/1471- 2393-12-33
7. Government of Malawi. Reproductive Health Guidelines 2014-19. 2014
8. Bradley S, Kamwendo F, Chipeta E, Chimwaza W, de Pinho H, McAuliffe E. Too few staff, too many patients: a qualitative study of the impact on obstetric care providers and on quality of care in Malawi. BMC Preg CB. 2015; 15(1): 65 DOI 10.1186/s12884-015-0492-5
9. Titaley CR, Hunter CL, Heywood P, Dibley, MJ. Why don’t some women attend antenatal and postnatal care services? A qualitative study of community members’ perspectives in Garut, Sukabumi and Ciamis districts of West Java Province, Indonesia. BMC Preg CB.2010; 10(1): 61 https://doi.org/10.1186/1471-2393-10-61
10. Worku AG, Yalew AW, Afework MF. Factors affecting utilization of skilled maternal care in Northwest Ethiopia: a multilevel analysis. BMC Int health Hum Rig.2013; 13(1): 20 https://doi.org/10.1186/1472- 698X-13-20
11. Tesfahun F, Worku W, Mazengiya F, Kifle M. Knowledge, perception and utilization of postnatal care of mothers in Gondar Zuria District, Ethiopia: a cross-sectional study. MCH J. 2014; 18(10): 2341- 51 https://doi.org/10.1007/s10995-014-1474-3
12. Gullo S, Galavotti C, Kuhlmann AS, Msiska T, Hastings P, Marti CN. Effects of a social accountability approach CARE’s Community Score Card on reproductive health-related outcomes in Malawi: A cluster-randomized controlled evaluation. PLoS one.2017; 12(2): e0171316 https://doi.org/10.1371/journal.pone.0171316
13. Government of Malawi. Emergency Obstetric and Neonatal Care (EmONC) Report; 2015
14. Johansson K, Aarts C, Darj E. First-time parents’ experiences of home-based postnatal care in Sweden. Up J Med Sc.2010; 115(2):131- 37 https://doi.org/10.3109/03009730903431809
15. Leahy‐Warren P, McCarthy G, Corcoran P. First‐time mothers: social support, maternal parental self‐efficacy and postnatal depression. J Clin Nurs. 2012; 21(3‐4):388-97 doi: 10.1111/j.1365-2702.2011.03701.x
16. Dodge KA, Goodman WB, Murphy RA, O’Donnell K, Sato J. Randomized controlled trial of universal postnatal nurse home visiting: impact on emergency care. Ped. 2013; 132(Supplement 2): S140-46 https://dx.doi.org/10.1542%2Fpeds.2013-1021M
17. Olayinka OA, Achi OT, Amos AO, Chiedu, EM. Awareness and barriers to utilization of maternal health care services among reproductive women in Amassoma community, Bayelsa State. Int J Nurs Mid.2014; 6(1): 10-15 DOI:10.5897/IJNM2013.0108
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23. Bar-Zeev SJ, Barclay L, Farrington C, Kildea S. From hospital to home: the quality and safety of a postnatal discharge system used for remote dwelling Aboriginal mothers and infants in the top end of Australia. Mid.2012; 28(3): 366-73 https://doi.org/10.1016/j. midw.2011.04.010
24. Almond D, Doyle JJ. After midnight: A regression discontinuity design in length of postpartum hospital stays. Amer Eco J: Eco Pol. 2011; 3(3):1-34 https://www.nber.org/papers/w13877.pdf
25. Greco G, Daviaud E, Owen H et al. Malawi three district evaluation: Community-based maternal and newborn care economic analysis. Health Pol Plan. 2017
American Academy of Nursing on Policy
aLesbian, Gay, Bisexual, Transgend
Policy brief: Protecting vulnerable LGBTQ youth
* C E-m
0029-6 https:
and advocating for ethical health care
Laura C. Heina,*, Felicia Stokesb, Cindy Smith Greenbergc, Elizabeth M. Saewycd
er, Queer (LGBTQ) Health Expert Panel bAcademy Jonas Policy Scholar, Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) Health Expert Panel
cChild, Adolescent & Family Expert Panel dLesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) Health Expert Panel & Child, Adolescent & Family Expert Panel
Executive Summary
Lesbian, Gay, Bisexual, Transgender and Queer/Ques- tioning (LGBTQ) youth are at heightened risk for bully- ing, victimization, homelessness, and being subjected to harmful therapies and associated physical and mental health issues. Health disparities in these popu- lations are strongly associated with increased vulnera- bility based on stigma and discrimination due to their sexual orientation, gender identity, and gender expres- sion (United Nations, 2017). Additional threats to the health of LGBTQ youth include: expanded religious freedom exemptions of providers, permitting legal refusal to provide health care or other services to this population; a halt to Title IX enforcement for transgen- der persons by the Department of Education; and regu- lar threats to repeal Section 1557 of the Affordable Care Act (ACA), thereby excluding coverage for transgen- der-related care and eliminating coverage for pre- existing conditions (U.S. Department of Health and Human Services). The American Academy of Nursing supports the
rights of LGBTQ youth to be safe at school, at home, in places of worship, in the community and while seek- ing and obtaining access to health care. We oppose discrimination towards young people based on sexual orientation or gender identity and expression. We oppose transgender-specific exclusion from health care coverage or exclusion from sexual orientation and gender-based legal protections, and call for the provision of inclusive, safe, competent health care.
Background
LGBTQ youth are at elevated risk for violent victimization (O’Malley Olsen, Kann, Vivolo-Kantor, Kinchen, & McMa- nus, 2014), harmful therapies (American Academy of
orresponding author: Lesbian, Gay, Bisexual, Transgender, Quee ail address: [email protected] (L.C. Hein). 554/$ -see front matter� 2018 Elsevier Inc. All rights reserved. //doi.org/10.1016/j.outlook.2018.08.006
Nursing, 2015; SAMHSA, 2015) and related physical and mental health issues (Sedlak & Boyd, 2016). This vulnera- bility is principally due to exclusion, pathologization, and victimization because of prejudice and discrimination toward sexual orientation, gender identity and gender expression. Approximately 3.4% of youth in the U.S., ages 10-19, identify as LGBTQ, suggesting that potentially over a million youth could be excluded from health care based on misguided interpretations of the conscience clause (Gates &Newport, 2012). Family support can be protective for these youth but
is not always present (Eisenberg et al., 2017; Ryan, 2014). Unlike other minority groups, LGBTQ youth are not raised within the potential resilience-fostering context of similarly marginalized families. LGBTQ minority status is rarely shared by family members, who therefore may lack experience in navigating LGBTQ marginalization. Parents may feel ill-equipped to supportively respond to an LGBTQ child, and need support themselves (Ryan, 2010). Health care can be a venue for support and healing but also intolerance and abusive therapies (Hein & Matthews, 2010; Nahata, Quinn, Caltabellotta, & Tishelman, 2017). LGBTQ youth face prejudice from stigma and bias, and minority stress, which can lead to depression and suicide (Bur- ton, Marshal, Chisolm, Sucato, & Friedman, 2013; Hughes, Rawlings, & McDermott, 2018). They may feel the need to conceal sexual orientation or gender iden- tity when seeking health care, which can result in feel- ings of isolation (Hughes et al., 2018). LGBTQ youth often fear being misunderstood and report fear of harassment due to gender identity or sexual orienta- tion (O’Malley Olsen et al., 2014). These youth are sometimes targets of bullying and other victimization, which is associated with an increased suicide risk (Bouris, Everett, Heath, Elsaesser, & Neilands, 2016; Veale, Watson, Peter, & Saewyc, 2017). Additionally, schools can be a source of intolerance
and victimization particularly for transgender youth. This risk is mitigated by a supportive adult, a student-
r (LGBTQ) Health Expert Panel.
506 Nur s Out l o ok 6 6 ( 2 0 1 8 ) 5 0 5�5 0 7
led or community based organization such as Gay Straight Alliance (GSA) (Saewyc, Konishi, Rose, & Homma, 2014), and/or a safe school nurse (Willging, Green, & Ramos, 2016). An LGBTQ inclusive curricu- lum, nondiscriminatory dress codes, antibullying poli- cies and a supportive, inclusive environment can be significantly protective for these youth and decrease risk of suicide (Garbers, Heck, Gold, Santelli, & Bersa- min, 2017; Hatzenbuehler, 2011; Taliaferro, McMorris, Rider, & Eisenberg, 2018). An added advantage of non- discriminatory policies also provides benefits for het- erosexual peers (Saewyc et al., 2014). The recent empowerment of the Health and Human
Services’ (HHS) Conscience and Religious Freedom Divi- sion in the Office within the Office of Civil Rights to defend health care providers who decline to treat people or conditions with which they have a moral objection, will increase health disparities in LGBTQ youth.
Responses and Policy Options
Professional healthcare organizations including the American Academy of Nursing, the American Medical Association, and the American Psychological Associa- tion have voiced concerns about the mandate of the HHS Conscience and Religious Freedom Division in the Office of Civil Rights and the potential for harm to already vulnerable youth.
The Academy’s Position
The American Academy of Nursing supports access to health care for everyone and reaffirms a commitment to the health and safety of LGBTQ youth. LGBTQ youth are at heightened risk for violent victimization, illness and homelessness (Bahrampour, 2016) because of discrimina- tion against their sexual orientation, or gender identities, or gender expressions. The ability of healthcare providers to legally refuse to provide care for these youth based on their sexual orientation, gender identity, or gender expression, under the claim of religious freedom, increases the vulnerability and potential harm these youth face, and violates international nursing codes of ethics (International Council of Nurses, 2012). Nurses have a moral imperative to respect the human dignity of all patients through Provision 1 in the Code of Ethics for Nurses with Interpretative Statements, which states “The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person”(American Nurses Association, 2015, p. 1). This includes respect for the human dignity of the patient and the demand that nurses must never behave prejudicially. Nurses can and should base patient care on individual attributes, but only in the sense that those individual attributes inform the patient’s care plan and must not
be used or prohibit access to compassionate and high– quality care. Respect and dignity are also obligations out- lined by the International Council of Nurses Code of Ethics for Nurses (2012), which states,
Inherent in nursing is a respect for human rights, including cultural rights, the right to life and choice, to dignity and to be treated with respect. Nursing care is respectful of and unrestricted by considera- tions of age, colour, creed, culture, disability or ill- ness, gender, sexual orientation, nationality, politics, race or social status. (p. 1).
Nurses must collaborate with others to address bar- riers to health and health disparities to lead structural and social change to protect and promote health (ANA, 2015). Consequently, the American Academy of Nurs- ing supports efforts to reject and nullify rule HHS- OCR-2018-0002 that allows healthcare providers to refuse to care for already vulnerable youth, based on religious objections. The Academy supports increased training of health care professionals, including nurses, on issues facing LGBTQ youth. We recommend rein- statement of U.S. Department of Justice guidance on Title IX which protected transgender youth in school settings, defense of Section 1557 of the ACA maintain- ing coverage of LGBTQ-related healthcare and mainte- nance of the pre-existing condition protection in the ACA.
Recommendations
Congress is urged to legislate the discrete situations in which health care providers can refuse care to patients based upon the claim of religious freedom of conscience. The mission of the Division of Conscience and Religious Freedom of the Office of Civil Rights within the U.S. Department of HHS should be limited to complaints con- sistent with federal law � abortion, sterilization, assisted suicide or euthanasia (42 U.S.C. x 300a-7; 42 U.S.C. x 238n: Pub. L. No. 111-117, 123 Stat 3034 (2009); Pub. L. No. 111- 152; Section 1553 of the Affordable Care Act). The American Academy of Nursing recommends
that:
1. Congress legislate to enact the Equality Act (H. R.2282 & S. 1006—115th Congress (2017-2018)) which would expand the Civil Rights Act of 1964 to include sexual orientation and gender identity.
2. Health care organizations continue to advocate for the rights of all patients to receive care, and should continue to train clinicians, faculty and students in culturally sensitive LGBTQ care.
3. Health care providers support development and implementation of evidence based inclusive school health, primary care, emergency care, and acute care practices.
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Acknowledgments
The authors are appreciative of the editorial assistance of the LGBTQ, Child, Adolescent & Family, and Bioeth- ics Expert Panels in developing this brief and would like to acknowledge Drs. Tonda Hughes, Carol Sedlak, M. Kathleen Murphy, Julia Snethen, and Deb Kenny for their thoughtful review.
R E F E R E N C E S
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Bahrampour, T. (2016, January 13). Nearly half of home- less youth are LGBTQ, first ever city census finds.The Washington Post. Retrieved from https://www.wash ingtonpost.com/local/social-issues/nearly-half-of- homeless-youth-are-lgbtq-first-ever-city-census- finds/2016/01/13/0cb619ae-ba2e-11e5-829c- 26ffb874a18d_story.html
Bouris, A., Everett, B. G., Heath, R. D., Elsaesser, C. E., & Neilands, T. B. (2016). Effects of victimization and vio- lence on suicidal ideation and behaviors among sexual minority and heterosexual adolescents. LGBT Health, 3 (2), 153–161, doi:10.1089/lgbt.2015.0037.
Burton, C. M., Marshal, M. P., Chisolm, D. J., Sucato, G. S., & Friedman, M. S. (2013). Sexual minority-related victimi- zation as a mediator of mental health disparities in sexual minority youth: A longitudinal analysis. Journal of Youth and Adolescence, 42(3), 394–402, doi:10.1007/ s10964-012-9901-5.
Eisenberg, M. E., Gower, A. L., McMorris, B. J., Rider, G. N., Shea, G., & Coleman, E. (2017). Risk and protective fac- tors in the lives of transgender/gender nonconforming adolescents. Journal of Adolescent Health, 61(4), 521–526, doi:10.1016/j.jadohealth.2017.04.014.
Garbers, S., Heck, C. J., Gold, M. A., Santelli, J. S., & Bersamin, M. (2017). Providing culturally competent care for LGBTQ youth in school-based health centers: A needs assessment to guide quality of care improve- ments. The Journal of School Nursing, 0(0), 1–6, doi:10.1177/1059840517727335.
Gates, G., & Newport, F. (2012). Special report: 3.4% of U.S. adults identify as LGBT. Retrieved from http://www.gal lup.com/poll/158066/special-report-adults-identify-lgbt. aspx?utm_source=email-a-friend&utm_medium=emai l&utm_campaign=sharing&utm_content=morelink.
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of Child and Adolescent Psychiatric Nursing, 23(1), 29–35, doi:10.1111/j.1744-6171.2009.00214.x.
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IAGG 2017 World Congress
relates to disability and health; person-environment fit; and housing programs and policy initiatives. Identification and review of these limitations provide a roadmap for investiga- tion for researchers and areas to be strengthened for clini- cians and policy makers.
THE ECOLOGICAL DIMENSION OF THE MENEC FRAMEWORK L. Ring1, A. Glicksman1, M.H. Kleban2, J. Norstrand3, 1. Philadelphia Corporation for Aging, Philadelphia, Pennsylvania, 2. Polisher Research Institute, North Wales, Pennsylvania, 3. Independent Researcher, Newton, Massachusetts
The Menec framework relies on a set of ecological princi- ples that determine the level of social connectivity, including the person-environment fit. . Environment can be measured either in terms of self-reported barriers or as geographical based measures of the physical and social environment. We used both types of measures to determine how they relate to one another and to key health outcomes. Building on our previous model that showed the association of self-reported environmental barriers to health outcomes, we added a measure of neighborhood distress that includes number of murders, vacant properties and corner stores. The distress measure was linked with each case at the Census Tract. Findings reveal an association of distressed neighborhood to health outcomes while the self-reported measures also remain significantly associated with these outcomes. We con- clude that using multiple types of environmental measures can better describe the association between the individual and their environment.
SESSION 4890 (SYMPOSIUM)
THE CIRCLE OF CARE: IMPROVING CARE TRANSITIONS TO ENHANCE CARE QUALITY Chair: S. Spohr, JPS Health Network, Fort Worth, Texas Discussant: J. Idoine-Fries, JPS Health Network, Fort Worth, Texas
Successful care transitions, in which a patient shifts from one care setting to another, can have significant impacts on patient well-being and care quality. Previous research indicates that poor care coordination or inefficient care transitions can lead to unnecessary complications and preventable hospital readmissions resulting in significant amounts of wasteful spending. This symposium describes two 1115 Medicaid Waiver DSRIP (Delivery System Reform Incentive Payment) programs being implemented in two acute care settings in Texas. DSRIP programs have the capacity to transform healthcare processes and improve patient care through quality innovation. Both programs target the improvement of care transitions and care coordi- nation for long-term care patients. Interdisciplinary teams work to build the linkages needed to support the patient and optimize transitions between acute care settings, post-acute care facilities, and an eventual return to home. Implementation of evidence-based strategies to reduce readmissions include tools from INTERACT and Project BOOST. Education in both the acute and post-acute envi- ronment is necessary to support the evolving and complex needs of this patient population. Care transitions strategies
including improved communication and information sharing via electronic medical record systems, integrated clinical support for transition management, and ongoing coordination of hospital services for patients in post-acute care settings have the capacity to improve patient care and satisfaction, reduce hospital readmissions and increase cost savings.
REDUCING READMISSION BY IMPROVING TRANSITIONS: PROCESS AND OUTCOMES T.G. Michael, M. Raji, D. Villarreal, J. Torres, University of Texas Medical Branch, Galveston, Texas
Hospital readmission rates are well documented indicators of quality of care transition from hospital to skilled nursing facilities (SNF). We describe our DSRIP project whose goal is to develop and implement programs to improve transition and coordination of care from inpatient to SNFs and from SNF to home health, for patients aged 65 and older. The overall outcome is a reduction of 30-day re-hospitalizations. Processes implemented to improve these transitions include: (1) Evidence-based identification of seniors at highest risk of re-hospitalization based on chronic conditions, socioeco- nomic factors, and patient characteristics; (2) Program coor- dination and patient, staff and caregiver education led by Master-level Nurse practitioner; (3) Education of patient/car- egiver dyads to increase their roles in managing their health; (4) Education addressing indications and early side-effects of medications, and (5) Development of “What to Expect” tran- sitional care documents aimed at preparing patients/families as they transition to different healthcare settings. We used tools used developed by Project BOOST (Better Outcomes for Older adults through Safe Transitions) and Interact (Interventions to Reduce Acute Care Transfers), including the “8P’s” score and the “Stop and Watch Early Warning Tool”. Collaboration with stakeholders such as SNF administrators and home health agencies help to identify areas in transi- tions that require improvement. Preliminary data indicate a steady increase in patients’ satisfaction score, timeliness of discharge information and a decline in re-hospitalizations to our Acute Care for Elders unit. Challenges (e.g. readmission from non-SNF sites) and opportunities identified during the implementation of the project will be discussed during the symposium.
EFFECTIVENESS OF A CARE TRANSITIONS PROGRAM TO REDUCE READMISSIONS AMONG SKILLED NURSING PATIENTS S. Spohr1,2, S. Mandapati1,2, J. Sanchez1, M. Barber1, J. Idoine-Fries1, 1. Long Term Care, JPS Health Network, Fort Worth, Texas, 2. University of North Texas Health Science Center, Fort Worth, Texas
Effective care transition strategies are increasingly important as pay-for-performance programs continue to place strain on safety net hospitals to reduce readmissions and avoid penalties. In particular, patients transferring to skilled nursing facilities (SNF) are at increased risk of read- mission due to disease status, comorbidities, and age. This project aimed to implement evidence-based care transition strategies between a safety net hospital and seven local SNF partners to reduce potentially avoidable readmissions. Historical patient data was abstracted from electronic medical records for 1,687 inpatient encounters discharging
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