Developing an Advocacy Campaign Application Assignment

Posted: November 3rd, 2022

Developing an Advocacy Campaign Application Assignment

To prepare:

 

Review Chapter 3 of Health policy and politics: A nurse’s guide.

In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.

Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

Consider how you could influence legislators or other policymakers to enact the policy you propose.

Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

To complete: Developing an Advocacy Campaign Application Assignment

 

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

 

Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.

Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.

Excellent         Good   Fair      Poor

Quality of Work Submitted:

The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.

27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.Developing an Advocacy Campaign Application Assignment

21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted:

The purpose of the paper is clear.

5 (5%) – 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

0 (0%) – 3 (3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas:

The extend to which the work reflects the student’s ability to:

 

Understand and interpret the assignment’s key concepts.

9 (9%) – 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

8 (8%) – 8 (8%)

Demonstrates a clear understanding of key concepts.

7 (7%) – 7 (7%)

Shows some degree of understanding of key concepts.

0 (0%) – 6 (6%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas:

The extend to which the work reflects the student’s ability to:

 

 

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.Developing an Advocacy Campaign Application Assignment

18 (18%) – 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

16 (16%) – 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

14 (14%) – 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

0 (0%) – 13 (13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Assimilation and Synthesis of Ideas:

The extend to which the work reflects the student’s ability to:

 

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

18 (18%) – 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

16 (16%) – 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

14 (14%) – 15 (15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

0 (0%) – 13 (13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

 

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.Developing an Advocacy Campaign Application Assignment

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.

Written Expression and Formatting

 

English writing standards: Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting

 

The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Total Points: 100

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_5050_Week_07_Application_Rubric

Enactment of the Proposed Policy through Modification of an Existing Law

The Student Nutrition and Healthy Act of 2005 is a bill that mandates local agencies of education with grants to either lease or purchases vending machines to ensure healthy beverages and foods are served in schools. According to Karnik & Kanekar (2015), this law further dictates the specific products and maximum portions that promote healthy nutrition that should be served. As a result, the removal of vending machines that do not promote nutritious drinks and foods in schools will be guaranteed. This bill is well aligned with the goals of my proposed policy and is relevant to the choices regarding the selection of beverages and foods to promote healthy nutrition. Therefore, I wouldn’t make any alterations to it.

The Stop Obesity in Schools Act of 2015 is a bill which discusses the need for routine physical exercises and improving the nutritional value of meals served in schools through the expansion of various activities (Lobstein, et al., 2015).  This bill would be a good starting point since it has goals similar to my proposed policy. However, it fails to be more specific. There is essence in specifying the time that should be spent on physical exercises to ensure uniformity across all learning institutions. In this case, having a physical activity each lasting sixty minutes between school activities in two school days of choice is a preferable option.

The Supermarket Tax Credit for Underserved Areas Act of 2015 is legislation that purposes to provide a tax credit on vegetables and fruits for supermarkets located in underserved communities. Despite the fact that it does not aim to directly reduce childhood obesity, I am certain that this policy provides room for increasing supermarkets in communities that are underserved (Hawkes, et al., 2015). This is attributed to the fact that it was not intended to solely safeguard currently existing supermarkets from tax credits. With this bill as a foundation, new legislation that relates directly to childhood obesity should be created. This will need the identification of underserved communities and submission of relevant demographics to the federal government so that, communities and business willing to put up supermarkets in underserved areas are availed with tax credits and grants (Hawkes, et al., 2015). As a result, schools in such communities can readily access fruits and vegetables that promote healthy nutrition to be incorporated in school diets.Developing an Advocacy Campaign Application Assignment

How Existing Laws Could Affect Advocacy Efforts

Organizations and individuals who are authorized or not authorized to register for lobbying at the legislature and executive levels are well explained by the Lobbying Act of 1946.  Apart from reducing the influence of lobbyists, this law ensures that the members of Congress get the relevant information on those who lobby them (Downes, Supa & Austin, 2017). For organizations and individuals who fail to comply with this act, it strengthens the possible penalties with fines of up to $5,000 (Downes, Supa & Austin, 2017).  Alternatively, they might be barred from lobbying to a maximum of 3 years. Therefore, the advocacy efforts for the proposed policy are likely to be affected by this law.

Methods Used To Influence Legislators and Other Policymakers to Support This Policy

The three legs approach would be a commendable strategy to support this policy.  This would require that advocacy efforts begin at the community level to engage community leaders, in healthcare settings to engage health practitioners and school settings where Parent-Teacher Associations and school employees would be engaged. As supported by Peralta, Dudley & Cotton (2016), it will be essential to discuss the clarity and purpose of the bill when engaging the aforementioned stakeholders. The proposed policy seeks to ensure that nutritional food options are availed in schools and that children routinely participate in physical exercise. These stakeholders will be required to do further research on the proposed policy and share with their legislators and representatives on the need to support this bill and reduce the incidences of childhood obesity.Developing an Advocacy Campaign Application Assignment

Shirley et al., (2015) emphasize the importance of maximizing on the benefits of today’s digitization as an advocacy channel since it facilitates easier information sharing and targets a huge audience. Therefore, social media would be an essential tool to engage the public. Combined efforts from educators, health practitioners, farmers, parents, and local community farmers will ensure that similar updates on the proposed policy are shared on social media platforms such as Twitter, Instagram, and Facebook. As a result, local politicians would also be informed on some of the highlighted issues and the amount of support gained from affected communities/populations.

There are a number of Non-Governmental Organizations which are actively involved in the advocacy, creation, and research of policies that aim to prevent childhood obesity. As supported by Downes, Supa & Austin (2017), America on the Move is a good example as a potential lobby for this proposed policy. Collaboration between committees of political action and lobby organizations will facilitate the ability to obtain the support of governors through; providing statistical evidence on the incidence and prevalence of childhood obesity as a public health concern and research evidence on the impact of childhood obesity at individual, community and national level.Developing an Advocacy Campaign Application Assignment

References

Downes, E. J., Supa, D. W., & Austin, E. (2017). Political Communications and Lobbying in the United States. In North American Perspectives on the Development of Public Relations (pp. 97-111). Palgrave Macmillan, London.

Hawkes, C., Smith, T. G., Jewell, J., Wardle, J., Hammond, R. A., Friel, S., & Kain, J. (2015). Smart food policies for obesity prevention. The Lancet, 385(9985), 2410-2421.

Karnik, S., & Kanekar, A. (2014). A review of public health policies for childhood obesity prevention in the United States. Journal of Local and Global Health Sciences, 4, 1-7.

Lobstein, T., Jackson-Leach, R., Moodie, M. L., Hall, K. D., Gortmaker, S. L., Swinburn, B. A., … & McPherson, K. (2015). Child and adolescent obesity: part of a bigger picture. The Lancet, 385(9986), 2510-2520.

Peralta, L. R., Dudley, D. A., & Cotton, W. G. (2016). Teaching healthy eating to elementary school students: a scoping review of nutrition education resources. Journal of School Health, 86(5), 334-345.

Shirley, K., Rutfield, R., Hall, N., Fedor, N., McCaughey, V. K., & Zajac, K. (2015). Combinations of obesity prevention strategies in US elementary schools: a critical review. The journal of primary prevention, 36(1), 1-20. Developing an Advocacy Campaign Application Assignment