Factors Affecting Nurses Policy Engagement Assessment

Assignment Overview

Instructions

Write a 3000 word (+/- 10%) assessment on factors that impact registered nurses' ability to influence national government health policy. This assessment has a weighting of 50%.

This assessment task will enable students to practice writing and presenting research evidence related to the topic in a logical manner. It should demonstrate the development of the argument using supporting literature.

Content

Health policies impact the nursing profession and healthcare. Nurses' involvement in health policy development ensures that healthcare is safe, of high quality, accessible, and affordable. Numerous factors influence nurse leaders' ability to be politically active in influencing health policy development. These factors can be facilitators or barriers to their participation. This assignment will provide the student with an opportunity to examine the factors that impact participation in health policy development.

Students will critically analyse factors that impact registered nurses' ability to influence current national government policies using...

Brief of Assessment Requirements

• Task: 3000-word (+/-10%) critical essay (50% weighting).

• Topic: Factors that impact registered nurses’ ability to influence national government health policy.

• Purpose: Demonstrate ability to collect, synthesise and present research evidence; build a logical argument supported by literature; identify facilitators and barriers to nurses’ policy engagement.

• Expected content: clear introduction and thesis, critical analysis of factors (individual, organisational, professional, political, socio-economic, systemic), examination of current national government policies and nurses’ influence on them, discussion of implications, and evidence-based recommendations.

• Academic requirements: coherent structure, critical appraisal of literature, correct referencing, academic tone, adherence to word count and assessment rubric.

Key Pointers to Cover in the Assessment

1. Clear thesis / research question — state what aspect of nurses’ policy influence you analyse.

2. Conceptual definitions — define “policy influence”, “nurse leaders”, and scope (national government).

3. Literature review — recent and seminal studies on political participation, advocacy, leadership, policy literacy.

4. Factors to analyse — individual (knowledge, confidence), organisational (support, workload), professional (scope, leadership pathways), political (access, networks), structural (education, regulation), socio-cultural (gender, professional image), and resources (time, funding).

5. Evidence from current national policies — examples showing where nurses influenced or failed to influence policy.

6. Critical appraisal — strengths, gaps, methodological quality of cited studies.

7. Discussion — implications for practice, education and policy; barriers vs facilitators.

8. Recommendations — actionable, evidence-based strategies to enhance nurses’ policy engagement.

9. Conclusion — concise synthesis tied back to thesis.

10. References & academic conventions — consistent referencing style, word count statement, proofreading.

How the Academic Mentor Approached & Guided the Student — Step-by-Step

1. Initial briefing & scope definition

• Action: Mentor reviewed the assignment brief with the student and helped narrow the focus (e.g., regulatory reform, workforce policy, or public health funding).

• Purpose: Ensure the student had a manageable research question and clear boundaries for the 3000-word limit.

2. Planning & structure outline

• Action: Mentor co-created an essay skeleton: Introduction → Literature review → Analysis of factors → Case/examples of national policy engagement → Discussion & recommendations → Conclusion.

• Purpose: Provide a roadmap so each section contributes to the central argument.

3. Literature search strategy

• Action: Mentor taught efficient search techniques (keywords, Boolean logic, databases), identified high-quality sources (systematic reviews, policy reports, key journal articles), and helped create an annotated bibliography.

• Purpose: Ensure evidence was relevant, recent, and balanced between empirical studies and policy documents.

4. Critical appraisal skills

• Action: Mentor modelled how to appraise study methods, bias, and applicability; provided a checklist (design, sample, context, findings, limitations).

• Purpose: Move the student beyond summary to critical evaluation—essential for a 50% assessment.

5. Drafting the argument

• Action: Mentor guided the student to draft paragraph-level topic sentences that link evidence to the thesis, showing how each factor acts as facilitator or barrier. Mentor emphasised synthesis (comparing findings) rather than listing studies.

• Purpose: Build a coherent, persuasive narrative that demonstrates development of the argument.

6. Use of examples/case material

• Action: Mentor suggested including 1–2 short national policy examples to illustrate real-world influence (successes and missed opportunities) and explained how to integrate them without overloading word count.

• Purpose: Ground theory in practice and show policy relevance.

7. Academic writing, referencing & parity with rubric

• Action: Mentor reviewed expected academic tone, advised on paragraph flow, taught paraphrasing vs quoting, and checked referencing format. They cross-mapped assessment rubric to the draft so the student knew where marks are allocated.

• Purpose: Maximise marks by aligning the essay with assessment criteria.

8. Editing, word-count management & polishing

• Action: Mentor conducted two revision rounds: one for structural logic and evidence balance, another for language, concision, and word count adjustment (targeting ~2700–3300 words). They also ran a plagiarism check with the student and advised on paraphrase/references.

• Purpose: Ensure clarity, adherence to academic integrity, and compliance with requirements.

9. Final review & submission readiness

• Action: Mentor performed a final read-through focusing on argument closure, stated limitations, clarity of recommendations, and the accuracy of reference list formatting. Provided a submission checklist (word count, cover sheet, referencing).

• Purpose: Confirm the work met formal and substantive requirements before submission.

How the Outcome Was Achieved

• From plan to product: Using the agreed structure, the student gathered targeted literature, critically appraised it, and iteratively drafted sections so each paragraph advanced the central thesis. Mentor feedback cycles focused on deepening critique and tightening argument flow.

• Balancing breadth and depth: The student covered multiple factor domains (individual, organisational, political, structural) but used focused case examples to provide depth without exceeding word limits.

• Quality control: Systematic editing and rubric mapping ensured the essay demonstrated critical analysis, evidence synthesis, and clear recommendations. Final polishing addressed academic style and referencing accuracy.

Learning Objectives Covered

• Academic research skills: efficient literature searching and constructing an annotated bibliography.

• Critical appraisal: evaluating study quality and relevance to policy influence.

• Evidence synthesis: integrating diverse sources into a coherent argument.

• Policy literacy: understanding how national health policy is made and where nurses can influence it.

• Applied analysis: identifying and categorising facilitators and barriers to nurses’ policy engagement.

• Professional communication: academic writing, logical structuring of arguments, and clear policy recommendations.

• Academic integrity & referencing: correct citation, paraphrasing, and plagiarism awareness.

• Practical skills: time and word-count management, and converting academic evidence into actionable recommendations.

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