INSTRUCTOR GUIDE for Evidence-Informed Health Policy: Using EBP to Transform Policy in Nursing and Healthcare

Welcome to the Evidence-Informed Health Policy Instructor's Guide. This guide is designed to be a resource for educators in the academic, professional association, government affairs, regulatory, or practice environments. The guide is divided into three units:

• Unit 1: Using the Textbook for Teaching and Learning
• Unit 2: Resources for Teaching Evidence-Informed Health Policy
• Unit 3: Chapter Learning Activities and Instructor Support

In this instructor's guide, we provide suggestions for faculty, nurse leaders, nurse members or staff of professional associations and organizations, regulatory agency members or staff, or other healthcare professionals who are teaching others to become more familiar with the policymaking milieu and processes using the book Evidence-Informed Health Policy: Using EBP to Transform Policy in Nursing and Healthcare. For faculty in particular, the menu of chapter-by-chapter learning activities and case studies will help facilitate student learning about the public policy process and can be used as part of a health policy course at a variety of academic levels.

The student workbook contains the same learning activities and case studies found in the instructor's guide. However, the instructor's guide additionally contains instructor support; this consists of sections on learning activity implementation and student evaluation. Also, some learning activities require fill-in responses or answers; samples are provided for the instructor. Finally, the instructor's guide includes one learning activity found in the student workbook: suggestions for a penultimate learning activity/comprehensive policy brief. We have often used this in our courses instead of a final examination. For master's-level students, we suggest assigning a bill or other form of established policy. Doctoral-level students are guided through the process of identifying an individualized policy problem and, eventually, a viable solution; some have gone on to develop these as DNP projects.

Author: Jacqueline M. Loversidge, Joyce Zurmehly
Publisher: SIGMA Theta Tau International
Published: 04/01/2019
Pages: 88
Binding Type: Paperback
Weight: 0.50lbs
Size: 11.00h x 8.50w x 0.18d
ISBN: 9781646480098

About the Author
Loversidge, Jacqueline M.: - Jacqueline M. Loversidge, PhD, RNC-AWHC, is an Associate Professor of Clinical Nursing at The Ohio State University College of Nursing. Loversidge earned a diploma from Muhlenberg Hospital School of Nursing in Plainfield, New Jersey; a BSN from Ohio University in Athens, Ohio; a master's degree with a major in nursing from Wright State University in Dayton, Ohio; and a PhD in higher education policy and leadership from The Ohio State University in Columbus, Ohio. She holds national certification as an ambulatory women's health care nurse through the National Certification Corporation. Loversidge has been educating undergraduate and graduate students in the areas of health policy and regulation, evidence-based practice, and leadership in nursing and healthcare for more than 15 years. She has extensive experience in the regulatory setting, having held two positions at the Ohio Board of Nursing (OBN). The first was Associate Executive Director, which included the role of government liaison. Later, after a decade in practice and administrative settings, she served as the OBN Education Consultant, with the responsibility for oversight of all Ohio prelicensure nursing education programs. While at OBN, Loversidge served on various National Council of State Boards of Nursing committees, including the Committee on Special Projects, responsible forZurmehly, Joyce: - Joyce Zurmehly, PhD, DNP, RN, NEA-BC, ANEF, is an Associate Professor of Clinical Nursing at The Ohio State University College of Nursing. Zurmehly has been educating undergraduate and graduate students for more than 25 years. She is recognized for academic leadership in advancing nursing education through her work as a faculty scholar and nurse regulator. She has been influential in shaping undergraduate and graduate nursing education. Zurmehly's primary area of contribution in nursing education has been in collaborating with state and national experts to set enduring nursing education policy by promulgating administrative rules. Because of her expertise in the regulation of nursing programs, she has been appointed to national committees, where she actively participates in developing policy in the regulation of

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