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Evidence-Based Policy/Program Change Proposal

Your presentation should be 6–8 slides with speaker notes included. The speaker notes should represent what you would say during your presentation. It should not restate the content of the slides.

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  1. Identify a health issue in or around your community and a vulnerable population that is particularly affected by it. (1 slide) OBESITY AND PREGNANCY IN THE US ARMY
    1. Identify your population using multiple demographics (e.g., Heightened pregnancy rates of African-American teenage girls living in the Corktown neighborhood of Detroit).
  2. Propose a change to the program that involves a one advocacy type and one advocacy strategy. (1–2 slides)
    1. Indicate what changes you would expect to see once your proposal is implemented. Use statistics, evidence, and your SWOT analysis results to support your decision.
    2. Proposed changes to the program should be culturally sensitive to the population identified.
  3. Identify at least one professional organization that you could partner with to implement the changes. (1 slide)
    1. Explain why the professional organization would be a good fit as a partner. For example, analyze the goals of different organizations and find one that shares goals that are similar to yours.
  4. Develop a brief action plan to show how the programmatic changes could be implemented. (2–3 slides)
    1. Access the Community Tool Box resource at https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/develop-action-plans/tools
      1. Within this resource, there are action plan guides for different types of programs and policies. Select the one that pertains most to your proposal.
    2. Your action plan should list basic steps and requirements. The details of those steps can be described in the speaker notes section. Ensure that your speaker notes throughout are clear and represent a verbal presentation, not a repeat of the material found on the slides.

**Grading Rubric is attached. 

**Do not worry about “summarizing the program from a previous assignment” (listed in the rubric); I will do that slide.

©2018 Walden University 1

BC2005: Advocacy: Advocate for changes to policies or programs that positively impact the health of vulnerable populations.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Module 1: Types of Advocacy

Identify a health issue in or around your community. Learning Objective 1.1: Identify community health issues.

Response is not present.

Presentation identifies a health issue that is not specific or one that does not apply to the surrounding community or evidence is not included which support the health issue.

Presentation identifies a specific health issue that is present in the community. There is evidence included which support the health issue.

Identify a specific population that is particularly affected by your selected health issue. Learning Objective 1.2: Identify vulnerable populations.

Response is not present.

Presentation identifies a population that is only moderately affected by the health problem or the population is described using less than two demographics.

Presentation identifies a specific population that is affected by the health problem using at least two descriptive demographics and supporting statistics.

Summarize the health disparity program that you analyzed in BC2004. Learning Objective 1.3: Describe health intervention programs.

Response is not present.

Presentation includes an unclear, inaccurate, or incomplete summary of the local health program.

Presentation includes an accurate and thorough summary of the local health program that was analyzed in BC2004.

Identify the types of advocacy that are used in a local health program.

Response is not present.

Presentation provides examples of advocacy that are inaccurate or some types of advocacy are not identified.

Presentation includes examples of advocacy used in the local health program analyzed. These examples are described accurately and completely.

©2018 Walden University 2

Learning Objective 1.4: Identify types of advocacy. Module 2: Advocacy Strategies

Propose a change to the program or policy that involves a different type of advocacy and different advocacy strategy. Learning Objective 2.1: Recommend changes to health intervention programs.

Response is not present.

Presentation proposes changes that do not include either a different type of advocacy or a new advocacy strategy.

Presentation details changes to the local health program or policy involving at least one different type of advocacy and at least one additional advocacy strategy.

Indicate what changes you would expect to see once your proposal is implemented. Learning Objective 2.2: Predict program changes.

Response is not present.

Presentation includes expected results that are vague or incomplete.

Presentation clearly and accurately predicts plausible results that would be expected if the proposed changes were implemented.

Use statistics, evidence, and the results of your SWOT analysis to support your decision. Learning Objective 2.3: Justify changes to health intervention programs.

Response is not present.

Presentation includes statistics that are irrelevant to the problem, do not indicate that the changes proposed would increase efficiency, or includes less than two statistics.

Presentation includes at least two statistics that pertain to the health issue and associated policy or program. The statistics included point to the proposed change increasing the effectiveness of the policy or program.

Proposed changes to the program should be culturally sensitive to the population identified.

Response is not present.

Presentation uses some language and strategies that are not appropriate for the culture of the population identified.

Presentation uses language and strategies that are appropriate for the culture of the population identified.

©2018 Walden University 3

Learning Objective 2.4: Apply culturally sensitive communication strategies. Module 3: The Role of Professional Organizations in Advocacy Identify at least one professional organization that you could work with to implement the change. Learning Objective 3.1: Identify professional organizations to help implement changes.

Response is not present.

Presentation includes a recommended partnership that is inappropriate.

Presentation recommends a partnership with at least one appropriate professional organization.

Explain why the professional organization would be a good fit as a partner. Learning Objective 3.2: Justify partnership with professional organizations.

Response is not present.

Presentation includes a description of the goals of the selected organization, but those goals are not in line with the proposed changes to a policy or program.

Presentation includes a description of the goals of the selected professional organization, and those goals are in line with the proposed changes to a policy or program.

Module 4: Your Role as Advocate Develop a brief action plan to show how the programmatic changes could be implemented. Learning Objective 4.1: Develop an action plan to implement a program change.

Response is not present.

Presentation includes an incomplete or unclear action plan, or more than one required step in the plan is missing.

Presentation includes an action plan that details the steps required for implementation of the proposed change to a policy or program. The series of steps are complete and clear.

Describe the details of the action plan in the speaker notes section of the presentation.

Response is not present.

Presentation includes speaker notes that are incomplete or unclear, or the speaker notes repeat what is written on the associated slides.

Presentation includes speaker notes that detail the steps in the action plan. Each step is addressed, and the resources needed for each are described.

©2018 Walden University 4

Learning Objective 4.2: Create detailed action plan notes.

Mastery Rubric No Yes Exceeds Expectations: In-Depth Analysis Learning Objective: Recommend changes that are supported by multiple sources of data and evidence.

The changes that are proposed to a policy or program are not supported by multiple sources of data and evidence, and the evidence suggests that the changes would increase the effectiveness of the policy or program within the affected vulnerable population.

The changes that are proposed to a policy or program are supported by multiple sources of data and evidence, and the evidence suggests that the changes would increase the effectiveness of the policy or program within the affected vulnerable population.

Written Communication: Write with clarity, coherence, and purpose. 0

Not Present 1

Needs Improvement 2

Meets Expectations Written Communication WC 1.1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.

Sentence structure effectively conveys meaning to the reader.

©2018 Walden University 5

Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

Written Communication WC 1.6: Identify sources. (AWE 2; Credit to source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of unoriginal material and/or ideas.

Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. 0

Not Present 1

Needs Improvement 2

Meets Expectations Information Literacy IL 1.1: Identify and locate credible sources.

No sources or non- credible sources are present.

Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.

Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.

Information Literacy IL 1.2: Analyze information sources.

Analysis is not present. Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment, and/or analysis is unclear.

Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.

Information Literacy IL 1.3: Synthesize information from multiple, credible sources.

Synthesis is not present.

Synthesis demonstrates a vague connection between multiple sources and/or the topic.

Synthesis demonstrates a clear and cohesive connection between multiple sources and/or ideas to support a given topic.

Interpreting Data & Quantitative Fluency: Interpret quantitative data in order to analyze issues and make decisions. 0

Not Present 1

Needs Improvement 2

Meets Expectations

©2018 Walden University 6

Interpreting Data & Quantitative Fluency 1.1: Identify conclusions from numeric information presented in narrative and/or graphic form.

No conclusions are made based on numeric information.

Connections between conclusions and numeric information are vague or inaccurate.

Conclusions identified are appropriately connected to the numeric information.

Interpreting Data & Quantitative Fluency 1.3: Use quantitative data as evidence for a decision or recommendation.

Quantitative evidence is not used.

Quantitative evidence does not support or is superfluous to the recommendation or decision.

Argument for a decision or recommendation incorporates appropriate quantitative data as evidence.

Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives. 0

Not Present 1

Needs Improvement 2

Meets Expectations Engaging Multiple Social and Cultural Perspectives 1.1: Recognize the value of one’s own and others’ social and cultural perspectives.

Recognition is not present.

Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives.

Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives.

Engaging Multiple Social and Cultural Perspectives 1.2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society.

Recognition is not present.

Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues.

Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues.

Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems. 0

Not Present 1

Needs Improvement 2

Meets Expectations Inquiry and Analysis 1.1: Identify a problem or question in a selected area of study.

No problem or question is presented.

The problem or question is vague or inappropriate to the selected field of study.

The problem or question is clearly stated in a form appropriate to the selected field of study.

©2018 Walden University 7

Inquiry and Analysis 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study.

No theoretical approach is presented.

A theoretical approach is vaguely presented.

A theoretical approach to the problem or question is presented and justified.

Technology: Use technology effectively. 0

Not Present 1

Needs Improvement 2

Meets Expectations Technology 1.1: Apply the features of technology programs (i.e., Excel, Word, PowerPoint) to communicate information effectively.

Technology program is not applied appropriately.

Technology program includes multiple formatting issues and/or is difficult to interpret.

Technology program includes proper formatting. Data can be easily read and interpreted.

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