Mobilizing Care for an Immigrant Population
Overview
Develop a project plan to mobilize coordinated care for an immigrant or refugee population. Then, draft a 4–5- page organizational policy addressing care for this group, informed by the project plan, that meets current standards of practice.
Note: The assessments in this course build upon the work you have completed in the previous assessments. Therefore, complete the assessments in the order in which they are presented.
The United States’ evolving diversity brings prospects and challenges for health care providers, health care systems, and policymakers to produce and deliver culturally-competent services for immigrant and refugee populations. For example, improving health outcomes for undocumented immigrant populations presents unique and often difficult challenges for care coordinators at all levels. New arrivals in a community bring with them different cultural backgrounds, beliefs, perceptions, and biases that may influence their seeking access to care and exacerbate health disparities. In addition, they may struggle to navigate a complex and sometimes bewildering health care system.
This assessment provides an opportunity for you to examine an undocumented immigrant population of your choice, develop a project plan to address their care coordination needs, and craft an organizational policy addressing care that meets current standards of practice.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Provide the rationale for addressing the health care needs of a particular immigrant or refugee population. Describe the characteristics that define a particular immigrant or refugee population. Interpret current organizational policies for providing health care to immigrants and refugees in the United States.
Competency 2: Align care coordination resources with community health care needs. Assess the health care needs of a particular immigrant or refugee population.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Analyze assumptions and biases associated with a particular immigrant or refugee population and the influence of culture and linguistic differences on access to care. Evaluate two U.S. health care policies, national initiatives, or pieces of legislation that provide guidance on current standards of care for immigrant and refugee populations.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Details Attempt 1 Evaluated Attempt 2 Available Attempt 3
Tutorials Support Log Out Sloane Bothe
Identify the organizations and stakeholders who must participate in caring for a particular immigrant or refugee population.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics. Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
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Competency Map
Use this online tool to track your performance and progress through your course.
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Resources
Cultural CompetenceCultural Competence
Breen, C., Altman, L., Ging, J., Deverell, M., Woolfenden, S., & Zurynski, Y. (2018). Significant reductions in tertiary hospital encounters and less travel for families after implementation of paediatric care coordination in Australia. BMC Health Services Research, 18(1), 1–10. Chen, J., DuGoff, E. H., Novak, P., & Wang, M. Q. (2018). Variation of hospital-based adoption of care coordination services by community-level social determinants of health. Health Care Management Review, 1, 1–10. Fernández-Gutiérrez, M., Bas-Sarmiento, P., & Poza-Méndez, M. (2019). Effect of an mHealth intervention to improve health literacy in immigrant populations: A quasi-experimental study. Computers, Informatics, Nursing, 37(3), 142–150. Francis, L., DePriest, K., Wilson, M., & Gross, D. (2018). Child poverty, toxic stress, and social determinants of health: Screening and care coordination. Online Journal of Issues in Nursing, 23(3), 1–11. Li, T., Zhang, H., Shewade, H. D., Soe, K. T., Wang, L., & Du, X. (2018). Patient and health system delays before registration among migrant patients with tuberculosis who were transferred out in China. BMC Health Services Research, 18(1), 1–11. Prymula, R., Shaw, J., Chlibek, R., Urbancikova, I., & Prymulova, K. (2018). Vaccination in newly arrived immigrants to the European Union. Vaccine, 36(36), 5385–5390. Sritharan, B., & Koola, M. M. (2019). Barriers faced by immigrant families of children with autism: A program to address the challenges. Asian Journal of Psychiatry, 39, 53–57. Wylie, L., Van Meyel, R., Harder, H., Sukhera, J., Luc, C., Ganjavi, H., . . . Wardrop, N. (2018). Assessing trauma in a transcultural context: Challenges in mental health care with immigrants and refugees. Public Health Reviews, 39(1), 1–20.
Law, Policy, and EthicsLaw, Policy, and Ethics
DeYoung, S. E. (2019). Time for coalitions to protect immigrant health. American Journal of Public Health, 109(4), 519. Luque, J. S., Soulen, G., Davila, C. B., & Cartmell, K. (2018). Access to health care for uninsured Latina immigrants in South Carolina. BMC Health Services Research, 18(1), 310–312.
Van Natta, M., Burke, N. J., Yen, I. H., Fleming, M. D., Hanssmann, C. L., Rasidjan, M. P., & Shim, J. K. (2019). Stratified citizenship, stratified health: Examining Latinx legal status in the U.S. healthcare safety net. Social Science & Medicine, 220, 49–55.
Coordinating Care With Immigrant PopulationsCoordinating Care With Immigrant Populations
Markkula, N., Cabieses, B., Lehti, V., Uphoff, E., Astorga, S., & Stutzin, F. (2018). Use of health services among international migrant children: A systematic review. Globalization and Health, 14(1), 1–10. Trost, M., Wanke, E. M., Ohlendorf, D., Klingelhöfer, D., Braun, M., Bauer, J., . . . Brüggmann, D. (2018). Immigration: Analysis, trends and outlook on the global research activity. Journal of Global Health, 8(1), 1–11.
Research ResourcesResearch Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN Program Library Research Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Writing ResourcesWriting Resources
You are encouraged to explore the following writing resources. You can use them to improve your writing skills and as source materials for seeking answers to specific questions.
APA Module. Academic Honesty & APA Style and Formatting. APA Style Paper Tutorial [DOCX].
Capella ResourcesCapella Resources
Smarthinking. ePortfolio.
This resource provides information about ePortfolio, including how to use the different features of the product.
Additional ResourcesAdditional Resources
The following resources are books you may have used in your previous Care Coordination courses. You may find them helpful in providing background information for this course as well.
American Academy of Ambulatory Care Nursing. (2016). Scope and standards of practice for registered nurses in care coordination and transition management. Pitman, NJ: Author. American Nurses Association. (2018). Care coordination: A blueprint for action for RNs. Silver Spring, MD: Author.
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Assessment Instructions
Note: Your work in Assessment 1 will inform your work in this assessment. Therefore, complete the assessments in the order in which they are presented.
PreparationPreparation
For this assessment, you will assume the role of Director of Care Coordination in the same practice setting you chose for Assessment 1. Within this context, you will develop a project plan to provide health care for an undocumented immigrant or refugee population of your choice. The population may be of local, national, or international interest, but must not have obtained permanent U.S. residency status.
After completing your project plan, you will then compose an organizational policy that addresses care for this group.
Note: Remember that you can submit all or a portion of your draft documents to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
RequirementsRequirements
For this assessment:
1. Develop a project plan to mobilize coordinated care for an undocumented immigrant or refugee population. Use the care coordination project plan you developed in Assessment 1 as a model for your project plan in this assessment. Include, in your plan, whatever information is appropriate for the specific population you have chosen to address.
2. Compose an organizational policy addressing care for this group, informed by your project plan, that meets current standards of practice.
Project Plan and Policy Document Format and Length
Format your project plan and policy document using APA style.
Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial is also provided (linked in the Resources) to help you in writing and formatting your documents. There is not page length requirement for your project plan but be sure to include:
A title page and references page. An abstract is not required. A running head on all pages. Appropriate section headings.
Your policy document should be 4–5 pages in length, not including the title page and references page.
Supporting Evidence
Cite a combined total of 6–8 sources of scholarly or professional evidence to support your project plan and policy document.
Developing Your Project Plan and Policy DocumentDeveloping Your Project Plan and Policy Document
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Mobilizing Care for an Immigrant Population scoring guide to better understand how each criterion will be assessed.
Project Plan
Provide a rationale for addressing the health care needs of the chosen undocumented immigrant or refugee population.
Explain why you chose this particular population for your project plan. What criteria did you apply to your selection?
Assess the health care needs of the chosen population. Apply a project management tool or model (SWOT, AI, Six Sigma) that you are familiar with or
use in your organization. What evidence supports your conclusions?
Identify the organizations and stakeholders who must participate in caring for the chosen population. Consider coordinated care on a local, state, national, or international level, as applicable.
Policy Document
Describe the characteristics that define the chosen population. Provide demographic information, such as the age, gender(s), location, social, psychological, economic, political, cultural, or other characteristics of the population that you believe are important.
Interpret current policies in your organization for providing health care for immigrants and refugees who do not have permanent resident status in the United States.
What are the key policy elements that guide practice? Do the policies and practices keep pace with environmental changes and current legislation?
Analyze assumptions and biases associated with a particular immigrant or refugee population, and the influence of culture and linguistic differences on access to care.
Do any of the assumptions have merit? What assumptions or biases might be particularly pernicious or harmful as the basis for decision making? How can culture and linguistic differences affect access to care?
Evaluate two U.S. health care policies, national initiatives, or pieces of legislation that provide guidance on current standards of care for immigrant or refugee populations.
Do these policies, initiatives, or laws guarantee fair and ethical treatment? Do they provide a sufficient basis for guiding professional practice in the provision of safe, high-quality, and equitable care?
Communications and Information Literacy
Write clearly and concisely, using correct grammar and mechanics. Express your main points and conclusions coherently. Proofread your writing to minimize errors that could distract readers and make it difficult to focus on the substance of your evaluation.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Is your supporting evidence clear and explicit? How or why does particular evidence support a claim? Will your audience see the connections?
Additional RequirementsAdditional Requirements
Be sure that you have used the APA Style Paper Template [DOCX] to format your project plan and policy document. Also, be sure that each document includes:
A title page and references page. A running head on all pages. Appropriate section headings.
In addition, be sure that:
Your policy document is approximately 4–5 pages in length, not including the title page and references page. You have cited a combined total of 6–8 sources of relevant and credible scholarly or professional evidence to support your project plan and policy document.
Portfolio Prompt: You may choose to save your project plan and policy document to your ePortfolio.
How to use the scoring guide
Mobilizing Care for an Immigrant Population Scoring Guide
Use the scoring guide to enhance your learning.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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