Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

• Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.
• Identify the proponents/opponents of the bill.
• Identify the target populations addressed by the bill.
• Where in the process is the bill currently? Is it in hearings or committees?
• Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

• Advocate a position for the bill you selected and write testimony in support of your position.
• Describe how you would address the opponent to your position. Be specific and provide examples.
• Recommend at least one amendment to the bill in support of your position.

Scenarios:

A researcher wonders how well the sense of smell functions during sleep. In general, we know that our sensory systems operate at a higher threshold during sleep. That is, a more intense stimulus is required to elicit a response during sleep than during wakefulness. Furthermore, we are less responsive during some stages of sleep than during others. Experiments using sounds suggest that we are less responsive during stages 3 and 4 sleep (deep sleep) than during stages 1, 2, or REM sleep (lighter sleep). Thus, the 4 – 16 researcher predicts that research participants will be less responsive to odors during stages 3 and 4 sleep than during the other stages of sleep. The researcher devises a system for delivering odors while college students sleep in the laboratory. Peppermint fragrance is delivered at specific times through a modified oxygen mask that the students wear while they sleep. Electrodes are attached to each student’s scalp, face, and chin to determine sleep staging. Electrodes are also attached to each student’s chest to record heart rate. A change in heart rate following presentation of the odor is used to indicate that the participant detected the odor.

1. Read the scenario above and answer the following questions:
   1. What is the research hypothesis?
   2. What is the independent variable?
   3. Is the independent variable a qualitative variable or a quantitative variable?  Explain. 
   4. Why might the researchers want to use multiple dependent variables?
   5. Describe one limitation of this study.