NURS 8100 – Healthcare Policy and Advocacy Assignment Papers.

NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Permalink: https://nursingpaperessays.com/ nurs-8100-health…ssignment-papers / ? If you’ve found my website, chances are you or someone you care about is facing a healthcare situation. I know it can be shocking, devastating, and distressing. I’ve spent my life working in the medical field, and have built my business around helping others work their way through one of the scariest and most challenging times of their lives.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Our Motto “It’s Like Having a Doctor in the Family.“ Why Choose GPS Columbus? I founded Guided Patient Services in 2014 to serve the Columbus, Ohio area’s need for private patient health advocacy and navigation. As a physician, I saw families in the hospital who were overwhelmed, confused and uncertain of the next steps. Through Guided Patient Services, I provide clients and their families with medical interpretation, direction, and support.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. I firmly believe that peace of mind and empowerment is achieved through a greater understanding of one’s own healthcare. Patients need a trusted, knowledgeable counselor who can translate the medical jargon, and help them process the large volumes of health information often thrown at them in a short period of time.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. I have had the honor of advocating for young people struggling with a complicated diagnosis. I’ve helped seniors who need coordination of care. I’ve assisted out-of-town families, who as much as they want to, can’t make it to their loved one’s doctor’s appointments, hospitalizations or procedures. I replace worry, confusion and crisis with personalized assistance, guidance and assurance.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. My focus is to ensure my clients fully comprehend their medical situation, so they can make the best choices for their own health and well-being. You don’t have to be alone. If you are looking for a patient advocate with an unwavering practice of empathy, honesty and integrity, I invite you to contact me. “Though I know she had other clients at the time, she made me feel like I was the only one and her top priority.”…more Mission and Philosophy The mission of Guided Patient Services, Inc. is to provide unsurpassed patient advocacy and navigation to clients in an environment that promotes patient empowerment and knowledgeable decision making.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Guided Patient Services’ company philosophy is to treat clients like family. This includes an unwavering practice of empathy, honesty, patience, integrity and caring. At Fifth Influence, we understand, embrace and celebrate this truth. We create and implement advocacy campaigns using digital performance marketing principles. Our campaigns rapidly influence constituents and customers on vital issues impacting our clients’ goals. We are your escorts to a digital world of issue advocacy, political campaigning and outright customer marketing that delivers on your critical goals faster and more efficiently than you are practicing today.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. With Congress pushing for more value-based care, hospital and organizational consolidation is on the rise. This goes beyond traditional mergers, which merely changed the name on a sign. Healthcare systems have begun to acquire many outpatient and private practices, as well. This trend may last, or it may be remembered as a dying fad. In the midst of it, you need to be sure your plans for organizational consolidation are actually beneficial to patients, caregivers, and the organization as a whole. Bigger isn’t always better, and consolidation should ultimately streamline patient experience.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. In our latest episode of Off-Script, we’ll listen in as six of the leading experts in the healthcare field offer their unscripted, unfiltered insights about the latest move toward consolidation. What does it mean for the people involved, and how can it move the organization toward its overall wellbeing goals? Many economic, financial, and political factors influence the delivery of healthcare, making healthcare reform a challenging task. In this course, students examine these factors, challenges, and consider policy reform through legal, regulatory, ethical, societal, and organizational contexts. They examine the political and policy process, including agenda setting, stakeholder analysis, and application of policy analysis frameworks. Students also explore the importance of interprofessional collaboration in improving health outcomes through the policy process and advocacy for development and implementation of nursing and healthcare policies in organizations at the local, state, national, and international levels. Students engage in written analyses through which they develop new policies and critically evaluate existing policies though policy analysis frameworks.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. The Doctor of Nursing Practice (DNP) program builds on the student’s knowledge and expertise to strengthen advanced nursing practice, augment healthcare delivery, and improve patient outcomes. The program’s coursework covers a range of topics, including healthcare policy and advocacy, quality improvement, evidence-based practice, information systems/technology, advanced nursing practice, and organizational and systems leadership.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Learning Outcomes At the end of this program, students will be able to: Translate research findings to direct evidence-based nursing practice. Develop organizational system changes for quality improvement in healthcare delivery in response to local and/or global community needs. Apply optimal utilization of healthcare information technology across healthcare settings. Advocate for the advancement of nursing and healthcare policy through sharing of science-based knowledge with healthcare policy makers.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Demonstrate leadership to facilitate collaborative teams for improving patient and populations health outcomes. Utilize advanced nursing practice knowledge to implement methodologies to improve population health outcomes. Establish a foundation for lifelong learning for continual elevation of contributions to the field of nursing through active involvement in professional organizations and/or other professional bodies. Accreditation Walden University’s DNP program is accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, D.C. 20036, 1-202-887-6791. CCNE is a national accrediting agency recognized by the U.S. Department of Education and ensures the quality and integrity of baccalaureate and graduate education programs in preparing effective nurses. For students, accreditation signifies program innovation and continuous self-assessment.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Degree Requirements 47–53 total credits, depending on number of previously documented clinical hours Foundation course (1 cr.) Core courses (46 cr.) Field experience (up to 6 cr., for students with fewer than 500 documented clinical hours) Minimum 4 quarters enrollment Core Curriculum Foundation Course (1 cr.) NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Core Courses (46 cr.) NURS 8100 – Healthcare Policy and Advocacy NURS 8110 – Theoretical and Scientific Foundations for Nursing NURS 8200 – Methods for Evidence-Based Practice NURS 8210 – Transforming Nursing and Healthcare Through Technology NURS 8300 – Organizational and Systems Leadership for Quality Improvement NURS 8310 – Epidemiology and Population Health NURS 8400 – Evidence-Based Practice I: Assessment and Design NURS 8410 – Best Practices In Nursing Specialties NURS 8500 – Evidence-Based Practice II: Planning and Implementation NURS 8510 – Evidence-Based Practice III: Implementation, Evaluation, and Dissemination Field Experience (up to 6 cr.) Students with fewer than 500 documented clinical hours take up to 6 credits of field experience (see Determining Clinical Hours for Admissions section).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. NURS 8600 – DNP Field Experience Course Sequence Course Sequence Quarter Course Credits 1 NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing 1 NURS 8110 – Theoretical and Scientific Foundations for Nursing 5 2 NURS 8200 – Methods for Evidence-Based Practice 5 NURS 8210 – Transforming Nursing and Healthcare Through Technology 5 3 NURS 8300 – Organizational and Systems Leadership for Quality Improvement 5 NURS 8410 – Best Practices In Nursing Specialties* (4 didactic, 1 clinical) = 72 clinical hours 5 4 cr. didactic, 1 cr. clinical (72 hours) 4 NURS 8310 – Epidemiology and Population Health 5 NURS 8400 – Evidence-Based Practice I: Assessment and Design* 5 credits (4 didactic, 1 clinical) = 72 clinical hours 5 4 credits didactic 1 credit clinical (72 hrs) 5 NURS 8100 – Healthcare Policy and Advocacy 5 NURS 8500 – Evidence-Based Practice II: Planning and Implementation (216 clinical hours) 3 cr. clinical (216 clinical hours) 6 NURS 8510 – Evidence-Based Practice III: Implementation, Evaluation, and Dissemination * (216 clinical hours) 3 cr. clinical (216 clinical hours) 3–6 NURS 8700 – DNP Project Mentoring ** 0 Post NURS 8510 NURS 8701 – DNP Project Completion *** 3 *Note: NURS 8400, 8410, 8500, and 8510 are a series of four courses in which students develop and complete their DNP Project. **Note: NURS 8700 is taken concurrently with the practicum series courses specifically for working on DNP doctoral scholarly project. ***Note: NURS 8701 is taken after completion of the practicum courses specifically for DNP doctoral scholarly project completion.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Determining Clinical Hours for Admissions To determine how many clinical hours students have upon entering the program, students must submit a letter from their previous master’s in nursing program. It must be sent from the program director, associate dean, or dean of their previous institution.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. The letter must include all of the following items: Date Student’s full name University name, department, school Name and title of authority sending the letter (must be the program director or above), and contact information for follow-up if necessary Program director, associate dean, or dean’s signature University letterhead Date and title of degree earned Specialization earned Total number of preceptor verified field experience hours The signed letter will be submitted as an element. Admissions will determine how many documented clinical hours students have completed prior to DNP entry and how many they will be required to complete in the DNP program (NURS 8600 – DNP Field Experience).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Program Data Walden is committed to providing the information you need to make an informed decision about where you pursue your education. Click here to find detailed information for the Doctor of Nursing Practice (DNP) program relating to the types of occupations this program may lead to, completion rate, program costs, and median loan debt of students who have graduated from this program. The American Nurses Association (ANA) believes that every person has the right to the highest quality of healthcare. For decades, ANA has utilized the experience and expertise of its members to fight for meaningful health care reform. Advocating in reaction to political policy At the highest levels, ANA advocates for policymakers to recognize the true value of nursing, and the unique perspective that nurses have to offer. The voices of nurses are instrumental in advancing public health. The passage of the Patient Protection and Affordable Care Act (PPACA, often referred to as the ACA) in 2010 created essential health benefits, increasing protection for millions of people against losing or being denied insurance. ANA has outlined cornerstones of effective reform.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. What’s at Stake Without the Affordable Care Act? DOWNLOAD THE INFOGRAPHIC There have been many attempts to repeal the ACA but the strongest began at the end of 2016. In determining whether to support these proposals, ANA analyzed the proposed reforms against its four principles for health care reform. As the nation’s largest group of healthcare professionals, ANA was instrumental three times in 2017 in stopping the passage of legislation that would undermine the current health care delivery system, impacting nurses and their patients.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. ANA’s Principles for Health System Transformation In December 2016, ANA delivered a letter to then President-elect Trump outlining ANA’s Principles for Health System Transformation. The system must: Ensure universal access to a standard package of essential health care services for all citizens and residents. Optimize primary, community-based, and preventive services while supporting the cost-effective use of innovative, technology-driven, acute, hospital-based services. Encourage mechanisms to stimulate economical use of health care services while supporting those who do not have the means to share in costs.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Ensure a sufficient supply of a skilled workforce dedicated to providing high quality health care services. ANA also spoke out against the proposed American Health Care Act (AHCA) in May 2017, arguing that the reforms would endanger the health of Americans, eliminate the Prevention and Public Health fund, and fundamentally jeopardize the quality of healthcare delivery. Reform for an aging population In addition to shifts in political policy, the aging population may necessitate dramatic health care reform. These changing demographics present the need for more complex and longer-term care. To provide the best possible experience for patients, innovative approaches should be considered; whether through utilizing new technologies or by extending the nursing scope of practice to reflect the true extent of nursing expertise.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Promoting ongoing conversations Like in the case of our aging population, ANA recognizes that the debate over healthcare is ongoing, and we remain committed to educating the public about how nursing impacts our lives and the profession. ANA continues to deliver the role of the nurse and the profession in a manner that is informative, rich in resources, and solution oriented. We encourage nurses to take action, and advocate for themselves and their patients to all receive the highest quality care. To keep abreast of ANA’s efforts, join the Capitol Beat blog and for additional details about ANA’s federal legislative agenda and /or to get involved, sign up at www.rnaction.org.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. World-wide, shortages of primary care physicians and an increased demand for services have provided the impetus for delivering team-based primary care. The diversity of the primary care workforce is increasing to include a wider range of health professionals such as nurse practitioners, registered nurses and other clinical staff members. Although this development is observed internationally, skill mix in the primary care team and the speed of progress to deliver team-based care differs across countries. This work aims to provide an overview of education, tasks and remuneration of nurses and other primary care team members in six OECD countries.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Based on a framework of team organization across the care continuum, six national experts compare skill-mix, education and training, tasks and remuneration of health professionals within primary care teams in the United States, Canada, Australia, England, Germany and the Netherlands. Nurses are the main non-physician health professional working along with doctors in most countries although types and roles in primary care vary considerably between countries. However, the number of allied health professionals and support workers, such as medical assistants, working in primary care is increasing. Shifting from ‘task delegation’ to ‘team care’ is a global trend but limited by traditional role concepts, legal frameworks and reimbursement schemes. In general, remuneration follows the complexity of medical tasks taken over by each profession.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Clear definitions of each team-member’s role may facilitate optimally shared responsibility for patient care within primary care teams. Skill mix changes in primary care may help to maintain access to primary care and quality of care delivery. Learning from experiences in other countries may inspire policy makers and researchers to work on efficient and effective teams care models worldwide. Previous articleNext article Keywords Primary health careWorkforceSkill mixReviewNursesNurse practitioners What is already known about the topic? • Internationally, primary care is delivered by teams of physicians and healthcare professionals.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. • Significant differences regarding education, tasks, remuneration and terminology of health professionals in primary care can be observed internationally. What this paper adds • Nurses are the major non-physician workforce in primary care teams in the US, Canada, Australia, UK and the Netherlands. • In general, remuneration follows complexity of tasks in most countries under study. • “Team-care” rather than “delegation” is an upcoming trend as well as integration of “allied health professionals” under the supervision of doctors and nurses, but this is often limited by local legislation and traditional role concepts.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 1. Background Primary care systems across the world face the challenge of decreasing medical workforce in tandem with increasing care demands. On the supply side, the numbers of medical graduates entering primary care specialties such as general internal medicine, family medicine or geriatrics are decreasing in the United States (US) (Swartz, 2012) and internationally (OECD, 2012). On the demand side, numbers of patients (Hofer et al., 2011, Petterson et al., 2012) as well as care demands (Tinetti et al., 2012) are substantially increasing. In some countries changes to health systems also increase demand. For example, in the US, the Patient Protection and Affordable Care Act of 2010 expanded insurance coverage to millions of uninsured individuals by the year 2014 thereby further increasing the demand for primary care (Hofer et al., 2011). In the face of these developments, the traditional concept of the ‘lone-doctor-with-helpers model’ may induce substantial problems with access to primary care (Ghorob and Bodenheimer, 2012).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. In response to these problems, the diversity of the primary care workforce is expanding to include non-physician health professionals such as nurse practitioners, registered nurses and other clinical staff members (Green et al., 2013). Although this development can be observed internationally, the skill mix in the primary care workforce as well as speed of progress to deliver primary care as a team differs across countries (Buchan and Dal Poz, 2002, Richards et al., 2000, Sibbald et al., 2004). This paper aims to discuss skill-mix, education and training, tasks and remuneration of health professionals within primary care teams in the United States, Canada, Australia, England, Germany and the Netherlands. We characterize and compare health professionals and provide insight into global trends in changing skill mix of the primary care workforce.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 1.1. Classification of health professionals Differences in terms and names describing non-physician health professionals in different countries hinder international comparison. Therefore, in this paper health professionals are classified by the care continuum framework proposed by Kernick (1999). This scheme divides health professionals into five distinct areas of care delivery according to complexity of tasks and resource allocation ranging from full management of all clinical cases (Area A = general practitioner) to simple well-defined tasks like urine analysis or phlebotomy (Area E = nursing aide/assistant). In this article, skill mix in the primary care workforce of six countries is discussed by a team of national experts; each country is represented by one expert (i.e., the authors). We include the US, Canada, Australia, England, Germany and the Netherlands as publications from these six countries cover over 80% of the literature on primary care skill mix and workforce (as determined by a MEDLINE search on May 10, 2013 by using the keywords “primary care”, “workforce” and “skill mix”) Each national expert (i.e., author) decided on the position of the providers on Kernick’s continuum. By means of this framework, non-physician health professionals in primary care can be compared and matched with each other across countries, although we acknowledge that this framework is limited by its focus on medical tasks. Characterization of the workforce and issues for each country was informed by scientific publications, policy reports of local authorities (including websites) and supplied by personal communication if further information was needed (referenced at the end of each table).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Skill mix of the primary care workforce is characterized as follows: Original titles/roles of members of primary care teams in all countries are provided in local language. This may enable international readers to map from titles/roles of local health professionals to similar roles in other countries. The ‘Basic education’ required to enter professional training includes minimum years of primary and secondary school. ‘Professional education’ refers to basic training which is required for becoming a specific health professional with ‘special training’ referring to mandatory or optional training prior to working in primary care practice. We report on the licensing for each health profession extended by information on the accreditation of specialty training (if applicable). Common medical work performed by each health professional is displayed according to either legal frameworks, official statements or common practice where legal frameworks or official statements do not exist. We inform about the existence of professional organizations for each health profession and whether membership is mandatory for those practicing in primary care. Finally, information about average annual salary is given in US dollars by converting local currency into US dollars by averaged exchange rates for the year 2012 (Interbank, 2013).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 2. The national perspective: primary care workforce in six countries 2.1. United States A constellation of social and political factors have set the stage for team-based primary care in the US. With the aging of the population and the mandated expansion of insurance coverage specified in the Affordable Care Act, demand for services is expected to increase significantly. Combined with a shrinking number of medical trainees planning for careers in primary care, a significant shortage of primary care physicians is predicted by 2025 (Swartz, 2012). This mismatch between demand and supply, as well as new policy initiatives focused on improving access and quality while reducing cost, has increased the interest in team-based primary care practice redesign (Margolius and Bodenheimer, 2010).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Currently skill mix in primary care includes a number of different non-physician health professionals summarized in Table 1a, Table 1b. While there appears to be general agreement that transformation to multidisciplinary teams is necessary, the approaches to implementing primary care teams are highly varied (Bodenheimer and Laing, 2007, Nelson et al., 2010, Smith et al., 2010). The factors associated with this variation have not been studied, but are likely due to a variety of local factors, including differences in state scope of practice laws. Some approaches utilize traditional primary care health professionals but redefine or extend their roles. For example, some models refocus the roles of medical assistants to completing additional tasks such as ordering routine tests and supporting patient self-management (Bodenheimer and Laing, 2007, Nelson et al., 2010). NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Other models include healthcare professionals not traditionally utilized in primary care, including social workers, pharmacists (Smith et al., 2010), or community health workers, and expand the expertise within the primary care team. In each example, the goals include efficient utilization of all providers (i.e., “working to the top of the license”) and improving the quality of care. The comparative effectiveness and the extent to which multidisciplinary teams have been implemented are currently unknown.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Table 1a. Primary care workforce of the United States of America. United States of America 313.9 Mio population Area A (general practitioner) Area B (nurse practitioner/physician assistant) Area C (extended role practice nurse) Area D (practice nurse) Area E (practice nurse auxiliary) Original Name Primary care physician Nurse practitioner or physician assistant Clinical Nurse Specialist (CNS) and Certified Nurse-Midwives (CNM) Registered nurse Licensed practical nurse or medical assistant Total number Internal medicine: 109,048a Family medicine: 106,549a Pediatrics: 5509a Internal medicine/peds: 3844a Total NP = 155,000 in 2010; 105,400 in primary carec Total PA = 83,466 in 2010; Estimated 25,874 in primary cared Not available for primary care only (total CNS = 69,000)g (total CNM = 13,071)h Not available for primary care only (total = 2,737,400)b LPN: not available for primary care only (total = 752,300)b CMA: not available for primary care only (total = 527,600)b % Practices employing There are some NP-only clinics, but there is no single source of information on this and would be difficult to estimate Not available for primary care only. Approximately 49% of physicians in outpatient settings work with PA/NPs.e 60% of family medicine physicians report working with PAs, NPs or Midwivesf Not available Not available Not available Years of basic education 4 (undergraduate degree) NP: 4 year undergraduate, usually Bachelors in Nursing to achieve RN PA: 4 year undergraduate degree with necessary prerequisites 4 years (undergraduate degree) All education is professional (see professional education) All education is professional (see professional education) Professional education Med school 4 years Internship: 1 year Residency: 3 years NP: Registered Nurse (3 years) + years full-time (or part-time equivalent Previously Masters program, now Doctorate: 2–3 years PA: Masters degree: 2–3 years Registered Nurse + Masters or Doctorate in specialized area of nursing (2–4 years) Bachelor’s, associates or diploma programs (2–4 years of education) Masters degree for nurse administrators, educators, or leaders LPN: accredited 1 year certificate program MA: certificate program or experience such as military training Licensing State medical boards PA: State Medical Board; need to pass National Certification Exam – two exams (adult only or adult plus pediatric) NP: State Nursing Board; need to pass National Certification exams – different exams for different specialties State Nursing Board; need to pass national certification exams for some specialties)h State Board of Nursing LPN: State Board of Nursing – need to pass National Council Licensure Examination MA: There is no licensing for MAs, however, some states require tests before certain duties can be performed (e.g., X-rays) Special training Board Certification required for each specialty. Qualify for test when complete residency PA: Some post-graduate fellowships, but none required NP: Piloting NP fellowships Training is limited in scope to area of specialty Can include such services as prenatal services, transitional care, chronic disease management, and mental health Not applicable Not applicable Accreditation of special training Board Certification of each specialty: American Board of Internal Medicine; American Board of Family Medicine; American Board of Pediatrics Not applicable Certification by exam in some specialties, but not all. May need to be certified by state licensing board Not applicable Not applicable Medical tasks Examination, clinical diagnosis and treatment of all presentations Coordination of care delivered in all healthcare settings NP: Nursing functions plus examination, diagnosis and treatment of patients plus coordination of care delivered in all healthcare settings PA: examination, diagnosis and treatment of patients plus coordination of care delivered in all healthcare settings Depends on specialty, but involves diagnosis and treatment of diseases, injuries and/or disabilities within field of expertise Coordinate patient care, educate patients and the public, provide advice and emotional support to patients and families, preventive activities (e.g., immunizations); expanded roles include delivery of algorithm-based care such as medication adjustment for non-complex patients with chronic illness LPN: operate under direction of RN and doctors. Perform basic nursing functions MA: Duties vary. Perform administrative and clinical procedures, such as collecting patient history and collecting vitals (pulse, respirations, temperature) Professional organization American College of Physicians; American Academy of Family Physicians; American Academy of Pediatrics There are many, but a few include: American Association of Nurse practitioners; American Academy of Nurse Practitioners, American Academy of Physician Assistants, National Commission on Certification of Physician Assistants National Association of Clinical Nurse Specialists Not applicable LPN: National Federation of Licensed Practical Nurses; National Association for Practical Nurse Education and Service MA: American Association of Medical Assistants; American Medical Technologists Salary per year (USD) Internal medicine: 191,520b Family practice: 180,850b Pediatrics: 167,640b PA: 92,460b (not primary care specific) NP: 91,450b (not primary care specific) 50,800–100,000g (not primary care specific) 67,930b (not primary care specific) LPN: 42,400b MA: 30,550b (not primary care specific) Data sources: a Center for Workforce Studies, Association of American Medical Colleges, 2012. Physician Specialty Data Book. November 2012. https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=C7F68470-F2D7-45AA-BC1D-DB67C3F2D318 (accessed 10.05.13). b May 2012 National Occupational Employment and Wage Estimates, Bureau of Labor Statistics: http://www.bls.gov/oes/current/oes_nat.htm#29-0000 (accessed 10.05.13). c American Academy of Nurse Practitioners. Nurse Practitioners Facts. http://www.aanp.org/all-about-nps/np-fact-sheet (accessed 10.05.13).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. d American Academy of Physician Assistants. Physician Assistant Census Report: Results from the 2010 AAPA Census. www.aapa.org (accessed 12.01.13). e Park, M., Cherry, D., Decker, S.L. Nurse Practitioners, certified Nurse Midwives, and Physician Assistants in Physician Offices. NCHS Data Brief No. 69, August 20