APA Publication Guidelines A guide to using the American Psychological Association format in research papers Tutoring and Testing Center Student Affairs Building, Second Floor (954) 262-8350 ● (800) 541-6682 ext. 8350 APA Manual 1 APA Publication Guidelines What is APA? American Psychological Association (APA) has created a set of publication guidelines known as “APA style.” This document provides rules for writing and publishing research materials. This style is used primarily within the field of social sciences. Why Should I Use APA? APA provides standard guidelines for all research papers, reports, and essays. NSU students are expected to follow accurate APA rules when completing writing assignments. APA ensures that sources are properly cited, helping to avoid plagiarism. Where Can I Find More Information? Further information may be found in the Publication Manual of the American Psychological Association [APA Manual]. Copies of this manual may be found in the university library or online at: www.apastyle.org Students may also wish to check the following websites for information on APA: http://owl.english.purdue.edu http://www.dianahacker.com/resdoc 2 APA Manual Table of Contents I. Formatting a Paper 1. Parts of an Essay ...................................................................................................... 4 a. Title Page .......................................................................................................... 4 b. Body ................................................................................................................... 5 c. References Page ................................................................................................. 5 d. Section Headings ............................................................................................... 5 2. Parts of a Research Report ....................................................................................... 5 a. Title Page .......................................................................................................... 5 b. Abstract .............................................................................................................. 5 c. Table of Contents ............................................................................................... 6 d. Body (Sections of a Research Paper) ................................................................. 6 e. Section Headings ............................................................................................... 7 f. References Page ................................................................................................. 7 g. Appendix ............................................................................................................ 7 Tables and Figures ..................................................................................... .8 II. In-text Citations 1. Plagiarism .............................................................................................................. 9 2. Paraphrasing ........................................................................................................... 9 3. Quoting Directly .................................................................................................... 10 a. Regular Quotes / b. Block Quotes................................................................... 11 4. Citation Placement ................................................................................................. 12 5. Multiple Authors (Same Source) ........................................................................... 12 6. Multiple Authors (Different Sources) .................................................................... 13 7. No Authors ............................................................................................................. 13 8. Quoting a Secondary Source ................................................................................. 13 a. Within Text / b. In the References List ........................................................... 13 8. Quoting Personal Communications ....................................................................... 14 9. Modifying Direct Quotes ....................................................................................... 14 a. Removing Text / b. Adding Text .................................................................... 14 III. References 1. General Guidelines................................................................................................. 15 2. Document Identification System ........................................................................... 15 3. Referencing Books and Sections of Books ............................................................ 16 4. Referencing Periodicals ......................................................................................... 19 5. Referencing Reports and Documents..................................................................... 21 6. Referencing Audiovisual Media ............................................................................ 22 7. Referencing Online Communication, Online Communities .................................. 23 IV. Sample Research Paper .................................................................................................. 24 Note: The Publication of the American Psychological Association (6th Ed.) does not include a section on using a table of contents. However, it might be helpful for longer papers, such as dissertations or Master’s theses. The above Table of Contents is a common format that you may wish to follow. APA Manual 3 What Does This Booklet Cover? This booklet addresses the following aspects of APA style (or format): I. Formatting a paper II. In-text Citations III. References Students unfamiliar with the APA format should preview each of the three sections before writing their paper. Those familiar with all aspects of APA style may refer to specific information when needed. I. Formatting a Paper Academic writing is generally divided into two types—standard essays and research reports based on the writer’s clinical research. You must check with your instructor regarding the format of your paper. Essay A properly formatted standard paper includes three parts appearing in the following order: 1. Title page 2. Body Introduction Discussion Conclusion 3. References Research Report A properly formatted research paper includes six parts appearing in the following order: 1. 2. 3. 4. Title page Abstract Table of contents (optional) Body Introduction Literature Review Methods Results Discussion Conclusion 5. References 6. Appendix Tables and Figures (optional) Note: This body format is not used for all academic papers. It is applicable only to papers based on field research. The next few pages explain each of these parts in detail. 4 APA Manual 1. Parts of an Essay a. Title Page According to the APA Publication Manual, a title page should include a running head a title the author’s name the institutional affiliation Note: Some instructors may require other information on the title page, such as the title and course number, the submission date, and his/her name. It is the student’s responsibility to verify title page requirements with the instructor. Parts of a Title Page [APA—p. 23,229-230] (1) Running head On the first page double-click the header area. The header function will open. In the Options group on the top ribbon select Different First Page. In the Header & Footer group, select Page Number; select Top of Page; select Plain Number 1. The cursor should appear before a number. Type in the following: Running head: YOUR PAPER TITLE. The entire string of text should not exceed 50 characters, including letters, spaces, and punctuation. Click TAB until the page number moves to the right margin. Click on the X on the top ribbon to close the header. (1) Running head: LIFE CYCLE 1 (2) Life Cycle of Turtles: From Birth to Death (3) Jane Smith (4) Nova Southeastern University (2) Title Capitalize all main words in the title. Double-space all lines on the title page. Place in the upper half of the page. Title should not exceed 12 words. (3) and (4) Author’s Name and Affiliation Type your name on the line below the title. (If more than one author, list several student names on one line). On the next line type the full name of the university. Tip: To center your words, click on this button : OR highlight text and press Ctrl + E APA Manual 5 b. Body The body contains an introduction, a discussion, and a conclusion. [APA—p. 27; 35; 36 respectively] Use Times New Roman, 12-point font. Double-space all text. Use one-inch margins on all sides. Align all paragraphs to the left. Indent new paragraphs five spaces. Insert a header to appear on the rest of the pages. Tip: To insert a header, go to the second page of the paper. Double-click the header area. The header function will open. In the Header & Footer group, select Page Number; select Top of Page; select Plain Number 1. The cursor should appear before a number. Type in YOUR PAPER TITLE in caps. Click TAB until the page number moves to the right margin. Click on the X on the top ribbon to close the header. APA PAPER 3 Writing an APA Paper The introduction of your academic paper will start with a strong thesis statement which tells your reader what your paper is about. The introduction may also provide a preview of the topics or main ideas that you will discuss in your paper. The body of your paper may be a few paragraphs or several pages long, depending on the type of paper your instructor requires you to write. c. References Page The references page appears at the end of the document. For more information, see References (pages 15-24). d. Section Headings Standard essays do not typically have sections. The parts of the paper, such as introduction, body, and conclusion, should not WORKPLACE BULLYING be identified with headings. For section headings in a research paper, see p. 7. Abstract 2. Parts of a Research Report a. Title Page (see p. 4 ) b. Abstract [APA—p. 25] An Abstract is a brief summary describing the purpose and content of the paper. The Abstract follows the title page. It is written as a single paragraph. It is double-spaced. It is between 150 and 250 words in length. Center the word “Abstract” at the top of the page. Capitalize the first letter only. Skip one line and type the text of the abstract in a block format (aligned left, using no indentations). 2 The aim of the study was to address the topic of workplace bullying and to experience the process of facilitation. A series of workshops was held to explore the issue of workplace bullying. The aim of the facilitation process was to examine workplace bullying and to create solutions for better handling and resolution of the issue. Education, training, and clear policy-making were determined to be the three major categories of solutions that should be implemented within organizations. 6 APA Manual c. Table of Contents Center the words “Table of Contents” at the top of the page. Double-space all entries. Align left all entries. Indent all sub-headings five spaces. Note: Most academic APA papers do not require a table of contents. However, individual instructors may require that a table of contents be included in the paper. APA PAPER 2 Table of Contents I. Formatting a paper Parts of paper …………….………....4 1. Title page ……………………….. 4 2. Abstract …………………………. 6 3. Table of contents ………………... 6 4. Text ………………………………7 a. Introduction …………...7 b. Methods ……………… 7 c. Results …………………7 d. Discussion ……………..7 e. Conclusion ……………..7 d. Body Note: Papers entailing field research, where you set up a study and collect data, should include the following sections: (1) Introduction [APA—p. 27] This section prepares the reader for what’s to come. Introduce reader to the topic/problem under discussion. State why it is important to discuss. State briefly what is already known about this topic. State very briefly how the topic will be explored in this paper. State the main claim (hypothesis) that is made about the topic. (2) Literature review [APA—p. 10] This section is focused on setting the stage for research. It should offer the following: A summary of the literature devoted to the topic Conclusions drawn on the topic so far The need for further research revealed by this review (3) Methods [APA—p. 29] This section provides the reader with details about how the research was conducted. It may include information about research subjects and materials used. (4) Results [APA—p. 32] This section presents the results of the research. It is different from the Discussion section in that the results are not analyzed, but simply reported. (5) Discussion [APA—p. 35] This section analyzes the research results. APA Manual (6) 7 Conclusion This section reviews the major points of the paper and paraphrases the information in the introduction. It reminds the readers what they have just learned. Reiterates the topic/problem discussed States the importance of the findings Summarizes the main findings of the research Leaves the reader with a final thought or recommendation e. Section Headings [APA—p. 62] APA proposes the following three levels of STUDY HABITS headings: 1. Centered, Bold, Uppercase and Lowercase Method (1) Heading 2. Flush left, bold, Uppercase and Lowercase Participants (2) Heading Assessments (2) 3. Indented, bold, lowercase paragraph heading ending with a period. Internal instruments. (3) 15 f. References Page The References page appears at the end of the document. For more information, see References (pages 15-24). g. Appendix (optional) [APA—p. 38,39] An appendix includes supplemental information that may be useful to the reader. The information may include, but is not limited to, the following materials: Instructions to participants Original questionnaires Raw data Interview transcriptions Sign-up sheets Consent forms Statistical calculations STUDY HABITS 15 Appendix A Test Anxiety Directions: Circle Y (Yes) if you agree with the statement or N (No) if you disagree. 1. Y N I feel anxious or sick to my stomach before a test or exam. 2. Y N I sometimes think negative thoughts before I write a test. An Appendix must include two pieces of 3. Y N No matter how much I study, I information: a name and a title, both often feel unprepared to write tests. centered. The name is “Appendix,” unless the 4. Y N I would rather write a longpaper contains more than one. In that answer test than a multiple-choice case, each appendix should be placed on a separate page and named in test. alphabetical order (“Appendix A,” “Appendix B,” etc.). The title is listed below the word “Appendix.” Capitalize all main words in the title. 8 APA Manual (1) Tables and Figures APA PAPER 3 The APA Publication Manual separates non-textual information into two categories: Tables and Figures. Remember to introduce tables with a brief statement that tells the reader what to look for. Highlight the most important information, but do not repeat specific facts or statistics that will be evident to the reader. Tables [APA—pp. 128-150; 151; 230] are documents that organize numerical data into columns and rows. Table 4 Figures [APA—pp. 150-167; 230] include all other types of visual illustrations, photographs, charts, graphs, diagrams, and drawings. (2) Guidelines for Inserting Tables and Figures Number of Sales of XYZ Jeans at ABC Company during the first four months of 2005. Note. The values represented are actual sales statistics. Adapted from “Sales of Denim Jeans in South Florida,” by I. M. Fake, 2006, The Jeans Journal, 70, p. 114. January February March April Aventura Mall 120 111 100 97 Dadeland Mall 223 201 186 154 Dolphin Mall 96 90 83 72 Sawgrass Mills 299 268 245 202 Tables or figures enhance the reader’s understanding of the topic without repeating APA PAPER 4 the text already written. Tables and figures provide only vital This is an example of how to insert a figure into your document. Introduce the figure and information. Avoid including extra explain why you have included it. Remember information that may confuse the reader. to include a figure number and a title below the figure. Tables and figures must be clear and easy to read. Consider font size, font style, Figure 2. Political affiliation among college students in 2007. and color when determining font. From “This is a fake book title,” by I. M. Fake and M. R. (Remember that certain colors—ex. Pretend, 2006, Behavioral Studies Fake Journal, 100, p. 34. yellow—are difficult to read). Tables and figures must have a caption, Political affiliation among college which consists of two parts: students in 2007 Assign each table and figure a 60% 50% number. For example, “Table 4.” 40% Party 30% Name each table and figure with a 20% 10% specific title that accurately identifies 0% Democrat Republican Independent the information. For example, “Flowchart for including figures in a document.” Refer to a table or figure by its number. For example, “as shown in Figure 3” or “see Table 2.” APA Manual 9 II. In-Text Citations Internal (in-text) citation identifies the source of information. It is used to give credit to authors whose ideas or thoughts are used within the academic paper. Internal citations allow the reader to identify the source and find the borrowed information within it. 1. Plagiarism [APA—pp. 15-16] Plagiarism is the improper use of another person’s words or ideas. Plagiarism includes quoting someone’s words without giving them credit, stealing someone’s idea, and paying someone to write your paper. Regardless of whether the plagiarism is intentional or not, it is a serious academic offense. In order to avoid plagiarism, cite all sources used in research. Sources May Include the Following: Books Magazines / journals / newspaper articles Database articles Films Television programs Radio documentaries Websites Blogs Internet bulletin boards / forums E-mails Encyclopedias Personal Communications 2. Paraphrasing [APA—pp. 170-174] Paraphrasing is stating the original material in your own words. Changing a few words in an otherwise untouched quote does not constitute paraphrasing. In order to paraphrase effectively, the information must be re-stated in a new way. Therefore, successful paraphrasing occurs when you are able to maintain the intended meaning of the original source without copying the words or sentence structure. Tip: Read the information to be paraphrased, then close the book/ turn off the computer. Make sure you understood the information; then, restate it in your own words. Go back and check for accuracy. Doing this helps prevent you from copying words or sentence structure, which may constitute plagiarism. 10 APA Manual Example: Read the original passage below and compare it with the paraphrased versions. Original Passage “Adult learning research helps to explain why immersion is so important” (Hewett & Ehmann, 2004, p. 11). Unacceptable Paraphrasing Research in adult learning assists us in explaining why immersion is so important. Acceptable Paraphrasing According to Hewett and Ehmann (2004), current research gives insight into why immersion is a valuable aspect of adult learning. Paraphrases must be cited with the name of the author and the year of publication of the original source. Citing the page number is optional. Current research provides insight into why immersion is a valuable aspect of adult learning (Hewett & Ehmann, 2004). OR According to Hewett and Ehmann (2004), current research provides insight into why immersion is a valuable aspect of adult learning. Personal communications (e-mail messages, instant messages, text messages, online chats, class lectures, and personal or telephone interviews) should be paraphrased. For information on citing personal communications, see Quoting Personal Communications on p. 14. 3. Quoting Directly [APA—pp. 170-171] Direct quotes use the language of the original author word for word. Use quotation marks around all borrowed words, phrases, or sentences. Cite the author's name, date, and page number. When no author is available, use document title (if the piece is written by a random individual) or an organization name (if the piece is presented by an organization). When no page number is available, use a paragraph symbol (¶) or abbreviation “para.” If the text is divided into titled sections, rather than paragraphs, use section title with para. 1. According to Alzeimer’s Association (2007), patients “progress through several stages of the disease” (Symptoms, para. 1). APA Manual 11 There are two types of direct quotes: a. Regular quotes b. Block quotes a. Regular Quotes [APA—p. 171] Regular quotes are used when the quote is less than 40 words (short). Introduce the author. Keep year and author’s name together. Use quotation marks to identify the words of the author. Diana Hacker (2003) writes, "To show readers that you are using a source’s exact phrases or sentences, you must enclose them in quotation marks” (p. 384). Include the page number in parentheses. Place a period after the parentheses. Note: 40 words equal approximately three lines of text. Quotes that are longer than three lines should be presented as a block quote. b. Block Quotes [APA –p. 171] Block quotes are used when quoting more than 40 words. Indent the block quote five spaces. Do not put quotation marks around the block quote. Use quotation marks to identify quoted material within the block quote. Double-space the block quote. Do not include any additional lines or spaces before or after the block quote. The following explains Diana Hacker’s view of plagiarism: You are guilty of the academic offense known as plagiarism if you half-copy the author’s sentences—either by mixing the author’s phrases with your own without using quotation marks or by plugging your synonyms into the author’s sentence structure. To prevent unintentional borrowing, resist the temptation to look at the source as you take notes—except when you are quoting. (Hacker, 2003, pp. 116117) In block quotes, the period is placed before the citation. 12 APA Manual 4. Citation Placement [APA—pp. 174-179] a. Citations within Paraphrased Information Beginning of sentence Palmacci (2007) argues that the curriculum is diverse. Middle of sentence After thoroughly researching the program, Palmacci (2007) concluded that the curriculum is diverse. End of sentence The study found that the curriculum is very diverse (Palmacci, 2007). b. Citations within Direct Quotes Beginning of sentence Palmacci (2007) states that “the curriculum is diverse with courses offered in poetry, teaching writing, and travel writing” (p. 52). Middle of sentence According to Palmacci (2007), "the curriculum is diverse with courses offered in poetry, teaching writing, and travel writing” (p. 52). End of sentence Research reveals that "the curriculum is diverse with courses offered in poetry, teaching writing, and travel writing” (Palmacci, 2007, p. 52). c. Multiple Citations by the Same Author When citing information from the same author more than once within the same paragraph, list author’s name only in the first citation. All subsequent citations should simply list the page number. 5. Multiple Authors (Same Source) When citing work written by more than one author, the following rules apply: One author (Smith, 2002) Two authors (Smith & Jones, 2001) Three to five authors (first mention) (Smith, Jones, Williams, & Torrington, 1983) (following mentions) (Smith et al., 1983) Six or more authors (Smith et al., 1983) APA Manual 13 6. Multiple Authors (Different Sources) Different sources may be cited when referring to several studies on the same topic. List authors by last name in alphabetical order within the same parentheses. Separate names with semicolons. Studies show that obese children are at risk of diabetes (Alberts, 1999; Peterson, 2003; Smith, 2008). 7. No Authors When no author is available, use document title (if the piece is written by an individual) or an organization name (if the piece is presented by an organization). Italicize titles of books and periodicals. Enclose titles of articles and chapters in quotations marks. Capitalize every word. Stress impacts one’s ability to perform work functions (“Why Can’t I Concentrate,” 2009). Studies show that obese children are at risk of diabetes (National Health Association, 2008). 8. Quoting a Secondary Source [APA—p. 178] Sources fall into one of two categories: primary and secondary. If the author of the source you are using generated the information to be cited, the source is primary. If the author of the source you are using borrowed the information to be cited, the source is secondary. When citing from a secondary source, it is important to cite the original author (primary source), as well as identify the text where the quote was found. a. Within Text cite the primary source without the year of publication; place the words “as cited in” and the citation for the secondary source in parentheses. b. In the References List cite the secondary source. Primary source Secondary source introduced by the phrase “as cited in…” According to Presley, Meilman, and Lyerla (as cited in Levine & Cureton, 1998), marijuana is used by almost a quarter of the college population. 14 APA Manual 9. Quoting Personal Communications [APA—p. 179] Personal communications include e-mail messages, private letters, instant messages, text messages, online chats, class lectures, and personal or telephone interviews. When quoting a personal communication, include the words “personal communication” into the citation. The format of the citation is the same whether the information is directly quoted or paraphrased. The information from personal communications cannot be recovered by other researchers. Therefore, it should not be listed in the reference section. According to J. Smith (personal communication, April 5, 2008), Nova Southeastern University is a great place to work. Nova Southeastern University offers many student services (J. Smith, personal communication, April 5, 2008). 10. Modifying Direct Quotes[APA—p. 172-173] a. Removing Text When omitting unimportant information from the beginning or middle of a quote, use an ellipsis (three periods with a space between each one) to indicate where the information has been removed. When omitting words from the end of a quote, put the period at the end of the sentence followed by the ellipsis (four dots altogether). b. Adding Text When adding your own words to a quote, put the words in brackets. Ellipsis in the middle of a sentence. Words added to the quote. According to The new St. Martin’s handbook (1999), “as you choose which sources to use, . . . you may reevaluate the decisions [about which research material to use]. For example, you may decide to summarize in your essay. . . . To avoid plagiarizing, document any source material you do include with a citation within your text and an entry in your list of sources” (p. 505). Ellipsis at the end of a sentence. APA Manual 15 III. References [APA—pp. 193-224] A references page provides bibliographic information about the sources used in the academic paper. It allows the reader to locate specific sources within the body of research. 1. General Guidelines The references page appears at the end of the document before appendices. The references should appear on a separate page. The word “References” should be centered at the top of the page. The list of references should account for all in-text citations. All entries must be alphabetized by author’s last name (or organization name, in the absence of the author). The list must be double-spaced. All entries must be placed with a hanging indent, so that the first line is flushed left and subsequent lines are indented. STUDY SKILLS 6 Tip: Use the hanging indent function to create a hanging indent. This way, all reference entries will automatically be indented. The abbreviation (n.d.) needs to be used in the absence of a date. Titles of books, magazines, and journals are italicized. Only proper nouns, the first words of titles, and the first words after a colon in a title are capitalized. My friend Annie: A journey through time. References Fine, M., & Blume, L. (1993). Reflections on a therapy experience. American Psychologist, 48(2), 141-147. Lamott, A. (1995). Bird by bird. New York: Anchor Books. Nicol, A., & Pexman, P. (1999). Presenting your findings: A practical guide for creating tables. Washington, DC: American Psychological Association. 2. Document Identification System [APA—p. 188-192] Documents can be identified in one of three ways — with a DOI (for all sources), with publisher information (for printed books when DOI is not available), and a URL (for all online resources, when DOI is not available). DOI (digital object identifier) is an alphanumeric string of characters that can be found near the copyright information. If DOI is available, provide it for both printed and electronic sources. 16 APA Manual DOI and URL appear at the end of the reference entry. Do not place a period after either one. URL (uniform resource locator) is the internet address of the source. Provide it for electronic source only when the DOI is not available. For periodicals, provide the address of the journal home page. To find any document using DOI, type in the following in the address window: http:// dx.doi.org/[your doi number] 3. Referencing Books and Sections of Books Book citations have the following pattern: Author. (Year). Title of the book. Location: Publisher. (if DOI is not available) Author. (Year). Title of the book. doi: 10.xxxxxxxxxxxxxxx (if DOI is available) Pay close attention to punctuation when referencing sources Book (one author) [APA—p. 202] List the last name of the author, followed by his or her initial. You may list only one initial or two (for first and middle names). Crystal, D. (2007). How language works. New York: Avery Publishing Group. If there is more than one edition of the book, the edition must be indicated after the title of the book. When an edition is listed, the period is placed after the parentheses instead of the title. If a DOI is available, use it instead of the publishing information. Palmacci, C. (2008). Chick lit and horror flicks (2nd ed.). doi:10.2039av/3910221 APA Manual 17 Book (edited) [APA—pp. 202; 204] If the book has an editor instead of an author, place the editor’s name in the author’s position, followed by (Ed.) for editor or (Eds.) for editors. If the book is a compilation of chapters written by various authors, see Chapter in an Edited Book (p. 18). Oates, J. C. (Ed.). (1992). The Oxford book of American short stories. Oxford: Oxford University Press. Book (two authors) [APA—pp. 175-176] Use commas to separate last names from initials and to separate each author from the next. Use an ampersand (&) before the second author. If the author has a suffix (ex. Jr. or II), use the pattern: Smith, B., Jr., & Jones, H. Strunk, W., Jr., & White, K. (1979). The elements of style (3rd ed.). New York: MacMillan. Book (three to five authors or editors) [APA—pp. 175-176] List authors in the order that they appear on the cover of the book. Use commas to separate last names from initials and to separate each author from the next. Carter, C., Bishop, J., & Kravitz, S. (2002). Keys to college studying: Becoming a lifelong learner. doi:10.10056/2kh0414 Book (six or more authors or editors) [APA—p.184, 198] If there are up to seven authors, include all. If there are eight or more, include the first six, and then insert three ellipsis points and add the last author’s name. If the book is part of a volume or series, indicate the volume number in parentheses after the title. Baym, N., Franklin, W., Gottesman, R., Holland, L. B., Kalstone, D., Krupat, A., . . . Levine, G. (1994). The Norton anthology of American literature (4th ed., Vol. 1). New York: W. W. Norton & Company. 18 APA Manual Electronic version of a printed book (with DOI) [APA—p. 203] List author and title. DOI information takes the place of the publisher location and name. Deer, P. (2009). Culture in camouflage: War, empire, and British literature. doi:10.1093/ acprof:oso/9780199239887.001.0001 Electronic version of a printed book (without DOI) [APA—p. 203] Hacker, D. (2009). Research and documentation in the electronic age (4th ed.). Retrieved from http://www.dianahacker.com/resdoc Chapter or Article in an Edited Book [APA—p. 202] List the source by the name(s) of the author(s) of the chapter or article. Write the title of the chapter or article after the authors’ names. Introduce the title of the book by stating “In [editor’s name] (Ed.) or (Eds.),” (Note that the editor’s initials precede the last name). The page numbers at the end reflect the pages of the chapter or article within the book. Hartley, J. T., Harker, J. O., & Walsh, D. A. (1980). Contemporary issues and new directions in adult development of learning and memory. In L. W. Poon (Ed.), Aging in the 1980s: Psychological issues (pp. 239-252). Washington, DC: American Psychological Association. Encyclopedia or Dictionary (entire book) [APA—p. 204] Costello, R. B. (Ed.). (1997). The American heritage college dictionary (3rd ed.) Boston: Houghton Mifflin Company. Encyclopedia or Dictionary (online) [APA—p. 205] Provide an exact URL address of the entry. Miami. (2006, June 11). In Britannica Online Encyclopedia. Retrieved from http:// www.britannica.com/EBchecked/topic/379665/Miami APA Manual 19 Encyclopedia or Dictionary (entry) [APA—p. 202] If there is no information about the author of an encyclopedia or dictionary entry, use the title of the entry. Write the word “In” before the title of the encyclopedia or dictionary. Bergmann, P.G. (1993). Relativity. In The new encyclopedia Britannica (Vol. 26, pp. 501508). Chicago: Encyclopedia Britannica. Writing. (1997). In The American heritage college dictionary (3rd ed., p. 1558) Boston: Houghton Mifflin Company. 4. Referencing periodicals Use the following basic pattern for all periodicals (newspapers, journals, and magazines). This pattern may change slightly depending on the sources used. Author. (Year). Title of article. Title of periodical, volume(issue), p.-p. doi: xx.xxxxxxxxxxxxxxx (if DOI is available) Author. (Year). Title of article. Title of periodical, volume(issue), p.-p. (if DOI is not available, printed) Author. (Year). Title of article. Title of periodical, volume(issue), p.-p. Retrieved from URL of the periodical homepage (if DOI is not available, online) Journal Article with a DOI (in print or online) [APA—p. 198] Moore, S.D., & Brody, L.R. (2009). Linguistic predictors of mindfulness in written selfdisclosure narratives. Journal of Language and Social Psychology, 28, 281. doi: 10.1177/0261927x09335264 Journal article without a DOI (printed) [APA—p. 199] Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. American Psychologist, 48, 11411147. 20 APA Manual Journal article without a DOI (online) [APA—p. 199] No retrieval date is necessary. Provide the URL of the journal homepage, not the actual article. Wininger, S.R., & Green, J. M. (2009). Effects of hot vs. cold environment on psychological outcomes during cycling. Athletic Insight, 11(2). Retrieved from http:// athleticinsight.com Magazine Article (in print) [APA—p. 200] Include a year and month for magazine articles. Pollack, T. (1989, May). Today’s adolescent. Psychology Today, 50-51. Magazine Article (online) [APA—p. 200] Retrieval information should refer to the magazine home page. Martin, S. (2009, July). A new day for practice. Monitor on Psychology, 40(7). Retrieved from http://www.apa.org/monitor Newspaper Article (with author, in print) [APA—p. 200] Include a year, month, and date for newspaper articles. Lublin, J. S. (1980, December 5). On idle: The unemployed shun much mundane work, at least for a while. The Wall Street Journal, p. A1. Newspaper Article (no author, in print) [APA—p. 200] If no author is available, list the entry by the title of the article. The writer’s life at ground level. (1990, May 5). Sun Sentinel, p. B2. Newspaper Article (online) [APA—p. 200] Hilts, P. J. (1999, February 16). In forecasting their emotions, most people flunk out. New York Times. Retrieved from http://www.nytimes.com APA Manual 21 News Article on a Website [APA—p. 201] The exact URL is provided because the website itself is not a periodical and the article may be difficult to locate without it. Obama administration urges employer flexibility in H1N1 fight. (2009).1997 CNN health.com. Retrieved from http://www.cnn.com/2009/HEALTH/08/19/ employers.h1n1/index.html 5. Referencing Reports and Documents [APA—p. 205] For reports and documents found online, it is important to identify if the author of the document and the publisher of the site are one and the same. If they are the same, the website publisher is listed as the author. If they are not, the website publisher is named in the retrieval section. Author. (Year). Title of document. Location: Publisher. (in print) Author. (Year). Title of document. Retrieved from exact URL (online, organization author) Author. (Year). Title of document. Retrieved from Name website: exact URL (online, individual author) Report by an Individual Author [APA—p. 205] Website name is identified within the retrieval statement because the author of the report is not the organization that sponsors the website. An exact URL is used here because it may be difficult to locate the article on this site. Document title is italicized. Crosley, S. (2007, August 9). Lost in space. Retrieved from Salon website: http:// www.salon.com/mwt/feature/2007/08/09/spatial_disability/ Report by the Sponsoring Organization or Agency [APA—p. 205] Under this category, the organization is the author. In other words, you are taking information written by an organization and presented on its own website. Alzheimer’s Association. (2007). Stages of Alzheimer’s. Retrieved from http:// www.alz.org/alzheimers_disease_stages_of_alzheimers.asp 22 APA Manual 6. Referencing Audiovisual Media [APA—p. 209] The following is the general format for the documents: Name (Producer), & Name (Director). (Year). Title [Motion picture]. Country: Studio. (visual) Writer’s name. (Copyright year). Song title [Recorded by]. On Album title. [CD]. Location: Label. (audio) Film or Movie [APA—p. 209] Jarre, K., Carr, P. (Producers), & Sommers, S. (Director). (1999). The mummy. [Motion picture]. United States: Universal Pictures. Television episode [APA—p. 209] McCreery, G., Rein, P. (Writers), & Halvorson, G. (Director). (1998, November 12). The one where Ross moves in [Television series episode]. In D. Crane & Kauffman, M. (Producers) Friends. Burbank, CA: Warner Brothers. Video [APA—p. 209] American Psychological Association. (Producer). (2009). Brief dynamic therapy over time [DVD]. Available from http://www.apa.org/videos/ Film or Movie Review [APA—p. 209] Kirkland, K. (2008). Are children almost always better off with their biological parents? [Review of the film Gone baby gone, 2007] PsycCritiques, 53, 25. APA Manual 23 7. Referencing Internet Communication, Online Communities Personal communications over the internet should be included in the in-text citations only. They should not appear on the reference page. See the entry Quoting Personal Communication on page 14. General format of internet communications is as follows: Author. (Year). Title of post [Description of form]. Retrieved from exact URL Online Bulletin Board Posting, Newsgroup, or Online Forum [APA—p. 215] If the author’s name is not available, use the screen name. Do not italicize the title of the message. Provide the identifier for the message in brackets [ex.: Msg. 4]. Screenname123. (2001, December 11). Re: Youth hostels in London [Msg 4]. Retrieved from http://boards.bootsnall.com/eve/forums/a/frm/f/307095755 Message Posted to an Electronic Mailing List [APA—p. 215] Use the same guidelines as for Online Bulletin Board (above), but also include the name of the mailing list (Ref-Links) and the full address for the archived version of the message. Capitalize all words of the subject line of the posting. Hammond, T. (2000, November 20). Re: YAHC: Handle Parameters, DOI Genres, etc. [Electronic mailing list message]. Retrieved from http://www.doi.org/mail-archive/ref -link/msg00088.html Blog post [APA—p. 215] A blog is an on-going record by an individual or an organization on a particular topic. Ward, T. (2007, July 11). Re: Chopsticks faux pas and other cultural landmines in Japan. [Web log message]. Retrieved from http://www.worldhum.com/weblog/item/ chopsticks_faux_pas_and_other_cultural_land_mines_in_japan_ 20070711/ #When:17:47:00Z Data File [APA—pp. 210-211] A data file is usually a spreadsheet with statistical information used for research. National Center for Health Statistics. (2008). Health Interview Survey—Current health topics: 1991—Longitudinal study of aging (Version 4) [Data file]. 24 APA Manual IV. Sample Research Paper [APA—pp. 41-59] The header contains the words “Running head:” followed by an abbreviated title written in capital letters. The page number is at the right margin. Running head: DISPUTE SYSTEMS DESIGN Dispute Systems Design in Conflict Resolution Alex Smith 1 The title section is in the upper portion of the page. Three elements are required: a full paper title followed by the author’s name and author’s affiliation (University name). Nova Southeastern University [BEH 2120: Introduction to Conflict Resolution Prof. Belandi] This paper is written in a 12point, Times New Roman font. All margins are one inch wide. Additional information is optional and may be added per instructor’s request. APA Manual 25 DISPUTE SYSTEMS DESIGN When first introduced, all abbreviations should be spelled out, followed by their abbreviated form. 2 Abstract Dispute Systems Design (DSD) is a widely used method of conflict management. This paper outlines a system developed for Sample College, a postsecondary college in New York that does not currently utilize a conflict resolution or management system. After an analysis of all components of the institution, a dispute system was designed to address how conflicts are to be addressed and prevented. Recommendations specifically address communication Abstract describes the purpose and content of the paper in 150250 words. It is double-spaced and written in a block-format. breakdowns between administration, staff, and faculty. They include establishing college-wide conflict management procedures, building student and employee motivation to engage in conflict resolution, and developing necessary resources for effective conflict management. The word “Abstract” appears centered, at the top of the page. Only the first letter is capitalized (not bold). 26 APA Manual DISPUTE SYSTEMS DESIGN The heading of the introduction section is the title of the paper (not bold). 3 Dispute Systems Design in Conflict Resolution The field of conflict resolution can still be said to be in its infancy. Over the past 60 years, there has been an increase in the number of theories and practical applications of conflict resolution methodologies in a variety of social contexts such as organizational relationships. Managing disputes has become a major focus of conflict resolution as organizations cope with increased cultural diversity, employees retiring from the workforce and costs associated with litigation. They also deal with a decrease in the number of qualified employees entering the workforce (Conbere, 2001) . Practitioners look at the whole system of interactions within an organization. Dispute Sys- Paraphrased citations do not include page numbers tems Design addresses organizational conflict concerns in a cost-effective manner. Its broader impact has been influential in shifting the focus to conflict management (Rowe, 1997), a more proactive approach to handling organizational conflict. . . . Each new paragraph is indented 5-7 spaces. All paragraphs are left-justified. Ury, Brett, and Goldberg (1988) created the original model of DSD as a result of their consulting work within strike-ridden Caney Creek mine. They classified existing approaches to conflict resolution into three categories, power, rights, or interests, and placed them on a cost continuum. . .. Organizations with a distressed system of conflict resolution primari- Directly quoted citations include page numbers ly utilize rights and power-based approaches. While they acknowledge that “not all disputes can be—or should be—resolved by reconciling interests” (Ury, Brett, & Goldberg, 1988, p. 18) , organizations feel that an effective conflict resolution system should approach most of the conflicts in the following order: interest, rights, and power. The original systems design model offers six founding principles (p. 41). When several quotes from the same source are presented within the same paragraph, list full citation only the first time. In subsequent citations within the paragraph, list only the page number. APA Manual This literature review was taken from a different paper and is offered here as a sample. DISPUTE SYSTEMS DESIGN 27 4 Literature Review Social conflict has been a subject of extensive studies (Senechal de la Roche, 1996; Borrero, 2001; Cramer, 2003). Nonetheless, the research has been somewhat lopsided in that social scientists primarily investigate conflicts which result in group violence. Collective violence received so much attention because it is immediately apparent and much more easily studied. However, is only one of the ways that social conflicts can be solved. Conflicts are generally approached in three ways – through contention, yielding, or problem-solving (Rubin, Pruitt, & Kim, 1994; Uri, Brett, & Goldberg, 1998). . . . Social scientists agree that individuals and groups often employ extreme forms of contention to rectify what they perceive as injustice. Senechal de la Roche (1996) calls it a “form of self-help”. She names four types of group This section offers an overview of scholarly research on the topic. The job of the writer is to summarize the current discussion within the academic community by pointing out major research concerns and findings. violence – lynching, rioting, vigilantism, and terrorism. These are distinguished on the basis of the level of organization and liability each carries. . . . When referring to several sources, list them in alphabetical order, separating them with a semicolon. The type of violence more likely to occur can be determined by the degree of social polarization and the continuity of the unjust negative behavior. Senechal de la Roche (1996) claims that when “those in conflict are relationally and culturally extremely distant, have little or no interdependence, and differ sharply in status” (p. 116). . . . Inequality, as one of the variables leading to group violence, has received separate attention. Many studies have focused on various types of inequality in an effort to predict its effects on group behavior. Cramer (2003) proposes that the type of existing inequality has a much greater impact on conflict than its extent (p. 397). . . . Other studies look at the historically existing structural inequality as a determinant of violent behavior. Caldwell et al. (2004) and Anderson, Dyson and Grandison (1998) suggest that when certain sectors of the population experience continual structural inequality, group violence is likely to be perpetrated as a response to historic oppression. . . . In addition to the summary, this section should point out existing gaps in research. This should justify the need for the original research presented in the paper. 28 APA Manual DISPUTE SYSTEMS DESIGN 5 The Sample College (“Sample”) is a private four-year college located in Downtown Manhattan in New York City. The college is highly culturally A typical paper contains up to three levels of headings. This is a first-level heading – centered, bold, using uppercase and lowercase letters. diverse, with faculty and students representing Eastern European, Asian, and Latin American populations. The college faces a constant flow of student complaints about unfulfilled promises and unmet expectations, while at the same time dealing with faculty complaints about student placement and the pressure to produce unrealistic results. Method Personal experiences, interviews, and informal conversations with This section describes how the research was conducted. colleagues were used to collect information about common disputes and the types of conflict resolutions employed at the Sample College. This infor- This is a second -level heading – flush left, bold, capital and lower case. mation was used to create a dispute resolution system that could be applied to the organization’s unique mission, culture, and environment. Assessment Organizational assessment is required when designing a dispute resolution system. Two methods will be combined when examining the organizational resolution system at Sample. The first method, proposed by Costantino and Merchant (1996), outlines the process in four steps: Organization (what does the organization do, and what is its mission?) Disputes (what types of disputes are most prevalent?) Resolution methods (what methods are employed to address disputes?) Results (what are the outcomes of current resolution practices?) The second method is proposed by Ury, Brett and Goldberg (1988), who break down the process into three sections—disputes, resolution methods and rationale. The rationale section asks why certain resolution methods are employed instead of others. A combination of the two methods will be used to assess the case. . . . The section is written in the past tense because the research has already been completed. However, if this were a research proposal, the method section would be written in the future tense. APA Manual 29 DISPUTE SYSTEMS DESIGN 6 Results While some conflicts may be satisfactorily resolved by the Dean or a faculty member, most parties feel that long-standing disputes have not been adequately resolved. Because administrators are unwilling to meet with students, students do not feel that their concerns are addressed. Faculty members at Sample feel betrayed. They are offered support when speaking with administrators, yet are presented with unrealistic expecta- This section presents the findings of the study. Depending on the type of research methods used, it may include tables with statistical information or provide a narrative. tions. Faculty members feel that they must comply or face the consequences, which brings them neither satisfaction nor a sense of empowerment. . . . In this section, the results presented above are discussed in terms of their significance. Discussion In designing a dispute resolution system, the characteristics of The Sample College were taken into account. As discussed earlier, Ury, Brett and Goldberg (1988) propose six principles of dispute system design. The first of these is placing the focus on interests, which can be accomplished through procedures, motivation, skills, and resources (p. 42). Focusing on interests means providing a number of methods that allow parties to resolve conflicts before they are escalated to the level of rights and power. Assessment of the organization drew attention to several important issues. First, the college deals with a very specific population of clients and staff who demonstrate a deep-rooted conflict over the organization’s mission and how to accomplish it effectively. Second, Sample’s centralized decisionmaking prevents effective conflict management because conflicts are not resolved on the basis of interests. . . . A page number after a paraphrase is optional. However, it is helpful in that it allows readers to locate the information if they need it for their own research. 30 APA Manual DISPUTE SYSTEMS DESIGN This section provides an ending to the paper—it summarizes the topic of the research and the main findings. 7 Conclusion The Sample College should address disputes as early as possible by establishing procedures for initial negotiation. One way of dealing with student grievances would be for administrators to discuss issues directly with students. Establishing an ombudsman and communicating to staff and students that participation in constructive discussions is encouraged, will also help to eliminate retaliation. In addition, all staff should be trained in communication and mediation/negotiation, and peer mediators should be established. Forums should be set up to discuss on-going workrelated issues and procedures should be set in order to implement faculty/ staff suggestions. According to Rowe (1997), an effective dispute resolution system “provides ‘problem-solving’ options based on the interests of the disputants, and ‘justice’ options based on rights and power” (p. 84). The recommendations presented in this case focused on creating options that addressed parties’ interests and built in preventative measures that would eliminate unnecessary conflict . APA Manual The word References appears centered at the top of the page (not bold). All entries are alphabetized by author’s last name and double-spaced. 31 DISPUTE SYSTEMS DESIGN 8 References Angelotti, E. (2007, August 7). Social bookmarking helps users organize and share favorite content. Retrieved from Poynter website: http:// www.poynter.org/column.asp?id=101&aid=125705 Aspelmeyer, M. (2009). Quantum tomography: Measured measurement. All entries are written with a hanging indent—first line flushed left, following lines are indented. Titles of journals and books are italicized. Cavenagh , T. (2000). Business dispute resolution: Best practices, system Book in print without a doi design and case management. Cincinnati, OH: West Legal Studies in Business Thomson Learning. Conbere, J. (2001). Theory building for conflict management system design. Conflict Resolution Quarterly, 19(2), 215-236. 10.1336/0275953300 Poitras, J. (2009). What makes parties trust mediators? Negotiation Journal, 25(3). Retrieved from http:www3.interscience.wiley.com. ezproxylocal.library.nova.edu/journal/118505154/home Rowe, M. (1997). Dispute resolution in the non-union environment. In S. Reference of a chapter in an edited book includes pages of the chapter following the title of the book. Journal article found online with a doi Nature Physics, 5(1), 11-12. doi:10.10.1038/nphys1170 Nelson, D. (1995). After authoritarianism: Democracy or disorder? doi: The volume of a journal is italicized; the issue is not. Document by an individual on a website Gleason (Ed.), Workplace dispute resolution: Directions for the 21 st century (pp. 233-270). East Lansing: Michigan State University Press. Note: For the purpose of demonstrating a variety of references, this page contains references that do not match the preceding paper. This is only a sample. Please remember, that in a real paper references should match in-text citations. Journal article (print version) Book (online or in print) with a doi Journal found online without a doi Chapter in an edited book Policy & Politics in Nursing and Health Care Seventh Edition Diana J. Mason, PhD, RN, FAAN Rudin Professor of Nursing Co-Director of the Center for Health, Media, and Policy School of Nursing Hunter College City University of New York New York, New York Deborah B. Gardner, PhD, RN, FAAN, FNAP Health Policy and Leadership Consultant, LLC Honolulu, Hawaii Freida Hopkins Outlaw, PhD, RN, FAAN Adjunct Professor Peabody College of Education Vanderbilt University Nashville, Tennessee Eileen T. O'Grady, PhD, NP, RN Nurse Practitioner and Wellness Coach McLean, Virginia 2 Table of Contents Cover image Title page Copyright About the Editors Contributors Reviewers Foreword Preface What's New in the Seventh Edition? Using the Seventh Edition Acknowledgments Unit 1 Introduction to Policy and Politics in Nursing and Health Care Chapter 1 Frameworks for Action in Policy and Politics Upstream Factors Nursing and Health Policy Reforming Health Care Nurses as Leaders in Health Care Reform Policy and the Policy Process Forces That Shape Health Policy The Framework for Action Spheres of Influence Health Health and Social Policy Health Systems and Social Determinants of Health Nursing Essentials Policy and Political Competence 3 Discussion Questions References Online Resources Chapter 2 An Historical Perspective on Policy, Politics, and Nursing “Not Enough to be a Messenger” Bringing Together the Past for the Present: What We Learned From History Conclusion Discussion Questions References Online Resources Chapter 3 Advocacy in Nursing and Health Care The Definition of Advocacy The Nurse as Patient Advocate Consumerism, Feminism, and Professionalization of Nursing: the Emergence of Patients' Rights Advocacy Philosophical Models of Nursing Advocacy Advocacy Outside the Clinical Setting Barriers to Successful Advocacy Summary Discussion Questions References Online Resources Chapter 4 Learning the Ropes of Policy and Politics Political Consciousness-Raising and Awareness: the “Aha” Moment Getting Started The Role of Mentoring Educational Opportunities Applying Your Political, Policy, Advocacy, and Activism Skills Political Competencies Changing Policy at the Workplace Through Shared Governance Discussion Questions References Online Resources Chapter 5 Taking Action: How I Learned the Ropes of Policy and Politics Mentors, Passion, and Curiosity Chapter 6 A Primer on Political Philosophy Political Philosophy The State 4 Gender and Race in Political Philosophy The Welfare State Political Philosophy and the Welfare State: Implications for Nurses Discussion Questions References Online Resources Chapter 7 The Policy Process Health Policy and Politics Unique Aspects of U.S. Policymaking Conceptual Basis for Policymaking Bringing Nursing Competence Into the Policymaking Process Conclusion Discussion Questions References Online Resources Chapter 8 Health Policy Brief: Improving Care Transitions Improving Care Transitions: Better Coordination of Patient Transfers among Care Sites and the Community Could Save Money and Improve the Quality of Care1 References Online Resources Chapter 9 Political Analysis and Strategies What is Political Analysis? Political Strategies Discussion Questions References Online Resources Chapter 10 Communication and Conflict Management in Health Policy Understanding Conflict The Process of Conversations Listening, Asserting, and Inquiring Skills Conclusion Discussion Questions References Online Resources Chapter 11 Research as a Political and Policy Tool So What is Policy? What is Research When It Comes to Policy? The Chemistry between Research and Policymaking 5 Using Research to Create, Inform, and Shape Policy Research and Political Will Research: Not Just for Journals Discussion Questions References Online Resources Chapter 12 Health Services Research: Translating Research into Policy Defining Health Services Research HSR Methods Quantitative Methods and Data Sets Qualitative Methods Professional Training in Health Services Research Competencies Fellowships and Training Grants Loan Repayment Programs Dissemination and Translation of Research Into Policy Discussion Questions References Online Resources Chapter 13 Using Research to Advance Health and Social Policies for Children Research on Early Brain Development Research on Social Determinants of Health and Health Disparities Advancing Children's Mental Health Using Research to Inform Policy Research on Child Well-Being Indicators Research on “Framing the Problem” Gaps in Linking Research and Social Policies for Children Nursing Advocacy Discussion Questions References Online Resources Chapter 14 Using the Power of Media to Influence Health Policy and Politics Seismic Shift in Media: One-to-Many and Many-to-Many The Power of Media Who Controls the Media? Getting on the Public's Agenda Media as a Health Promotion Tool Focus on Reporting Effective Use of Media Analyzing Media 6 Responding to the Media Conclusion Discussion Questions References Online Resources Chapter 15 Health Policy, Politics, and Professional Ethics The Ethics of Influencing Policy Reflective Practice: Pants on Fire Discussion Questions Professional Ethics Reflective Practice: Foundational Nursing Documents Personal Questions Reflective Practice: Negotiating Conflicts between Personal Integrity and Professional Responsibilities Personal Question U.S. Health Care Reform Reflective Practice: Accepting the Challenge Personal Question Reflective Practice: the Medicaid 5% Commitment—an Appeal to Professionalism Discussion Question Reflective Practice: Your State Turned Down Medicaid Expansion Personal Question Reflective Practice: Barriers to the Treatment of Mental Illness Personal Question Ethics and Work Environment Policies Mandatory Flu Vaccination: the Good of the Patient Versus Personal Choice Conclusion Discussion Questions References Online Resources Unit 2 Health Care Delivery and Financing Chapter 16 The Changing United States Health Care System Overview of the U.S. Health Care System Public Health Transforming Health Care Through Technology Health Status and Trends Challenges for the U.S. Health Care System Health Care Reform Opportunities and Challenges for Nursing Discussion Questions References 7 Online Resources Chapter 17 A Primer on Health Economics of Nursing and Health Policy Cost-Effectiveness of Nursing Services Impact of Health Reform on Nursing Economics Discussion Questions References Chapter 18 Financing Health Care in the United States Historical Perspectives on Health Care Financing Government Programs The Private Health Insurance and Delivery Systems The Problem of Continually Rising Health Care Costs The ACA and Health Care Costs Discussion Questions References Online Resources Chapter 19 The Affordable Care Act: Historical Context and an Introduction to the State of Health Care in the United States Historical, Political, and Legal Context Content of the Affordable Care Act Impact on Nursing Profession: Direct and Indirect Overall Cost of the Aca Political and Implementation Challenges Conclusion Discussion Questions References Online Resources Chapter 20 Health Insurance Exchanges: Expanding Access to Health Care What is a Health Insurance Exchange? Exchange Purchasers Other Health Insurance Options Federal or State Exchanges State-Based EXCHANGES Development of the Exchanges Establishing State Exchanges The Federal Exchange Rollout: ACA Setback New York's Success Story The Oregon Story Exchange Features 8 Marketplace Insurance Categories Role of Medicaid Nurses' Roles with Exchanges Consumer Education State Requirements Include Aprns in Exchange Plans Assessing the Impact of the Exchanges and Future Projections Conclusion Discussion Questions References Online Resources Chapter 21 Patient Engagement and Public Policy: Emerging New Paradigms and Roles Patient Engagement Within Nursing Patient Engagement and Federal Initiatives The VA System: an Exemplar of Patient-Centered Care From Patient Engagement to Citizen Health Conclusion Discussion Questions References Online Resources Chapter 22 The Marinated Mind: Why Overuse Is an Epidemic and How to Reduce It Commonly Overused Interventions Reasons for Overuse Financial Incentives as the Major Cause of Overuse The Marinated Mind Physician and Nurse Acknowledgment of Overuse Public Reporting to Reduce Overuse Journalists Advocate for More Transparency About Overuse Discussion Questions References Online Resources Chapter 23 Policy Approaches to Address Health Disparities Health Equity and Access Policy Approaches to Address Health Disparities Evaluating Patient-Centered Care Summary Discussion Questions References Online Resources 9 Chapter 24 Achieving Mental Health Parity Historical Struggle to Achieve Mental Health Parity Implications for Nursing: Mental Health Related Issues and Strategies Discussion Questions References Online Resources Chapter 25 Breaking the Social Security Glass Ceiling: A Proposal to Modernize Women's Benefits1 Benefits for Women Strengthening the Program Changes We Oppose Strengthening Financing Discussion Questions References Online Resources Chapter 26 The Politics of the Pharmaceutical Industry Globalization Concerns Values Conflict Direct to Consumer Marketing Conflict of Interest Education Gifts Samples Conclusion Discussion Questions References Online Resources Chapter 27 Women's Reproductive Health Policy When Women's Reproductive Health Needs are Not Met Why Do We Need Policy Specifically Directed at Women? Women's Health and U.S. Policy Discussion Questions References Online Resources Chapter 28 Public Health: Promoting the Health of Populations and Communities The State of Public Health and the Public's Health Impact of Social Determinants and Disparities on Health Major Threats to Public Health Challenges Faced by Governmental Public Health 10 Charting a Bright Future for Public Health Discussion Questions References Online Resources Chapter 29 Taking Action: Blazing a Trail...and the Bumps Along the Way—A Public Health Nurse as a Health Officer Getting the Job: More Difficult Than You Might Think Creating Access to Public Health Care in West New York On-the-Job Training Political Challenges Safe Kid Day Arrives Nurses Shaping Policy in Local Government Successes and Challenges References Chapter 30 The Politics and Policy of Disaster Response and Public Health Emergency Preparedness Purpose Statement Background and Significance Presidential Declarations of Disaster and the Stafford Act Policy Change After September 11 The Politics Underlying Disaster and Public Health Emergency Policy The Homeland Security Act Project Bioshield 2004 Pkemra 2006 and Disaster Case Management National Commission on Children and Disasters 2009 Threat Level System of the U.S. Department of Homeland Security Conclusion Discussion Questions References Online Resources Chapter 31 Chronic Care Policy: Medical Homes and Primary Care The Experience of Chronic Care in the United States Medical Homes The Role of Nursing in Medical Homes Patient-Centered Medical Homes: the Future Discussion Questions References Online Resources Chapter 32 Family Caregiving and Social Policy 11 Who are the Family Caregivers? Unpaid Value of Family Caregiving Caregiving as a Stressful Business Supporting Family Caregivers Discussion Questions References Online Resources Chapter 33 Community Health Centers: Successful Advocacy for Expanding Health Care Access Community Health Centers Demonstrate the Advocacy Process for Innovation The Creation of the Neighborhood Health Center Program Program Survival and Institutionalization Continuing Policy Advocacy The Expansion of Community Health Centers Under a Conservative President Community Health Centers in the Era of Obamacare Discussion Questions References Online Resources Chapter 34 Filling the Gaps: Retail Health Care Clinics and Nurse-Managed Health Centers Retail Health Clinics Access and Quality in Retail Clinics Retail Clinics and Cost Challenges and Reactions to the Model Nurse-Managed Health Clinics Future Directions for Retail Clinics and NMHCs Discussion Questions References Online Resources Chapter 35 Developing Families The Need for Improvement Social Determinants and Life Course Model Innovative Models of Care Health Care Reform Barriers to Sustaining, Spreading, and Scaling-Up Models Conclusion Discussion Questions References Online Resources Chapter 36 Dual Eligibles: Issues and Innovations 12 Who are the Duals? What are the Challenges? Health Care Delivery Reforms That Hold Promise Implication for Nurses Policy Implications Discussion Questions References Online Resources Chapter 37 Home Care and Hospice: Evolving Policy Defining the Home Care Industry Home Health Hospice Home Medical Equipment Home Infusion Pharmacy Private Duty Reimbursement and Reimbursement Reform Hospital Use and Readmissions and the Focus on Care Transitions Quality and Outcome Management The Impact of Technology on Home Care Championing Home Care and Hospice and the Role of Nurses Discussion Questions References Online Resources Chapter 38 Long-Term Services and Supports Policy Issues Poor Quality of Care Weak Enforcement Inadequate Staffing Levels Corporate Ownership Financial Accountability Other Issues Home and Community-Based Services Public Financing Conclusion Discussion Questions References Online Resources Chapter 39 The United States Military and Veterans Administration Health Systems: Contemporary Overview and Policy Challenges The MHS and VHA Budgets 13 Advanced Nursing Education and Career Progression Contemporary Policy Issues Involving MHS and VHA Nurses Post-Deployment Health-Related Needs References Seamless Transition Conclusion Discussion Questions References Online Resources Unit 3 Policy and Politics in the Government Chapter 40 Contemporary Issues in Government Contemporary Issues in Government The Central Budget Story Fiscal Policy and Political Extremism How Will the Nation's Economic Health be Addressed? The Impact of Political Dysfunction Polarization Loss of Congressional Moderates Gerrymandering Congressional Gridlock: Where is the President's Power? Beleaguered Health Care Reform Implementation Challenges Increasing Access Affordable Care Act Costs and Savings Legal Challenges to the ACA Immigration Reform: Will Health Care be Included? Current Health Care Access The Ethics and Economics of Access Immigration Health Care Reform Options Rising Economic Inequality Measuring Wealth The Great Recession Reshaped the Economy Costs of Economic Inequality Impact of Economic Inequality on Health Equity Effectively Addressing Economic Inequality Proposed Policy Strategies Climate Change: Impacting Global Health Climate Change: It's Happening Mitigation Versus Adaptation International Progress Adaptation is Local 14 Examples of Health in All Policies Nursing Action Oriented Leadership Conclusion Discussion Questions References Chapter 41 How Government Works: What You Need to Know to Influence the Process Federalism: Multiple Levels of Responsibility The Federal Government State Governments Local Government Target the Appropriate Level of Government Pulling It All Together: Covering Long-Term Care Discussion Questions References Online Resources Chapter 42 Is There a Nurse in the House? The Nurses in the U.S. Congress The Nurses in Congress Evaluating the Work of the Nurses Serving in Congress Political Perspective Interest Group Ratings Campaign Financing Sources of Campaign Funds References Online Resources Chapter 43 An Overview of Legislation and Regulation Influencing the Legislative Process Regulatory Process Discussion Questions References Online Resources Chapter 44 Lobbying Policymakers: Individual and Collective Strategies Lobbyists, Advocates, and the Policymaking Process Lobbyist or Advocate? Why Lobby? Steps in Effective Lobbying How Should You Lobby? Collective Strategies Discussion Questions 15 References Online Resources Chapter 45 Taking Action: An Insider's View of Lobbying Getting Started Winds of Change Coming in State Legislatures Political Strategies There Really is a Need for Lobbyists Chapter 46 The American Voter and the Electoral Process Voting Law: Getting the Voters to the Polls Calls for Reform Voting Behavior Answering to the Constituency Congressional Districts Involvement in Campaigns Campaign Finance Law Types of Elections The Morning After: Keeping Connected to Politicians Discussion Questions References Online Resources Chapter 47 Political Activity: Different Rules for Government-Employed Nurses Why Was the Hatch Act Necessary? Hatch Act Enforcement Penalties for Hatch Act Violations U.S. Department of Defense Regulations on Political Activity Internet and Social Media Influence Conclusion Discussion Questions References Online Resources Chapter 48 Taking Action: Anatomy of a Political Campaign Why People Work on Campaigns Why People Stop Working on Campaigns The Internet and the 2012 Election Campaign Campaign Activities Discussion Questions References Online Resources 16 Chapter 49 Taking Action: Truth or Dare: One Nurse's Political Campaign Stepping Into Politics Ethical Leadership Making a Difference Lessons Learned Chapter 50 Political Appointments What Does It Take to be a Political Appointee? Getting Ready Identify Opportunities Making a Decision to Seek an Appointment Plan Your Strategy Confirmation or Interview? Compensation After the Appointment Experiences of Nurse Appointees Conclusion Discussion Questions References Online Resources Chapter 51 Taking Action: Influencing Policy Through an Appointment to the San Francisco Health Commission Democracy and Service to the Health Commission Checks and Balances of Health Commission Activities Scope of Work of the Health Commission Infrastructure of the Health Commission Balancing Health Commission Service with Academia Introspection: Re-Experiencing Decision Making on the Health Commission References Chapter 52 Taking Action: A Nurse in the Boardroom My Political Career My Campaign Campaign Preparation Launching the Campaign Lessons Learned The Future References Chapter 53 Nursing and the Courts The Judicial System 17 Judicial Review Reference The Role of Precedent the Constitution and Branches of Government Impact Litigation Expanding Legal Rights Reference Enforcing Legal and Regulatory Requirements Antitrust Laws and Anticompetitive Practices Criminal Courts Influencing and Responding to Court Decisions Nursing's Policy Agenda Discussion Questions References Online Resources Chapter 54 Nursing Licensure and Regulation Historical Perspective The Purpose of Professional Regulation Sources of Regulation Licensure Board Responsibilities Licensure Requirements The Source of Licensing Board Authority Disciplinary Offenses Regulation's Shortcomings Conclusion Discussion Questions References Online Resources Chapter 55 Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware General Assembly My Political Roots Volunteering and Campaigning There's a Reason It is Called “Running” for Office A Day in the Life of a Nurse-Legislator What I've Been Able to Accomplish as a Nurse-Legislator Tips for Influencing Elected Officials' Health Policy Decisions Is It Worth It? References Unit 4 Policy and Politics in the Workplace and Workforce 18 Chapter 56 Policy and Politics in Health Care Organizations Financial Pressures From Changing Payment Models The Broadening Influence of Outcome Accountability A Door Opens—Policy to Support the Role of the Nurse Practitioner Conclusion Discussion Questions References Online Resources Chapter 57 Taking Action: Nurse Leaders in the Boardroom Getting Started Are You Ready? Discussion Questions References Online Resources Chapter 58 Quality and Safety in Health Care: Policy Issues The Environmental Context The Policy Context: Value-Driven Health Care Value-Based Payment and Delivery Models Impact of Value-Driven Health Care on Nursing Conclusion Discussion Questions References Online Resources Chapter 59 Politics and Evidence-Based Practice and Policy The Players and Their Stakes The Role of Politics in Generating Evidence The Politics of Research Application in Clinical Practice The Politics of Research Applied to Policy Formulation Discussion Questions References Online Resources Chapter 60 The Nursing Workforce Characteristics of the Workforce Expanding the Workforce Increasing Diversity Retaining Workers Addressing the Nursing Workforce Issues Conclusion 19 Discussion Questions References Online Resources Chapter 61 Rural Health Care: Workforce Challenges and Opportunities What Makes Rural Health Care Different? Defining Rural Rural Policy, Rural Politics The Opportunities and Challenges of Rural Health Discussion Questions References Online Resources Chapter 62 Nurse Staffing Ratios: Policy Options The Establishment of California's Regulations What Has Happened as a Result of the Ratios? What Next? Discussion Questions References Online Resources Chapter 63 The Contemporary Work Environment of Nursing Primary Factors Secondary Factors American Hospital Association (AHA) Report Crucial Communication Discussion Questions References Online Resources Chapter 64 Collective Strategies for Change in the Workplace Building a Culture of Change Workplace Cultures Differ Implementing the Change Decision Examples of Change Decisions Conclusion Discussion Questions References Online Resources Chapter 65 Taking Action: Advocating for Nurses Injured in the Workplace Life Lessons 20 Becoming a Voice for Back-Injured Nurses Establishing the Work Injured Nurses Group USA (WING USA) Legislative Efforts to Advance Safe Patient Handling The Future References Chapter 66 The Politics of Advanced Practice Nursing Political Context of Advanced Practice Nursing The Political Issues Toward New APN Politics: Overcoming Appeasement and Apathy Discussion Questions References Chapter 67 Taking Action: Reimbursement Issues for Nurse Anesthetists: A Continuing Challenge Nurse Anesthesia Practice Nurse Anesthesia Reimbursement Advocacy Issues in Anesthesia Reimbursement TEFRA: Defining Medical Direction Physician Supervision of CRNAs: Medicare Conditions of Participation Medicare Coverage of Chronic Pain Management Services Conclusion References Chapter 68 Taking Action: Overcoming Barriers to Full APRN Practice: The Idaho Story Background Nurturing the Passion to Achieve Statutory Change Building Broad Coalitions and Relationships Sustaining the Effort and the Vision Removing Barriers to Autonomous APRN Practice The Stars Align The 2012 NPA Revision Conclusion Chapter 69 Taking Action: A Nurse Practitioner's Activist Efforts in Nevada Being a Leader Activism Means Leaving Your Comfort Zone Honing Your Verbal and Nonverbal Messages Activism Requires Funding Knowledge Developing Activist Skills Through Experience References Chapter 70 Nursing Education Policy: The Unending Debate over Entry into Practice and the 21 Continuing Debate over Doctoral Degrees The Entry Into Practice Debate The Entry Into Advanced Practice Debate Conclusion Discussion Questions References Online Resources Chapter 71 The Intersection of Technology and Health Care: Policy and Practice Implications Public Policy Support for HIT Conclusion Discussion Questions References Online Resources Unit 5 Policy and Politics in Associations and Interest Groups Chapter 72 Interest Groups in Health Care Policy and Politics Development of Interest Groups Functions and Methods of Influence Landscape of Contemporary Health Care Interest Groups Assessing Value and Considering Involvement Conclusion Discussion Questions References Online Resources Chapter 73 Current Issues in Nursing Associations Nursing's Professional Organizations Organizational Life Cycle Current Issues for Nursing Organizations Conclusion Discussion Questions References Online Resources Chapter 74 Professional Nursing Associations: Operationalizing Nursing Values The Significance of Nursing Organizations Evolution of Organizations Today's Nurse Organizational Purpose Associations and Their Members 22 Leadership Development Opportunities to Shape Policy Influencing the Organization Conclusion Discussion Questions References Online Resources Chapter 75 Coalitions: A Powerful Political Strategy Birth and Life Cycle of Coalitions Building and Maintaining a Coalition: the Primer Pitfalls and Challenges Political Work of Coalitions Evaluating Coalition Effectiveness Discussion Question References Online Resources Chapter 76 Taking Action: The Nursing Community Builds a Unified Voice The Necessity of Coalitions Coalition Formation Defining a Coalition's Success: the Importance of Leadership and Goal Setting A Perspective on Nursing's Unified Voice Nursing Unites: the Nursing Community Conclusion References Chapter 77 Taking Action: The Nursing Kitchen Cabinet: Policy and Politics in Action The Context Discussion Questions References Chapter 78 Taking Action: Improving LGBTQ Health: Nursing Policy Can Make a Difference LGBTQ Rights in the United States Nursing and LGBTQ Advocacy Taking Action Conclusion References Online Resources Chapter 79 Taking Action: Campaign for Action The Future of Nursing Report 23 A Vision for Implementing the Future of Nursing Report Success at the National Level Success at the State Level Conclusion References Online Resources Chapter 80 Taking Action: The Nightingales Take on Big Tobacco Tobacco Kills Ruth's Story The Personal Becomes Political Compelling Voices Strategic Planning Kelly's Story Policy Advocacy Shareholder Advocacy: “the NURSES are Coming…” Extending the Message What NURSES Can Do Nursing is Political Lessons Learned: Nursing Activism Discussion Questions References Online Resources Unit 6 Policy and Politics in the Community Chapter 81 Where Policy Hits the Pavement: Contemporary Issues in Communities What is a Community? Healthy Communities Partnership for Improving Community Health Determinants of Health Discussion Questions References Online Resources Chapter 82 An Introduction to Community Activism Key Concepts Taking Action to Effect Change: Characteristics of Community Activists and Activism Challenges and Opportunities in Community Activism Nurses as Community Activists Discussion Questions References Online Resources 24 Chapter 83 Taking Action: The Canary Coalition for Clean Air in North Carolina's Smoky Mountains and Beyond Lessons in Communicating Persuasion: the Integrated Resource Plan Example Speaking to Power Clean Air: a Mixed Blessing The Crucible of Financial Challenge Efficient and Affordable Energy Rates Bill Nurses' Role in Environmental Stewardship References Chapter 84 How Community-Based Organizations Are Addressing Nursing's Role in Transforming Health Care Community as Partner and the Community Anchor Accountable Care Community Superstorm Sandy the Population Care Coordinator Hospital Partnerships and Transitional Care Vulnerable Patient Study Conclusion Discussion Questions References Online Resources Chapter 85 Taking Action: From Sewage Problems to the Statehouse: Serving Communities Sewage Changed My Life My Campaigns The Value of Political Activity in Your Community Leadership in the International Community Mentoring Other Nurses for Political Advocacy Recommendations for Becoming Involved in Politics Chapter 86 Family and Sexual Violence: Nursing and U.S. Policy Intimate Partner and Sexual Violence Against Women State Laws Regarding Intimate Partner and Sexual Violence Federal Laws Related to Intimate Partner and Sexual Violence Health Policies Related to Intimate Partner and Sexual Violence Child Maltreatment State and Federal Policies Related to Child Maltreatment Health Policies Related to Child Maltreatment Older Adult Maltreatment State and Federal Legislation Related to Older Adult Maltreatment 25 Health Care Policies Related to Older Adult Maltreatment Opportunity for Nursing Discussion Questions References Online Resources Chapter 87 Human Trafficking: The Need for Nursing Advocacy Encountering the Victims of Human Trafficking Advancing Policy in the Workplace Role of Professional Nursing Associations Advocating for State Legislation and Policy on Human Trafficking Advancing Policy Through Media and Technology Trafficking as a Global Public Health Issue The World of the Victims International Policy U.S. Response to Human Trafficking Conclusion Discussion Questions References Online Resources Chapter 88 Taking Action: A Champion of Change: For Want of a Hug What Happened? The Struggle to Find Help We Got Help, but What About Others? Commitment in My Community Meeting Basic Needs Gang Violence Prevention It Takes a Village References Chapter 89 Lactivism: Breastfeeding Advocacy in the United States Why Advocate for Breastfeeding? The Historic Decline in Breastfeeding in the United States Culture of Breastfeeding Action to Support Breastfeeding The Need for Breastfeeding Advocacy Education Discussion Questions References Online Resources Chapter 90 Taking Action: Reefer Madness: The Clash of Science, Politics, and Medical Marijuana 26 A Plant with an Image Problem Once upon a Time, Cannabis Was Legal How and Why Did the Marijuana Prohibition Begin? My Introduction to the Problem of Medical Cannabis Use An Opportunity for Education Barriers and Strategies Patients Out of Time The Tide is Shifting Looking Ahead at a Paradigm Shift References Chapter 91 International Health and Nursing Policy and Politics Today: A Snapshot Globalization Migration Global Health The Policy Role of the World Health Organization The Millennium Development Goals Beyond the Millennium Development Goals Human Resources for Health Advanced Nursing Practice The World Health Organization and Nursing Nursing's Policy Voice Getting Involved Discussion Questions References Chapter 92 Infectious Disease: A Global Perspective Background Determinants of Infectious Disease Introduction and Transmission Ebola Virus Disease Outbreak: West Africa, 2014 Surveillance and Reporting Conclusion Discussion Questions References Online Resources Index 27 Copyright 3251 Riverport Lane St. Louis, Missouri 63043 POLICY & POLITICS IN NURSING AND HEALTH CARE ISBN: 978-0-323-24144-1 Copyright © 2016 by Elsevier Inc. 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To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. The views expressed in this book are those of the authors and do not reflect the official policy or position of the Department of Defense, Department of Health and Human Services, Department of Veterans Affairs, any other government agency, or the U.S. Government. Previous editions copyrighted 2014, 2012, 2007, 2002, 1998, 1993, and 1985. Library of Congress Cataloging-in-Publication Data Policy & politics in nursing and health care / [edited by] Diana J. Mason, Deborah B. Gardner, Freida Hopkins Outlaw, Eileen T. O'Grady.—Seventh edition. p.; cm. Policy and politics in nursing and health care Includes bibliographical references and index. ISBN 978-0-323-24144-1 (pbk. : alk. paper) I. Mason, Diana J., 1948-, editor. II. Gardner, Deborah B., editor. III. Outlaw, Freida Hopkins, editor. IV. O'Grady, Eileen T., 1963-, editor. V. Title: Policy and politics in nursing and health care. 28 [DNLM: 1. Nursing–United States. 2. Delivery of Health Care–United States. 3. Politics–United States. 4. Public Policy–United States. WY 16 AA1] RT86.5 362.17′3–dc23 2015008880 Senior Content Strategist: Sandra Clark Content Development Manager: Laurie Gower Senior Content Development Specialist: Karen Turner Content Development Specialist: Jennifer Wade Publishing Services Manager: Jeff Patterson Senior Project Manager: Clay S. Broeker Design Direction: Ashley Miner Printed in the United States of America Last digit is the print number: 9 8 7 6 5 4 3 2 1 29 About the Editors DIANA J. MASON, PhD, RN, FAAN, is the Rudin Professor of Nursing and Co-Founder and CoDirector of the Center for Health, Media, and Policy (CHMP) at Hunter College and Professor at the City University of New York. She served as President of the American Academy of Nursing (20132015) and as Strategic Adviser for the Campaign for Action, an initiative to implement the recommendations from the Institute of Medicine's Future of Nursing report, to which she contributed. From 2012 to 2015 she served as Co-President of the Hermann Biggs Society, an interdisciplinary health policy salon in New York City. Dr. Mason was editor-in-chief of the American Journal of Nursing for over a decade. Under her leadership, the journal received numerous awards for editorial excellence and dissemination, culminating in the journal being selected by the Specialized Libraries Association in 2009 as one of the 100 most influential Journals of the Century in Biology and Medicine—the only nursing journal to be selected for this distinction. As a journalist, she has produced and moderated a weekly radio program on health and health policy (Healthstyles) for 30 years. She blogs for HealthCetera (www.centerforhealthmediapolicy.com) and for the JAMA News Forum. In 2009, she was appointed to the National Advisory Committee for Kaiser Health News—the only nurse and health professional on the Committee. She is the lead co-editor of The Nursing Profession: Development, Challenges, and Opportunities, part of the Robert Wood Johnson Foundation Health Policy Book Series. She has been the lead co-editor of all seven editions of Policy & Politics in Nursing and Health Care. She is the recipient of numerous honors, including Honorary Doctorates from Long Island University and West Virginia University; fellowship in the New York Academy of Medicine; and the Pioneering Spirit Award from the American Association of Critical Care Nurses. DEBORAH B. GARDNER, PhD, RN, FAAN, FNAP, is a health policy and leadership consultant. She has more than 35 years of health care experience as a clinician, manager, trainer, and consultant delivering care across diverse institutional and community settings. Dr. Gardner practiced as a psychiatric mental health clinical nurse specialist for 15 years. She received a PhD in Nursing Administration and Health Policy from George Mason University. At the National Institutes of Health (NIH) Clinical Center she established and held the position as the Director of Organizational Planning and Workforce Development for 10 years. She served at the Bureau of Health Professionals, Health Resources and Services Administration (HRSA) as a senior consultant collaborating on the implementation of the Affordable Care Act (ACA) (2010-2012). As the Director of the Hawaii State Center for Nursing, she led the State's Campaign for Action Coalition, a Robert Wood Johnson Foundation Initiative to support the Institute of Medicine's Future of Nursing report. In 2012 she served as a member of the Hawaii Governor's Healthcare Transformation Steering Committee to assess and refocus Hawaii's health care delivery system for alignment to the ACA goals. A Fellow in the American Academy of Nursing and in the National Academy of Practice, she was instrumental in establishing the National Center for Interprofessional Practice and Education in Minneapolis, Minnesota. She has received numerous awards, including the HRSA Administrator's Special Citation for National Leadership in Interprofessional Education and Collaborative Practice, an International Coaching Federation Award for Excellence in the Establishment of an Outstanding Executive Coaching Program, the NIH Director's Award for Outstanding Mentoring and Innovation in Organizational Development Strategies, and the “Profiles in Excellence” alumni honors award from Oklahoma Baptist University. Dr. Gardner has written numerous book chapters and articles. She serves on the Editorial Board for 30 Nursing Economic$ and writes the Policy and Politics column. She is a professional speaker on interprofessional practice and education teams, advanced practice nursing, and health policy issues. FREIDA HOPKINS OUTLAW, PhD, RN, FAAN, is an adjunct professor in the Peabody College of Education, Vanderbilt University, Nashville, Tennessee. She served as the Assistant Commissioner, Division of Special Populations, Tennessee Department of Mental Health and Substance Abuse Services. In this role, she helped to develop policies and initiatives that improved treatment for children with mental health and substance abuse issues. She provided leadership in securing $32 million of federal funding to support transforming the mental health system for children and their families and was part of the leadership instrumental in passing legislation to create the Children's Mental Health Council, which developed a plan for a statewide system of care implementation, which continues today. She participated in the American Nurses Association Minority Fellowship Legislative Internship Program. Her passion was further ignited when state and national policies impacted delivery of mental health services to children and their families to which she provided mental health services at the University of Pennsylvania nurse-managed health center. Dr. Outlaw received a Department of Health and Human Services Policy Academy Grant to lead a team of child-serving agencies, community stakeholders, families, and youth to work on transforming mental health care for children and families through planning, policy, and practice. Dr. Outlaw a member of the Robert Wood Johnson Foundation (RWJF) Collaborative National Advisory Committee, whose function is to advise the faculty of the RWJF Nursing and Health Policy Collaborative, University of New Mexico, College of Nursing. She is a Fellow in the American Academy of Nursing and is an active member of the Psychiatric Mental Health and Substance Abuse Expert Panel. She has written frequently on the areas of depression, impact of racism, and stress on the health of African Americans; management of aggression; seclusion and restraint; religion, spirituality, and the meaning of prayer for people with cancer; and children's mental health. She has received recognition for her excellence in clinical practice and for her work to improve the mental health of children and their families. EILEEN T. O'GRADY, PhD, NP, RN, is a certified Nurse Practitioner and Wellness Coach who uses an evidence-based approach with people to reverse or prevent disease. She believes deeply that more attention must be paid to getting us unstuck from lifestyles that do not support wellness. She speaks professionally at universities, associations, corporations, schools, and communities on the importance of thoughtful self-care, patient engagement, and how to identify and remedy a life that is out of balance. She is currently adjunct faculty in the Graduate Schools of Nursing at Pace University, Georgetown University, Duke University, and George Washington University, where she was given an Outstanding Teacher Award. She has held a number of leadership positions with professional nursing associations, most notably as a founder and vice chair of the American College of Nurse Practitioners (now the American Association of Nurse Practitioners). She was a 1999 Policy Fellow in the U.S. Public Health Service Primary Care Policy Fellowship and in 2003 was given the American College of Nurse Practitioners Legislative Advocacy Award for her leadership on nurse practitioner policy issues. She is the 2013 recipient of the Loretta Ford Lifetime Achievement Award and the Virginia Council of Nurse Practitioners Advocate of the Year Award. She is a co-editor and author of Advanced Practice Nursing: An Integrative Approach, 5th edition (Elsevier, 2013) and has authored numerous articles and book chapters as well as a monthly column on advanced practice nursing and health policy for 10 years in Nurse Practitioner World News. She has taught nurses and physicians both nationally and internationally with the U.S. Peace Corps. Dr. O'Grady has practiced as a primary care provider for 15 years and is now certified as a life coach through the International Coaching Federation and as an Adult Nurse Practitioner through the American Nurses Credentialing Center. Dr. O'Grady holds three graduate degrees: a Master of Public Health from George Washington University, a Master of Science in Nursing, and a Doctor of Philosophy in Nursing/Health Policy from George Mason University. She has dual citizenship in Ireland and the United States. www.eileenogrady.net 31 32 Contributors Greg Abell Principal Sound Options Group, LLC Bainbridge Island, Washington Charles R. Alexandre PhD, RN Director Quality and Regulation Butler Hospital Providence, Rhode Island Carmen Alvarez PhD, C-NP, CNM Julio Bellber Post-Doctoral Fellow Department of Health Policy George Washington University Washington, DC Angela Frederick Amar PhD, RN, FAAN Assistant Dean for BSN Education and Associate Professor Nell Hodgson Woodruff School of Nursing Emory University Atlanta, Georgia Coral T. Andrews MBA, RN, FACHE Founding Executive Director Hawaii Health Connector Honolulu, Hawaii Susan Apold PhD, RN, ANP-BC, FAAN, FAANP Robert Wood Johnson Foundation Executive Nurse Fellow Clinical Professor of Nursing New York University New York, New York Kenya V. Beard EdD, GNP-BC, NP-C, ACNP-BC, CNE Associate Vice President for Curriculum and Instruction Director Center Mult...
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