8/1/25, 7:08 AM WGU Performance Assessment
AWM3 — AWM3 TASK 1: ADVOCATING FOR POLICY
CHANGE TO IMPROVE HEALTH OUTCOMES IN THE
COMMUNITY
ESSENTIALS OF ADVANCED NURSING ROLES AND INTERPROFESSIONAL PRACTICE — D025
PRFA — AWM3
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7063.1.1 : Practicing as an Advanced Nursing Professional
The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.
7063.1.2 : Recommend Regulatory Policies
The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.
7063.1.3 : Impact of Interprofessional Team Roles
The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.
7063.1.4 : Analyze Data for Quality Improvement
The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.
INTRODUCTION
Advanced professional nurses have the potential to improve health outcomes in patients and populations through interprofessional collaboration and healthcare advocacy. In this performance assessment, you will demonstrate competence as an advanced professional nurse to identify published data that supports a health issue, concern, or behavior in a city, county, or state of your choosing. You will explore the role of the advanced professional nurse in developing and leading an interprofessional team to identify evidence-based policies, programs, or initiatives to improve the identified health issue, concern, or behavior in the chosen city, county, or state. You will identify a public leader with the authority to move a policy, program, or initiative forward. You will then create a summary of the recommendation using the following format: identification, summary, background, assessment, and recommendation (ISBAR) that you might propose to the public leader.
Note: Using the “AWM3 Task Template” to complete this task is optional.
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8/1/25, 7:08 AM WGU Performance Assessment
Note: This is a theoretical experience, and you will not actually implement the policy, program, or initiative you are recommending.
Note: Be sure to cite and reference all sources used to complete this task.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Discuss how two of the American Association of Colleges of Nursing (AACN) advanced-level Domain 3 competencies guide the advanced professional nurse to improve population health. Include one example for each competency in the discussion.
B. Based on the results of the interprofessional professionalism assessment in the course, provide a summary of each of the six categories. Include one strength and one opportunity for improvement for each of the six categories.
Note: Refer to the “Interprofessional Professionalism Assessment”that you completed in Unit 4 (page 34) of the course.
C. For each of the five stages of interprofessional team development, describe a strategy the advanced professional nurse could implement to develop the interprofessional advocacy team in population health.
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Note: Refer to Chapter 6 in DeNisco, S. M. (2024).
D. Summarize each of the five social determinants of health (SDOH). (suggested length of 3–5 sentences for each summary)
1. For each SDOH, describe one possible policy, program, or initiative that could improve that SDOH. Note: Be sure to refer to the sources within the course to respond to part D and D1.
E. Discuss two examples using two different sources (one source per example) of how health equity was addressed in a local, state, or national health policy, program, or initiative.
F. Using published data (e.g., .gov, County Health Rankings and Roadmaps, CDC, health department site) discuss one health issue, concern, or behavior affecting the population in a specific, identified U.S. city, county, or state of your choice.
G. Discuss an evidence-based policy, program, or initiative recommendation to improve the identified population health issue, concern, or behavior in part F. Support the discussion with at leasttwo sources.
Note: The policy/program/initiative you recommend must be one that is not currently in place in your chosen city/county/state.
H. Identify one public leader with the authority or influence to facilitate the implementation of the policy, program, or initiative recommendation from part G including the following details:
• name of the leader
• title of the leader
• position responsibility of the leader
1. Explain why the public leader you chose in part H would be selected to facilitate the implementation of the policy, program, or initiative recommendation from part G.
I. Create an ISBAR summary of the policy, program, or initiative recommendation from part G including the public leader from part H using the attached “ISBAR Summary Template.” Save and submit your ISBAR summary as a separate .pdf or .docx document.
Note: Refer to the article titled “Using SBAR to Communicate with Policymakers” found in Unit 3 of the course.
J. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
K. Demonstrate professional communication in the content and presentation of your submission. File Restrictions
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File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:ADVANCED PROFESSIONAL NURSE AS ADVOCATE
NOT EVIDENT
A discussion is not provided.
APPROACHING
COMPETENCE
The submission includes a dis cussion of only 1 AACN ad vanced-level Domain 3 compe tency. Or the submission in cludes a discussion of 2 AACN advanced-level Domain 3 com petencies, but they do not both include examples. Or both dis cussions are not about AACN advanced-level Domain 3 com petencies. Or the discussions are not about how the compe tencies guide the advanced pro fessional nurse to improve pop ulation health.
COMPETENT
The submission includes a discus sion of how 2 of the AACN ad vanced-level Domain 3 compe tencies guide the advanced pro fessional nurse to improve popu lation health. 1 example for each competency is included.
B:INTERPROFESSIONAL PROFESSIONALISM ASSESSMENT
NOT EVIDENT
The submission does not include any summaries.
C:INTERPROFESSIONAL TEAM DEVELOPMENT
APPROACHING
COMPETENCE
The submission does not include a summary for all 6 categories. Or 1 strength and 1 opportunity for improvement is not included in all 6 category summaries. Or the submission is not based on the results of the interprofes sional professionalism assess ment completed in the course.
COMPETENT
The submission provides a sum mary of each of the 6 categories of the interprofessional profes sionalism assessment completed in the course including 1 strength and 1 opportunity for improve ment for each category.
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NOT EVIDENT
The submission does not include any descriptions.
D:SDOH SUMMARIES
NOT EVIDENT
The submission does not include any summaries.
D1:SDOH IMPROVEMENTS
NOT EVIDENT
The submission does not include any policies, programs, or
initiatives.
E:EXAMPLES OF HEALTH EQUITY
NOT EVIDENT
The submission does not include any examples.
APPROACHING
COMPETENCE
The submission does not include all 5 stages of interprofessional team development, or a strategy the advanced professional nurse could implement to develop the interprofessional advocacy team in population health is not included in each description of the 5 stages of interprofessional team development.
APPROACHING
COMPETENCE
The submission does not include a summary of all 5 SDOHs. Or 1 or more of the summaries is ir relevant or insufficient.
APPROACHING
COMPETENCE
The submission does not include a policy, program, or initiative for each of the SDOHs. Or 1 or more of the described policies, programs, or initiatives would not improve the corresponding SDOH.
APPROACHING
COMPETENCE
The submission only includes 1 example of how health equity was addressed in a local, state, or national health policy, pro
COMPETENT
The submission describes a strat egy for each of the 5 stages of in terprofessional team develop ment in population health.
COMPETENT
The submission includes a rele vant and sufficient summary for each of the 5 SDOHs.
COMPETENT
The submission includes 1 policy, program, or initiative that could improve each SDOH.
COMPETENT
The submission discusses 2 ex amples of how health equity was addressed in a local, state or na tional health policy, program, or initiative. A reference and in-text
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8/1/25, 7:08 AM WGU Performance Assessment gram, or initiative. Or the 2 ex
amples do not each use a differ
ent source. Or the 2 examples
do not adequately discuss how
health equity was addressed in a
local, state, or national health
policy, program, or initiative.
F:HEALTH CONCERN AFFECTING THE POPULATION
citation to support each example are included.
NOT EVIDENT
The submission does not include a health issue, concern, or be havior affecting the population in a specific, identified U.S. city, county, or state.
G:RECOMMENDATION
NOT EVIDENT
The submission does not include a discussion.
H:PUBLIC LEADER
NOT EVIDENT
The submission does not iden tify a public leader.
APPROACHING
COMPETENCE
The submission does not use published data. Or the discus sion is not about a health issue, concern, or behavior. Or the dis cussion does not address how the health issue, concern, or be havior is affecting a specific, identified U.S. city, county, or state population.
APPROACHING
COMPETENCE
The discussion does not include an evidence-based policy, pro gram, initiative, or recommenda tion. Or the recommendation discussed will not improve the identified population health is sue, concern, or behavior in part F. Or the discussion is not sup ported by at least 2 sources.
APPROACHING
COMPETENCE
The submission identifies 1 pub lic leader, but that public leader does not have the authority or
COMPETENT
The submission includes a discus sion of published data that sup ports 1 health issue, concern or behavior affecting the population in a specific, identified U.S. city, county or state.
COMPETENT
The submission provides an evi dence-based policy, program, ini tiative, or recommendation that will improve the health issue, concern, or behavior in part F and is supported by at least 2 sources.
COMPETENT
The submission identifies 1 pub lic leader with the authority or in fluence to facilitate the imple mentation of the policy, program,
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8/1/25, 7:08 AM WGU Performance Assessment influence to facilitate the imple
mentation of the policy, pro
gram, initiative, or recommenda
tion from part G. Or the submis
sion does not identify each of
the given details. Or the discus
sion is not relevant to the imple
mentation of the policy, pro
gram, initiative, or recommenda
tion from part G.
H1:EXPLANATION OF PUBLIC LEADER CHOICE
initiative, or recommendation from part G and includes each given detail.
NOT EVIDENT
The submission does not include an explanation.
I:ISBAR SUMMARY
NOT EVIDENT
The submission does not include an ISBAR summary.
J:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
APPROACHING
COMPETENCE
The explanation does not ade quately explain why the public leader chosen in part H would be selected to facilitate the im plementation of the policy, pro
gram, initiative, or recommenda tion from part G.
APPROACHING
COMPETENCE
The included ISBAR summary is incomplete. Or the ISBAR sum mary is not submitted as a sepa rate document.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how
COMPETENT
The submission explains why the public leader chosen in part H would be selected to facilitate the implementation of the policy, program, initiative, or recom mendation from part G.
COMPETENT
The submission provides a com plete ISBAR summary of the pol icy, program, initiative, or recom mendation identified in part H using the provided template and addresses each element of the ISBAR. The summary is submit ted as a separate document.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au
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list is incomplete or inaccurate.
K:PROFESSIONAL COMMUNICATION
thor, date, title, and source loca tion as available.
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
WEB LINKS
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.
Interprofessional Professionalism Assessment
SUPPORTING DOCUMENTS
AWM3 Task Template.docx
ISBAR Summary Template.docx
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