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Nursing questions
Discussion postCommunity partnerships

If you were recruiting new partners for a coalition to address childhood asthma, who would you approach?

Listing partners is easy. The prompt asks how you would tell each one why they are needed, and that has to be an argument from their interests rather than yours.

Editorial process

Last reviewed · August 25, 2026

01

The ask has to be made in the partner's own terms

The list of partners for a childhood asthma coalition writes itself: schools and school nurses, paediatric practices and the emergency department, housing authorities and code enforcement, tenant organisations, pharmacists, Medicaid managed care plans, and the local health department. The prompt's second question is the one that requires thought, because articulating why they are needed has to be done in each partner's own terms rather than in yours. A housing authority is not moved by asthma prevalence; it may be moved by pest control and mould remediation costs, by tenant complaints, and by the vacancy and turnover that follow poor conditions. A managed care plan is not moved by community spirit; it is moved by avoidable emergency and inpatient use in a population it is financially responsible for. That reframing is the assignment, because a coalition invitation that describes the health problem to an audience with a different mandate is a request for charity rather than a proposition.

Being specific about what each partner uniquely holds is the other half. Schools hold attendance data, daily access to the child and the ability to hold a rescue inhaler; housing holds the ability to change the exposure, which is the only lever that addresses the cause rather than the attack; clinicians hold the prescription and the action plan; the health department holds surveillance data and convening authority. Saying what each one brings that nobody else can is a more persuasive articulation than describing the problem again, and it also protects the coalition from the failure mode where twelve organisations attend, none has a defined contribution, and the meetings stop after four months. Note that the prompt explicitly requires no research citations, so the work here is the reasoning rather than the sourcing. Twelve organisations in a room with no defined contributions is the shape a coalition dissolves in.

Likely learning objectives

  • Make a recruitment argument in the partner's own terms.
  • Identify what each partner uniquely contributes.
  • Distinguish addressing exposure from managing attacks.
  • Avoid the coalition failure mode of undefined contributions.

Assignment instructions

Read the full question

Review every instruction before using the planning guidance that follows.

HLT 665 Topic 8 DQ 2 One of the attributes of a community leader is an ability to influence others toward some kind of action (e.g., join our coalition, give to our cause, and stop smoking). If you were recruiting new partners for a coalition to address childhood asthma, who would you approach? How would you articulate why they are needed? No research citations are required for this discussion question.

Course-wide instructions that accompany this question

ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. HLT 665 Topic 8 DQ 2 I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

02

What Topic 8 DQ 2 asks for

  1. 01Who you would approach to recruit as new partners for a coalition addressing childhood asthma.
  2. 02How you would articulate why they are needed.
  3. 03A response consistent with the attribute of influencing others toward action.
  4. 04No research citations required.
03

Who, why them, and how you would put it

01

What a coalition is for

State the outcome the coalition exists to move.

What the assessor is likely looking for

An outcome rather than an activity.

02

Partners and what they hold

Name each partner and their unique contribution.

What the assessor is likely looking for

Contribution nobody else can supply.

03

The housing argument

Make the case to a housing authority in its own terms.

What the assessor is likely looking for

Interests other than health.

04

The payer argument

Make the case to a plan responsible for utilisation costs.

What the assessor is likely looking for

A financial argument stated correctly.

05

The school argument

Make the case in terms of attendance and daily management.

What the assessor is likely looking for

Access and data as the contribution.

06

Keeping the coalition alive

Say how defined roles prevent it dissolving.

What the assessor is likely looking for

A sustainability mechanism.

04

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Asthma

StatPearls, NCBI Bookshelf · 2025

Review before citing

Asthma, for the triggers and exposures a housing partner could change.

State Action Coalitions

Campaign for Action, Robert Wood Johnson Foundation and AARP · 2024

Review before citing

State action coalitions, as a worked example of coalition structure.

05

Before you post

Common mistakes

  • Listing partners without saying what each brings.
  • Making the case in public health terms to a non-public-health audience.
  • Omitting housing, which is where the exposure lives.
  • Recruiting broadly with no defined role for anyone.
  • Adding citations the prompt does not require while omitting the reasoning it does.

Submission checklist

  • Does each partner have a stated unique contribution?
  • Is the argument to each made in their own interests?
  • Is the exposure side of asthma addressed, not just treatment?
  • Would the coalition still have work for each partner in month six?
  • Is the post focused on articulation rather than on the list?

Use this guide to plan and review your own work. Follow your institution's rules and read Brinevia's academic-integrity policy.

Written by

Maren Caldwell

MSN, RN, CNE

Medical-surgical nursing, pharmacology and NCLEX preparation

Maren is a registered nurse with over 15 years of clinical and educational experience in medical-surgical nursing. She writes on NCLEX preparation, patient care fundamentals, pharmacology and evidence-based practice.

Reviewed by

Dr. Tessa Redmond

DNP, RN, CNE

Evidence-based practice and clinical education

Tessa is a doctorally-prepared nurse educator. She reviews Brinevia content for clinical accuracy and alignment with current evidence-based guidelines.

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