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  • [Solved] Statistics

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    – ## StatisticsAssignment.docx – ## AppendixG.docx – AppendixE.docx **## StatisticsAssignment.docx** **Discussion 1** **Post answers to the following:** · What is the relationship between a correlation matrix and multiple regression? How might they be used together? · What is the difference between …

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    Assignment Prompt & Instructions

    – ## StatisticsAssignment.docx

    – ## AppendixG.docx

    – AppendixE.docx

    **## StatisticsAssignment.docx**

    **Discussion 1**

    **Post answers to the following:**

    · What is the relationship between a correlation matrix and multiple regression? How might they be used together?

    · What is the difference between logistic and multiple regression?

    Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    **Discussion 2**

    · Evaluate one of the DNP QI projects that used a mixed methods approach below.

    a.
    **_Medina, M. (2024). Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site. (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global._** [**_https://scholarworks.waldenu.edu/dissertations/15450_**](https://scholarworks.waldenu.edu/dissertations/15450)

    b.
    **_Karamichos, S. (2023). The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site. (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global._**

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    · Please include intro and conclusion

    **Assignment**

    **To prepare:**

    **Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.**

    **Download the Critical Assessment, Appendix G Individual Evidence Summary Tool. (Both attached).**

    · Use the published quantitative study from below and use Dang et al. (2021) tools to critically appraise the research study

    Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2

    · Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    **## AppendixG.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/statistics-20927969)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10348903)

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10348903)

    **## StatisticsAssignment.docx**

    **Discussion 1**

    **Post answers to the following:**

    · What is the relationship between a correlation matrix and multiple regression? How might they be used together?

    · What is the difference between logistic and multiple regression?

    Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    **Discussion 2**

    · Evaluate one of the DNP QI projects that used a mixed methods approach below.

    a.
    **_Medina, M. (2024). Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site. (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global._** [**_https://scholarworks.waldenu.edu/dissertations/15450_**](https://scholarworks.waldenu.edu/dissertations/15450)

    b.
    **_Karamichos, S. (2023). The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site. (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global._**

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    · Please include intro and conclusion

    **Assignment**

    **To prepare:**

    **Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.**

    **Download the Critical Assessment, Appendix G Individual Evidence Summary Tool. (Both attached).**

    · Use the published quantitative study from below and use Dang et al. (2021) tools to critically appraise the research study

    Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2

    · Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    **## AppendixG.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/statistics-20927969)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10348903)

    **## StatisticsAssignment.docx**

    **Discussion 1**

    **Post answers to the following:**

    · What is the relationship between a correlation matrix and multiple regression? How might they be used together?

    · What is the difference between logistic and multiple regression?

    Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    **Discussion 2**

    · Evaluate one of the DNP QI projects that used a mixed methods approach below.

    a.
    **_Medina, M. (2024). Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site. (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global._** [**_https://scholarworks.waldenu.edu/dissertations/15450_**](https://scholarworks.waldenu.edu/dissertations/15450)

    b.
    **_Karamichos, S. (2023). The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site. (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global._**

    · What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

    · What was the effectiveness of each? (one paragraph)

    · Please include intro and conclusion

    **Assignment**

    **To prepare:**

    **Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.**

    **Download the Critical Assessment, Appendix G Individual Evidence Summary Tool. (Both attached).**

    · Use the published quantitative study from below and use Dang et al. (2021) tools to critically appraise the research study

    Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2

    · Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    **## AppendixG.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/statistics-20927969)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10348903)

    – 1
    – 2
    – 3

  • [Solved] Policy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## GlobalIssuesImpactingNursing.pdf – ## PolicyAssignment.docx – ## Resorcesforpolicyassignment.docx **## GlobalIssuesImpactingNursing.pdf** GLOBAL ISSUES IMPACTING NURSING United Nations Sustainable Development Goals (https://sdgs.un.org/goals#goals) Global health inequities and the social determ…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## GlobalIssuesImpactingNursing.pdf

    – ## PolicyAssignment.docx

    – ## Resorcesforpolicyassignment.docx

    **## GlobalIssuesImpactingNursing.pdf**

    GLOBAL ISSUES IMPACTING NURSING

    United Nations Sustainable Development Goals (https://sdgs.un.org/goals#goals)
    Global health inequities and the social determinants of health
    The health of refugees and displaced persons
    Women's reproductive health
    Maternal mortality and disability
    Infant mortality
    Childhood malnutrition
    Female circumcision
    Global infectious disease
    Global noncommunicable disease
    Overweight and obesity globally
    Disabilities and access to care
    Aging and access to care globally
    Mental Health
    Global opioid crisis
    HIV
    COVID-19 vaccines and treatment (global inequities)
    International migration of nurses (ethical nurse recruitment and ‘brain drain’)
    Human Rights violations
    Human Trafficking (pick one: forced labor, sex trafficking, debt bondage, organ trafficking, child soldiers,
    child brides)
    Climate change
    Disaster risk reduction, response, recovery
    Response to protracted conflict/war
    Medical tourism/Birth tourism
    Vaccine distribution
    Health Equity and Indigenous Populations
    Malaria and/or Neglected tropical diseases
    Preparing for epidemics/pandemics
    Nurse midwifery in low- and middle-income countries
    Anti-microbial resistance
    Water, sanitation, and hygiene in healthcare facilities globally
    LGBTQ+ health inequities globally
    Urbanization
    Water quality/access
    Air quality
    Cost of healthcare globally
    Nutrition and global health
    Injuries and global health
    Interpersonal violence/Violence against women
    Cultural impact on health
    Complementary and Integrative Healthcare
    Global health ethics
    Access to health technology globally

    [https://sdgs.un.org/goals#goals](https://sdgs.un.org/goals#goals)

    Role of the International Council of Nurses (ICN) in addressing global health issues:
    (https://www.icn.ch/)

    **## PolicyAssignment.docx**

    **Assignment 1**

    To Prepare:

    · Review resources about nursing profession issues in the United States. Look specifically at the NLN and ANA website resources.

    · Review the global issues explored by the International Council of Nurses.

    · Consider a nursing issue that may impact you.

    · Consider what might be done about this issue.

    **Select** a nursing profession issue happening in the United States or a global health issue.- (List attached)

    Provide a clear and detailed description of the nursing profession issue.

    Explain how you might be impacted by this issue.

    Explore how this issue might be addressed and/or remedied through policy.

    **Assignment 2**

    Review the Learning resources on writing policy briefs.

    **The Assignment: (2 pages)**

    **Submit a 2-page (not including title page and references) policy brief. Include the following:**

    **Title:** A good title quickly communicates the contents of the brief in a memorable way.

    **Introduction:** This is one paragraph that includes the student’s health policy issue and the proposed policy action.

    **Context or Scope of Problem:** This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.

    **Policy Alternatives:** This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.

    **Policy Recommendations:** This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    **Conclusion**

    **Assignment 3**

    **To Prepare:**

    **Review resources about running for elected office.**

    Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    Research nurses who have become elected officials.

    Consider why nurses might consider running for office.

    Post a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    **## Resorcesforpolicyassignment.docx**

    **RESOURCES**

    Dawes, D. E. (2020). The political determinants of health. Johns Hopkins University Press.

    Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    Porche, D. J. (2023). Health policy: Applications for nurses and other healthcare professionals (3rd ed.). Jones & Bartlett Learning.

    Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    Chapter 17, “Policy Institutes” (pp. 255–264)

    American Association of Nurse Anesthesiology. (2022). Advocacy and policyLinks to an external site. https://www.aana.com/advocacy

    American Association of Nurse Practitioners. (2022). AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site.. https://www.aanp.org/advocacy

    American Nurses Association. (2018). ANA advocacy toolkitLinks to an external site.. https://rnaction.org/SitePages/toolkit.aspx

    American Nurses Association. (n.d.). Nurses serving in congressLinks to an external site.. https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress

    Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021). Resources for writing briefsLinks to an external site.. https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    IDRC. (n.d.). How to write a policy briefLinks to an external site.. https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    International Council of Nurses. (n.d.). https://www.icn.ch/Links to an external site.

    International Council of Nurses. (2022). Nursing policyLinks to an external site.. https://www.icn.ch/nursing-policy

    National League for Nursing. (2022). Public policyLinks to an external site.. https://www.nln.org/public-policy

    National League for Nursing. (2022). Toolkit homeLinks to an external site.. https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    Open Secrets. (2021). Health professionalsLinks to an external site.: Summary. https://www.opensecrets.org/industries/indus.php?ind=H01

    Pitsker, K. (2019, November 26). How to run for local office. Kiplinger Links to an external site.. https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    She Should RunLinks to an external site.. (2020). https://sheshouldrun.org/Links to an external site.

    Note: Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    United Nations. (n.d.). Sustainable development goals: 17 goals to transform our worldLinks to an external site.. https://www.un.org/sustainabledevelopment

    Weakley, S., & Tarrega, M. (n.d.). How to write a policy briefLinks to an external site.. https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    **## Resorcesforpolicyassignment.docx**

    **RESOURCES**

    Dawes, D. E. (2020). The political determinants of health. Johns Hopkins University Press.

    Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    Porche, D. J. (2023). Health policy: Applications for nurses and other healthcare professionals (3rd ed.). Jones & Bartlett Learning.

    Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    Chapter 17, “Policy Institutes” (pp. 255–264)

    American Association of Nurse Anesthesiology. (2022). Advocacy and policyLinks to an external site. https://www.aana.com/advocacy

    American Association of Nurse Practitioners. (2022). AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site.. https://www.aanp.org/advocacy

    American Nurses Association. (2018). ANA advocacy toolkitLinks to an external site.. https://rnaction.org/SitePages/toolkit.aspx

    American Nurses Association. (n.d.). Nurses serving in congressLinks to an external site.. https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress

    Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021). Resources for writing briefsLinks to an external site.. https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    IDRC. (n.d.). How to write a policy briefLinks to an external site.. https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    International Council of Nurses. (n.d.). https://www.icn.ch/Links to an external site.

    International Council of Nurses. (2022). Nursing policyLinks to an external site.. https://www.icn.ch/nursing-policy

    National League for Nursing. (2022). Public policyLinks to an external site.. https://www.nln.org/public-policy

    National League for Nursing. (2022). Toolkit homeLinks to an external site.. https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    Open Secrets. (2021). Health professionalsLinks to an external site.: Summary. https://www.opensecrets.org/industries/indus.php?ind=H01

    Pitsker, K. (2019, November 26). How to run for local office. Kiplinger Links to an external site.. https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    She Should RunLinks to an external site.. (2020). https://sheshouldrun.org/Links to an external site.

    Note: Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    United Nations. (n.d.). Sustainable development goals: 17 goals to transform our worldLinks to an external site.. https://www.un.org/sustainabledevelopment

    Weakley, S., & Tarrega, M. (n.d.). How to write a policy briefLinks to an external site.. https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    **## GlobalIssuesImpactingNursing.pdf**

    GLOBAL ISSUES IMPACTING NURSING

    United Nations Sustainable Development Goals (https://sdgs.un.org/goals#goals)
    Global health inequities and the social determinants of health
    The health of refugees and displaced persons
    Women's reproductive health
    Maternal mortality and disability
    Infant mortality
    Childhood malnutrition
    Female circumcision
    Global infectious disease
    Global noncommunicable disease
    Overweight and obesity globally
    Disabilities and access to care
    Aging and access to care globally
    Mental Health
    Global opioid crisis
    HIV
    COVID-19 vaccines and treatment (global inequities)
    International migration of nurses (ethical nurse recruitment and ‘brain drain’)
    Human Rights violations
    Human Trafficking (pick one: forced labor, sex trafficking, debt bondage, organ trafficking, child soldiers,
    child brides)
    Climate change
    Disaster risk reduction, response, recovery
    Response to protracted conflict/war
    Medical tourism/Birth tourism
    Vaccine distribution
    Health Equity and Indigenous Populations
    Malaria and/or Neglected tropical diseases
    Preparing for epidemics/pandemics
    Nurse midwifery in low- and middle-income countries
    Anti-microbial resistance
    Water, sanitation, and hygiene in healthcare facilities globally
    LGBTQ+ health inequities globally
    Urbanization
    Water quality/access
    Air quality
    Cost of healthcare globally
    Nutrition and global health
    Injuries and global health
    Interpersonal violence/Violence against women
    Cultural impact on health
    Complementary and Integrative Healthcare
    Global health ethics
    Access to health technology globally

    [https://sdgs.un.org/goals#goals](https://sdgs.un.org/goals#goals)

    Role of the International Council of Nurses (ICN) in addressing global health issues:
    (https://www.icn.ch/)

    **## PolicyAssignment.docx**

    **Assignment 1**

    To Prepare:

    · Review resources about nursing profession issues in the United States. Look specifically at the NLN and ANA website resources.

    · Review the global issues explored by the International Council of Nurses.

    · Consider a nursing issue that may impact you.

    · Consider what might be done about this issue.

    **Select** a nursing profession issue happening in the United States or a global health issue.- (List attached)

    Provide a clear and detailed description of the nursing profession issue.

    Explain how you might be impacted by this issue.

    Explore how this issue might be addressed and/or remedied through policy.

    **Assignment 2**

    Review the Learning resources on writing policy briefs.

    **The Assignment: (2 pages)**

    **Submit a 2-page (not including title page and references) policy brief. Include the following:**

    **Title:** A good title quickly communicates the contents of the brief in a memorable way.

    **Introduction:** This is one paragraph that includes the student’s health policy issue and the proposed policy action.

    **Context or Scope of Problem:** This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.

    **Policy Alternatives:** This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.

    **Policy Recommendations:** This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    **Conclusion**

    **Assignment 3**

    **To Prepare:**

    **Review resources about running for elected office.**

    Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    Research nurses who have become elected officials.

    Consider why nurses might consider running for office.

    Post a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    **## Resorcesforpolicyassignment.docx**

    **RESOURCES**

    Dawes, D. E. (2020). The political determinants of health. Johns Hopkins University Press.

    Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    Porche, D. J. (2023). Health policy: Applications for nurses and other healthcare professionals (3rd ed.). Jones & Bartlett Learning.

    Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    Chapter 17, “Policy Institutes” (pp. 255–264)

    American Association of Nurse Anesthesiology. (2022). Advocacy and policyLinks to an external site. https://www.aana.com/advocacy

    American Association of Nurse Practitioners. (2022). AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site.. https://www.aanp.org/advocacy

    American Nurses Association. (2018). ANA advocacy toolkitLinks to an external site.. https://rnaction.org/SitePages/toolkit.aspx

    American Nurses Association. (n.d.). Nurses serving in congressLinks to an external site.. https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress

    Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021). Resources for writing briefsLinks to an external site.. https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    IDRC. (n.d.). How to write a policy briefLinks to an external site.. https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    International Council of Nurses. (n.d.). https://www.icn.ch/Links to an external site.

    International Council of Nurses. (2022). Nursing policyLinks to an external site.. https://www.icn.ch/nursing-policy

    National League for Nursing. (2022). Public policyLinks to an external site.. https://www.nln.org/public-policy

    National League for Nursing. (2022). Toolkit homeLinks to an external site.. https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    Open Secrets. (2021). Health professionalsLinks to an external site.: Summary. https://www.opensecrets.org/industries/indus.php?ind=H01

    Pitsker, K. (2019, November 26). How to run for local office. Kiplinger Links to an external site.. https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    She Should RunLinks to an external site.. (2020). https://sheshouldrun.org/Links to an external site.

    Note: Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    United Nations. (n.d.). Sustainable development goals: 17 goals to transform our worldLinks to an external site.. https://www.un.org/sustainabledevelopment

    Weakley, S., & Tarrega, M. (n.d.). How to write a policy briefLinks to an external site.. https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    **## GlobalIssuesImpactingNursing.pdf**

    GLOBAL ISSUES IMPACTING NURSING

    United Nations Sustainable Development Goals (https://sdgs.un.org/goals#goals)
    Global health inequities and the social determinants of health
    The health of refugees and displaced persons
    Women's reproductive health
    Maternal mortality and disability
    Infant mortality
    Childhood malnutrition
    Female circumcision
    Global infectious disease
    Global noncommunicable disease
    Overweight and obesity globally
    Disabilities and access to care
    Aging and access to care globally
    Mental Health
    Global opioid crisis
    HIV
    COVID-19 vaccines and treatment (global inequities)
    International migration of nurses (ethical nurse recruitment and ‘brain drain’)
    Human Rights violations
    Human Trafficking (pick one: forced labor, sex trafficking, debt bondage, organ trafficking, child soldiers,
    child brides)
    Climate change
    Disaster risk reduction, response, recovery
    Response to protracted conflict/war
    Medical tourism/Birth tourism
    Vaccine distribution
    Health Equity and Indigenous Populations
    Malaria and/or Neglected tropical diseases
    Preparing for epidemics/pandemics
    Nurse midwifery in low- and middle-income countries
    Anti-microbial resistance
    Water, sanitation, and hygiene in healthcare facilities globally
    LGBTQ+ health inequities globally
    Urbanization
    Water quality/access
    Air quality
    Cost of healthcare globally
    Nutrition and global health
    Injuries and global health
    Interpersonal violence/Violence against women
    Cultural impact on health
    Complementary and Integrative Healthcare
    Global health ethics
    Access to health technology globally

    [https://sdgs.un.org/goals#goals](https://sdgs.un.org/goals#goals)

    Role of the International Council of Nurses (ICN) in addressing global health issues:
    (https://www.icn.ch/)

    **## PolicyAssignment.docx**

    **Assignment 1**

    To Prepare:

    · Review resources about nursing profession issues in the United States. Look specifically at the NLN and ANA website resources.

    · Review the global issues explored by the International Council of Nurses.

    · Consider a nursing issue that may impact you.

    · Consider what might be done about this issue.

    **Select** a nursing profession issue happening in the United States or a global health issue.- (List attached)

    Provide a clear and detailed description of the nursing profession issue.

    Explain how you might be impacted by this issue.

    Explore how this issue might be addressed and/or remedied through policy.

    **Assignment 2**

    Review the Learning resources on writing policy briefs.

    **The Assignment: (2 pages)**

    **Submit a 2-page (not including title page and references) policy brief. Include the following:**

    **Title:** A good title quickly communicates the contents of the brief in a memorable way.

    **Introduction:** This is one paragraph that includes the student’s health policy issue and the proposed policy action.

    **Context or Scope of Problem:** This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.

    **Policy Alternatives:** This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.

    **Policy Recommendations:** This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.

    **Conclusion**

    **Assignment 3**

    **To Prepare:**

    **Review resources about running for elected office.**

    Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    Research nurses who have become elected officials.

    Consider why nurses might consider running for office.

    Post a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    **## Resorcesforpolicyassignment.docx**

    **RESOURCES**

    Dawes, D. E. (2020). The political determinants of health. Johns Hopkins University Press.

    Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    Porche, D. J. (2023). Health policy: Applications for nurses and other healthcare professionals (3rd ed.). Jones & Bartlett Learning.

    Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    Chapter 17, “Policy Institutes” (pp. 255–264)

    American Association of Nurse Anesthesiology. (2022). Advocacy and policyLinks to an external site. https://www.aana.com/advocacy

    American Association of Nurse Practitioners. (2022). AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site.. https://www.aanp.org/advocacy

    American Nurses Association. (2018). ANA advocacy toolkitLinks to an external site.. https://rnaction.org/SitePages/toolkit.aspx

    American Nurses Association. (n.d.). Nurses serving in congressLinks to an external site.. https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress

    Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021). Resources for writing briefsLinks to an external site.. https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    IDRC. (n.d.). How to write a policy briefLinks to an external site.. https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    International Council of Nurses. (n.d.). https://www.icn.ch/Links to an external site.

    International Council of Nurses. (2022). Nursing policyLinks to an external site.. https://www.icn.ch/nursing-policy

    National League for Nursing. (2022). Public policyLinks to an external site.. https://www.nln.org/public-policy

    National League for Nursing. (2022). Toolkit homeLinks to an external site.. https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    Open Secrets. (2021). Health professionalsLinks to an external site.: Summary. https://www.opensecrets.org/industries/indus.php?ind=H01

    Pitsker, K. (2019, November 26). How to run for local office. Kiplinger Links to an external site.. https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    She Should RunLinks to an external site.. (2020). https://sheshouldrun.org/Links to an external site.

    Note: Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    United Nations. (n.d.). Sustainable development goals: 17 goals to transform our worldLinks to an external site.. https://www.un.org/sustainabledevelopment

    Weakley, S., & Tarrega, M. (n.d.). How to write a policy briefLinks to an external site.. https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    – 1
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    – ## 650ResponseModule2.docx **## 650ResponseModule2.docx** 650 Response Module 2 [Module 2 Discussion: Introduction to Educationa](https://touro.instructure.com/courses/150070/assignments/1220081) 1.Matew D. 1. One area I’d like to improve is how I communicate my learning objectives to my students…

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    Assignment Prompt & Instructions

    – ## 650ResponseModule2.docx

    **## 650ResponseModule2.docx**

    650 Response Module 2

    [Module 2 Discussion: Introduction to Educationa](https://touro.instructure.com/courses/150070/assignments/1220081)

    1.Matew D.

    1. One area I’d like to improve is how I communicate my learning objectives to my students. By speaking in a clear and calm manner, my students could confidently understand the objective and feel more motivated to reach that objective. I also see a chance to boost collaboration by using tools like interactive whiteboards or tablets for paired work, which would allow my students to grow socially and academically. By demonstrating how to use technology step by step, I can create a safe and structured learning environment that helps students feel more confident, stay engaged, and be ready to learn.

    2. I use several tech practices that positively impact learning and engagement. When I model consistent and confident technology use, I’m creating a supportive environment where students feel safe to explore new tools, increasing their participation. I promote collaboration through group projects using apps that build communication and teamwork skills, enhancing social learning. By utilizing different platforms, I keep lessons fresh and motivating, which helps maintain student focus and enthusiasm.

    3. The unit titled "The Desert" designed for 3rd graders, explores desert geography, climate, plant and animal adaptations, and survival strategies. Students engage through videos, digital maps, and virtual field trips. This unit addresses NYS Science Standard 3-LS4-3 (organisms’ survival in habitats), ELA Standard W.3.2 (informative writing), and Social Studies Standard 3.1 (understanding physical and cultural characteristics of places). Students will build knowledge of ecosystems while developing writing and social studies skills through interactive, collaborative activities.

    2.
    [**Kanelyn Lopez**](https://touro.instructure.com/courses/150070/users/117778)

    **1**.
    _Three Things I Could Improve with Technology:_

    As a paraprofessional, I’ve seen how the right tech tools could truly help my students focus better and feel more involved in the learning process.

    · Supporting Focus and Reducing Distractions:  Some of the students I work with get easily distracted during independent work time, especially when there are too many distractions or sounds going on around them. The Forbes article mentioned how personalized learning platforms can help create more focused learning environments. Tools like noise-reducing headphones or apps that break tasks into smaller, step-by-step parts (like Classkick or Nearpod) could help students stay on track without feeling overwhelmed which is a tremendous help.

    · Group Work and Participation:  During group activities, I have noticed that some students struggle with contributing, especially if they’re shy or need more time to think. EdWeek talked about how collaborative tools like Google Slides or Jamboard give students new/different ways to share ideas. Using those platforms could help my students participate at their own pace and also feel more confident sharing their thoughts.

    · Supporting Different Learning Styles:  Many of the students I assist throughout the school year need visual aids or extra time. I do my best to provide that support, but the EF blog reminded me how much more we could do with platforms like BrainPOP, choice boards, or other interactive websites. Giving students options in how they engage with lessons, in my opinion could really increase their confidence and help them take more ownership of their learning!

    So, in conclusion these small changes would help students stay focused, feel more included, and learn in ways that actually make sense to them which can help them build that confidence and love for school. It would also make it easier for me to support them in more personalized ways.

    **2.** _Tech I Already Use That Works Well:_

    · Visual Supports with BrainPOP: We use BrainPOP for science, and I’ve noticed students stay more focused during those lessons. Like the EF blog said, videos make content more understandable and fun especially for students who need things broken down visually.

    · Google Classroom for Organization: Google Classroom has made it easier for students to find assignments, turn in work, and stay on top of things on their own. The Forbes article mentioned that it helps bring structure and clarity, which is something I see a lot of students benefit from, especially the ones who get overwhelmed easily.

    · Helping Make Learning Relevant: Even though I don’t plan the lessons, I usually suggest ideas to the teacher I work with, especially if I notice a student struggling to connect. The EdWeek article talked about how making learning feel real increases engagement, and I’ve definitely seen students become more curious when the topic feels relatable to their lives.

    **3.** For my digital classroom, I will design a 3rd grade Social Studies unit titled
    _“Map It Out: Exploring Our World.”_ This unit will introduce my students to basic geography skills and help them understand how to use and create maps. Students will learn to identify
    _continents, oceans, countries, and major land forms_. They will practice using map elements such as the
    _compass rose, map key, scale, and grid_. I will have interactive lessons, games, and digital mapping tools, students will also explore how geography affects where people live and how they adapt to their environment.

    This unit aligns with New York State Social Studies Standards
    _3.1 (geography and environmental relationships)_ and
    _3.4 (understanding geography and the human-environment connection)_. The goal is to build students foundational map skills while hopefully making geography engaging and also relevant to their

    **## 650ResponseModule2.docx**

    650 Response Module 2

    [Module 2 Discussion: Introduction to Educationa](https://touro.instructure.com/courses/150070/assignments/1220081)

    1.Matew D.

    1. One area I’d like to improve is how I communicate my learning objectives to my students. By speaking in a clear and calm manner, my students could confidently understand the objective and feel more motivated to reach that objective. I also see a chance to boost collaboration by using tools like interactive whiteboards or tablets for paired work, which would allow my students to grow socially and academically. By demonstrating how to use technology step by step, I can create a safe and structured learning environment that helps students feel more confident, stay engaged, and be ready to learn.

    2. I use several tech practices that positively impact learning and engagement. When I model consistent and confident technology use, I’m creating a supportive environment where students feel safe to explore new tools, increasing their participation. I promote collaboration through group projects using apps that build communication and teamwork skills, enhancing social learning. By utilizing different platforms, I keep lessons fresh and motivating, which helps maintain student focus and enthusiasm.

    3. The unit titled "The Desert" designed for 3rd graders, explores desert geography, climate, plant and animal adaptations, and survival strategies. Students engage through videos, digital maps, and virtual field trips. This unit addresses NYS Science Standard 3-LS4-3 (organisms’ survival in habitats), ELA Standard W.3.2 (informative writing), and Social Studies Standard 3.1 (understanding physical and cultural characteristics of places). Students will build knowledge of ecosystems while developing writing and social studies skills through interactive, collaborative activities.

    2.
    [**Kanelyn Lopez**](https://touro.instructure.com/courses/150070/users/117778)

    **1**.
    _Three Things I Could Improve with Technology:_

    As a paraprofessional, I’ve seen how the right tech tools could truly help my students focus better and feel more involved in the learning process.

    · Supporting Focus and Reducing Distractions:  Some of the students I work with get easily distracted during independent work time, especially when there are too many distractions or sounds going on around them. The Forbes article mentioned how personalized learning platforms can help create more focused learning environments. Tools like noise-reducing headphones or apps that break tasks into smaller, step-by-step parts (like Classkick or Nearpod) could help students stay on track without feeling overwhelmed which is a tremendous help.

    · Group Work and Participation:  During group activities, I have noticed that some students struggle with contributing, especially if they’re shy or need more time to think. EdWeek talked about how collaborative tools like Google Slides or Jamboard give students new/different ways to share ideas. Using those platforms could help my students participate at their own pace and also feel more confident sharing their thoughts.

    · Supporting Different Learning Styles:  Many of the students I assist throughout the school year need visual aids or extra time. I do my best to provide that support, but the EF blog reminded me how much more we could do with platforms like BrainPOP, choice boards, or other interactive websites. Giving students options in how they engage with lessons, in my opinion could really increase their confidence and help them take more ownership of their learning!

    So, in conclusion these small changes would help students stay focused, feel more included, and learn in ways that actually make sense to them which can help them build that confidence and love for school. It would also make it easier for me to support them in more personalized ways.

    **2.** _Tech I Already Use That Works Well:_

    · Visual Supports with BrainPOP: We use BrainPOP for science, and I’ve noticed students stay more focused during those lessons. Like the EF blog said, videos make content more understandable and fun especially for students who need things broken down visually.

    · Google Classroom for Organization: Google Classroom has made it easier for students to find assignments, turn in work, and stay on top of things on their own. The Forbes article mentioned that it helps bring structure and clarity, which is something I see a lot of students benefit from, especially the ones who get overwhelmed easily.

    · Helping Make Learning Relevant: Even though I don’t plan the lessons, I usually suggest ideas to the teacher I work with, especially if I notice a student struggling to connect. The EdWeek article talked about how making learning feel real increases engagement, and I’ve definitely seen students become more curious when the topic feels relatable to their lives.

    **3.** For my digital classroom, I will design a 3rd grade Social Studies unit titled
    _“Map It Out: Exploring Our World.”_ This unit will introduce my students to basic geography skills and help them understand how to use and create maps. Students will learn to identify
    _continents, oceans, countries, and major land forms_. They will practice using map elements such as the
    _compass rose, map key, scale, and grid_. I will have interactive lessons, games, and digital mapping tools, students will also explore how geography affects where people live and how they adapt to their environment.

    This unit aligns with New York State Social Studies Standards
    _3.1 (geography and environmental relationships)_ and
    _3.4 (understanding geography and the human-environment connection)_. The goal is to build students foundational map skills while hopefully making geography engaging and also relevant to their

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    – ## WBSTemplate_Week2.pptx – ## Week2Assignment.pdf **## WBSTemplate_Week2.pptx** Initiation Design Construction Setup Finalization Project Title Project Scope: ## image1.jpg **## Week2Assignment.pdf** ����������� �� � ������� ��������������� ������������������������� !"�!#�$!%&'"(#�&!)*+,�-,,+….

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    Assignment Prompt & Instructions

    – ## WBSTemplate_Week2.pptx

    – ## Week2Assignment.pdf

    **## WBSTemplate_Week2.pptx**

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    Design

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    Project Title

    Project Scope:

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    **## WBSTemplate_Week2.pptx**

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  • [Solved] I’m Working On This Question And I Need A Sample Draft To Help Me Study

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    – ## StakeholderAnalysisTemplate_Week3.xlsx – ## Week3Assignment_.pdf **## StakeholderAnalysisTemplate_Week3.xlsx** ## Stakeholder Analysis | | | | | | | | | | | | | — | — | — | — | — | — | — | — | — | — | — | | | STAKEHOLDER ANALYSIS TEMPLATE | | | PROJECT NAME | | | | | PR…

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    Assignment Prompt & Instructions

    – ## StakeholderAnalysisTemplate_Week3.xlsx

    – ## Week3Assignment_.pdf

    **## StakeholderAnalysisTemplate_Week3.xlsx**

    ## Stakeholder Analysis

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | | STAKEHOLDER ANALYSIS TEMPLATE |
    | | PROJECT NAME | | | | | PROJECT MANAGER | | | DATE |
    | | NAME OR GROUP | ROLE | PREDISPOSITION | ANTICIPATED INVOLVEMENT | ANTICIPATED ISSUES | MOTIVATION / DRIVERS | EXPECTATIONS OF EXCHANGE | MILESTONES | ACTIVITIES | NOTES |
    | | Sponsors, managers, users, etc. | | Current commitment profile: resistant, ambivalent, neutral, supportive/committed | What level of involvement is expected? | Known or potential issues | Why is the stakeholder invested in the project's success? | What is the stakeholder's predicted input? | At what point in the change effort is this stakeholder's involvement required? | What activities directly involve or impact the stakeholder? |

    ## Stakeholder Analysis – MATRIX

    | | | | |
    | — | — | — | — |
    | | STAKEHOLDER ANALYSIS MATRIX |

    | | INFLUENCE | 0 | ++ |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | HIGH INFLUENCE | HIGH INFLUENCE |
    | | | COMMIT | LEVERAGE |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | MODERATE INFLUENCE | MODERATE INFLUENCE |
    | | | INVEST | PLAN |

    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | LOW INFLUENCE | LOW INFLUENCE |
    | | | PLAN | MAINTAIN |
    | | | – | + |
    | | SUPPORT |

    **## Week3Assignment_.pdf**

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    **## StakeholderAnalysisTemplate_Week3.xlsx**

    ## Stakeholder Analysis

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | | STAKEHOLDER ANALYSIS TEMPLATE |
    | | PROJECT NAME | | | | | PROJECT MANAGER | | | DATE |
    | | NAME OR GROUP | ROLE | PREDISPOSITION | ANTICIPATED INVOLVEMENT | ANTICIPATED ISSUES | MOTIVATION / DRIVERS | EXPECTATIONS OF EXCHANGE | MILESTONES | ACTIVITIES | NOTES |
    | | Sponsors, managers, users, etc. | | Current commitment profile: resistant, ambivalent, neutral, supportive/committed | What level of involvement is expected? | Known or potential issues | Why is the stakeholder invested in the project's success? | What is the stakeholder's predicted input? | At what point in the change effort is this stakeholder's involvement required? | What activities directly involve or impact the stakeholder? |

    ## Stakeholder Analysis – MATRIX

    | | | | |
    | — | — | — | — |
    | | STAKEHOLDER ANALYSIS MATRIX |

    | | INFLUENCE | 0 | ++ |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | HIGH INFLUENCE | HIGH INFLUENCE |
    | | | COMMIT | LEVERAGE |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | MODERATE INFLUENCE | MODERATE INFLUENCE |
    | | | INVEST | PLAN |

    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | LOW INFLUENCE | LOW INFLUENCE |
    | | | PLAN | MAINTAIN |
    | | | – | + |
    | | SUPPORT |

    **## Week3Assignment_.pdf**

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    **## StakeholderAnalysisTemplate_Week3.xlsx**

    ## Stakeholder Analysis

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | | STAKEHOLDER ANALYSIS TEMPLATE |
    | | PROJECT NAME | | | | | PROJECT MANAGER | | | DATE |
    | | NAME OR GROUP | ROLE | PREDISPOSITION | ANTICIPATED INVOLVEMENT | ANTICIPATED ISSUES | MOTIVATION / DRIVERS | EXPECTATIONS OF EXCHANGE | MILESTONES | ACTIVITIES | NOTES |
    | | Sponsors, managers, users, etc. | | Current commitment profile: resistant, ambivalent, neutral, supportive/committed | What level of involvement is expected? | Known or potential issues | Why is the stakeholder invested in the project's success? | What is the stakeholder's predicted input? | At what point in the change effort is this stakeholder's involvement required? | What activities directly involve or impact the stakeholder? |

    ## Stakeholder Analysis – MATRIX

    | | | | |
    | — | — | — | — |
    | | STAKEHOLDER ANALYSIS MATRIX |

    | | INFLUENCE | 0 | ++ |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | HIGH INFLUENCE | HIGH INFLUENCE |
    | | | COMMIT | LEVERAGE |
    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | MODERATE INFLUENCE | MODERATE INFLUENCE |
    | | | INVEST | PLAN |

    | | | NEGATIVE SUPPORT / | POSITIVE SUPPORT / |
    | | | LOW INFLUENCE | LOW INFLUENCE |
    | | | PLAN | MAINTAIN |
    | | | – | + |
    | | SUPPORT |

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    – ## Week5Assignment_ResourcePlanDevelopment-BUSN663B001Summer2025-APEI.pdf – ## Resource_Plan_Template_Week5.xlsx **## Week5Assignment_ResourcePlanDevelopment-BUSN663B001Summer2025-APEI.pdf** ����������� �� � ������������� ��������� ����������� !� "�# $%&!'"�% ()*+�,++*-./0.1�2*33�40�+54/*…

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    Assignment Prompt & Instructions

    – ## Week5Assignment_ResourcePlanDevelopment-BUSN663B001Summer2025-APEI.pdf

    – ## Resource_Plan_Template_Week5.xlsx

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    ## Resource Plan Template

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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    | Project Name | Project Manager | Client | Date | | | | | | | Resource Plan |
    | | | | 1/2/24 |

    | Resource | Team | Total Effort | Rate | Cost | 1-Jan | 2-Jan | 3-Jan | 4-Jan | 5-Jan | 6-Jan | 7-Jan | 8-Jan | 9-Jan | 10-Jan | 11-Jan | 12-Jan | 13-Jan | 14-Jan | 15-Jan | 16-Jan | 17-Jan | 18-Jan | 19-Jan | 20-Jan | 21-Jan | 22-Jan | 23-Jan | 24-Jan | 25-Jan | 26-Jan | 27-Jan | 28-Jan | 29-Jan | 30-Jan | 31-Jan |
    | Bill | Marketing | 24 | $300 | $7,200 |
    | Homepage Copy | | 6 | | | | | 6 |
    | Choose Images | | 4 | | | | | 4 |
    | Build Internal Links | | 4 | | | | | | 4 |
    | Edit Copy | | 10 | | | | | | | | 10 |
    | Peter | Sales | 21 | $150 | $3,150 |
    | Create Sales Copy | | 4 | | | | | | | | | 2 | | | 2 |
    | Get Bios of Sales Team | | 5 | | | | | | | | | | | | 1 | 1 | 1 | 1 | 1 |
    | Create Email Campaign | | 4 | | | | | | | | | | | | | | | | | | | 4 |
    | Train Customer Service | | 8 | | | | | | | | | | | | | | | | | | | | | 4 | 4 |
    | Peggy | Design | 21 | $500 | $10,500 |
    | Site Architecture | | 5 | | | | | 3 | 2 |
    | Homepage Design | | 8 | | | | | | 2 | 2 | | | | | 2 | 2 |
    | Test Site | | 4 | | | | | | | | | | | | | | | 2 | 2 |
    | Repair Bugs | | 4 | | | | | | | | | | | | | | | | | | | 2 | 2 |
    | Sylvia | Development | 23 | $600 | $13,800 |
    | Create Code | | 8 | | | | | 4 | 4 |
    | Add Resources | | 7 | | | | | | 4 | 3 |
    | Test Site | | 6 | | | | | | | | 3 | 3 |
    | Maintenance on Site | | 2 | | | | | | | | | | | | | | | | | | | | | | 2 |

    **## Resource_Plan_Template_Week5.xlsx**

    ## Resource Plan Template

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |

    | Project Name | Project Manager | Client | Date | | | | | | | Resource Plan |
    | | | | 1/2/24 |

    | Resource | Team | Total Effort | Rate | Cost | 1-Jan | 2-Jan | 3-Jan | 4-Jan | 5-Jan | 6-Jan | 7-Jan | 8-Jan | 9-Jan | 10-Jan | 11-Jan | 12-Jan | 13-Jan | 14-Jan | 15-Jan | 16-Jan | 17-Jan | 18-Jan | 19-Jan | 20-Jan | 21-Jan | 22-Jan | 23-Jan | 24-Jan | 25-Jan | 26-Jan | 27-Jan | 28-Jan | 29-Jan | 30-Jan | 31-Jan |
    | Bill | Marketing | 24 | $300 | $7,200 |
    | Homepage Copy | | 6 | | | | | 6 |
    | Choose Images | | 4 | | | | | 4 |
    | Build Internal Links | | 4 | | | | | | 4 |
    | Edit Copy | | 10 | | | | | | | | 10 |
    | Peter | Sales | 21 | $150 | $3,150 |
    | Create Sales Copy | | 4 | | | | | | | | | 2 | | | 2 |
    | Get Bios of Sales Team | | 5 | | | | | | | | | | | | 1 | 1 | 1 | 1 | 1 |
    | Create Email Campaign | | 4 | | | | | | | | | | | | | | | | | | | 4 |
    | Train Customer Service | | 8 | | | | | | | | | | | | | | | | | | | | | 4 | 4 |
    | Peggy | Design | 21 | $500 | $10,500 |
    | Site Architecture | | 5 | | | | | 3 | 2 |
    | Homepage Design | | 8 | | | | | | 2 | 2 | | | | | 2 | 2 |
    | Test Site | | 4 | | | | | | | | | | | | | | | 2 | 2 |
    | Repair Bugs | | 4 | | | | | | | | | | | | | | | | | | | 2 | 2 |
    | Sylvia | Development | 23 | $600 | $13,800 |
    | Create Code | | 8 | | | | | 4 | 4 |
    | Add Resources | | 7 | | | | | | 4 | 3 |
    | Test Site | | 6 | | | | | | | | 3 | 3 |
    | Maintenance on Site | | 2 | | | | | | | | | | | | | | | | | | | | | | 2 |

    **## Week5Assignment_ResourcePlanDevelopment-BUSN663B001Summer2025-APEI.pdf**

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    **## Resource_Plan_Template_Week5.xlsx**

    ## Resource Plan Template

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |

    | Project Name | Project Manager | Client | Date | | | | | | | Resource Plan |
    | | | | 1/2/24 |

    | Resource | Team | Total Effort | Rate | Cost | 1-Jan | 2-Jan | 3-Jan | 4-Jan | 5-Jan | 6-Jan | 7-Jan | 8-Jan | 9-Jan | 10-Jan | 11-Jan | 12-Jan | 13-Jan | 14-Jan | 15-Jan | 16-Jan | 17-Jan | 18-Jan | 19-Jan | 20-Jan | 21-Jan | 22-Jan | 23-Jan | 24-Jan | 25-Jan | 26-Jan | 27-Jan | 28-Jan | 29-Jan | 30-Jan | 31-Jan |
    | Bill | Marketing | 24 | $300 | $7,200 |
    | Homepage Copy | | 6 | | | | | 6 |
    | Choose Images | | 4 | | | | | 4 |
    | Build Internal Links | | 4 | | | | | | 4 |
    | Edit Copy | | 10 | | | | | | | | 10 |
    | Peter | Sales | 21 | $150 | $3,150 |
    | Create Sales Copy | | 4 | | | | | | | | | 2 | | | 2 |
    | Get Bios of Sales Team | | 5 | | | | | | | | | | | | 1 | 1 | 1 | 1 | 1 |
    | Create Email Campaign | | 4 | | | | | | | | | | | | | | | | | | | 4 |
    | Train Customer Service | | 8 | | | | | | | | | | | | | | | | | | | | | 4 | 4 |
    | Peggy | Design | 21 | $500 | $10,500 |
    | Site Architecture | | 5 | | | | | 3 | 2 |
    | Homepage Design | | 8 | | | | | | 2 | 2 | | | | | 2 | 2 |
    | Test Site | | 4 | | | | | | | | | | | | | | | 2 | 2 |
    | Repair Bugs | | 4 | | | | | | | | | | | | | | | | | | | 2 | 2 |
    | Sylvia | Development | 23 | $600 | $13,800 |
    | Create Code | | 8 | | | | | 4 | 4 |
    | Add Resources | | 7 | | | | | | 4 | 3 |
    | Test Site | | 6 | | | | | | | | 3 | 3 |
    | Maintenance on Site | | 2 | | | | | | | | | | | | | | | | | | | | | | 2 |

    **## Week5Assignment_ResourcePlanDevelopment-BUSN663B001Summer2025-APEI.pdf**

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    **## Resource_Plan_Template_Week5.xlsx**

    ## Resource Plan Template

    | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |

    | Project Name | Project Manager | Client | Date | | | | | | | Resource Plan |
    | | | | 1/2/24 |

    | Resource | Team | Total Effort | Rate | Cost | 1-Jan | 2-Jan | 3-Jan | 4-Jan | 5-Jan | 6-Jan | 7-Jan | 8-Jan | 9-Jan | 10-Jan | 11-Jan | 12-Jan | 13-Jan | 14-Jan | 15-Jan | 16-Jan | 17-Jan | 18-Jan | 19-Jan | 20-Jan | 21-Jan | 22-Jan | 23-Jan | 24-Jan | 25-Jan | 26-Jan | 27-Jan | 28-Jan | 29-Jan | 30-Jan | 31-Jan |
    | Bill | Marketing | 24 | $300 | $7,200 |
    | Homepage Copy | | 6 | | | | | 6 |
    | Choose Images | | 4 | | | | | 4 |
    | Build Internal Links | | 4 | | | | | | 4 |
    | Edit Copy | | 10 | | | | | | | | 10 |
    | Peter | Sales | 21 | $150 | $3,150 |
    | Create Sales Copy | | 4 | | | | | | | | | 2 | | | 2 |
    | Get Bios of Sales Team | | 5 | | | | | | | | | | | | 1 | 1 | 1 | 1 | 1 |
    | Create Email Campaign | | 4 | | | | | | | | | | | | | | | | | | | 4 |
    | Train Customer Service | | 8 | | | | | | | | | | | | | | | | | | | | | 4 | 4 |
    | Peggy | Design | 21 | $500 | $10,500 |
    | Site Architecture | | 5 | | | | | 3 | 2 |
    | Homepage Design | | 8 | | | | | | 2 | 2 | | | | | 2 | 2 |
    | Test Site | | 4 | | | | | | | | | | | | | | | 2 | 2 |
    | Repair Bugs | | 4 | | | | | | | | | | | | | | | | | | | 2 | 2 |
    | Sylvia | Development | 23 | $600 | $13,800 |
    | Create Code | | 8 | | | | | 4 | 4 |
    | Add Resources | | 7 | | | | | | 4 | 3 |
    | Test Site | | 6 | | | | | | | | 3 | 3 |
    | Maintenance on Site | | 2 | | | | | | | | | | | | | | | | | | | | | | 2 |

    – 1
    – 2

  • [Solved] Health Care FINANCE and Reimbursement(Assessment 3 Cost-Benefit Analysis)

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    Executive Solution Overview

    Complete a cost-benefit analysis to determine the best course of action in a scenario for a staffing shortage. INTRODUCTION : **Note:** The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. In this assessment, you are going to look at deci…

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    Assignment Prompt & Instructions

    Complete a cost-benefit analysis to determine the best course of action in a scenario for a staffing shortage.
    INTRODUCTION : **Note:** The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
    In this assessment, you are going to look at decision making in healthcare and explore the cost-benefit analysis of making certain decisions. You will explore the concept of opportunity costs and the consequences of our decisions by identifying what we must sacrifice to choose alternate options. You will examine potential long-term solutions to address staffing shortages and consider how local labor markets and other market factors influence staffing and budgeting. You will weigh all of those variables against the needs of our organization and our patients working in a real-life exercise indicative of problems faced by every healthcare leader currently working in healthcare.
    SCENARIO: For this assessment, assume you are the executive director for a for-profit home care agency and you are experiencing a shortage of staff in nursing. You are having to turn away clients because you are not able to provide staff to make the visits. Your task is to complete the cost-benefit analysis to determine what your best course of action is. You are currently short of four full-time nurse positions to meet your current client load. Each full-time nurse position equates to 20 clients per week, with one hour for a visit and one hour for travel and documentation time for each client. This means you will need to reduce by 80 clients per week or add staff. Your current client load for the agency is 160 clients. You have two management nurses that process intakes, manage quality, ensure compliance, and perform audits for pending federal surveys. They are salaried and do not see clients in the home currently.
    Your task is to find a long-term solution to your staffing problem. Pick from one of the four categories to focus your efforts:
    – Staffing.
    – HR benefits.
    – Technology/wearable healthcare technology.
    – Telehealth.
    You have a surplus in a budget line of $1,000,000 dollars to address this issue. You may review the articles in the suggested reading list for this assessment to give you a start. Please offer at least one solution that you would recommend, and the cost-benefit associated with it. Also, please note the solution's opportunity cost.
    PREPARATION: To prepare for this assessment, review the instructions and rubric and the [Cost-Benefit Analysis Template [DOCX]](https://courseroom.capella.edu/courses/46722/files/8761490/download). As a best practice, conduct individual research to identify options and academic resources you will use in your cost-benefit analysis document. To help you get started, here is an example of an option in the format of the template.
    ### **Example**
    ### **Option 1: Loan Repayment**
    **Proposal:** Offer loan repayment for 3 years of service.
    **Benefit:**
    – Increase pool applying for positions.
    – Reduce turnover with signed contract of three-year commitment.
    – Immediate ability to fill open positions as nurses are already licensed.
    **Cost:**
    – 4,000 dollars per nurse over a three-year period adding current loan payment to first paycheck of the month.
    **Opportunity Cost:**
    – To recruit the four nurses needed would cost 16,000 dollars total. That would then preclude the purchase of the telehealth option as that option would utilize the entire 100,000 dollars surplus budget; however, this option would allow for a combination of other solutions to be used as well, as there would be money left over.
    **Detailed Explanation:**
    My reason for choosing scholarship repayment is because it allows for the immediate recruitment of nurses to our organization. This option can be handled as bonus payment, so as not to require extensive contracts with universities or community colleges themselves. It fills our immediate need quickly, but also commits the employee to a minimum term of three years with our organization that will also reduce our turnover and give us a chance to get ahead of the nursing shortage. There are several drawbacks to this plan however.
    One is that our current nurses may also have outstanding loans and may feel slighted that their loyalty is not being rewarded with the loan repayment option. This could lead to a morale and company culture issue, ultimately resulting in the turnover of current nursing staff due to hard feelings. This may require the option to repay loans of the current staff, which may cost an additional 50,000 dollars depending on how many current nurses would wish to participate. This option also could be difficult to enforce should the new recruits decide not to stay. Obtaining repayment may prove burdensome and cost more in legal fees to recover than would actually be recovered. However, based on our research, this is something that new nurses are seeking in their employment and is a benefit that other organizations are not offering, which sets us apart and makes us an attractive place to work. That benefit coupled with the option to use the balance of surplus budget for other recruitment efforts makes this an option that we would like to pursue.
    #### **References**
    McGurran, B., & Young, J. (2022). _Student loan forgiveness for healthcare workers_. Forbes Advisor. https://www.forbes.com/advisor/student-loans/loan-forgiveness-healthcare-workers/
    Fox, A. (2022). _Student loan forgiveness for healthcare IT workers_. Healthcare IT News. https://www.healthcareitnews.com/news/student-loan-forgiveness-healthcare-it-workers
    ADDITIONAL REQUIRMENTS: Your assessment should also meet the following requirements:
    – **Written communication:** Be sure that your document is clear, logical, and succinct. It also needs to be free of errors that detract from the overall message.
    – **Length:** 3–4 typed, double-spaced pages as noted in the template
    – **Font and font size:** Use Times New Roman, 12 point.
    – **Title page:** Include a title page in APA format as part of your summary.
    – **Citations and references:** Include references to a **minimum** of two current scholarly and/or authoritative sources. Current means no more than five years old.
    – **APA format:** Use APA format for the title page, summary, citations, and references. For an APA refresher, review the [Evidence and APAsection of the Writing Center.](https://lat.strategiced.com/redirect?linkid=1540)
    COMPETENCIES MESURED: By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
    – Competency 1: Develop financial strategies to address dynamic environmental forces.
    – Summarize a potential solution for stakeholders to consider for a given issue or need based on a cost-benefit analysis.
    – Competency 2: Analyze the cost and revenue implications for organizational changes due to environmental forces.
    – Analyze the cost and benefits, and opportunity cost to address a staffing shortage in a healthcare organization.
    – Explain how the concept of opportunity cost is applied in a cost-benefit analysis.
    – Explain how a cost-benefit analysis aligns with organizational needs and future growth.
    – Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.
    – Write content clearly and logically with the correct use of grammar, punctuation, and mechanics.
    – Format citations and references using the APA style.
    \
    cf_cba_template.docx](https://www.sweetstudy.com/files/cf-cba-template-docx "cf_cba_template.docx")

  • [Solved] I’m Working On This Question And I Need A Sample Draft To Help Me Study

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Week6Assignment_RiskManagementPlan.pdf – ## RiskManagementPlanTemplate_Week6.xlsx **## Week6Assignment_RiskManagementPlan.pdf** ����������� �� � �������� � ��� ����� �������������������� �!����"#$%�&%%$'()*(+�,$–�.*�%/.)$++*0�+1�"/2($+$(34"#$%�,**56�71/�,$–�82*&+*�&�2$%5�)&(&'*)*(…

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    Assignment Prompt & Instructions

    – ## Week6Assignment_RiskManagementPlan.pdf

    – ## RiskManagementPlanTemplate_Week6.xlsx

    **## Week6Assignment_RiskManagementPlan.pdf**

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    **## RiskManagementPlanTemplate_Week6.xlsx**

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | PROJECT RISK MANAGEMENT PLAN |

    | PROJECT OWNERSHIP |
    | PROJECT NAME |
    | PROJECT OVERVIEW |
    | PROJECT MANAGER NAME |
    | CONTACT INFO | PHONE |
    | | EMAIL |
    | | MAILING ADDRESS |

    | PLAN VERSION |
    | VERSION | | DATE | AUTHOR |

    | REASON |

    | SECTIONS IMPACTED |
    | SECTION TITLE | | AMENDMENT |

    | DISTRIBUTION |
    | DELIVERY METHOD | | ISSUE DATE | ISSUED TO |

    | EXECUTIVE SUMMARY |
    | RISK ANALYSIS AND EVALUATION PROCESS |

    | DEVELOPMENT OF RISK PREVENTION MITIGATION STRATEGIES PROCESS |

    | REVIEW SCHEDULE, PROCESS, AND PARTIES RESPONSIBLE |

    | RISK MANAGEMENT ROLES AND RESPONSIBILITIES |
    | NAME | | ROLE | RESPONSIBILITIES |

    | RISK REPORTING PROCESS |

    | RISK ASSESSMENT |
    | RISK IDENTIFICATION |
    | RISK OVERVIEW | | | EVENT OR THREAT TRIGGERS |

    | RISK REGISTER |
    | IDENTIFIED RISK | | CURRENT STATUS | RISK MITIGATION STRATEGIES |

    | RISK ANALYSIS AND EVALUATION |
    | Complete the following for each IDENTIFIED RISK. See RISK MATRIX below. |
    | IDENTIFIED RISK | | RISK GRADE | POTENTIAL IMPACT |

    | RISK MITIGATION |
    | Complete the following for each IDENTIFIED RISK graded A, B, or C. See RISK MITIGATION CHART below. |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |

    | RISK MONITORING |
    | REVIEW OF RISKS AND ISSUES – check for issues that may have escalated |
    | REVIEW FREQUENCY |

    | PARTIES RESPONSIBLE FOR REVIEWING |

    | MONITORING |
    | MONITORING FREQUENCY |

    | PARTIES RESPONSIBLE FOR MONITORING |

    | REPORTING |
    | REPORTING FREQUENCY |

    | PARTIES RESPONSIBLE FOR REPORTING |

    ## image1.tiff

    ## image2.tiff

    **## RiskManagementPlanTemplate_Week6.xlsx**

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | PROJECT RISK MANAGEMENT PLAN |

    | PROJECT OWNERSHIP |
    | PROJECT NAME |
    | PROJECT OVERVIEW |
    | PROJECT MANAGER NAME |
    | CONTACT INFO | PHONE |
    | | EMAIL |
    | | MAILING ADDRESS |

    | PLAN VERSION |
    | VERSION | | DATE | AUTHOR |

    | REASON |

    | SECTIONS IMPACTED |
    | SECTION TITLE | | AMENDMENT |

    | DISTRIBUTION |
    | DELIVERY METHOD | | ISSUE DATE | ISSUED TO |

    | EXECUTIVE SUMMARY |
    | RISK ANALYSIS AND EVALUATION PROCESS |

    | DEVELOPMENT OF RISK PREVENTION MITIGATION STRATEGIES PROCESS |

    | REVIEW SCHEDULE, PROCESS, AND PARTIES RESPONSIBLE |

    | RISK MANAGEMENT ROLES AND RESPONSIBILITIES |
    | NAME | | ROLE | RESPONSIBILITIES |

    | RISK REPORTING PROCESS |

    | RISK ASSESSMENT |
    | RISK IDENTIFICATION |
    | RISK OVERVIEW | | | EVENT OR THREAT TRIGGERS |

    | RISK REGISTER |
    | IDENTIFIED RISK | | CURRENT STATUS | RISK MITIGATION STRATEGIES |

    | RISK ANALYSIS AND EVALUATION |
    | Complete the following for each IDENTIFIED RISK. See RISK MATRIX below. |
    | IDENTIFIED RISK | | RISK GRADE | POTENTIAL IMPACT |

    | RISK MITIGATION |
    | Complete the following for each IDENTIFIED RISK graded A, B, or C. See RISK MITIGATION CHART below. |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |

    | RISK MONITORING |
    | REVIEW OF RISKS AND ISSUES – check for issues that may have escalated |
    | REVIEW FREQUENCY |

    | PARTIES RESPONSIBLE FOR REVIEWING |

    | MONITORING |
    | MONITORING FREQUENCY |

    | PARTIES RESPONSIBLE FOR MONITORING |

    | REPORTING |
    | REPORTING FREQUENCY |

    | PARTIES RESPONSIBLE FOR REPORTING |

    ## image1.tiff

    ## image2.tiff

    **## Week6Assignment_RiskManagementPlan.pdf**

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    **## RiskManagementPlanTemplate_Week6.xlsx**

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | PROJECT RISK MANAGEMENT PLAN |

    | PROJECT OWNERSHIP |
    | PROJECT NAME |
    | PROJECT OVERVIEW |
    | PROJECT MANAGER NAME |
    | CONTACT INFO | PHONE |
    | | EMAIL |
    | | MAILING ADDRESS |

    | PLAN VERSION |
    | VERSION | | DATE | AUTHOR |

    | REASON |

    | SECTIONS IMPACTED |
    | SECTION TITLE | | AMENDMENT |

    | DISTRIBUTION |
    | DELIVERY METHOD | | ISSUE DATE | ISSUED TO |

    | EXECUTIVE SUMMARY |
    | RISK ANALYSIS AND EVALUATION PROCESS |

    | DEVELOPMENT OF RISK PREVENTION MITIGATION STRATEGIES PROCESS |

    | REVIEW SCHEDULE, PROCESS, AND PARTIES RESPONSIBLE |

    | RISK MANAGEMENT ROLES AND RESPONSIBILITIES |
    | NAME | | ROLE | RESPONSIBILITIES |

    | RISK REPORTING PROCESS |

    | RISK ASSESSMENT |
    | RISK IDENTIFICATION |
    | RISK OVERVIEW | | | EVENT OR THREAT TRIGGERS |

    | RISK REGISTER |
    | IDENTIFIED RISK | | CURRENT STATUS | RISK MITIGATION STRATEGIES |

    | RISK ANALYSIS AND EVALUATION |
    | Complete the following for each IDENTIFIED RISK. See RISK MATRIX below. |
    | IDENTIFIED RISK | | RISK GRADE | POTENTIAL IMPACT |

    | RISK MITIGATION |
    | Complete the following for each IDENTIFIED RISK graded A, B, or C. See RISK MITIGATION CHART below. |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |

    | RISK MONITORING |
    | REVIEW OF RISKS AND ISSUES – check for issues that may have escalated |
    | REVIEW FREQUENCY |

    | PARTIES RESPONSIBLE FOR REVIEWING |

    | MONITORING |
    | MONITORING FREQUENCY |

    | PARTIES RESPONSIBLE FOR MONITORING |

    | REPORTING |
    | REPORTING FREQUENCY |

    | PARTIES RESPONSIBLE FOR REPORTING |

    ## image1.tiff

    ## image2.tiff

    **## Week6Assignment_RiskManagementPlan.pdf**

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    **## RiskManagementPlanTemplate_Week6.xlsx**

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | PROJECT RISK MANAGEMENT PLAN |

    | PROJECT OWNERSHIP |
    | PROJECT NAME |
    | PROJECT OVERVIEW |
    | PROJECT MANAGER NAME |
    | CONTACT INFO | PHONE |
    | | EMAIL |
    | | MAILING ADDRESS |

    | PLAN VERSION |
    | VERSION | | DATE | AUTHOR |

    | REASON |

    | SECTIONS IMPACTED |
    | SECTION TITLE | | AMENDMENT |

    | DISTRIBUTION |
    | DELIVERY METHOD | | ISSUE DATE | ISSUED TO |

    | EXECUTIVE SUMMARY |
    | RISK ANALYSIS AND EVALUATION PROCESS |

    | DEVELOPMENT OF RISK PREVENTION MITIGATION STRATEGIES PROCESS |

    | REVIEW SCHEDULE, PROCESS, AND PARTIES RESPONSIBLE |

    | RISK MANAGEMENT ROLES AND RESPONSIBILITIES |
    | NAME | | ROLE | RESPONSIBILITIES |

    | RISK REPORTING PROCESS |

    | RISK ASSESSMENT |
    | RISK IDENTIFICATION |
    | RISK OVERVIEW | | | EVENT OR THREAT TRIGGERS |

    | RISK REGISTER |
    | IDENTIFIED RISK | | CURRENT STATUS | RISK MITIGATION STRATEGIES |

    | RISK ANALYSIS AND EVALUATION |
    | Complete the following for each IDENTIFIED RISK. See RISK MATRIX below. |
    | IDENTIFIED RISK | | RISK GRADE | POTENTIAL IMPACT |

    | RISK MITIGATION |
    | Complete the following for each IDENTIFIED RISK graded A, B, or C. See RISK MITIGATION CHART below. |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |
    | IDENTIFIED RISK | | | MITIGATION ACTION: PREVENTATIVE or CONTINGENCY? |
    | BUDGETARY IMPLICATIONS |
    | PROPOSED MITIGATION ACTION |
    | STAKEHOLDERS RESPONSIBLE |

    | RISK MONITORING |
    | REVIEW OF RISKS AND ISSUES – check for issues that may have escalated |
    | REVIEW FREQUENCY |

    | PARTIES RESPONSIBLE FOR REVIEWING |

    | MONITORING |
    | MONITORING FREQUENCY |

    | PARTIES RESPONSIBLE FOR MONITORING |

    | REPORTING |
    | REPORTING FREQUENCY |

    | PARTIES RESPONSIBLE FOR REPORTING |

    ## image1.tiff

    ## image2.tiff

    – 1
    – 2

  • [Solved] Health Promotion Discussion Week 3

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    Executive Solution Overview

    #### **Food in Health Promotion** **Objective:** This discussion post aims to explore the concepts of hunger and food insecurity, and to analyze nutrition assistance programs that address food insecurity among different population groups in the United States. **Discussion Questions:** **1-Define Hun…

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    Assignment Prompt & Instructions

    #### **Food in Health Promotion**
    **Objective:** This discussion post aims to explore the concepts of hunger and food insecurity, and to analyze nutrition assistance programs that address food insecurity among different population groups in the United States.
    **Discussion Questions:**
    **1-Define Hunger and Food Insecurity**
    **2-Differences Between Hunger and Food Insecurity:**
    **3-Select two nutrition assistance programs** that address food insecurity among different population groups in the United States. For each program, provide the following information:
    – **Target Population:**
    – **Program Overview:**
    – **Benefit:**
    – **Explain at least one significant benefit**
    – **Drawback:**
    – **Discuss at least one potential drawback**
    **4. Critical Analysis:**
    – **Evaluate the impact of the selected nutrition assistance programs** on food insecurity and overall health promotion. Use evidence from scholarly sources to support your analysis.
    – **Consider the broader implications:** Discuss how these programs contribute to public health goals and address social determinants of health.
    **5.Conclusion:**
    – Summarize the key points discussed in your discussion post.
    – Reflect on the importance of addressing food insecurity through targeted nutrition assistance programs.
    – Emphasize the role of healthcare professionals in advocating for and supporting these programs to promote health and well-being in their communities.
    As a reminder, all discussion posts must be a minimum of 400 words initial, references must be cited in APA format 7th Edition, and must include a minimum of 2 scholarly resources published within the past 3 years.
    **Please ensure you can LOOK UP your reference from your citation submission.**

  • [Solved] Management Theory

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    In-depth study guidance and analytical solution covering Management Theory.

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