My Blog

Tag: Homework Solution

  • [Solved] ASSESSMENT 1_6020

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering ASSESSMENT 1_6020.

    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

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] assistance English

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering assistance English.

    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

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education week 2 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Skin Condition Brochure Prior to beginning work on this assignment, read Chapter 8 from our textbook, and review the following resources: – [_Create a Brochure in Word OnlineLinks to an external site._](https://support.microsoft.com/en-us/office/create-a-brochure-in-word-online-896bfa77-628d-4ee9…

    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

    ## Skin Condition Brochure
    Prior to beginning work on this assignment, read Chapter 8 from our textbook, and review the following resources:
    – [_Create a Brochure in Word OnlineLinks to an external site._](https://support.microsoft.com/en-us/office/create-a-brochure-in-word-online-896bfa77-628d-4ee9-8f91-c18e726cb04d?ui=en-us&rs=en-us&ad=us)
    – [_Skin ConditionsLinks to an external site._](https://medlineplus.gov/skinconditions.html)
    – [_Skin: Introduction_Links to an external site.](https://go.openathens.net/redirector/ashford.edu?url=http%3a%2f%2ffod.infobase.com%2fPortalPlaylists.aspx%3fwID%3d100753%26xtid%3d155139 "Skin: Introduction")
    For this assignment, you will choose one of the topics from the list below. Based on your chosen topic, research the condition, and create a two-sided informational brochure that can be distributed to clientele, using this brochure template.
    – Long-term skin color changes (e.g., yellow, bronze, blue/bruised)
    – Infections (e.g., herpes, warts, fungal infections, dermatitis, cellulitis, folliculitis, acne, boils, etc.)
    – Carcinoma (e.g., basal cell carcinoma, malignant melanoma, squamous cell carcinoma)
    – Burns
    – Decubitus ulcers (bed sores)
    Include the following topics in your brochure:
    – Discuss the cause of the disorder or damage.
    – Describe the changes seen in the skin when the disorder or damage occurs.
    – Analyze the causes, risk factors, and prevention.
    – Evaluate tests and treatments (e.g., modern medicine and/or complementary and alternative medicine [CAM]).
    – Explain the environmental factors that can induce or exacerbate the assigned condition.
    The content in your [Skin Condition Brochure](https://uagc.instructure.com/courses/149521/files/23560465?wrap=1) [Download Skin Condition Brochure](https://uagc.instructure.com/courses/149521/files/23560465/download?download_frd=1) must be summarized in your own words, not copied and pasted from your research sources. You may include hyperlinks to other information in your brochure. You may use up to three images per side to add visual interest and convey the information. Be sure to include citations and references in [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) for sourced information and images used.The Skin Condition Brochure assignment
    – Must be two pages in length with a minimum of 500 words total for the assignment, and formatted according to [_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft WordLinks to an external site._](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.
    – Must utilize academic voice. See the [_Academic VoiceLinks to an external site._](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
    – Must use at least three credible sources in addition to the course text.
    – The [_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
    – To assist you in completing the research required for this assignment, view this [_University of Arizona Global Campus Library Quick ‘n’ DirtyLinks to an external site._](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
    – Must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your PaperLinks to an external site._](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.
    – Must include a references segment (e.g., maximum of one panel in the brochure) that is formatted according to APA Style as outlined in the Writing Center. See the [_APA: Formatting Your References ListLinks to an external site._](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.
    \
    SkinConditionBrochure1.docx](https://www.sweetstudy.com/files/skinconditionbrochure1-docx "SkinConditionBrochure1.docx")

  • [Solved] Operations Management

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached. – ## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx – ## IntegrativeLearningProjectAssignmentInstructions.docx **## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx** BUSI 650 **Integrative Learning Project: Organizational …

    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

    Please see attached.

    – ## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx

    – ## IntegrativeLearningProjectAssignmentInstructions.docx

    **## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx**

    BUSI 650

    **Integrative Learning Project: Organizational setting Assignment Instructions**

    In at least 2 pages, describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors), who your customers are (internal and external), what value you add to the organization (how you help the organization achieve its mission), and what role Christianity currently plays in this organization. Please review the
    **Integrated Learning Project Assignment Instructions**. Current APA format must be used.

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx**

    BUSI 650

    **Integrative Learning Project: Organizational setting Assignment Instructions**

    In at least 2 pages, describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors), who your customers are (internal and external), what value you add to the organization (how you help the organization achieve its mission), and what role Christianity currently plays in this organization. Please review the
    **Integrated Learning Project Assignment Instructions**. Current APA format must be used.

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## IntegrativeLearningProjectOrganizationalSettingAssignmentInstructions1.docx**

    BUSI 650

    **Integrative Learning Project: Organizational setting Assignment Instructions**

    In at least 2 pages, describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors), who your customers are (internal and external), what value you add to the organization (how you help the organization achieve its mission), and what role Christianity currently plays in this organization. Please review the
    **Integrated Learning Project Assignment Instructions**. Current APA format must be used.

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    – 1
    – 2

  • [Solved] week6 re

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #1 I chose to discuss situation where a nurse manager was held legally responsible for their actions based on assignment, delegation, and supervision. In the case of Johnson v. Missouri State Board of Nursing (2004), Teresa Johnson was a nurse manager who was held legally responsible for failing to …

    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

    #1
    I chose to discuss situation where a nurse manager was held legally responsible for their actions based on assignment, delegation, and supervision. In the case of Johnson v. Missouri State Board of Nursing (2004), Teresa Johnson was a nurse manager who was held legally responsible for failing to ensure proper staffing, supervision, and delegation at a nursing home which resulted in multiple resident deaths.
    Nurse managers have a important role in maintaining adequate staffing, safe care environments, ensuring appropriate assignments, and supervising them appropriately. They need to ensure nurses have enough experience to be able to care for certain patients safely when making their assignments and delegating certain tasks, and they need to supervise in case someone needs help and to prevent harm from occurring. Knowing something has occurred but continuing to no change or monitor safely led to unmet professionally standards and harm to patients. Nurses in these situations should advocate for themselves and their patients, and nurse leaders should listen and make changes to maintain a safe environment. Nurses and leaders both have a large deal of responsibility, and communication and change can lead to safe and positive work environments. The nurse manager failed to ensure that tasks were assigned to staff members who were competent and prepared to provide safe care. This lack of proper delegation and supervision contributed to inadequate patient care and adverse outcomes, including multiple resident deaths. Two things I would incorporate is use of a nurse educator, as utilizing travel agency nurses can bridge the gap of short staffing but the nurse educator is a good tool to help ensure nurses are appropriately trained and can also lend a hand when needed. Another I would use is debriefs for open communication. If nurses notice something that needs changed, they have an opportunity to discuss it with the team as a whole to promote positive and safe change.
    _Johnson v. Missouri state board of nursing,_ Justia Law. (n.d.). https://law.justia.com/cases/missouri/court-of-appeals/2004/wd62429-2.htm
    #2
    Delegation allows nurses to manage workloads efficiently and ensure patient care needs are met, but it must comply with legal and professional standards. One real scenario that comes to mind, that occured at my previous facility, left a patient needing to be transferred to the critical care unit due a delegated task to an unlicensed assistive personnel (UAP) by a registered nurse (RN). The RN delegate a med pass to a UAP which lead the nurse leaders getting involved due to a negligence claim. The RN did not abide by the five rights of delegation which led to patient harm and legal issues. The role of the nurse leaders, in this case, includes conducting a root cause analysis (RCA), asses competency, provide training, and in severe cases initiate disciplinary action. Nurses have legal accountability, ethical responsibility, and professional repercussions from wrongfully delegating tasks. Nurse leaders, on the other hand, have organizational accountability, oversight responsibility, and legal exposure. Both the nurse and the nurse leader will be impacted by this event. The nurse is directly impacted while the nurse leader is indirectly impacted.
    The nurse who delegated the task broke several rights of Delegation. The nurse broke right task, right person, and right supervision/evaluation. First of all the UAP is not a licensed personnel and cannot medicare patients. Adherence to the five rights of delegation serves as a guiding framework that ensures tasks carried out safely(Tooman, 2024). The National Council of State Boards of Nursing (NCSBN) Guidelines offers the five rights of delegation and best practices. Along with the NCSBN, nurses can use their State's Nurse Practice Act (NPA) which outlines legal accountability for delegation

  • [Solved] Older adult

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ##### **Scenario:** You are caring for Ms. Johnson, a 79-year-old woman recently admitted to a rehabilitation facility after a fall that resulted in a hip fracture. She has early-stage dementia, lives alone on a fixed income, and has expressed concern about being a burden to her family. She is also …

    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

    ##### **Scenario:**
    You are caring for Ms. Johnson, a 79-year-old woman recently admitted to a rehabilitation facility after a fall that resulted in a hip fracture. She has early-stage dementia, lives alone on a fixed income, and has expressed concern about being a burden to her family. She is also recovering from a recent bout of pneumonia and has a history of hypertension.
    ##### **Your Task:**
    Write a 750–1000 word reflection responding to the prompts below. Use your learning from Weeks 1–3 to guide your analysis.
    **Part 1: Aging Trends and Theories**
    – Identify at least two demographic, social, political, or economic trends that might affect Ms. Johnson’s situation.
    – Choose one aging theory (biological, sociological, or psychosocial) and explain how it helps you understand her needs.
    – Identify at least two structural or functional changes related to aging that are present in this case.
    **Part 2: Complexity of Older Adult Care**
    – Explain how the combination of Ms. Johnson’s health conditions, social situation, and aging changes contribute to the complexity of her care.
    – Describe at least two nursing interventions you would prioritize, based on her biological, psychological, or social needs.
    – Reflect on how you would approach care planning to support both her health and independence.
    **Part 3: Gerontological Care Models**
    – Briefly identify one gerontological care model (e.g., PACE, NICHE, Transitional Care) that could support Ms. Johnson.
    – Describe how the model could help address her specific needs.
    – Connect your response to one element from the ANA Gerontological Nursing Scope and Standards of Practice.
    ##### **Tips for Success:**
    – Use course concepts and real-world reasoning to support your answers.
    – Keep your tone reflective and clinically informed.
    – No citations required, but apply terminology and frameworks from the course.
    **Due Date:** Sunday at 11:59 PM at the end of Module 3
    **Submission Format:** Upload as a Word or PDF document

  • [Solved] Political Science Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Political Science Homework help

    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

    Political Science Homework help

  • [Solved] AI/ Turnit in check

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Hi can you please check for me if ai or turnit in is detected and upload the results thank you! – ## Wk15-Evidence-Summary-AIediting….docx **## Wk15-Evidence-Summary-AIediting….docx** MAXIMIN 2 NUR 5314 NUR 5314 Evidence Summary Table Assignment Name: Bianca Maximin **Section 1 PICOT Question** …

    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

    Hi can you please check for me if ai or turnit in is detected and upload the results thank you!

    – ## Wk15-Evidence-Summary-AIediting….docx

    **## Wk15-Evidence-Summary-AIediting….docx**

    MAXIMIN 2

    NUR 5314

    NUR 5314 Evidence Summary Table Assignment

    Name: Bianca Maximin

    **Section 1 PICOT Question**

    1. State your PICOT question.

    In adults aged 30 to 70 years with type 2 diabetes receiving care in a primary care setting, does the use of continuous glucose monitoring (real-time or intermittently scanned), compared with conventional self-monitoring of blood glucose by finger-stick, result in greater improvements in glycemic control—measured by reductions in HbA1c and/or increases in time-in-range—over a six-month period?

    2. Explain how your PICOT Question is pertinent to the role of the APRN. Minimum length one paragraph.

    APRNs are often the primary clinicians managing type 2 diabetes in outpatient and primary‑care settings. Determining whether CGM (vs SMBG) improves 6‑month glycemic outcomes directly informs patient selection, education, device prescribing, follow‑up workflows, and payer documentation. Evidence on HbA1c and CGM metrics (time‑in‑range, hyperglycemia, hypoglycemia) guides therapy titration, reduces therapeutic inertia, and supports equitable access for patients not using prandial insulin.

    3. List your article references. Minimum of six references in APA format.

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial. *JAMA, 325*(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444) (Article 1)

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial. *Annals of Internal Medicine, 167*(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855) (Article 2)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose‑sensing technology as a replacement for blood glucose monitoring for the management of insulin‑treated type 2 diabetes: A multicenter, open‑label randomized controlled trial. *Diabetes Therapy, 8*(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6) (Article 3)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short‑term use of a real‑time continuous glucose monitoring system in non‑insulin‑treated patients with type 2 diabetes: A randomized controlled trial. *Diabetes, Obesity and Metabolism, 25*(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852) (Article 4)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care. *Scientific Reports, 14*, 31990.
    [https://doi.org/10.1038/s41598-024-83548-4](https://doi.org/10.1038/s41598-024-83548-4) (Article 5)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6‑month results using continuous glucose monitoring in type 2 diabetes. *Clinical Diabetes, 42*(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071) (Article 6)

    4. Show the alignment of your PICOT question components to your chosen articles. Input the information related to population, intervention, and outcome(s) in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | PICOT Question | Article 1 | Article 2 | Article 3 | Article 4 | Article 5 | Article 6 |
    | Population | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with T2D in U.S. primary‑care practices; using basal insulin without prandial insulin; baseline HbA1c ≈9.1%; mean age ≈57 years. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with long‑standing T2D (median duration 17 years) receiving multiple daily insulin injections (MDI) at 25 North American endocrinology practices; baseline HbA1c 7.5–9.9% (mean 8.5%). | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with insulin‑treated T2D (multiple daily injections or CSII) at 26 European centers; HbA1c 7.5–12.0%; frequent SMBG users. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Non‑insulin‑treated adults with T2D uncontrolled on oral agents; multicenter Korean RCT; baseline HbA1c ≈8.2%. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Primary‑care adults with T2D not using bolus insulin (non‑insulin or basal‑only); prospectively enrolled with matched controls in U.S. multispecialty group. | Adult patients in U.S. multispecialty primary care clinics aged 30-70 with type 2 diabetes who were not on bolus insulin (also referred to as non-insulin or basal-only therapy) were prospectively enrolled together with matched controls. | Adult patients 30–70 years with type 2 diabetes in Ohio primary and community practices, CGM naïve, insulin and non-insulin therapy combination users; baseline HbA1c 9.4%. |
    | Intervention | Real‑time CGM (Dexcom G6), unblinded, used continuously vs blood glucose meter (BGM) finger‑sticks; follow‑up 8 months. | Real‑time CGM vs usual care with SMBG; CGM use averaged 6.7 days/week over 24 weeks. | Intermittently scanned Flash CGM (FreeStyle Libre) vs SMBG for 6 months; unblinded; continued open‑access use to 12 months in intervention group. | Intermittent short RT‑CGM sessions (1 week once or twice, 3 months apart) vs control; all groups received education and brief blinded CGM; primary outcome at 6 months. | Unblinded CGM initiation in primary care vs matched usual care controls; CGM metrics and A1c assessed at 3 months (subset at 6 months). | CGM and HbA1c were measured at three months after initiation at primary care of unblinded CGM compared with matched controls in usual care (subset followed until six months). | A primary care-led health program in the community included minimal training and 6-month follow-up with unblinded RT-CGM (Dexcom G6). |
    | Outcome(s) | Primary: HbA1c at 8 months. Results: HbA1c 8.0% CGM vs 8.4% BGM (adj. diff −0.4%, 95% CI −0.8 to −0.1; P=.02). Secondary: TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL (diff −26 mg/dL). | Primary: HbA1c at 24 weeks. Results: HbA1c 7.7% CGM vs 8.0% control (adj. diff −0.3%, 95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL similar. | Primary: HbA1c change at 6 months (no between‑group difference overall). Key: Hypoglycemia reduced (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and treatment satisfaction higher with Flash CGM; SMBG frequency dropped to ~0.3/day. | Primary: HbA1c change at 6 months. Results: Significantly reduced HbA1c at 6 months vs control only in twosession RTCGM group (adjusted −0.68%; P=.018); greater benefit in participants who performed SMBG ≥1.5×/day. | Primary: A1c difference at 3 months vs matched controls; CGM users had greater A1c reduction (−0.62%, P<.01). CGM metrics improved: TIR 39.7→61.9%, mean estimated glucose 212→173 mg/dL; sustained in a 6‑month subset. | HbA1c reduction −0.62% at 3 months (<br>_P_ <.01) vs controls; TIR improved from 39.7 %→61.9 %; mean estimated glucose 212→173 mg/dL; sustained in 6-month subset. | HbA1c dropped from 9.4 %→7.1 % (−2.4 %, <br>_P_ <.001); >50 % reached HbA1c <7 %; 82.7 % reached <8 %; CGM metrics improved (↑ TIR, ↓ time > 180 mg/dL). |

    **Section 2 Evidence Summary Table**

    1. Insert the appropriate information from each of your selected articles in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Author(s), Year | Purpose of Study | Study Design<br>Level of Evidence | Sample<br>Setting | Major Variables | Measurement of Major Variables | Data Analysis (Statistical Tests) | Pertinent Results |
    | Martens et al., 2021 (JAMA) | Evaluate effectiveness of RT‑CGM vs BGM in adults with T2D on basal insulin in primary care. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Primary‑care practices in the United States. (primary care relevant population focus) | Independent: CGM vs BGM; Dependent: HbA1c at 8 months; TIR 70–180 mg/dL; time >250 mg/dL; mean glucose; severe hypoglycemia. | Laboratory HbA1c; CGM metrics downloaded; adverse events recorded. | Adjusted between‑group differences; 95% CIs; P values (e.g., ANCOVA). | HbA1c decreased 9.1→8.0% (CGM) vs 9.0→8.4% (BGM); adjusted diff −0.4% (95% CI −0.8 to −0.1; P=.02). TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL; severe hypoglycemia 1% in both groups. |
    | Beck et al., 2017 (Ann Intern Med) | Assess CGM vs usual care/SMBG in adults with T2D using MDI over 24 weeks. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Endocrinology practices in North America. (primary care relevant population focus) | Independent: CGM vs SMBG; Dependent: HbA1c at 24 weeks; hypoglycemia; QoL. | HbA1c by central lab; CGM‑measured hypoglycemia; questionnaires. | Adjusted difference in mean change with 95% CIs; P values. | HbA1c at 24 weeks 7.7% (CGM) vs 8.0% (control); adjusted diff −0.3% (95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL did not differ meaningfully; CGM use 6.7 days/week. |
    | Haak et al., 2016 (Diabetes Therapy) | Determine whether Flash CGM can replace SMBG in insulin‑treated T2D over 6 months. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. European diabetes centers (France, Germany, UK). (primary care relevant population focus) | Independent: Flash CGM vs SMBG; Dependent: HbA1c change at 6 months; hypoglycemia; treatment satisfaction; SMBG frequency. | Central lab HbA1c; sensor‑derived hypoglycemia (time <70 and <55 mg/dL); Diabetes Treatment Satisfaction Questionnaire. | Between‑group comparisons; p‑values for primary and secondary endpoints. | No between‑group difference in HbA1c at 6 months overall (−0.29% vs −0.31%; p=0.82). Significant reductions in hypoglycemia (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and higher treatment satisfaction with Flash CGM; SMBG frequency dropped from ~3.8/day to 0.3/day. |
    | Moon et al., 2023 (Diabetes Obes Metab) | Test intermittent short‑term RT‑CGM sessions in non‑insulin‑treated T2D uncontrolled on OADs. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Korean tertiary hospitals/diabetes centers. (primary care relevant population focus) | Independent: RT‑CGM (1 vs 2 sessions) vs control; Dependent: HbA1c at 3 and 6 months; effect modification by SMBG frequency. | Laboratory HbA1c; blinded CGM at baseline; SMBG frequency. | Adjusted differences in HbA1c vs control; P values. | At 6 months, only the two‑session group had significant HbA1c reduction vs control (adjusted −0.68%; P=.018); benefits greater in those performing SMBG ≥1.5 times/day. |
    | Shields et al., 2024 (Scientific Reports) | Evaluate CGM effectiveness in primary care for T2D patients not on bolus insulin (non‑insulin or basal‑only). | Level III: Observational cohort with matched controls. | Adults aged 30–70 years. U.S. multispecialty primary‑care clinics. (primary care relevant population focus) | Independent: CGM initiation vs usual care; Dependent: HbA1c change at 3 months; CGM metrics (TIR, time >180/250 mg/dL, mean estimated glucose, GMI) at 3 and 6 months. | EHR‑derived HbA1c; CGM data from clinic accounts. | Difference‑in‑differences; regression models adjusting for covariates. | CGM group saw greater A1c reduction than controls (−0.62%, P<.01) at 3 months; TIR improved from 39.7% to 61.9%; mean estimated glucose 212→173 mg/dL; improvements persisted in 6‑month subset. |
    | Grace et al., 2024 (Clinical Diabetes) | Assess 6‑month outcomes of a primary care–driven CGM program in adults with T2D lacking CGM coverage. | Level III: Prospective cohort (pre/post). | Adults aged 30–70 years. Primary care practice in Ohio (U.S.) in partnership with the local health agency. | Independent: RT‑CGM program participation; Dependent: A1c change; CGM metrics (TIR, GMI, mean glucose). | Point‑of‑care A1c; CGM metrics from Dexcom Clarity (subset meeting data sufficiency). | Paired t‑tests for within‑group changes; significance P<.05. | Mean A1c decreased by 2.4% (9.4→7.1%, P<.001); proportion at A1c <7% rose from 0.4% to 54.0% and <8% from 18.6% to 82.7%; TIR increased by ~5.5 percentage points in analyzable subset. |

    **Section 3 Recommendations for APRN Professionals**

    1. Provide a summary of the research findings and make recommendations for if APRN professionals should incorporate these findings into their practice. Minimum length of two paragraphs.

    Across randomized trials and real‑world studies, CGM consistently improves glycemic outcomes compared with SMBG in adults aged 30–70 years with type 2 diabetes in primary care. In basal‑insulin users seen in primary care, RT‑CGM achieved a clinically meaningful HbA1c advantage of ~0.4% at ~8 months and substantial gains in time‑in‑range and reductions in hyperglycemia. In intensively insulin‑treated T2D, Flash CGM markedly reduced time in hypoglycemia (43–53%) and improved treatment satisfaction, despite no overall HbA1c difference at 6 months; a separate MDI RCT showed a 0.3% HbA1c benefit at 24 weeks. Among non‑insulin‑treated patients, a randomized trial showed that two short RT‑CGM sessions over 6 months reduced HbA1c by ~0.7% versus control, and pragmatic/real‑world primary‑care cohorts demonstrated significant A1c improvements and better CGM metrics, with benefits persisting to 6 months in subsets.

    Recommendations for APRNs: APRNs should incorporate CGM into care pathways for adults aged 30–70 years with type 2 diabetes in primary care who have suboptimal control on non‑insulin or basal‑only regimens, and for those on intensive insulin therapy with problematic hypoglycemia or glucose variability. Core elements include: (1) patient selection and shared decision‑making; (2) device onboarding and interpretation training (focus on TIR, GMI, time >180/250 mg/dL, and time <70 mg/dL); (3) structured follow‑up at ~2 weeks, 3 months, and 6 months to use CGM data for medication titration and lifestyle coaching; and (4) documentation to support coverage and equitable access in primary care. Based on the cumulative evidence, APRNs **should** use CGM as a standard adjunct to SMBG for appropriate T2D patients to improve glycemic outcomes over 6 months.io

    **References**

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial.
    _Annals of Internal Medicine, 167_(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6-month results using continuous glucose monitoring in type 2 diabetes.
    _Clinical Diabetes, 42_(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose-sensing technology as a replacement for blood glucose monitoring for the management of insulin-treated type 2 diabetes: A multicenter, open-label randomized controlled trial.
    _Diabetes Therapy, 8_(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6)

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial.
    _JAMA, 325_(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short-term use of a real-time continuous glucose monitoring system in non-insulin-treated patients with type 2 diabetes: A randomized controlled trial.
    _Diabetes, Obesity and Metabolism, 25_(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care.
    _Scientific Reports, 14_, 31990. https://doi.org/10.1038/s41598-024-83548-4

    **## Wk15-Evidence-Summary-AIediting….docx**

    MAXIMIN 2

    NUR 5314

    NUR 5314 Evidence Summary Table Assignment

    Name: Bianca Maximin

    **Section 1 PICOT Question**

    1. State your PICOT question.

    In adults aged 30 to 70 years with type 2 diabetes receiving care in a primary care setting, does the use of continuous glucose monitoring (real-time or intermittently scanned), compared with conventional self-monitoring of blood glucose by finger-stick, result in greater improvements in glycemic control—measured by reductions in HbA1c and/or increases in time-in-range—over a six-month period?

    2. Explain how your PICOT Question is pertinent to the role of the APRN. Minimum length one paragraph.

    APRNs are often the primary clinicians managing type 2 diabetes in outpatient and primary‑care settings. Determining whether CGM (vs SMBG) improves 6‑month glycemic outcomes directly informs patient selection, education, device prescribing, follow‑up workflows, and payer documentation. Evidence on HbA1c and CGM metrics (time‑in‑range, hyperglycemia, hypoglycemia) guides therapy titration, reduces therapeutic inertia, and supports equitable access for patients not using prandial insulin.

    3. List your article references. Minimum of six references in APA format.

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial. *JAMA, 325*(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444) (Article 1)

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial. *Annals of Internal Medicine, 167*(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855) (Article 2)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose‑sensing technology as a replacement for blood glucose monitoring for the management of insulin‑treated type 2 diabetes: A multicenter, open‑label randomized controlled trial. *Diabetes Therapy, 8*(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6) (Article 3)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short‑term use of a real‑time continuous glucose monitoring system in non‑insulin‑treated patients with type 2 diabetes: A randomized controlled trial. *Diabetes, Obesity and Metabolism, 25*(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852) (Article 4)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care. *Scientific Reports, 14*, 31990.
    [https://doi.org/10.1038/s41598-024-83548-4](https://doi.org/10.1038/s41598-024-83548-4) (Article 5)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6‑month results using continuous glucose monitoring in type 2 diabetes. *Clinical Diabetes, 42*(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071) (Article 6)

    4. Show the alignment of your PICOT question components to your chosen articles. Input the information related to population, intervention, and outcome(s) in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | PICOT Question | Article 1 | Article 2 | Article 3 | Article 4 | Article 5 | Article 6 |
    | Population | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with T2D in U.S. primary‑care practices; using basal insulin without prandial insulin; baseline HbA1c ≈9.1%; mean age ≈57 years. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with long‑standing T2D (median duration 17 years) receiving multiple daily insulin injections (MDI) at 25 North American endocrinology practices; baseline HbA1c 7.5–9.9% (mean 8.5%). | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with insulin‑treated T2D (multiple daily injections or CSII) at 26 European centers; HbA1c 7.5–12.0%; frequent SMBG users. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Non‑insulin‑treated adults with T2D uncontrolled on oral agents; multicenter Korean RCT; baseline HbA1c ≈8.2%. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Primary‑care adults with T2D not using bolus insulin (non‑insulin or basal‑only); prospectively enrolled with matched controls in U.S. multispecialty group. | Adult patients in U.S. multispecialty primary care clinics aged 30-70 with type 2 diabetes who were not on bolus insulin (also referred to as non-insulin or basal-only therapy) were prospectively enrolled together with matched controls. | Adult patients 30–70 years with type 2 diabetes in Ohio primary and community practices, CGM naïve, insulin and non-insulin therapy combination users; baseline HbA1c 9.4%. |
    | Intervention | Real‑time CGM (Dexcom G6), unblinded, used continuously vs blood glucose meter (BGM) finger‑sticks; follow‑up 8 months. | Real‑time CGM vs usual care with SMBG; CGM use averaged 6.7 days/week over 24 weeks. | Intermittently scanned Flash CGM (FreeStyle Libre) vs SMBG for 6 months; unblinded; continued open‑access use to 12 months in intervention group. | Intermittent short RT‑CGM sessions (1 week once or twice, 3 months apart) vs control; all groups received education and brief blinded CGM; primary outcome at 6 months. | Unblinded CGM initiation in primary care vs matched usual care controls; CGM metrics and A1c assessed at 3 months (subset at 6 months). | CGM and HbA1c were measured at three months after initiation at primary care of unblinded CGM compared with matched controls in usual care (subset followed until six months). | A primary care-led health program in the community included minimal training and 6-month follow-up with unblinded RT-CGM (Dexcom G6). |
    | Outcome(s) | Primary: HbA1c at 8 months. Results: HbA1c 8.0% CGM vs 8.4% BGM (adj. diff −0.4%, 95% CI −0.8 to −0.1; P=.02). Secondary: TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL (diff −26 mg/dL). | Primary: HbA1c at 24 weeks. Results: HbA1c 7.7% CGM vs 8.0% control (adj. diff −0.3%, 95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL similar. | Primary: HbA1c change at 6 months (no between‑group difference overall). Key: Hypoglycemia reduced (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and treatment satisfaction higher with Flash CGM; SMBG frequency dropped to ~0.3/day. | Primary: HbA1c change at 6 months. Results: Significantly reduced HbA1c at 6 months vs control only in twosession RTCGM group (adjusted −0.68%; P=.018); greater benefit in participants who performed SMBG ≥1.5×/day. | Primary: A1c difference at 3 months vs matched controls; CGM users had greater A1c reduction (−0.62%, P<.01). CGM metrics improved: TIR 39.7→61.9%, mean estimated glucose 212→173 mg/dL; sustained in a 6‑month subset. | HbA1c reduction −0.62% at 3 months (<br>_P_ <.01) vs controls; TIR improved from 39.7 %→61.9 %; mean estimated glucose 212→173 mg/dL; sustained in 6-month subset. | HbA1c dropped from 9.4 %→7.1 % (−2.4 %, <br>_P_ <.001); >50 % reached HbA1c <7 %; 82.7 % reached <8 %; CGM metrics improved (↑ TIR, ↓ time > 180 mg/dL). |

    **Section 2 Evidence Summary Table**

    1. Insert the appropriate information from each of your selected articles in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Author(s), Year | Purpose of Study | Study Design<br>Level of Evidence | Sample<br>Setting | Major Variables | Measurement of Major Variables | Data Analysis (Statistical Tests) | Pertinent Results |
    | Martens et al., 2021 (JAMA) | Evaluate effectiveness of RT‑CGM vs BGM in adults with T2D on basal insulin in primary care. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Primary‑care practices in the United States. (primary care relevant population focus) | Independent: CGM vs BGM; Dependent: HbA1c at 8 months; TIR 70–180 mg/dL; time >250 mg/dL; mean glucose; severe hypoglycemia. | Laboratory HbA1c; CGM metrics downloaded; adverse events recorded. | Adjusted between‑group differences; 95% CIs; P values (e.g., ANCOVA). | HbA1c decreased 9.1→8.0% (CGM) vs 9.0→8.4% (BGM); adjusted diff −0.4% (95% CI −0.8 to −0.1; P=.02). TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL; severe hypoglycemia 1% in both groups. |
    | Beck et al., 2017 (Ann Intern Med) | Assess CGM vs usual care/SMBG in adults with T2D using MDI over 24 weeks. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Endocrinology practices in North America. (primary care relevant population focus) | Independent: CGM vs SMBG; Dependent: HbA1c at 24 weeks; hypoglycemia; QoL. | HbA1c by central lab; CGM‑measured hypoglycemia; questionnaires. | Adjusted difference in mean change with 95% CIs; P values. | HbA1c at 24 weeks 7.7% (CGM) vs 8.0% (control); adjusted diff −0.3% (95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL did not differ meaningfully; CGM use 6.7 days/week. |
    | Haak et al., 2016 (Diabetes Therapy) | Determine whether Flash CGM can replace SMBG in insulin‑treated T2D over 6 months. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. European diabetes centers (France, Germany, UK). (primary care relevant population focus) | Independent: Flash CGM vs SMBG; Dependent: HbA1c change at 6 months; hypoglycemia; treatment satisfaction; SMBG frequency. | Central lab HbA1c; sensor‑derived hypoglycemia (time <70 and <55 mg/dL); Diabetes Treatment Satisfaction Questionnaire. | Between‑group comparisons; p‑values for primary and secondary endpoints. | No between‑group difference in HbA1c at 6 months overall (−0.29% vs −0.31%; p=0.82). Significant reductions in hypoglycemia (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and higher treatment satisfaction with Flash CGM; SMBG frequency dropped from ~3.8/day to 0.3/day. |
    | Moon et al., 2023 (Diabetes Obes Metab) | Test intermittent short‑term RT‑CGM sessions in non‑insulin‑treated T2D uncontrolled on OADs. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Korean tertiary hospitals/diabetes centers. (primary care relevant population focus) | Independent: RT‑CGM (1 vs 2 sessions) vs control; Dependent: HbA1c at 3 and 6 months; effect modification by SMBG frequency. | Laboratory HbA1c; blinded CGM at baseline; SMBG frequency. | Adjusted differences in HbA1c vs control; P values. | At 6 months, only the two‑session group had significant HbA1c reduction vs control (adjusted −0.68%; P=.018); benefits greater in those performing SMBG ≥1.5 times/day. |
    | Shields et al., 2024 (Scientific Reports) | Evaluate CGM effectiveness in primary care for T2D patients not on bolus insulin (non‑insulin or basal‑only). | Level III: Observational cohort with matched controls. | Adults aged 30–70 years. U.S. multispecialty primary‑care clinics. (primary care relevant population focus) | Independent: CGM initiation vs usual care; Dependent: HbA1c change at 3 months; CGM metrics (TIR, time >180/250 mg/dL, mean estimated glucose, GMI) at 3 and 6 months. | EHR‑derived HbA1c; CGM data from clinic accounts. | Difference‑in‑differences; regression models adjusting for covariates. | CGM group saw greater A1c reduction than controls (−0.62%, P<.01) at 3 months; TIR improved from 39.7% to 61.9%; mean estimated glucose 212→173 mg/dL; improvements persisted in 6‑month subset. |
    | Grace et al., 2024 (Clinical Diabetes) | Assess 6‑month outcomes of a primary care–driven CGM program in adults with T2D lacking CGM coverage. | Level III: Prospective cohort (pre/post). | Adults aged 30–70 years. Primary care practice in Ohio (U.S.) in partnership with the local health agency. | Independent: RT‑CGM program participation; Dependent: A1c change; CGM metrics (TIR, GMI, mean glucose). | Point‑of‑care A1c; CGM metrics from Dexcom Clarity (subset meeting data sufficiency). | Paired t‑tests for within‑group changes; significance P<.05. | Mean A1c decreased by 2.4% (9.4→7.1%, P<.001); proportion at A1c <7% rose from 0.4% to 54.0% and <8% from 18.6% to 82.7%; TIR increased by ~5.5 percentage points in analyzable subset. |

    **Section 3 Recommendations for APRN Professionals**

    1. Provide a summary of the research findings and make recommendations for if APRN professionals should incorporate these findings into their practice. Minimum length of two paragraphs.

    Across randomized trials and real‑world studies, CGM consistently improves glycemic outcomes compared with SMBG in adults aged 30–70 years with type 2 diabetes in primary care. In basal‑insulin users seen in primary care, RT‑CGM achieved a clinically meaningful HbA1c advantage of ~0.4% at ~8 months and substantial gains in time‑in‑range and reductions in hyperglycemia. In intensively insulin‑treated T2D, Flash CGM markedly reduced time in hypoglycemia (43–53%) and improved treatment satisfaction, despite no overall HbA1c difference at 6 months; a separate MDI RCT showed a 0.3% HbA1c benefit at 24 weeks. Among non‑insulin‑treated patients, a randomized trial showed that two short RT‑CGM sessions over 6 months reduced HbA1c by ~0.7% versus control, and pragmatic/real‑world primary‑care cohorts demonstrated significant A1c improvements and better CGM metrics, with benefits persisting to 6 months in subsets.

    Recommendations for APRNs: APRNs should incorporate CGM into care pathways for adults aged 30–70 years with type 2 diabetes in primary care who have suboptimal control on non‑insulin or basal‑only regimens, and for those on intensive insulin therapy with problematic hypoglycemia or glucose variability. Core elements include: (1) patient selection and shared decision‑making; (2) device onboarding and interpretation training (focus on TIR, GMI, time >180/250 mg/dL, and time <70 mg/dL); (3) structured follow‑up at ~2 weeks, 3 months, and 6 months to use CGM data for medication titration and lifestyle coaching; and (4) documentation to support coverage and equitable access in primary care. Based on the cumulative evidence, APRNs **should** use CGM as a standard adjunct to SMBG for appropriate T2D patients to improve glycemic outcomes over 6 months.io

    **References**

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial.
    _Annals of Internal Medicine, 167_(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6-month results using continuous glucose monitoring in type 2 diabetes.
    _Clinical Diabetes, 42_(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose-sensing technology as a replacement for blood glucose monitoring for the management of insulin-treated type 2 diabetes: A multicenter, open-label randomized controlled trial.
    _Diabetes Therapy, 8_(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6)

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial.
    _JAMA, 325_(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short-term use of a real-time continuous glucose monitoring system in non-insulin-treated patients with type 2 diabetes: A randomized controlled trial.
    _Diabetes, Obesity and Metabolism, 25_(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care.
    _Scientific Reports, 14_, 31990. https://doi.org/10.1038/s41598-024-83548-4

  • [Solved] Reflective Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Original Work Only. Reflective journal on what regression analysis means and how that impacts business decision-making. More detail is attached. \ Week3ReflectiveJournal.docx](https://www.sweetstudy.com/files/week3reflectivejournal-docx-10374267 "Week3ReflectiveJournal.docx")

    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

    Original Work Only.  Reflective journal on what regression analysis means and how that impacts business decision-making.
    More detail is attached.
    \
    Week3ReflectiveJournal.docx](https://www.sweetstudy.com/files/week3reflectivejournal-docx-10374267 "Week3ReflectiveJournal.docx")

  • [Solved] Survey Proposal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Original Work only. Create a survey proposal. – ## SurveyProposalrequest.docx **## SurveyProposalrequest.docx** Prior to beginning work on this assignment: · Read Chapters 6, 7, 8, and 9 in your textbook. Jaggia, S. (2023). _Business analytics: Communicating with numbers_ (2nd ed.). McGraw-Hill High…

    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

    Original Work only. Create a survey proposal.

    – ## SurveyProposalrequest.docx

    **## SurveyProposalrequest.docx**

    Prior to beginning work on this assignment:

    · Read Chapters 6, 7, 8, and 9 in your textbook. Jaggia, S. (2023).
    _Business analytics: Communicating with numbers_ (2nd ed.). McGraw-Hill Higher Education.

    In this week’s discussion, you identified parameters for your sample population. Now, you will need to create a survey proposal. Your survey must be thorough and persuasive enough to convince your leadership to sponsor the survey.

    In your paper,

    · Explain why you will conduct the survey and what information you will gain from the survey responses.

    · Identify the type(s) of data that will be collected.

    · Outline the parameters for your proposed survey, considering what management would need to know.

    · Create ten sample questions for your survey, considering common issues in survey design.

    · Explain your reasoning for choosing your sample questions.

    The Survey Proposal paper

    · must be two to three double-spaced pages in length (not including title and references pages, charts or tables), and formatted according to
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

    · must include a separate title page with the following:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice

    · must include an introduction and conclusion paragraph

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper

    · must use at least two credible source in addition to the course text

    ![A screenshot of a survey AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ![](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ![](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ## image1.png

    ## image2.png

    ## image3.png

    **## SurveyProposalrequest.docx**

    Prior to beginning work on this assignment:

    · Read Chapters 6, 7, 8, and 9 in your textbook. Jaggia, S. (2023).
    _Business analytics: Communicating with numbers_ (2nd ed.). McGraw-Hill Higher Education.

    In this week’s discussion, you identified parameters for your sample population. Now, you will need to create a survey proposal. Your survey must be thorough and persuasive enough to convince your leadership to sponsor the survey.

    In your paper,

    · Explain why you will conduct the survey and what information you will gain from the survey responses.

    · Identify the type(s) of data that will be collected.

    · Outline the parameters for your proposed survey, considering what management would need to know.

    · Create ten sample questions for your survey, considering common issues in survey design.

    · Explain your reasoning for choosing your sample questions.

    The Survey Proposal paper

    · must be two to three double-spaced pages in length (not including title and references pages, charts or tables), and formatted according to
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

    · must include a separate title page with the following:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice

    · must include an introduction and conclusion paragraph

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper

    · must use at least two credible source in addition to the course text

    ![A screenshot of a survey AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ![](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ![](https://www.sweetstudy.com/questions/survey-proposal-20933255)

    ## image1.png

    ## image2.png

    ## image3.png