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  • [Solved] Choose two DNP Essentials, describe them, and exemplify them within your work area.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Choose two DNP Essentials, describe them, and exemplify them within your work area. Contribute a minimum of 500 words. It should include at least 3 academic sources, formatted and cited in APA. Review the rubric to determine how your assignment will be graded.

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    Assignment Prompt & Instructions

    Choose two DNP Essentials, describe them, and exemplify them within your work area.
    Contribute a minimum of 500 words. It should include at least 3 academic sources, formatted and cited in APA.
    Review the rubric to determine how your assignment will be graded.

  • [Solved] Think about a recent situation in nursing that you recognized as needing to change in some way and share your reflection with others in the discussion board. Did you take action to change the situation? If not, why not?

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    Executive Solution Overview

    Think about a recent situation in nursing that you recognized as needing to change in some way and share your reflection with others in the discussion board. Did you take action to change the situation? If not, why not? If so consider the following: 1. Who did you connect with in some way to create …

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    Assignment Prompt & Instructions

    Think about a recent situation in nursing that you recognized as needing to change in some way and share your reflection with others in the discussion board. Did you take action to change the situation? If not, why not?
    If so consider the following:
    1. Who did you connect with in some way to create change?
    2. What were the barriers that you faced in making the change?
    3. What facilitated getting something done?
    4. Looking back, what would you do differently next time around?
    Contribute a minimum of 450 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

  • [Solved] assessment 4 4055

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Create a slide presentation of the health promotion plan you developed in Assessment 1. – ## rubrics4.docx – ## assessment4instructions.docx **## rubrics4.docx** **Scoring Guide** Use the scoring guide to understand how your assessment will be evaluated. Expand All **Criterion 1** **Present a health…

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

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    Assignment Prompt & Instructions

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    – ## rubrics4.docx

    – ## assessment4instructions.docx

    **## rubrics4.docx**

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Expand All

    **Criterion 1**

    **Present a health promotion plan tailored for an individual or a group within a community.**

    **Distinguished**

    Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.

    **Proficient**

    Presents a health promotion plan tailored for an individual or a group within a community.

    **Basic**

    Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.

    **Non Performance**

    Does not present a health promotion plan tailored for an individual or a group within a community.

    **Criterion 2**

    **Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**

    **Distinguished**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.

    **Proficient**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Basic**

    Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.

    **Non Performance**

    Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Criterion 3**

    **Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**

    **Distinguished**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.

    **Proficient**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Basic**

    Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.

    **Non Performance**

    Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Criterion 4**

    **Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**

    **Distinguished**

    Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

    **Proficient**

    Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Basic**

    Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).

    **Non Performance**

    Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Criterion 5**

    **Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Proficient**

    Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Basic**

    Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.

    **## assessment4instructions.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Expand All

    **Introduction**

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    **Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    **References**

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
    _Medsurg Nursing, 27_(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.).
    _Healthy People 2030_. https://health.gov/healthypeople

    World Health Organization. (n.d.).
    _Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

    **Scenario**

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    **Instructions**

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    **Additional Requirements**

    **Presentation Format and Length**

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    · Title slide.

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    · Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    **Supporting Evidence**

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **## assessment4instructions.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Expand All

    **Introduction**

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    **Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    **References**

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
    _Medsurg Nursing, 27_(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.).
    _Healthy People 2030_. https://health.gov/healthypeople

    World Health Organization. (n.d.).
    _Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

    **Scenario**

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    **Instructions**

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    **Additional Requirements**

    **Presentation Format and Length**

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    · Title slide.

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    · Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    **Supporting Evidence**

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **## rubrics4.docx**

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Expand All

    **Criterion 1**

    **Present a health promotion plan tailored for an individual or a group within a community.**

    **Distinguished**

    Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.

    **Proficient**

    Presents a health promotion plan tailored for an individual or a group within a community.

    **Basic**

    Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.

    **Non Performance**

    Does not present a health promotion plan tailored for an individual or a group within a community.

    **Criterion 2**

    **Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**

    **Distinguished**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.

    **Proficient**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Basic**

    Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.

    **Non Performance**

    Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Criterion 3**

    **Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**

    **Distinguished**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.

    **Proficient**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Basic**

    Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.

    **Non Performance**

    Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Criterion 4**

    **Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**

    **Distinguished**

    Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

    **Proficient**

    Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Basic**

    Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).

    **Non Performance**

    Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Criterion 5**

    **Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Proficient**

    Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Basic**

    Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.

    **## assessment4instructions.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Expand All

    **Introduction**

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    **Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    **References**

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
    _Medsurg Nursing, 27_(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.).
    _Healthy People 2030_. https://health.gov/healthypeople

    World Health Organization. (n.d.).
    _Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

    **Scenario**

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    **Instructions**

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    **Additional Requirements**

    **Presentation Format and Length**

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    · Title slide.

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    · Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    **Supporting Evidence**

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **## rubrics4.docx**

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Expand All

    **Criterion 1**

    **Present a health promotion plan tailored for an individual or a group within a community.**

    **Distinguished**

    Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.

    **Proficient**

    Presents a health promotion plan tailored for an individual or a group within a community.

    **Basic**

    Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.

    **Non Performance**

    Does not present a health promotion plan tailored for an individual or a group within a community.

    **Criterion 2**

    **Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**

    **Distinguished**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.

    **Proficient**

    Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Basic**

    Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.

    **Non Performance**

    Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    **Criterion 3**

    **Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**

    **Distinguished**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.

    **Proficient**

    Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Basic**

    Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.

    **Non Performance**

    Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    **Criterion 4**

    **Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**

    **Distinguished**

    Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).

    **Proficient**

    Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Basic**

    Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).

    **Non Performance**

    Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    **Criterion 5**

    **Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Proficient**

    Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **Basic**

    Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.

    **## assessment4instructions.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Expand All

    **Introduction**

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    **Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    **References**

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
    _Medsurg Nursing, 27_(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.).
    _Healthy People 2030_. https://health.gov/healthypeople

    World Health Organization. (n.d.).
    _Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools

    **Scenario**

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    **Instructions**

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    **Additional Requirements**

    **Presentation Format and Length**

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    · Title slide.

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    · Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    **Supporting Evidence**

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    – 1
    – 2

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    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 2 of the prompts below:** – Explain how the normal microbiota is involved in immunity and t…

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    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 2 of the prompts below:**
    – Explain how the normal microbiota is involved in immunity and the various relationships the microbiota can be in.  (USLO 7.1)
    – Discuss the difference between innate and adaptive immune responses.  Be sure to include first, second, and third lines of defense. (USLOs 7.2 and 7.3)
    – Explain the difference between cell-mediated versus humoral responses.  Be sure to include cell types and function of each response.  (USLO 7.4)
    – Discuss the different types of vaccines.  Be sure to include the advantages and disadvantages of each type.  (USLO 7.5)
    – Attenuated
    – Heat Killed
    – Subunit
    – Toxoid
    – Conjugate
    – Explain the concept of herd immunity and how vaccination is involved.  (USLO 7.6)

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    ### Prompt Select one of the following prompts to guide your initial post. The questions may seem similar to those in Unit 6. However, these are specific to sexual identities. _Prompt #1_ Discuss the spectrum model of sexual identity. What advantage to us as individuals and as members of society doe…

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    ### Prompt
    Select one of the following prompts to guide your initial post. The questions may seem similar to those in Unit 6. However, these are specific to sexual identities.
    _Prompt #1_
    Discuss the spectrum model of sexual identity. What advantage to us as individuals and as members of society does the spectrum model offer over binary models of sexual identity? Support your claim with examples of advantages from this unit’s readings and presentations.
    (USLO 7.1)
    _Prompt #2_
    Explain homophobia, heterosexism, and heteronormativity with at least two examples for each on how they occur in society.
    Next, discuss at least one way that each of these social phenomena leads to the oppression of LGBTQIA community members.
    (USLO 7.2)
    _Prompt #3_
    Create an action plan by responding to the following questions to strengthen your allyship in relation to sexual identities:
    – Who do you want to help?
    – What can you do to help?
    – Where can you be helpful?
    – When will these actions be required?
    – Why are these actions important for you to do as an ally?
    (USLO 7.3)

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    I need help please – ## Case4-90.docx – ## Case1DevanteMcLean.docx – Case2DevanteMcLeanFinal.docx – Case3DevanteMcLean.docx **## Case4-90.docx** **Module 4 – Case** **Managing Complex IT Organizational Change and Capstone Paper** **Assignment Overview** **The Impact of Various Internal and External …

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    I need help please

    – ## Case4-90.docx

    – ## Case1DevanteMcLean.docx

    – Case2DevanteMcLeanFinal.docx
    – Case3DevanteMcLean.docx

    **## Case4-90.docx**

    **Module 4 – Case**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Assignment Overview**

    **The Impact of Various Internal and External Organizational "Environments" on IT Management**

    The ability to understand various elements within and outside your topic organization and the extent to which they affect information technology are keenly important to the organization's management. One facet of this ability is to be able to successfully scan various internal and external "environments" (social, economic, political, and technological, etc.) at numerous organizational levels (as well as the demands of their various publics). This module will focus on gaining a better understanding of the "environmental" conditions facing your chosen Capstone organization and how to assess the elements of required planned change.

    This module will be primarily devoted to the careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources.

    **Case Assignment**

    In this module, you will perform a careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources into your IT Governance Project.

    **Assignment Expectations**

    Your Capstone Case assignment is to produce a reasonable and workable plan to set the stage for these forthcoming IT improvements—a plan that will help affected organization managers, employees, and customers better embrace the forthcoming change implementation.

    **Module 4 – Resources**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Required Reading**

    Remember, your major sources of information for this course consist of all that you have learned in your other courses, and you should be prepared to reference those courses and their background material during this class, as well as additional resources that you identify.

    **Use** [**_How to find resources in Skillsoft_**](https://tlc.trident.edu/content/enforced/210744-X_FUTURE_ITM580-MOD/Skillsoft_Tutorial_How%20find%20resources%20in%20Skillsoft.docx?isCourseFile=true&_&d2lSessionVal=QxpoQ7VjZemW7LQYGZBISYOHU&ou=210744&ou=224359) **to access material in Skillsoft.**

    **Required Reading**

    **_IT Governance Plan_**

    ITIL® 4 Foundation: Introduction. Available in the Trident Online Library in Skillsoft.

    Modern Data Management: Data Governance. Available in the Trident Online Library in Skillsoft.

    **ITIL**

    TestPrep ITIL 4 Foundation. Available in the Trident Online Library in Skillsoft.

    Go to Library Access in Additional Library Resources, select Skillsoft Books. In the search box enter TestPrep ITIL 4 Foundation, select the Courses tab, then select TestPrep ITIL 4 Foundation.

    **Securing the Enterprise**

    Securing Against Threats, Securing for Enterprise, and Jailbreaking Devices. Available in the Trident Online Library in Skillsoft.

    **Business Continuity and Disaster Recovery**

    CISSP 2021: Business Continuity Planning. Available in the Trident Online Library in Skillsoft.

    Backup & Recovery: Business Continuity & Disaster Recovery. Available in the Trident Online Library in Skillsoft.

    **Data Governance**

    Modern Data Management: Data Quality Management. Available in the Trident Online Library in Skillsoft.

    Data Access & Governance Policies: Data Classification, Encryption, and Monitoring. Available in the Trident Online Library in Skillsoft.

    **Cybersecurity**

    Mitigating Security Risks: Cyber Security Risks. Available in the Trident Online Library in Skillsoft.

    An Executive's Guide to Security: Understanding Security Threats. Available in the Trident Online Library in Skillsoft.

    Mitigating Security Risks: Maintaining a Secure Workplace. Available in the Trident Online Library in Skillsoft.

    **Optional Reading**

    Mitre. (n.d.).
    [_IT governance_](https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance). https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance

    Chapters 1-12, in:

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO. Available in the Trident Online Library (Skillsoft Books).

    Chapters 1-10, in:

    Smallwood, R. F. (2020). Information governance: Concepts, strategies and best practices. Wiley & Sons. Available in the Trident Online Library (Skillsoft Books).

    Please note that this link will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Getting Started with Network Administration_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=224359&type=lti&rcode=TUI-501592&srcou=118096) – LinkedIn Learning

    **## Case1DevanteMcLean.docx**

    8

    **IT Governance Plan for the U.S. Army**

    Devante McLean

    Trident University

    ITM 590: Integrative Project (Capstone Course)

    Dr. Robert Rossi

    7/13/2025

    **IT Governance Plan for the U.S. Army**

    The U.S. army which is a critical part of the U.S military is facing formidable issues on information technology (IT) governance. It being a huge and complex organization is characterized with multiplicity of social, economic and technological issues that affect its capability in managing IT effectively. The IT infrastructure of the Army, being spread on numerous divisions, has to be dynamic, and well secured to fulfill the requirements of military operation, logistics, and communications. This paper presents the IT governance plan of the U.S. Army, with the most importance on the governance structures, security, business continuity and disaster recovery. On top of that, the paper explains the increasingly complicated process of governance and security risks to data on cybersecurity and the ability to integrate the latest IT solutions into the heavily regulated environment in the Army.

    **The Importance of IT Governance in the U.S. Army**

    IT governance is vital in the operation of the U.S. Army as it works towards ensuring that IT systems of the organization meet their goals and objectives. Since the Army is of such scale, composed, and strategically vital, it is necessary to use a well-developed IT governance strategy that will help to ensure operational efficiency, security, and resilience. The IT governance framework gives the much-needed management provisions in regard to the effective management of the IT resources of the whole of the Army, adhering to the requirements of regulations and serving the Army, its mission.

    The key dimension of IT governance in Army is to adjust to fit IT resources in the wider strategic goals of national defense. The U.S army should be able to keep up with the changes in technology and its continuous evolution and also provide an efficient, secure and trust-worthy IT infrastructure. Among the issues that the governance plan should touch upon, there should be risk management, compliance, and IT systems integration within several departments and divisions.

    **Framework**

    The focus area will be the United States Army Training and Doctrine Command (TRADOC) Headquarters (HQ). TRADOC is a four-star led command with over 20,000 soldiers under its charge. There are two subordinate commands – Center for Initial Military Training (CIMT) and Combined Arms Center (CAC). Subordinate to those are several center of excellence and training centers across the entire army that shape policy and doctrine driving how soldiers are trained based on the future fight.

    The IT infrastructure within the HQ is vast. There are multiple layers of security, products and services that assist the personnel within the command to execute their day-to-day jobs. These include physical routers, switches, wires, printers, laptops, VTC systems, monitors, phones, tablets, etc. On the network side, there are multiple software such as VM Ware, VPN capabilities, network infrastructure, and segmented servers, and tier 2 routers just to name a few. All of which have multiple redundancies by design. We currently use Microsoft Suite as SaaS as the main infrastructure to seamlessly collaborate across the cloud.

    **IT Governance Framework**

    Some of the common and well-known frameworks, which should be incorporated in the IT governance plan of Army, include the IT Infrastructure Library (ITIL(r), which ensures the guidelines on managing the services of IT. ITIL 4, specifically, is an up-to-date framework focusing on the combination of service management with business requirements, which is vital in the scenario of the Army, whose IT systems and services all have to have a direct contribution to the mission of national defense (Axelos, 2020).

    Moreover, the Army should integrate the data governance practices in order to safeguard the data, legal compliance, and handling sensitive data. Data governance principles, including the data classification, encryption and access control, play a crucial role in defending the sensitive military data against cyber security attacks. Also, the Army needs to implement current data management methods to provide integrity, quality, and availability of its data (Smallwood, 2020).

    The combination of these frameworks guarantees the whole situation in the IT governance, which is why the Army is able to manage its IT resources properly with reducing the risks and meeting up the regulations.

    **Cybersecurity and Risk management**

    With more operations shifting to digital tools, the U.S. Army is exposed to a serious threat of a cyberattack. Such risks are the threats by external parties, like cyber assaults executed by hostile states, or internal risks, like system weaknesses. To combat these threats to the IT systems of the Army, a detailed cybersecurity plan will have to be prepared. To protect the operations of the Army, a continuous monitoring systems, incidents response plans, and secure communication channels must be in place.

    The governance of the Army in terms of dealing with cybersecurity needs to be in line with the regulations of national security. It is also possible to implement frameworks such as the National Institute of Standards and Technology (NIST) Cybersecurity Framework that can guide the practices to identify, protect, detect, respond, and recover cyber threats. Also, the Army should strive to maintain that every member of personnel should get cybersecurity education and that all systems are audited regularly to pinpoint any potential weakness and mitigate the situation (Elliott, 2024).

    Besides, the Army needs to invest into sophisticated technologies, including artificial intelligence and machine learning, to improve its cybersecurity position. These technologies would be helpful in identifying anomalies and possible threats more effectively than the conventional security approaches.

    **Business Continuity and disaster recovery**

    Because the work of the Army is essential, the plans of business continuity and disaster recovery are the areas of the IT governance strategy. These plans are sufficient to make certain that the Army can go on with its activities even in the case of a catastrophe, like a computer attack or a natural one. The Army will have to use redundant systems and second or backup solutions to ensure resilience.

    Data recovery is one of the important parts of business continuity. It is necessary that the Army should come up with effective backup and recovery mechanism so that critical data related to the service can be retrieved within short period in case of system crash. These will consist of testing disaster recovery measures regularly to ascertain their efficiency and establish that the Army is able to recover as quickly as possible in case of any crisis (Adams, 2024).

    In addition, the Army ought to go cloud-based to some of the IT services where the IT services can be more flexible and scalable. Secured, geographically distant storage of backup data can be provided with cloud computing to the extent that data losses in the case of local failures can be prevented. Nevertheless, the Army should enforce that the clouds deployed are under demanding requirements of security and are not prone to the harm of secrecy or integrity of military information.

    **ITIL and Security Threat Management**

    The Army can take advantage of the use of The ITIL 4 security management principles in handling security threats. Suggesting proactive security management and offering the properly designed method of recognizing security threats prior to affecting the organization, ITIL 4 implies that management should be more concerned with the proactive approach to the security control. This involves security principles in all the service stages including planning, design, operation and the constant upgrade (Axelos, 2020).

    The alignment of ITIL 4 practices with the framework of IT governance in the Army will enable the Army to have a secure, resilient and IT infrastructure that is armed to meet the demands of military operations. Moreover, the aspect of constant improvement in ITIL 4 can assist the Army to meet the challenges of new security threats and technology changes, so that the Army IT systems are fully adequate and functional.

    **Issues and Advantages of IT governance**

    U.S. Army needs to come over with a number of obstacles in its way towards a functional IT governance plan. The high rate of technological change is one of the most significant threats because it may become a challenge to the Army to maintain its systems and infrastructure current. In addition, the Army should make sure that the IT systems that it has can be integrated with those of other military departments and external agencies.

    The second difficulty is the question of military technology and its use in terms of morality. The Army should ponder thoroughly the consequences of the application of high technologies, which it is planning to apply to the field of military affairs including artificial intelligence and autonomous systems. The application of these technologies has to observe the international law and human rights (Rollnick et al., 2024).

    But the above challenges also bring in a chance of improvement. With modern IT governance systems and technologies, the Army will have an opportunity to improve its operations, make them more cost effective and increase its mission readiness. Moreover, the combination of cloud computing, the use of AI, and machine learning can be a source of a competitive edge when the Army participates in the military conflicts of the future

    **Conclusion**

    IT governance plan by U.S. Army is a key element in its capacity to retain security, efficiency in operations and operational readiness. Such frameworks as ITIL 4 and the best practices in terms of data governance and cybersecurity can help the Army align its IT infrastructure with its strategic goals in terms of data governance and cybersecurity. Although problems do occur [e.g. quick appointment of technology developing and ethical matters], the Army stands to gain great opportunities of improving their IT services and still be on the ranking of military affairs.

    **References**

    Adams, A. (2024). Effective Leadership and Management in Nursing. Elsevier.

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO.

    Elliott, J. (2024). How AI is Turbocharging Project Risk Management. Association for Project Management.

    Rollnick, S., Miller, W. R., & Butler, C. C. (2024). Motivational Interviewing in Health Care: Helping Patients Change Behaviour. The Guilford Press.

    Smallwood, R. F. (2020). Information Governance: Concepts, Strategies, and Best Practices. Wiley & Sons.

    **Case2DevanteMcLeanFinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case2devantemcleanfinal-docx)

    **Case3DevanteMcLean.docx**

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    **Case3DevanteMcLean.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case3devantemclean-docx)

    **## Case4-90.docx**

    **Module 4 – Case**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Assignment Overview**

    **The Impact of Various Internal and External Organizational "Environments" on IT Management**

    The ability to understand various elements within and outside your topic organization and the extent to which they affect information technology are keenly important to the organization's management. One facet of this ability is to be able to successfully scan various internal and external "environments" (social, economic, political, and technological, etc.) at numerous organizational levels (as well as the demands of their various publics). This module will focus on gaining a better understanding of the "environmental" conditions facing your chosen Capstone organization and how to assess the elements of required planned change.

    This module will be primarily devoted to the careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources.

    **Case Assignment**

    In this module, you will perform a careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources into your IT Governance Project.

    **Assignment Expectations**

    Your Capstone Case assignment is to produce a reasonable and workable plan to set the stage for these forthcoming IT improvements—a plan that will help affected organization managers, employees, and customers better embrace the forthcoming change implementation.

    **Module 4 – Resources**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Required Reading**

    Remember, your major sources of information for this course consist of all that you have learned in your other courses, and you should be prepared to reference those courses and their background material during this class, as well as additional resources that you identify.

    **Use** [**_How to find resources in Skillsoft_**](https://tlc.trident.edu/content/enforced/210744-X_FUTURE_ITM580-MOD/Skillsoft_Tutorial_How%20find%20resources%20in%20Skillsoft.docx?isCourseFile=true&_&d2lSessionVal=QxpoQ7VjZemW7LQYGZBISYOHU&ou=210744&ou=224359) **to access material in Skillsoft.**

    **Required Reading**

    **_IT Governance Plan_**

    ITIL® 4 Foundation: Introduction. Available in the Trident Online Library in Skillsoft.

    Modern Data Management: Data Governance. Available in the Trident Online Library in Skillsoft.

    **ITIL**

    TestPrep ITIL 4 Foundation. Available in the Trident Online Library in Skillsoft.

    Go to Library Access in Additional Library Resources, select Skillsoft Books. In the search box enter TestPrep ITIL 4 Foundation, select the Courses tab, then select TestPrep ITIL 4 Foundation.

    **Securing the Enterprise**

    Securing Against Threats, Securing for Enterprise, and Jailbreaking Devices. Available in the Trident Online Library in Skillsoft.

    **Business Continuity and Disaster Recovery**

    CISSP 2021: Business Continuity Planning. Available in the Trident Online Library in Skillsoft.

    Backup & Recovery: Business Continuity & Disaster Recovery. Available in the Trident Online Library in Skillsoft.

    **Data Governance**

    Modern Data Management: Data Quality Management. Available in the Trident Online Library in Skillsoft.

    Data Access & Governance Policies: Data Classification, Encryption, and Monitoring. Available in the Trident Online Library in Skillsoft.

    **Cybersecurity**

    Mitigating Security Risks: Cyber Security Risks. Available in the Trident Online Library in Skillsoft.

    An Executive's Guide to Security: Understanding Security Threats. Available in the Trident Online Library in Skillsoft.

    Mitigating Security Risks: Maintaining a Secure Workplace. Available in the Trident Online Library in Skillsoft.

    **Optional Reading**

    Mitre. (n.d.).
    [_IT governance_](https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance). https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance

    Chapters 1-12, in:

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO. Available in the Trident Online Library (Skillsoft Books).

    Chapters 1-10, in:

    Smallwood, R. F. (2020). Information governance: Concepts, strategies and best practices. Wiley & Sons. Available in the Trident Online Library (Skillsoft Books).

    Please note that this link will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Getting Started with Network Administration_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=224359&type=lti&rcode=TUI-501592&srcou=118096) – LinkedIn Learning

    **## Case1DevanteMcLean.docx**

    8

    **IT Governance Plan for the U.S. Army**

    Devante McLean

    Trident University

    ITM 590: Integrative Project (Capstone Course)

    Dr. Robert Rossi

    7/13/2025

    **IT Governance Plan for the U.S. Army**

    The U.S. army which is a critical part of the U.S military is facing formidable issues on information technology (IT) governance. It being a huge and complex organization is characterized with multiplicity of social, economic and technological issues that affect its capability in managing IT effectively. The IT infrastructure of the Army, being spread on numerous divisions, has to be dynamic, and well secured to fulfill the requirements of military operation, logistics, and communications. This paper presents the IT governance plan of the U.S. Army, with the most importance on the governance structures, security, business continuity and disaster recovery. On top of that, the paper explains the increasingly complicated process of governance and security risks to data on cybersecurity and the ability to integrate the latest IT solutions into the heavily regulated environment in the Army.

    **The Importance of IT Governance in the U.S. Army**

    IT governance is vital in the operation of the U.S. Army as it works towards ensuring that IT systems of the organization meet their goals and objectives. Since the Army is of such scale, composed, and strategically vital, it is necessary to use a well-developed IT governance strategy that will help to ensure operational efficiency, security, and resilience. The IT governance framework gives the much-needed management provisions in regard to the effective management of the IT resources of the whole of the Army, adhering to the requirements of regulations and serving the Army, its mission.

    The key dimension of IT governance in Army is to adjust to fit IT resources in the wider strategic goals of national defense. The U.S army should be able to keep up with the changes in technology and its continuous evolution and also provide an efficient, secure and trust-worthy IT infrastructure. Among the issues that the governance plan should touch upon, there should be risk management, compliance, and IT systems integration within several departments and divisions.

    **Framework**

    The focus area will be the United States Army Training and Doctrine Command (TRADOC) Headquarters (HQ). TRADOC is a four-star led command with over 20,000 soldiers under its charge. There are two subordinate commands – Center for Initial Military Training (CIMT) and Combined Arms Center (CAC). Subordinate to those are several center of excellence and training centers across the entire army that shape policy and doctrine driving how soldiers are trained based on the future fight.

    The IT infrastructure within the HQ is vast. There are multiple layers of security, products and services that assist the personnel within the command to execute their day-to-day jobs. These include physical routers, switches, wires, printers, laptops, VTC systems, monitors, phones, tablets, etc. On the network side, there are multiple software such as VM Ware, VPN capabilities, network infrastructure, and segmented servers, and tier 2 routers just to name a few. All of which have multiple redundancies by design. We currently use Microsoft Suite as SaaS as the main infrastructure to seamlessly collaborate across the cloud.

    **IT Governance Framework**

    Some of the common and well-known frameworks, which should be incorporated in the IT governance plan of Army, include the IT Infrastructure Library (ITIL(r), which ensures the guidelines on managing the services of IT. ITIL 4, specifically, is an up-to-date framework focusing on the combination of service management with business requirements, which is vital in the scenario of the Army, whose IT systems and services all have to have a direct contribution to the mission of national defense (Axelos, 2020).

    Moreover, the Army should integrate the data governance practices in order to safeguard the data, legal compliance, and handling sensitive data. Data governance principles, including the data classification, encryption and access control, play a crucial role in defending the sensitive military data against cyber security attacks. Also, the Army needs to implement current data management methods to provide integrity, quality, and availability of its data (Smallwood, 2020).

    The combination of these frameworks guarantees the whole situation in the IT governance, which is why the Army is able to manage its IT resources properly with reducing the risks and meeting up the regulations.

    **Cybersecurity and Risk management**

    With more operations shifting to digital tools, the U.S. Army is exposed to a serious threat of a cyberattack. Such risks are the threats by external parties, like cyber assaults executed by hostile states, or internal risks, like system weaknesses. To combat these threats to the IT systems of the Army, a detailed cybersecurity plan will have to be prepared. To protect the operations of the Army, a continuous monitoring systems, incidents response plans, and secure communication channels must be in place.

    The governance of the Army in terms of dealing with cybersecurity needs to be in line with the regulations of national security. It is also possible to implement frameworks such as the National Institute of Standards and Technology (NIST) Cybersecurity Framework that can guide the practices to identify, protect, detect, respond, and recover cyber threats. Also, the Army should strive to maintain that every member of personnel should get cybersecurity education and that all systems are audited regularly to pinpoint any potential weakness and mitigate the situation (Elliott, 2024).

    Besides, the Army needs to invest into sophisticated technologies, including artificial intelligence and machine learning, to improve its cybersecurity position. These technologies would be helpful in identifying anomalies and possible threats more effectively than the conventional security approaches.

    **Business Continuity and disaster recovery**

    Because the work of the Army is essential, the plans of business continuity and disaster recovery are the areas of the IT governance strategy. These plans are sufficient to make certain that the Army can go on with its activities even in the case of a catastrophe, like a computer attack or a natural one. The Army will have to use redundant systems and second or backup solutions to ensure resilience.

    Data recovery is one of the important parts of business continuity. It is necessary that the Army should come up with effective backup and recovery mechanism so that critical data related to the service can be retrieved within short period in case of system crash. These will consist of testing disaster recovery measures regularly to ascertain their efficiency and establish that the Army is able to recover as quickly as possible in case of any crisis (Adams, 2024).

    In addition, the Army ought to go cloud-based to some of the IT services where the IT services can be more flexible and scalable. Secured, geographically distant storage of backup data can be provided with cloud computing to the extent that data losses in the case of local failures can be prevented. Nevertheless, the Army should enforce that the clouds deployed are under demanding requirements of security and are not prone to the harm of secrecy or integrity of military information.

    **ITIL and Security Threat Management**

    The Army can take advantage of the use of The ITIL 4 security management principles in handling security threats. Suggesting proactive security management and offering the properly designed method of recognizing security threats prior to affecting the organization, ITIL 4 implies that management should be more concerned with the proactive approach to the security control. This involves security principles in all the service stages including planning, design, operation and the constant upgrade (Axelos, 2020).

    The alignment of ITIL 4 practices with the framework of IT governance in the Army will enable the Army to have a secure, resilient and IT infrastructure that is armed to meet the demands of military operations. Moreover, the aspect of constant improvement in ITIL 4 can assist the Army to meet the challenges of new security threats and technology changes, so that the Army IT systems are fully adequate and functional.

    **Issues and Advantages of IT governance**

    U.S. Army needs to come over with a number of obstacles in its way towards a functional IT governance plan. The high rate of technological change is one of the most significant threats because it may become a challenge to the Army to maintain its systems and infrastructure current. In addition, the Army should make sure that the IT systems that it has can be integrated with those of other military departments and external agencies.

    The second difficulty is the question of military technology and its use in terms of morality. The Army should ponder thoroughly the consequences of the application of high technologies, which it is planning to apply to the field of military affairs including artificial intelligence and autonomous systems. The application of these technologies has to observe the international law and human rights (Rollnick et al., 2024).

    But the above challenges also bring in a chance of improvement. With modern IT governance systems and technologies, the Army will have an opportunity to improve its operations, make them more cost effective and increase its mission readiness. Moreover, the combination of cloud computing, the use of AI, and machine learning can be a source of a competitive edge when the Army participates in the military conflicts of the future

    **Conclusion**

    IT governance plan by U.S. Army is a key element in its capacity to retain security, efficiency in operations and operational readiness. Such frameworks as ITIL 4 and the best practices in terms of data governance and cybersecurity can help the Army align its IT infrastructure with its strategic goals in terms of data governance and cybersecurity. Although problems do occur [e.g. quick appointment of technology developing and ethical matters], the Army stands to gain great opportunities of improving their IT services and still be on the ranking of military affairs.

    **References**

    Adams, A. (2024). Effective Leadership and Management in Nursing. Elsevier.

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO.

    Elliott, J. (2024). How AI is Turbocharging Project Risk Management. Association for Project Management.

    Rollnick, S., Miller, W. R., & Butler, C. C. (2024). Motivational Interviewing in Health Care: Helping Patients Change Behaviour. The Guilford Press.

    Smallwood, R. F. (2020). Information Governance: Concepts, Strategies, and Best Practices. Wiley & Sons.

    **Case2DevanteMcLeanFinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case2devantemcleanfinal-docx)

    **Case3DevanteMcLean.docx**

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    **## Case4-90.docx**

    **Module 4 – Case**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Assignment Overview**

    **The Impact of Various Internal and External Organizational "Environments" on IT Management**

    The ability to understand various elements within and outside your topic organization and the extent to which they affect information technology are keenly important to the organization's management. One facet of this ability is to be able to successfully scan various internal and external "environments" (social, economic, political, and technological, etc.) at numerous organizational levels (as well as the demands of their various publics). This module will focus on gaining a better understanding of the "environmental" conditions facing your chosen Capstone organization and how to assess the elements of required planned change.

    This module will be primarily devoted to the careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources.

    **Case Assignment**

    In this module, you will perform a careful review of your previous Capstone Case paper segments, assembling them into a cohesive finished product (with one overall case introduction and conclusion) which reflects careful discussion, as well as the comprehensive integration/citation of previous MSITM coursework and other relevant sources into your IT Governance Project.

    **Assignment Expectations**

    Your Capstone Case assignment is to produce a reasonable and workable plan to set the stage for these forthcoming IT improvements—a plan that will help affected organization managers, employees, and customers better embrace the forthcoming change implementation.

    **Module 4 – Resources**

    **Managing Complex IT Organizational Change and Capstone Paper**

    **Required Reading**

    Remember, your major sources of information for this course consist of all that you have learned in your other courses, and you should be prepared to reference those courses and their background material during this class, as well as additional resources that you identify.

    **Use** [**_How to find resources in Skillsoft_**](https://tlc.trident.edu/content/enforced/210744-X_FUTURE_ITM580-MOD/Skillsoft_Tutorial_How%20find%20resources%20in%20Skillsoft.docx?isCourseFile=true&_&d2lSessionVal=QxpoQ7VjZemW7LQYGZBISYOHU&ou=210744&ou=224359) **to access material in Skillsoft.**

    **Required Reading**

    **_IT Governance Plan_**

    ITIL® 4 Foundation: Introduction. Available in the Trident Online Library in Skillsoft.

    Modern Data Management: Data Governance. Available in the Trident Online Library in Skillsoft.

    **ITIL**

    TestPrep ITIL 4 Foundation. Available in the Trident Online Library in Skillsoft.

    Go to Library Access in Additional Library Resources, select Skillsoft Books. In the search box enter TestPrep ITIL 4 Foundation, select the Courses tab, then select TestPrep ITIL 4 Foundation.

    **Securing the Enterprise**

    Securing Against Threats, Securing for Enterprise, and Jailbreaking Devices. Available in the Trident Online Library in Skillsoft.

    **Business Continuity and Disaster Recovery**

    CISSP 2021: Business Continuity Planning. Available in the Trident Online Library in Skillsoft.

    Backup & Recovery: Business Continuity & Disaster Recovery. Available in the Trident Online Library in Skillsoft.

    **Data Governance**

    Modern Data Management: Data Quality Management. Available in the Trident Online Library in Skillsoft.

    Data Access & Governance Policies: Data Classification, Encryption, and Monitoring. Available in the Trident Online Library in Skillsoft.

    **Cybersecurity**

    Mitigating Security Risks: Cyber Security Risks. Available in the Trident Online Library in Skillsoft.

    An Executive's Guide to Security: Understanding Security Threats. Available in the Trident Online Library in Skillsoft.

    Mitigating Security Risks: Maintaining a Secure Workplace. Available in the Trident Online Library in Skillsoft.

    **Optional Reading**

    Mitre. (n.d.).
    [_IT governance_](https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance). https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance

    Chapters 1-12, in:

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO. Available in the Trident Online Library (Skillsoft Books).

    Chapters 1-10, in:

    Smallwood, R. F. (2020). Information governance: Concepts, strategies and best practices. Wiley & Sons. Available in the Trident Online Library (Skillsoft Books).

    Please note that this link will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Getting Started with Network Administration_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=224359&type=lti&rcode=TUI-501592&srcou=118096) – LinkedIn Learning

    **## Case1DevanteMcLean.docx**

    8

    **IT Governance Plan for the U.S. Army**

    Devante McLean

    Trident University

    ITM 590: Integrative Project (Capstone Course)

    Dr. Robert Rossi

    7/13/2025

    **IT Governance Plan for the U.S. Army**

    The U.S. army which is a critical part of the U.S military is facing formidable issues on information technology (IT) governance. It being a huge and complex organization is characterized with multiplicity of social, economic and technological issues that affect its capability in managing IT effectively. The IT infrastructure of the Army, being spread on numerous divisions, has to be dynamic, and well secured to fulfill the requirements of military operation, logistics, and communications. This paper presents the IT governance plan of the U.S. Army, with the most importance on the governance structures, security, business continuity and disaster recovery. On top of that, the paper explains the increasingly complicated process of governance and security risks to data on cybersecurity and the ability to integrate the latest IT solutions into the heavily regulated environment in the Army.

    **The Importance of IT Governance in the U.S. Army**

    IT governance is vital in the operation of the U.S. Army as it works towards ensuring that IT systems of the organization meet their goals and objectives. Since the Army is of such scale, composed, and strategically vital, it is necessary to use a well-developed IT governance strategy that will help to ensure operational efficiency, security, and resilience. The IT governance framework gives the much-needed management provisions in regard to the effective management of the IT resources of the whole of the Army, adhering to the requirements of regulations and serving the Army, its mission.

    The key dimension of IT governance in Army is to adjust to fit IT resources in the wider strategic goals of national defense. The U.S army should be able to keep up with the changes in technology and its continuous evolution and also provide an efficient, secure and trust-worthy IT infrastructure. Among the issues that the governance plan should touch upon, there should be risk management, compliance, and IT systems integration within several departments and divisions.

    **Framework**

    The focus area will be the United States Army Training and Doctrine Command (TRADOC) Headquarters (HQ). TRADOC is a four-star led command with over 20,000 soldiers under its charge. There are two subordinate commands – Center for Initial Military Training (CIMT) and Combined Arms Center (CAC). Subordinate to those are several center of excellence and training centers across the entire army that shape policy and doctrine driving how soldiers are trained based on the future fight.

    The IT infrastructure within the HQ is vast. There are multiple layers of security, products and services that assist the personnel within the command to execute their day-to-day jobs. These include physical routers, switches, wires, printers, laptops, VTC systems, monitors, phones, tablets, etc. On the network side, there are multiple software such as VM Ware, VPN capabilities, network infrastructure, and segmented servers, and tier 2 routers just to name a few. All of which have multiple redundancies by design. We currently use Microsoft Suite as SaaS as the main infrastructure to seamlessly collaborate across the cloud.

    **IT Governance Framework**

    Some of the common and well-known frameworks, which should be incorporated in the IT governance plan of Army, include the IT Infrastructure Library (ITIL(r), which ensures the guidelines on managing the services of IT. ITIL 4, specifically, is an up-to-date framework focusing on the combination of service management with business requirements, which is vital in the scenario of the Army, whose IT systems and services all have to have a direct contribution to the mission of national defense (Axelos, 2020).

    Moreover, the Army should integrate the data governance practices in order to safeguard the data, legal compliance, and handling sensitive data. Data governance principles, including the data classification, encryption and access control, play a crucial role in defending the sensitive military data against cyber security attacks. Also, the Army needs to implement current data management methods to provide integrity, quality, and availability of its data (Smallwood, 2020).

    The combination of these frameworks guarantees the whole situation in the IT governance, which is why the Army is able to manage its IT resources properly with reducing the risks and meeting up the regulations.

    **Cybersecurity and Risk management**

    With more operations shifting to digital tools, the U.S. Army is exposed to a serious threat of a cyberattack. Such risks are the threats by external parties, like cyber assaults executed by hostile states, or internal risks, like system weaknesses. To combat these threats to the IT systems of the Army, a detailed cybersecurity plan will have to be prepared. To protect the operations of the Army, a continuous monitoring systems, incidents response plans, and secure communication channels must be in place.

    The governance of the Army in terms of dealing with cybersecurity needs to be in line with the regulations of national security. It is also possible to implement frameworks such as the National Institute of Standards and Technology (NIST) Cybersecurity Framework that can guide the practices to identify, protect, detect, respond, and recover cyber threats. Also, the Army should strive to maintain that every member of personnel should get cybersecurity education and that all systems are audited regularly to pinpoint any potential weakness and mitigate the situation (Elliott, 2024).

    Besides, the Army needs to invest into sophisticated technologies, including artificial intelligence and machine learning, to improve its cybersecurity position. These technologies would be helpful in identifying anomalies and possible threats more effectively than the conventional security approaches.

    **Business Continuity and disaster recovery**

    Because the work of the Army is essential, the plans of business continuity and disaster recovery are the areas of the IT governance strategy. These plans are sufficient to make certain that the Army can go on with its activities even in the case of a catastrophe, like a computer attack or a natural one. The Army will have to use redundant systems and second or backup solutions to ensure resilience.

    Data recovery is one of the important parts of business continuity. It is necessary that the Army should come up with effective backup and recovery mechanism so that critical data related to the service can be retrieved within short period in case of system crash. These will consist of testing disaster recovery measures regularly to ascertain their efficiency and establish that the Army is able to recover as quickly as possible in case of any crisis (Adams, 2024).

    In addition, the Army ought to go cloud-based to some of the IT services where the IT services can be more flexible and scalable. Secured, geographically distant storage of backup data can be provided with cloud computing to the extent that data losses in the case of local failures can be prevented. Nevertheless, the Army should enforce that the clouds deployed are under demanding requirements of security and are not prone to the harm of secrecy or integrity of military information.

    **ITIL and Security Threat Management**

    The Army can take advantage of the use of The ITIL 4 security management principles in handling security threats. Suggesting proactive security management and offering the properly designed method of recognizing security threats prior to affecting the organization, ITIL 4 implies that management should be more concerned with the proactive approach to the security control. This involves security principles in all the service stages including planning, design, operation and the constant upgrade (Axelos, 2020).

    The alignment of ITIL 4 practices with the framework of IT governance in the Army will enable the Army to have a secure, resilient and IT infrastructure that is armed to meet the demands of military operations. Moreover, the aspect of constant improvement in ITIL 4 can assist the Army to meet the challenges of new security threats and technology changes, so that the Army IT systems are fully adequate and functional.

    **Issues and Advantages of IT governance**

    U.S. Army needs to come over with a number of obstacles in its way towards a functional IT governance plan. The high rate of technological change is one of the most significant threats because it may become a challenge to the Army to maintain its systems and infrastructure current. In addition, the Army should make sure that the IT systems that it has can be integrated with those of other military departments and external agencies.

    The second difficulty is the question of military technology and its use in terms of morality. The Army should ponder thoroughly the consequences of the application of high technologies, which it is planning to apply to the field of military affairs including artificial intelligence and autonomous systems. The application of these technologies has to observe the international law and human rights (Rollnick et al., 2024).

    But the above challenges also bring in a chance of improvement. With modern IT governance systems and technologies, the Army will have an opportunity to improve its operations, make them more cost effective and increase its mission readiness. Moreover, the combination of cloud computing, the use of AI, and machine learning can be a source of a competitive edge when the Army participates in the military conflicts of the future

    **Conclusion**

    IT governance plan by U.S. Army is a key element in its capacity to retain security, efficiency in operations and operational readiness. Such frameworks as ITIL 4 and the best practices in terms of data governance and cybersecurity can help the Army align its IT infrastructure with its strategic goals in terms of data governance and cybersecurity. Although problems do occur [e.g. quick appointment of technology developing and ethical matters], the Army stands to gain great opportunities of improving their IT services and still be on the ranking of military affairs.

    **References**

    Adams, A. (2024). Effective Leadership and Management in Nursing. Elsevier.

    Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO.

    Elliott, J. (2024). How AI is Turbocharging Project Risk Management. Association for Project Management.

    Rollnick, S., Miller, W. R., & Butler, C. C. (2024). Motivational Interviewing in Health Care: Helping Patients Change Behaviour. The Guilford Press.

    Smallwood, R. F. (2020). Information Governance: Concepts, Strategies, and Best Practices. Wiley & Sons.

    **Case2DevanteMcLeanFinal.docx**

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    **Case3DevanteMcLean.docx**

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