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    See attached document – ## ThreeCasesandQuestions.docx **## ThreeCasesandQuestions.docx** Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below. **Case 5.1 Mrs. Ellyn Townsend** Mrs. Townsend has various health problems, including heart disease …

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    – ## ThreeCasesandQuestions.docx

    **## ThreeCasesandQuestions.docx**

    Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below.

    **Case 5.1 Mrs. Ellyn Townsend**

    Mrs. Townsend has various health problems, including heart disease and circulation problems attributed to her late-onset diabetes. She is on almost a dozen different prescription medicines, although it is obvious to Theresa that she does not understand when and how to take them. She becomes irritated when Theresa asks her about her medications, insisting she is taking them as required and can prove it. Mrs. Townsend is a retired nurse and until recently was very skilled in monitoring her blood sugar and giving herself insulin. She needs to be reminded how to do this now.

    Theresa has noticed recently that the house smells of urine and feces, and she has found soiled clothes stuffed in drawers and under the bed. Her mother denies there is a problem, refusing to consider she might need an adult hygiene product. The cat runs away frequently, and Theresa suspects that this is because her mother is either not feeding the cat or has become abusive.

    1.
    **What symptoms does Ellyn Townsend exhibit that suggest she might have depression dementia, or delirium? Which symptoms are clearly a change from what her daughter has seen in her mother over the years?**

    2.
    **What immediate issues should the social worker address for Ellyn’s safety and well-being?**

    3.
    **What might be the next step in developing an intervention for her? Who else does the social worker need to involve in the diagnostic process?**

    **Case 5.2 Mr. Charles Curry**

    Charles Curry is a 78-year-old widowed man who has lived alone for the past 2 years, following the death of his wife of 50 years. His suburban home is in good condition although in need of minor repairs and painting. The place has taken on a cluttered look since his wife’s death, with dishes piled in the sink, flower beds overrun with weeds, and papers scattered about the living room. Mr. Curry served as his wife’s caretaker prior to her death and did a wonderful job, according to Tom Curry, his eldest son. Mrs. Curry had a prolonged illness from cancer but was able to stay at home with hospice support until the time of her death. Hospice maintained contact with Mr. Curry for about a year after her death, but then he requested that they no longer visit him.

    Mr. Curry used to be active in the local men’s club, the Sons of Hibernia, a social and service organization for those of Irish descent. He went to the club three times a week to play cards with other retirees. His friends at the club describe him as having been a jovial, outgoing, friendly guy since his retirement at age 65. He is a retired postal carrier, so he knew everyone along his route and seemed to enjoy visiting with lifelong friends and neighbors. He stopped going to the club when his wife became ill and has not indicated any interest in returning there since her death. He says the club is too far away and that he is too tired to attend any social activities.

    Tom Curry has expressed concern about his father’s unwillingness to get out of bed. Mr. Curry says he is always tired after not sleeping very well. As a result, he spends much of the day going back and forth from the couch to the bed, sleeping off and on. At night, he goes to bed at 7:00 p.m. and is up wandering around the house or trying to watch television from midnight on. Tom claims his father appears to be very lethargic and preoccupied. He has trouble remembering whether or not he has eaten but does not express hunger or thirst. He answers “I don’t know” to many questions, not seeming to take the time to think about the answer. He frequently expresses a desire to die and join his wife, although he has not indicated he has any specific plans to take his life. Tom does not think his father has seen a health-care provider for over 2 years, but Mr. Curry refuses to go because he feels okay. He has lost weight since his wife’s death; he does not enjoy cooking and prefers to snack on convenience foods. He has not engaged in any inappropriate behavior, and when he concentrates, he appears to be oriented to time, location, and individual.

    1.
    **What symptoms does Mr. Curry exhibit that suggest he has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **How can the social worker get Mr. Curry, his son, and other collaterals involved in a plan to address the condition? Might this require hospitalization?**

    **Case 5.3 Ms. Rosa Mateo**

    Karen Kline works for Elder Services in a midsize city in the southwestern part of the United States. She has been working with Rosa Mateo, age 80, for 5 years, helping her to obtain light housekeeping assistance and secure a visiting nurse to monitor blood pressure and medications, as well as providing other components of general case management. Karen has not seen Rosa in 2 weeks, but when she comes to her apartment, Rosa refuses to let her in, accusing her of trying to steal her Social Security check. Karen soothes her fears, reminding Rosa that she is her case manager and not the individual who has been victimizing older adults in the neighborhood. Rosa appears to settle down and lets her in. For almost an hour, they discuss Rosa’s concern about a recent respiratory ailment and the spiraling cost of antibiotics. Karen suspects that Rosa supplements her medication with a healthy dose of vodka on a regular basis and perhaps chooses to purchase alcohol rather than food with her limited income. Today, Karen notices Rosa seems unusually distracted and agitated. She gets up and walks around, glancing furtively out the window every time she passes it. When Karen asks her what she is looking at, Rosa begins to cry and expresses concerns about some man who has been looking in her window. She begs Karen to take her out of the apartment and place her somewhere where the man cannot find her. When Karen goes to comfort Rosa, she becomes verbally and physically abusive.

    1.
    **What symptoms does Ms. Mateo exhibit that suggest she has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **What is the next step for the social worker in this case?**

    **Table 5.2 Differentiating Characteristics of Depression, Dementia, and Delirium**

    | | | | |
    | — | — | — | — |
    | | Depression | Dementia | Delifium |
    | Presenting Symptoms | Depressed mood, negative self talk, lethargy, appetite and sleep disturbances | Difficultly with memory; disorientation to time, place, and individual; disturbances in intellectual reasoning and thinkings | Disorientation, mental confusion, emotional liability, manic-like behavior, hallucinations |
    | Onset | Gradual; may be connected to onset of physical illness, loss of family or friends, changes in financial or living situation | Gradual; progressive loss of intellectual functioning, increasing confusion, loss of ability to perform familiar tasks | Sudden; may occur following illness or surgery; deterioration in functioning progresses very quickly |
    | Cognitive features | Loss of cognitive functioning is rare, but older adult has difficulty concentrating and making decisions and may experience minor memory loss | Difficulty remembering recent events, learning new tasks, and communicating; becomes confused easily about directions and personal location even in familiar area | Mental confusion and disorientation occurs rapidly; fluctuating levels of awareness with severe difficulties maintaining attention |
    | Emotional features | Loss of interest or pleasure in favorite activities; persistent sadness, irritability, guilt, and hopelessness; seems lethargic and apathetic or intensely worried | Passive and withdrawn as the older adult loses touch with the immediate environment; may become agitated when confronted about cognitive losses | Agitated, erratic mood swings, anxious, uncooperative; may become aggressive physically and verbally toward others |
    | Physical features | Appetite and sleep disturbances; vague somatic complaints that do not respond to medical treatment; looks very sad | Looks “lost” and confused; may dress inappropriately or show signs of lack of self-care | May have a “wild-eyed” look and appear very disoriented, and physical appearance may be disheveled |
    | Risk factors | Family history of depression, social isolation, physical illness, low income, taking medications known for side effect of depression | Family history of Alzheimer’s disease or Down syndrome; advanced age | Taking multiple medications, history of drug or alcohol use, poor nutrition and hydration, recent illnesses or surgery, presence of Parkinson’s disease or multiple sclerosis, or generally having poor health |

    **## ThreeCasesandQuestions.docx**

    Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below.

    **Case 5.1 Mrs. Ellyn Townsend**

    Mrs. Townsend has various health problems, including heart disease and circulation problems attributed to her late-onset diabetes. She is on almost a dozen different prescription medicines, although it is obvious to Theresa that she does not understand when and how to take them. She becomes irritated when Theresa asks her about her medications, insisting she is taking them as required and can prove it. Mrs. Townsend is a retired nurse and until recently was very skilled in monitoring her blood sugar and giving herself insulin. She needs to be reminded how to do this now.

    Theresa has noticed recently that the house smells of urine and feces, and she has found soiled clothes stuffed in drawers and under the bed. Her mother denies there is a problem, refusing to consider she might need an adult hygiene product. The cat runs away frequently, and Theresa suspects that this is because her mother is either not feeding the cat or has become abusive.

    1.
    **What symptoms does Ellyn Townsend exhibit that suggest she might have depression dementia, or delirium? Which symptoms are clearly a change from what her daughter has seen in her mother over the years?**

    2.
    **What immediate issues should the social worker address for Ellyn’s safety and well-being?**

    3.
    **What might be the next step in developing an intervention for her? Who else does the social worker need to involve in the diagnostic process?**

    **Case 5.2 Mr. Charles Curry**

    Charles Curry is a 78-year-old widowed man who has lived alone for the past 2 years, following the death of his wife of 50 years. His suburban home is in good condition although in need of minor repairs and painting. The place has taken on a cluttered look since his wife’s death, with dishes piled in the sink, flower beds overrun with weeds, and papers scattered about the living room. Mr. Curry served as his wife’s caretaker prior to her death and did a wonderful job, according to Tom Curry, his eldest son. Mrs. Curry had a prolonged illness from cancer but was able to stay at home with hospice support until the time of her death. Hospice maintained contact with Mr. Curry for about a year after her death, but then he requested that they no longer visit him.

    Mr. Curry used to be active in the local men’s club, the Sons of Hibernia, a social and service organization for those of Irish descent. He went to the club three times a week to play cards with other retirees. His friends at the club describe him as having been a jovial, outgoing, friendly guy since his retirement at age 65. He is a retired postal carrier, so he knew everyone along his route and seemed to enjoy visiting with lifelong friends and neighbors. He stopped going to the club when his wife became ill and has not indicated any interest in returning there since her death. He says the club is too far away and that he is too tired to attend any social activities.

    Tom Curry has expressed concern about his father’s unwillingness to get out of bed. Mr. Curry says he is always tired after not sleeping very well. As a result, he spends much of the day going back and forth from the couch to the bed, sleeping off and on. At night, he goes to bed at 7:00 p.m. and is up wandering around the house or trying to watch television from midnight on. Tom claims his father appears to be very lethargic and preoccupied. He has trouble remembering whether or not he has eaten but does not express hunger or thirst. He answers “I don’t know” to many questions, not seeming to take the time to think about the answer. He frequently expresses a desire to die and join his wife, although he has not indicated he has any specific plans to take his life. Tom does not think his father has seen a health-care provider for over 2 years, but Mr. Curry refuses to go because he feels okay. He has lost weight since his wife’s death; he does not enjoy cooking and prefers to snack on convenience foods. He has not engaged in any inappropriate behavior, and when he concentrates, he appears to be oriented to time, location, and individual.

    1.
    **What symptoms does Mr. Curry exhibit that suggest he has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **How can the social worker get Mr. Curry, his son, and other collaterals involved in a plan to address the condition? Might this require hospitalization?**

    **Case 5.3 Ms. Rosa Mateo**

    Karen Kline works for Elder Services in a midsize city in the southwestern part of the United States. She has been working with Rosa Mateo, age 80, for 5 years, helping her to obtain light housekeeping assistance and secure a visiting nurse to monitor blood pressure and medications, as well as providing other components of general case management. Karen has not seen Rosa in 2 weeks, but when she comes to her apartment, Rosa refuses to let her in, accusing her of trying to steal her Social Security check. Karen soothes her fears, reminding Rosa that she is her case manager and not the individual who has been victimizing older adults in the neighborhood. Rosa appears to settle down and lets her in. For almost an hour, they discuss Rosa’s concern about a recent respiratory ailment and the spiraling cost of antibiotics. Karen suspects that Rosa supplements her medication with a healthy dose of vodka on a regular basis and perhaps chooses to purchase alcohol rather than food with her limited income. Today, Karen notices Rosa seems unusually distracted and agitated. She gets up and walks around, glancing furtively out the window every time she passes it. When Karen asks her what she is looking at, Rosa begins to cry and expresses concerns about some man who has been looking in her window. She begs Karen to take her out of the apartment and place her somewhere where the man cannot find her. When Karen goes to comfort Rosa, she becomes verbally and physically abusive.

    1.
    **What symptoms does Ms. Mateo exhibit that suggest she has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **What is the next step for the social worker in this case?**

    **Table 5.2 Differentiating Characteristics of Depression, Dementia, and Delirium**

    | | | | |
    | — | — | — | — |
    | | Depression | Dementia | Delifium |
    | Presenting Symptoms | Depressed mood, negative self talk, lethargy, appetite and sleep disturbances | Difficultly with memory; disorientation to time, place, and individual; disturbances in intellectual reasoning and thinkings | Disorientation, mental confusion, emotional liability, manic-like behavior, hallucinations |
    | Onset | Gradual; may be connected to onset of physical illness, loss of family or friends, changes in financial or living situation | Gradual; progressive loss of intellectual functioning, increasing confusion, loss of ability to perform familiar tasks | Sudden; may occur following illness or surgery; deterioration in functioning progresses very quickly |
    | Cognitive features | Loss of cognitive functioning is rare, but older adult has difficulty concentrating and making decisions and may experience minor memory loss | Difficulty remembering recent events, learning new tasks, and communicating; becomes confused easily about directions and personal location even in familiar area | Mental confusion and disorientation occurs rapidly; fluctuating levels of awareness with severe difficulties maintaining attention |
    | Emotional features | Loss of interest or pleasure in favorite activities; persistent sadness, irritability, guilt, and hopelessness; seems lethargic and apathetic or intensely worried | Passive and withdrawn as the older adult loses touch with the immediate environment; may become agitated when confronted about cognitive losses | Agitated, erratic mood swings, anxious, uncooperative; may become aggressive physically and verbally toward others |
    | Physical features | Appetite and sleep disturbances; vague somatic complaints that do not respond to medical treatment; looks very sad | Looks “lost” and confused; may dress inappropriately or show signs of lack of self-care | May have a “wild-eyed” look and appear very disoriented, and physical appearance may be disheveled |
    | Risk factors | Family history of depression, social isolation, physical illness, low income, taking medications known for side effect of depression | Family history of Alzheimer’s disease or Down syndrome; advanced age | Taking multiple medications, history of drug or alcohol use, poor nutrition and hydration, recent illnesses or surgery, presence of Parkinson’s disease or multiple sclerosis, or generally having poor health |

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    Assume the Board has asked you as a Trustee of a medium-sized rural hospital, to develop a presentation on the process of starting a residency program in primary care/family medicine. **Assignment**:** The assignment is to develop a detailed **PowerPoint presentation** and a **written executive su…

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    Assume the Board has asked you as a Trustee of a medium-sized rural hospital, to develop a presentation on the process of starting a residency program in primary care/family medicine.
    **Assignment**:**
    The assignment is to develop a detailed **PowerPoint presentation** and a **written executive summary** on the residency startup process, as well as the institutional obligations of the hospital as the sponsoring institution.  Your PowerPoint presentation and written executive summary should address the following points:
    – The rationale and justification for starting a residency program.
    – The obligations of the hospital as a sponsoring institution.
    – The process by which the hospital might receive federal funding for the residency program.
    – The financial commitments of the hospital, both in the startup phase and after the program has received federal funding.
    – The measures and methods for evaluating the performance of the residency program.

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    Mm week 6 kta – ## Unit6-KTAPart2Template.docx **## Unit6-KTAPart2Template.docx** **Knowledge-to-Action: Intervention SWOT Analysis** Student Name Herzing University NU 700: Knowledge for Nursing Practice Nancy Delmont DNP, RN, CNE Month Date, Year 1 8 **Knowledge-to-Action: Intervention SWOT Analys…

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    Mm week 6 kta

    – ## Unit6-KTAPart2Template.docx

    **## Unit6-KTAPart2Template.docx**

    **Knowledge-to-Action: Intervention SWOT Analysis**

    Student Name

    Herzing University

    NU 700: Knowledge for Nursing Practice

    Nancy Delmont DNP, RN, CNE

    Month Date, Year

    1

    8

    **Knowledge-to-Action: Intervention SWOT Analysis**

    It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role in the implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the
    **main points/sections** of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address this clinical practice problem in YOUR practice setting

    *TIP: (be more
    **specific** using the problem, practice setting, and intervention you have identified when creating the purpose statement).

    Practice Problem Overview

    Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem.
    **A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem**. This section is only about a problem, not a diagnosis or an intervention.

    **TIP: Only provide info from the
    **initially selected article** from Unit 4 and edits as suggested by the faculty.

    **Implementation**

    Provide at least a paragraph to explain the intervention you selected from the Unit 5 paper. Provide some literature (1-2 sources) evidence with data to support this evidence-based intervention. Briefly discuss why this was the best intervention to address the clinical problem if it existed in YOUR practice setting (You can state my clinical practice setting to make it clear this is not an in general practice or the practice setting from the primary article) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.

    ****Tip: Explain what you are doing, not just that you are something. For example, if doing education, what is entailed-is it a toolkit, online module etc. Use the significant data from the literature review section of the KTA 1 paper to support the intervention and make it clear this is for implementation where you work in clinical practice.**

    **Table 1**

    _SWOT Analysis Chart_

    | | |
    | — | — |
    | Strengths (within the organization-does exist)<br>· Use bullet points to list 3 <br>**Strengths** of YOUR <br>**practice** that would <br>**support** change were you to implement the selected intervention | Weaknesses (within the organization-does exist)<br>· Use bullet points to list 3 <br>**Weaknesses** of YOUR <br>**practice** that would <br>**resist** change were you to implement the selected intervention |
    | Opportunities (outside of the organization’s control-could happen)<br>· Use bullet points to list 3 <br>**Opportunities** that a change might <br>**result in** were you to implement the selected intervention (benefits for the organization, patients, community) | Threats (outside of the organization’s control-could happen)<br>· Use bullet points to list 3 <br>**Threats** that represent an <br>**actual or potential**<br>**barrier** were you to implement the selected intervention. (what external things that the organization or you can’t control could get in the way of implementation or sustainability) |

    *TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice.

    Strengths

    Provide a narrative discussion of the
    **strengths of YOUR practice** (internal) that would support change were you to implement the selected intervention
    **.**(Ex: healthcare team). Provide citations & references as applicable to your organization and/or other sources.

    **Weaknesses**

    Provide a narrative discussion of the
    **weaknesses of YOUR practice** (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC). Provide citations & references as applicable to your organization and/or other sources

    **Opportunities**

    A narrative discussion of
    **opportunities that a change might result in** (external) were you to implement the selected intervention
    **.**(Ex: competitive advantage). Provide citations & references as applicable to your organization and/or other sources

    **Threats**

    A narrative discussion of
    **Threats** that represent an
    **actual or potential**
    **barrier (external)** were you to implement the selected intervention. (Ex: New Legislation). Provide citations & references as applicable to your organization and/or other sources.

    **TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to
    **implement** the intervention & sustain it.

    **Conclusion**

    Bring the reader back to the main topic of this paper which is the professional nurses’ role in the implementation of an improvement project. Add your thoughts on the significance of the implementation process and conducting a SWOT analysis in general. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?

    **TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.

    ***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.

    **References**

    Make sure to include functioning doi/url links for retrieval that take the reader to the full article.

    This paper should be supported by no less than
    **4 sources with citations/references**.

    (because of the nature of this paper, grey literature is acceptable for 1 source; others should be from scholarly journals).

    **## Unit6-KTAPart2Template.docx**

    **Knowledge-to-Action: Intervention SWOT Analysis**

    Student Name

    Herzing University

    NU 700: Knowledge for Nursing Practice

    Nancy Delmont DNP, RN, CNE

    Month Date, Year

    1

    8

    **Knowledge-to-Action: Intervention SWOT Analysis**

    It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role in the implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the
    **main points/sections** of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address this clinical practice problem in YOUR practice setting

    *TIP: (be more
    **specific** using the problem, practice setting, and intervention you have identified when creating the purpose statement).

    Practice Problem Overview

    Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem.
    **A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem**. This section is only about a problem, not a diagnosis or an intervention.

    **TIP: Only provide info from the
    **initially selected article** from Unit 4 and edits as suggested by the faculty.

    **Implementation**

    Provide at least a paragraph to explain the intervention you selected from the Unit 5 paper. Provide some literature (1-2 sources) evidence with data to support this evidence-based intervention. Briefly discuss why this was the best intervention to address the clinical problem if it existed in YOUR practice setting (You can state my clinical practice setting to make it clear this is not an in general practice or the practice setting from the primary article) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.

    ****Tip: Explain what you are doing, not just that you are something. For example, if doing education, what is entailed-is it a toolkit, online module etc. Use the significant data from the literature review section of the KTA 1 paper to support the intervention and make it clear this is for implementation where you work in clinical practice.**

    **Table 1**

    _SWOT Analysis Chart_

    | | |
    | — | — |
    | Strengths (within the organization-does exist)<br>· Use bullet points to list 3 <br>**Strengths** of YOUR <br>**practice** that would <br>**support** change were you to implement the selected intervention | Weaknesses (within the organization-does exist)<br>· Use bullet points to list 3 <br>**Weaknesses** of YOUR <br>**practice** that would <br>**resist** change were you to implement the selected intervention |
    | Opportunities (outside of the organization’s control-could happen)<br>· Use bullet points to list 3 <br>**Opportunities** that a change might <br>**result in** were you to implement the selected intervention (benefits for the organization, patients, community) | Threats (outside of the organization’s control-could happen)<br>· Use bullet points to list 3 <br>**Threats** that represent an <br>**actual or potential**<br>**barrier** were you to implement the selected intervention. (what external things that the organization or you can’t control could get in the way of implementation or sustainability) |

    *TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice.

    Strengths

    Provide a narrative discussion of the
    **strengths of YOUR practice** (internal) that would support change were you to implement the selected intervention
    **.**(Ex: healthcare team). Provide citations & references as applicable to your organization and/or other sources.

    **Weaknesses**

    Provide a narrative discussion of the
    **weaknesses of YOUR practice** (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC). Provide citations & references as applicable to your organization and/or other sources

    **Opportunities**

    A narrative discussion of
    **opportunities that a change might result in** (external) were you to implement the selected intervention
    **.**(Ex: competitive advantage). Provide citations & references as applicable to your organization and/or other sources

    **Threats**

    A narrative discussion of
    **Threats** that represent an
    **actual or potential**
    **barrier (external)** were you to implement the selected intervention. (Ex: New Legislation). Provide citations & references as applicable to your organization and/or other sources.

    **TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to
    **implement** the intervention & sustain it.

    **Conclusion**

    Bring the reader back to the main topic of this paper which is the professional nurses’ role in the implementation of an improvement project. Add your thoughts on the significance of the implementation process and conducting a SWOT analysis in general. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?

    **TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.

    ***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.

    **References**

    Make sure to include functioning doi/url links for retrieval that take the reader to the full article.

    This paper should be supported by no less than
    **4 sources with citations/references**.

    (because of the nature of this paper, grey literature is acceptable for 1 source; others should be from scholarly journals).

  • [Solved] journal

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    need done by today – ## Supplyanddemandcurvesworksheet.docx – IMG_8046.png **## Supplyanddemandcurvesworksheet.docx** ## **Supply and Demand Curves Worksheet** ### Data The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a c…

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    need done by today

    – ## Supplyanddemandcurvesworksheet.docx

    – IMG_8046.png

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    – 1
    – 2

  • [Solved] real jornal

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    Executive Solution Overview

    need done by end if day \ IMG_8047.png](https://www.sweetstudy.com/files/img-8047-png-10421551 "IMG_8047.png") \ IMG_8048.png](https://www.sweetstudy.com/files/img-8048-png-10421553 "IMG_8048.png")

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    Assignment Prompt & Instructions

    need done by end if day
    \
    IMG_8047.png](https://www.sweetstudy.com/files/img-8047-png-10421551 "IMG_8047.png")
    \
    IMG_8048.png](https://www.sweetstudy.com/files/img-8048-png-10421553 "IMG_8048.png")