Chapters 26 through 29 presented four mini-case studies on ERM and risk. Each one presented a slightly different risk scenario. Starting with chapter 29, assume that you have been asked to advise the Akawini management team on how they should promote and monitor the transformation of risk management in their business. What performance measures would you recommend that use so that they can monitor progress and performance? Choose one other of the chapters from this week and recommend ERM measures that organization should implement as well to monitor risks outlined in that chapter. To complete this assignment, you must do the following: A) Create a new thread by Thursday. As indicated above, assume that you have been asked to advise the Akawini (chapter 29) management team on how they should promote and monitor the transformation of risk management in their business. What performance measures would you recommend that use so that they can monitor progress and performance? Choose one other of the chapters from this week and recommend ERM measures that organization should implement as well to monitor risks outlined in that chapter.250-300 words

Rubric Detail Select Grid View or List View to change the rubric's layout.Name: HLTH_4530_Week5_Assignment_RubricGrid ViewList View ExcellentGoodFairPoorAssignment Requirements42 (28%) - 45 (30%)Student meets all of the assignment requirements as described in the instructions.36 (24%) - 41 (27.33%)Student meets most of the assignment requirements as described in the instructions.32 (21.33%) - 35 (23.33%)Student minimally meets the assignment requirements as described in the instructions.0 (0%) - 30 (20%)Student addresses few or none of the requirements as described in the instructions.Comprehension and Examples66 (44%) - 75 (50%)Student demonstrates a full understanding and application of concepts and issues presented in the text and assigned readings (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions). Student effectively applies the general principles and ideas presented. Student makes inferences about the concepts/issues and connects to them to other ideas. Student includes multiple pertinent examples and rich detail.60 (40%) - 65 (43.33%)Student demonstrates a good understanding and application of the concepts and issues presented in text and assigned readings (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions). Student applies the general principles and ideas presented but does not fully connect these to other ideas. Student includes one pertinent example to support statements.54 (36%) - 59 (39.33%)Student demonstrates a fair understanding of the concepts and/or issues as presented in the text and assigned readings. Student somewhat applies the general principles and ideas presented but does not fully connect these to other ideas. Examples lack detail or clarity.0 (0%) - 53 (35.33%)Student demonstrates little to no understanding of the concepts and/or issues as presented in the text assigned readings. Student does not successfully apply the general principles and ideas presented and does not make inferences about the concepts/issues or connect them to other ideas. No examples or supporting details are included.Writing AWE Level 400027 (18%) - 30 (20%)Assignment is organized and contains fewer than three writing and/or spelling errors and is consistent with the required writing style. Student demonstrates solid sentence-level skills and paragraph-level writing skills. Student consistently uses evidence to support a claim. Student provides a documentation of research with a reference page.23 (15.33%) - 26 (17.33%)Assignment is organized and contains some writing and/or spelling errors and is consistent with the required writing style. Student demonstrates adequate sentence-level skills and paragraph-level writing skills. Student consistently uses evidence to support a claim. Student provides some documentation of research with a reference page.17 (11.33%) - 22 (14.67%)Assignment lacks organization, correct grammar, and/or shows inconsistency with the required writing style. Student demonstrates sentence-level skills, though paragraph-level writing skills minimally meets standard. Student uses minimal evidence to support a claim. Student provides some documentation of research with a reference page.0 (0%) - 16 (10.67%)Assignment lacks organization and contains significant writing and/or spelling errors and does not follow the required writing style. Student’s sentence-level and paragraph-level writing skills are below standard. Student does not use evidence to support a claim. Student provides no documentation of research with a reference page.Total Points: 150Name: HLTH_4530_Week5_Assignment_RubricLearning ResourcesRequired ReadingsPenner, S.J. (2017). Economics and financial management for nurses and nurse leaders (3rd ed.). New York, NY: Springer Publishing. Chapter 9, “Comparing Costs and Benefits” (pp. 217-242)Ashcroft, R. E. (2005). Quality of life as the basis of health care resource allocation: A philosopher’s perspective on QALYs. Virtual Mentor, 7(2), 195–199. doi:10.1001/virtualmentor.2005.7.2.pfor4-0502 HealthyPeople.gov. (2018). Who’s leading the leading health indicators? [Series index]. Retrieved from https://www.healthypeople.gov/2020/LHI/whosleading...Kinding, D., & Soddart, G. (2003). What is population health? American Journal of Public Health, 93(3), 380–383. doi:10.2105/AJPH.93.3.380 Note: This article is seminal to the field.ReadabilityFormulas.com. (2018). The SMOG readability formula, a simple measure of gobbledygook. Retrieved from http://www.readabilityformulas.com/smog-readabilit... Instructions: Click on the SMOG Readability Calculator link.Community Preventive Services Task Force (CPSTF). (n.d.). The community guide. Retrieved December 17, 2018, from https://www.thecommunityguide.org/U.S. Department of Health and Human Services. (2014). Healthy People 2020: Leading health indicators: Progress update. Retrieved from https://www.healthypeople.gov/sites/default/files/...Vizient. (2017). The hospital’s clear path to improving care delivery. Retrieved from https://cdn2.hubspot.net/hubfs/498900/social-sugge... Walden University Library. (2018). Home page. Retrieved from https://academicguides.waldenu.edu/libraryDocument: Cost-Effectiveness Analysis Table (Word document)Required MediaNPR (Producer). (2008, June 8). Can “blue zones” help turn back the biological clock? [Multimedia file]. Retrieved from https://www.npr.org/templates/story/story.php?stor...Note: The approximate length of this media piece is 5 minutes.Assignment: Using Cost-Effectiveness Analysis for Preventive Services of Leading Health IndicatorsPopulation health includes health determinants of specific groups, which can be a country, a community, or a more specific group, such as the elderly, prisoners, or children, to name a few. Population health is not public health. Population health has been defined as a study of factors that influence the health of a group over a lifetime by observing patterns and implementing health policy to improve the health of that population. Consider the following scenario:You are a population health professional who is working on a leading health indicator (LHI) to increase screening for hypertension, diabetes, rectal cancer, or child immunizations. You would like to develop an educational handout for patients and their families to increase the likelihood that these patients will engage in preventive health options to address this LHI. However, before you can develop an educational handout that will be used in physician’s offices, urgent care centers, and free healthcare clinics, you will have to conduct a brief cost-effectiveness analysis (CEA) to determine the costs associated with participating in preventive health alternatives or foregoing participation in such efforts.To Prepare:Review the Learning Resources for this week, including the presentation by Joanne Silberner on Blue Zones (National Public Radio).Access and review the Healthy People 2020 Progress Report by U.S. Department of Health and Human Services (2014) provided in this week’s Learning Resources.Select one of the following LHIs to focus on for your Assignment (LHIs are found under the Clinical Preventive Services tab):HypertensionDiabetesRectal CancerFind one population health program that has been successful in addressing the LHI you selected. You can find a successful program at any of the following websites (found in the Learning Resources):HealthyPeople.gov websiteThe Community Guide websiteWalden LibraryReview the HealthyPeople.gov (2018) website provided in this week’s Learning Resources and select one population health program that has been successful in addressing the LHI you selected.Review the cost-effectiveness analysis (CEA) table provided in this week’s Learning Resources and consider how costs might be minimized through the implementation of preventive efforts aimed at addressing the LHI you selected.Reflect on how you would design an educational handout to educate patients and their families on the effectiveness benefits of participating in screening/preventive care for the LHI you selected.The Assignment: (1– to 2– page Educational Handout and a 1– to 2– page Narrative Summary)You are a population health specialist who has researched a special population and needs to create an educational handout to make sure patients, who fit into the special population, understand the importance of managing or preventing their chronic illness. Consider the economic and social implications of helping people get healthy and maintain their health and avoid hospital readmissions. Connecting patients to support groups, services in their community, or other programs will improve health.Part I. Educational Handout (1 – 2 pages)Create a 1– to 2– page patient education handout for the LHI you selected above. This handout will be patient-focused and should be written at a sixth-grade level. (Note: There is a SMOG analysis tool in the Learning Resources that can help you to determine the readability of your handout.)The goal is to identify and manage or prevent chronic illness. You can use pictures, graphs, charts, etc. to make your handout eye catching and get the point across.Be sure your handout is easy to read and can be understood by the general population. If you use images, make sure these are not copyrighted and are culturally diverse and appropriate.Be sure to cite and reference any supporting documentation at the end of your document.The following are examples of patient education handouts that you can use to guide you.Centers for Disease Control and Prevention. (2018a). Vaccines: Know what you need. Retrieved from https://www.cdc.gov/vaccines/hcp/adults/downloads/...Centers for Disease Control and Prevention. (2017). Colorectal cancer screening. Retrieved from https://www.cdc.gov/cancer/colorectal/pdf/basic_fs...Part II: Narrative Summary (1 – 2 pages)Identify and briefly describe the population health program that you selected. Include a proper reference to the article.Explain whether the LHI program gained success within the population.Describe the key measures used to determine the success of the LHI.Explain whether you would apply the concept of Quality-Adjusted Life Year (QALY) to the LHI you selected? Be specific, and provide examples.Explain whether the population health program has the potential for longevity to influence the health of the population most impacted by the LHI you selected.Explain the impact of preventive services on healthcare economics for the LHI you selected. Be sure to cite appropriate resources for LHI you selected, and adhere to APA formatting guidelines. By Day 7Submit your Assignment.