Question 1  The ‘TellyTv’ manufacturing company want to enter the flatscreen TV market and one of  the first products they will manufacture is a general purpose 1080 Full HDTV. After  ‘reverse engineering’ a sample of TVs from competitors, the planning department arrived  at a set of timings and sequence for the assembly process. This is shown in Table Q1(a).   It is envisaged that the plant will work a 1 x 8 hour shift 5 days a week over 48 weeks per  year. Furthermore, the marketing department at ‘TellyTv’ have produced a sales forecast  for the new TV’s which is given in Table Q1(b).   a) Assuming a Product layout (Long thin) arrangement, determine the following  information for the 1st quarter of production:  i) The required cycle time and the theoretical minimum number of people required  to assemble the products  (5 Marks)  ii) The ‘line design’.  (5 Marks)  iii) The actual number of people required to manufacture/assemble the product based  on your design and what would be the balance loss and estimated output for this  arrangement?  (6 Marks)  b) If a ‘short fat’ layout is used in the 1st quarter, how many people would be required to  assemble the products? What is the balance loss and potential output for this  arrangement?  (6 Marks)  c) Considering the two layouts ‘short fat’ or ‘long thin’, which layout is best suited to  meet the demand in 4th quarter and why?  (12 Marks)  d) Discuss the advantages and disadvantages of both ‘long thin’ and ‘short fat’ layouts? (16 Marks)  STAGE 1  Remove LED panel from bags and place face up  12 secs STAGE 2  Remove plastic cover and turn over onto face  19 secs STAGE 3  Mount PCB onto rear of TV with screws  15 secs STAGE 4  Mount metal frame  20 secs STAGE 5  Prepare and Fit LED panel inside front bezel  23 secs STAGE 6  Fit power and main pc  20 secs STAGE 7  Insert screws  30 secs STAGE 8  Fit cables  20 secs STAGE 9  Fit shielding plate  22 secs STAGE 10  Fit rear cover and process to next stage  23 secs Table Q1a Descriptions and timing of stages for assembly process 2  Year 1  Units 1st quarter  45000 2nd quarter  50000 3rd quarter  55000 4th quarter  70000 Table Q1(b) Sales forecast Year 1   Question 2  a) Define JIT and Lean Manufacturing and contrast the similarities and differences  between the two. Discuss why the ‘Traditional approach’ is more intuitive and what  approaches are needed to move toward a JIT scenario?   (15 marks)  b) Critically appraise five of the nine Just in Time (JIT) techniques e.g. reduction of set  up time (SMED), TPM etc. highlighting what they are and how they would be  implemented   (15 marks)  c) Describe a tool or technique which can be used to analyse and improve the  performance of manufacturing systems e.g. Rank-order clustering, Ishikawa  diagrams, Value Stream Mapping Root cause analysis, Pareto Analysis etc. Explain the  basic principle behind the technique, how it would be applied and any potential  benefits/inhibitors to implementation.    (20 marks)  Marking Scheme for Question 2  Q2 (a)  A clear definition of JIT and Lean  Critical appraisal of similarities and differences including comments/  approaches to use 5 marks  10 marks Q2 (b)  Critical appraisal of 5 JIT techniques   The theoretical and practical implementation of each element 10 marks  5 marks Q2 (c)  Description and principle of tool with appropriate diagrams Application of tool  Benefits and inhibitors to implementation 10 marks  5 marks  5 marks Total  50 marks Where appropriate students should reference the source of the material using Harvard  referencing. Suggested minimum word count for the whole of Question 2 : 1500 words 

shock and Valvular Disorders Quiz Brief Course and Assessment Context Course: NURS 6501 Advanced Pathophysiology (Walden University – MSN level) Assessment type: Timed online quiz (objective questions) focusing on cardiovascular and hematologic pathophysiology; aligned with weekly module outcomes on shock states, valvular heart disease, congenital heart defects, and ischemic heart disease. Usual position in course: Mid-course quiz or unit exam following didactic work on cardiovascular, lymphatic, and hematologic alterations; similar to existing NURS 6501 quizzes and weekly assessments linked to Huether & McCance and current evidence-based cardiology texts. Assessment weight: 10–20% of overall course grade (typical range for NURS 6501 unit quizzes and midterm-style assessments). Assessment Overview The “Cardiovascular Shock and Valvular Disorders Quiz” evaluates your ability to apply advanced pathophysiologic principles to clinical vignettes involving shock syndromes, valvular heart disease, congenital heart lesions, and ischemic heart disease. The quiz focuses on recognizing underlying mechanisms, linking clinical manifestations to physiologic changes, and distinguishing between related cardiovascular diagnoses. Question formats typically include multiple choice and select-all-that-apply items similar to those used in NURS 6501 course quizzes and exam banks. The clinical scenarios draw on common presentations of anaphylactic shock, septic shock, rheumatic heart disease, valvular stenosis and regurgitation, heart failure, pericardial disease, Kawasaki disease, and congenital heart defects such as ventricular septal defect, truncus arteriosus, tetralogy of Fallot, atrial septal defects, and coarctation of the aorta. You will need to integrate knowledge of risk factors (e.g., infection, autoimmune disease, spinal cord trauma), hemodynamic consequences, and compensatory responses to identify the most accurate answer. Quiz Details and Structure Format: Online, timed quiz in the learning management system (LMS) with automated scoring. Number of questions: 30 scenario-based questions (primarily single-best-answer multiple choice), modeled on current NURS 6501 cardiovascular and shock question sets. Time limit: 45–60 minutes (faculty may specify exact limit in the course room). Attempt policy: Usually one graded attempt; check course announcements for confirmation. Open-book status: Typically closed-book in terms of notes; you may access required e-texts and digital resources only if permitted by course policy. Proctoring: May be unproctored or remotely proctored depending on term requirements; refer to the course syllabus and testing instructions. Alignment with Learning Outcomes This quiz contributes to the following common NURS 6501 outcomes for the cardiovascular module: Analyze the pathophysiology of shock states and correlate these mechanisms with clinical manifestations. Differentiate between valvular stenosis and regurgitation based on structural changes and hemodynamic consequences. Explain the pathophysiologic basis of common congenital heart defects and their typical symptom patterns. Relate ischemic heart disease and heart failure manifestations to underlying alterations in myocardial oxygen supply, demand, and contractility. Student Task Description You are required to complete a timed, low- to mid-stakes quiz focusing on cardiac and circulatory pathophysiology. You will read each clinical vignette carefully, identify the relevant physiologic concept, and then select the response option that most accurately reflects the underlying mechanism or expected clinical finding. Many questions will ask you to distinguish between similar entities such as different shock types, valvular lesions, and congenital defects by attending to key cues in the stem (e.g., age, precipitating events, murmur characteristics, pulse changes, pulse pressure, and associated systemic signs). Questions may also require you to connect laboratory findings (e.g., cardiac troponins, brain natriuretic peptide, inflammatory markers) to specific diagnoses or stages of disease. You will need to apply knowledge from the required readings, lectures, and case materials; rote recall of definitions will not be sufficient for many items. Content Scope and Topic Focus The quiz draws from the cardiovascular and hematologic content typically covered in Weeks 4–6 of NURS 6501, with emphasis on the following areas: Shock states: anaphylactic, septic, neurogenic, and cardiogenic shock, including triggers, pathophysiology, and hallmark assessment findings. Valvular heart disease: aortic stenosis, aortic regurgitation, mitral stenosis, and mitral valve prolapse; distinguishing features of stenosis versus regurgitation, effects on cardiac chambers, and characteristic murmurs. Ischemic heart disease: stable angina, myocardial ischemia and infarction, and associated biomarkers such as cardiac troponins. Heart failure: left- versus right-sided failure, pulmonary versus systemic manifestations, and role of compensatory mechanisms. Pericardial disorders: pericarditis and pericardial effusion; protective functions of the pericardium. Pediatric and congenital cardiovascular disorders: ventricular septal defect, atrial septal defect, truncus arteriosus, tetralogy of Fallot, coarctation of the aorta, and pediatric aortic stenosis. Inflammatory and autoimmune conditions: rheumatic heart disease, Kawasaki disease, infective endocarditis. Instructions for Completing the Quiz Access the quiz via the NURS 6501 course site under the appropriate week or module (e.g., “Cardiovascular Function: Quiz”). Confirm the time limit and due date prior to starting. Complete all assigned readings and media for the cardiovascular module, including recommended textbook chapters, lectures, and case study activities. When you begin the quiz, read each question stem thoroughly before looking at the options. Identify the client’s age, primary problem, relevant history, and key findings (e.g., fever, type of murmur, changes in blood pressure, pulses, or oxygenation). Use a process-of-elimination approach to rule out distractors that do not fit the pathophysiologic pattern described. Pay attention to whether the question asks about the most likely cause, the expected assessment finding, or the underlying mechanism. Avoid relying on superficial cues from the question. Focus instead on matching the described signs and symptoms with the physiologic process you have studied. Monitor the time; avoid spending too long on any single question. Mark challenging items to revisit later if your LMS permits and return after answering the rest. Before submitting, review all responses to ensure you have answered each item and have not misread any question stem. Preparation and Study Expectations Prior to attempting the quiz, you are expected to: Review assigned chapters on cardiovascular and shock pathophysiology from the primary course text and associated resources, such as advanced cardiac pathophysiology references recommended in the syllabus. Engage with any posted case studies or discussion questions on cardiovascular alterations, particularly those addressing shock, valvular disease, and congenital heart defects. Revisit lecture slides or recorded sessions that explain pressure-volume relationships, valve function, and hemodynamic shifts in acute and chronic disease. Organize a concise summary of

NURS-6003 Assignment: Academic Success and Professional Development Plan — Part 1: Developing an Academic and Professional Network Assignment Overview This assignment marks the first step in building your Academic Success and Professional Development Plan for NURS 6003: Transition to Graduate Study for Nursing. You will identify and document the individuals, teams, and organizations that will form your support network throughout the MSN program and into your professional practice. The plan you begin here will expand across subsequent weeks as you add academic resources, integrity strategies, research analysis, a curriculum vitae, and a finalized specialty review. The underlying principle is captured in John Donne’s Meditation XVII: “No man is an island.” Graduate nursing education demands collaboration, mentorship, and professional connection. Research on nursing student success consistently demonstrates that students who cultivate strong academic and professional networks report higher persistence rates and greater satisfaction with their graduate experience (Akinla et al., 2018). The network you build now can clarify your vision for success and provide guidance long after this course concludes. Learning Objectives Identify academic and professional individuals, teams, and resources that support MSN program success. Articulate the rationale for each network selection and how each member will contribute to academic and professional growth. Begin constructing a living document that will evolve into a comprehensive professional development plan. Assignment Instructions To Prepare Reflect on individuals, departments, teams, and resources within Walden University and within the broader nursing profession that can support your academic and professional success. Identify at least two academic and at least two professional individuals, colleagues, or teams to collaborate with throughout your MSN program and as a practicing nurse. Download the Academic Success and Professional Development Plan Template from the course resources area. The Assignment: Part 1 — My Academic and Professional Network Complete Part 1 of the Academic Success and Professional Development Plan Template. For each network member, provide the following: Name, Title, and Organization — Clearly identify each individual or team. Academic or Professional designation — Indicate whether the member represents an academic or professional connection. Rationale for selection — Explain why you selected this individual or team and describe, in detail, how they will support your success in the MSN program and as a practicing nurse. Submission Format: One completed template document. Save your file as MD1Assgn_LastName_Firstinitial and upload by Day 7 of Week 1. Grading Rubric NURS_6003_Module01_Week01_Assignment_Rubric Criteria Exemplary (40–36 pts) Proficient (35–31 pts) Developing (30–26 pts) Incomplete (25–0 pts) Network IdentificationIdentify at least two academic and at least two professional individuals or teams with full name, title, and organization. Response clearly and accurately identifies names, titles, and organizations of at least two academic AND at least two professional individuals or teams. Response clearly identifies two academic and two professional individuals or teams with complete details. Response includes fewer than two academic or two professional entries, or one or more entries lack full name, title, or organization. Response is missing, identifies only one category, or provides insufficient detail across all entries. Rationale for SelectionExplain why each individual or team was selected and how they will support MSN program success and professional practice. Response provides a detailed, insightful explanation for each network member, clearly connecting their role to specific academic and professional goals. Response provides a clear explanation for each network member with a logical connection to academic and professional success. Response provides a general or vague explanation for one or more network members, or the connection to success is unclear. Response lacks meaningful rationale for most or all network members. Writing and APA FormatClarity, organization, grammar, and adherence to APA 7th edition formatting. Writing is exceptionally clear, well organized, and free of grammatical errors. APA formatting is correct throughout. Writing is clear and organized with minor grammatical or APA errors that do not detract from readability. Writing contains several grammatical or APA errors that affect clarity or organization. Writing contains significant errors that impede understanding of the content.

NURS 320: Focused Neurological Digital Clinical Experience Assignment Brief: Week 5 DCE — Tina Jones Neurological Assessment with Lifespan and Review Questions Course and Assessment Context This assignment brief supports NURS 320 Health Assessment Across the Lifespan, a core undergraduate nursing course delivered in the current 2026 academic session. The brief aligns with the Digital Clinical Experience (DCE) curriculum provided through Shadow Health by Elsevier, which is integrated into the course learning management system. Students complete a focused neurological examination on the virtual patient Tina Jones, respond to lifespan-based case scenarios, and answer targeted review questions that test clinical reasoning across pediatric and geriatric populations. The written deliverable supplements the platform-generated performance index and must demonstrate independent critical thinking, accurate use of neurological terminology, and application of evidence-based assessment protocols. Learning Objectives Perform a systematic focused neurological assessment using appropriate sequencing, technique, and therapeutic communication in a simulated environment. Interpret deep tendon reflex findings to identify corresponding spinal nerve segments and detect potential pathologies. Analyze pediatric presenting data to formulate differential diagnoses for acute neurological infections and initiate appropriate nursing actions. Evaluate geriatric cognitive changes using standardized tools while distinguishing between delirium, dementia, and acute cerebrovascular events. Document subjective and objective data in a concise SOAP note that meets professional nursing standards and APA 7th edition formatting requirements. Task Description You will log into the Shadow Health platform and complete the Focused Neurological Assessment for Tina Jones. During the encounter, you must gather a relevant health history, perform a physical examination of neurological function, and document your findings. After completing the DCE, you will answer two lifespan case prompts and five review questions embedded in the assignment portal. Finally, you will compose a written reflection and SOAP note that synthesizes your clinical decisions, identifies one actual and one potential nursing diagnosis, and cites current peer-reviewed literature to support your rationale. Assignment Requirements Digital Clinical Experience Completion: Achieve a minimum platform score that demonstrates satisfactory data collection in both the subjective interview and objective neurological examination. Repeat the module if your performance index falls below the passing threshold defined in the course syllabus. Lifespan Case Responses: Submit typed responses to both lifespan scenarios. Each response must include a prioritized differential diagnosis list, the single greatest concern with justification, and the immediate nursing or interprofessional action you would take. Limit each lifespan response to 150–200 words. Review Question Rationales: Provide the correct answer for each of the five review questions and include a 2–3 sentence evidence-based rationale explaining why the selected option is correct and why the distractors are clinically inconsistent with the scenario. SOAP Note Documentation: Write a focused SOAP note using the data you collected during the DCE. The note must include a complete subjective section (chief complaint, history of present illness, relevant past history), an objective section (vitals, focused neuro exam findings), an assessment section with at least one actual and one potential nursing diagnosis, and a plan section with patient education and follow-up. Written Reflection: In 300–400 words, analyze one strength and one limitation of your performance during the DCE. Describe how you will modify your assessment technique in future clinical encounters based on platform feedback and current literature. Formatting and Sources: Use APA 7th edition for all citations, reference list entries, and document layout. Integrate at least two peer-reviewed sources published between 2018 and 2026. The entire written component must range between 750 and 1,000 words, excluding the reference list. Grading Rubric and Marking Criteria 1. DCE Performance and Data Collection (30 points) Excellent (27–30): Subjective and objective data are thorough, correctly sequenced, and reflect advanced therapeutic communication and proper assessment technique. Proficient (23–26): Data collection is complete with minor sequencing or technique errors that do not compromise clinical accuracy. Developing (18–22): Significant gaps exist in history taking or physical examination; some critical findings are missed. Unsatisfactory (0–17): Incomplete data collection or failure to meet the minimum platform passing score. 2. Lifespan and Review Question Responses (25 points) Excellent (23–25): Differential diagnoses are correctly prioritized; rationales cite specific pathophysiology and link directly to evidence-based guidelines. Proficient (19–22): Diagnoses are appropriate and rationales are logical, though one minor error in prioritization or explanation is present. Developing (14–18): Some diagnoses are incorrect or poorly justified; rationales lack specific evidence. Unsatisfactory (0–13): Responses are incomplete, unsafe, or demonstrate a fundamental misunderstanding of lifespan physiology. 3. SOAP Note Quality and Clinical Reasoning (25 points) Excellent (23–25): The SOAP note is concise, accurate, and demonstrates clear links between subjective data, objective findings, and nursing diagnoses. The plan includes specific, measurable interventions. Proficient (19–22): Documentation is accurate with appropriate diagnoses, though interventions could be more specific or better prioritized. Developing (14–18): The note contains documentation errors, vague diagnoses, or a plan that lacks measurable outcomes. Unsatisfactory (0–13): The note is disorganized, contains significant factual errors, or omits required sections. 4. Reflection and Self-Analysis (10 points) Excellent (9–10): The reflection identifies a concrete strength and a specific limitation; the improvement plan references platform feedback and peer-reviewed literature. Proficient (7–8): Analysis is honest and relevant, though the link to literature or feedback is general. Developing (5–6): The reflection is superficial or focuses on emotional reactions rather than technique. Unsatisfactory (0–4): Missing or fails to address both required components. 5. APA Format, Grammar, and Scholarly Integration (10 points) Excellent (9–10): Flawless APA 7th edition formatting; citations are smoothly integrated; at least two current peer-reviewed sources support clinical claims. Proficient (7–8): Minor APA errors are present; sources are appropriate but integration could be smoother. Developing (5–6): Multiple formatting errors or use of non-peer-reviewed sources. Unsatisfactory (0–4): Absence of required citations, pervasive formatting errors, or use of outdated or unverifiable sources.

History Lessons from Poetry Assessment Comparative poetry is defined as the evaluation and analysis of two poems for similarities and differences in their perspectives and poetic approaches to a similar topic. You may select one of the following sets of paired poetry: ·   “A Dream” by Edgar Allan Poe and “We dream – it is good we are dreaming” by Emily Dickinson ·   “Dulce et Decorum Est” by Wilfred Owen and “I Have a Rendezvous with Death” by Alan Seeger ·   “We Wear the Mask” by Paul Laurence Dunbar and “Heritage” by Gwendolyn Bennett     Poem #1 Poem #2 Poem Title       Poem Topic       Author’s Tone/Perspective (complete sentence)     Evidence from the Poem to Support the Author’s Tone/Perspective (including figurative language devices, diction, and style)     Theme of Poem (complete sentence)       Comparative Poetry Paragraph In a well-written paragraph of 7-10 sentences, compare and contrast the poets’ tones or perspectives about the topic, issue, or theme.                                     History Lessons from Poetry Rubric (60 points possible)   On Target Almost There Needs Improvement Author’s Tone/Perspective (10 points) 10-8 points ·   The student selected a word to represent the authors’ tones/perspectives about the topic and expressed in a complete sentence for each poem. 7-6 points ·     There is an attempt to select a word to represent the authors’ tones/perspectives, but it is not written in a complete sentence. 5-0 points ·   The student may be missing a complete sentence that expresses the authors’ tones/perspectives for one or both poems. Evidence to Support Authors’ Tone/Perspective (15 points) 15-12 points ·     The student provided ample evidence from each poem to support the authors’ tones/perspectives, including figurative language devices, diction, and style. 11-9 points ·        There is an attempt to locate evidence of the authors’ tones/perspectives, but the examples may be lacking figurative language devices, diction, and/or style. 8-0 points ·   The student may be missing evidence for one or both poems or evidence is based on opinion and not supported by textual evidence.   Theme (15 points) 15-12 points ·     The statement of theme for each poem is a complete sentence and reflects a cohesive message that is supported by evidence from the poems. 11-9 points ·     The statement of theme for each poem may lack a sense of completeness or is not fully supported by evidence from the poems. 8-0 points ·        The statement of the theme may be missing for one or both poems, may not be written in a complete sentence, or is not supported by evidence from the poems. Comparative Poetry Paragraph (20 points) 20-16 points ·   The student insightfully synthesized the information from the chart into a comparative poetry paragraph that effectively compares and contrasts the theme, tone/perspective, and use of language in each poem. ·   There is a thorough examination of how the evidence (including figurative language devices, diction, and style) supports the authors’ tone/perspective.   15-12 points ·    There is an attempt to synthesize information from the chart into a comparative poetry paragraph, but the writing may be underdeveloped or unclear. ·   There is an attempt to explain how the evidence (including figurative language devices, diction, and style) supports the authors’ tone/perspective.   11-0 points ·        The paragraph is missing, too short to develop an idea, or does not successfully examine or explain both poems. ·        There is no explanation of how the evidence (including figurative language devices, diction, and style) supports the authors’ tone/perspective.  

Assignment Criteria: Students will develop a scholarly paper and include the following criteria. 1.      Describe the clinical or administrative problem related to the PICOT question formulated and approved in Week 1.            a. Formulate the PICOT question in the intervention format             b. Discuss why the problem is important to nursing practice             c. Discuss the chosen intervention             d. Elaborate on how the intervention may impact the stated outcome 2. Discuss two (2) barriers that a master’s prepared nurse might encounter before implementing the intervention. 3. Explore two (2) possible actions that can be used for handling those barriers. 4. Identify two (2) inclusion criteria and two (2) exclusion criteria to be used in the analysis of the evidence. 5. Identify the databases (e.g., CINAHL, Medline) and key terms used in initiating the search. 6. The scholarly paper should be in narrative format, four (4) to five (5) pages excluding the title and reference pages. 7. Include an introductory paragraph, purpose statement, and a conclusion. 8. Include level 1 and 2 headings to organize the paper. 9. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used. 10. Include a minimum of three (3) references from professional peer-reviewed nursing journals to support the paper. References should be from scholarly peer-reviewed journals (review in Ulrich Periodical Directory) and be less than five (5) years old. 11. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations). 12. Submit the assignment to Turnitin prior to the final submission. Please be sure to review the originality report and make any needed changes. 13. Submit by posted due date.

The purpose of this assignment is to evaluate the factors that influence ethical decision-making and to explain why ethical decision-making in health care is important. Health care professionals are faced with a wide range of contemporary ethical dilemmas. Examination of how one can deliver ethical, professional care, regardless of personal beliefs and values, can ensure professional ethics, standards, and policies are upheld. Review the “Statement on the Integration of Faith and Work,” located in the topic Resources. Consider the tenets of the Christian worldview and how your personal values and beliefs relate. Consider situations where the standards and policies for ethical care might conflict with your personal values and beliefs. In a 750- to 1,000-word personal narrative, address the following: Explain an event or experience that caused you to examine the values, norms, and socially constructed rules of conduct that influence morality. Explain the impact that differing cultures, traditions, and personal experiences have had in shaping your worldview. Include discussion of how you might incorporate the tenets of the Christian worldview perspective on human value, dignity, and ethical decision-making as a health care professional. Describe how you distinguish between moral conflict and ethical dilemmas, and include specific examples. Describe how you can assess spiritual needs and provide interventions for individuals, families, and groups that have different beliefs than your own. Include at least one scholarly resource. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Assignment Details Unit 2 – Individual Project (125 points) Due: Sun, May 17 |Description Select 2–3 foreign countries, and provide the following information about the access, quality, and cost of healthcare: Compare each foreign country’s quality of care to the United States’ quality of care. Compare each foreign country’s cost of healthcare to the United States’ cost of healthcare. Compare 1 foreign country’s access to medical care to the United States’ access to medical care. Give examples of how the World Health Organization (WHO) helps to provide healthcare in times of need. Be sure to support your information by citing at least 2 scholarly references using APA format. Paper Requirements Use of Calibri 11-point font and double-spacing Proper APA citation and references A proper title page A reference page Free of spelling and grammar errors No Indent No Spacing Between Paragraphs

NURS-FPX4005  Assessment 4: Stakeholder Presentation Create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you develop for the assessment. You will not be giving this presentation to actual group.   Scoring Guide/Grading Rubric Criterion 1 Identify and summarize a past or current patient care or organizational issue at a health care organization. Criterion 2 Describe change theories and a leadership strategy to develop an interdisciplinary solution to an organizational issue. Criterion 3 Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue. Criterion 4 Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Criterion 5 Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Criterion 6 Explain how an interdisciplinary plan could be implemented and how the human and financial resources would be managed. Criterion 7 Propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal. Criterion 8 Produce slides that are easy to read and error free. Detailed speaker notes are provided. Criterion 9 Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.        

Annotated Bibliography Prior to beginning work on this assignment, ·        Read Chapter 1 and Appendix from Essentials of Psychology. ·        Review Annotated BibliographyLinks to an external site. tutorial and check samples on the Annotated BibliographyLinks to an external site. webpage. ·        Read Tip SheetsLinks to an external site.. ·        Read Graduate Research Guide: PsychologyLinks to an external site.. ·        Watch Graduate Readiness Program The Research ProcessLinks to an external site.. Research is an integral part of any master’s degree program. You will need to do research even in your professional domain to keep updated about the latest developments in your field. It’s important for you to know the differences between popular sources and scholarly, peer-reviewed resources. In this week’s assignment, you will be focusing on finding appropriate resources for psychological principles. Read one of the following Chapters in the text — 2, 3, 4, 7, or 8. Read a different one than you read last week. Write In your paper, ·        Choose one concept from a chapter to use for the development of this paper. ·        Write a short introduction to the topic that you have selected.  ·        Identify a peer-reviewed article on the concept from the chapter that you have already selected in the discussion forum. o   You need to search in the UAGC library database. ·        Summarize the key points for the concept you have chosen using the article you have researched in the library (Make sure it is properly cited). ·        Identify if the sources used in the article are original research or a literature review.  ·        Create an annotated bibliography of that article.  o   Provide a short conclusion to the paper. Assignment Requirements The Annotated Bibliography paper, ·        must be three to four double-spaced pages in length (not including title and reference pages) and formatted according to APA StyleLinks to an external site.. ·        must include a separate title page with the following in title case: o   title of paper in bold font §  space should appear between the title and the rest of the information on the title page. o   student’s name o   name of institution (The University of Arizona Global Campus) o   course name and number o   instructor’s name o   due date ·        must utilize academic voice.  ·        must include an introduction and conclusion paragraph.  o   Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. ·        must use at least one scholarly, peer-reviewed, credible sources in addition to the course text. o   If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. ·        must document any information used from sources in APA Style. ·        must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. Please check the following resources for guidance: ·        APA Formatting for Microsoft WordLinks to an external site. ·        Academic VoiceLinks to an external site. ·        Introductions & ConclusionsLinks to an external site. ·        Writing a Thesis StatementLinks to an external site. ·        Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. ·        Quick and Easy Library Research tutorialLinks to an external site.                   Required Resources Text Kassin, S., Privitera, J. P., & Clayton, K. C. (2023). Essentials of psychology. SAGE. ·        Chapter 1: Psychology and its Methods ·        Appendix ·        The full-text version of this book is available through the VitalSource database. Chapter 1 of the book provides information on what psychology is, its historical roots, scientific methods, and the importance of psychology in different fields. It will assist you in your Approach to Create Annotated Bibliography discussion and Annotated Bibliography assignment. The appendix provides information on the importance of statistics in psychology, descriptive statistics, and inferential statistics. It will assist you in your Annotated Bibliography assignment. Multimedia The University of Arizona Global Campus. (n.d.). Graduate readiness program The research processLinks to an external site. [Interactivity]. Bridgepoint Education. https://content.bridgepointeducation.com/curriculum/file/cb5b19b8-e938-4b12-b70d-cc6706f69764/1/GRM%20%20Research%20Process.zip/story.html ·        This tutorial provides information about the research process and how you can strategically use the library and other resources to write your scholarly papers. It will assist you in your Approach to Create Annotated Bibliography discussion and Annotated Bibliography assignment. This interactivity has closed captioning and a transcriptLinks to an external site.. In this interactivity, you will watch videos which have closed captioning and a transcript. For three of the following videos, you will find the transcripts on Canvas – Keywords are Critical (transcript Download transcript), Database Search Tips (transcript Download transcript), Scholarly and Popular Resources (transcript Download transcript).  Writing Center. (2022). Annotated BibliographyLinks to an external site. [Interactivity]. Bridgepoint Education. https://content.bridgepointeducation.com/curriculum/file/d1ed61b5-8152-4f8e-948b-e162fd937c2f/1/Annotated%20Bibliography%20Tutorial.zip/story.html ·        This tutorial provides information about annotated bibliography and how you can make one. It will assist you in your Approach to Create Annotated Bibliography discussion, Annotated Bibliography assignment, and Week 4 Quiz on Tutorials. This interactivity has closed captioning and a transcriptLinks to an external site.. Webpages Writing Center. (2022). Graduate research guide: PsychologyLinks to an external site.. The University of Arizona Global Campus Writing Center. https://uagconline-libguides-com.eu1.proxy.openathens.net/graduateresearchpsych/scholarlyresearch ·        This webpage provides information to assist students with their graduate research in psychology. It will assist you in your Approach to Create Annotated Bibliography discussion and Annotated Bibliography assignment. Writing Center. (2022). Annotated BibliographyLinks to an external site.. The University of Arizona Global Campus Writing Center. https://writingcenter.uagc.edu/annotated-bibliography ·        This webpage provides information on how to create a bibliography and samples. It will assist you in your Approach to Create Annotated Bibliography discussion and Annotated Bibliography assignment. Writing Center. (2022). APA: Formatting your reference listLinks to an external site.. The University of Arizona Global Campus Writing Center. https://writingcenter.uagc.edu/format-your-reference-list ·        This webpage provides information about how you can format your reference list according to APA style. It also helps you to understand the key rules of creating an APA reference list. It will assist you in your Week 4 Quiz on Tutorials this week. Writing Center. (2022). Quoting, Paraphrasing, & SummarizingLinks to an external site.. The University of Arizona Global Campus Writing Center. https://writingcenter.uagc.edu/quoting-paraphrasing-summarizing ·