Category: Nursing

  • Nursing Question

    Assessment Task 3

    Title

    Assessment 3: Portfolio

    Purpose

    A teaching portfolio is a structured collection of reflections and teaching evidence which can be used both to inform your own teaching and provide insight into your professional practice. It should be a living document, similar to a curriculum vitae (CV) that is constantly updated. Key benefits to you in developing a teaching portfolio includes (1) taking responsibility for your teaching, (2) promoting reflective practice and (3) having a record of evidence demonstrating your impact and achievements in key elements of a health professions educators role.

    Primarily, your teaching portfolio reflects the hard work undertaken, your contribution, your development, knowledge acquisition and applied understanding to your own teaching. In addition, the teaching portfolio becomes a permanent record of your teaching achievements and can be utilized for career progression, including applying for education roles, grants, promotion or when requesting additional resources to support innovation and training in your workplace.

    Alignment with unit learning outcomes

    This assessment task aligns with the following unit outcomes:

    1. Discuss contemporary active learning trends in health profession education.
    2. Evaluate current and future educational roles and contexts that encompass education in health care practice.
    3. Investigate and analyse a range of educational learning theories and their potential application to health professions education.
    4. Apply evidence-based educational practices to plan, design and implement an education session for health care practitioners.
    5. Evaluate your own teaching approaches in a teaching practicum.
    6. Contrast and critique contemporary teaching and learning methods for a range of clinical and academic education contexts.
    7. Describe and critique common workplace, clinical supervision and teaching models.
    8. Develop your own teaching philosophy to justify your approaches in teaching practice.
    9. Apply critical reflective skills through linking past and present learnings to future education in health care practice.

    Your assessment task

    This assessment task requires you to reflect on and address the following FIVE sections:

    1. Introduction and Teaching details (10 marks)

    Your teaching details – outline your current teaching role and your aspirations as a health professions educator. If you are not currently in an education role, you can outline how you teach in your current clinical role and aspirations for teaching in healthcare.

    2. Teaching philosophy (30 marks)

    A teaching philosophy describes an educators personal beliefs and attitudes about teaching and their approach to education practice. Your teaching philosophy should include:

    • An outline of your personal beliefs and attitudes about teaching and your approach to education practice. You should include detail about the knowledge, skills and beliefs you have acquired this semester.
    • Link your teaching philosophy to referenced educational learning theories and provide current examples of your teaching practice that demonstrates application of these theories.
    • Your teaching philosophy can address many different aspects of teaching practice including:
    • How do you approach teaching and support, influence, motivate and inspire the learners (in your context) to learn (include feedback)?
    • How do you design, plan and development learning activities (include curricula, resources or program services), Why?
    • How do you plan continuing professional development that bring about improvements in your teaching and learning?
    • How do you promote innovation, leadership and/or scholarship into your education practice and how does it enhance learning and teaching and/or the student experience?

    3. Teaching session reflection (30 marks)

    This component requires you to engage in critical reflection on your teaching session (assessment task 2), including analysis and exploration of your teaching experiences with planning and delivering a teaching session. There are many models of reflection you can use including Kolbs experiential learning cycle or Gibbs reflective Model (see Reflective Practice tool kits HERE).

    Provide a written summary of the following in your reflection:

    • Discuss the relationship between the stated learning outcomes, content covered in the session and the teaching / learning strategies used in your teaching practicum with reference to active learning theories.
    • Discuss how your teaching session went. This could include how you felt about conducting the session, including content delivery. Describe your audience including their profile and their engagement during the session. Detail the audio-visual or other equipment used and discuss the effectiveness of these. Discuss any environmental considerations you encountered and detail how these were addressed.
    • Make clear the links between teaching experiences and self and teaching, demonstrating insights and self-awareness of behaviors, thoughts and feelings. This may include changes to your assumptions, stereotypes and beliefs held prior to the experiences.
    • Reflect on the tool used for evaluation of your teaching and critique its use for this teaching experience. Then, reflect on the feedback you received for your teaching session and outline any future changes you might make to your teaching in response to this feedback.

    4. Evidence of updated lesson plan (20 marks) Appendices (Can be submitted as PDF) Not included in word count.

    You should supply supporting evidence of your updated lesson, including the following:

    • Based on your reflections, are there any changes required to be made to the original teaching plan now that you have completed the teaching session? Discuss why you would make these changes or provide rationale for choosing not to make changes.
    • Your updated lesson plan, with any changes made after the teaching session highlighted
    • Any updated audiovisual aids or teaching documents used during your teaching session (e.g. powerpoint, PDF)

    5. Academic literacy (10 marks)

    Your portfolio should include reflective writing that has a clear flow, clarity of expression, grammar, spelling, punctuation and referencing.

    Preparing the portfolio document

    This Portfolio of work should be professionally and academically presented, and include the following:

    • A title page.
    • A table of contents.
    • Introduction (Teaching Details)
    • Teaching Philosophy
    • Teaching Session Reflection
    • Evidence of updated lesson plan and teaching materials based on your reflections
    • Academic Literacy
    • References and Appendices

    Length of assessment

    4,000 words +/- 10%.

  • Selecting the Appropriate Research Design

    Discussion Prompt

    a) What are the advantages and limitations of using interventional research designs (e.g., randomized controlled trials) in research?

    b) In what situations might an interventional study be impractical or unethical, and what alternative designs could researchers use?

    Detailed Instructions

    This week, students will examine how research design must align with the PICOT question and the realities of nursing practice. Students are expected to critically analyze the role of interventional designs while also recognizing when such approaches may not be feasible or ethical.

    In the initial post, address the following:

    1. Explain what an interventional research design is.
    2. Describe at least two advantages of using an interventional design in nursing research.
    3. Describe at least two limitations of using interventional designs.
    4. Discuss a clinical or ethical situation in which an interventional study may be impractical or unethical.
    5. Identify and explain at least one alternative research design that could be used instead.
    6. Relate your discussion to the type of design that may best fit your Week 2 PICOT question.

    Purpose of the Activity

    This discussion helps students connect their clinical question to a feasible and appropriate research methodology while considering ethical and practical constraints.

    General Discussion Requirements

    • Initial Post: Due Thursday by 11:59 PM for forum 3 only
    • Peer Replies: Submit at least two (2) scholarly peer responses by Saturday at 11:59 PM
    • Initial Post Length: Minimum 250300 words
    • Peer Response Length: Minimum 150 words each
    • Scholarly Support: Each initial post must include:
    • Scholarly Support: Each initial post must include:
      • 3 current peer-reviewed sources within past 5 years (as per rubric posted).
      • Accurate and consistent APA 7th in text citations and references.
      • The course textbook may be used in addition to, but not in place of, the scholarly source.
    • APA Format: All citations and references must follow APA 7th edition
    • Writing Expectations: Responses must reflect graduate-level academic writing, professional tone, clarity, and critical thinking
    • Engagement Requirement: Peer responses must move beyond agreement and should contribute meaningfully to scholarly dialogue by expanding, critiquing, or applying the concepts discussed
  • Week 3 case study- pivotal moments in US history

    • Describe how the Westward Expansion movement forged the American character and personality that led to the success and growth of the United States.
    • Assess how the Homestead Act of 1862 aided the settling of the West.
    • Evaluate how the railways aided Westward Expansion.
    • Analyze how the Westward Expansion Movement was a cultural crossroad.

      PLEASE USE TEMPLATE ATTACHED

  • poster of me

    Using the , begin by adding a photo in the box at the top right. Be creative by including additional photos or graphics on your poster. You can also move around or resize the existing text boxes as needed.

    In your poster, include the following:

    • Describe the impact that culture has had on your life.
      • Integrate and apply at least two relevant sociological concepts covered in the assigned course materials, such as culture, subculture, culture shock, ethnocentrism, norms, or values.
      • Consider one or more of the following questions as you complete the “Culture” box in the poster template:
        • What norms or values are important to your culture?
        • What particular customs, beliefs, foods, music, languages, or celebrations are part of your culture?
        • How have your cultural experiences contributed to your outlook or beliefs?
    • Describe the influence of socialization on your life.
      • Integrate and apply at least two relevant sociological concepts covered in the assigned course materials, such as socialization, agents of socialization, looking-glass self, roles, or identity.
      • Consider one or more of the following questions as you complete the “Socialization” box in the poster template:
        • What agent of socialization had the biggest impact on you? How?
        • What roles have you occupied? How have these roles shaped your identity?
        • Have you experienced resocialization?
    • Explain the role of education in your life.
      • Integrate and apply at least two relevant sociological concepts covered in the assigned course materials, such as socialization, hidden curriculum, tracking, stereotypes, or the functions of education.
      • Consider one or more of the following questions as you complete the “Education” box in the poster template:
        • What major functions has education had for you?
        • How has education been related to your life experiences or outcomes?
        • What experiences with inequality or stereotypes have you had during your education?
    • Explain how sociological theory applies to your life.
      • Integrate and apply at least one of the four sociological theories covered in the assigned course materials, such as functionalism, conflict theory, symbolic interaction theory, and/or feminist theory.
      • Consider one or more of the following questions as you complete the “Theory” box in the poster template:
        • Which one of the four sociological theories might help you understand your life or particular experiences youve had?
        • How might an understanding of one of the theories help you better understand and collaborate with other people?
        • Which of the sociological theories could be used to help you solve a particular problem youve observed or experienced?
        • Not sure how to submit your assessment? View the media and the “How do I submit my assignment?” information.Your poster submission should meet the following additional requirements:
          • Written communication: Be sure to address all components of assessment and use the template to structure your text.
            • Write in a professional style, with appropriate grammar, usage, and mechanics, using the template to structure text.
          • Visual communication: Use visual elements, such as photos or other graphics, to convey meaning and organize information. Use photos you have taken. Do not use AI-generated photos.
          • Resources:Use the textbook and other assigned materials from this course as resources for understanding sociological concepts and theories.
          • APA formatting:Use for guidance in citing sources and formatting your paper in proper APA style. See the for more APA resources specific to your degree level.
            • You do not need to include in-text citations. References should be formatted according to APA style. A reference citation for the textbook is provided within the Reference box in the poster template to show you correct formatting. For visual appeal on the poster (and to save space), single spacing is used (in a traditional student paper, APA requires double spacing of text and references). Do include a reference citation for any other resources you used in the References box in your poster.
          • Length:One page.
          • Font and font size:Adjust font and font size in the template, as needed.

          Tip: Review the Sociology of Me Poster scoring guide to see the criteria by which your assessment will be evaluated before submission.

        (I lived a Korean American life style) My parents are full korean and have a hard time understanding English.

  • SMART Goals

    For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

    Format: Each goal summary should be at least 100 words totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized,formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

    Goodwin University. (2019, October). APA style – 7th edition.

    This Assignment must be submitted to Turnitin.

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    Grading Rubric


    Your assignment will be graded according to the grading rubric.

    SMART Goals Rubric
    Criteria Ratings Points
    Specific
    To set a specific goal you must answer the 6 Ws:
    Who? Who is involved?
    What? What would I like to accomplish?
    Where? Where is this happening?
    When? When do I start/finish?
    Which? Identify requirements and constraints
    Why? Why am I doing this? Specific reasons, purpose or benefits!
    Exemplary – 6-8 points
    The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives.
    Distinguished – 4-5 points
    The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives.
    Developing – 1-3 points
    The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.
    Novice – 0 points
    The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.
    8 points
    Measurable
    Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.
    A non-measurable goal: I want to learn how to sing.
    A measurable goal: I want to learn 5 arias by Friday, November 12th
    Exemplary – 6-8 points
    Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.
    Distinguished – 4-5 points
    A method of measuring has been identified but it does not directly link to or connect with the described go.
    Developing – 1-3 points
    The method listed for measurement is rather general and does not directly link to or connect with the described goal.
    Novice – 0 points
    Not at all measurable no method of measurement indicated.
    8 points
    Achievable/Ambitious
    A goal should stretch you slightly so you feel you can do it, and it will need a real commitment
    from you. Think about what is achievable and what you want to do.
    Exemplary – 6-8 points
    The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.
    Distinguished – 4-5 points
    The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.
    Developing – 1-3 points
    The goal is realistic, however the time frame does not support success. There is no process that supports achievability.
    Novice – 0 points
    The goal is not at all within reason and cannot be achieved.
    8 points
    Relevant
    Realistic goals should have you push you, but not break you!
    Exemplary – 6-8 points
    The goal has a strong connection to the course objectives, the students history, current interests, and/or demonstrated abilities.
    Distinguished – 4-5 points
    The goal has some connection to the course objectives, the students history, current interests and/or demonstrated abilities.
    Developing – 1-3 points
    The goal has only a slight connection to the course objectives, the students history, current interests and/or demonstrated abilities.
    Novice – 0 points
    The goal has no connection to the course objectives.
    8 points
    Timely
    What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement!
    Exemplary – 8-9 points
    The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.
    Distinguished – 6-7 points
    The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.
    Developing – 1-5 points
    The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.
    Novice – 0 points
    Has no dates and/or is over a period far beyond this term.
    8 points
    Use of Citations, Writing Mechanics and APA Formatting Guidelines Exemplary – 4-5 points
    References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.
    Distinguished – 3 points
    References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise.
    Developing – 1-2 points
    References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.
    Novice – 0 points
    References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.
    5 points
    PowerPoint Slides Exemplary – 4-5 points
    PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.
    Distinguished – 3 points
    PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.
    Developing – 1-2 points
    PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.
    Novice – 0 points
    PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.
    5 points
    Total Points 50

    SMART Goals Rubric

    SMART Goals Rubric
    Criteria Ratings Points

    Specific

    8 to >5 pts

    5 to >3 pts

    3 to >0 pts

    0 pts

    /8 pts

    Measureable

    8 to >5 pts

    5 to >3 pts

    3 to >0 pts

    0 pts

    /8 pts

    Achievable/Ambitious

    8 to >5 pts

    5 to >3 pts

    3 to >0 pts

    0 pts

    /8 pts

    Relevant

    8 to >5 pts

    5 to >3 pts

    3 to >0 pts

    0 pts

    /8 pts

    Timely

    8 to >5 pts

    5 to >3 pts

    3 to >0 pts

    0 pts

    /8 pts

    Use of Citations, Writing Mechanics and APA Formatting Guidelines

    5 to >3 pts

    3 to >2 pts

    2 to >0 pts

    0 pts

    /5 pts

    PowerPoint Slides

    5 to >3 pts

    3 to >2 pts

    2 to >0 pts

    0 pts

    /5 pts

    Choose a submission type

  • discussion reply NURS 617 WEEK/ UNIT 3 Nicole Fiacco

    discussion reply NURS 617 WEEK/ UNIT 3 Nicole Fiacco

    Responses to Other Students: Respond to at least 1 of your fellow classmates with at least a 300 word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following points:

    • What new information did you learn from your classmate’s posting?
    • Do you need additional information or clarification?
    • What differences and/or similarities are there between your posting and other classmates’ postings?
    • What questions do you have about other classmates postings?

    All sources should be cited using APA format. Grammar, spelling, punctuation, and format should be correct and professional.

    POST

    Nurses should be politically active because healthcare policies directly affect patients, nurses, and the quality of care people receive. Since nurses are the largest group of healthcare professionals, they have the ability to make a real impact on healthcare decisions at the local, state, and national levels. Nurses work closely with patients every day, so they see firsthand the problems people face with access to care, insurance, staffing shortages, and public health issues. Because of this experience, nurses bring an important perspective that policymakers may not fully understand on their own.

    Being politically active does not mean nurses have to run for office or be heavily involved in politics. There are many simple ways nurses can get involved, such as voting, contacting legislators, joining nursing organizations, or speaking up about healthcare issues in their communities. Nurses are trusted professionals, and their voices can help influence policies that improve patient care and public safety.

    Research supports the importance of nurses becoming involved in healthcare policy. Hernantes (2026) explains that nurses have always played an important role in shaping healthcare and advocating for patients. The article discusses how nurses understand community health needs and barriers to care better than many policymakers because of their direct patient experiences (Hernantes, 2026). Cropley et al. (2022) also emphasize that nursing leadership and policy advocacy are important for improving population health and addressing issues like healthcare access, education, and social inequalities. This shows that nurses can help improve overall community health when they become involved in policy discussions.

    Nurses can make a difference in many ways by helping shape healthcare policy. One example is advocating for safe staffing ratios. When hospitals are understaffed, patient care can suffer, and nurses experience burnout. By speaking up about staffing issues, nurses can help create safer environments for both patients and healthcare workers. Nurses also played a major role during the COVID-19 pandemic by advocating for protective equipment, workplace safety, and public health education. Their experiences on the frontlines helped bring attention to important healthcare problems.

    Nurses can also improve public health by advocating for programs and policies in their communities. Public health nurses often work with schools, local health departments, and community organizations to support programs focused on prevention, mental health, vaccinations, and healthier lifestyles. Since nurses understand the challenges patients face daily, they are able to identify areas where change is needed and advocate for solutions.

    Even though nurses have the ability to influence healthcare policy, many do not get involved because they feel too busy or think their voice will not make a difference. However, even small actions like voting, signing petitions, or participating in professional organizations can create change over time. Nurses have valuable knowledge and experiences that can help improve healthcare systems and patient outcomes.

    Overall, nurses should be politically active because healthcare policies impact every part of nursing and patient care. Nurses understand patient needs better than most professionals because they work directly with individuals and communities every day. By becoming involved in healthcare policy and advocacy, nurses can help improve public health, patient safety, and the healthcare system as a whole.

    References

    Cropley, S., Hughes, M., & Belcik, K. (2022). Engaging leadership competencies through population health policy advocacy: A review of the evidence. Policy, Politics, & Nursing Practice, 23(4), 241248.

    Hernantes, N. (2026). Nurses political participation: Going back to our roots. Policy, Politics, & Nursing Practice, 27(2).

  • powerpoint and word doc

    For this assignment, you will prepare a PowerPoint presentation with voiceover using Kaltura. You will address posttraumatic stress disorder (PTSD), adjustment disorders, acute stress disorder, and one other disorder of your choice (e.g., reactive attachment disorder, disinhibited social engagement disorder, or prolonged grief disorder). Alternatively, your additional disorder of choice could reflect a deeper dive into a derivative of PTSD (e.g., refugee PTSD); a derivative of adjustment disorders (e.g., termination of a romantic relationship); or a derivative of acute stress disorder (e.g., acute stress following a sexual assault). The presentation should include the following slides:

    Slide 1: Title Slide

    Slide 2: Introduction

    Slides 37: Posttraumatic stress disorder

    Slides 812: Adjustment disorders

    Slides 1317: Acute stress disorder

    Slides 1822: Disorder of choice

    Slide 23: Summary

    Slide 24: References

    For each disorder type, you will have five slides that address the following five topics:

    1. Etiology and prevalence of the disorder
    2. Diagnostic criteria and diagnostic features
    3. Differential diagnoses
    4. Pharmacologic and nonpharmacologic treatments, including but not limited to therapies and follow-up
    5. Cultural, gender, ethnic, spiritual, and social considerations

    Assignment Requirements

    Before finalizing your work, you should:

    • be sure to read the assignment description carefully (as displayed above);
    • consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and
    • utilize spelling and grammar checks to minimize errors.

    Your assignment should:

    • follow the conventions of Standard English (correct grammar, punctuation, etc.);
    • be well ordered, logical, and unified, as well as original and insightful;
    • display superior content, organization, style, and mechanics; and
    • use APA formatting and citation style.
  • How Does Patient-Centered Care Improve Recovery Outcomes?

    Patient-centered care is an approach in nursing and healthcare where the patients needs, preferences, values, and overall well-being are the top priority. Instead of a one-size-fits-all method, care is tailored to each individual.

    1. Builds Trust and Better Communication

    When nurses actively listen and respect a patients concerns, it creates trust. Patients are more likely to:

    Share accurate information about symptoms

    Follow medical advice

    Ask questions when unsure

    This reduces misunderstandings and leads to more effective treatment.

    2. Increases Treatment Adherence

    Patients who are involved in decisions about their care feel a sense of ownership. As a result, they are more likely to:

    Take medications correctly

    Follow diet or lifestyle changes

    Attend follow-up appointments

    Better adherence directly improves recovery outcomes.

    3. Supports Emotional and Mental Well-being

    Recovery is not just physicalits also emotional. Patient-centered care:

    Reduces anxiety and stress

    Makes patients feel valued and respected

    Improves overall satisfaction with care

    A positive mindset can speed up healing and improve resilience.

    4. Leads to More Accurate Care Plans

    By understanding a patients lifestyle, culture, and preferences, nurses can create more realistic and effective care plans.

    Example: A treatment plan that fits a patients daily routine is more likely to be followed.

    5. Encourages Family and Support Involvement

    Including family members or caregivers:

    Provides emotional support

    Helps monitor recovery at home

    Ensures continuity of care after discharge

    This reduces complications and hospital readmissions.

    6. Improves Safety and Reduces Errors

    When patients are encouraged to speak up and participate:

    Errors (like wrong medications) are more likely to be caught early

    Nurses can clarify unclear instructions

    Overall patient safety increases

    Conclusion

    Patient-centered care improves recovery outcomes by combining effective communication, personalized treatment, emotional support, and active patient involvement. This approach not only speeds up healing but also ensures safer, more satisfying healthcare experiences.

    If you want, I can turn this into a full essay, reflection paper, or presentation slides

  • Discussion #4

    Technology plays a vital role in healthcare. Discuss how shared decision-making and critical thinking are impacted by technology.

    Participation Requirements

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Thursday, 11:59 p.m. Eastern Time. Two scholarly sources references are required unless stated otherwise by your professor.

    The student provides a substantive response to the discussion question or topic on Thursday and posts a minimum of two additional responses to peers on another day(s). The answers to classmates must be posted by Sunday, 11:59 pm Eastern Time. We expect each student to participate in the discussion board in a respectful manner.

    Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

    Here are the categories of the new discussion rubric:

    Initial Post relevance to the topic of discussion, applicability, and insight. (20%)

    Quality of Written Communication Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

    Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.(10%)

    Rigor, currency, and relevance of the scholarly references. (Use articles that are below 5 years). (20%)

    Peer & Professor Responses. The number of responses, quality of response posts. (20%)

    Timeliness of the initial post and the answers to the peers. (10%)

  • Update microsoft visio model

    Will upload once assigned

    To Be Option A

    To be Option B

    SECTION 7

    To-Be Process Models Options A&B

    Option A Operational Quick Wins & Waste Elimination

    Option A focuses on fixing the obvious first, removing friction, eliminating duplicate effort and giving

    staff the information they already need but currently can’t access in a timely manner. Most interventions

    require minimal new infrastructure and can be delivered within 618 months using existing vendor

    ecosystems.

    Guiding principle: Stop doing things badly before trying to do new things intelligently.

    This guidance is designed to support – not prescribe – your process modelling work. Each set of points gives

    you a way of thinking about your To-Be design and a set of critical questions your model must be capable of

    answering. The answers themselves are for you to work out.

    Option A

    Quick wins & waste elimination

    Your To-Be model should show how fixing the obvious friction points – without rebuilding the

    whole system – produces measurable improvements for patients and staff. Think: same

    actors, better tools and better information.

    PROCESS DESIGN GUIDANCE

    1 Start with the handover chain

    Every time information moves from one actor to another in the As-Is model, ask: is that

    handover currently manual, verbal or paper-based? For each one that is, your To-Be model

    should show what replaces it and what the receiving actor now has available that they did

    not have before.

    What does the triage nurse know the moment the patient arrives, versus what they know

    now?

    2 Target duplicate effort first

    Look for every place in the As-Is model where the same information is entered, recorded or

    communicated more than once. Your To-Be model should eliminate each instance of

    duplication – and show clearly which actor is freed from that task and what they do with the

    recovered time.

    MAN6910 – Perth Health Emergency BPM Case Study 2025

    Page 16

    ECU Internal Information

    MAN6910 BPM Case Study | Perth Health System Crisis

    CONFIDENTIAL For Educational Use Only

    Where does data exist in one place but get manually re-created somewhere else?

    3 Make waiting visible and time-bounded

    Every waiting step in the As-Is model is currently invisible – no one is automatically alerted

    when a threshold is breached. In your To-Be model, identify which waits can be eliminated

    entirely and which must remain but should trigger an automatic notification when they

    exceed an acceptable limit.

    Who needs to know what, and by when, to stop a wait from becoming a crisis?

    4 Keep existing swim lane actors but change what they see

    Option A does not restructure roles or introduce new organisational actors. The same

    people do the same jobs – but with better information at the right moment. Your model

    should reflect this: same swim lanes, but with improved data flows and eliminated manual

    steps within each lane.

    What information would each actor need at each step to make a faster, better decision?

    5 Show the cascade effect of each change

    Many improvements in Option A have knock-on effects upstream and downstream. Fixing

    one bottleneck relieves pressure elsewhere. Your model and written analysis should

    explicitly trace these cascades showing how an improvement in one swim lane reduces

    waste in another.

    If the bed status update delay is eliminated, what else improves as a result?

    MODELLING REMINDERS

  • Annotate each changed process step with what specifically has changed and why.
  • Where a manual step is replaced by a digital one, show the new data flow explicitly.
  • Where a step is eliminated entirely, document it – removed steps are as important as new ones.
  • Use consistent notation to distinguish new steps from retained steps from eliminated steps.
  • Every claim about time or quality improvement must be traceable to a specific process change
  • in your model.

    QUESTIONS YOUR MODEL MUST BE ABLE TO ANSWER

    Which of the identifies issues in the Issue Register does this option address – and which

    does it leave unresolved?

    Be systematic. Work through the register item by item.

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    For each improvement, what is the minimum technology or process change required to

    deliver it?

    Simpler solutions are more credible. Avoid over-engineering.

    What does a shift handover look like in your To-Be model compared to the As-Is?

    Trace it step by step. What information is transferred, how, and by whom?

    How does the ramp wait time reduce – trace the causal chain step by step.

    The answer must be traceable through your process model, not asserted.

    Option B

    Strategic AI adoption targeting root causes

    Your To-Be model should show how AI changes the fundamental information architecture of

    the system not just how individual tasks are done better, but how the system as a whole

    becomes capable of seeing, anticipating and coordinating in ways that are structurally

    impossible today.

    PROCESS DESIGN GUIDANCE

    1 Identify the root causes first

    Before designing any process change, clearly articulate what the root causes of the current

    crisis are, not its symptoms. Your To-Be model should be designed around resolving those

    root causes. Every AI intervention you include should map directly to at least one of them.

    What structural conditions make the current crisis unavoidable, regardless of how hard

    individuals work?

    2 Distinguish AI-assisted from AI-automated

    Not every step in your To-Be model should be automated. For each AI intervention, be

    explicit about whether a human remains in the decision loop and why. Some decisions carry

    clinical or ethical risk that makes full automation inappropriate. Your model should show

    where the boundary is and how it is enforced.

    For each AI-supported decision, who retains authority and what happens if they override the

    AI recommendation?

    3 Redesign the information architecture, not just the tasks

    Option B is not Option A with more technology. The fundamental change is that information

    flows across the system in real time and reaches decision-makers before they need to ask

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    for it. Your model should show new data flows that do not exist in the As-Is model and

    explain what decisions become possible as a result.

    What decisions are currently impossible because information does not exist, is not shared, or

    arrives too late?

    4 Model the system across its full-time horizon

    The scope of option B’s could operate ahead of real time, predicting demand, anticipating

    bottlenecks, triggering actions before problems materialise. Your model could show how the

    system behaves across different time horizons: 48 hours ahead, 4 hours ahead, and in the

    moment. This temporal dimension is what separates strategic AI from operational

    automation.

    Which process steps in your model are reactive and which are proactive? What is the ratio,

    and is it better than the As-Is?

    5 Address the patient record problem explicitly

    One of the most significant root causes in the As-Is model is that patient information does

    not follow the patient across sites. Your To-Be model must show a specific solution to this

    and be honest about its constraints. A full EPR replacement is a decade-long project. What

    is a realistic, staged approach that delivers meaningful clinical benefit within your

    implementation horizon?

    What is the minimum viable patient record capability that would eliminate the most critical

    information gaps in the As-Is model?

    MODELLING REMINDERS

  • Option B may introduce new swim lane actors, AI platforms, centralised operations, community
  • care coordinators. Justify each new actor: what role do they play and why does the current

    system have no equivalent?

  • Show where AI generates an output and a human acts on it, these are two distinct process
  • steps and must be modelled as such.

  • Do not assume the AI is always right. Your model should include exception handling: what
  • happens when AI output is wrong or unavailable?

  • Clearly distinguish which parts of Option B build on Option A foundations and which require
  • entirely new infrastructure.

    QUESTIONS YOUR MODEL MUST BE ABLE TO ANSWER

    Which root causes does this option resolve and which does it only partially address?

    Be honest about limitations. No option resolves everything.

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    Where does AI create new risks that did not exist in the As-Is model? How are they

    mitigated?

    Consider: algorithmic bias, system failure, data privacy, deskilling.

    How does the system respond to a 30% surge in demand under Option B trace the

    process from prediction to resource deployment.

    This tests whether your model is genuinely predictive or just reactive with better tools.

    What does Option B require that Option A does not – in terms of data, infrastructure,

    governance and culture?

    Honest assessment of requirements is more persuasive to executives than optimism.

    Guidance that applies to both options

    Anchor every claim in the

    As-Is

    Your As-Is model is your

    baseline. Every improvement

    claim in your To-Be must

    reference a specific problem

    identified in the As-Is not a

    generic aspiration about what

    technology can do.

    Separate process from

    technology

    Be precise about which

    changes are process redesign,

    which are technology

    enablement, and which require

    both. Conflating the two

    produces models that are hard

    to evaluate and harder to

    implement.

    Account for the resistant

    stakeholder

    Consider the stakeholder most

    likely to resist each change.

    How does your model account

    for their concerns? A model

    that ignores implementation

    reality is not a credible model.