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  • Week 7 Case Study

    Assignment Details

    Submission Type: An 8- to 10-minute video presentation

    You will prepare a clinical case for audio/video presentation. The patient’s case should be based on the students recent clinical experience, and the patient’s diagnosis should be pertinent to the current semester. Cases must be presented using an audio/video recording platform compatible with submission to Canvas. In addition, a written transcript of the case presentation must be submitted with the presentation and have less than 20% match on Turnitin/AI detection software.

    The recording of the clinical case presentation should be a maximum of 8 minutes. When presenting, students should not read directly from a document. The case presentation should be organized into a concise summary. The student should include how course objectives were met by completing this assignment in both the audio/visual and written presentation.

    Note

    Expect feedback from your assigned faculty in relation to any comments, questions, encouragement, and suggestions you might have presented as part of your ongoing professional development. This assignment is vital for faculty to assess your progress, provide guidance, and support your growth as a competent and compassionate nurse practitioner.

    Final Reminders

    Videos can be recorded using any software or tool, but all videos are required to be uploaded to My Panopto Videos for assignment submission.

    You can also use the Panopto Desktop Recording tool to create your video.

    Detailed Panopto instructions are located .

    See the rubric for specific grading criteria.

    Rubric

    Week 7 Signature Assignment: Audio-Visual Diagnostic Case Study with Video Presentation- Video

    Week 7 Signature Assignment: Audio-Visual Diagnostic Case Study with Video Presentation- Video

    CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

    Subjective

    SOAP Note (Written Portion)

    10.2 pts

    Exemplary

    Thorough, well-organized, and relevant information. Includes C/C, OLDCART, and pertinent positives/negatives. No extraneous data.

    6.87 pts

    Proficient

    Well-organized with C/C, OLDCART, and pertinent findings. May contain minor extraneous data or lack one minor detail.

    3.55 pts

    Developing

    Lacks clear organization or key OLDCART components. Contains extraneous data and/or is missing multiple minor details.

    0 pts

    Unsatisfactory

    Disorganized, inadequate information, or mixes subjective and objective data. Missing crucial information.

    10.2 pts

    This criterion is linked to a Learning Outcome

    Objective

    SOAP Note (Written Portion)

    10.2 pts

    Exemplary

    Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

    6.87 pts

    Proficient

    All relevant exams performed but may include some extraneous ones. Mostly organized by body system.

    3.55 pts

    Developing

    Omits important exams or lacks consistent organization by body system.

    0 pts

    Unsatisfactory

    Omits crucial exams, mixes subjective data, or lacks any organization.

    10.2 pts

    This criterion is linked to a Learning Outcome

    Assessment

    Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

    10.2 pts

    Exceeds Expectations

    Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

    6.87 pts

    Proficient

    Accurate diagnosis with ICD code, supported by S/O data. May lack some differential diagnoses or have less clear support.

    3.55 pts

    Developing

    Diagnosis may be accurate but lacks ICD code, or has significant omissions in differential diagnoses.

    0 pts

    Unsatisfactory

    Inaccurate diagnosis, unsupported by data, or lacks differential diagnoses.

    10.2 pts

    This criterion is linked to a Learning Outcome

    Plan

    SOAP Note (Written Portion)

    10.2 pts

    Exemplary

    Comprehensive, evidence-based plan addressing each diagnosis. Individualized to the patient. Includes all 5 components: Dx plan, Tx plan, patient education, referral/follow-up, and health maintenance.

    6.87 pts

    Proficient

    Well-organized, evidence-based plan addressing most diagnoses. Includes medication teaching and most of the 5 components. May lack minor details or individualization.

    3.55 pts

    Developing

    Plan lacks organization or evidence-base. May not address all diagnoses or include all 5 components. Lacks medication teaching or individualization.

    0 pts

    Unsatisfactory

    No plan, disorganized plan, or plan not based on evidence. Fails to address diagnoses or include key components.

    10.2 pts

    This criterion is linked to a Learning Outcome

    Course Objectives

    SOAP Note (Written Portion)

    10.2 pts

    Exemplary

    Student thoroughly describes how course objectives were met by completing this assignment.

    0 pts

    Unsatisfactory

    Student does not provide an in-depth discussion of how course objectives were met by completing this assignment.

    10.2 pts

    This criterion is linked to a Learning Outcome

    Clinical Presentation

    (Video Case Presentation)

    14.75 pts

    Exemplary

    Presents subjective and objective data in an organized and professional way. Presents all important data (subjective or objective), including all pertinent histories.

    9.82 pts

    Proficient

    Presents subjective and objective data in a mostly organized and professional way. Most supporting data is pertinent and detailed. Includes some extraneous data. Presents all/most important data (subjective or objective), including histories.

    4.88 pts

    Developing

    Presents subjective and objective data in a somewhat organized and professional way. Some supporting data is pertinent and detailed. Includes much extraneous data. Misses one or two pieces of important data (subjective or objective). Does not report pertinent historical data.

    0 pts

    Unsatisfactory

    Presents subjective and objective data in an unfocused, disorganized, and/or unprofessional way. Supporting data is impertinent and irrelevant. Misses significant amounts of important data (subjective or objective).

    14.75 pts

    This criterion is linked to a Learning Outcome

    Clinical Reasoning, Problem-Solving, and Management

    (Video Case Presentation)

    14.75 pts

    Exemplary

    All subjective and objective information is thoroughly synthesized and organized to formulate the correct diagnosis. Plan incorporates current standards of care that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to all resources (e.g., preceptor, guidelines) consulted for this case.

    9.82 pts

    Proficient

    Most subjective and objective information is synthesized and organized to formulate the correct diagnosis. Plan incorporates most current standards of care but is missing one or two minor components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to many resources (e.g., preceptor, guidelines) consulted for this case.

    4.88 pts

    Developing

    Some subjective and objective information is organized and may or may not formulate a correct diagnosis. Plan incorporates some current standards of care but is missing many components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to a few resources (e.g., preceptor, guidelines) consulted for this case.

    0 pts

    Unsatisfactory

    Subjective and objective information is disorganized and formulates an incorrect diagnosis. Plan does not incorporate current standards of care and is missing components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Does not include or refer to any resources (e.g., preceptor, guidelines) consulted for this case.

    14.75 pts

    This criterion is linked to a Learning Outcome

    Time Management and Video Delivery

    (Video Case Presentation)

    14.75 pts

    Exemplary

    Case is well-organized and delivered within 8 minutes. Presentation flow demonstrates careful and complete planning, preparation, and practiced execution. Speaker maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around). Speaker does not rely on notes nor slides and presents with a professional tone and academic language.

    9.82 pts

    Proficient

    Case is mostly organized and delivered within 10 minutes. Presentation flow demonstrates some planning, preparation, and practiced execution. Speaker generally maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around) with only a few lapses. Speaker sometimes relies on reading notes and/or slides and presents with a mostly professional tone and academic language.

    4.88 pts

    Developing

    Case is somewhat organized and/or delivered within 12 minutes. Presentation flow shows little planning, preparation, and practiced execution. Speaker indicates little preparation through lack of eye contact and body language. Speaker often relies on reading notes and/or slides and presents with a somewhat professional tone and academic language.

    0 pts

    Unsatisfactory

    Case is poorly organized, incomplete and/or the delivery exceeds 15 minutes. Presentation flow demonstrates little or no planning, preparation, or practiced execution. Speaker lacks eye contact and has unprofessional body language. Speaker reads from notes and/or slides and presents with an unprofessional tone and informal language.

    14.75 pts

    This criterion is linked to a Learning Outcome

    Course Objectives

    (Video Case Presentation)

    14.75 pts

    Exemplary

    Student provides a discussion of how course objectives were met by completing this assignment.

    0 pts

    Unsatisfactory

    Student does not include discussion of how course objectives were met by completing this assignment.

  • Revenue Streams

    Complete SECTION 9 of the Business Model Canvas and respond to the following:

    • For what value are our customers really willing to pay?
    • For what do they currently pay?
    • How are they currently paying?
    • How would they prefer to pay?
    • How much does each Revenue Stream contribute to overall revenues?

    Definition:

    Revenue Streams

    Represents the cash a company generates from each Customer Segment (costs must be subtracted from revenues to create earnings).

    If customers comprise the heart of a business model, Revenue Streams are its arteries. A company must ask itself, for what value is each Customer Segment truly willing to pay? Successfully answering that question allows the firm to generate one or more Revenue Streams from each Customer Segment. Each Revenue Stream may have different pricing mechanisms, such as fixed list prices, bargaining, auctioning, market dependent, volume dependent, or yield management.

    • Kawasaki, Chapter 4: The Art of Bootstrapping.
    • Teng et al.,
    • .
    • Jurevicius,
    • .
    • McFarland,

    Attached Files (PDF/DOCX): JWI_575_RTC_W5_lecture_1188.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Effects of microplastics on animal and human health

    Compose a 1000-word essay in APA citation style (you may use MLA if you are an English major) that presents and then attempts to answer your research question. My research question is: What effects do microplastics have on animal and human health? You must use a minimum of five cited sources. Three must be from peer-reviewed academic journals. Popular sources, including magazine articles, newspapers, secondary scholarly summaries of topics, or government or institutional literature may be allowed if deemed appropriate as per the lessons on source evaluation and rhetorical needs of the paper. Cite your sources on a standard format APA reference page. If you are an English major, MLA will be allowed with permission from instructor. Submit your essay as a Word document, .pdf file, or a .rtf only. Please do not use Pages or any type of image file.

  • Cost Structures

    Cost Structure

    Describes all costs incurred to operate a business model.

    This building block describes the most important costs incurred while operating under a particular business model. Creating and delivering value, maintaining Customer Relationships, and generating revenue all incur costs. Such costs can be calculated relatively easily after defining Key Resources, Key Activities, and Key Partnerships. Some business models, though, are more cost-driven than others. So-called no frills airlines, for instance, have built business models entirely around low Cost Structures.

    • Kawasaki, Chapter 5: The Art of Fund-raising
    • Shao and Sun,
    • .
    • Small Business Association,
    • .
    • Medine,
    • .

    Attached Files (PDF/DOCX): JWI_575_RTC_W4_lecture_1188.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Measuring Client Success – Healthy Fit Breaks at University

    I need help rephrasing editing my annotated bibliography. Topic: measuring Client Success – healthy fit breaks at University Annotated bibliography Article 1 Measuring Client Success for Healthy Fit Breaks at Humber College Mohamed, K. A. A., Halim, T., & Halim, S. (2025). Stop, stretch and think: Incorporating brain breaks in EFL classrooms. Theory and Practice in Language Studies, 15(3), 910920. Summary (5 Cs) Credibility This peer review article was published in Theory and Practice in Language studies (2025). The other comprises professors and lectures in University with expertise in TEFL and language education. Context The study investigates the necessity and effectiveness of incorporating brain breaks during long tertiary-level English as a Foreign Language (EFL) classes. University students often attend 90145 minute sessions, leading to fatigue, reduced attention, and decreased engagement. Content The researchers surveyed: 60 undergraduate students 22 EFL teachers Two structured questionnaires (5-point Likert scale) were analyzed using SPSS 26.0. Key findings: Students strongly preferred shorter classes (50 minutes) or incorporating short breaks in longer sessions. Brain breaks improved focus, motivation, mood, and concentration. Teachers supported brain breaks but indicated a need for training and structured implementation strategies. Brain breaks improved attention span, classroom atmosphere, and academic engagement. Connections This study directly connects to Healthy Fit Breaks at Humber College because it measures: Attention levels Student perception Engagement Mood and motivation Teacher implementation readiness These are measurable success indicators for any structured break program. Conclusion The authors conclude that structured brain breaks are essential in long tertiary-level classes to improve concentration, academic performance, and overall well-being. However, proper training and intentional design are necessary for effectiveness. CRAAP Evaluation Currency Published in 2025, making it highly current and relevant. Relevance Highly relevant to Humbers Healthy Fit Break initiative because it evaluates short structured breaks in long educational settings similar to Humber classes and campus environments. Authority Authored by university faculty with advanced qualifications in language education and teaching methodology. Published in a scholarly journal. Accuracy Uses: Quantitative survey design Statistical analysis (SPSS) Validated questionnaires Peer-reviewed references This strengthens credibility and reliability. Purpose The purpose is academic research aimed at improving instructional practices and student learning outcomes. There is no commercial bias. Critical Piece: How This Supports Measuring Client Success at Humber This article strengthens your Fit Break project because it identifies clear measurable success indicators, including: 1? Attention & Focus Metrics Self-reported concentration levels Perceived ability to refocus after breaks 2? Emotional Well-being Indicators Mood improvement Reduced fatigue Increased motivation 3? Engagement & Academic Performance Perceived learning effectiveness Improved task completion Increased classroom participation 4? Implementation Readiness Teacher training needs Program structure requirements How This Applies to Humber Healthy Fit Breaks For Humber College, client success could be measured using: Pre/post surveys on energy and focus Attendance tracking Self-reported stress reduction Academic engagement indicators Instructor feedback Student satisfaction scores This article supports using survey-based perception tools and structured evaluation frameworks to measure the success of Healthy Fit Break interventions Annotated Bibliography ARTICLE 2 Silva, R. S. B., Martins, C. O., Rosenstiel, L., Ferreira, C. N. F., & Silva, A. S. (2014). Influence of health information in stretch break participants lifestyle. Revista Brasileira de Promo?o da Sade, 27(3), 406412. Summary (5 Cs) Credibility: This peer-reviewed study was conducted by researchers from the Federal University of Paraba (Brazil) and published in Revista Brasileira de Promo?o da Sade, a scholarly health promotion journal . Context: The study examined whether providing health information during anthropometric assessments in a workplace Stretch Break (SB) program influenced participants lifestyle behaviours. Content: The researchers conducted a cross-sectional mixed-methods study involving 14 university employees participating in a 15-minute workplace stretch break program. Participants underwent anthropometric evaluations (BMI, waist-to-height ratio, blood pressure) and semi-structured interviews . Results showed that: Participants were classified as pre-obese (BMI 26.03 kg/m2) Many increased or intended to increase physical activity Walking was the most preferred activity Health information provided during assessments motivated behavioural change Connections: The study demonstrates that simply measuring health indicators and providing concise health feedback can positively influence physical activity participation and lifestyle changes. Conclusions: The authors concluded that verbal health information delivered during anthropometric assessments can generate positive lifestyle changes and increased physical activity engagement . CRAAP Evaluation Currency: Published in 2014. While slightly older, it remains relevant to workplace health promotion research. Relevance: Highly relevant to the Humber Fit Break Project because it directly studies a stretch break program and measures behavioural outcomes. Authority: Conducted by university-affiliated researchers and published in a peer-reviewed journal. Accuracy: Used both quantitative (BMI, BP, waist ratio) and qualitative (interviews) data collection methods, strengthening reliability . Purpose: The purpose was educational and research-based, with no conflict of interest declared . Critical Piece: How This Supports Our Focus on Measuring Client Success This article strongly supports our teams focus on measuring client success in Healthy Fit Breaks at Humber College because it identifies measurable indicators of success, including: Changes in physical activity behaviour Adoption or maintenance of exercise habits Anthropometric outcomes (BMI, blood pressure, waist ratio) Participant recall of health information Preferred forms of exercise For Humber College, this suggests that client success should be measured through: 1. Pre- and post-health assessments (BMI, BP, waist-to-height ratio) 2. Behaviour change surveys (intention to exercise, increased activity) 3. Participation tracking 4. Self-reported lifestyle improvements The study demonstrates that health education combined with measurable data collection enhances program effectiveness, which directly aligns with evaluating client success in Humbers Healthy Fit Break initiative.

  • Final Assessment

    For this assessment, you will analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. ( HEALTHCARE WORKFORCE SHORTAGES WAS MY ISSUE) To explore the chosen topic, use the first four topics of the for critical thinking.

    1. Start by defining the healthcare problem or issue based on the selected healthcare topic.
    2. Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.
    3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching

    THE ARTICLES I USED FOR ASSESSMENT TWO ARE

    Michaeli, D. T., Michaeli, J. C., Albers, S., & Michaeli, T. (2024). The healthcare workforce

    shortage of nurses and physicians: practice, theory, evidence, and ways forward. Policy,

    Politics, & Nursing Practice, 25(4), 216-227.

    https://journals.sagepub.com/doi/abs/10.1177/15271544241286083

    Elfios, E., Asale, I., Merkine, M., Geta, T., Ashager, K., Nigussie, G., … & Tesfaye, T. (2024).

    Turnover intention and its associated factors among nurses in Ethiopia: a systematic

    review and meta-analysis. BMC Health Services Research, 24(1), 662.

    https://link.springer.com/article/10.1186/s12913-024-11122-9

    Tamata, A. T., & Mohammadnezhad, M. (2023). A systematic review study on the factors

    affecting shortage of nursing workforce in the hospitals. Nursing open, 10(3), 1247-1257.

    https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.1434

    1. Use scholarly information to explain a healthcare problem or issue related to your selected topic.
    • Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.
    1. Analyze the problem or issue.
    • Describe the setting or context for the problem or issue.
    • Describe the reasons that make the problem or issue important to you.
    • Identify groups of people affected by the problem or issue.
    1. Compare and contrast potential solutions for the problem or issue.
    • Describe potential solutions.
    • Compare and contrast your opinion with other opinions you find in sources from the Capella library.
    • Provide the pros and cons for one of the solutions you are proposing.
    1. Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.
    • Describe what would be necessary to implement the proposed solution.
    • Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?
    • Provide examples from the literature to support the points you are making.
    1. Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:
    2. Wellness, Disease Prevention.
    3. Chronic Disease Management.
    4. Regenerative/Restorative Care.
    5. Hospice and Palliative Care.

    Organize your paper using the following structure and headings:

    • Title page. (A separate page.)
    • Introduction. (A one-paragraph statement about the purpose of the paper.)
    • Identify the elements of the problem, issue, or question.
    • Analyze, define, and frame the problem, issue, or question.
    • Consider solutions, responses, or answers.
    • Choose a solution, response, or answer.
    • Implementation of the potential solution.
    • Conclusion. (One paragraph.)
    • Length: Include at least 35 typed, double-spaced pages, in addition to the title page and reference page.
    • Font and font size: Use Times New Roman, 12 point.
    • Writing: Produce text with minimal grammar, usage, spelling, and mechanical errors.
    • Sources: Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    THE CRITERIA IT MUST MEET ARE AS FOLLOWED !!!!

    Uses relevant scholarly information to explain a healthcare problem or issue and the importance of the problem.

    Analyzes the healthcare problem or issue, including areas of uncertainty or that need further research.

    Compares and contrasts potential solutions for a problem or issue, including factors that would contribute to or hinder the success of implementing the solutions.

    Explains the ethical principles (beneficence, nonmaleficence, autonomy, and justice) that need to be considered if a potential solution were implemented, providing examples from the readings.

    Explains how a presented solution will benefit or help to improve a selected topic or issue as it relates to multiple spheres of care.

    Produces text free of grammatical, usage, spelling, and mechanical errors.

    integrates into text appropriate use of scholarly sources, evidence, and citation style without errors and uses current reference sources.

  • javonda health peer review

    In the response post, include the following:

    • Discuss shared interests or new things you learned from your classmates post.
    • Discuss the relevance of the current issue(s) your classmate identified. Why the topic is important, how it relates to your career, etc.

    Cite any resources/references in APA formatting that were used in the discussion – if applicable.

    STRATEGIC MANAGMENT

    I found the topic of interprofessional collaboration to be the most interesting. In strategic management, a plan is only as good as its execution, which relies heavily on how managers bridge the gap between administrative goals and clinical realities. I was fascinated by the concept of “collective leadership,” where managers dont just give orders but work alongside clinicians to co-create workflows. This is vital because when clinical staff are involved in the strategic planning process, there is higher “buy-in,” leading to better patient outcomes and reduce staff burnout.

    A critical issue currently in the news and highly relevant to strategic management is the Strategic Implementation of AI in Revenue Cycle and Clinical Workflows.

    As we move through 2026, healthcare organizations are facing “thin margins” and increased payer scrutiny regarding prior authorizations. Strategically, managers are no longer just looking at AI as a “cool tool” but as a survival necessity to reduce administrative waste and prevent claim denials.

    My understanding of this issue is that it represents a shift from expansion-based strategy to efficiency-based strategy. Managers must now decide which AI tools to integrate without “de-humanizing” care or causing “change fatigue” among staff. Its a delicate balance of using technology to handle data-heavy tasks so that the human workforce can focus on complex patient needs. This is a perfect starting point for Unit 7 research, as it explores the intersection of financial sustainability, technological adoption, and workforce

    Reference:

    Vizient Inc. (2026). Get ready for a reset: Healthcare strategy playbook 2026.

  • chasity health information peer review

    The idea of collective leadership, which stresses collaboration between managers and clinicians rather than top-down decision-making, was the most captivating aspect of interprofessional collaboration. The alignment of clinical reality with organizational objectives is essential for effective strategic management, and planning with frontline workers improves patient outcomes, engagement, and reduces burnout. The strategic application of AI in revenue cycle management and clinical processes is a topic that is both current and extremely pertinent in this context. A.I. is no longer merely an innovative addition to healthcare businesses; it is now imperative as they deal with financial margins and increased payer scrutiny. This shift is indicative of a larger shift away from growth-oriented tactics and toward efficiency-driven methods, necessitating that executives strike a balance between the adoption of new technologies and the maintenance of workforce sustainability and human-centered care.

    Dost, L. S., Maillard, G., Cardoso, E., & Schneider, M. (2025). Identifying current practices and areas for improvement in medication management during care transition through an interprofessional collaboration framework. Journal of Multidisciplinary Healthcare, Volume 18, 44534467. https://doi.org/10.2147/jmdh.s528819

    respond to the above In the response post, include the following:

    • Discuss shared interests or new things you learned from your classmates post.
    • Discuss the relevance of the current issue(s) your classmate identified. Why the topic is important, how it relates to your career, etc.

    Cite any resources/references in APA formatting that were used in the discussion – if applicable.

  • its easy just make sure its answered and 500 words + and not…

    Analyze the relevant competitive environment of the company.

    You can include a SWOT analysis or other form of analysis relevant to the competitive environment.

    Discuss the type of market structure in which this company is competing (for example, perfect competition, monopolistic competition, oligopoly, or monopoly).

    Identify the main competitors and discuss the share of each in the market, including the pricing strategy for each competitor and explain how each company differentiates their products.

    Predicting Changes

    Identify multiple possible changes in the industry related to issues such as consumer demand and technological advances and changes to the competitive environment, consumer preferences, consumer demographics, etc.

    What kind of changes (for example, managerial challenges in promoting sales) are in place that affect the demand for this firm? This can be a new technology (drone technology for Amazon) or changes in competition (traditional department stores facing competition from off brand or online stores) or changes in consumer preferences (consumers demand is shifting to online stores).

    Requirements: words 500+

  • jennifer project management review

    Hello Class,

    The success of the company luncheon project was a great achievement, as it demonstrated my ability to lead and coordinate with other individuals. Now that the event is behind us, it’s time to focus on the post-event activities. Post-event meetings, commonly referred to as “lessons learned” or “project closeout” discussions, can be conducted with stakeholders, staff, and customers to formally conclude the project and identify potential opportunities for future initiatives. I would begin by holding a debriefing with the team, during which we would review the project’s progress and identify areas for improvement. According to the Project Management Institute, this process involves documenting lessons learned and assessing performance against the baseline (Project Management Institute, 2021). Before the meeting, I would thoroughly review the various aspects of the project, such as the scope, budget, schedule, and risk register. By comparing the actual and planned costs, I can help the team determine where we can improve and where there were issues. A safe environment that encourages honest discussions can help improve team performance. According to a study conducted by Edmondson in 2018, people are more likely to open up if they feel that they’ll be protected from criticism (Edmondson, 2018).

    After conducting a couple of feedback sessions with sponsors and stakeholders, I’ll hold separate meetings to gather information on the event’s success. These sessions will focus on participants’ return on investment and satisfaction levels. Kerzner noted that stakeholder satisfaction is one of the most important factors influencing a project’s success (Kerzner, 2022). By collecting their feedback, I can ensure alignment with the organization’s expectations. I can then present a summary of the event’s performance data in an easy-to-understand format.

    Through short surveys, I can also collect feedback from vendors and attendees. This method can be very useful when addressing minor issues. According to the PMI, this process can help improve the event’s quality by identifying areas for improvement (PMI, 2021). One of the most important steps event organizers should take is to ensure documentation is always available.

    After collecting feedback, I would compile a formal Project Closeout Report. This document would include:

    • Summary of objectives and whether they were achieved
    • Budget comparison (planned vs. actual)
    • Schedule performance
    • Risk issues encountered and how they were handled
    • Conflict resolution strategies used
    • Lessons learned and recommendations

    After the event, I would hold an end-of-year meeting to recognize team members and provide a final report. This process can help build morale and encourage future projects. Kerzner also noted that the project should be closed by implementing contractual and administrative closure (Kerzner, 2022). This step involves ensuring that all contracts and invoices are properly filed. I prefer to conduct these meetings in a collaborative, transparent, and organized manner, which ensures completeness and consistency. Transparency also helps build trust among stakeholders, and collaboration fosters team learning and continuous improvement. In simple terms, this process can help make the next event run smoothly.

    I suggest keeping all records in a central repository for future reference. Since you have handled large-scale events, such as multi-state initiatives, this documentation would be valuable, as it would help you gain a deeper understanding of the project. Future planners can also access performance notes, budget adjustments, and risk mitigation strategies. Post-project meetings can be used as a strategic tool for continuous improvement. They can help strengthen the organization’s project management maturity by facilitating discussions about lessons learned, reviewing budgets and contracts, and collecting feedback. Reflecting on past events can also help improve the operations of future undertakings.

    References:

    Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

    Kerzner, H. (2022). Project management: A systems approach to planning, scheduling, and controlling (13th ed.). Wiley.

    Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK Guide) (7th ed.). Project Management Institute.

    • respond to the above by All successful projects conclude with some form of team recognition. What would you do as a project manager to acknowledge and reward the project team?