Locating Credible Databases and Research

Assessment 1 Instructions: Locating Credible Databases and Research
Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Instructions:

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:
• Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
• Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
• Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
o Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
o Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
o Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
o Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
o Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Individual Learning Project

I need to conduct one individual project analyzing a children’s book. I will need to apply child development principles to everyday life within community and integrating multiple psychological concepts. Describe how your story concepts/narratives and ideas illustrate the theories we have learned in class. I must get at least two peer reviewed articles to link with and extend beyond class/text material . PROJECT GOALS: I found a children's STORYBOOK, and analyzed positive child development aspects of it from a child psychology perspective. Discuss how the narrative of the book, or elements of the book help strengthen children’s development (in social, cognitive or emotional). Why do you think children in your community reach this book? (e.g., increases acts of altruism, reduces aggression and discrimination, etc.) Make sure to look at a few children's stories in order to get an idea of which book you want to analyze. The project will be submitted in 3 parts: Part 1-Proposal: • 1 paragraph proposal describing your potential book selection and choice of theory(ies) to be used and potential target population (must be children or parents) and why. Part 2: Draft 3 page paper: a draft 3-page paper on topic. Part 3: FINAL PRODUCT (4 to 5 pages final paper). Write a paper explaining (1) whether any of the acts committed in the story might be emulated by the readers of your community, (2) which events would have the created impact on the readers, given past research/theory, and (3) describe how your story concepts/narratives and ideas illustrate the theories and what we have learned in class. Make appropriate references to the textbook and articles you have read. Please note that you must be able to scan a copy of the book you are using so I can review it during the grading process. Content: • Identified the why this children’s book is important for that population • Identified the appropriate child development principles. e.g. Effective and meaningful application of at least 4-6 concepts/terms covered in class readings or podcast. • Link with and extend beyond class/text material are appropriate with “product”MUST HAVE 2-3 PEER REVIEWED REFERENCES. • Insights, comments, and interpretations Clarity & Organization (20 points) • Overall organization and structure of your project • Clarity of explanations (use of examples, clear descriptions) • Clear flow of information • Spelling/Punctuation. References to be used: find 2-3 peer reviewed references. In addition to 2-3 peer reviewed references use 2 books reference below (I attached pages in additional materials below) 1) Harwood, R. Miller, S. A., R. (2008). Child Psychology: Development in a Changing Society. John Wiley & Sons Inc. ISBN: 978-0471706496 2) Shenk, D. (2010). The Genius in All of Us. New York: Doubleday/Random House. Part 1 - Proposal 1 page was already written and the book was selected ( see additional material-sources to be used). Book: Snicket, Lemony. The Bad Mood and the Stick. Little, Brown Books for Young Readers, 2017. The professor approved the proposal, however, she commented and recommended some corrections. I will attach the notes of the professor. Please, review the notes and make necessary corrections, expand ideas as needed and please complete Part 2 of the project. Part 2: Draft 3 page paper: using my one page proposal attached in additional material, extend my one page proposal and write a draft 3-page paper on my book topic. For the draft, I need 3 pages. This is a chance for the professor to review my draft paper before submission to make sure I am following along correctly with the assignment and she provides feedback. Please follow the Rubric and make sure to use 2-3 peer reviewed references( review proposal and add or change references to make sure 2-3 peer reviewed references included). Not including something that is required will result in loss of points for that section. Application of at least 4-6 concepts/terms covered in class readings or podcast are required.
Professor's notes :
"This is a good start, and for the final paper you need to add more to your final paragraphs. Essentially do more of it.
You should look into Piaget, if you want to use him you need to talk more about the principles (same with all the others). If the child is 5-8 what stage are they in Piaget's stages, and how does this book help?
Other principles in his theory:
Assimilation/Accommodation
Disequilibrium, Schema etc.
Then you make this statement- classical conditioning and operant conditioning with an example, but you don't tell me what theory it belongs to or what principle. As both are two different theories with different principles. The example in the book, what aspects of the theory does it specifically relate to?
Last make sure to cite when taking about a statement /fact from a theory.
The story integrates some aspects of behavioraltheori
(Starmans, 2017). The girl in the story becomes grumpy because they passed-by an ice-cream shop with her mother, but she does not buy her some ice-cream."
Make sure to follow Professor's recomendations above and make necessary corrections.

Rubric:

Identified the why this “book” is important for that population___________/10

Your target group is clearly described. Who is the book for? Why does the group need or should read the book? What data and/or evidence is cited to support justification for children needing to read this book?
Then, you can transition onto the “HOW” part which includes the following:

Identified the appropriate child development principles: ___________/15

You’ll need to select the theories/concepts in this class, and the link the specific principles of the theory to your the narrative and/or characters; or elements of the book. Try to do less on pulling in so many theories, but clarify two or three theories in more detail. Be sure to discuss the principles of the theory and not merely name it, that speaks to your project most.

Link with and extend beyond class/text material; product is appropriate with group/context: _________15

Two or more peer review studies (beyond our class/text material) are discussed. These include research studies and/or additional empirical evidence that support your arguments and why the narrative and/or elements of the book work for your targeted group.

Insights, comments, and interpretations: ___________/10
Provide your own insights or interpretation, include supporting evidence to your interpretation and thoughts in your discussion
Clarity & Organization (20 points)
Overall organization and structure of your project
Clarity of explanations (use of examples, clear descriptions)
A clear flow of information
Spelling/Punctuation

Zara Case Strategy Papers

Overview of the strategy papers

You must submit two papers at the end of this course.  One is a team paper about Zara, a fashion retailer.  The other is an individual paper about either Trader Joe’s, the grocery store chain, or about a firm of your choice (subject to my approval).  If you keep Zara and your chosen firm in mind as you study, you will be able to relate many of the course's ideas to them.  This should help you to learn more effectively.

The two strategy papers are the centerpiece of this course.  They focus on the firm’s overall strategy and on how the logistics and supply chain management strategy (including the logistics technology strategy) supports the success of the firm and its supply chain.  Doing well on these assignments shows that you understand the key concepts of both strategic management and logistics and can apply them thoughtfully to a real firm, industry, and supply chain.  These two assignments will call upon you to show your understanding of strategic concepts as well as many of the key ideas covered in your earlier logistics and business coursework.  That’s what capstone courses are supposed to do – introduce new material in a way that it draws upon many of the concepts learned in earlier courses within your major.

Contents of the papers

Each paper includes several major sections that will be submitted in three parts.  I realize that writing a paper in parts rather than in one end-of-course submission may seem a little awkward for some of you.  However, it should enable you to focus more intently on the topics as you prepare each part and thus learn those topics more thoroughly.  The feedback from Parts 1 and 2 should also help you to develop a more thorough and well organized final complete paper.

Part 1 includes a broad environmental analysis and an analysis of the industry in which Zara and your chosen firm operates.  Part I is about the environment and about the industry, not about the firm itself.  Think about how you choose to define the “industry”.  For example, you could choose to think of McDonalds as being in the restaurant industry or you could choose to think of them as being in the fast-food industry.  As another example, is McGraw-Hill in the publishing industry, or the education publishing industry, or the education industry?  Think carefully about what industry you choose to define for each firm and then explain that choice to the reader.  Part 1 includes the first two of the nine sections;

a.     Analysis of the broad environment (using the PEST or PESTLE model) in which all industries and businesses operate.

b.    Analysis of the industry in which your organization operates (using the Porter’s Five Forces model).  Remember to clearly explain what industry you have chosen and how you chose to define it.

Remember, these assignments exist as a way for you to show that you understand the relevant course material, not merely to answer the specific question that is asked.  In this case, your submission must convince me that you understand the PEST/PESTLE model and the Five Forces model, that you understand their purpose, and that you can apply them correctly.

Part 2 includes an analysis of the organization as well as a discussion of the strategies of the various key business functions (excluding the “logistics” function) and how those functional strategies act in concert to support the success of the firm.  This part of the paper is about the firm and how it is strategically taking advantage of the environment and industry in which it operates (material from Part I of the paper.).  You may find it helpful to do some online exploration to be able to better address the parts of the paper.  Part 2 has three sections;

a.    Analysis of the firm (using the SWOT model and considering other course material such as the organizational culture.).  This is a strategic logistics course so be sure to consider logistics factors as well as other factors.  Consider relevant material from earlier logistics courses.

b.    Description of the firm’s overall business strategy.  Consider the four strategic questions in the Week 1 video clip about strategy.  Consider the How We Choose to Compete model.  Consider the Balanced Scorecard material.  Demonstrate your understanding of how such concepts do, or do not, relate to the industry and firm.  The more relevant learning you show, the better your grade.

c.    Description of the key business functions (excluding “logistics”) and the functional strategies as they relate to the overall business strategy.  You may find that the firm’s functions and strategies are clear and appropriate, but you may find that they are not.  Either way, explain the rationale for your conclusions.

Part 3 includes an analysis of the firm’s logistics and supply chain management (LSCM) functional strategy and an analysis of the technology strategy as it relates to LSCM, with recommendations for improvement of the strategies and the key implementation activities for your firm as well as for some of its key supply chain partners.  Part 3 is the most important, and longest, part of the paper because it shows how much you recall, understand, and can appropriately apply from all your business and LSCM courses, not just this BBA 435C course.  

Include in either subsection a. or b. (described below) a process flow chart of the firm’s LSCM activity.  The logistics process flow for Zara is certainly different in many ways than the process flow for Trader Joe’s.  Your illustration and description will show how well you understand those differences and their impact on the LSCM function and the overall organization.  Your grade will be influenced not by how elaborate your illustration is, but by how well it shows your understanding of the LSCM activity.  See sample illustrations at the end of this document – yours may be more complicated than the ones shown. 

Part 3 has five sections:

a.    Describe the firm’s LSCM organization. 

b.    Describe the firm’s LSCM strategy and how it relates to the overall business strategy (using material from the reading assignment “Supply Chain Strategies – Which One Hits the Mark”).  Does the LSCM strategy support the overall business strategy or does the LSCM drive the overall business strategy (refer to material from Week 1.)?

c.    Logistics includes multiple elements including inventory management, warehouse management, packaging and materials handling, transportation, etc.  Explain which major elements are most affected by the overall organizational strategy, how they are affected, and how the logistics management team should deal with the impacts.

d.    Describe the technology strategy as it relates to the LSCM strategy.  Explain which logistics elements are most affected and why they are affected.

e.    FOR THE INDIVIDUAL PAPER - Make recommendations for improvement of the logistics and technology strategies (using material from “Supply Chain Strategy”).

e.   FOR THE ZARA PAPER – As noted in a Week 7 assignment, Zara is

faced with potentially changing social opinions about the environmental impacts of the concept of fast fashion apparel.  Describe the potential consequences for Zara’s overall business strategy and for the logistics organizational strategy.  What, if anything, could the logistics organization do to deal with the potential change in customer attitudes?

This is NOT an assignment with 10 Questions

Students too-often want to think of each of the three submissions as three separate assignments in which they are asked to answer specific questions.  That is not true and a submission that treats it that way will nearly always receive a poor grade.  These papers are your opportunity to show how well you can use the concepts and tools you learned during your logistics studies to understand and analyze Zara and Trader Joe’s (or the firm of your choice).  You may address each section correctly but still receive an unsatisfactory grade if you do not show that you understand the interrelationship between the sections.  For example;

·         Your discussion of the firm’s SWOT elements should have some relationship to the results of your PESTLE and Five Forces analyses. 

·         Your analysis of the firm’s overall strategy should include a description of how the strategy does, or does not, address some of the key points from the PESTLE, Five Forces, and SWOT analysis.

Submitting the Assignments

You will submit Part 1 and Part 2 separately.  Later, you will revise them, using the feedback you receive from me and new insights you will gain as you work on the papers.  Then you will combine the revised Parts 1 and 2 with the new Part 3 to create your full paper that will be the final submittal.

On the surface, it looks as if Part 1 and Part 2 are relatively unimportant because each is worth only 5% of the course grade (see the course syllabus for grading information).  However, when I grade the final paper I will be factoring in the quality of Part 1 and Part 2 (revised as necessary) as part of the determination of your score for the overall paper.  Part 3 on the logistics, supply chain and technology strategies will be the most important section because it is the main purpose behind this course, but the other two parts will be read and compared to your first submissions.  Thus Part 1 and Part 2 will affect your grade a second time.

Selecting a firm for your individual paper

Zara is the firm for your team paper, but you have a choice for your individual paper.  Make sure that you will have a lot of logistics-related information and/or recommendations to provide – don’t study a firm for which logistics and supply chain management is of trivial importance (examples of poor choices include Allstate Insurance, IBM Consulting, Schwab Financial Services, the branch office of a bank, etc.)

For most students, "your firm" will be your current employer.  For these students, the logistics strategy paper assignment is designed to accomplish three goals.  First, studying strategy in detail in the context of a real firm operating in a real industry should lead to the development of a much greater level of understanding of many of the concepts in this course.  Second, the knowledge you gain about your firm during this assignment should prepare you for career advancement.  By developing a sophisticated understanding of the strategic logic of your firm and the various relevant logistics activities you will become a more effective employee in your current position and will also be more fully prepared for promotion.  Third, this exercise should provide you with a good opportunity to interact with members of your firm's and/or function’s top management team as you interview some of them about the firm's strategic logic.  This interaction with management could also enhance your chances for promotion.  However, the paper does not have to focus on your current employer.

Consider one potential danger if you plan to write about your own firm.  Top management or government security may prevent you from including various relevant pieces of information in your paper.  Check with your firm's leadership in advance if this might be an issue.

If you plan to change employers after graduating or are not currently working you may choose to write your paper about a firm for which you would like to work in the future, including information about the industry and the supply chain(s) in which that firm participates. In this case, view the paper as a way to prepare yourself to dazzle a corporate recruiter from that fie. Given that you would have less ability to obtain detailed information about the chosen firm in this situation because you don't work for that firm, it would be acceptable for your paper to provide more focus on the industry as well as the important upstream and/or downstream industries in the chosen firm’s supply chain to compensate for the lack of detail on the chosen firm.

Note that your "firm" does not have to be a for-profit firm for this assignment to work effectively.  Governmental agencies and nonprofit organizations have strategies, even if those strategies are not profit driven.  Just be sure that logistics is a relevant part of the business.

It doesn’t matter if the firm you choose is well run or poorly run.  Ditto for the supply chain.  If well run, I expect you to do a good job of reporting on the firm’s strategic logic and the ways in which its functions, particularly logistics, support the firm’s success.  You do not need to provide a lot of recommendations for improvement if little improvement is needed.  Conversely, if your firm and/or supply chain are poorly run, not guided by much formal strategizing at all, then you won’t be able to provide a lot of discussion of the strategic logic being used.  But you will be able to provide a lot of thoughtful recommendations for improvement.

Some writing-related considerations – writing matters.

Your understanding of logistics concepts is obviously critical, but so are your abilities to think critically in general and your skill at communicating your ideas.  Remember that this paper is your opportunity to show relevant course and overall LSCM learning.  Show me what you have learned so that I can give you the grade you have earned.

Your writing skill will influence your grade.  I will provide some writing-related feedback on your Part 1 and Part 2 submissions, but this is not a writing course and I will not text-edit your submissions.  There are many resources available to help you submit a grammatically correct paper.  For example;

·         You can use the Microsoft Word grammar and spell-checking tools.

·         You can use editing apps such as Grammarly or Paper Rater. 

·         You can obtain tutoring from the NAU- Yuma Writing Center.

·         You may find it beneficial to have a proficient writer whom you know to review and edit your submission before you turn them in. 

The paper must be written using APA guidelines.  This is not a strict requirement for all aspects of the paper, but each submission should have a cover page, an introduction, a closing, and a references section.  The text should be 12-point type.  You may find it useful, or even necessary, to use figures, tables, or illustrations to help supplement your writing and thus fully show how much you have learned.  They should have appropriate and properly formatted titles.  The papers should include an introduction and conclusion, as should the major sections.

A typical high scoring Part 1 submission is about 1,200 – 2,000 words long.  Part 2 is about the same length.  The integrated final paper is about 4,000 – 6,000 words long.  (For example, the paper you are reading now is about 3,200 words and 7 pages long including the figures at the end.).  These are rough estimates for three reasons.  First, organizations differ so sometimes a specific part of the paper may require more explanation or analysis for one organization than would be needed for a different organization.  Second, some of you write more clearly and efficiently than others.  Third, remember that the goal is to show relevant course learning, and relevant learning from earlier LSCM courses.  Some of you will have learned more than others and will be motivated to fully show that learning so that you will likely earn a higher grade.

Checklist:

1.    Is my paper well written – grammatically correct, well organized, clearly written, appropriately referenced, and generally APA compliant?  Does the paper include an introduction and conclusion?  Do all the major sections have introductions and conclusions?

2.    Does my paper address all ten sections described above?  Does my paper tie together the information from all ten sections to provide a strategic analysis of the firm?

3.    Does my paper show all my relevant learning from this and earlier logistics courses?  Do I want my grade to be based on the learning shown in this paper?

Please contact me if you want to discuss any aspect of the papers.

Continued on the next page

Four examples of a logistics process flow.

        

Systems Modelling and Simulation Using Arena simulation software

Using Arena simulation software is mandatory requirement for this course and it shall be used. -Arena Simulation software is free to Download for student. 

- The Writer shall be aware of using Arena software (Block functionality, Animation, routing, presentation, interpretation of output, analysis of output and reading of report).
 - The paper shall include 3000 words (not ten pages full of pictures of simulation and 1000 words written. if required I will pay for extra pages but the words count shall be 3000 words (excluding the references). - Native files of simulations shall be provided to me along with report for any required modification. three different simulations will be required. (one for each part). - Statistical analysis is required based on the software output to analyze the output it shall be done in details and not kept general. 

Special Instructions 
Every year the individual assignment for the Systems Modelling and Simulation module has a different theme. For example, in the previous years the assignments had manufacturing, banking services, airports, and logistics themes. This year our assignment is about Healthcare. 
All this variation allows you to appreciate how this fundamental subject can be applied to different problems which fundamentally have similar performance indicators. Enjoy this year’s assignment! A clinical centre in a war torn country in a remote area receives patients with various conditions. 
The clinic works 24 hours a day and admits two types of patients. Patient Type 1 (Low Priority): These are type of patients that are of low priority and they are normally treated by either the Clinical Nurses (CN) or the General Practitioners (GP). These patients arrive at the hospital with a rate Expo (20) min. They are seen by the admission officer, register and are sent to the Triage station. The registration follows POIS distribution with the following parameter (8) minutes.
 At the Triage station if a CN is available they are assigned to a nurse and only at special occasions if all the CNs are busy and if a GP is available the patient will be seen by the GP for assessment. If there are no Triage staffs available, the patients wait in the waiting area. This area has maximum capacity of 20 people (i.e. if the number in the queue behind the Triage is more than 20 the patient leaves the hospital). Report on the record of number of patients who leave the medical centre without being attended to. Patients that arrive during the break of the Admissions officer leave the system (record the number and report on this number of patients leaving due to admissions being closed) The Triage processes consist of Patient Assessment, the assessment process follows a Triangular distribution with the following parameters (8, 12, 15) minutes. After the assessment process 85% of the patients are diagnosed, given medication by the Triage staff and leave the clinic. The remaining 15% have further complications that require further consultation with a GP in the Triage for further assessment. 
The processing time for these patients is Uniform (7, 10) minutes. 30% of these patients who have been diagnosed by the GPs need to be admitted to a bed for admission of drip medicine or monitoring and the rest of patients are discharged and leave the system. The admitted patients normally occupy the beds following a Triangular Distribution (10, 20, 35) hours. All discharge processes require the chief nurse and one of the GPs (the less busy one) to assess the patient. This process takes a Weibull distribution (14, 18) minutes. The patient is provided with the necessary medication and leaves the system. 
There are no admissions after 6:00pm. Patient Type 2 (High Priority): Are patients with severe illnesses or wounds they are at a rate of Expo (220) minutes and take priority over the low priority patients. The high priority patient does not go through the admission process. These patients are assessed at the Triage by any available CN or GP and admitted to operation room (hint: this type of patients has higher priority to type 1 in the triage). There are 2 surgeons available and they conduct surgery from 9:00am to 6:00pm. Each surgery requires a surgeon, one of the 2 available Operation Rooms and one OR Nurse. The operation follows an Erlang Distribution with the following Distribution parameters (1, 2.3) hours. 
The queue behind the operation has maximum capacity of 10. Upon completion of the operation the patient is admitted to a bed in the Ward. The excess patients from queueing for Operation (more than 10 in the queue) are sent for transfer by the ambulance to the hospital. There are a total number of 5 beds in the Clinic Ward and is shared between all patients that are admitted to the hospital (Low and High Priority Alike). The capacity of queue behind the ward is 3. If all beds are occupied or there is not enough space behind the operation rooms, the patient is transferred to a faraway hospital using the 2 available ambulances (Each ambulance is used half of the time). If neither beds nor ambulance is available the patient will lose his/her life. The Operation Room relies on a power Generator that breaks down (making total operating room unusable) following a Poisson Distribution of 3 times a month with it taking Normal Distribution time of (2, 0.5) hours to fix.

 The operation room has also a number of machines that need to be working during the operation. They are: Machines Number Available Mean time between failures (days), Rule Out of Service Time (min) ECG 3 Expo(10), Pre-empt Triangular(30, 45, 60) Resuscitation 2 Expo(15), Pre-empt Triangular(120, 150,180) Defibrillator 2 Expo(5), Pre-empt Triangular (10, 30, 60) Patients can only be discharged between 8:00am-7:00pm. Any patient missing the 7:00pm Discharge would remain in the clinic – occupying the bed until the following day to be discharged. There are 2 Ward Nurses (WN) during the day and 1 at night shifts. The WN are assigned to all beds in ward and they monitor patients, one has to be present at any time. In the day each nurse has to go to a break at least every 6 hours. When both nurses are available they agree to take responsibility for one area of the Ward which is equally divided between them. 
The Clinical staff and admissions staff follow rotating shifts with the following schedules: Type Number Schedule Rule Admission & OR Nurse 1 & 1 8:00-6:00pm – Lunch Break 12:00-12:30, Afternoon Break 3:00-3:30 Wait CN 2 8:00-7:00pm – Lunch break one nurse at a time can be anytime between 12:00-2:00pm. Duration of break 30 minutes. Afternoon break between 3:00- 5:00pm only one can go on a break at each time. Ignore WN 2 Day Day shift 8:00-8:00pm
 - Lunch break one nurse at a time can be anytime between 12:00-2:00pm. Wait Duration of break 30 minutes. Afternoon break between 3:00-5:00pm only one can go on a break at each time. Night Shift 8:00pm-8:00am the nurse will eat and drink whilst on watch (no breaks). Chief Nurse 1 8:00-7:00pm 12:00-1:00pm lunch break and hour 3:30-4:30 tea break in the afternoon Ignore GP 2 8:00-7:00pm – Lunch break one nurse at a time can be anytime between 12:00-2:00pm. Duration of break 30 minutes. Afternoon break between 3:00- 5:00pm only one can go on a break at each time. Pre-empt Surgeons 2 9:00am-6:00pm 
– The surgeons are required to take 4, 30 minute breaks during their shift. They make sure that the surgeries are completed within the scheduled hours and make a round of the Ward after 6:00pm which normally takes 1 hour. Wait Ambulance 2 Available all the time. The round trip from the clinic to the hospital and back is 300 miles. Average speed is 65 per hour. Wait Key Components and Task: Part 1 (35%): Using Arena - Warm-up Period = 12 hours, simulate the system 30 days. The number of Replications should be at least 5 (no initialisation of stats). Make sure you animate the system with a reasonable layout: Using the results of the simulation answer and explain the following questions: 
1. What is the Total Number of patients by type that are treated in the clinic? 
2. What is the average waiting time for each type of patient? 
3. What is the average utilisation of all staff? 4. What is the average time spent in the system by patient type? 
5. What is the average WIP by patient type? 
6. Identify the bottleneck of the system, if any exists, and explain why you think that they are bottlenecks of the system. 
7. How many patients are lost due to full queues and lack of resources (specify by type)? Explain the implications of such loss. 
8. What is the mortality rate? 
9. What happens to the mortality rate if an assumption is added that patients who wait in excess of 1 hour in the queue for transfer to hospital lose their lives? 
10. What is the ideal number in the queue behind the operation room or transfer to hospital that minimises mortality rate? NOTE: Model the ambulances in the Ward as transporters.

 Part 2 (30%): 

The clinical staff believes that the loss of patients due to overstretched resources is not acceptable. Using the results from the simulation of the actual system, suggest what sorts of changes are required both in staff and equipment that could improve the quality of service and reduce losses of lives: 
11. Reduce the number of lost patients due to long queues? 
12. Better utilisation of the resources? 
13. What sort of support should the clinical staff require to reduce casualties? 
14. Reduce Mortality Rate 

Part 3 (35%): Assuming that the clinic has been promised with further funding, how would you recommend the funding to be spent? How would you priorities the allocation of resources. How many more beds, how many more staff with various specialities (Admission, Clinical and Ambulance)? How would you improve the availability of equipment with this fund? 

What is the distance between the current system and an ideal system in which key performance factors of the system are at optimal situation with balanced utilisation of resources and minimum casualty? Simulate the new system and extract what exactly is required to reach the optimum level of resources. Use your common sense in assessing the cost of staff, beds, equipment, ambulance, generator, etc. You may even use a simple financial analysis by allocating arbitrary but realistic cost against each resource. Helpful instructions / resources: 

- Please enclose a print out of the Arena’s final Summary Report (*.out) for each part of the assignment as an appendix to your report. The summary report is automatically generated by Arena in the same directory that you run and compile your model. - Part of the allocated mark for each part is for intuitive modelling approach, design, animation, and presentation of the simulation models and the report. The value and the results need to be interpreted and explained. - For assistance with Arena software, please refer to Unit 1 – Lesson 4 of 6 
 Late submission rules: as per the University’s policy Relevant Programme regulation: Senate Regulations 3 Provision of formative assessment: Not applicable. Marking criteria: attached (Annex I) ** All submissions will be electronically checked for plagiarism. **

leadership in skills refinement and productivity

3.0 Aims and Content 3.1 Knowledge and Skills Framework This module relates to the following core dimensions of the NHS Knowledge and Skills Framework: 1. Communication 2. Personal and People Development 3. Service Improvement 4. Quality 3.2 Learning Outcomes By the end of the module students will be able to: • Critically evaluate leadership theories • Reflect on the role of power, influence and authority in leadership • Analyse the cultural and organisational impact of leaders in organisations • Critically assess the impact of leadership on the vision and creativity within organisations • Critically examine measures of effectiveness of leadership including skills such as communication, delegation, empowerment etc 3.3 Content Students’ own situations and reactions will be explored in the context of your experience as leaders or having been led. You will be invited to contribute to this debate through discussions based upon your own work situations, analysing present challenges and opportunities, and the relevance of leadership theory to your experience Indicative content will include: • Historical perspectives on leadership • Leadership / Management continuum • Power / influence / authority • Leadership styles; personal qualities and professional competencies • Leaders in organisations and various contexts • Communication, visioning, creativity • Impact of leadership on the organisation • Assessment and evaluation 2 4.0 Teaching and Learning Strategies Academic staff will utilise a range of teaching and learning methods specific to the topic being taught which reflect and enhance the main learning outcomes. 4.1 Debate and Discussion Students will be encouraged to discuss and reflect on their experience and knowledge by actively taking part in discussions. Students sharing ideas and experiences will facilitate student centred learning. 4.2 Online Materials and opportunities to discuss and communicate with the other students on the module are available through the module Studentcentral site. 5.0 Learning Resources 5.1 Prior Reading and Reading throughout the Module Prior to attending the module it is useful if students have some ideas about how they would like to apply the module content. On the first day we consider leaders you have admired and those who do not perform well. Think about this in advance so that you are able to get full benefit from the sessions. Some students have extensive experience having worked for many years, often in leadership roles whilst other students will have limited experience. However, everyone will be familiar with what it is like to be led and work in a team, and you can apply the module content to these experiences even if your work history is limited. Think about the kind of leader you would like to be. You might like to undertake a leadership styles self-assessment. You may have done a psychometric test in the past as part of your role development, if so please go back to this and consider the feedback. If not there is a simple quick test on the Studentcentral Module Site to identify your leadership style. Throughout the module students are expected to acquaint themselves with the principle concepts of leadership. In particular, read about the history of leadership theory development in any general text as the module content focuses on contemporary leadership theory and assumes some knowledge of its history. The studentcentral site remains quite dynamic in the week leading up to the module commencing and after the final attendance sessions. This is because lecturers often submit materials as they prepare for sessions and even after they present in response to student requests and needs. Usually, new additions are flagged up in the announcement section of studentcentral once the module has commenced. 3 5.2 Recommended Reading Links to recommended reading texts and articles can be found through the Aspire facility on the module studentcentral site in the reading list section. Students will be guided by the individual lecturers on reading which will support specific sessions. 5.3 For Health Service Staff (also of general relevance for all students) A number of relevant reports have been included within the Reading List and are available within Aspire. A number of weblinks are also available and address contemporary issues within Leadership roles and responsibilities. 6.0 Student Support Students will be expected to access the considerable stock of journals held by University and Hospital Libraries in the fields of Medicine, Nursing, Midwifery, Health Care Professionals and Therapists, and Social and Environmental Issues. They may also use the University Computer Centre to access information on the Internet or use the online library link through Studentcentral from home. Throughout the module the module leader/coordinator will provide tutoring for preparation of assignments and support for learning up two weeks prior to the submission date. 7.0 Module Assignment The aim of the assignment is to synthesise topics that have been studied in the module. 7.1 The Assignment Task Consider leadership within your organisation. You will need to focus on an aspect of the module content and critically discuss this in relation to your own organisation. In your discussion you should address the module learning outcomes. (For students who are not currently working in an organisation, the module leader will help identify with them relevant experiences on which to base their assignment). For instance, in the past some students have considered evidence that would identify the prevailing styles of leadership and leadership roles adopted by their organisation; its history in the organisation and relative merits. Using literature considered in the module they go on to discuss how this can be developed, improved on and the impact such developments might have in key areas such as power relationships, creativity etc. Details of the assignment will be individually negotiated during the course of the module and will reflect the students’ needs and interests. Keeping notes of your thoughts as you go along should help when you come to write your assignment. (3,000 words) 4 7.2 Marking Criteria You will find the marking criteria in the assignments section of the module Studentcentral site. 7.3 Maintaining Confidentiality in Academic Work All submitted assignments must maintain the confidentiality of persons and organisations to which they refer. Please see Appendix Two for more details. 7.4 Presentation of Assignments All assignments should: • have a completed student declaration form (Appendix One) • have a title page stating the module name, title of assignment and name of the student. • be typed, double spaced in black print no smaller than point 10. Students are reminded that this assignment is an academic essay, not a report. 7.5 References Students are expected to produce clear and accurate referenced using the Harvard System (see School of Health Sciences Guide and Studentcentral module site). A bibliography is not required. 7.6 Appendices One or two appendices may be submitted with the work to support or give more detailed illustration. However, marks will not be awarded for these supplements. these results may be subject to change. 9.0 9.3 Study Time, Study Skills and Essay Writing Students are reminded that every hour spent in the classroom requires an hour and a half of independent study. This is not always easy to manage in busy professional lives, however, reading around the topic areas and preparation for the assignment require time that is planned in advance. To give yourself the best opportunity to enjoy your studies try to establish a study schedule that; includes time to read, time searching in the library, time searching databases, networking with like-minded others, writing draft assignments, final 5 writing up and a little extra time for things to go wrong - like the printer failing! Hopefully, you will then find the time to enjoy your learning on the module. There are several study texts in the library that you may wish to access if you are new to academic writing or would like to refresh your memories. Some students will have recently submitted academic essays and will be ready to do so again. Other students may not be in this position and the following offer helpful guidance to either review or prepare for your study techniques on this module. Anderson, J. and M. Poole. 2001. Assignment & thesis writing. 4th ed. Brisbane: John Wiley & Sons. Cooper, S., R Patton. 2007 (5th Ed). Writing logically, thinking critically. London: Pearson Longman. Crème, P. and M. Lea. 2008. Writing at University. Buckingham: OU Press. Trzeciak, J. and S. E. Harlow. 2000. Study skills for academic writing: student's book. Melbourne: Longman. Young, P. 1996. The Art and Science of Writing – a Handbook for Health Science Students. London: Chapman and Hall. Appendix Two: MAINTAINING CONFIDENTIALITY IN ACADEMIC WORK Confidentiality is essential and must be maintained. Information is generally held under legal and ethical obligation of confidentiality. Information provided in confidence should not be used or disclosed in a format that may identify a person without his / her consent. This applies in all aspects of your being privy to confidential information and means that any confidence and or information must not be disclosed in the public domain (e.g. be discussed in a public place). There are a number of exceptions to this rule but it applies in most circumstances (DH 2005). It is essential that all students abide by the Nursing and Midwifery Council (2004) The NMC code of professional conduct: standards for conduct, performance and ethics, clause five (5.1, 2, 3 and 4) in their assessed work (written assignments, examinations, projects, reports, seminars and similar). Maintaining confidentiality promotes trust and serves to protect against the potential consequences of disclosure, preserves privacy and maintains individual choice for service users / carers / organisations. There is a general common law duty imposed on health care professionals to respect patients’ confidences. This is justified ethically by the consequences of not keeping private a person’s disclosures or information; an issue of trust in a health care relationship. Under the Human Rights Act (1998, Article 8) there is a right and obligation to respect for private and family life, home and correspondence. NB: In some assessment tasks students may be required to produce documentary evidence that identifies individuals and/or organisations. Where this is required specific guidance will be given in the course and module handbook. Before submitting academic work all students should note the following: 6 • The SHS Student Assignment Declaration Form must be read carefully, completed and submitted with the work. • Documentation should not be used if it discloses the identity of service users, carers, colleagues, organisations or NHS Trusts i.e. completed care plans, referral letters, assessment forms, prescription charts. Exceptions to this are documents that are in the public domain i.e. can be found on the Internet, government documents / information produced for the public. • To ensure the anonymity of individuals’ / organisations’ names must not be used. Pseudonyms and generalised terms, for example a health visitor, a surgical ward, young, middle aged etc. should be used. Signatures of staff in the workplace who sign student’s official documentation are an exception. • Informed consent should be obtained before undertaking any activity in which information about individuals is collected. These include interviews, questionnaires, videos, photographs, audio recordings etc. Consent must also be obtained to use unpublished, i.e. NHS Trust, documents not in the public domain. When it is relevant to include information about individuals and or organisations in assessed work, guidance and or documentation will be included in the course handbook to ensure that data protection is complied with and or to safeguard clinicians, service user, student and University. Verbal Presentations (i.e. OSCE’s, oral examinations etc) • Confidentiality should be maintained as in documentation above. Penalties • When there is a breach of confidentiality or failure to obtain consent for disclosure the Academic Misconduct Process will be followed (University GEAR Section F: Academic Misconduct). At the end of this process a recommendation will be made to the Examination Board. (This process may lead to a referral to a student’s respective professional regulatory body e.g. Nursing and Midwifery Council). Consent • Confidentiality promotes trust and gaining consent for disclosures provides choice for service users / carers / colleagues / organisations / practice placements. The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics (2004, clause 5.2) states, “You should seek patients’/clients’ wishes regarding the sharing of information”. NB: Course / module handbooks must be referred to for specific guidance 7 Frequently asked questions The following questions may help answer queries regarding confidentiality. Students should seek guidance from academic staff if they are uncertain or have additional questions.

Leadership Analysis

Prepare a paper (8 - 10 pp.) in 12 pt Times Roman, double spaced with one inch margins on all sides. All references and bibliography must follow APA format. Additionally, prepare a 3-minute PowerPoint Presentation with no more than 5 slides about your leadership analysis paper highlighting important points and findings.
We will be evaluating both academic and personal perspectives of leadership. Doing this assignment helps you to analyze leadership practices by researching a personal perspective of a leader you believe was/is extraordinary and showing how the readings inform your leadership development and professional experience.

Complete or review the readings, videos, and instructor lectures for weeks through the week the assignment is due (Chapter 1-7, 12, &14). Select an extraordinary leader that you would like to learn more about, someone whom you may know and gain access. Consider individuals who in some ways have made positive contributions to society, including both men and women. The leader you select may be from any walk of life (business, the arts, humanities, politics, etc.) Ask for an opportunity to conduct a phone, email or in-person interview. Consider selecting a person at your work, a professor or Northeastern community member, anyone who has a compelling story to tell about leadership. Create a preliminary list of open-ended questions to ask the person that you are profiling. Conduct the interview with the person you select.

Prepare an analysis of this leader that includes the following information and connects to our readings and class learning:
o Key Events: A short summary of the key events in this leader‘’s life that may have had an impact on his/her approach to leadership. Note: This is an analysis â not a biography.
o Leadership Approach: Analyze your leader integrating the readings and key learning from class.

Areas that your analysis should include but be limited to:
o How does this leader exemplify effective leadership? Provide specific evidence for your claims.
o How does this leader demonstrate certain specific leadership practices or perspectives we covered in our text and readings and discussion?
o How did this leader sustain commitment and build trusting partnerships?
o What were mistakes or missteps that were valuable lessons about leadership for this person?
o Principles and Values: What espoused principles and values guide their approach as a leader? How are these principles or values apparent to those s/he leads? How were those values formed?
o Response to Challenges: Has the leader faced significant challenges that demanded leadership?
How did they react to these challenges? What do those actions say (to the Learning Team) about their leadership ability?
o Results: What significant results were they able to achieve? How did their approach to leadership contribute to their results?