SUPPLY CHAIN BEST PRACTICE
Instructions:
SUPPLY CHAIN BEST PRACTICE
• Lean Practice (lecture 3a, lecture 6a)
• Cross Docking (lecture 5b)
• RFID practice (lecture 5a)
• Vendor Managed Inventory (lecture 3a, lecture 5a)
• CPFR (collaborative planning forecasting and replenishment) (lecture 5a)
• E-procurement (lecture 7b)
• Efficient Consumer Response (ECR) – grocery industry, between manufacturer
Agility and pfizer
Instructions:
This paper is about the agility as a concept and how it is important for the companies in order to be successful. Pfizer is the core of this paper. I want you to explain how this company have applied the concept successfully and how It has helped the company in achieving great success.
– The document attached to the order which is named Pfizer instructions has an outline of what I wanted exactly in this paper. Each section has titles of online links and scientific articles that I found helpful for each section.
– All scientific articles mentioned in the document are attached to the order.
– In the comment section, you will find detailed instructions on what I want exactly in each section and how many words.
– You can use other articles as long as they are related and good and add value to the topic
– Internet links are for your information and to use ideas from them only NOT to be used as a reference.
– ALL REFRENCES should be scientific articles ONLY.
– The whole paper should be based mainly on scientific articles. Use scientific articles as much as you can and every step of the way.
Instructions:
#1-Discuss how the patient care that you have provided has influenced your career and your decision to continue your education.
#2-How do you see yourself contributing to the nursing profession.
Tesla’s Strategic Analysis Report
Instructions:
PESTEL and 5 Forces analysis
*Company ‘Mission/Vision statement.
*An external analysis via PESTEL and 5 Forces analysis to assess a firm’s strategic fit with its environment.
*An internal analysis to identify strengths and weaknesses to determine the extent of a firm’s competitive advantage. At least one major weakness or problem is identified and recommendations are given to address this issue.
Psychopharmalogical Approaches to Treat Psychopathology
Instructions:
To Prepare:
Review the Learning Resources for this week in preparation to complete this Assignment.
Reflect on the basic function and structure of the neuron in relation to the central nervous system.
Reflect on the inter-connectedness between neurons and the central nervous system, including the pathway and distribution of electrical impulses.
Reflect on how neurons communicate with each other and review the concept of neuroplasticity.
Photo Credit: Getty Images/Science Photo Libra
To complete:
Address the following Short Answer prompts for your Assignment. Be sure to include references to the Learning Resources for this week.
In 4 or 5 sentences, describe the anatomy of the basic unit of the nervous system, the neuron. Include each part of the neuron and a general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Be specific and provide examples.
Answer the following (listing is acceptable for these questions):
What are the major components that make up the subcortical structures?
Which component plays a role in learning, memory, and addiction?
What are the two key neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control?
In 3 or 4 sentences, explain how glia cells function in the central nervous system. Be specific and provide examples.
The synapse is an area between two neurons that allows for chemical communication. In 3 or 4 sentences, explain what part of the neurons are communicating with each other and in which direction does this communication occur? Be specific.
In 3–5 sentences, explain the concept of “neuroplasticity.” Be specific and provide examples.
Camprodon, J. A., & Roffman, J. L. (2016). Psychiatric neuroscience: Incorporating pathophysiology into clinical case formulation. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 1–19). Elsevier.
Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network
Instructions:
To Prepare:
Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.
Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.
Download the Academic Success and Professional Development Plan Template.
The Assignment:
Academic and Professional Network
Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:
Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.
Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Nurse Professional Standards Board Documentation
Instructions:
Nurse Professional Standards Board
Addressing the Four Dimensions of Nursing Practice
The following guidance is provided to optimize your success with this process. Your thoughtful responses to each of the criteria within the Four Dimensions are critical to the outcome of your salary determination. The NPSB has an opportunity to qualify you at one of three grades: Nurse I, Nurse II, or Nurse III. Within Nurse I, there are also three levels—Level 1, Level 2, and Level 3. When considering your responses, be advised of the following qualification standards for each grade:
Nurse I: Associate Degree/Diploma required. In each of the Four Dimensions, the Board is looking for INDIVIDUAL growth and development in clinical practice to increasing levels of self direction.
Nurse II: Bachelor’s Degree in Nursing required. (Associate in Nursing/Diploma with Bachelor’s in health-related field may be considered). In each of the Four Dimensions, the Board will expect UNIT level contributions and leadership.
Nurse III: Master’s Degree in Nursing required. (BSN with Master’s in health-related field may be considered). In each of the Four Dimensions, SUSTAINED LEADERSHIP resulting in program contributions and outcomes BEYOND THE UNIT/PRACTICE SETTING. That is, involvement at the ORGANIZATIONAL LEVEL is expected.
NOTE: Both educational requirements and meeting the Four Dimension standards for that particular grade are required to be recommended for that grade.
The Four Dimensions of Nursing Practice are as follows:
• Nursing Practice (Practice, Ethics, Resource Utilization);
• Professional Role-Leadership (Education/Career Development, Performance);
• Collaboration (Collegiality, Collaboration) and
• Scientific Inquiry (Quality of Care, Research). NOTE:
Leadership is not one of the dimensions, but leadership principles are expected to be woven throughout the established categories.
Each of the criteria should be addressed by you citing examples (at least one) to support the qualifications standards.
One example may suffice to support all criteria under a single Dimension, but all criteria must be met…NOT just the Dimension. As a template for your response, the following guidance is offered:
What was done? – ACTION
For Whom? – POPULATION
What difference did it make? – OUTCOME
When? – SUSTAINABILITY
Criteria Nurse I Nurse II Nurse III
Nursing Practice PRACTICE Demo Independence;
No charge activities required Demo Leadership;
Charge Nurse/Unit Level Leadership at Service, Service Line, or Medical Center Level; looking for organized processes or systems
ETHICS Assumes responsibility for Individual judgments/actions Serves as resource in indentifying ethical issues Leadership in anticipating risks, resolving ethical issues and dilemmas, analyzing trends, and taking appropriate action
RESOURCE UTILIZATION Effectively plans/directs flow of patient care and nursing resources Identifies potential problems involving resources or pt safety and takes action to avert (Team/Unit) Manages and analyzes resources, evaluates options and takes actions that impact organization outcomes beyond the unit/practice area.
Professional Role EDUCATION/CAREER DEVELOPMENT Seeks knowledge for indiv competency (indiv educ plan/reads health care literature) Participates in educational activities to enhance role performance at the unit/team level Implements educational plan to meet changing needs of program/ service
PERFORMANCE Incorporates feedback into personal development (self-assessment) Self-evaluation and evaluation of others Self-evaluation and evaluation of program or service effectiveness (recommending/implementing changes)
Collaboration COLLEGIALITY Attends/participates in staff meetings and in-services. Educates colleagues, preceptor and mentoring roles Coaches in team building: active involvement in group accomplishments; sharing expertise outside of the facility.
COLLABORATION Team participation, interpersonal skills, develops collaborative plans of care Uses group process to identify, analyze, and resolve care problems Leadership and decision-making role in use of group process for interdisciplinary problem-solving beyond unit/practice setting.
Scientific Inquiry QUALITY OF CARE Use QI findings to guide OWN practice (NOT the RN providing quality care) Participates in QI activities (data collection, analysis, recommendations, etc) at the Unit level Initiates/Leads QI activities at the program, service, and/or facility level
RESEARCH Awareness of research; uses to validate/change own practice Uses research to validate or change Work group/Team practice Demonstrates leadership in collaboration with others in research activities, across programs/services, to validate & improve practice
Please refer to the template which I have attached for better understanding. The Four Dimensions of Nursing Practice are as follows:
• Nursing Practice (Practice, Ethics, Resource Utilization);
• Professional Role-Leadership (Education/Career Development, Performance);
• Collaboration (Collegiality, Collaboration) and
• Scientific Inquiry (Quality of Care, Research).
NOTE: Practice, Ethics, Resource Utilization, Education/Career Development, Performance, Collegiality, Collaboration, Quality of Care, Research all make up the 9 criteria.
Health Promotion Plan
Instructions:
Health Promotion Plan
Purpose
This assignment aims to apply health promotion concepts, theories and models, and assessment, implementation, and evaluation processes in the development of a health promotion plan.
Review feedback from the health promotion concept analysis assignment and incorporate revisions as necessary related to this assignment.
Austria’s Famous Historical theorists and theories
Instructions
Pertaining to theories and theorists who studied infant and child experiences affecting mental health.
Austria’s Famous Historical theorists:
The study of Infant and Child experiences affecting Mental Health
1. Section 1: Annotated Bibliography. Use the reference list provided, it can be updated if new references are found.
2. Create an annotated bibliography by writing a paragraph (approximately half a typed page, double-spaced) under each of your 8 to 10 or more listed references.
3. First, carefully read each reference before annotating it (i.e., summarizing it) in your own words. (The references are provided). They can be updated if the topic of the annotated bibliography shifts a bit. (This section should be about 4-5 double-spaced typed pages).
4. Section 2: Outline. Once you have completed your literature search and have read and summarized each reference, create a detailed outline for a proposed paper. You will not actually be writing the paper. The purpose here is to read and prepare for writing a paper by doing an online literature search and organizing the material that was read. Ask yourself: What is the goal or purpose of the proposed paper? Then write a thesis statement concerning the goal or purpose of the proposed paper (1-3 sentences). Make sure to give the paper a proposed title that fits with the thesis statement. Then outline the proposed paper using complete sentences for both major and minor points. Cite all of your references from the Annotated Bibliography at least once in your outline using APA style. Include a Conclusion (1-3 sentences). This section should be 3 or 4 double-spaced typed pages in total.
For example:
Title on Title Page
Thesis Statement: [1-3 sentences]
I. Major point (complete sentence with references)
a. minor point (complete sentence with references)
b. minor point (complete sentence with references)
II. Major point (complete sentence with references)
a. minor point (complete sentence with references)
b. minor point (complete sentence with references)
III. Major point (complete sentence with references)
a. minor point (complete sentence with references)
b. minor point (complete sentence with references)
IV. Major point (complete sentence with references)
a. minor point (complete sentence with references)
b. minor point (complete sentence with references)
.
[Continue to number sections and give major and minor points in this manner.]
.
Conclusion [1-3 sentences]
Depression in Children
Child with Depression
Child with Depression
Decision Tree
Introduction to the case (1 page)
• Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
•
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad”
Mother reports that teacher said child is withdrawn from peers in class
Mother notes decreased appetite and occasional periods of irritation
Client reached all developmental landmarks at appropriate ages
Physical exam unremarkable
Laboratory studies WNL
Child referred to psychiatry for evaluation
Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
Decision #1 (1 page)
• Which decision did you select? Begin Zoloft 25mg daily (only medicine FDA approved for children – the other 2 options are not)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. After 4 weeks, client returned:
RESULTS OF DECISION POINT ONE
Client returns to clinic in four weeks
Slight increase in mood
No HAM-D results
No adverse events reported
Decision #2 (1 page) I increased Zoloft to 50g
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
RESULTS OF DECISION POINT TWO (after increasing Zoloft to 50mg)
Client returns to clinic in four weeks
Depressive symptoms decrease by 50%. Client tolerating well
Decision #3 (1 page)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Guidance to Student
At this point, sufficient symptom reduction has been achieved. It is considered a full response to therapy when symptoms are reduced by 50% or more on the HAM-D
Conclusion (1 page)
Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
References
Howland RH. (2008). Sequenced treatment alternatives to relieve depression (STAR*D): part 2: study outcomes. Journal of Psychosocial Nursing & Mental Health Services, 46(10), 21–24. https://doi.org/10.3928/02793695-20081001-05
Dowd, E. T., & Stovall, S. D. L. D. (2001). Children’s Depression Rating Scale, Revised. The Fourteenth Mental Measurements Yearbook.
Rao, U. (2013). Biomarkers in pediatric depression. Depression and Anxiety, 30(9), 787–791. https://doi.org/10.1002/da.2217110.