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  • [Solved] WK 6 RESP

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    – ## WK6DIS..docx **## WK6DIS..docx** Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-resp) _Preparing for her run, Susan tightened her fitness watch on her wrist. A…

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    – ## WK6DIS..docx

    **## WK6DIS..docx**

    Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine

    ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-resp)

    _Preparing for her run, Susan tightened her fitness watch on her wrist. After experiencing and having received treatment for a heart arrhythmia, Susan was encouraged to wear the watch that not only would alert her if she experienced an irregular heartbeat, but the device would also report the findings to her medical team. Susan felt comfortable going on her run, knowing her device would monitor her heart._

    Digital health has changed how patients monitor their health. These advancements have allowed patients to take an active role with increased control and agency over their healthcare and well-being. Digital health has also allowed patients to communicate with healthcare providers in different ways that help to facilitate ongoing, continuous, and real-time conversations that lead to data-informed treatment approaches and healthcare plans. Thus, these advancements have shifted and changed how healthcare is offered and practiced both for the patient and healthcare provider.

    For this Discussion, you will explore the use of digital health in healthcare organizations and nursing practice. Reflect on the use, implementation, and the barriers for digital health and consider how these devices have changed, or will continue to change, healthcare organizations and nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883395)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023).
    [5G technology in healthcare and wearable devices: A reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=162386474&site=eds-live&scope=site&custid=s6527200).
    _Sensors (14248220)_ ,
    _23_ (5), 2519. https://doi.org/10.3390/s23052519

    · Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023).
    [Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site.](https://www.nature.com/articles/s41746-023-00747-5).
    _Npj Digital Medicine, 6_(1). https://doi.org/10.1038/s41746-023-00747-5

    · Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020).
    [Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146340902&site=ehost-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Medical Informatics and Decision Making, 20_ , 260. https://doi.org/10.1186/s12911-020-01278-9

    · Wu, M., & Luo, J. (2019).
    [_Wearable technology applications in healthcare: A literature review_ Links to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review). HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    ·
    **Document:** [Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356?wrap=1) [Download Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356/download?download_frd=1)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · ZEBRA Technologies. (n.d.).
    [_The future of healthcare: 2022 Hospital vision study:  Mobile technology elevates patient care, empowers clinicians and enhances workflows_ Links to an external site.](https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf). https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

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    To Prepare

    · Review the Learning Resources associated with digital health.

    · Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

    By Day 3 of Week 6

    **Post** a cohesive response to the following:

    · Choose one digital innovation (examples: telehealth, wearables, digital devices).

    · What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

    By Day 6 of Week 6

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**. Expand upon your colleague’s posting or offer an alternative perspective on the use of digital health.

    RESPOND TO THIS DISCUSSION POST

    Michelle Ox

    One digital innovation that has made a big impact in healthcare is telehealth. Telehealth allows nurses and doctors to connect with patients through video calls or phone calls instead of in-person visits. In my nursing practice, this became especially important during the COVID-19 pandemic. It helped us reach patients who couldn’t travel or were at risk of infection. It was a safe and convenient way to check on people with chronic illnesses, answer questions, and provide support.

    The global adoption of telehealth has witnessed a significant upswing, driven not only by the need for remote healthcare access but also by the potential to enhance overall healthcare outcomes (Adeloduna & Anyanwub, 2025). Technology brings many opportunities for optimizing and improving health services, lack of professionals trained in telehealth poses important obstacles (Jacob et al., 2025). Not all patients have access to reliable internet or know how to use smartphones or computers. Some older adults often feel confused or nervous about video calls. As nurses, we had to be patient and help guide them through the process. Also, we can’t do hands-on physical exams through a screen, so sometimes we must rely more on what the patient states to us during follow-up visits.

    Despite the challenges, telehealth has created many opportunities. It has improved access to care, especially for people in rural areas or with mobility issues. It also saved time for both patients and healthcare workers. One key insight I’ve learned is the importance of clear communication. We need to speak slowly, explain steps clearly, and check for understanding. Overall, telehealth has become a valuable tool that continues to shape the future of nursing care.

    **References**:

    Adeloduna, M. O., & Anyanwub, E. C. (2025). Telehealth implementation: a review of project management practices and outcomes.

    Jacob, M. F. A., Fandim, J. V., Reis, F. J., Hartvigsen, J., Ferreira, P. H., & Saragiotto, B. T. (2025). Defining core competencies for telehealth in healthcare higher education: A Delphi study.
    _Musculoskeletal Science and Practice_,
    _75_, 103244.

    · Expand discussion thread from Michelle Oxendine

    **1 Reply, 1 Unread**

    **1 Reply, 1 Unread**

    · Reply to post from Michelle Oxendine
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883371)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

    ## image1.jpeg

    **## WK6DIS..docx**

    Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine

    ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-resp)

    _Preparing for her run, Susan tightened her fitness watch on her wrist. After experiencing and having received treatment for a heart arrhythmia, Susan was encouraged to wear the watch that not only would alert her if she experienced an irregular heartbeat, but the device would also report the findings to her medical team. Susan felt comfortable going on her run, knowing her device would monitor her heart._

    Digital health has changed how patients monitor their health. These advancements have allowed patients to take an active role with increased control and agency over their healthcare and well-being. Digital health has also allowed patients to communicate with healthcare providers in different ways that help to facilitate ongoing, continuous, and real-time conversations that lead to data-informed treatment approaches and healthcare plans. Thus, these advancements have shifted and changed how healthcare is offered and practiced both for the patient and healthcare provider.

    For this Discussion, you will explore the use of digital health in healthcare organizations and nursing practice. Reflect on the use, implementation, and the barriers for digital health and consider how these devices have changed, or will continue to change, healthcare organizations and nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883395)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023).
    [5G technology in healthcare and wearable devices: A reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=162386474&site=eds-live&scope=site&custid=s6527200).
    _Sensors (14248220)_ ,
    _23_ (5), 2519. https://doi.org/10.3390/s23052519

    · Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023).
    [Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site.](https://www.nature.com/articles/s41746-023-00747-5).
    _Npj Digital Medicine, 6_(1). https://doi.org/10.1038/s41746-023-00747-5

    · Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020).
    [Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146340902&site=ehost-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Medical Informatics and Decision Making, 20_ , 260. https://doi.org/10.1186/s12911-020-01278-9

    · Wu, M., & Luo, J. (2019).
    [_Wearable technology applications in healthcare: A literature review_ Links to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review). HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    ·
    **Document:** [Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356?wrap=1) [Download Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356/download?download_frd=1)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · ZEBRA Technologies. (n.d.).
    [_The future of healthcare: 2022 Hospital vision study:  Mobile technology elevates patient care, empowers clinicians and enhances workflows_ Links to an external site.](https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf). https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883402)

    To Prepare

    · Review the Learning Resources associated with digital health.

    · Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

    By Day 3 of Week 6

    **Post** a cohesive response to the following:

    · Choose one digital innovation (examples: telehealth, wearables, digital devices).

    · What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

    By Day 6 of Week 6

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**. Expand upon your colleague’s posting or offer an alternative perspective on the use of digital health.

    RESPOND TO THIS DISCUSSION POST

    Michelle Ox

    One digital innovation that has made a big impact in healthcare is telehealth. Telehealth allows nurses and doctors to connect with patients through video calls or phone calls instead of in-person visits. In my nursing practice, this became especially important during the COVID-19 pandemic. It helped us reach patients who couldn’t travel or were at risk of infection. It was a safe and convenient way to check on people with chronic illnesses, answer questions, and provide support.

    The global adoption of telehealth has witnessed a significant upswing, driven not only by the need for remote healthcare access but also by the potential to enhance overall healthcare outcomes (Adeloduna & Anyanwub, 2025). Technology brings many opportunities for optimizing and improving health services, lack of professionals trained in telehealth poses important obstacles (Jacob et al., 2025). Not all patients have access to reliable internet or know how to use smartphones or computers. Some older adults often feel confused or nervous about video calls. As nurses, we had to be patient and help guide them through the process. Also, we can’t do hands-on physical exams through a screen, so sometimes we must rely more on what the patient states to us during follow-up visits.

    Despite the challenges, telehealth has created many opportunities. It has improved access to care, especially for people in rural areas or with mobility issues. It also saved time for both patients and healthcare workers. One key insight I’ve learned is the importance of clear communication. We need to speak slowly, explain steps clearly, and check for understanding. Overall, telehealth has become a valuable tool that continues to shape the future of nursing care.

    **References**:

    Adeloduna, M. O., & Anyanwub, E. C. (2025). Telehealth implementation: a review of project management practices and outcomes.

    Jacob, M. F. A., Fandim, J. V., Reis, F. J., Hartvigsen, J., Ferreira, P. H., & Saragiotto, B. T. (2025). Defining core competencies for telehealth in healthcare higher education: A Delphi study.
    _Musculoskeletal Science and Practice_,
    _75_, 103244.

    · Expand discussion thread from Michelle Oxendine

    **1 Reply, 1 Unread**

    **1 Reply, 1 Unread**

    · Reply to post from Michelle Oxendine
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883371)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

    ## image1.jpeg

  • [Solved] SMART GOAL

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  • [Solved] Comprehensive Psychiatric Evaluation 1

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  • [Solved] Explain the components of a research plan. Should be at least 1-2 thorough paragraphs.

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    Assume that you are a health care researcher and you are tasked with proposing a research topic. Choose a topic of interest to you. Include the following questions with at least 1 to 2 sentence answers in your answer. – 1. Topic of the proposed research proposal. Explain why you chose this topic an…

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    Assume that you are a health care researcher and you are tasked with proposing a research topic.
    Choose a topic of interest to you.
    Include the following questions with at least 1 to 2 sentence answers in your answer.
    – 1. Topic of the proposed research proposal. Explain why you chose this topic and how it is related to health care administration.
    – 2.. Describe the sample population you will research. For example, will you research a public group (city, county, population in a city such as the elderly), or professionals (RNs, Therapists, etc), Leaders, Managers (nursing directors, hospitals administrators, team leads, etc)?
    – 3. The type of research you will conduct and why – qualitative, quantitative, secondary data, mixed methods?  Choose and explain briefly.
    – 4 The methodology you will use (surveys, statistical analysis, etc)?
    – 5. How you will analyze the data?
    – 6. Where will you get funding? Visit [https://academyhealth.org/node/270](https://academyhealth.org/node/270) for some potential funding for your plan.
    – 7. How will your research help health care administration improve in the future?

  • [Solved] Reply 1 promotion

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    Reply the following discussion, APA style, 200 or more words, 2 references, plagiarism less than 20 % **Cultural Factors That Directly Impact Health** The shift in focus in modern healthcare systems toward promoting healthy lifestyles and disease prevention as the core of population health reflects …

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    Reply the following discussion, APA style, 200 or more words, 2 references, plagiarism less than 20 %
    **Cultural Factors That Directly Impact Health**
    The shift in focus in modern healthcare systems toward promoting healthy lifestyles and disease prevention as the core of population health reflects the importance of lifestyle and health habits in individual health (Cho et al., 2022). Humans are advanced animals with social and cultural characteristics that no other species on Earth possesses, making this phenomenon an imminent health objective. Within the cultural characteristics of any society, elements such as diet, physical exercise, inherited hygiene habits, psychological patterns and predominant forms of behavior, and religious practices can directly impact the health of the individual and the community (Cho et al., 2022).
    **Eating Habits**
                Nutrition is one of the most decisive factors in an individual's health. Food is the way the human body obtains energy and resources, and poor nutrition is often accompanied by health problems (Da Costa, 2023). Some populations, such as those in Asia, have generally healthy eating patterns, with a high consumption of fish, brown rice, vegetables, and fruits, which results in populations with low body mass indexes and good physical condition (Da Costa, 2023). At the other extreme, we have societies such as the American one, with a significant predominance of fast food and oversaturated meals, generating high rates of childhood and adult obesity, leading to significant complications and chronic diseases (Da Costa, 2023).
    **Physical Exercise**
    Physical exercise provides recognized benefits for cardiovascular health, mobility, and autonomy at all ages (Da Costa, 2023). Populations such as Latinos and Africans, where exercise and sports are part of their culture, tend to reap the benefits of these practices compared to populations such as Americans and Europeans, where forms of entertainment that are more dependent on technology and screen time have displaced traditional sports (Da Costa, 2023).
    **Inherited Hygienic Habits**
    The benefits of systematic hygienic habits were learned by society several centuries ago, however, these are not practiced similarly in all populations, influenced by factors such as water availability, temperature, and religious practices (Cho et al., 2023). It is clear that populations that, for one reason or another, fail to comply with basic hygiene standards are more prone to disease and poor health (Da Costa, 2023).
    **Psychological Behaviors and Patterns**
    Advances in medicine have led to mental health becoming increasingly important. In this context, certain behaviors and patterns are becoming increasingly alarming in societies such as those in Asia, where idiosyncrasy, lack of individuality, and cultural protectionism often lead to the emergence of mental disorders such as depression, as evidenced by suicide rates that are much higher than in Western societies (Da Costa, 2023). In contrast, populations such as Latinos tend to have more open and communicative personalities, facilitating communication in healthcare settings and reducing the risk of mental disorders (Da Costa, 2023).
    **Religious Practices**
    Some religious practices can be potentially dangerous to the health of their practitioners, especially those disciplines that include extreme fasting, ingestion of toxic substances, self-flagellation, rejection of medical treatment, and social isolation (Verbunt et al., 2021).

  • [Solved] Reply 2, promotion

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    Reply to the following discussion, 200 words or more, APA style 7th ed, plagiarism less than 20 %, no AI. 2 or more references. Preventive health is important in making the population healthy and lowering healthcare expenditure by ensuring that they work on risk factors before they develop into comp…

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    Reply to the following discussion, 200 words or more, APA style 7th ed, plagiarism less than  20 %, no AI. 2 or more references.
    Preventive health is important in making the population healthy and lowering healthcare expenditure by ensuring that they work on risk factors before they develop into complex illnesses. The four levels of the preventive, which are primordial, primary, secondary, and tertiary, are a collection of interventions working on various components of the disease progression. These levels correlate very well with the different human development stages, from infancy to old age. The knowledge of the interaction of these prevention approaches to age-specific services provision improves the capability of healthcare specialists, particularly nurses, to provide specific and effective care to people throughout the life span.
    **Primordial Prevention and Primary Prevention**
    Primordial prevention aims at preventing a risk factor itself, like encouraging a good lifestyle in children and adolescents to prevent the development of obesity, smoking, or unhealthy eating. Such a degree of prevention is usually incorporated into pediatrics and health schools along with the initiation of a system that involves education and the introduction of environmental changes to instill healthy lifelong practices (George et al., 2023). Primary prevention, in its turn, is applied to people who are at risk but have not developed any disease. This comprises vaccinations, quitting smoking, and nutritional advice. As routine check-ups offer such services to all ages, especially childhood, adolescence, and early adulthood, these are the most important stages when it is essential to form lifelong habits (Anderson & Lim, 2022).
    **Secondary Prevention**
    The secondary prevention is the early detection of the disease and immediate intervention to stop or slow the progression of a disease. This type of care is common among the adult population, whereby regular checkups are encouraged, like the mammogram, checking blood pressure, and diabetes screening, among others. Such interventions are important in treating asymptomatic or pre-symptomatic conditions that would be associated with serious health effects if not detected. Primary care providers, working in the context of wellness programs in the workplace and community health screening programs, implement secondary prevention at the level of middle youth, when numerous chronic disorders develop (Patel et al., 2024).
    **Tertiary Prevention**
    The tertiary prevention is aimed at treating diseases that have already developed to eliminate complications and increase quality of life. It is of the greatest interest to older people and those with chronic or advanced diseases. Rehabilitation services, palliative care services, and chronic disease care services are under this category. Such services would be to restrict disability, enhance performance, and facilitate patient outcomes to maximize the quality of life among the patients who are of limitations in terms of health. Registered clinics, home health services, and other long-term medical establishments are also used to provide tertiary prevention, which also confirms their correspondence to the geriatric stage of life (Anderson & Lim, 2022).
    **Conclusion**
    Each prevention level is important to the spectrum of health and corresponds with certain events in the life span. Combining preventive efforts and age-based preventive care, providers can eliminate health risks at their early stages, minimizing the burden of diseases and increasing good health outcomes when it comes to the general population. In particular, nurses play a critical role in the application of these strategies to different groups of people and age groups and enforce the importance of prevention throughout medical care.

  • [Solved] SOAP Note

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    I need to come up with a SOAP note following this specific algorithm. Instructions will be provided.

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    I need to come up with a SOAP note following this specific algorithm. Instructions will be provided.

  • [Solved] Reply 1 lab

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    Reply to the attached discussion, APA style 7th ed, no AI, 200 words or more, plag less than 20 %. – ## Reply1todoweek1.docx **## Reply1todoweek1.docx** Unethical Behaviors in Academia and in Practice Yajaira Torrealba RN. BSN Laboratory for Diagnosis, Symptom, and Illness Management MSN5600L (Labor…

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    Reply to the attached discussion, APA style 7th ed, no AI, 200 words or more, plag less than 20 %.

    – ## Reply1todoweek1.docx

    **## Reply1todoweek1.docx**

    Unethical Behaviors in Academia and in Practice Yajaira Torrealba RN. BSN Laboratory for Diagnosis, Symptom, and Illness Management MSN5600L (Laboratory) CLASS # 4 Patricio Bidart, DNP, FNP-C 2 Many years of dedication and study are required to assume the responsibility of caring for sick individuals. Nurse practitioners (NPs) are advanced practice registered nurses (APRNs) who are highly educated, clinically competent, and autonomous healthcare providers, keeping pace with the population growth. They are recognized for their professionalism, clinical expertise, leadership, patient advocacy, and engagement in healthcare policymaking. As a result, the community places profound trust in them. Because of this trust, there should not be even a hint of unethical behavior among us. Unethical behavior can lead to severe consequences, like patient harm, legal consequences, licensure suspension, and job loss. For that reason, malpractice or any falsehood may result in lawsuits, criminal charges, or the suspension of a nurse’s license. That licence that we pursued. In the academic setting, plagiarism in a graduate nursing program is considered serious and may result in suspension or expulsion by an academic integrity committee. Ultimately, unethical conduct, whether academic or clinical, can destroy a nursing career, compromise years of hard work, and cost public trust. According to Machin et al. (2020), foundation doctors (FDs) encounter a great variety of ethical and legal issues at the beginning of the clinical years. Even though ethics education is included in undergraduate training, many new doctors still feel unprepared. In the same way, Ibrahim et al. (2025) explored the ethical implications of artificial intelligence (AI) in nursing practice within Arab countries. The study identified core concerns related to accountability, patient privacy, and clear decision-making. It is also suggested that it is necessary to establish ethical committees to address these emerging challenges. Conclusion Unethical behaviors, whether in academic or clinical practice, break the trust at the core of the nursing profession. Plagiarism reflects poorly on a student’s integrity and readiness to practice; it is imperative to follow ethical standards to protect the credibility and integrity of nursing practice.

    **## Reply1todoweek1.docx**

    Unethical Behaviors in Academia and in Practice Yajaira Torrealba RN. BSN Laboratory for Diagnosis, Symptom, and Illness Management MSN5600L (Laboratory) CLASS # 4 Patricio Bidart, DNP, FNP-C 2 Many years of dedication and study are required to assume the responsibility of caring for sick individuals. Nurse practitioners (NPs) are advanced practice registered nurses (APRNs) who are highly educated, clinically competent, and autonomous healthcare providers, keeping pace with the population growth. They are recognized for their professionalism, clinical expertise, leadership, patient advocacy, and engagement in healthcare policymaking. As a result, the community places profound trust in them. Because of this trust, there should not be even a hint of unethical behavior among us. Unethical behavior can lead to severe consequences, like patient harm, legal consequences, licensure suspension, and job loss. For that reason, malpractice or any falsehood may result in lawsuits, criminal charges, or the suspension of a nurse’s license. That licence that we pursued. In the academic setting, plagiarism in a graduate nursing program is considered serious and may result in suspension or expulsion by an academic integrity committee. Ultimately, unethical conduct, whether academic or clinical, can destroy a nursing career, compromise years of hard work, and cost public trust. According to Machin et al. (2020), foundation doctors (FDs) encounter a great variety of ethical and legal issues at the beginning of the clinical years. Even though ethics education is included in undergraduate training, many new doctors still feel unprepared. In the same way, Ibrahim et al. (2025) explored the ethical implications of artificial intelligence (AI) in nursing practice within Arab countries. The study identified core concerns related to accountability, patient privacy, and clear decision-making. It is also suggested that it is necessary to establish ethical committees to address these emerging challenges. Conclusion Unethical behaviors, whether in academic or clinical practice, break the trust at the core of the nursing profession. Plagiarism reflects poorly on a student’s integrity and readiness to practice; it is imperative to follow ethical standards to protect the credibility and integrity of nursing practice.

  • [Solved] Discussion

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    Please look at the files \ IMG_8478.png](https://www.sweetstudy.com/files/img-8478-png "IMG_8478.png") \ IMG_8479.png](https://www.sweetstudy.com/files/img-8479-png "IMG_8479.png")

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    Please look at the files
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  • [Solved] XC04

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    Executive Solution Overview

    – ## XC4004_Presentation_Evaluation_Survey.docx – ## XC4004_PerformanceTask_Template_TrainingAgenda.docx – ## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx – ## Instructions.docx **## XC4004_Presentation_Evaluation_Survey.docx** ## **XC4004** ### **Implementati…

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    Assignment Prompt & Instructions

    – ## XC4004_Presentation_Evaluation_Survey.docx

    – ## XC4004_PerformanceTask_Template_TrainingAgenda.docx

    – ## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx

    – ## Instructions.docx

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

    **## XC4004_Presentation_Evaluation_Survey.docx**

    ## **XC4004**

    ### **Implementation of Educational Component of Practice Change**

    #### **Presentation Evaluation Survey**

    What went well?

    What could have been done better?

    What did you learn from this training materials?

    On a scale of 1 to 10, how would you rate the efficacy, usefulness, and clarity of the information presented?

    Efficacy 1 2 3 4 5 6 7 8 9 10

    Usefulness 1 2 3 4 5 6 7 8 9 10

    Clarity 1 2 3 4 5 6 7 8 9 10

    **## XC4004_PerformanceTask_Template_TrainingAgenda.docx**

    ## **XC4004**

    ### **Part 4 of Change Plan: Planning and Implementation of Educational Component of Change Plan**

    #### **Module 1**

    ##### **Training Goals**

    1. List 3–5 objectives/goals of your training (i.e., what health goals and relevant behavioral outcomes are you looking for?)

    2. What evidence-based research is the education/training based on?

    3. Describe the target audience of your training/education session. What are the individual values, attitudes, and beliefs of your audience, and how will you address them in your training session?

    4. How will your training provide functional health knowledge that promotes health-promoting decisions and behaviors?

    5. What teaching medium will you use (i.e. PPT, infographic, or poster) and how will ensure you engage the participants? Explain the rationale for your choices.

    **## XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery1.docx**

    ## **XC4004**

    ### **Part 5 of Change Plan: Self-Evaluation of Training Delivery**

    #### **Module 2**

    Based on the survey results you distributed to your audience after the delivery of the training, evaluate the success of the training by answering the following questions.

    1. When and where was the training complete? Provide date, time, and location. Who was the training provided to? Who are the stakeholders for your practice problem and were they in your audience? How many people were in the audience?

    2. What was the purpose of the training?

    3. What went well?

    4. What didn’t go well? Why? What would you have done differently if you could do it again?

    5. What driving/resistance forces did you run into?

    6. Based on the evaluation survey results, overall, how successful was the training? How would you measure the success of the training?

    **## Instructions.docx**

    For your Module 1 Pre-Assessment, respond to the following prompts.

    **Prompts:**

    **Module 1: Part 4 of Change Plan–Planning and Implementation of Educational Component of Change Plan**

    **Assessment Submission 1: Training Agenda**

    1. Complete the Learning Activities in Module 1, especially the
    [_Characteristics of an effective health education curriculum_](https://www.cdc.gov/healthyschools/sher/characteristics/).

    2. Download and complete the
    [Training Agenda template](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_PerformanceTask_Template_TrainingAgenda.docx) for planning your training delivery.

    a. The Training Agenda Template is meant to help you create an educational training delivery targeted to your specific audience. Most importantly, it helps you outline the educational goals of your training and create a roadmap for reaching them. Complete the template before you begin working on Part 2—the development of the educational materials to be shared with your target audience.

    3. Plan and implement the educational component of your Change Plan.

    a. At your practicum site, the educational/training component of your change plan may be delivered to your audience using the following formats: infographic, PowerPoint presentation, or poster. The time and format of the presentation may be determined based on your practicum site, the topic, and suggestions from your preceptor. It is common for a presentation to take about 20–30 minutes to allow adequate time for questions and answers from your audience.

    b.
    **Reminder:** Make sure you distribute the
    [Evaluation Survey](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309719&type=coursefile&fileId=assets%2fXC4004_Presentation_Evaluation_Survey.docx) to your audience and preceptor after your presentation. Anticipating the number of participants, make the correct number of copies of this survey and distribute it to your audience after your training delivery. You will use the results of the Survey for your Week 5 Assignment: Self-Evaluation of Training Delivery.

    [Assessment Submission 2: Educational Materials](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Submit a copy of your infographic, PowerPoint Presentation, or poster.

    [Assessment Submission 3: Video Presentation (3–5 minutes)](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Create a 3–5-minute video presentation that offers an overview of the key concepts covered during your educational training at your practicum site. Your summary should include the key points you made during your presentation to your audience at your practicum site. Use the same PowerPoint, poster, or infographic that you used during your training delivery, but condense the content of your presentation into 3—5 minutes.

    When recording your video presentation, you may either share a digital copy of your poster, infographic, or PowerPoint along with a talking head of your face (commonly known as a talking head video). Alternatively, if you used a hard copy poster for your training delivery, you may record a 3—5-minute video of yourself speaking in front of the poster and referring to relevant visuals on the poster as needed.

    **Module 2: Part 5 of Change Plan–Self-Evaluation of Training Delivery**

    [Assessment Submission 4: Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/Assessment.html?ou=309719&d2l_body_type=3)

    Download and complete the
    [XC4004 Performance Task Submission Template–Self-Evaluation of Training Delivery](https://tempolearning.brightspace.com/content/enforced/309719-XC4004/assets/XC4004_Performance_Task_Template_SelfEvaluation_TrainingDelivery.docx?isCourseFile=true&ou=309719).

    Submit all four required documents for your Assessment.

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    – 2
    – 3
    – 4