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Prompt: By starting your doctoral program at Walden, you are joining a group of

Prompt: By starting your doctoral program at Walden, you are joining a group of career professionals in pursuit of the Walden University mission to “transform themselves as scholar-practitioners so that they can effect positive social change.” This is a pursuit that comes with joys, challenges, and rewards. While many begin a doctoral program, not all successfully complete their program. One way to increase your chance of success is by understanding and reflecting on the challenges many doctoral students face and identifying and employing the strategies that will work best for you.
The excerpted reading provided below is from the article “Dissertation completion: No longer higher education’s invisible problem,” published in the Journal of Educational Research and Practice by Marshall et al. (2017). In this article, the authors conduct a literature review and qualitative interview study in order to better understand the challenges and supports that impact doctoral student success. The reading below includes the literature review portion of the article which focuses on “Challenges to Completion” and “Supports to Completion” as well as the “Implications” section which offers reflections on the findings of the authors’ qualitative study.
As you read and engage with this excerpt from Marshall et al. (2017), determine what content from the reading is relevant to your doctoral journey; then, compose an essay in response to the questions listed below:
What challenges to completion do you anticipate you will encounter in your doctoral program?
What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?
In your essay, include relevant paraphrased and cited information from this Marshall et al. (2017) reading excerpt, using your preferred citation style:
Challenges to Completion
Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study.
Personal or Environmental Factors
To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 2006). Another relevant barrier to doctoral degree completion is lack of funding. Dissertating doctoral students may be conflicted with work concerns and money during this final stage in the doctoral process. Financial aid and fellowships for doctoral students are critical resources to ensure completion (Ehrenberg et al., 2009). Flynn et al. (2012) further explained that professional factors such as unemployment were barriers to dissertation completion.
According to Smallwood (2006), many of the issues related to non-completion may be attributed to admission selections. “Academic and affective factors that enter into the admissions process of doctoral students must be focused upon the student’s ability to complete program requirements and ultimately be awarded the doctoral degree” (McCalley, 2015, p. 4). The immutability of these issues spans 3 decades, with doctoral degree candidates reporting similar barriers impacting completion (Bair & Haworth, 2004).
Impostor Syndrome
Clance and Imes (1978) studied high-achieving individuals and observed that high-performing professionals may often struggle with fears of being exposed as an impostor. The groups they identified included persons for whom success came quickly, first-generation professionals, people with high-achieving parents, members of minority groups, and students. Nelson (2011) described impostor syndrome as “the crippling feelings of self-doubt and anticipated failure that haunt people who attribute their success to luck or help from others rather than their own abilities” (p. 129). Sherman (2013) warned that this self-doubt could create a paralyzing fear of failure: “Impostor syndrome can create performance anxiety and lead to perfectionism, burnout, and depression” (p. 31). Hendrikson (2016) noted that impostor syndrome often appears “after an especially notable accomplishment, like admission to a prestigious university, public acclaim, winning an award, or earning a promotion” (p. 1).
Young (2011) clarified that those with impostor syndrome believe erroneously that they lack intelligence, skills, and competencies; consequently, they feel undeserving of success. Young further predicted that times of transition, new challenges, and high-stakes assignments could cause impostor feelings to surface, even in otherwise confident, high-performing adults. Cuddy (2016) opined that impostorism is nondiscriminatory and knows no limits, as she recalled a conversation she had with Pauline Clance: “One more thing, if I could do it all over again, I would call it the impostor experience, because it’s not a syndrome or a complex or a mental illness. It’s something almost everyone experiences” (p. 95). Cuddy further explained that rates of perfectionism, performance anxiety, and societal expectations may contribute to the impostor syndrome. Nonetheless, Cuddy reported that fear of failure was recognized across numerous studies in different disciplines as the root cause of performance paralysis in otherwise highly capable individuals.
Writing Anxiety
Candidates associated anxiety with producing doctoral level work, especially because “explicit instruction in areas such as ‘thesis writing’ and ‘writing for publication’ does not seem to be normal practice in higher education” (Ferguson, 2009, p. 286). Students can feel overwhelmed by feedback for revisions regardless of depth or breadth of the recommendations due to a lack of exposure to academic writing before program admission (Ondrusek, 2012; Thomas, Williams, & Case, 2014). When students can edit their work based upon the feedback of faculty or peers, students lacking research skills are likely to focus primarily on grammatical changes instead of strengthening their overall argument (Ondrusek, 2012).
Becoming a good writer requires a sense of vulnerability and discomfort inherent in the practice during multiple revisions. Additionally, O’Connor (2017) argued that when students face their intellectual inhibitions, it is not simply an issue of confidence in presenting ideas, but a compelling anxiety about the nature of formulating thoughts. Writing is a personal experience and receiving feedback requires a certain level of openness and willingness to take criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009). “We must recognize that the ability to write from a scholarly perspective is a skill that does not necessarily precede acceptance into a graduate program” (Ondrusek, 2012, p. 185). “Providing for supportive groups or peer review opportunities and providing prompt and meaningful feedback may foster writing efficacy in students” (Lavelle & Bushrow, 2007, p. 817). O’Connor (2017) discussed how writing offers both an opportunity and a threat for students: “In the negotiation with the dissertation, there is a frustration in the inability we meet in ourselves, the lack of fluidity in expression and the sometimes torturous space between what we seek to express and what we actually express” (p. 3). Scholarly writing skills required in doctoral programs emphasize critical thinking, synthesis, and clarity of expression as essential for overall doctoral performance.
Productivity
The final barrier to successful doctoral completion relates to overall productivity. Because graduate students are, on average, older, they often balance expectations of family, friends, community or civic involvement, and careers. Therefore, finding dedicated dissertation time can prove to be a barrier (Ondrusek, 2012). In a study of a predominantly Black female cohort, Holmes, Robinson, and Seay (2010) found that training in self-regulated learning in conjunction with effective mentoring can assure success for all students in the dissertation phase of doctoral study.
Ehrenberg et al. (2009) argued that graduate students who have assistantships and are provided opportunities to engage in research have increased levels of overall productivity and progress more quickly than peers with other jobs. Dominguez (2006) explicated the barriers to graduation linked to productivity as an inability to plan, procrastination, perfectionism, lack of research skills, and trouble selecting a topic.
Supports to Completion
According to the Strategic Intervention for Doctoral Completion project, there are four conditions for optimal doctoral completion (Council of Graduate Schools, 2007). Condition 1 involves recruiting the right people for doctoral study and ensuring they clearly understand the rigors of doctoral education. Condition 2 logically involves admitting only those applicants who are the right candidates for doctoral study. Admissions committees are responsible for properly screening applicants and orienting them to the rigors and expectations of the program. In Condition 3, the study recommends promoting an environment in which students support each other’s endeavors in a manner that prepares them for professional relationships that are collegial in nature. Last, Condition 4 emphasizes forming productive professional relationships between faculty and doctoral students so that doctoral students receive the support and mentorship necessary for completion.
Cohort or Peer Support
Beyond the family, cohorts or writing groups can provide support for doctoral students. External factors tied to success include “advisor motivation, family support, and supervisor/institutional considerations” (Dominguez, 2006, p. 23). According to Varney (2010), the use of the cohort model is a program design option that positively impacts completion rates. Krueger and Peek (2006) noted that interpersonal relationships during the program of study was important for developing of academic skills associated with writing, teaching, and publishing.
Mentors in the Academe
A faculty mentor can provide social and emotional guardianship in addition to the traditional academic support for the doctoral candidate during the dissertation. The dissertation chairperson has been found to be key to productivity as well as timely completion (Barnes, Williams, & Stassen, 2012; Burkard et al., 2014; Spillet & Moisiewicz, 2004). Garger (2011) identified four essential roles of dissertation chairpersons as advocate, manager, leader, and judge, claiming the savvy chairperson applies the role appropriate to the needs of the protégé in varying situations.
Bloom, Propst Cuevas, Hall, and Evans (2007) claimed that the relationship between the chairperson and the candidate is the essential component in determining degree completion and must be based upon genuine care. For this reason, an understanding of selection criteria will help to guide decision making early in the dissertation process. Neale-McFall and Ward (2015) recommended that chairperson selection not be taken lightly, as it may determine the productivity and ultimately whether the candidate completes a doctoral program. The factors identified by students in selecting a chairperson in earlier decades centered around similar research interests, a potential chairperson’s reputation for publishing, and whether the chair was knowledgeable in methodology (Lovitts, 2001; Smart & Conant, 1990). Alternately, current candidates seek a chairperson who is willing to support and nurture over one who is highly credentialed with an impressive research background or reputation (Neale-McFall & Ward, 2015). Chairperson selection based upon genuine care and accessibility will move a student toward success. Additionally, a candidate should consider whether the potential chairperson acts as a role model in professional and personal matters, provides individualized guidance, and proactively integrates students into the profession, all indicators of a successful dissertation mentor.
In a metasynthesis of 118 studies on doctoral attrition, Bair and Haworth (2004) found most frequently that degree completion was directly related to the amount and quality of contact between doctoral students and their chairperson. Collaborative relationships with committee or other faculty members have also been found to positively impact completion results (Dominguez, 2006; Neale- McFall & Ward, 2015). When doctoral candidates can connect with research and learn about publishing, they are more likely to feel connected to the community of the academy (Smallwood, 2006).
When candidates do not complete doctoral programs, along with psychological and economic losses, there are immeasurable voids in research both to the university and to the academe (Gilliam & Kritsonis, 2006; Grasso et al., 2009). After 40 years of research, and despite advancements in technology, pedagogy, and curriculum, the noncompletion rate may still be increasing (Miller, 2013). In this study, the researchers sought to understand the factors that thrust doctoral candidates to completion, whether quickly or on a delayed schedule.
[Methodology and Major Findings sections have been omitted from this excerpt.]
Implications
From the findings, multiple implications inform practice for students, faculty, chairpersons, and doctoral program directors. The associated implications for dissertation completion are not intended to be considered a generic template. Moreover, the findings from this study reinforce the notion that individual students’ motivation, drive, and confidence levels determine the pace toward completion of the doctoral degree. Although common approaches to the dissertation span disciplines and institutions, doctoral students voiced the importance of their unique needs as they reflected on their dissertation completion. For students, self-awareness was essential and communicating their preferred learning style, writing preferences, and support systems were critical to their success.
For Students
Based on the findings, there are multiple implications to inform students as they approach the dissertation. First, students must understand, recognize, and address the insecurities related to impostor syndrome. Rather than allow imposter syndrome to impede their progress, students may increase productivity by creating partnerships with fellow students to serve as an accountability partner support the productivity of the writer (Ferguson, 2009). These partnerships may include setting timelines to which students are held accountable. If, for any reason, a student does not meet the deadline, reflection, discussion, and problem solving should be implemented. Ongoing communication with the chairperson is also essential. Regular, student-initiated contact with the chairperson is critical to student completion. Students must honestly communicate their challenges and insecurities with their chairperson and seek out their guidance and advice.
Next, self-awareness is critical at the dissertation phase. Students need to remain committed to the process by clearly understanding their motivations. Whether it be to make a family member proud or to move to the next professional level, their motivation to complete will keep them moving forward. Additionally, students need to know what works best for them. For example, they need to communicate what they need from their chairperson, know their productive writing times, understand the obstacles that may prevent them from making progress, and implement the rewards systems that keep them making progress.
Last, building writing and research skills throughout the coursework may improve a student’s level of confidence at the dissertation phase. By seeking out research opportunities throughout the degree program, research knowledge and practice increases. Additionally, preparing related literature reviews familiarizes the student with the synthesis process and provides opportunity for feedback on writing.
For Doctoral Program Directors, Faculty, and Chairpersons
In the dissertation completion process, the role of the doctoral program director, faculty, and chairpersons cannot be underestimated. One way to support students in reaching their graduation goal is to build in internal characteristics tied to success to include “planning, personal disposition and communication” (Dominguez, 2006, p. 22). Overcoming impostor syndrome is essential to their completion. The role of faculty is vital. Faculty can help students enhance their dissertation-related skills and confidence by providing regular encouragement, offering constructive feedback, and incorporating meaningful assignments that relate to or inform the dissertation. These assignments can take the form of pilot studies, literature reviews, article critiques, and dissertation reviews. With the early identification of a dissertation topic, students may use course-related assignments to inform their understanding of the topic.
Additionally, the role of the chairperson is critical to a student’s completion. Creating mutually agreed-upon goals and deadlines, with accountability measures are key (Ferguson, 2009). Similar to a classroom setting, by imposing deadlines with consequences, students are more likely produce. We strongly encourage regular communication between the chairperson and student. Gearity and Mertz (2012) offered guidance through an autoethnographical inquiry to inform practice on the student- chair relationship and effective mentoring in the dissertation journey. Understanding that imposter syndrome causes students to withdraw, chairpersons must regularly check in with students to offer encouragement, support, and guidance.
Departmentally, faculty and program directors cannot assume that because students completed their doctoral coursework, they are confident and prepared to write the dissertation. Departmental training in dissertation writing and research is recommended to aid students. This training can come in the form of workshops, additional coursework, or faculty consultations. We found that students often needed just-in-time dissertation information. They needed information and explanation of different components of the dissertation, when they were at that stage. We recommend using technology and the availability of virtual learning environments to provide students with dissertation-related resources including pre-recorded lectures.
The reading above is excerpted from the following article which follows the publishing guidelines of the 6th edition of the Publication Manual of the American Psychological Association:
Marshall, S. M., Klocko, B., & Davidson, J. (2017). Dissertation completion: No longer higher education’s invisible problem. Journal of Educational Research and Practice, 7(1), 74-90. https://doi.org/10.5590/JERAP.2017.07.1.06
Prompt: What challenges to completion do you anticipate you will encounter in your doctoral program? What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?
NOTE: Write a 1-2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that:
Provides a focused and clear central idea that responds to all questions in the assignment prompt with developed ideas;
Integrates relevant and accurate paraphrased and/or quoted and cited evidence from the Marshall et al. (2017) reading excerpt in support of the argument, accompanied by appropriate analysis – you may use your preferred citation style;
Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases;
Uses grammar and mechanics to effectively communicate meaning to readers;
Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Marshall et al. (2017) reading excerpt. Including outside sources beyond the Marshall et al. (2017) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote in your preferred citation style.

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1 slide with speaker notes on complete overview of the case study, highlighting

1 slide with speaker notes on complete overview of the case study, highlighting case study intentions, purpose and findings.
1 slide with speaker notes on the following questions:
What are the greatest internal challenges facing AHS in terms of retaining their traditional low-income population base?
What are the challenges they face in seeking more affluent populations?

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As a future manager or health care leader, one of your roles will be facility ma

As a future manager or health care leader, one of your roles will be facility management, ensuring accreditation standards are met and managing staff members, ensuring that proper credentialing is held by physicians, etc. The goal of this assignment is to assess your understanding of various accreditations, licensures, and provider report cards.
DIrections:
You are serving as an executive board member for government health programs. The board has received congressional approval to stand up a new nonprofit medical center in your community. The medical center will offer inpatient and outpatient services, such as emergency care, pediatric care, intensive critical care, and other similar services. Your boss sends you an email asking for publicly available information that is necessary for attaining and sustaining the new medical center. Your boss wants to know about accrediting agencies and licensures that exist for various types of public and private healthcare institutions (hospitals, managed care plans, long-term care facilities, etc.). Once the center is up and running, your boss believes it will be important to maintain quality standards for the organization and its providers. Therefore, be sure to include research regarding provider report cards in your email.
Reply to your boss with a two-page business email that gives an overview of the impact of accreditation and report cards on your healthcare organization. Describe the types of accrediting agencies and provider report cards that currently exist and applicable to the upcoming medical center. Research the various types of licenses required for future employees (physicians, nurses, medical techs, etc.). Be sure to include summaries/hot links of at least two accreditation agencies so that your boss can readily follow up on this information if she so chooses. In addition, include at least two provider report cards links with at least one local/regional report card.
Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions. Your submission should be highly organized, logical, and focused.
Minimum Submission Requirements
Proper notification of any resubmission, repurposing, or reworking of prior work per the Purdue Global Student Coursework Resubmission, Repurposing, and Reworking Policy Resource.
This assignment should be no more than two pages, completed in a Microsoft Word document.
Your submission must be written in Standard English and demonstrate exceptional content, organization, style, and grammar and mechanics.
Your submission should provide a clearly established and sustained viewpoint and purpose.
Your writing should be well ordered, logical, and unified, as well as original and insightful.
A separate page at the end of your submission should contain a list of references, in APA format. Use your textbook, the Library, and the internet for research.
Be sure to cite both in-text and reference list citations where appropriate and reference all sources. Your sources and content should follow proper APA citation style.
Review the writing resources for APA formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.
If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score.
Plagiarism
Plagiarism is an act of academic dishonesty. It violates the University’s Code of Student Conduct, and the offense is subject to disciplinary action. You are expected to be the sole author of your work. Use of another person’s work or ideas must be accompanied by specific citations and references. Whether the action is intentional or not, it still constitutes plagiarism.

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Prepare a paper that addresses the following requirements: Analyze and evaluate

Prepare a paper that addresses the following requirements:
Analyze and evaluate the implications of digital health opportunities (mHealth, Social Media, Telemedicine, Telehealth, and patient portals. Provide recommendations for how patients could be better engaged to improve their health – discuss opportunities and challenges to achieving those goals.
Evaluate the challenges associated with artificial intelligence and machine learning opportunities and ways to overcome them.
Assess the future of informatics from the perspective of health data and analytics by describing each of the following factors:
Leadership, governance, and the role of a healthcare CIO
Strategic HMIS planning and organizational culture
Explain how innovative technologies support the organization’s vision, mission, and strategic goals.
Discuss how the HIS learning culture supports HIS innovation and healthcare reform.
Your paper should include the following:
Eight pages in length, including the title and reference pages.
Support your paper and points with a minimum of five sources in addition to the course text. Remember, you must support your thinking/opinions and prior knowledge with references; all facts must be supported, and in-text citations used throughout the assignment must be included in an APA-formatted reference list.
Annotated bibliography of 5 sources attached

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restructure and rewrite paper in a more professional manner and better flow .Inc

restructure and rewrite paper in a more professional manner and better flow .Increasing the word count, I need it to reach 12000 words without the references . Do NOT worry about editing the figures themselves as they are just place holders. Write Abstract and conclusion. Format the paper and references according to the following: The dissertation should include the following sections:
. a)  Title page
. b)  Abstract 

• The abstract is a summary of the project 

• Maximum of 250 words 

• Single spacing should be used 

d) Contents page
This should list page numbers and main headings; you should also include a figure list.
e) Introduction/Background
This section should include a review of the relevant literature and give the background to project.
Then structure as you see fit.
References throughout text
In the text, you should use either the Harvard or Vancouver systems
k) Bibliography
References to journal articles should contain the surname(s) followed by the initial(s) of author(s) and the year of publication, the standard abbreviated title of the journal, volume number (underlined) and the first and last pages of the paper. Titles of papers must be included for all references.

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Research is used to improve clinical practices through process improvement, qual

Research is used to improve clinical practices through process improvement, quality improvement, and formal research influencing evidence-based practice. Health care professionals use research to answer clinical questions.
For this video discussion answer the following questions:
1. Why is it important for clinicians to continually read research studies?
2. Explain how reading research can assist you in your bedside or clinical practice.
3. Describe the challenges you face when reading research articles.
4. Discuss the importance of primary sources.

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Please respond to the question with adequate depth and avoid filler words and ph

Please respond to the question with adequate depth and avoid filler words and phrases. If you feel the need to connect it to the school, you may find more information on the following website: https://humanmedicine.msu.edu. The question to be answered is Imagine and reflect upon your life and medical career at the time of retirement. What do you envision being your proudest/ most significant accomplishment?

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Management Concepts and Systems Paper Purpose This assignment is intended to hel

Management Concepts and Systems Paper
Purpose
This assignment is intended to help you learn to do the following:
• Examine the strengths and weaknesses of management concepts.
• Develop an incident response tool.
Action Items
1. Write a four- to five-page paper in which you:
o Research the (5) five management concepts below:
 Evidence Based Management
 Knowledge Based Management
 Systemic Structures
 Double-Loop Learning
 Mental Models
Illustrate the strengths and weaknesses of each of the management concepts, relative to patient safety and medical errors. Specifically, assess how the application of the principles of each concept might help prevent organizational incidents and assure patient safety. Include how each concept would help with the investigation of incidents. Also include the below (red italics) in the paper.
o Research two specific examples of two of the management concepts and discuss the strengths and weaknesses of the two examples.
o Develop a basic incident response tool (e.g., a flow-chart, process diagram, decision tree, etc.) that integrates the strengths of three of the management concepts.
2. Chapters 4 and 5 in Spath, P. & Kelly, D. (2017)Links to an external site. You will likely need my Franklin Library log-in info. It will be uploaded as always.
• Required reading for this module is Chapter 4 & 5 from the etext listed in blue link above and here: Chapters 4 and 5 in Spath, P. & Kelly, D. (2017)Links to an external site.
*** Please include (1) incident response tool/chart/diagram as indicated in the last red italics bullet
Please provide 4 scholarly references with URL links at the end of the refences on reference List. Please ensure references end in .edu, .org, .gov.
**** Questions to be answered/include in paper are in RED ITALICS above as always.
****Please use APA 7 and appropriate headings/subheadings as always
****Total count of pages does not include title page and reference page

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GEL-1.02: Demonstrate college-level communication through the composition of ori

GEL-1.02: Demonstrate college-level communication through the composition of original materials in Standard English.
HA425-3: Compare operational management theories that can aid in the implementation of quality improvement programs in a healthcare facility.
Imagine you have been tasked with developing a quality improvement program that will improve the overall quality of the organization. You will need to complete a SWOT analysis, compare operational management theories, and then decide which one would be best to help your organization reach its goals.
Describe how a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis can directly assist with improving quality in a healthcare organization (reduced mortality, improving door to balloon times, etc).
Choose at least two operational management theories ( MBO, TQM, CQI, etc) and discuss their similarities and differences. MBO,TQM,CQI
Which operational management theory do you believe would be best to improve quality in a healthcare environment (Reduced readmissions, reduced medication errors, improved patient satisfaction, etc.) ? Explain.
Describe at least two areas of improvement. Select one and provide a detailed outline for quality improvement based on the previous category
Minimum Submission Requirements
Proper notification of any resubmission, repurposing, or reworking of prior work per the Purdue Global Student Coursework Resubmission, Repurposing, and Reworking Policy Resource.
Your submission is composed in a Microsoft Word document.
To meet the objective requirements, your response is at least 500 words in length.
Your submission includes specific examples of concepts, topics, definitions, and other elements to demonstrate mastery of the objective.
Your submission includes a highly developed viewpoint and purpose.
Your response is in Standard English and demonstrates superior organization.
Your communication is highly ordered, logical and unified, as well as original and insightful.
Your submission displays exceptional content, organization, style, and mechanics.
A separate page at the end of your response contains a list of references.
Include both in-text and reference list citations where appropriate and reference all sources used following proper APA citation style.
Please review the APA formatting and citation style in Academic Tools – Academic Writer.
If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score.
Plagiarism
Plagiarism is an act of academic dishonesty. It violates the University’s Code of Student Conduct, and the offense is subject to disciplinary action. You are expected to be the sole author of your work. Use of another person’s work or ideas must be accompanied by specific citations and references. Whether the action is intentional or not, it still constitutes plagiarism.

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Health Care

How can the Christian health administrator balance the importance of financial e

How can the Christian health administrator balance the importance of financial efficiency and customer satisfaction?