const pptxgen = require("pptxgenjs");

const pres = new pptxgen();
pres.layout = "LAYOUT_16x9";
pres.title = "Multidisciplinary Approaches in Health & Social Care";

// ── Colour palette ────────────────────────────────────────────────────────────
const BG      = "1B2B4B";   // dark navy  – all slide backgrounds
const TEAL    = "2A7F7F";   // teal accent
const TEAL2   = "1F6B6B";   // darker teal for card headers
const ORANGE  = "E8702A";   // orange accent
const WHITE   = "FFFFFF";
const LGREY   = "D0DCE8";   // light grey text / lines
const CARD    = "243558";   // card / box fill

// ── Reusable helpers ──────────────────────────────────────────────────────────

/** Full-slide navy background */
function bg(slide) {
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}

/** Left teal accent bar */
function leftBar(slide) {
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}

/** Section header strip (full-width teal bar at top) */
function headerBar(slide, text, small = false) {
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    fontSize: small ? 13 : 15, bold: true, color: WHITE,
    fontFace: "Calibri", valign: "middle"
  });
}

/** Bottom footer strip */
function footer(slide, left = "", right = "") {
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}

/** Small teal label pill */
function pill(slide, text, x, y, w = 1.8, h = 0.32) {
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}

/** Numbered circle */
function numCircle(slide, num, x, y, r = 0.27, color = ORANGE) {
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}

/** Info card (dark box with title + body text) */
function card(slide, title, body, x, y, w, h, titleColor = TEAL) {
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  slide.addShape(pres.ShapeType.rect, { x, y, w, h: 0.3, fill: { color: titleColor }, line: { color: titleColor } });
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}

// =============================================================================
// SLIDE 1 – Title Slide
// =============================================================================
{
  const s = pres.addSlide();
  bg(s);
  // Left teal panel
  s.addShape(pres.ShapeType.rect, { x: 0, y: 0, w: 0.5, h: 5.625, fill: { color: TEAL }, line: { color: TEAL } });
  // Orange accent line
  s.addShape(pres.ShapeType.rect, { x: 0.5, y: 2.55, w: 9.5, h: 0.05, fill: { color: ORANGE }, line: { color: ORANGE } });

  s.addText("MDT", { x: 0.7, y: 0.5, w: 3, h: 0.7, fontSize: 36, bold: true, color: WHITE, fontFace: "Calibri" });
  s.addText([
    { text: "Team  •  Collaboration  •  Patient Care", options: { fontSize: 10, color: LGREY } }
  ], { x: 0.7, y: 1.22, w: 3.5, h: 0.4, fontFace: "Calibri" });

  s.addText("Multidisciplinary\nApproaches in Health\n& Social Care", {
    x: 0.7, y: 1.75, w: 9, h: 1.6, fontSize: 26, bold: true, color: WHITE, fontFace: "Calibri"
  });

  s.addText("Case Scenario 3 – Liam: Newly Diagnosed Type 1 Diabetes", {
    x: 0.7, y: 3.4, w: 9, h: 0.4, fontSize: 12, italic: true, color: LGREY, fontFace: "Calibri"
  });
  s.addText("Group Assignment | Task 1 & Task 2", {
    x: 0.7, y: 3.85, w: 9, h: 0.3, fontSize: 10, color: LGREY, fontFace: "Calibri"
  });
  s.addText("Undergraduate Certificate in Nursing Studies\nLecturer: Ms Dorianne Cachia | June 2026", {
    x: 0.7, y: 4.35, w: 9, h: 0.5, fontSize: 9, color: LGREY, fontFace: "Calibri"
  });
}

// =============================================================================
// SLIDE 2 – Case Scenario: Who is Liam?
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Case Scenario 3 – Who is Liam?");

  const rows = [
    ["Age",         "10 years old"],
    ["Diagnosis",   "Newly diagnosed Type 1 Diabetes Mellitus"],
    ["Symptoms",    "Excessive thirst, weight loss, fatigue, frequent urination"],
    ["Concern",     "Frightened of injections; distressed about insulin discussion"],
    ["Parents",     "Overwhelmed and anxious about home management"],
    ["School",      "Worried about hypoglycaemia at school"],
    ["Activity",    "Plays football – wants to continue sports"],
  ];

  rows.forEach(([label, val], i) => {
    const y = 0.98 + i * 0.57;
    slide_row(s, label, val, y);
  });

  function slide_row(sl, label, val, y) {
    sl.addShape(pres.ShapeType.rect, { x: 0.25, y, w: 2.2, h: 0.4, fill: { color: TEAL }, line: { color: TEAL } });
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    sl.addText(val,   { x: 2.6,  y, w: 7.1, h: 0.4, fontSize: 9.5, color: WHITE, fontFace: "Calibri", valign: "middle" });
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  // right icon placeholder circle
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  s.addText("🧒", { x: 8.3, y: 0.92, w: 1.4, h: 1.4, fontSize: 32, align: "center", valign: "middle" });

  footer(s, "Patient-centred MDT approach | ISPAD Guidelines 2022; WHO, 2024", "");
}

// =============================================================================
// SLIDE 3 – Task 1 Divider
// =============================================================================
{
  const s = pres.addSlide();
  bg(s);
  s.addShape(pres.ShapeType.rect, { x: 0, y: 0, w: 10, h: 5.625, fill: { color: BG }, line: { color: BG } });
  s.addShape(pres.ShapeType.rect, { x: 0, y: 1.9, w: 10, h: 1.9, fill: { color: TEAL2 }, line: { color: TEAL2 } });

  s.addText("T A S K  1", { x: 1, y: 1.95, w: 8, h: 0.7, fontSize: 34, bold: true, color: WHITE, fontFace: "Calibri", align: "center", charSpacing: 8 });
  s.addText("Working in a Multidisciplinary Approach", { x: 1, y: 2.65, w: 8, h: 0.5, fontSize: 14, italic: true, color: LGREY, fontFace: "Calibri", align: "center" });
  s.addText("Questions A – D  |  Case Scenario 3: Liam (Type 1 Diabetes)", {
    x: 1, y: 4.9, w: 8, h: 0.4, fontSize: 9, color: LGREY, fontFace: "Calibri", align: "center"
  });
}

// =============================================================================
// SLIDE 4 – Question A: Patient-Centred Approach
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question A – Patient-Centred Approach (K&U 2.3; S&E 2.4)");

  s.addText('"Care that is respectful of, and responsive to, individual patient\npreferences, needs and values."', {
    x: 0.3, y: 0.95, w: 9.4, h: 0.75, fontSize: 11, italic: true, color: WHITE, fontFace: "Calibri", align: "center"
  });
  s.addText("– World Health Organization, 2016", { x: 0.3, y: 1.65, w: 9.4, h: 0.3, fontSize: 9, color: LGREY, fontFace: "Calibri", align: "center", italic: true });

  s.addText("Liam's complex needs require multiple professionals working together:", {
    x: 0.25, y: 2.05, w: 9.5, h: 0.35, fontSize: 10, color: LGREY, fontFace: "Calibri"
  });

  const domains = [
    ["Medical", "Insulin therapy &\nglycaemic control"],
    ["Nutritional", "Carbs counting &\nmeal planning"],
    ["Psychological", "Needle phobia\nadjustment"],
    ["Family", "Parent education\n& support"],
    ["Educational", "School safety\n& reintegration"],
  ];

  domains.forEach(([title, body], i) => {
    const x = 0.25 + i * 1.9;
    card(s, title, body, x, 2.5, 1.75, 1.8);
  });

  footer(s, "WHO (2016); Guarna et al. (2022); ISPAD (2022)", "");
}

// =============================================================================
// SLIDE 5 – Healthcare Professionals Involved (1 of 2)
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question A – Healthcare Professionals Involved (1 of 2)");

  const profs = [
    ["1", "Paediatric Endocrinologist", "Leads medical management: oversees insulin regimen, HbA1c monitoring, and may introduce pump therapy (Daneman, 2006)."],
    ["2", "Diabetes Specialist Nurse (DSN)", "Primary family contact; teaches insulin technique, BG monitoring, hypo management; liaises with school (ISPAD, 2022)."],
    ["3", "Paediatric Dietitian", "Carbohydrate counting, flexible meal plans around sport & school, preventing hypoglycaemia (Deeb, 2017)."],
    ["4", "Paediatric Psychologist", "CBT for needle phobia; supports family adjustment to lifelong diagnosis; reduces anxiety (Fenqold et al., 2000)."],
    ["5", "Ward Nurse (Paediatric)", "Holistic daily care; insulin administration; patient advocate; observes clinical changes and escalates (Jennigns & Evans, 2020)."],
  ];

  profs.forEach(([num, title, body], i) => {
    const y = 0.98 + i * 0.87;
    numCircle(s, num, 0.25, y + 0.1, 0.22, TEAL);
    s.addText(title, { x: 0.75, y, w: 2.8, h: 0.35, fontSize: 9.5, bold: true, color: WHITE, fontFace: "Calibri", valign: "middle" });
    s.addText(body,  { x: 3.6,  y, w: 6.1, h: 0.75, fontSize: 8.5, color: LGREY, fontFace: "Calibri", valign: "top", wrap: true });
    s.addShape(pres.ShapeType.line, { x: 0.25, y: y + 0.8, w: 9.5, h: 0, line: { color: TEAL2, pt: 0.5 } });
  });

  footer(s, "Daneman (2006); ISPAD (2022); Deeb (2017); Feinqold et al. (2000); Jennings & Evans (2020)", "");
}

// =============================================================================
// SLIDE 6 – Healthcare Professionals Involved (2 of 2)
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question A – Healthcare Professionals Involved (2 of 2)");

  const profs = [
    ["6", "GP / General Paediatrician", "Continuity post-discharge; manages intercurrent illness; coordinates specialist referrals (ISPAD, 2022)."],
    ["7", "Pharmacist", "Safe dispensing of insulin, monitoring supplies, glucagon kits; medication counselling (CDC, 2024)."],
    ["8", "Social Worker", "Family coping support; financial assistance for supplies; links to community resources & school reintegration."],
    ["9", "School Health Nurse", "Trains school staff on hypo recognition; supervises insulin if required; bridges clinic and classroom (ISPAD, 2022)."],
    ["10", "Exercise Physiologist", "Insulin & carbohydrate strategies around football; prevents exercise-induced hypoglycaemia (ISPAD, 2022)."],
  ];

  profs.forEach(([num, title, body], i) => {
    const y = 0.98 + i * 0.87;
    numCircle(s, num, 0.25, y + 0.1, 0.22, ORANGE);
    s.addText(title, { x: 0.75, y, w: 2.8, h: 0.35, fontSize: 9.5, bold: true, color: WHITE, fontFace: "Calibri", valign: "middle" });
    s.addText(body,  { x: 3.6,  y, w: 6.1, h: 0.75, fontSize: 8.5, color: LGREY, fontFace: "Calibri", valign: "top", wrap: true });
    s.addShape(pres.ShapeType.line, { x: 0.25, y: y + 0.8, w: 9.5, h: 0, line: { color: TEAL2, pt: 0.5 } });
  });

  footer(s, "CDC (2024); ISPAD (2022); Guarna et al. (2022)", "");
}

// =============================================================================
// SLIDE 7 – MDT Attributes, Skills & Behaviours
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question B – Attributes, Skills & Behaviours for MDT Success (S&E 2.5)");

  const items = [
    ["Communication", "Structured, timely, jargon-free – shared records & MDT meetings (Help et al., 2022)", "Tuckman's 5 Stages", "Forming→Storming→Norming→Performing→Adjourning (Tuckman, 1965)"],
    ["Role Clarity", "Clear scope of practice; no duplication; mutual respect (Jennings & Evans, 2020)", "Continuous Learning", "Keep up to date with QDIN, closed-loop systems & ISPAD guidelines"],
    ["Person-Centred Care", "Liam & parents as partners in decisions; age-appropriate explanations", "Professional Accountability", "CNF & NMC Codes: practice within competence; accurate records; speak up"],
    ["Shared Decision-Making", "Improves adherence and satisfaction; 'no decision about me without me'", "Emotional Intelligence", "Manage own & others' reactions; builds family trust in team (Coleman et al., 2021)"],
  ];

  items.forEach(([t1, b1, t2, b2], i) => {
    const y = 0.97 + i * 1.12;
    card(s, t1, b1, 0.22, y, 4.6, 1.0);
    card(s, t2, b2, 5.0,  y, 4.6, 1.0);
  });

  footer(s, "Help et al. (2022); Tuckman (1965); Jennings & Evans (2020); Coleman et al. (2021)", "");
}

// =============================================================================
// SLIDE 8 – Benefits of Working in a Team
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question C – Benefits of Working in a Team (A&A 1.2)");

  s.addText('"Interprofessional collaboration significantly improved chronic disease management outcomes."', {
    x: 0.3, y: 0.97, w: 9.4, h: 0.55, fontSize: 10.5, italic: true, color: WHITE, fontFace: "Calibri", align: "center"
  });
  s.addText("– Pascucci, Sassano & Gurrini, 2021 Systematic Review & Meta-Analysis", {
    x: 0.3, y: 1.5, w: 9.4, h: 0.28, fontSize: 8.5, italic: true, color: LGREY, fontFace: "Calibri", align: "center"
  });

  const benefits = [
    ["Holistic Care", "All of Liam's physical, psychological, social & educational needs addressed together"],
    ["Fewer Errors", "Cross-professional checks reduce medical and nursing errors (He et al., 2022)"],
    ["Better Glycaemic Control", "Collaborative management improves HbA1c in children with T1DM (Daneman, 2006)"],
    ["Family Confidence", "Consistent messaging to parents and carers decreases parental anxiety"],
    ["Continuity of Care", "Seamless transition from ward to home and school; reduces readmissions"],
    ["Efficient Resources", "Avoids duplication of assessment; optimal use of health service resources (He et al., 2022)"],
  ];

  benefits.forEach(([title, body], i) => {
    const col = i % 2 === 0 ? 0.22 : 5.0;
    const y = 1.88 + Math.floor(i / 2) * 1.15;
    card(s, title, body, col, y, 4.6, 1.05);
  });

  footer(s, "Pascucci et al. (2021); He et al. (2022); Daneman (2006); Guarna et al. (2022)", "");
}

// =============================================================================
// SLIDE 9 – Barriers to Working in a Team
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  s.addShape(pres.ShapeType.rect, { x: 0, y: 0, w: 10, h: 0.85, fill: { color: ORANGE }, line: { color: ORANGE } });
  s.addText("Question D – Barriers to Working in a Team (A&A 1.2)", {
    x: 0.25, y: 0, w: 9.5, h: 0.85, fontSize: 15, bold: true, color: WHITE, fontFace: "Calibri", valign: "middle"
  });

  const barriers = [
    ["Communication Breakdown", "Poor handovers, jargon, withheld info – leading barrier to teamwork (Efstathiou et al., 2015)"],
    ["Professional Hierarchy", "Power imbalances silence nurses & allied health professionals"],
    ["Professional Tribalism", "Stereotypical attitudes; reluctance to share decision-making (Guarna et al., 2022)"],
    ["Role Ambiguity", "Unclear responsibilities cause duplication or gaps in care"],
    ["Time & Workload", "Busy wards make regular MDT meetings difficult (British Journal of Nursing, 2022)"],
    ["Resistance to Change", "Some professionals reluctant to adopt new protocols or technologies"],
  ];

  barriers.forEach(([title, body], i) => {
    const col = i % 2 === 0 ? 0.22 : 5.0;
    const y = 0.98 + Math.floor(i / 2) * 1.48;
    card(s, title, body, col, y, 4.6, 1.35, ORANGE);
  });

  footer(s, "Efstathiou et al. (2021); Guarna et al. (2022); British Journal of Nursing, 2022", "");
}

// =============================================================================
// SLIDE 10 – Task 2 Divider
// =============================================================================
{
  const s = pres.addSlide();
  bg(s);
  s.addShape(pres.ShapeType.rect, { x: 0, y: 1.9, w: 10, h: 1.9, fill: { color: ORANGE }, line: { color: ORANGE } });
  s.addText("T A S K  2", { x: 1, y: 1.95, w: 8, h: 0.7, fontSize: 34, bold: true, color: WHITE, fontFace: "Calibri", align: "center", charSpacing: 8 });
  s.addText("Conflict in the Multidisciplinary Team", { x: 1, y: 2.65, w: 8, h: 0.5, fontSize: 14, italic: true, color: LGREY, fontFace: "Calibri", align: "center" });
  s.addText("Questions 1 – 8  |  Conflict Definition, Case Study, Group Dynamics & Resolution Strategies", {
    x: 1, y: 4.9, w: 8, h: 0.4, fontSize: 9, color: LGREY, fontFace: "Calibri", align: "center"
  });
}

// =============================================================================
// SLIDE 11 – Defining Conflict & Why It Occurs
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 1 – Defining Conflict & Why It Occurs (K&U 4.1)");

  s.addText('"A disagreement in values, goals or actions between parties."', {
    x: 0.3, y: 0.98, w: 9.4, h: 0.5, fontSize: 12, italic: true, color: WHITE, fontFace: "Calibri", align: "center"
  });
  s.addText("– Registered Nurses' Association of Ontario (RNAO), 2012", {
    x: 0.3, y: 1.45, w: 9.4, h: 0.28, fontSize: 9, italic: true, color: LGREY, fontFace: "Calibri", align: "center"
  });

  s.addShape(pres.ShapeType.rect, { x: 0.22, y: 1.85, w: 9.56, h: 0.38, fill: { color: TEAL2 }, line: { color: TEAL2 } });
  s.addText("Conflict is NOT always negative – managed well, it can drive innovation and improvement.", {
    x: 0.22, y: 1.85, w: 9.56, h: 0.38, fontSize: 10, italic: true, color: WHITE, fontFace: "Calibri", align: "center", valign: "middle"
  });

  s.addText("Why Conflict Occurs in MDTs:", { x: 0.25, y: 2.35, w: 9.5, h: 0.32, fontSize: 11, bold: true, color: WHITE, fontFace: "Calibri" });

  const reasons = [
    "Differences in professional values, priorities and perspectives",
    "Role ambiguity – unclear who is responsible for which tasks",
    "Communication failures: poor handovers, jargon, misunderstandings",
    "Resource scarcity – competition for beds, equipment, funding",
    "Hierarchical power imbalances and personality clashes",
    "Patient/family dissatisfaction creating tension within the team",
  ];
  s.addText(reasons.map((r, i) => ({ text: r, options: { bullet: { type: "bullet" }, breakLine: i < reasons.length - 1 } })), {
    x: 0.3, y: 2.7, w: 9.3, h: 2.4, fontSize: 9.5, color: LGREY, fontFace: "Calibri"
  });

  footer(s, "RNAO (2012); Omisore et al. (2020)", "");
}

// =============================================================================
// SLIDE 12 – Case of Conflict: T1DM Discharge Dispute
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 2 – Case of Conflict: Paediatric T1DM Discharge Dispute (A&A 4.4)");

  s.addText("Setting: Paediatric diabetes ward – conflict over discharge readiness of a newly diagnosed child", {
    x: 0.25, y: 0.97, w: 9.5, h: 0.32, fontSize: 9.5, italic: true, color: LGREY, fontFace: "Calibri"
  });

  // Three columns
  const cols = [
    { title: "How Conflict Arose", x: 0.22, body: "Paediatric Endocrinologist (Consultant): Diabetes Specialist Nurse (DSN); Ward Nurse (Band 5); Paediatric Dietitian. Nurse & DSN: parents not yet safe with insulin injection & hypo recognition. Dietitian had not completed carb-counting education. Consultant perceived nursing concerns as 'unnecessary delay'." },
    { title: "Who Was Affected", x: 3.42, body: "Child & family discharged unprepared → hypo episode at home (ED attendance); Nurse & DSN: moral distress; Consultant reputational concern; Dietitian felt devalued at clinical audit." },
    { title: "Resolution", x: 6.62, body: "Root cause analysis conducted. MDT meeting convened: new discharge protocols co-developed. Charge nurse staff given formal authority to request review if core competencies unmet (ISPAD, 2022)." },
  ];

  cols.forEach(({ title, x, body }) => {
    card(s, title, body, x, 1.4, 3.05, 3.7, ORANGE);
  });

  footer(s, "ISPAD (2022) – Managing and Mitigating Conflict in Healthcare Teams", "");
}

// =============================================================================
// SLIDE 13 – Effects of Conflict
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 3 – Effects of Conflict in an MDT Approach (K&U 4.1)");

  // Two columns
  s.addShape(pres.ShapeType.rect, { x: 0.22, y: 0.97, w: 4.6, h: 0.4, fill: { color: ORANGE }, line: { color: ORANGE } });
  s.addText("NEGATIVE EFFECTS", { x: 0.22, y: 0.97, w: 4.6, h: 0.4, fontSize: 10, bold: true, color: WHITE, fontFace: "Calibri", align: "center", valign: "middle" });

  s.addShape(pres.ShapeType.rect, { x: 5.0, y: 0.97, w: 4.6, h: 0.4, fill: { color: TEAL }, line: { color: TEAL } });
  s.addText("POSITIVE EFFECTS", { x: 5.0, y: 0.97, w: 4.6, h: 0.4, fontSize: 10, bold: true, color: WHITE, fontFace: "Calibri", align: "center", valign: "middle" });

  const neg = [
    "Compromised patient safety (preventable adverse events)",
    "Reduced team cohesion & trust",
    "Staff stress, burnout & absenteeism (Cerqueira et al., 2024)",
    "Poor information sharing; increased errors",
    "Loss of patient & family confidence in care",
  ];
  const pos = [
    "Promotes reflection & quality improvement",
    "Encourages creativity & innovative solutions",
    "Strengthens team dynamics when resolved well",
    "Empowers junior staff & validates nursing voice",
    "Drives protocol development & safer practice",
  ];

  s.addText(neg.map((r, i) => ({ text: r, options: { bullet: true, breakLine: i < neg.length - 1 } })), {
    x: 0.22, y: 1.42, w: 4.6, h: 3.6, fontSize: 9.5, color: LGREY, fontFace: "Calibri"
  });
  s.addText(pos.map((r, i) => ({ text: r, options: { bullet: true, breakLine: i < pos.length - 1 } })), {
    x: 5.0, y: 1.42, w: 4.6, h: 3.6, fontSize: 9.5, color: LGREY, fontFace: "Calibri"
  });

  footer(s, "RNAO (2012); Cerqueira et al. (2024); British Journal of Nursing (2022)", "");
}

// =============================================================================
// SLIDE 14 – Poor Group Dynamics: Causes
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 4 – Poor Group Dynamics: Causes (S&E 1.3)");

  s.addText("Group dynamics refers to the social and psychological processes within a group that influence its performance.", {
    x: 0.25, y: 0.98, w: 9.5, h: 0.38, fontSize: 9.5, italic: true, color: LGREY, fontFace: "Calibri"
  });

  const causes = [
    ["No Shared Goals", "Professionals pursue individual aims rather than shared patient outcomes"],
    ["Poor Leadership", "Weak or authoritarian leaders fail to facilitate open discussion"],
    ["Role Ambiguity", "Unclear responsibilities create confusion, duplication and resentment"],
    ["Low Psychological Safety", "Fear of speaking up = important clinical information suppressed"],
    ["Ineffective Communication", "Dominating contributions; withholding information; failure to listen"],
    ["Diversity Not Valued", "Cultural, professional & interpersonal diversity underutilised"],
  ];

  causes.forEach(([title, body], i) => {
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    const y = 1.45 + Math.floor(i / 2) * 1.32;
    card(s, title, body, col, y, 4.6, 1.18);
  });

  footer(s, "Guarna et al. (2022); RNAO (2012)", "");
}

// =============================================================================
// SLIDE 15 – Tuckman's Team Development Model
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 4 – Tuckman's Team Development Model (1965)");

  const stages = [
    { num: "1", name: "FORMING", body: "Team pulls together; orientation & uncertainty; leader role critical", color: TEAL },
    { num: "2", name: "STORMING", body: "Conflict & competition; different perspectives surface; tensions rise", color: ORANGE },
    { num: "3", name: "NORMING", body: "Shared norms established; cohesion & open communication begin", color: "3A7DBF" },
    { num: "4", name: "PERFORMING", body: "High trust & shared goals; autonomous; focused on patient care", color: "2E8B57" },
    { num: "5", name: "ADJOURNING", body: "Task complete; team disbands; reflection and handover important", color: "8B5E83" },
  ];

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  footer(s, "Tuckman (1965); Kivimaa et al. (2018); British Journal of Nursing (2022)", "");
}

// =============================================================================
// SLIDE 16 – Belbin's Team Role Theory
// =============================================================================
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  bg(s); leftBar(s);
  headerBar(s, "Question 4 – Belbin's Team Role Theory & Strategies to Improve Dynamics");

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  const belbin = [
    ["Thinking Roles", "Plant – creative problem-solver | Monitor-Evaluator – critical thinker | Specialist – expert knowledge"],
    ["Social Roles", "Co-ordinator, shaper, delegator | Team Worker – supports cohesion | Resource Investigator – external links"],
    ["Action Roles", "Implementer – turns plans into action | Completer-Finisher – quality checks"],
  ];
  belbin.forEach(([title, body], i) => {
    card(s, title, body, 0.22, 1.4 + i * 1.3, 4.6, 1.18);
  });

  // Strategies right col
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  const strats = [
    "Regular structured MDT meetings with clear agendas",
    "Team-building & interprofessional education",
    "Psychologically safe environment – everyone can speak up",
    "Proactive use of RNAO conflict management frameworks",
    "Emotionally intelligent leadership",
    "Regular debrief sessions after critical incidents",
  ];
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  });

  footer(s, "Belbin (1981); Aranzabal et al. (2022); RNAO (2012); Kivimaa et al. (2018)", "");
}

// =============================================================================
// SLIDE 17 – Skills & Behaviours to Overcome Conflict
// =============================================================================
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  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Question 5 – Skills & Behaviours to Overcome MDT Conflict (A&A 4.2)");

  const skills = [
    { title: "Communication", body: "Active listening; closed-loop communication; assertive not aggressive (Guarna et al., 2022)", icon: "💬" },
    { title: "Emotional Intelligence", body: "Goleman's 5 domains: self-awareness, self-regulation, empathy, motivation, social skills (Coleman, 2006)", icon: "🧠" },
    { title: "Assertiveness", body: "Advocate for patient & own judgement; nurses supported to challenge unsafe decisions (CNMC, 2022)", icon: "✊" },
    { title: "Negotiation & Compromise", body: "Win-win resolution; interest-based negotiation; 'no-party' concerns addressed (RNAO, 2012)", icon: "🤝" },
    { title: "Respect for Diversity", body: "Cultural competence; respect for professional backgrounds & communication styles (Coleman et al., 2021)", icon: "🌍" },
    { title: "Problem-Solving", body: "Focus on issue, not blame; reframe conflict as quality improvement opportunity (Guarna et al., 2022)", icon: "🔍" },
    { title: "Professionalism", body: "Maintain composure even in conflict; keep patient safety central (Coleman et al., 2021)", icon: "⚕️" },
  ];

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    const row = i < 4 ? i : i - 4;
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    card(s, title, body, col, y, 4.6, 1.0);
  });

  footer(s, "Coleman et al. (2021); Guarna et al. (2022); RNAO (2012); CNMC (2022)", "");
}

// =============================================================================
// SLIDE 18 – Strategies to Resolve Conflict
// =============================================================================
{
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  bg(s); leftBar(s);
  headerBar(s, "Question 6 – Strategies to Resolve Conflict in the MDT (K&U 4.3)");

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  });

  const rows2 = [
    ["Negotiation / Collaborative", "Parties discuss interests to reach mutual agreement", "Preserves relationships; maintains trust", "Requires time; needs willing facilitators"],
    ["Mediation", "Each party concedes demands to reach agreement", "Impartial & structured; structured dialogue", "Can be time-consuming; may feel forced"],
    ["Compromise", "Each gives up something for resolution", "Prevents escalation", "Neither party fully satisfied; temporary fix"],
    ["Formal Escalation", "Grievance or governance processes when informal fails", "Documented process; follows policy", "Damages relationships; time-intensive"],
    ["De-escalation", "Time-out; calm language; acknowledge every perspective", "Immediate; best strategy for hot conflict", "Doesn't resolve underlying issues"],
  ];

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      rx += hWidths[ci];
    });
  });

  footer(s, "RNAO (2012) – Best strategy: Negotiation/Collaborative Problem-solving", "");
}

// =============================================================================
// SLIDE 19 – Which Strategy Is Best?
// =============================================================================
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  bg(s); leftBar(s);
  headerBar(s, "Question 6 – Which Strategy Is Best?");

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  s.addText('"Start with direct, respectful negotiation. Escalate only if necessary." – RNAO (2012)', {
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  });

  const steps = [
    { num: "1", name: "NEGOTIATE", body: "Direct, respectful discussion first" },
    { num: "2", name: "MEDIATE", body: "Neutral third party if step 1 fails" },
    { num: "3", name: "ESCALATE", body: "Formal process for patient safety issues only" },
  ];

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  s.addText("Why Negotiation Works Best in Healthcare:", { x: 0.25, y: 3.85, w: 9.5, h: 0.32, fontSize: 10, bold: true, color: WHITE, fontFace: "Calibri" });
  const reasons = [
    "Preserves professional relationships essential for ongoing patient care",
    "Fosters a culture of psychological safety and open communication",
    "More likely to reach durable, mutually acceptable solutions",
    "Aligns with NMC Code: courage, candour and collaborative practice",
  ];
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  });

  footer(s, "RNAO (2012); NMC (2018)", "");
}

// =============================================================================
// SLIDE 20 – Liam's Discharge Planning & School Reintegration
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Liam's Discharge Planning & School Reintegration");

  s.addText("A safe discharge for Liam requires every MDT member to fulfil their role before he leaves the ward.", {
    x: 0.25, y: 0.97, w: 9.5, h: 0.38, fontSize: 9.5, italic: true, color: LGREY, fontFace: "Calibri"
  });

  const items = [
    ["DSN Education", "Parents competent in insulin injection, BG monitoring & glucagon kit before discharge (ISPAD, 2022)"],
    ["Dietitian Sign-Off", "Carb-counting basics complete; flexible meal plan for football nights given to family"],
    ["Psychology Input", "CBT starter session for Liam's needle phobia; follow-up appointment booked"],
    ["School Health Plan", "Written Individual Healthcare Plan sent to school; nurse briefed on hypo protocol"],
    ["GP Handover", "Detailed discharge summary; community follow-up within 1 week (NICE, 2023)"],
    ["Community DSN", "Home visit within 48 h; 24-h helpline number provided"],
  ];

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    const y = 1.45 + Math.floor(i / 2) * 1.28;
    card(s, title, body, col, y, 4.6, 1.15);
  });

  footer(s, "ISPAD (2022); NICE (2023); Daneman (2006)", "");
}

// =============================================================================
// SLIDE 21 – Insulin Management & Glycaemic Targets
// =============================================================================
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  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Insulin Management & Glycaemic Targets for Liam");

  s.addText("ISPAD 2022 Consensus Guidelines: target HbA1c < 53 mmol/mol (< 7%) for children with T1DM", {
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  });

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    { title: "Basal-Bolus Regimen", x: 0.22, body: "Long-acting insulin (glargine/detemir) once/twice daily + rapid-acting (aspart/lispro) with each meal. Allows flexibility around sport." },
    { title: "Continuous Glucose Monitoring", x: 3.45, body: "CGM (e.g. Libre or Dexterity) alerts for hypo/hyperglycaemia; especially valuable during football; reduces fingerprick burden." },
    { title: "Insulin Pump (CSII)", x: 6.68, body: "Recommended if MDI fails to achieve targets; reduces severe hypoglycaemia; closed-loop systems now available (NICE, 2023)." },
  ];

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    "Reduce bolus by 20-30% before prolonged aerobic exercise (ISPAD, 2022)",
    "Extra 15g carbohydrate snack if pre-exercise BG < 7 mmol/L",
    "Glucagon kit available at sports field; coach trained in recognition",
    "CGM alarm thresholds adjusted on match days",
  ];
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  });

  footer(s, "ISPAD (2022); NICE (2023)", "");
}

// =============================================================================
// SLIDE 22 – Psychological & Family Support
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Psychological & Family Support (S&E 2.4)");

  const blocks = [
    { title: "Liam – Needle Phobia", body: "Validated with CBT-based exposure therapy; graded exposure; distraction techniques; praise-based reward system (Feingold et al., 2000)." },
    { title: "Liam – Diabetes Distress", body: "Normalise negative feelings; peer support groups; connect with Diabetes UK Young Carers network; school counsellor referral." },
    { title: "Parents – Information Overload", body: "Staged education approach: priority topics first, then build over weeks. Written resources + video tutorials provided (ISPAD, 2022)." },
    { title: "Parents – Anxiety", body: "CBT-informed parental coaching; mindfulness-based stress reduction; acknowledgement of parental burden by DSN at every contact." },
    { title: "Sibling Impact", body: "Family sessions acknowledge impact on siblings; avoid diabetes dominating all family conversations." },
    { title: "School Acceptance", body: "Anti-stigma work; teacher training; classmates given age-appropriate explanation with parental consent." },
  ];

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    const col = i % 2 === 0 ? 0.22 : 5.0;
    const y = 0.97 + Math.floor(i / 2) * 1.48;
    card(s, title, body, col, y, 4.6, 1.35);
  });

  footer(s, "Feingold et al. (2000); ISPAD (2022); Diabetes UK (2024)", "");
}

// =============================================================================
// SLIDE 23 – Legislation, Ethics & Professional Standards
// =============================================================================
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  bg(s); leftBar(s);
  headerBar(s, "Legislation, Ethics & Professional Standards Underpinning MDT Care");

  const items = [
    { label: "Children Act 2004", desc: "Every Child Matters; duty to safeguard and promote welfare of children in all settings." },
    { label: "Equality Act 2010", desc: "Disability provisions cover T1DM; school must make reasonable adjustments for Liam." },
    { label: "Mental Capacity Act 2005", desc: "Gillick competence considered for Liam's participation in his own care decisions." },
    { label: "Data Protection Act 2018", desc: "GDPR compliance in sharing health information between ward, school and community." },
    { label: "NMC Code (2018)", desc: "Prioritise people; practise effectively; preserve safety; promote professionalism." },
    { label: "NICE NG18 (2023)", desc: "T1DM in children: structured education, CGM access, annual review, mental health screening." },
    { label: "ISPAD Guidelines 2022", desc: "Global consensus on paediatric diabetes management; underpins all clinical decisions." },
    { label: "WHO (2016)", desc: "Patient-centred care framework; right of patients to participate in all care decisions." },
  ];

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  });

  footer(s, "NMC (2018); NICE (2023); ISPAD (2022); WHO (2016)", "");
}

// =============================================================================
// SLIDE 24 – Reference List
// =============================================================================
{
  const s = pres.addSlide();
  bg(s); leftBar(s);
  headerBar(s, "Reference List");

  const refs = [
    "Aranzabal, A. et al. (2022) Belbin team roles and healthcare teams. Nurse Education Today, 110, e105299.",
    "Cerqueira, P., Pessoa, G. & Costa, N. (2024) Unlocking team potential: examining communication in palliative care. Cureus, 16(11).",
    "Coleman, D. (2006) Emotional Intelligence. New York: Bantam Books.",
    "Daneman, D. (2006) Type 1 diabetes in children. The Lancet, 367(9513), pp.847-858.",
    "Deeb, A. et al. (2017) ISPAD Clinical Practice Consensus Guidelines: Insulin treatment in children. Pediatric Diabetes, 18, pp.115-135.",
    "Feingold, K. et al. (2000) Diabetes: needle phobia interventions. Endotext. Available: www.endotext.org.",
    "Guarna, G. et al. (2022) Interprofessional teamwork barriers and solutions. British Journal of Nursing, 31(3).",
    "He, H. et al. (2022) Effectiveness of MDT working in healthcare. British Journal of Nursing, 31(21).",
    "ISPAD (2022) Clinical Practice Consensus Guidelines 2022. Available: ispad.org.",
    "Jennings, G. & Evans, A. (2020) Well-working in multidisciplinary teams. Nursing Standards, 35(8).",
    "NICE (2023) NG18: Type 1 diabetes in adults – diagnosis and management. Available: nice.org.uk.",
    "NMC (2018) The Code: Standards of Practice and Behaviour. London: NMC.",
    "Pascucci, D. et al. (2021) Interprofessional collaboration & chronic disease. Health Policy, 125(2).",
    "RNAO (2012) Managing and Mitigating Conflict in Health-care Teams. Toronto: RNAO.",
    "Tuckman, B.W. (1965) Developmental sequence in small groups. Psychological Bulletin, 63(6).",
    "WHO (2016) Framework on Integrated People-centred Health Services. Geneva: WHO.",
    "CDC (2024) The Multidisciplinary DSMES Team. Available: www.cdc.gov.",
  ];

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  footer(s, "", "");
}

// =============================================================================
// SLIDE 25 – Thank You / Key Takeaways
// =============================================================================
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  const takeaways = [
    "Liam's T1DM requires a 10-professional MDT for holistic, patient-centred care",
    "Effective teamwork needs communication, role clarity, and shared leadership",
    "Conflict in MDT – managed well – drives quality improvement",
    "Tuckman & Belbin frameworks guide team development and role assignment",
    "Negotiation & collaborative problem-solving = best conflict resolution strategy",
    "Patient safety and Liam's wellbeing remain the compass for all MDT decisions",
  ];

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  s.addText("Questions? | Open discussion welcome", {
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}

// =============================================================================
// Save
// =============================================================================
pres.writeFile({ fileName: "/home/daytona/workspace/vinisha-ppt/MDT_T1DM_25Slides.pptx" })
  .then(() => console.log("Saved: MDT_T1DM_25Slides.pptx"))
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