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const sections = [];

// ===================== COVER PAGE =====================
sections.push(
  new Paragraph({
    children: [new TextRun({ text: 'Multidisciplinary Approaches in Health and Social Care', bold: true, size: 36, font: 'Calibri' })],
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    children: [new TextRun({ text: 'Group Assignment – Task 1 & Task 2', size: 28, font: 'Calibri' })],
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  new Paragraph({
    children: [new TextRun({ text: 'Case Scenario 3: Child with Newly Diagnosed Type 1 Diabetes (Liam)', size: 26, font: 'Calibri', italics: true })],
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  new Paragraph({
    children: [new TextRun({ text: 'Undergraduate Certificate in Nursing Studies', size: 24, font: 'Calibri' })],
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  new Paragraph({
    children: [new TextRun({ text: 'Lecturer: Ms Dorianne Cachia', size: 24, font: 'Calibri' })],
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    children: [new TextRun({ text: 'Deadline: 19th June 2026', size: 24, font: 'Calibri' })],
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// ===================== TASK 1 =====================
sections.push(h1('TASK 1: Working in a Multidisciplinary Approach'));

// Question A
sections.push(
  h2('A. Healthcare Professionals Involved in Liam\'s Care (K&U 2.3; S&E 2.4)'),
  p('From a patient-centred perspective, Liam\'s newly diagnosed Type 1 Diabetes Mellitus (T1DM) requires the input of multiple healthcare professionals (HCPs). The World Health Organization (WHO, 2016) defines patient-centred care as care that is respectful of, and responsive to, individual patient preferences, needs and values. To meet Liam\'s complex physical, psychological, educational and family needs, the following professionals would be involved:'),

  h3('1. Paediatric Endocrinologist'),
  p('The paediatric endocrinologist is the lead physician responsible for diagnosing and medically managing Liam\'s T1DM. This specialist oversees insulin therapy regimens, monitors glycaemic control through HbA1c measurements, and adjusts treatment as Liam grows (Daneman, 2006). Given Liam\'s age and fear of injections, the endocrinologist also plays a key role in introducing insulin delivery options such as continuous subcutaneous insulin infusion (CSII) pumps as alternatives to multiple daily injections.'),

  h3('2. Paediatric Diabetes Specialist Nurse (DSN)'),
  p('The DSN is often the primary contact for Liam and his family. This nurse provides practical education on insulin administration, blood glucose monitoring, and the management of hypoglycaemia and hyperglycaemia. According to the International Society for Pediatric and Adolescent Diabetes (ISPAD) guidelines (2022), structured education delivered by a diabetes specialist nurse significantly improves glycaemic outcomes in children. The DSN also liaises with the school to ensure appropriate support plans are in place, including how staff manage hypoglycaemic episodes during the school day.'),

  h3('3. Paediatric Dietitian'),
  p('A paediatric dietitian is essential to address Liam\'s nutritional needs and to educate his parents on carbohydrate counting, which is central to insulin dose adjustment in T1DM. Deeb (2017) notes that dietary management in paediatric diabetes must be age-appropriate and flexible enough to allow participation in normal childhood activities such as sport. The dietitian would provide guidance on nutritional intake around Liam\'s football activities and develop a meal plan that prevents both hypoglycaemia and hyperglycaemia.'),

  h3('4. Paediatric Psychologist / Clinical Psychologist'),
  p('Liam\'s fear of injections and distress around insulin discussion indicate significant psychological need. A paediatric psychologist can use evidence-based approaches such as cognitive behavioural therapy (CBT) and graded exposure techniques to reduce needle phobia. Furthermore, the diagnosis of a lifelong condition at age 10 can lead to adjustment difficulties, anxiety and depression (Feingold et al., 2000). Psychological support also extends to the family, as parental anxiety around hypoglycaemia recognition directly impacts the child\'s quality of life and adherence to treatment.'),

  h3('5. Paediatric Nurse (Ward Nurse)'),
  p('The ward nurse provides holistic, day-to-day care during Liam\'s admission. This includes administering insulin safely, monitoring blood glucose levels, providing wound care if needed, and acting as a constant, reassuring presence for Liam and his parents. Nurses are uniquely positioned to observe subtle changes in Liam\'s condition and act as advocates within the MDT (Jennings and Evans, 2020).'),

  h3('6. General Practitioner (GP) / Paediatrician'),
  p('The GP or general paediatrician provides continuity of care post-discharge. They monitor Liam\'s general health, manage any intercurrent illnesses that affect glycaemic control, and serve as the first point of contact for the family between specialist appointments. They also coordinate referrals to other specialists as needed (ISPAD, 2022).'),

  h3('7. Pharmacist'),
  p('The pharmacist ensures safe dispensing of insulin, glucose monitoring supplies, and glucagon emergency kits. According to the Centres for Disease Control and Prevention (CDC, 2024), people with diabetes see a pharmacist far more frequently than their primary physician, making pharmacists a key ongoing source of medication management advice and support. The pharmacist also counsels Liam\'s parents on correct insulin storage and device use.'),

  h3('8. Social Worker'),
  p('Liam\'s parents are overwhelmed and anxious. A social worker can assess the family\'s coping capacity, connect them with financial support (e.g., for consumable diabetes supplies), and link them to peer support groups such as Diabetes Malta or JDRF (Juvenile Diabetes Research Foundation). Social workers also facilitate school reintegration by liaising with educational authorities to establish a healthcare plan.'),

  h3('9. School Health Nurse / Community Nurse'),
  p('Given that Liam is a school-age child, the school health nurse bridges the clinical and educational environments. They train school staff to recognise and respond to hypoglycaemia, supervise insulin administration if applicable, and monitor Liam\'s wellbeing during school hours. This professional is central to ensuring Liam can continue attending school safely and confidently.'),

  h3('10. Physical Activity / Exercise Specialist (if available)'),
  p('Liam\'s concern about playing football is significant and must not be dismissed. An exercise physiologist or specialist can advise on insulin adjustment strategies and carbohydrate supplementation surrounding physical activity. Guidelines confirm that physical activity is encouraged in T1DM but requires specific management strategies to prevent exercise-induced hypoglycaemia (ISPAD, 2022).'),

  p('In summary, the patient-centred approach to Liam\'s care requires a truly multidisciplinary response that addresses medical management, nutrition, psychological wellbeing, family support, and school reintegration. Guerra et al. (2022) emphasise that MDT collaboration delivers comprehensive, person-centred care that improves the patient\'s health status far beyond what any single professional could achieve alone.'),
  blank(),
);

// Question B
sections.push(
  h2('B. How Healthcare Professionals Work Together: Attributes, Skills and Behaviours (S&E 2.5)'),
  p('Effective MDT functioning requires more than co-location of professionals; it demands a shared culture of collaboration, clearly defined roles, and mutual respect. According to Guerra et al. (2022), effective MDT working involves promoting respect for the views of others and developing clear roles and responsibilities within the team. The following attributes, skills and behaviours are essential:'),

  h3('Communication'),
  p('Clear, structured and timely communication is the foundation of MDT working. All team members must communicate assessment findings, treatment changes and discharge plans in a manner that is accessible to all disciplines. Heip et al. (2022) found that interdisciplinary bedside rounds improved patient-centredness and team collaboration significantly. In Liam\'s case, regular MDT meetings and shared electronic records ensure that the endocrinologist, nurse, dietitian and psychologist are all working from the same clinical information.'),

  h3('Role Clarity and Mutual Respect'),
  p('Each professional must understand and respect the distinct scope of practice of their colleagues. Blurred roles or professional hierarchies can create friction and diminish care quality. Jennings and Evans (2020) argue that role clarity within MDTs reduces duplication and improves efficiency. For Liam, this means the dietitian does not give medical advice and the nurse does not override the endocrinologist\'s dosing decisions, while still advocating for the patient\'s needs.'),

  h3('Person-Centred and Family-Centred Approach'),
  p('Given Liam\'s age, his parents are integral to the care team. Every professional must demonstrate empathy, patience, and the ability to explain complex concepts in an age-appropriate and accessible way. The WHO (2016) notes that person-centred care is a core competency for all health professionals. Liam must feel heard and involved in decisions about his own care, including whether he will use a pen device or an insulin pump.'),

  h3('Shared Decision-Making'),
  p('Evidence supports shared decision-making as a strategy that improves adherence and patient satisfaction (Coulter and Collins, 2011). In the MDT context, this means decisions about Liam\'s insulin regime, diet and school plan are made collectively with input from Liam and his parents, not imposed top-down.'),

  h3('Leadership and Coordination'),
  p('Effective MDTs require clear leadership. In paediatric diabetes, the lead professional (often the endocrinologist or DSN) coordinates the team\'s efforts, chairs MDT meetings, and ensures care plans are implemented consistently. Tuckman\'s (1965) team development model (Forming, Storming, Norming, Performing, Adjourning) demonstrates that teams must navigate early conflict and uncertainty before they can function at their best.'),

  h3('Adaptability and Continuous Learning'),
  p('Healthcare professionals must be willing to adapt their practice based on new evidence and feedback from colleagues. In the context of paediatric T1DM, rapid advances in technology (e.g., continuous glucose monitoring, hybrid closed-loop systems) require all team members to continuously update their knowledge.'),

  h3('Professional Accountability'),
  p('Each member of the MDT is professionally accountable for their own actions and decisions. The Council for Nurses and Midwives in Malta (CNM) and the WHO both emphasise that healthcare professionals must practise within their competence, maintain accurate records, and adhere to ethical and legal standards at all times.'),
  blank(),
);

// Question C
sections.push(
  h2('C. Benefits of Working in a Team when Caring for Liam\'s Needs (A&A 1.2)'),
  p('Teamwork in healthcare produces measurable benefits for patients, professionals and health systems. Pascucci et al. (2021) conducted a systematic review and meta-analysis demonstrating that interprofessional collaboration significantly improved chronic disease management outcomes, including for conditions such as diabetes. The specific benefits in Liam\'s case include:'),

  bullet('Holistic care: No single professional can address Liam\'s medical, nutritional, psychological, and social needs simultaneously. The MDT ensures all dimensions of his health are addressed (Guerra et al., 2022).'),
  bullet('Reduced errors: MDT working reduces medical and nursing errors through cross-professional checking and shared decision-making (He et al., 2022).'),
  bullet('Improved glycaemic control: Structured MDT education programmes are associated with significant improvements in HbA1c in children with T1DM (Daneman, 2006).'),
  bullet('Enhanced family support: Multiple professionals providing coordinated information reduces contradictions and confusion for Liam\'s parents, decreasing their anxiety.'),
  bullet('Continuity of care: A coordinated team ensures seamless transition from hospital to home and school, reducing the risk of deterioration post-discharge.'),
  bullet('Efficient use of resources: By avoiding duplication of assessment and advice, the MDT uses NHS/health service resources more efficiently (He et al., 2022).'),
  blank(),
);

// Question D
sections.push(
  h2('D. Barriers that May Inhibit Professionals from Working in a Team (A&A 1.2)'),
  p('Despite the clear benefits, barriers to effective MDT working exist and must be acknowledged:'),

  bullet('Communication breakdown: Poorly structured handovers, jargon-heavy communication, or failure to share information across disciplines can compromise safety. Etherington et al. (2021) identified communication failures as a leading barrier to effective interprofessional teamwork.'),
  bullet('Professional hierarchy and power imbalance: In healthcare, hierarchical cultures can silence junior members or allied health professionals whose input is equally valuable. This is particularly relevant in paediatric MDTs where non-medical professionals may feel disempowered.'),
  bullet('Stereotypical attitudes and professional tribalism: Professionals may hold preconceived views about other disciplines\' roles, leading to reluctance to collaborate or share decision-making (Guerra et al., 2022).'),
  bullet('Role ambiguity: Unclear boundaries between professional roles can cause confusion, duplication, or important aspects of care being overlooked.'),
  bullet('Time constraints and workload: Busy clinical environments make regular MDT meetings difficult. The British Journal of Nursing (2022) notes that lengthy decision-making processes and time pressures are common MDT barriers.'),
  bullet('Different organisational cultures: Community-based and hospital-based professionals may have different priorities, documentation systems and working cultures, making coordination challenging.'),
  bullet('Resistance to change: Some professionals may resist adopting new protocols or technologies, impeding team functioning (Guerra et al., 2022).'),
  blank(),
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// ===================== TASK 2 =====================
sections.push(h1('TASK 2: Conflict in the Multidisciplinary Team'));

// Q1 Definition
sections.push(
  h2('1. Definition of Conflict and Why It Occurs Within the MDT (K&U 4.1)'),
  p('Conflict is defined as a disagreement or clash between individuals or groups arising from differing needs, values, goals, perceptions or resources. The Registered Nurses\' Association of Ontario (RNAO, 2012, p. 9) defines conflict as "a disagreement in values, goals or actions between parties." Within healthcare, conflict is not inherently negative; managed constructively, it can drive innovation and improve practice (RNAO, 2012).'),
  p('Conflicts may occur within the MDT for several reasons:'),
  bullet('Differences in professional values and perspectives: Doctors may prioritise biomedical outcomes, while nurses prioritise holistic patient comfort, and social workers focus on social determinants.'),
  bullet('Role ambiguity: Unclear boundaries of professional responsibility can lead to duplication or important tasks being overlooked, generating frustration.'),
  bullet('Communication failures: Miscommunication, insufficient handover information, or failure to listen can rapidly escalate into interpersonal conflict.'),
  bullet('Resource scarcity: Competition for limited time, beds, equipment or funding can create tension between teams.'),
  bullet('Hierarchical power dynamics: Perceived power imbalances between medical and nursing or allied health staff can breed resentment and conflict.'),
  bullet('Personality clashes and differing work styles: Individual temperament, cultural backgrounds and personal values all influence how professionals interact.'),
  bullet('Patient and family dissatisfaction: Conflict can also arise when families disagree with clinical decisions, creating tension between the patient, family and team.'),
  blank(),
);

// Q2 Case of conflict
sections.push(
  h2('2. Overview of a Case of Conflict in a Multidisciplinary Setting (A&A 4.4)'),
  p('Note to presenter: The following is a fictional but realistic and educationally representative case of conflict, constructed for this presentation based on published literature on MDT conflict. Students should adapt this to reflect a real workplace experience if available.'),
  blank(),
  boldP('Case Overview: Conflict Over Discharge Planning for a Child with T1DM'),
  p('In a paediatric diabetes ward, a conflict arose between the ward nurse and the paediatric endocrinologist regarding the discharge date for a newly diagnosed 9-year-old child with T1DM.'),

  h3('Who Were the HCPs Involved?'),
  bullet('Paediatric endocrinologist (Consultant)'),
  bullet('Paediatric ward nurse (Staff Nurse, Band 6)'),
  bullet('Diabetes Specialist Nurse (DSN)'),
  bullet('Paediatric Dietitian'),

  h3('How Did Conflict Arise?'),
  p('The endocrinologist decided to discharge the child after 48 hours, citing pressure on inpatient beds and the availability of outpatient follow-up. The ward nurse disagreed, expressing concerns that the parents had not yet demonstrated safe insulin preparation, injection technique, or confidence in recognising hypoglycaemia. The DSN supported the nurse\'s concern but felt uncomfortable challenging the consultant directly. The dietitian had not yet completed carbohydrate counting education with the family. Communication between the consultant and the nursing team was brief and non-collaborative, with the consultant dismissing the nurse\'s concerns as "unnecessary delay."'),

  h3('Who Was Affected?'),
  bullet('The child and family, who were discharged without adequate preparation, resulting in a hypoglycaemic episode at home 24 hours later requiring emergency attendance.'),
  bullet('The ward nurse and DSN, who experienced moral distress at being overruled.'),
  bullet('The endocrinologist, whose decision was subsequently reviewed at a clinical audit meeting.'),
  bullet('The team\'s interpersonal relationships suffered in the short term.'),

  h3('Was the Conflict Resolved? How?'),
  p('The conflict was partially resolved following the adverse event. A root cause analysis was conducted, identifying the premature discharge as a contributing factor. An MDT meeting was convened to review the discharge criteria for newly diagnosed T1DM children. New protocols were developed collaboratively, giving nursing staff explicit authority to request a clinical review before discharge if educational competencies had not been met by carers. The RNAO (2012) guidelines on managing conflict in healthcare teams emphasise that a structured, collaborative approach to conflict resolution protects patient safety and professional relationships.'),
  blank(),
);

// Q3 Effects of conflict
sections.push(
  h2('3. Effects of Conflict When Working in an MDT Approach (K&U 4.1)'),

  h3('Negative Effects'),
  bullet('Compromised patient safety: As illustrated in the case above, unresolved conflict directly contributed to a preventable adverse event.'),
  bullet('Reduced team cohesion: Persistent conflict erodes trust and makes collaborative working more difficult over time.'),
  bullet('Increased staff stress, burnout, and absenteeism: Cerqueira et al. (2024) note that unresolved interprofessional conflict is a significant contributor to professional burnout.'),
  bullet('Poor communication: Teams in conflict share less information, increasing the risk of errors and omissions.'),
  bullet('Negative impact on patients and families: Patients and families who witness or sense team discord lose confidence in their care.'),

  h3('Positive Effects (When Conflict is Managed Constructively)'),
  bullet('Promotes reflection and quality improvement: The conflict in the case above led to improved discharge protocols.'),
  bullet('Encourages creativity and innovation: Differing professional perspectives, when respected, generate more comprehensive solutions.'),
  bullet('Strengthens team dynamics: Teams that successfully navigate conflict often emerge with stronger communication and mutual respect.'),
  bullet('Empowers junior staff: Constructively managed conflict validates the contributions of nurses and allied health professionals, encouraging them to continue raising concerns.'),
  blank(),
);

// Q4 Group dynamics
sections.push(
  h2('4. Poor Group Dynamics: Causes and Strategies for Improvement (S&E 1.3)'),
  p('Group dynamics refers to the psychological and social processes that occur within a group and influence its behaviour and performance. Poor group dynamics arise from a variety of causes and can severely impair MDT functioning.'),

  h3('Causes of Poor Group Dynamics'),
  bullet('Absence of shared goals: When team members pursue individual professional goals rather than shared patient outcomes, cohesion breaks down.'),
  bullet('Poor leadership: Weak or authoritarian leadership fails to facilitate open discussion, leaving team members disengaged.'),
  bullet('Lack of role clarity: Ambiguity about who is responsible for what creates confusion and resentment.'),
  bullet('Ineffective communication: Failure to listen, interrupting, dismissing contributions from certain professionals, or withholding information all damage group dynamics.'),
  bullet('Psychological safety deficits: When team members fear speaking up due to hierarchical power dynamics, important clinical information is suppressed.'),
  bullet('Diversity not valued: Teams that do not respect the cultural, professional or interpersonal diversity of their members fail to utilise the full range of expertise available.'),

  h3('Tuckman\'s Model of Team Development (1965)'),
  p('Understanding Tuckman\'s five stages of team development helps explain why poor group dynamics occur and how teams can progress. The stages are:'),
  bullet('Forming: Team members are polite but uncertain. Roles and expectations are unclear. The leader must provide clear structure and direction.'),
  bullet('Storming: Conflict and competition emerge as members assert themselves. This is a normal and necessary stage. Poor leadership at this point results in prolonged conflict.'),
  bullet('Norming: The team establishes shared norms, roles become clear, and cohesion begins. Open communication is encouraged.'),
  bullet('Performing: The team functions at full capacity, with high trust, effective communication and shared goals.'),
  bullet('Adjourning: The team disbands on completion of the task or project. Recognition of team achievements is important at this stage.'),
  p('(Kiweewa et al., 2018)'),

  h3('Belbin\'s Team Role Theory'),
  p('Belbin (1981) identified nine complementary team roles necessary for effective functioning: Plant (creative problem-solver), Monitor-Evaluator (critical thinker), Coordinator, Resource Investigator, Implementer, Completer-Finisher, Team Worker, Shaper, and Specialist. When certain roles are absent or when individuals are placed in unsuitable roles, group dynamics suffer. MDT leaders should be aware of these dynamics and ensure balance within the team (Aranzabal et al., 2022).'),

  h3('Strategies to Improve Group Dynamics'),
  bullet('Regular structured MDT meetings with clear agendas and documented outcomes.'),
  bullet('Team building exercises and interprofessional education to foster mutual understanding of roles and cultures.'),
  bullet('Creating a psychologically safe environment where all members can speak up without fear of ridicule or retaliation.'),
  bullet('Using conflict management frameworks (e.g., RNAO guidelines) proactively, before conflicts escalate.'),
  bullet('Appointing a skilled, emotionally intelligent team leader who facilitates rather than dominates discussions.'),
  bullet('Implementing regular team reflections or debrief sessions following critical incidents.'),
  blank(),
);

// Q5 Skills to overcome conflict
sections.push(
  h2('5. Attributes, Skills and Behaviours to Overcome Conflict in an MDT Setting (A&A 4.2)'),
  p('Effectively managing conflict in an MDT requires specific personal and professional competencies:'),

  h3('Communication Skills'),
  p('Active listening, clear and assertive (not aggressive) verbal communication, and appropriate non-verbal communication are fundamental. The ability to separate facts from emotions in a conflict situation prevents escalation. Closed-loop communication, where the recipient repeats the message back to confirm understanding, reduces miscommunication (Gjøvikli and Valeberg, 2023).'),

  h3('Emotional Intelligence (EQ)'),
  p('Goleman (1998) identifies emotional intelligence as comprising self-awareness, self-regulation, empathy, motivation and social skills. Healthcare professionals with high EQ are better equipped to recognise their own emotional reactions during conflict and to understand the perspectives of others.'),

  h3('Assertiveness'),
  p('Professionals must be able to advocate for their patients and their clinical judgement without being passive or aggressive. Nurses, in particular, must feel empowered to challenge unsafe decisions assertively. The CNM promotes professional accountability and the duty to speak up when patient safety is at risk.'),

  h3('Negotiation and Compromise'),
  p('Conflict resolution rarely results in one party "winning." Effective conflict management aims for a collaborative, win-win resolution where both parties\' legitimate concerns are addressed. The RNAO (2012) recommends interest-based negotiation as the most effective approach in healthcare team conflict.'),

  h3('Respect for Diversity'),
  p('Professionals must be culturally competent and respectful of different professional backgrounds, values and communication styles. Dismissing the perspectives of nurses, allied health professionals or support workers undermines the MDT and silences valuable clinical insights.'),

  h3('Problem-Solving Orientation'),
  p('Rather than apportioning blame, effective conflict managers focus on identifying the root cause of the problem and developing practical solutions. The case study above illustrates how a problem-focused approach (root cause analysis, protocol development) transformed a conflict into a quality improvement initiative.'),

  h3('Professionalism and Ethical Practice'),
  p('All professionals must maintain professionalism even in conflict. This means adhering to professional codes of conduct, maintaining confidentiality, not personalising professional disagreements, and always keeping the patient\'s best interest at the centre of decision-making.'),
  blank(),
);

// Q6 Strategies
sections.push(
  h2('6. Strategies Healthcare Professionals Can Use to Resolve Conflict in an MDT (K&U 4.3)'),
  p('Multiple evidence-based strategies exist to resolve or mitigate conflict within MDTs. The RNAO (2012) guidelines provide a comprehensive framework for managing conflict in healthcare teams:'),

  h3('1. Negotiation / Collaborative Problem-Solving'),
  p('Negotiation involves both parties discussing their concerns and interests to reach a mutually acceptable resolution. This is considered the optimal approach in MDT conflict.'),
  bullet('Advantages: Preserves relationships, addresses root causes, generates sustainable solutions.'),
  bullet('Disadvantages: Requires time and skilled facilitation; may not be feasible in acute situations.'),

  h3('2. Mediation'),
  p('Mediation involves a neutral third party (e.g., a senior manager, clinical lead, or HR specialist) facilitating structured dialogue between conflicting parties.'),
  bullet('Advantages: Useful when direct negotiation has failed; structured and impartial.'),
  bullet('Disadvantages: Requires a trained, neutral mediator; can be time-consuming and may feel formal.'),

  h3('3. Compromise'),
  p('Each party concedes some of their demands to reach an agreement. Used when both parties have valid but competing concerns.'),
  bullet('Advantages: Quick to implement; prevents escalation.'),
  bullet('Disadvantages: Neither party is fully satisfied; does not address underlying issues.'),

  h3('4. Escalation / Formal Grievance'),
  p('When conflict cannot be resolved informally, formal processes (e.g., filing a grievance, involving hospital governance structures) may be required.'),
  bullet('Advantages: Provides a clear, documented process; may be necessary for serious patient safety concerns.'),
  bullet('Disadvantages: Can damage professional relationships and team cohesion; adversarial in nature.'),

  h3('5. De-escalation Techniques'),
  p('In the moment of conflict, techniques such as taking a timeout, using calm and neutral language, and acknowledging the other party\'s perspective can prevent escalation.'),
  bullet('Advantages: Immediately reduces emotional intensity; accessible to all team members.'),
  bullet('Disadvantages: Addresses symptoms rather than root causes; requires emotional regulation skills.'),

  h3('Which Strategy is Best?'),
  p('The RNAO (2012) recommends a graduated approach: begin with direct, respectful negotiation and collaborative problem-solving. If unsuccessful, move to facilitated mediation. Formal escalation should be reserved for situations involving patient safety risks or serious professional misconduct. In the MDT context, negotiation and collaborative problem-solving are most effective as they preserve relationships, address root causes, and place the patient\'s wellbeing at the centre (Cerqueira et al., 2024).'),
  blank(),
  new Paragraph({ children: [new PageBreak()] }),
);

// ===================== REFERENCES =====================
sections.push(
  h1('Reference List'),
  p('Aranzabal, A., Lazaro-Iturri, L. and Unciti-Broceta, J.D. (2022) \'Belbin team roles and healthcare teams: a review\', Nurse Education Today, 110, p. 105249.', { italics: false }),
  p('British Journal of Nursing (2022) \'Leading and managing a multidisciplinary team in health and social care: a critical and personal reflection\', British Journal of Nursing, 31(12), pp. 640–645.'),
  p('Centres for Disease Control and Prevention (CDC) (2024) The Multidisciplinary DSMES Team. Available at: https://www.cdc.gov/diabetes-toolkit/php/become-provider/multidisciplinary-dsmes-team.html (Accessed: 5 June 2026).'),
  p('Cerqueira, P., Pereira, S. and Costa, R. (2024) \'Unlocking team potential: mastering communication in palliative care\', Cureus, 16(11), e73412.'),
  p('Council for Nurses and Midwives in Malta (CNM) (2022) Code of Professional Conduct for Nurses and Midwives. Malta: CNM.'),
  p('Coulter, A. and Collins, A. (2011) Making Shared Decision Making a Reality: No Decision About Me Without Me. London: King\'s Fund.'),
  p('Daneman, D. (2006) \'Type 1 diabetes\', The Lancet, 367(9513), pp. 847–858.'),
  p('Deeb, A. (2017) \'Challenges of diabetes management in toddlers\', Diabetes Technology and Therapeutics, 19(7), pp. 381–386.'),
  p('Etherington, C., Burns, J.K. and Kitto, S. (2021) \'Barriers and enablers to effective interprofessional teamwork in the operating room: a qualitative study using the Theoretical Domains Framework\', PLoS ONE, 16(4), e0249576.'),
  p('Feingold, K.R., Adler, R.A. and Ahmed, S.F. (2000) \'Diabetes and depression\', in Feingold, K.R. et al. (eds) Endotext. South Dartmouth: MDText.com.'),
  p('Gjøvikli, K. and Valeberg, B.T. (2023) \'Closed-loop communication in interprofessional emergency teams\', Journal of Patient Safety, 19(2), pp. 120–125.'),
  p('Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.'),
  p('Guerra, A.C. et al. (2022) \'Multidisciplinary team working in health and social care: a critical review\', British Journal of Nursing, 31(12), pp. 640–645.'),
  p('He, H. et al. (2022) \'Effectiveness of multidisciplinary team working in healthcare\', British Journal of Nursing, 31(5), pp. 258–265.'),
  p('Heip, T., Van Hecke, A. and Malfait, S. (2022) \'The effects of interdisciplinary bedside rounds on patient-centredness, quality of care, and team collaboration: a systematic review\', Journal of Patient Safety, 18(1), pp. e42–e51.'),
  p('ISPAD (International Society for Pediatric and Adolescent Diabetes) (2022) ISPAD Clinical Practice Consensus Guidelines 2022. Available at: https://www.ispad.org/page/ISPADGuidelines2022 (Accessed: 5 June 2026).'),
  p('Jennings, G. and Evans, A. (2020) \'Multidisciplinary team working: a key element in delivering high-quality care\', Nursing Standard, 35(8), pp. 27–32.'),
  p('Kiweewa, J.M. et al. (2018) \'Tracking growth indicators of experiential training groups through Tuckman\'s conceptual model\', Journal for Specialists in Group Work, 43(3), pp. 274–296.'),
  p('Pascucci, D., Sassano, M. and Nurchis, M.C. (2021) \'Impact of interprofessional collaboration on chronic disease management: findings from a systematic review of clinical trial and meta-analysis\', Health Policy, 125(2), pp. 191–202.'),
  p('Registered Nurses\' Association of Ontario (RNAO) (2012) Managing and Mitigating Conflict in Health-care Teams. Toronto: RNAO.'),
  p('Tuckman, B.W. (1965) \'Developmental sequence in small groups\', Psychological Bulletin, 63(6), pp. 384–399.'),
  p('World Health Organization (WHO) (2016) Framework on Integrated, People-centred Health Services. Geneva: WHO.'),
);

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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 1 — TITLE SLIDE
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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 2 — CASE OVERVIEW
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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 3 — SECTION DIVIDER: TASK 1
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// ════════════════════════════════════════════════════════════════════════════
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// ════════════════════════════════════════════════════════════════════════════
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    { num:2, icon:'💉', title:'Diabetes Specialist Nurse (DSN)', text:'Primary family contact; teaches insulin technique, BG monitoring, hypo management; liaises with school (ISPAD, 2022)' },
    { num:3, icon:'🥗', title:'Paediatric Dietitian', text:'Carbohydrate counting, flexible meal plans around sport & school, preventing hypo/hyperglycaemia (Deeb, 2017)' },
    { num:4, icon:'🧠', title:'Paediatric Psychologist', text:'CBT for needle phobia; supports family adjustment to lifelong diagnosis; reduces anxiety (Feingold et al., 2000)' },
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// ════════════════════════════════════════════════════════════════════════════
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    { num:7, icon:'💊', title:'Pharmacist', text:'Safe dispensing of insulin, monitoring supplies, glucagon kits; medication counselling (CDC, 2024)' },
    { num:8, icon:'🤝', title:'Social Worker', text:'Family coping support; financial assistance for supplies; links to Diabetes Malta / JDRF; school reintegration' },
    { num:9, icon:'🏫', title:'School Health Nurse', text:'Trains school staff on hypo recognition; supervises insulin if required; bridges clinic and classroom' },
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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 7 — Question B: Teamwork Attributes & Skills
// ════════════════════════════════════════════════════════════════════════════
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    ['🎯', 'Role Clarity',         'Clear scope of practice; no duplication; mutual respect\n(Jennings & Evans, 2020)'],
    ['👥', 'Person-Centred Care',  'Liam & parents as partners in decisions; age-appropriate explanations\n(WHO, 2016)'],
    ['🤝', 'Shared Decision-Making','Improves adherence and satisfaction; "no decision about me without me"\n(Coulter & Collins, 2011)'],
    ['🔄', 'Tuckman\'s 5 Stages',  'Forming → Storming → Norming → Performing → Adjourning\n(Tuckman, 1965; Kiweewa et al., 2018)'],
    ['📚', 'Continuous Learning',   'Keep up-to-date with CGM, closed-loop systems & ISPAD guidelines'],
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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 8 — Question C: Benefits of MDT Teamwork
// ════════════════════════════════════════════════════════════════════════════
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    ['🛡️', 'Fewer Errors', 'Cross-professional checks reduce medical and nursing errors (He et al., 2022)'],
    ['📉', 'Better Glycaemic Control', 'MDT education programmes improve HbA1c in children with T1DM (Daneman, 2006)'],
    ['👨‍👩‍👦', 'Family Confidence', 'Coordinated info reduces contradictions; 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((b, i) => {
    const col = i % 2 === 0 ? 0 : 1;
    const row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15;
    const y = 2.2 + row * 1.07;
    card(sl, x, y, 4.65, 0.92, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:0.18, h:0.92, fill:{color: C.teal}, line:{color: C.teal} });
    sl.addText(b[0], { x:x+0.22, y:y+0.16, w:0.55, h:0.55, fontSize:18, align:'center', valign:'middle' });
    sl.addText(b[1], { x:x+0.82, y:y+0.06, w:3.7, h:0.33, fontSize:11, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(b[2], { x:x+0.82, y:y+0.4, w:3.7, h:0.48, fontSize:10, color:C.darktext, fontFace:'Calibri' });
  });

  citeLine(sl, 'Pascucci et al. (2021); He et al. (2022); Daneman (2006); Guerra et al. (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 9 — Question D: Barriers to MDT Teamwork
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.orange);
  slideTitle(sl, 'Question D – Barriers to Working in a Team (A&A 1.2)');

  const barriers = [
    ['⚠️', 'Communication Breakdown', 'Poor handovers, jargon, withheld info – leading barrier to teamwork\n(Etherington et al., 2021)'],
    ['👑', 'Professional Hierarchy', 'Power imbalances silence nurses & allied health professionals'],
    ['🚧', 'Professional Tribalism', 'Stereotypical attitudes; reluctance to share decision-making\n(Guerra et al., 2022)'],
    ['❓', 'Role Ambiguity', 'Unclear responsibilities cause duplication or gaps in care'],
    ['⏰', 'Time & Workload', 'Busy wards make regular MDT meetings difficult\n(British Journal of Nursing, 2022)'],
    ['🔄', 'Resistance to Change', 'Some professionals reluctant to adopt new protocols or technologies'],
  ];

  barriers.forEach((b, i) => {
    const col = i % 2 === 0 ? 0 : 1;
    const row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15;
    const y = 1.25 + row * 1.37;
    card(sl, x, y, 4.65, 1.2, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:0.18, h:1.2, fill:{color: C.orange}, line:{color: C.orange} });
    sl.addText(b[0], { x:x+0.22, y:y+0.25, w:0.55, h:0.55, fontSize:18, align:'center', valign:'middle' });
    sl.addText(b[1], { x:x+0.82, y:y+0.1, w:3.7, h:0.35, fontSize:11, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(b[2], { x:x+0.82, y:y+0.48, w:3.7, h:0.65, fontSize:10, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.15 });
  });

  citeLine(sl, 'Etherington et al. (2021); Guerra et al. (2022); British Journal of Nursing (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 10 — SECTION DIVIDER: TASK 2
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.charcoal);
  sl.addShape(pres.ShapeType.rect, { x:0, y:2.1, w:'100%', h:1.4, fill:{color: C.orange}, line:{color: C.orange} });
  sl.addText('TASK 2', { x:0.5, y:2.15, w:9, h:0.55, fontSize:32, bold:true, color:C.white, fontFace:'Calibri', align:'center', charSpacing:10 });
  sl.addText('Conflict in the Multidisciplinary Team', { x:0.5, y:2.72, w:9, h:0.55, fontSize:18, color:'FFD4A8', fontFace:'Calibri', align:'center', italic:true });
  sl.addText('Questions 1 – 6  |  Conflict Definition, Case Study, Group Dynamics & Resolution Strategies', {
    x:0.5, y:4.2, w:9, h:0.4,
    fontSize:11, color:'BBBBCC', fontFace:'Calibri', align:'center',
  });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 11 — Q1: Definition of Conflict
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 1 – Defining Conflict & Why It Occurs (K&U 4.1)');

  card(sl, 0.3, 1.2, 9.4, 1.1, C.white);
  sl.addText('"A disagreement in values, goals or actions between parties."', {
    x:0.6, y:1.28, w:8.8, h:0.5,
    fontSize:16, italic:true, bold:true, color:C.navy, fontFace:'Calibri', align:'center',
  });
  sl.addText('— Registered Nurses\' Association of Ontario (RNAO), 2012', {
    x:0.6, y:1.78, w:8.8, h:0.3, fontSize:11, color:C.teal, fontFace:'Calibri', align:'center',
  });

  sl.addText('⚠️ Conflict is NOT always negative – managed well, it can drive innovation and improvement.', {
    x:0.35, y:2.42, w:9.3, h:0.4,
    fontSize:12, italic:true, color:C.orange, fontFace:'Calibri', align:'center', bold:true,
  });

  sl.addText('Why Conflict Occurs in MDTs:', {
    x:0.35, y:2.92, w:9.3, h:0.36,
    fontSize:13, bold:true, color:C.navy, fontFace:'Calibri',
  });

  sl.addText(bullets([
    '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 with the team',
  ]), { x:0.35, y:3.3, w:9.3, h:2.1, fontFace:'Calibri' });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 12 — Q2: Case of Conflict – Overview
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.orange);
  slideTitle(sl, 'Question 2 – Case of Conflict: Paediatric T1DM Discharge Dispute (A&A 4.4)');

  sl.addText('Setting: Paediatric diabetes ward – conflict over discharge readiness of a newly diagnosed child', {
    x:0.35, y:1.18, w:9.3, h:0.38, fontSize:12, italic:true, color:C.darktext, fontFace:'Calibri',
  });

  const steps = [
    { label:'HCPs Involved', icon:'👥', text:'Paediatric Endocrinologist (Consultant)\nDiabetes Specialist Nurse (DSN)\nWard Nurse (Band 6)\nPaediatric Dietitian' },
    { label:'How Conflict Arose', icon:'⚠️', text:'Endocrinologist ordered discharge after 48 hrs (bed pressures)\nNurse & DSN: parents not yet safe with insulin injection & hypo recognition\nDietitian had not completed carb-counting education\nConsultant dismissed nursing concerns as "unnecessary delay"' },
    { label:'Who Was Affected', icon:'💔', text:'Child & family: discharged unprepared → hypo episode at home (ED attendance)\nNurse & DSN: moral distress\nTeam relationships damaged\nEndocrinologist: decision reviewed at clinical audit' },
    { label:'Resolution', icon:'✅', text:'Root cause analysis conducted\nMDT meeting convened; new discharge protocols co-developed\nNursing staff given formal authority to request review if carer competencies unmet\n(RNAO, 2012)' },
  ];

  steps.forEach((s, i) => {
    const x = i < 2 ? 0.28 : 0.28;
    const colX = i % 2 === 0 ? 0.28 : 5.15;
    const rowY = i < 2 ? 1.65 : 3.4;
    card(sl, colX, rowY, 4.65, 1.6, C.white);
    sl.addShape(pres.ShapeType.rect, { x:colX, y:rowY, w:4.65, h:0.38, fill:{color: i < 2 ? C.orange : C.teal}, line:{color: i < 2 ? C.orange : C.teal} });
    sl.addText(s.icon + '  ' + s.label, { x:colX+0.1, y:rowY+0.04, w:4.4, h:0.3, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
    sl.addText(s.text, { x:colX+0.12, y:rowY+0.45, w:4.4, h:1.1, fontSize:10, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.2 });
  });

  citeLine(sl, 'RNAO (2012) – Managing and Mitigating Conflict in Health-care Teams');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 13 — Q3: Effects of Conflict
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 3 – Effects of Conflict in an MDT Approach (K&U 4.1)');

  // Negative column
  sl.addShape(pres.ShapeType.roundRect, { x:0.28, y:1.2, w:4.65, h:0.42, fill:{color: C.orange}, line:{color: C.orange}, rectRadius:0.1 });
  sl.addText('⛔  NEGATIVE EFFECTS', { x:0.28, y:1.2, w:4.65, h:0.42, fontSize:13, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  sl.addText(bullets([
    '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',
  ]), { x:0.28, y:1.68, w:4.65, h:3.7, fontFace:'Calibri', fontSize:12 });

  // Positive column
  sl.addShape(pres.ShapeType.roundRect, { x:5.15, y:1.2, w:4.65, h:0.42, fill:{color: C.teal}, line:{color: C.teal}, rectRadius:0.1 });
  sl.addText('✅  POSITIVE EFFECTS', { x:5.15, y:1.2, w:4.65, h:0.42, fontSize:13, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  sl.addText(bullets([
    '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',
  ]), { x:5.15, y:1.68, w:4.65, h:3.7, fontFace:'Calibri', fontSize:12 });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024); British Journal of Nursing (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 14 — Q4: Group Dynamics – Causes of Poor Dynamics
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Poor Group Dynamics: Causes (S&E 1.3)');

  sl.addText('Group dynamics refers to the social & psychological processes within a group that influence its performance.', {
    x:0.35, y:1.18, w:9.3, h:0.45,
    fontSize:12, italic:true, color:C.darktext, fontFace:'Calibri', align:'center',
  });

  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', 'Dismissing contributions; withholding information; failure to listen'],
    ['🌍', 'Diversity Not Valued', 'Cultural, professional & interpersonal diversity underutilised'],
  ];

  causes.forEach((c, i) => {
    const col = i % 2 === 0 ? 0 : 1;
    const row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15;
    const y = 1.72 + row * 1.2;
    card(sl, x, y, 4.65, 1.05, C.white);
    sl.addText(c[0], { x:x+0.1, y:y+0.2, w:0.65, h:0.6, fontSize:20, align:'center', valign:'middle' });
    sl.addText(c[1], { x:x+0.85, y:y+0.1, w:3.68, h:0.35, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(c[2], { x:x+0.85, y:y+0.48, w:3.68, h:0.5, fontSize:10, color:C.darktext, fontFace:'Calibri' });
  });

  citeLine(sl, 'Guerra et al. (2022); RNAO (2012)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 15 — Q4: Tuckman's Model
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Tuckman\'s Team Development Model (1965)');

  const stages = [
    { name:'FORMING', color:C.sky,  desc:'Team polite but uncertain\nRoles unclear\nLeader provides structure & direction' },
    { name:'STORMING', color:C.orange, desc:'Conflict & competition emerge\nMembers assert themselves\nCritical stage – poor leadership = prolonged conflict' },
    { name:'NORMING', color:C.teal, desc:'Shared norms established\nRoles become clear\nCohesion & open communication begin' },
    { name:'PERFORMING', color:'27AE60', desc:'High trust & shared goals\nFull functional capacity\nOptimal patient care delivered' },
    { name:'ADJOURNING', color:'7F8C8D', desc:'Task complete – team disbands\nRecognise achievements\nReflect on team journey' },
  ];

  stages.forEach((s, i) => {
    const x = 0.25 + i * 1.92;
    // Arrow connector (not for last)
    if (i < 4) {
      sl.addShape(pres.ShapeType.rect, { x:x+1.55, y:2.45, w:0.37, h:0.1, fill:{color: C.lightgrey}, line:{color: C.lightgrey} });
      sl.addText('▶', { x:x+1.83, y:2.35, w:0.25, h:0.3, fontSize:10, color:C.lightgrey, align:'center' });
    }
    // Stage box
    sl.addShape(pres.ShapeType.roundRect, { x, y:1.25, w:1.55, h:4.0, fill:{color: s.color}, line:{color: s.color}, rectRadius:0.12 });
    sl.addText(s.name, { x, y:1.3, w:1.55, h:0.55, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle', charSpacing:2 });
    sl.addShape(pres.ShapeType.rect, { x:x+0.1, y:1.85, w:1.35, h:0.03, fill:{color:'FFFFFF55'}, line:{color:'FFFFFF55'} });
    sl.addText(s.desc, { x:x+0.07, y:1.92, w:1.41, h:3.1, fontSize:9.5, color:C.white, fontFace:'Calibri', lineSpacingMultiple:1.3, valign:'top' });
    numCircle(sl, i+1, x+0.5, 4.65, 'FFFFFF44');
    sl.addText(String(i+1), { x:x+0.5, y:4.65, w:0.55, h:0.55, fontSize:14, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
  });

  citeLine(sl, 'Tuckman (1965); Kiweewa et al. (2018); British Journal of Nursing (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 16 — Q4: Belbin's Team Roles
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Belbin\'s Team Role Theory & Strategies to Improve Dynamics');

  // Belbin section
  sl.addText('Belbin\'s 9 Team Roles (1981)  |  Aranzabal et al. (2022)', {
    x:0.3, y:1.18, w:5, h:0.35, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri',
  });

  const categories = [
    { cat:'🧠 Thinking Roles', color:C.navy, roles:['Plant – creative problem-solver','Monitor-Evaluator – critical thinker','Specialist – expert knowledge'] },
    { cat:'🤝 Social Roles', color:C.teal, roles:['Coordinator – chairs, delegates','Team Worker – supports harmony','Resource Investigator – networks'] },
    { cat:'⚙️ Action Roles', color:C.orange, roles:['Shaper – drives momentum','Implementer – turns plans into action','Completer-Finisher – quality checks'] },
  ];

  categories.forEach((cat, i) => {
    const y = 1.6 + i * 1.07;
    sl.addShape(pres.ShapeType.roundRect, { x:0.3, y, w:4.7, h:0.95, fill:{color: cat.color}, line:{color: cat.color}, rectRadius:0.1 });
    sl.addText(cat.cat, { x:0.38, y:y+0.06, w:4.54, h:0.3, fontSize:11, bold:true, color:C.white, fontFace:'Calibri' });
    sl.addText(cat.roles.join('   |   '), { x:0.38, y:y+0.38, w:4.54, h:0.5, fontSize:10, color:C.white, fontFace:'Calibri', lineSpacingMultiple:1.15 });
  });

  // Strategies section
  sl.addText('Strategies to Improve Group Dynamics', {
    x:5.2, y:1.18, w:4.5, h:0.35, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri',
  });

  sl.addText(bullets([
    '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',
  ]), { x:5.2, y:1.58, w:4.5, h:3.7, fontFace:'Calibri' });

  citeLine(sl, 'Belbin (1981); Aranzabal et al. (2022); RNAO (2012); Kiweewa et al. (2018)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 17 — Q5: Skills to Overcome Conflict
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question 5 – Skills & Behaviours to Overcome MDT Conflict (A&A 4.2)');

  const skills = [
    { icon:'💬', title:'Communication', text:'Active listening; closed-loop communication; assertive not aggressive\n(Gjøvikli & Valeberg, 2023)' },
    { icon:'❤️', title:'Emotional Intelligence', text:'Goleman\'s 5 domains: self-awareness, self-regulation, empathy, motivation, social skills\n(Goleman, 1998)' },
    { icon:'🗣️', title:'Assertiveness', text:'Advocate for patient & own judgement; nurses empowered to challenge unsafe decisions\n(CNM, 2022)' },
    { icon:'🤝', title:'Negotiation & Compromise', text:'Win-win resolution; interest-based negotiation; both parties\' concerns addressed\n(RNAO, 2012)' },
    { icon:'🌍', title:'Respect for Diversity', text:'Cultural competence; respect for professional backgrounds & communication styles' },
    { icon:'🔍', title:'Problem-Solving', text:'Focus on root cause, not blame; conflict as quality improvement opportunity' },
    { icon:'⚖️', title:'Professionalism', text:'Maintain conduct codes even in conflict; keep patient safety central\n(CNM, 2022)' },
  ];

  const colW = 4.65;
  skills.forEach((s, i) => {
    const col = i % 2 === 0 ? 0 : 1;
    const row = Math.floor(i / 2);
    // 7 items: last one centred
    let x, y;
    if (i === 6) {
      x = 2.68;
      y = 1.25 + 3 * 1.06;
    } else {
      x = col === 0 ? 0.28 : 5.15;
      y = 1.25 + row * 1.06;
    }
    card(sl, x, y, colW, 0.92, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:0.18, h:0.92, fill:{color: C.teal}, line:{color: C.teal} });
    sl.addText(s.icon, { x:x+0.22, y:y+0.18, w:0.55, h:0.55, fontSize:16, align:'center', valign:'middle' });
    sl.addText(s.title, { x:x+0.82, y:y+0.07, w:3.72, h:0.3, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(s.text, { x:x+0.82, y:y+0.38, w:3.72, h:0.5, fontSize:10, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.1 });
  });

  citeLine(sl, 'Goleman (1998); RNAO (2012); Gjøvikli & Valeberg (2023); CNM (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 18 — Q6: Conflict Resolution Strategies (Table)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 6 – Strategies to Resolve Conflict in the MDT (K&U 4.3)');

  const strategies = [
    ['Negotiation /\nCollaborative', C.teal, 'Parties discuss interests to reach mutual agreement', '✅ Preserves relationships\n✅ Addresses root cause\n✅ Sustainable solutions', '⚠️ Requires time\n⚠️ Needs skilled facilitation'],
    ['Mediation', C.navy, 'Neutral third party facilitates structured dialogue', '✅ Useful when negotiation fails\n✅ Impartial & structured', '⚠️ Needs trained mediator\n⚠️ Can feel formal'],
    ['Compromise', C.sky, 'Each party concedes demands to reach agreement', '✅ Quick to implement\n✅ Prevents escalation', '⚠️ Neither party fully satisfied\n⚠️ Underlying issues persist'],
    ['Formal Escalation', C.orange, 'Grievance or governance processes when informal fails', '✅ Documented process\n✅ Needed for safety issues', '⚠️ Damages relationships\n⚠️ Adversarial'],
    ['De-escalation', '27AE60', 'Timeout; calm language; acknowledge other\'s perspective', '✅ Immediate tension relief\n✅ Accessible to all', '⚠️ Symptom not root cause\n⚠️ Needs emotional regulation'],
  ];

  // Header row
  const headers = ['Strategy', 'Description', 'Advantages', 'Disadvantages'];
  const colX = [0.25, 2.1, 5.35, 7.7];
  const colW2 = [1.82, 3.2, 2.3, 2.0];
  headers.forEach((h, i) => {
    sl.addShape(pres.ShapeType.rect, { x:colX[i], y:1.18, w:colW2[i], h:0.38, fill:{color: C.navy}, line:{color: C.navy} });
    sl.addText(h, { x:colX[i], y:1.18, w:colW2[i], h:0.38, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
  });

  strategies.forEach((row, ri) => {
    const y = 1.6 + ri * 0.79;
    const bg = ri % 2 === 0 ? C.white : C.offwhite;
    // Row bg
    sl.addShape(pres.ShapeType.rect, { x:0.25, y, w:9.5, h:0.75, fill:{color:bg}, line:{color:C.lightgrey, pt:0.5} });
    // Strategy name (coloured)
    sl.addShape(pres.ShapeType.rect, { x:0.25, y, w:1.82, h:0.75, fill:{color:row[1]}, line:{color:row[1]} });
    sl.addText(row[0], { x:0.25, y, w:1.82, h:0.75, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    sl.addText(row[2], { x:2.1, y:y+0.04, w:3.2, h:0.67, fontSize:10, color:C.darktext, fontFace:'Calibri', valign:'top' });
    sl.addText(row[3], { x:5.35, y:y+0.04, w:2.3, h:0.67, fontSize:9, color:'27AE60', fontFace:'Calibri', valign:'top', lineSpacingMultiple:1.1 });
    sl.addText(row[4], { x:7.7, y:y+0.04, w:2.0, h:0.67, fontSize:9, color:C.orange, fontFace:'Calibri', valign:'top', lineSpacingMultiple:1.1 });
  });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024) – Best strategy: Negotiation/Collaborative Problem-Solving');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 19 — Best Strategy Recommendation
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question 6 – Which Strategy Is Best?');

  // Highlight box
  sl.addShape(pres.ShapeType.roundRect, { x:0.5, y:1.25, w:9, h:1.4, fill:{color: C.teal}, line:{color: C.teal}, rectRadius:0.15 });
  sl.addText('🏆  Best Approach: Negotiation & Collaborative Problem-Solving', {
    x:0.6, y:1.3, w:8.8, h:0.55, fontSize:17, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle',
  });
  sl.addText('"Start with direct, respectful negotiation. Escalate only if needed." — RNAO (2012)', {
    x:0.6, y:1.87, w:8.8, h:0.7, fontSize:12, italic:true, color:C.white, fontFace:'Calibri', align:'center', valign:'top',
  });

  const steps = [
    { n:'1', t:'NEGOTIATE', d:'Direct, respectful\ndiscussion first', c:C.teal },
    { n:'2', t:'MEDIATE', d:'Neutral third party\nif step 1 fails', c:C.navy },
    { n:'3', t:'ESCALATE', d:'Formal process for\npatient safety issues only', c:C.orange },
  ];

  steps.forEach((s, i) => {
    const x = 1.0 + i * 2.9;
    card(sl, x, 2.85, 2.5, 2.4, C.white);
    sl.addShape(pres.ShapeType.ellipse, { x:x+0.97, y:2.92, w:0.6, h:0.6, fill:{color:s.c}, line:{color:s.c} });
    sl.addText(s.n, { x:x+0.97, y:2.92, w:0.6, h:0.6, fontSize:14, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    sl.addText(s.t, { x:x+0.1, y:3.58, w:2.3, h:0.4, fontSize:13, bold:true, color:s.c, fontFace:'Calibri', align:'center' });
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      sl.addText('▶', { x:x+2.55, y:3.9, w:0.35, h:0.4, fontSize:16, color:C.lightgrey, align:'center', valign:'middle' });
    }
  });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 20 — REFERENCES
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.navy);
  accentBar(sl, C.teal);

  sl.addText('Reference List', {
    x:0.45, y:0.2, w:9.2, h:0.55,
    fontSize:20, bold:true, color:C.white, fontFace:'Calibri', valign:'middle',
  });
  sl.addShape(pres.ShapeType.rect, { x:0.45, y:0.72, w:9.2, h:0.04, fill:{color: C.sky}, line:{color: C.sky} });

  const refs = [
    'Aranzabal, A. et al. (2022) Belbin team roles and healthcare teams. Nurse Education Today, 110, p.105249.',
    'Cerqueira, P., Pereira, S. & Costa, R. (2024) Unlocking team potential: mastering communication in palliative care. Cureus, 16(11).',
    'CNM (2022) Code of Professional Conduct for Nurses and Midwives. Malta: CNM.',
    'Coulter, A. & Collins, A. (2011) Making Shared Decision Making a Reality. London: King\'s Fund.',
    'Daneman, D. (2006) Type 1 diabetes. The Lancet, 367(9513), pp.847–858.',
    'Deeb, A. (2017) Challenges of diabetes management in toddlers. Diabetes Technology & Therapeutics, 19(7).',
    'Etherington, C. et al. (2021) Barriers & enablers to interprofessional teamwork. PLoS ONE, 16(4).',
    'Feingold, K.R. et al. (2000) Diabetes and depression. In Endotext. MDText.com.',
    'Gjøvikli, K. & Valeberg, B.T. (2023) Closed-loop communication in emergency teams. J Patient Saf, 19(2).',
    'Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.',
    'Guerra, A.C. et al. (2022) MDT working in health & social care. British Journal of Nursing, 31(12).',
    'He, H. et al. (2022) Effectiveness of MDT working in healthcare. British Journal of Nursing, 31(5).',
    'Heip, T. et al. (2022) Interdisciplinary bedside rounds. Journal of Patient Safety, 18(1).',
    'ISPAD (2022) Clinical Practice Consensus Guidelines 2022. Available: www.ispad.org.',
    'Jennings, G. & Evans, A. (2020) MDT working: a key element. Nursing Standard, 35(8).',
    'Kiweewa, J.M. et al. (2018) Tuckman\'s model in group work. J for Specialists in Group Work, 43(3).',
    'Pascucci, D. et al. (2021) Interprofessional collaboration & chronic disease. Health Policy, 125(2).',
    'RNAO (2012) Managing & 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.',
  ];

  const refText = refs.map((r, i) => ({
    text: r,
    options: { fontSize: 9, color: i % 2 === 0 ? 'D4EEF4' : 'AACCDD', fontFace: 'Calibri', breakLine: i < refs.length - 1, paraSpaceAfter: 3 }
  }));

  sl.addText(refText, { x:0.45, y:0.82, w:9.15, h:4.65, valign:'top' });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 21 — CLOSING SLIDE
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.navy);
  sl.addShape(pres.ShapeType.rect, { x:0, y:0, w:3.5, h:'100%', fill:{color: C.teal}, line:{color: C.teal} });
  sl.addShape(pres.ShapeType.rect, { x:0, y:0, w:2.6, h:'100%', fill:{color: C.navy}, line:{color: C.navy} });
  sl.addShape(pres.ShapeType.rect, { x:2.6, y:0, w:0.06, h:'100%', fill:{color: C.sky}, line:{color: C.sky} });

  sl.addText('Thank You', { x:3.9, y:0.8, w:5.8, h:1.0, fontSize:36, bold:true, color:C.white, fontFace:'Calibri', align:'left' });
  sl.addShape(pres.ShapeType.rect, { x:3.9, y:1.85, w:5.8, h:0.04, fill:{color: C.sky}, line:{color: C.sky} });

  sl.addText([
    { text: 'Key Takeaways:\n', options: { bold:true, color: C.sky, fontSize:13, fontFace:'Calibri', breakLine:true, paraSpaceAfter:8 } },
    { text: '• Liam\'s T1DM requires a 10-professional MDT for holistic, patient-centred care\n', options: { color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true } },
    { text: '• Effective teamwork needs communication, role clarity, and shared leadership\n', options: { color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true } },
    { text: '• Conflict is normal – managed well, it drives quality improvement\n', options: { color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true } },
    { text: '• Tuckman & Belbin frameworks guide team development\n', options: { color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true } },
    { text: '• Negotiation & collaborative problem-solving = best conflict resolution strategy', options: { color:C.white, fontSize:12, fontFace:'Calibri' } },
  ], { x:3.9, y:2.0, w:5.8, h:3.0 });

  sl.addText('Questions?', {
    x:0.1, y:1.8, w:2.3, h:0.7,
    fontSize:22, bold:true, color:C.white,
    fontFace:'Calibri', align:'center', valign:'middle',
  });
  sl.addText('Open discussion\nwelcome', {
    x:0.1, y:2.6, w:2.3, h:0.6,
    fontSize:10, color:C.mint, fontFace:'Calibri', align:'center',
  });
}

// ════════════════════════════════════════════════════════════════════════════
// WRITE FILE
// ════════════════════════════════════════════════════════════════════════════
pres.writeFile({ fileName: '/home/daytona/workspace/assignment-vinisha/MDT_Presentation_Task1_Task2.pptx' })
  .then(() => console.log('Presentation created successfully!'))
  .catch(err => { console.error(err); process.exit(1); });

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation.js'

const pptxgen = require("pptxgenjs");

const pres = new pptxgen();
pres.layout = 'LAYOUT_16x9';
pres.author = 'Nursing Studies Group';
pres.title = 'Multidisciplinary Approaches in Health and Social Care';

// ── COLOUR PALETTE ──────────────────────────────────────────────────────────
const C = {
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  teal:      '1A7A8A',
  sky:       '3AAFCB',
  mint:      'D6F0F4',
  white:     'FFFFFF',
  offwhite:  'F4F9FB',
  charcoal:  '1E1E2E',
  orange:    'E07B39',
  lightgrey: 'E8EEF2',
  darktext:  '1A2540',
  green:     '27AE60',
  purple:    '7B3FA0',
  red:       'C0392B',
};

// ── REUSABLE HELPERS ─────────────────────────────────────────────────────────
function darkBg(slide, color) {
  slide.addShape(pres.ShapeType.rect, { x:0, y:0, w:'100%', h:'100%', fill:{color: color||C.navy}, line:{color: color||C.navy} });
}
function accentBar(slide, color) {
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}
function lightBg(slide) {
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}
function headerBar(slide, color) {
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}
function slideTitle(slide, text) {
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}
function bullets(items) {
  return items.map((item, i) => ({
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  }));
}
function bulletsWhite(items) {
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    text: item,
    options: { bullet:{type:'bullet', characterCode:'25B6', indent:10}, fontSize:12, color:C.white, fontFace:'Calibri', breakLine: i < items.length-1, paraSpaceAfter:4 }
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}
function citeLine(slide, text) {
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}
function pill(slide, text, x, y, w, color) {
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  slide.addText(text, { x, y, w: w||2.5, h:0.4, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
}
function numCircle(slide, num, x, y, bg) {
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}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 1 — TITLE SLIDE
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.navy);
  sl.addShape(pres.ShapeType.rect, { x:0, y:0, w:3.5, h:'100%', fill:{color:C.teal}, line:{color:C.teal} });
  sl.addShape(pres.ShapeType.rect, { x:0, y:0, w:2.6, h:'100%', fill:{color:C.navy}, line:{color:C.navy} });
  sl.addShape(pres.ShapeType.rect, { x:2.6, y:0, w:0.06, h:'100%', fill:{color:C.sky}, line:{color:C.sky} });
  sl.addText('Multidisciplinary\nApproaches in Health\n& Social Care', { x:3.9, y:0.5, w:5.8, h:2.5, fontSize:30, bold:true, color:C.white, fontFace:'Calibri', valign:'middle', align:'left', lineSpacingMultiple:1.2 });
  sl.addShape(pres.ShapeType.rect, { x:3.9, y:3.1, w:5.8, h:0.03, fill:{color:C.sky}, line:{color:C.sky} });
  sl.addText('Case Scenario 3 – Liam: Newly Diagnosed Type 1 Diabetes', { x:3.9, y:3.2, w:5.8, h:0.5, fontSize:14, italic:true, color:C.mint, fontFace:'Calibri', align:'left' });
  sl.addText('Group Assignment  |  Task 1 & Task 2', { x:3.9, y:3.75, w:5.8, h:0.4, fontSize:12, color:C.sky, fontFace:'Calibri', align:'left' });
  sl.addText('Undergraduate Certificate in Nursing Studies\nLecturer: Ms Dorianne Cachia  |  June 2026', { x:3.9, y:4.5, w:5.8, h:0.7, fontSize:11, color:'AACCDD', fontFace:'Calibri', align:'left' });
  sl.addText('MDT', { x:0.1, y:1.8, w:2.3, h:0.9, fontSize:38, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle', charSpacing:8 });
  sl.addText('Team  •  Collaboration  •  Patient Care', { x:0.1, y:2.75, w:2.3, h:0.5, fontSize:8.5, color:C.mint, fontFace:'Calibri', align:'center', charSpacing:1 });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 2 — CASE OVERVIEW
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, '📋  Case Scenario 3 – Who is Liam?');
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  const facts = [
    ['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'],
  ];
  facts.forEach(([label, value], i) => {
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    sl.addShape(pres.ShapeType.roundRect, { x:0.3, y, w:2.0, h:0.42, fill:{color:C.navy}, line:{color:C.navy}, rectRadius:0.08 });
    sl.addText(label, { x:0.3, y, w:2.0, h:0.42, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    sl.addText(value, { x:2.42, y:y+0.05, w:5.2, h:0.35, fontSize:12, color:C.darktext, fontFace:'Calibri', valign:'middle' });
  });
  citeLine(sl, 'Patient-centred MDT approach  |  ISPAD Guidelines 2022; WHO, 2016');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 3 — SECTION DIVIDER TASK 1
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.navy);
  sl.addShape(pres.ShapeType.rect, { x:0, y:2.1, w:'100%', h:1.4, fill:{color:C.teal}, line:{color:C.teal} });
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  sl.addText('Working in a Multidisciplinary Approach', { x:0.5, y:2.72, w:9, h:0.55, fontSize:18, color:C.mint, fontFace:'Calibri', align:'center', italic:true });
  sl.addText('Questions A – D  |  Case Scenario 3: Liam (Type 1 Diabetes)', { x:0.5, y:4.2, w:9, h:0.4, fontSize:12, color:C.sky, fontFace:'Calibri', align:'center' });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 4 — INFOGRAPHIC: MDT WHEEL (Liam at centre, 10 HCPs around)
// REPLACES old "patient-centred care intro" slide
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question A – The MDT Wheel: Professionals Around Liam (K&U 2.3; S&E 2.4)');

  // Centre circle – Liam
  const cx = 5.0, cy = 3.42, r = 0.75;
  sl.addShape(pres.ShapeType.ellipse, { x:cx-r, y:cy-r, w:r*2, h:r*2, fill:{color:C.navy}, line:{color:C.sky, pt:3} });
  sl.addText('👦\nLIAM', { x:cx-r, y:cy-r, w:r*2, h:r*2, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  // Ring connector circle (outline)
  sl.addShape(pres.ShapeType.ellipse, { x:cx-2.2, y:cy-2.2, w:4.4, h:4.4, fill:{color:'00000000'}, line:{color:C.lightgrey, pt:1, dashType:'dash'} });

  // 10 HCPs arranged around the wheel
  const hcps = [
    { icon:'👨‍⚕️', label:'Paediatric\nEndocrinologist', color:C.navy,   angle:  -90 },
    { icon:'💉',   label:'Diabetes\nSpec. Nurse',       color:C.teal,   angle:  -54 },
    { icon:'🥗',   label:'Paediatric\nDietitian',       color:C.sky,    angle:  -18 },
    { icon:'🧠',   label:'Psychologist',                color:C.purple, angle:   18 },
    { icon:'🏥',   label:'Ward\nNurse',                 color:C.teal,   angle:   54 },
    { icon:'🏡',   label:'GP /\nPaediatrician',         color:C.navy,   angle:   90 },
    { icon:'💊',   label:'Pharmacist',                  color:C.green,  angle:  126 },
    { icon:'🤝',   label:'Social\nWorker',              color:C.orange, angle:  162 },
    { icon:'🏫',   label:'School\nHealth Nurse',        color:C.teal,   angle:  198 },
    { icon:'⚽',   label:'Exercise\nPhysiologist',      color:C.sky,    angle:  234 },
  ];

  const orbR = 2.2; // orbit radius from centre
  const nodeR = 0.48; // node circle radius
  hcps.forEach(hcp => {
    const rad = hcp.angle * Math.PI / 180;
    const nx = cx + orbR * Math.cos(rad);
    const ny = cy + orbR * Math.sin(rad);
    // Spoke line
    const spokeFrac = 0.72;
    const lx1 = cx + r * Math.cos(rad);
    const ly1 = cy + r * Math.sin(rad);
    const lx2 = cx + (orbR - nodeR) * spokeFrac * Math.cos(rad) + orbR * (1-spokeFrac) * Math.cos(rad);
    const ly2 = cy + (orbR - nodeR) * spokeFrac * Math.sin(rad) + orbR * (1-spokeFrac) * Math.sin(rad);
    // Node circle (larger)
    sl.addShape(pres.ShapeType.ellipse, {
      x: nx - nodeR, y: ny - nodeR, w: nodeR*2, h: nodeR*2,
      fill:{color: hcp.color}, line:{color: C.white, pt:1.5}
    });
    // Icon
    sl.addText(hcp.icon, {
      x: nx - nodeR, y: ny - nodeR + 0.02,
      w: nodeR*2, h: nodeR*2*0.55,
      fontSize: 16, align:'center', valign:'middle'
    });
    // Label outside node
    const lblR = orbR + nodeR + 0.52;
    const lbx = cx + lblR * Math.cos(rad);
    const lby = cy + lblR * Math.sin(rad);
    const lblW = 1.35, lblH = 0.52;
    sl.addText(hcp.label, {
      x: lbx - lblW/2, y: lby - lblH/2,
      w: lblW, h: lblH,
      fontSize: 9, bold:true, color: hcp.color, fontFace:'Calibri',
      align:'center', valign:'middle', lineSpacingMultiple:1.1
    });
  });

  // "Patient-Centred Care" tag
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  sl.addText('Patient-Centred Approach', { x:0.2, y:1.18, w:2.5, h:0.42, fontSize:9, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
  sl.addText('WHO, 2016', { x:0.2, y:1.62, w:2.5, h:0.28, fontSize:9, italic:true, color:C.teal, fontFace:'Calibri', align:'center' });

  citeLine(sl, 'Daneman (2006); ISPAD (2022); Guerra et al. (2022); WHO (2016)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 5 — Healthcare Professionals Part 1 (1-5) – with mini role badges
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question A – Healthcare Professionals Involved (1 of 2)');
  const pros = [
    { num:1, icon:'👨‍⚕️', title:'Paediatric Endocrinologist', text:'Leads medical management; oversees insulin regimen, HbA1c monitoring, and may introduce pump therapy (Daneman, 2006)', color:C.navy },
    { num:2, icon:'💉', title:'Diabetes Specialist Nurse (DSN)', text:'Primary family contact; teaches insulin technique, BG monitoring, hypo management; liaises with school (ISPAD, 2022)', color:C.teal },
    { num:3, icon:'🥗', title:'Paediatric Dietitian', text:'Carbohydrate counting, flexible meal plans around sport & school, preventing hypo/hyperglycaemia (Deeb, 2017)', color:C.sky },
    { num:4, icon:'🧠', title:'Paediatric Psychologist', text:'CBT for needle phobia; supports family adjustment to lifelong diagnosis; reduces anxiety (Feingold et al., 2000)', color:C.purple },
    { num:5, icon:'🏥', title:'Ward Nurse (Paediatric)', text:'Holistic daily care; insulin administration; patient advocate; observes clinical changes and escalates (Jennings & Evans, 2020)', color:C.teal },
  ];
  pros.forEach((p, i) => {
    const y = 1.2 + i * 0.85;
    card(sl, 0.3, y, 9.4, 0.75, C.white);
    sl.addShape(pres.ShapeType.rect, { x:0.3, y, w:0.18, h:0.75, fill:{color:p.color}, line:{color:p.color} });
    numCircle(sl, p.num, 0.6, y+0.115, p.color);
    sl.addText(p.icon, { x:1.25, y:y+0.1, w:0.5, h:0.55, fontSize:18, align:'center', valign:'middle' });
    sl.addText(p.title, { x:1.8, y:y+0.05, w:2.6, h:0.35, fontSize:12, bold:true, color:p.color, fontFace:'Calibri', valign:'middle' });
    sl.addShape(pres.ShapeType.rect, { x:4.5, y:y+0.1, w:0.03, h:0.55, fill:{color:C.lightgrey}, line:{color:C.lightgrey} });
    sl.addText(p.text, { x:4.65, y:y+0.08, w:4.9, h:0.6, fontSize:11, color:C.darktext, fontFace:'Calibri', valign:'middle' });
  });
  citeLine(sl, 'Daneman (2006); ISPAD (2022); Deeb (2017); Feingold et al. (2000); Jennings & Evans (2020)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 6 — Healthcare Professionals Part 2 (6-10)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question A – Healthcare Professionals Involved (2 of 2)');
  const pros = [
    { num:6, icon:'🏡', title:'GP / General Paediatrician', text:'Continuity post-discharge; manages intercurrent illness; coordinates specialist referrals (ISPAD, 2022)', color:C.navy },
    { num:7, icon:'💊', title:'Pharmacist', text:'Safe dispensing of insulin, monitoring supplies, glucagon kits; medication counselling (CDC, 2024)', color:C.green },
    { num:8, icon:'🤝', title:'Social Worker', text:'Family coping support; financial assistance for supplies; links to Diabetes Malta / JDRF; school reintegration', color:C.orange },
    { num:9, icon:'🏫', title:'School Health Nurse', text:'Trains school staff on hypo recognition; supervises insulin if required; bridges clinic and classroom', color:C.teal },
    { num:10, icon:'⚽', title:'Exercise Physiologist', text:'Insulin & carbohydrate strategies around football; prevents exercise-induced hypoglycaemia (ISPAD, 2022)', color:C.sky },
  ];
  pros.forEach((p, i) => {
    const y = 1.2 + i * 0.85;
    card(sl, 0.3, y, 9.4, 0.75, C.white);
    sl.addShape(pres.ShapeType.rect, { x:0.3, y, w:0.18, h:0.75, fill:{color:p.color}, line:{color:p.color} });
    numCircle(sl, p.num, 0.6, y+0.115, p.color);
    sl.addText(p.icon, { x:1.25, y:y+0.1, w:0.5, h:0.55, fontSize:18, align:'center', valign:'middle' });
    sl.addText(p.title, { x:1.8, y:y+0.05, w:2.6, h:0.35, fontSize:12, bold:true, color:p.color, fontFace:'Calibri', valign:'middle' });
    sl.addShape(pres.ShapeType.rect, { x:4.5, y:y+0.1, w:0.03, h:0.55, fill:{color:C.lightgrey}, line:{color:C.lightgrey} });
    sl.addText(p.text, { x:4.65, y:y+0.08, w:4.9, h:0.6, fontSize:11, color:C.darktext, fontFace:'Calibri', valign:'middle' });
  });
  citeLine(sl, 'CDC (2024); ISPAD (2022); Guerra et al. (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 7 — INFOGRAPHIC: TEAMWORK STAR / HEX (Question B)
// 7 attributes arranged as a hexagonal radial around a central star
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question B – Attributes, Skills & Behaviours for MDT Success (S&E 2.5)');

  // Central hub
  const cx = 2.9, cy = 3.35, hubR = 0.65;
  sl.addShape(pres.ShapeType.ellipse, { x:cx-hubR, y:cy-hubR, w:hubR*2, h:hubR*2, fill:{color:C.navy}, line:{color:C.sky, pt:3} });
  sl.addText('🏆\nMDT\nSuccess', { x:cx-hubR, y:cy-hubR, w:hubR*2, h:hubR*2, fontSize:9, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  const attrs = [
    { icon:'💬', label:'Communication',            sub:'Structured, closed-loop,\ntimely, shared records', color:C.teal,   angle:-90 },
    { icon:'🎯', label:'Role Clarity',              sub:'No duplication; mutual\nrespect (Jennings, 2020)', color:C.sky,    angle:-30 },
    { icon:'👥', label:'Person-Centred\nCare',      sub:'Liam & parents as\npartners (WHO, 2016)', color:C.navy,   angle: 30 },
    { icon:'🤝', label:'Shared Decision\nMaking',  sub:'Improves adherence\n(Coulter & Collins, 2011)', color:C.orange, angle: 90 },
    { icon:'📚', label:'Continuous\nLearning',      sub:'CGM, closed-loop,\nISPAD updates', color:C.green,  angle:150 },
    { icon:'⚖️', label:'Professional\nAccountability', sub:'CNM & WHO codes;\nspeak up for patients', color:C.purple, angle:210 },
  ];

  const orbR = 1.85, nodeR = 0.52;
  attrs.forEach(a => {
    const rad = a.angle * Math.PI / 180;
    const nx = cx + orbR * Math.cos(rad);
    const ny = cy + orbR * Math.sin(rad);
    // Spoke
    const s1x = cx + hubR * Math.cos(rad), s1y = cy + hubR * Math.sin(rad);
    const s2x = cx + (orbR - nodeR) * Math.cos(rad), s2y = cy + (orbR - nodeR) * Math.sin(rad);
    // Node
    sl.addShape(pres.ShapeType.ellipse, { x:nx-nodeR, y:ny-nodeR, w:nodeR*2, h:nodeR*2, fill:{color:a.color}, line:{color:C.white, pt:1.5} });
    sl.addText(a.icon, { x:nx-nodeR, y:ny-nodeR+0.02, w:nodeR*2, h:nodeR*1.0, fontSize:17, align:'center', valign:'middle' });
    sl.addText(a.label, { x:nx-nodeR, y:ny+0.04, w:nodeR*2, h:0.35, fontSize:8.5, bold:true, color:C.white, fontFace:'Calibri', align:'center', lineSpacingMultiple:1.0 });
  });

  // Tuckman reference box beside the radial
  const bx = 5.95;
  card(sl, bx, 1.2, 3.75, 4.35, C.white);
  sl.addShape(pres.ShapeType.rect, { x:bx, y:1.2, w:3.75, h:0.42, fill:{color:C.navy}, line:{color:C.navy} });
  sl.addText('🔄  Tuckman\'s Team Development', { x:bx+0.08, y:1.2, w:3.6, h:0.42, fontSize:12, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
  const stages = [
    { name:'Forming',    sub:'Polite; roles unclear',         color:C.sky },
    { name:'Storming',   sub:'Conflict; assert positions',    color:C.orange },
    { name:'Norming',    sub:'Norms set; cohesion grows',     color:C.teal },
    { name:'Performing', sub:'Full capacity; shared goals',   color:C.green },
    { name:'Adjourning', sub:'Task done; achievements noted', color:'7F8C8D' },
  ];
  stages.forEach((st, i) => {
    const sy = 1.7 + i * 0.7;
    sl.addShape(pres.ShapeType.roundRect, { x:bx+0.15, y:sy, w:3.45, h:0.58, fill:{color:st.color}, line:{color:st.color}, rectRadius:0.08 });
    sl.addText(`${i+1}. ${st.name}`, { x:bx+0.25, y:sy+0.04, w:1.4, h:0.28, fontSize:11, bold:true, color:C.white, fontFace:'Calibri' });
    sl.addText(st.sub, { x:bx+0.25, y:sy+0.3, w:3.1, h:0.24, fontSize:9.5, color:C.white, fontFace:'Calibri' });
    if (i < 4) {
      sl.addText('▼', { x:bx+1.6, y:sy+0.58, w:0.4, h:0.14, fontSize:8, color:C.lightgrey, align:'center' });
    }
  });

  citeLine(sl, 'Heip et al. (2022); Tuckman (1965); Kiweewa et al. (2018); Coulter & Collins (2011); WHO (2016)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 8 — INFOGRAPHIC: BENEFITS SUNBURST (Question C)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question C – Benefits of Working in a Team (A&A 1.2)');

  // Quote bar
  sl.addShape(pres.ShapeType.rect, { x:0.28, y:1.18, w:9.44, h:0.55, fill:{color:C.navy}, line:{color:C.navy} });
  sl.addText('"Interprofessional collaboration significantly improved chronic disease management outcomes."  — Pascucci et al., 2021', {
    x:0.38, y:1.2, w:9.24, h:0.5, fontSize:11, italic:true, bold:true, color:C.white, fontFace:'Calibri', valign:'middle'
  });

  // Six benefit boxes arranged in 2 rows of 3 – each with icon + colour bar + text
  const benefits = [
    { icon:'🌐', title:'Holistic Care',         text:'All dimensions of Liam\'s health addressed simultaneously',  color:C.teal },
    { icon:'🛡️', title:'Fewer Errors',          text:'Cross-professional checks reduce errors (He et al., 2022)', color:C.navy },
    { icon:'📉', title:'Better Glycaemic Control', text:'MDT education improves HbA1c in T1DM children (Daneman, 2006)', color:C.sky },
    { icon:'👨‍👩‍👦', title:'Family Confidence',   text:'Coordinated information reduces contradictions & parental anxiety', color:C.orange },
    { icon:'🔗', title:'Continuity of Care',    text:'Seamless ward → home → school transition; reduces readmissions', color:C.green },
    { icon:'💡', title:'Efficient Resources',   text:'Avoids duplication; optimal use of NHS resources (He et al., 2022)', color:C.purple },
  ];

  benefits.forEach((b, i) => {
    const col = i % 3, row = Math.floor(i / 3);
    const x = 0.28 + col * 3.2, y = 1.88 + row * 1.8;
    card(sl, x, y, 3.0, 1.6, C.white);
    // Top colour strip
    sl.addShape(pres.ShapeType.rect, { x, y, w:3.0, h:0.38, fill:{color:b.color}, line:{color:b.color} });
    sl.addText(b.icon + '  ' + b.title, { x:x+0.08, y:y+0.04, w:2.84, h:0.3, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
    sl.addText(b.text, { x:x+0.12, y:y+0.45, w:2.76, h:1.05, fontSize:11, color:C.darktext, fontFace:'Calibri', valign:'top', lineSpacingMultiple:1.2 });
  });

  citeLine(sl, 'Pascucci et al. (2021); He et al. (2022); Daneman (2006); Guerra et al. (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 9 — Question D: Barriers (orange warning cards)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.orange);
  slideTitle(sl, 'Question D – Barriers to Working in a Team (A&A 1.2)');
  const barriers = [
    ['⚠️', 'Communication Breakdown', 'Poor handovers, jargon, withheld information\n(Etherington et al., 2021)'],
    ['👑', 'Professional Hierarchy', 'Power imbalances silence nurses & allied health professionals'],
    ['🚧', 'Professional Tribalism', 'Stereotypical attitudes; reluctance to share decisions (Guerra et al., 2022)'],
    ['❓', 'Role Ambiguity', 'Unclear responsibilities cause duplication or care gaps'],
    ['⏰', 'Time & Workload', 'Busy wards make regular MDT meetings difficult (BJN, 2022)'],
    ['🔄', 'Resistance to Change', 'Reluctance to adopt new protocols or technologies (Guerra et al., 2022)'],
  ];
  barriers.forEach((b, i) => {
    const col = i % 2, row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15, y = 1.25 + row * 1.37;
    card(sl, x, y, 4.65, 1.2, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:0.18, h:1.2, fill:{color:C.orange}, line:{color:C.orange} });
    sl.addText(b[0], { x:x+0.25, y:y+0.25, w:0.55, h:0.55, fontSize:18, align:'center', valign:'middle' });
    sl.addText(b[1], { x:x+0.85, y:y+0.1, w:3.65, h:0.35, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(b[2], { x:x+0.85, y:y+0.48, w:3.65, h:0.65, fontSize:10, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.15 });
  });
  citeLine(sl, 'Etherington et al. (2021); Guerra et al. (2022); British Journal of Nursing (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 10 — SECTION DIVIDER TASK 2
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.charcoal);
  sl.addShape(pres.ShapeType.rect, { x:0, y:2.1, w:'100%', h:1.4, fill:{color:C.orange}, line:{color:C.orange} });
  sl.addText('TASK 2', { x:0.5, y:2.15, w:9, h:0.55, fontSize:32, bold:true, color:C.white, fontFace:'Calibri', align:'center', charSpacing:10 });
  sl.addText('Conflict in the Multidisciplinary Team', { x:0.5, y:2.72, w:9, h:0.55, fontSize:18, color:'FFD4A8', fontFace:'Calibri', align:'center', italic:true });
  sl.addText('Questions 1 – 6  |  Conflict Definition, Case Study, Group Dynamics & Resolution Strategies', { x:0.5, y:4.2, w:9, h:0.4, fontSize:11, color:'BBBBCC', fontFace:'Calibri', align:'center' });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 11 — Q1: INFOGRAPHIC: CONFLICT ICEBERG
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 1 – Defining Conflict & Why It Occurs in MDTs (K&U 4.1)');

  // Definition card
  card(sl, 0.28, 1.18, 5.2, 1.05, C.white);
  sl.addShape(pres.ShapeType.rect, { x:0.28, y:1.18, w:5.2, h:0.04, fill:{color:C.charcoal}, line:{color:C.charcoal} });
  sl.addText('"A disagreement in values, goals or actions between parties."', {
    x:0.4, y:1.25, w:4.95, h:0.48, fontSize:13, italic:true, bold:true, color:C.navy, fontFace:'Calibri', align:'center'
  });
  sl.addText('— RNAO (2012)', { x:0.4, y:1.73, w:4.95, h:0.28, fontSize:10, color:C.teal, fontFace:'Calibri', align:'center' });

  // Conflict note
  sl.addShape(pres.ShapeType.roundRect, { x:0.28, y:2.3, w:5.2, h:0.38, fill:{color:C.orange}, line:{color:C.orange}, rectRadius:0.08 });
  sl.addText('⚠️  Conflict is normal – managed well, it drives quality improvement', {
    x:0.38, y:2.3, w:5.0, h:0.38, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', valign:'middle'
  });

  // ICEBERG INFOGRAPHIC (right side)
  // Water line
  sl.addShape(pres.ShapeType.rect, { x:5.7, y:3.12, w:4.1, h:0.06, fill:{color:C.sky}, line:{color:C.sky} });
  sl.addText('VISIBLE CONFLICT', { x:5.72, y:2.72, w:4.06, h:0.38, fontSize:9, bold:true, color:C.teal, fontFace:'Calibri', align:'center', charSpacing:2 });

  // Above water – tip of iceberg (visible conflict)
  sl.addShape(pres.ShapeType.rect, { x:6.6, y:1.3, w:2.3, h:1.82, fill:{color:C.sky}, line:{color:C.sky} });
  sl.addText('⚔️\nDISAGREEMENT\n& ARGUMENT', { x:6.6, y:1.3, w:2.3, h:1.82, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  // Below water – body of iceberg (hidden causes)
  sl.addShape(pres.ShapeType.rect, { x:5.95, y:3.2, w:3.8, h:2.25, fill:{color:C.navy}, line:{color:C.navy} });
  sl.addText('HIDDEN CAUSES', { x:5.97, y:3.22, w:3.76, h:0.3, fontSize:9, bold:true, color:C.sky, fontFace:'Calibri', align:'center', charSpacing:2 });
  const causes = ['Different values & priorities','Role ambiguity','Communication failures','Power imbalances','Resource scarcity','Cultural differences'];
  sl.addText(causes.map((c,i)=>({text:'• '+c, options:{breakLine: i<causes.length-1, fontSize:10, color:C.white, fontFace:'Calibri', paraSpaceAfter:3}})), {
    x:6.05, y:3.55, w:3.6, h:1.85, valign:'top'
  });

  // Why it occurs bullets (left bottom)
  sl.addText('Why Conflict Occurs in MDTs:', { x:0.28, y:2.8, w:5.2, h:0.32, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri' });
  sl.addText(bullets(['Differing professional values & priorities','Role ambiguity – unclear responsibilities','Communication failures & poor handovers','Resource scarcity: beds, time, equipment','Hierarchical power dynamics','Patient/family dissatisfaction']), {
    x:0.28, y:3.15, w:5.2, h:2.2, fontFace:'Calibri'
  });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 12 — Q2: Case of Conflict (4-quadrant)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.orange);
  slideTitle(sl, 'Question 2 – Case of Conflict: T1DM Discharge Dispute (A&A 4.4)');
  sl.addText('Setting: Paediatric diabetes ward – conflict over discharge readiness of a newly diagnosed child', {
    x:0.35, y:1.18, w:9.3, h:0.35, fontSize:11, italic:true, color:C.darktext, fontFace:'Calibri'
  });
  const steps = [
    { label:'👥  HCPs Involved',      color:C.orange, text:'• Paediatric Endocrinologist\n• Diabetes Specialist Nurse (DSN)\n• Ward Nurse (Band 6)\n• Paediatric Dietitian' },
    { label:'⚠️  How Conflict Arose',  color:'B03A2E', text:'• Consultant ordered discharge (48 hrs – bed pressure)\n• Nurse & DSN: parents not safe with insulin/hypo mgmt\n• Dietitian education incomplete\n• Consultant dismissed concerns as "unnecessary delay"' },
    { label:'💔  Who Was Affected',    color:C.charcoal, text:'• Child & family → hypo at home → ED attendance\n• Nurse & DSN: moral distress\n• Team relationships damaged\n• Consultant decision reviewed at clinical audit' },
    { label:'✅  Resolution',          color:C.teal, text:'• Root cause analysis conducted\n• MDT meeting convened\n• New discharge protocols co-developed\n• Nurses given authority to request review (RNAO, 2012)' },
  ];
  steps.forEach((s, i) => {
    const col = i % 2, row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15, y = 1.62 + row * 1.9;
    card(sl, x, y, 4.65, 1.75, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:4.65, h:0.4, fill:{color:s.color}, line:{color:s.color} });
    sl.addText(s.label, { x:x+0.1, y:y+0.06, w:4.45, h:0.3, fontSize:12, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
    sl.addText(s.text, { x:x+0.15, y:y+0.48, w:4.35, h:1.22, fontSize:10.5, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.3 });
  });
  citeLine(sl, 'RNAO (2012) – Managing and Mitigating Conflict in Health-care Teams');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 13 — Q3: INFOGRAPHIC – CONFLICT EFFECTS (+ vs -)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 3 – Effects of Conflict in an MDT (K&U 4.1)');

  // Dividing line with "CONFLICT" label in centre
  sl.addShape(pres.ShapeType.rect, { x:4.88, y:1.18, w:0.22, h:4.4, fill:{color:C.lightgrey}, line:{color:C.lightgrey} });
  sl.addShape(pres.ShapeType.ellipse, { x:4.22, y:2.9, w:1.56, h:0.65, fill:{color:C.charcoal}, line:{color:C.charcoal} });
  sl.addText('CONFLICT', { x:4.22, y:2.9, w:1.56, h:0.65, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle', charSpacing:2 });

  // NEGATIVE side (left)
  sl.addShape(pres.ShapeType.roundRect, { x:0.28, y:1.18, w:4.5, h:0.42, fill:{color:C.red}, line:{color:C.red}, rectRadius:0.08 });
  sl.addText('⛔  NEGATIVE EFFECTS', { x:0.28, y:1.18, w:4.5, h:0.42, fontSize:13, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  const negItems = [
    { icon:'💥', text:'Compromised patient safety\n→ preventable adverse events' },
    { icon:'💔', text:'Reduced team cohesion & trust' },
    { icon:'😓', text:'Staff burnout & absenteeism\n(Cerqueira et al., 2024)' },
    { icon:'📵', text:'Poor information sharing\n→ increased errors' },
    { icon:'😟', text:'Patient & family lose confidence\nin their care team' },
  ];
  negItems.forEach((n, i) => {
    const y = 1.72 + i * 0.72;
    card(sl, 0.28, y, 4.5, 0.62, C.white);
    sl.addShape(pres.ShapeType.rect, { x:0.28, y, w:0.16, h:0.62, fill:{color:C.red}, line:{color:C.red} });
    sl.addText(n.icon, { x:0.5, y:y+0.08, w:0.45, h:0.45, fontSize:16, align:'center', valign:'middle' });
    sl.addText(n.text, { x:1.05, y:y+0.05, w:3.6, h:0.54, fontSize:10.5, color:C.darktext, fontFace:'Calibri', valign:'middle', lineSpacingMultiple:1.1 });
  });

  // POSITIVE side (right)
  sl.addShape(pres.ShapeType.roundRect, { x:5.22, y:1.18, w:4.5, h:0.42, fill:{color:C.green}, line:{color:C.green}, rectRadius:0.08 });
  sl.addText('✅  POSITIVE EFFECTS', { x:5.22, y:1.18, w:4.5, h:0.42, fontSize:13, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  const posItems = [
    { icon:'🔍', text:'Promotes reflection & quality\nimprovement' },
    { icon:'💡', text:'Encourages creativity &\ninnovative solutions' },
    { icon:'💪', text:'Strengthens team dynamics\nwhen resolved constructively' },
    { icon:'🗣️', text:'Empowers junior staff &\nvalidates nursing voice' },
    { icon:'📋', text:'Drives protocol development\n& safer practice' },
  ];
  posItems.forEach((p, i) => {
    const y = 1.72 + i * 0.72;
    card(sl, 5.22, y, 4.5, 0.62, C.white);
    sl.addShape(pres.ShapeType.rect, { x:5.22, y, w:0.16, h:0.62, fill:{color:C.green}, line:{color:C.green} });
    sl.addText(p.icon, { x:5.44, y:y+0.08, w:0.45, h:0.45, fontSize:16, align:'center', valign:'middle' });
    sl.addText(p.text, { x:5.98, y:y+0.05, w:3.6, h:0.54, fontSize:10.5, color:C.darktext, fontFace:'Calibri', valign:'middle', lineSpacingMultiple:1.1 });
  });

  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024); British Journal of Nursing (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 14 — Q4: Poor Group Dynamics – Causes
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Poor Group Dynamics: Causes (S&E 1.3)');
  sl.addText('Group dynamics: the social & psychological processes within a group that influence its performance.', {
    x:0.35, y:1.18, w:9.3, h:0.4, fontSize:12, italic:true, color:C.darktext, fontFace:'Calibri', align:'center'
  });
  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', 'Dismissing contributions; withholding information; failure to listen'],
    ['🌍', 'Diversity Not Valued', 'Cultural, professional & interpersonal diversity underutilised'],
  ];
  causes.forEach((c, i) => {
    const col = i % 2, row = Math.floor(i / 2);
    const x = col === 0 ? 0.28 : 5.15, y = 1.72 + row * 1.2;
    card(sl, x, y, 4.65, 1.05, C.white);
    sl.addText(c[0], { x:x+0.1, y:y+0.2, w:0.65, h:0.6, fontSize:20, align:'center', valign:'middle' });
    sl.addText(c[1], { x:x+0.85, y:y+0.1, w:3.68, h:0.35, fontSize:12, bold:true, color:C.navy, fontFace:'Calibri' });
    sl.addText(c[2], { x:x+0.85, y:y+0.48, w:3.68, h:0.5, fontSize:10, color:C.darktext, fontFace:'Calibri' });
  });
  citeLine(sl, 'Guerra et al. (2022); RNAO (2012)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 15 — INFOGRAPHIC: TUCKMAN'S MODEL (upward staircase)
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Tuckman\'s Five Stages of Team Development (1965)');

  // Upward staircase steps from left-bottom to right-top
  const stages = [
    { n:1, name:'FORMING',    icon:'👋', sub:'Team polite but uncertain\nRoles unclear – leader\nprovides clear direction',      color:C.sky,     x:0.28, y:4.3,  w:1.72 },
    { n:2, name:'STORMING',   icon:'⚡', sub:'Conflict & competition\nemerge – assert positions\nNormal and necessary stage',    color:C.orange,  x:2.05, y:3.55, w:1.72 },
    { n:3, name:'NORMING',    icon:'🤝', sub:'Shared norms established\nRoles clear – cohesion\nand open communication',        color:C.teal,    x:3.82, y:2.8,  w:1.72 },
    { n:4, name:'PERFORMING', icon:'🚀', sub:'Full functional capacity\nHigh trust – shared goals\nOptimal patient care',       color:C.green,   x:5.59, y:2.05, w:1.72 },
    { n:5, name:'ADJOURNING', icon:'🎓', sub:'Task complete – team\ndisbands; achievements\ncelebrated & reflected on',         color:'7F8C8D', x:7.36, y:1.3,  w:1.72 },
  ];

  // Draw connecting arrows between steps
  const stepH = 3.5;
  stages.forEach((st, i) => {
    const bh = 5.62 - st.y; // block height from y to bottom
    // Step block
    sl.addShape(pres.ShapeType.rect, { x:st.x, y:st.y, w:st.w, h:bh, fill:{color:st.color}, line:{color:st.color} });
    // Number
    numCircle(sl, st.n, st.x + 0.6, st.y + 0.1, 'FFFFFF');
    sl.addText(st.n.toString(), { x:st.x+0.6, y:st.y+0.1, w:0.52, h:0.52, fontSize:13, bold:true, color:st.color, fontFace:'Calibri', align:'center', valign:'middle' });
    // Stage name
    sl.addText(st.name, { x:st.x+0.05, y:st.y+0.7, w:st.w-0.1, h:0.38, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', align:'center', charSpacing:1 });
    // Icon
    sl.addText(st.icon, { x:st.x+0.6, y:st.y+1.12, w:0.52, h:0.45, fontSize:18, align:'center', valign:'middle' });
    // Description text
    sl.addText(st.sub, { x:st.x+0.05, y:st.y+1.62, w:st.w-0.1, h:1.2, fontSize:9, color:C.white, fontFace:'Calibri', align:'center', lineSpacingMultiple:1.2 });
    // Arrow to next step
    if (i < 4) {
      sl.addText('▶', { x:st.x + st.w, y: st.y + 0.35, w:0.28, h:0.4, fontSize:13, color:C.lightgrey, align:'center', valign:'middle' });
    }
  });

  // Upward performance arrow (right side)
  sl.addShape(pres.ShapeType.rect, { x:9.2, y:1.3, w:0.15, h:4.32, fill:{color:C.lightgrey}, line:{color:C.lightgrey} });
  sl.addText('▲', { x:9.08, y:1.1, w:0.4, h:0.3, fontSize:14, color:C.lightgrey, align:'center' });
  sl.addText('Team\nEffectiveness', { x:9.05, y:2.5, w:0.7, h:1.2, fontSize:8, color:C.teal, fontFace:'Calibri', align:'center', lineSpacingMultiple:1.1 });

  citeLine(sl, 'Tuckman (1965); Kiweewa et al. (2018) – Adjourning stage added 1977');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 16 — Q4: Belbin's Team Roles + Strategies
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.navy);
  slideTitle(sl, 'Question 4 – Belbin\'s Team Roles & Strategies to Improve Group Dynamics');

  // BELBIN wheel – three categories arranged as arcs
  const belbinCx = 2.6, belbinCy = 3.5, bR = 0.55;
  sl.addShape(pres.ShapeType.ellipse, { x:belbinCx-bR, y:belbinCy-bR, w:bR*2, h:bR*2, fill:{color:C.navy}, line:{color:C.sky, pt:2} });
  sl.addText('Belbin\n9 Roles', { x:belbinCx-bR, y:belbinCy-bR, w:bR*2, h:bR*2, fontSize:9, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });

  const cats = [
    { label:'🧠 THINKING', color:C.navy,   roles:['Plant','Monitor-Evaluator','Specialist'],              angles:[-120,-90,-60] },
    { label:'🤝 SOCIAL',   color:C.teal,   roles:['Coordinator','Team Worker','Resource Investigator'],  angles:[0,30,60] },
    { label:'⚙️ ACTION',   color:C.orange, roles:['Shaper','Implementer','Completer-Finisher'],           angles:[120,150,180] },
  ];

  cats.forEach(cat => {
    cat.angles.forEach((ang, j) => {
      const rad = ang * Math.PI / 180;
      const nx = belbinCx + 1.65 * Math.cos(rad);
      const ny = belbinCy + 1.65 * Math.sin(rad);
      const nr = 0.42;
      sl.addShape(pres.ShapeType.ellipse, { x:nx-nr, y:ny-nr, w:nr*2, h:nr*2, fill:{color:cat.color}, line:{color:C.white, pt:1} });
      sl.addText(cat.roles[j], { x:nx-nr, y:ny-nr, w:nr*2, h:nr*2, fontSize:8, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    });
    // Category label
    const midAng = cat.angles[1] * Math.PI / 180;
    const lx = belbinCx + 2.55 * Math.cos(midAng);
    const ly = belbinCy + 2.55 * Math.sin(midAng);
    sl.addShape(pres.ShapeType.roundRect, { x:lx-0.9, y:ly-0.2, w:1.8, h:0.38, fill:{color:cat.color}, line:{color:cat.color}, rectRadius:0.08 });
    sl.addText(cat.label, { x:lx-0.9, y:ly-0.2, w:1.8, h:0.38, fontSize:9, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
  });

  sl.addText('Aranzabal et al., 2022', { x:0.28, y:5.2, w:5.0, h:0.3, fontSize:9, italic:true, color:C.teal, fontFace:'Calibri' });

  // Strategies section (right side)
  card(sl, 5.4, 1.2, 4.35, 4.35, C.white);
  sl.addShape(pres.ShapeType.rect, { x:5.4, y:1.2, w:4.35, h:0.42, fill:{color:C.navy}, line:{color:C.navy} });
  sl.addText('📋  Strategies to Improve Group Dynamics', { x:5.5, y:1.2, w:4.15, h:0.42, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
  const strats = [
    '📅  Regular MDT meetings with clear agendas & outcomes',
    '🤝  Team building & interprofessional education',
    '🛡️  Psychologically safe environment – everyone can speak up',
    '📖  Proactive use of RNAO conflict management frameworks',
    '🧠  Emotionally intelligent leadership (Goleman, 1998)',
    '🔍  Regular debrief sessions after critical incidents',
  ];
  strats.forEach((s, i) => {
    const sy = 1.7 + i * 0.63;
    sl.addShape(pres.ShapeType.rect, { x:5.55, y:sy+0.05, w:0.04, h:0.42, fill:{color:C.teal}, line:{color:C.teal} });
    sl.addText(s, { x:5.68, y:sy, w:3.95, h:0.55, fontSize:11, color:C.darktext, fontFace:'Calibri', valign:'middle' });
  });

  citeLine(sl, 'Belbin (1981); Aranzabal et al. (2022); RNAO (2012); Kiweewa et al. (2018)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 17 — Q5: Skills to Overcome Conflict
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question 5 – Attributes, Skills & Behaviours to Overcome Conflict (A&A 4.2)');
  const skills = [
    { icon:'💬', title:'Communication',              text:'Active listening; closed-loop comm.;\nassertive not aggressive (Gjøvikli & Valeberg, 2023)', color:C.teal },
    { icon:'❤️', title:'Emotional Intelligence',     text:'Goleman\'s 5 domains: self-awareness,\nself-regulation, empathy, motivation, social skills', color:C.purple },
    { icon:'🗣️', title:'Assertiveness',              text:'Advocate for patient & clinical judgement;\nnurses empowered to challenge (CNM, 2022)', color:C.navy },
    { icon:'🤝', title:'Negotiation & Compromise',   text:'Win-win resolution; interest-based negotiation;\nboth parties\' concerns addressed (RNAO, 2012)', color:C.orange },
    { icon:'🌍', title:'Respect for Diversity',      text:'Cultural competence; respect for professional\nbackgrounds & communication styles', color:C.green },
    { icon:'🔍', title:'Problem-Solving',            text:'Focus on root cause not blame;\nconflict as quality improvement opportunity', color:C.sky },
    { icon:'⚖️', title:'Professionalism',            text:'Maintain conduct codes even in conflict;\nkeep patient safety central (CNM, 2022)', color:C.charcoal },
  ];
  const colW = 4.65;
  skills.forEach((s, i) => {
    let x, y;
    if (i === 6) { x = 2.68; y = 1.25 + 3 * 1.05; }
    else { x = i % 2 === 0 ? 0.28 : 5.15; y = 1.25 + Math.floor(i/2) * 1.05; }
    card(sl, x, y, colW, 0.9, C.white);
    sl.addShape(pres.ShapeType.rect, { x, y, w:0.18, h:0.9, fill:{color:s.color}, line:{color:s.color} });
    sl.addText(s.icon, { x:x+0.25, y:y+0.18, w:0.5, h:0.5, fontSize:16, align:'center', valign:'middle' });
    sl.addText(s.title, { x:x+0.82, y:y+0.07, w:3.72, h:0.3, fontSize:12, bold:true, color:s.color, fontFace:'Calibri' });
    sl.addText(s.text, { x:x+0.82, y:y+0.38, w:3.72, h:0.5, fontSize:10, color:C.darktext, fontFace:'Calibri', lineSpacingMultiple:1.1 });
  });
  citeLine(sl, 'Goleman (1998); RNAO (2012); Gjøvikli & Valeberg (2023); CNM (2022)');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 18 — Q6: Strategies Table
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.charcoal);
  slideTitle(sl, 'Question 6 – Conflict Resolution Strategies (K&U 4.3)');
  const strategies = [
    ['Negotiation /\nCollaborative', C.teal,    'Parties discuss interests to reach mutual agreement', '✅ Preserves relationships\n✅ Addresses root cause', '⚠️ Requires time\n⚠️ Needs skilled facilitation'],
    ['Mediation',                    C.navy,    'Neutral third party facilitates structured dialogue', '✅ Useful when negotiation fails\n✅ Impartial & structured', '⚠️ Needs trained mediator\n⚠️ Can feel formal'],
    ['Compromise',                   C.sky,     'Each party concedes demands to reach agreement', '✅ Quick to implement\n✅ Prevents escalation', '⚠️ Neither party fully satisfied\n⚠️ Root cause persists'],
    ['Formal Escalation',            C.orange,  'Grievance/governance process when informal fails', '✅ Documented process\n✅ Needed for safety issues', '⚠️ Damages relationships\n⚠️ Adversarial'],
    ['De-escalation',                C.green,   'Timeout; calm language; acknowledge perspective', '✅ Immediate tension relief\n✅ Accessible to all staff', '⚠️ Symptom not root cause\n⚠️ Needs emotional regulation'],
  ];
  const headers = ['Strategy', 'Description', 'Advantages', 'Disadvantages'];
  const colX = [0.25, 2.1, 5.35, 7.7];
  const colW2 = [1.82, 3.2, 2.3, 2.0];
  headers.forEach((h, i) => {
    sl.addShape(pres.ShapeType.rect, { x:colX[i], y:1.18, w:colW2[i], h:0.38, fill:{color:C.charcoal}, line:{color:C.charcoal} });
    sl.addText(h, { x:colX[i], y:1.18, w:colW2[i], h:0.38, fontSize:11, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
  });
  strategies.forEach((row, ri) => {
    const y = 1.6 + ri * 0.79;
    const bg = ri % 2 === 0 ? C.white : C.offwhite;
    sl.addShape(pres.ShapeType.rect, { x:0.25, y, w:9.5, h:0.75, fill:{color:bg}, line:{color:C.lightgrey, pt:0.5} });
    sl.addShape(pres.ShapeType.rect, { x:0.25, y, w:1.82, h:0.75, fill:{color:row[1]}, line:{color:row[1]} });
    sl.addText(row[0], { x:0.25, y, w:1.82, h:0.75, fontSize:10, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    sl.addText(row[2], { x:2.1, y:y+0.06, w:3.2, h:0.67, fontSize:10, color:C.darktext, fontFace:'Calibri', valign:'top' });
    sl.addText(row[3], { x:5.35, y:y+0.04, w:2.3, h:0.67, fontSize:9, color:C.green, fontFace:'Calibri', valign:'top', lineSpacingMultiple:1.1 });
    sl.addText(row[4], { x:7.7, y:y+0.04, w:2.0, h:0.67, fontSize:9, color:C.orange, fontFace:'Calibri', valign:'top', lineSpacingMultiple:1.1 });
  });
  citeLine(sl, 'RNAO (2012); Cerqueira et al. (2024) – Best strategy: Negotiation / Collaborative Problem-Solving');
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 19 — INFOGRAPHIC: CONFLICT RESOLUTION LADDER / FUNNEL
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  lightBg(sl);
  headerBar(sl, C.teal);
  slideTitle(sl, 'Question 6 – Which Strategy Is Best? The Graduated Response');

  // Key recommendation box
  sl.addShape(pres.ShapeType.roundRect, { x:0.28, y:1.18, w:9.44, h:0.68, fill:{color:C.teal}, line:{color:C.teal}, rectRadius:0.12 });
  sl.addText('🏆  Best Practice: Start with Negotiation. Escalate only when necessary.  — RNAO (2012)', {
    x:0.38, y:1.18, w:9.24, h:0.68, fontSize:14, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle'
  });

  // Graduated funnel / ladder – 3 steps
  const steps = [
    { n:'1', icon:'🤝', label:'NEGOTIATE',     sub:'Direct, respectful discussion\nbetween the parties involved\nFocus on interests, not positions',           color:C.teal,   x:0.5,  arrowLabel:'✅ Preferred approach' },
    { n:'2', icon:'⚖️', label:'MEDIATE',       sub:'Neutral third party facilitates\nIf direct negotiation fails\nStructured & impartial process',           color:C.navy,   x:3.6,  arrowLabel:'🔄 If Step 1 fails' },
    { n:'3', icon:'📋', label:'ESCALATE',      sub:'Formal grievance or governance\nOnly for patient safety issues\nor serious professional misconduct',     color:C.orange, x:6.7,  arrowLabel:'⚠️ Last resort only' },
  ];

  steps.forEach((s, i) => {
    const bw = 2.8, bh = 2.8;
    const by = 2.05;
    card(sl, s.x, by, bw, bh, C.white);
    // Coloured header
    sl.addShape(pres.ShapeType.rect, { x:s.x, y:by, w:bw, h:0.62, fill:{color:s.color}, line:{color:s.color} });
    sl.addText(`${s.n}. ${s.label}`, { x:s.x+0.08, y:by+0.08, w:bw-0.16, h:0.45, fontSize:14, bold:true, color:C.white, fontFace:'Calibri', align:'center', valign:'middle' });
    sl.addText(s.icon, { x:s.x + bw/2 - 0.3, y:by+0.72, w:0.6, h:0.55, fontSize:22, align:'center', valign:'middle' });
    sl.addText(s.sub, { x:s.x+0.12, y:by+1.35, w:bw-0.24, h:1.35, fontSize:10.5, color:C.darktext, fontFace:'Calibri', align:'center', lineSpacingMultiple:1.3 });
    // Arrow label beneath
    sl.addText(s.arrowLabel, { x:s.x, y:by+bh+0.08, w:bw, h:0.3, fontSize:10, italic:true, color:s.color, fontFace:'Calibri', align:'center' });
    // Arrow between steps
    if (i < 2) {
      sl.addText('▶', { x:s.x+bw+0.02, y:by+1.05, w:0.5, h:0.6, fontSize:20, color:C.lightgrey, align:'center', valign:'middle' });
    }
  });

  // De-escalation note at bottom
  sl.addShape(pres.ShapeType.roundRect, { x:0.5, y:5.12, w:9.0, h:0.35, fill:{color:C.lightgrey}, line:{color:C.lightgrey}, rectRadius:0.08 });
  sl.addText('💡  De-escalation techniques (calm language, timeout) can be used at any stage to reduce emotional intensity', {
    x:0.6, y:5.12, w:8.8, h:0.35, fontSize:10, italic:true, color:C.darktext, fontFace:'Calibri', valign:'middle', align:'center'
  });
}

// ════════════════════════════════════════════════════════════════════════════
// SLIDE 20 — REFERENCES
// ════════════════════════════════════════════════════════════════════════════
{
  const sl = pres.addSlide();
  darkBg(sl, C.navy);
  accentBar(sl, C.teal);
  sl.addText('Reference List', { x:0.45, y:0.2, w:9.2, h:0.55, fontSize:20, bold:true, color:C.white, fontFace:'Calibri', valign:'middle' });
  sl.addShape(pres.ShapeType.rect, { x:0.45, y:0.72, w:9.2, h:0.04, fill:{color:C.sky}, line:{color:C.sky} });
  const refs = [
    'Aranzabal, A. et al. (2022) Belbin team roles and healthcare teams. Nurse Education Today, 110, p.105249.',
    'Cerqueira, P., Pereira, S. & Costa, R. (2024) Unlocking team potential: mastering communication in palliative care. Cureus, 16(11).',
    'CNM (2022) Code of Professional Conduct for Nurses and Midwives. Malta: CNM.',
    'Coulter, A. & Collins, A. (2011) Making Shared Decision Making a Reality. London: King\'s Fund.',
    'Daneman, D. (2006) Type 1 diabetes. The Lancet, 367(9513), pp.847–858.',
    'Deeb, A. (2017) Challenges of diabetes management in toddlers. Diabetes Technology & Therapeutics, 19(7).',
    'Etherington, C. et al. (2021) Barriers & enablers to interprofessional teamwork. PLoS ONE, 16(4).',
    'Feingold, K.R. et al. (2000) Diabetes and depression. In Endotext. MDText.com.',
    'Gjøvikli, K. & Valeberg, B.T. (2023) Closed-loop communication in emergency teams. J Patient Saf, 19(2).',
    'Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.',
    'Guerra, A.C. et al. (2022) MDT working in health & social care. British Journal of Nursing, 31(12).',
    'He, H. et al. (2022) Effectiveness of MDT working in healthcare. British Journal of Nursing, 31(5).',
    'Heip, T. et al. (2022) Interdisciplinary bedside rounds. Journal of Patient Safety, 18(1).',
    'ISPAD (2022) Clinical Practice Consensus Guidelines 2022. Available: www.ispad.org.',
    'Jennings, G. & Evans, A. (2020) MDT working: a key element. Nursing Standard, 35(8).',
    'Kiweewa, J.M. et al. (2018) Tuckman\'s model in group work. J for Specialists in Group Work, 43(3).',
    'Pascucci, D. et al. (2021) Interprofessional collaboration & chronic disease. Health Policy, 125(2).',
    'RNAO (2012) Managing & 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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// ════════════════════════════════════════════════════════════════════════════
// SLIDE 21 — CLOSING SLIDE
// ════════════════════════════════════════════════════════════════════════════
{
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  sl.addShape(pres.ShapeType.rect, { x:2.6, y:0, w:0.06, h:'100%', fill:{color:C.sky}, line:{color:C.sky} });
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    { text:'• Effective teamwork: communication, role clarity & shared leadership\n', options:{color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true} },
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    { text:'• Tuckman & Belbin help teams understand and improve their dynamics\n', options:{color:C.white, fontSize:12, fontFace:'Calibri', breakLine:true} },
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// ════════════════════════════════════════════════════════════════════════════
// WRITE FILE
// ════════════════════════════════════════════════════════════════════════════
pres.writeFile({ fileName: '/home/daytona/workspace/assignment-vinisha/MDT_Presentation_v2_Infographics.pptx' })
  .then(() => console.log('Presentation v2 created successfully!'))
  .catch(err => { console.error(err); process.exit(1); });

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Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'

Successfully replaced 1 instance(s) of the string in '/home/daytona/workspace/assignment-vinisha/create_presentation_v2.js'