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Module 4: Discussion Question N494 – 2025 Discussion Question Define patient centeredness in the context of evidence based practice Describe barriers to the implementation
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Module 4: Discussion Question N494 – 2025
Discussion Question:
Define patient-centeredness in the context of evidence-based practice. Describe barriers to the implementation of patient-centered evidence-based care in your practice environment and share actions that might be taken to alleviate these barriers.
Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook
Wk 5 Disc Pharma Responses – 2025 BETH MARTINS Explain the difference between the types of diabetes including type 1 type 2 gestational and juvenile diabetes Type I
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Wk 5 Disc Pharma Responses – 2025
BETH MARTINS
Explain the difference between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes
Type I Diabetes is hyperglycemia due to insulin deficiency. This is caused by autoimmune destruction of B cells that are within the islets of Langerhans (Chetan, Thrower,& Narendran, 2019). Some signs surrounding Type I DM is polydipsia, polyuria, and weight loss. This is more common in children, but can be diagnosed at any age throughout life. Type I diabetes used to be called juvenile diabetes,but this is now known to not be the correct way to view this disease.
Type 2 Diabetes is impaired insulin secretion and abnormal suppression of postprandial (Hurtado & Vella, 2019). Type 2 DM the pancreas resists insulin, or does not produce enough insulin on its own. Often Type I and Type 2 DM are diagnosed incorrectly or mistaken for each other as signs and symptoms are similar. Being overweight or reduced amount of exercise is though to be a contributing factor as well as genetics, but this is till not fully understood.
Gestational diabetes is characterized by spontaneous hyperglycemia during pregnancy. Some risk factors include family history of diabetes, obesity during pregnancy, and advanced maternal age (Plows, Stanley, Baker, 2019). B cell dysfunction which lacks the ability to release insulin when the body needs it is what causes gestational diabetes.
Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
Patients who have Type 2 DM have both insulin resistance and impaired insulin secretion (Rosenthal & Burchum, 2021). The liver, muscle and adipose tissue are insulin resistant and increased blood sugar causes B cell function to fail. Insulin secretion decreases and B cells must increase how hard they must work to work against insulin resistance within the tissues (Rosenthal & Burchum, 2021).
The medication I chose os Metformin from the class of Biguanide medications for treatment of Type 2 DM. Metformin uses 3 mechanisms to help lower blood sugar.
Metformin is taken by mouth and is absorbed by the small intestines and excreted by the kidneys. Metformin is known to be a great choice for those who skip meals as it will not make blood sugar levels become dangerously low. Those with DM Type 2 should eat healthy carbs such as fruits and vegetables and not indulge in sugary drinks. Protein and polyunsaturated fats should be a staple in the everyday diet. Alcohol should be avoided, and the patient should try to eat several small “meals” per day tp keep blood sugar steady. If blood sugar becomes low having a sugary snack with a complex carbohydrate such as peanut butter and crackers should be on hand.
Short-term and long-term impact of DM Type 2, including effects of drug treatments.
Metformin is not considered to be a good consideration of DM Type 2 treatment with patients who have impaired kidney function. Patients with liver impairment, history of lactic acidosis, severe infection, or are heavy drinkers are not appropriate for treatment with Metformin as it can cause metabolic acidosis and can be deadly (Rosenthal & Burchum, 2021). Metformin can commonly cause decreased appetite, nausea and gastrointestinal upset. Metformin can also be helpful with some weight loss along with proper diet and nutrition. Chronic issues with diabetes type 2 are mitochondrial overproduction of oxidative gree radicals which causes damage to micro- and macrovascular system and causes many of the complications diabetics suffer from (McCance & Huether, 2019) This can be the cause of cardiovascular disease, stroke, infection, PAD, neuropathy, retinopathy, and kidney disease to name a few complications.
Chetan, Thrower, Narendran, (2019) What is type 1 diabetes?(2019),ISSN 1357-3039,https://doi.org/10.1016/j.mpmed.2018.10.006.(http://www.sciencedirect.com/science/article/pii/S1357303918302664) Medicine,Volume 47, Issue 1
Hurtado, M. D., & Vella, A. (2019). What is type 2 diabetes? Medicine, 47(1), 10–15. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mpmed.2018.10.010
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Plows, J. F., Stanley, J. L., Baker, P. N., Reynolds, C. M., & Vickers, M. H. (2018). The Pathophysiology of Gestational Diabetes Mellitus. International journal of molecular sciences, 19(11), 3342. https://doi.org/10.3390/ijms19113342
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.
AUGUSTA URUBISI
Endocrine System Disorder and the Treatment of Diabetes
In the United States, approximately 34.2 million people have diabetes which covers 10.5% of the total population. Other than this, around 88 million people above 18 years old are considered to be pre-diabetic which is 34.5% of the adult US population. This makes diabetes as one of the top public health issues in the country (Centers for Disease Control and Prevention, 2020).
Diabetes mellitus or commonly known as diabetes is a metabolic disorder that is further divided into several classifications – type 1 or juvenile diabetes, type 2 diabetes and gestational diabetes. All of these share a common feature which is hyperglycemia caused by defects in insulin production, action, or both. Type 1 diabetes is an autoimmune disease wherein there is destruction of the pancreatic β-cell resulting in an absolute deficiency of insulin. It is the most common subtype diagnosed in patients below 20 years old, hence the name juvenile diabetes. Type 2 diabetes or T2D is caused by a combination peripheral resistance to insulin action and abnormal insulin secretion. It is classically considered “adult onset,” however, the prevalence of T2D in children and adolescents has been increasing at an alarming pace (Kumar, Abbas, & Aster, 2020). Lastly, gestational diabetes mellitus is the glucose intolerance developed during pregnancy. It occurs to around 7% of pregnant women in the US in which majority revert to normal postpartum but have an increased risk of developing DM in the next 10-20 years. It can also cause hyperglycemia in the fetus resulting in an increased birth weight and chance of caesarean section (Kasper et al., 2015). With the high prevalence of diabetes among children, adults and even pregnant women, it is important to know the different pharmacologic treatment for each type.
Pharmacologic treatment for gestational diabetes mellitus or GDM is similar to patients with pregnancy-associated diabetes. Insulin is the preferred anti-diabetic drug for managing GDM (Rosenthal & Burchum, 2018). Insulin works by promoting cellular glucose uptake and conversion of glucose to glycogen. Insulin can be divided into rapid-acting, short-acting, intermediate-acting, long-acting and super long-acting depending on the duration of the effects of the drug and its onset. The most common rapid-acting insulin is lispro. It is administered by subcutaneous injection, IV route, and continuous subcutaneous infusion (Katzung, 2018). In preparing the drug, it is important to ensure proper storage of insulin. Unopened vials of single type of insulin can be kept in the refrigerator until expiration date, however, vials that are in use should be stored at room temperature, avoiding proximity to sunlight or intense heat. Before administering insulin, proper dosage should be computed first depending on the patient’s caloric intake, activity, infection and stress. When administering the drug, appropriate needle length should be used as having too short could only reach the intradermal layer while having too long could reach the intramuscular layer. It is important to note that injection sites could affect the absorption of the drug. Highest absorption rate is in the abdomen while the least is in the thigh. When instructing patients, it is also important to ask for a return demo to make sure that the patient could administer the drug independently (ATI Nursing, 2019). Short term effects of this drug include hypoglycemia which is why it is also recommended to instruct the patient to have food always ready. Long term effects of the drug include hypokalemia. Patients are advised to report signs of hypokalemia such as muscle cramping and cardiac dysrhythmias since it can be fatal. Taking food high in potassium such as leafy green vegetables could help in avoiding hypokalemia. Gestational diabetes is usually short-term and resolves following delivery. Prolonged diabetes after parturition is no longer considered GDM and should be re-diagnosed and treated accordingly (Rosenthal & Burchum, 2018).
References
ATI Nursing (2019). RN Pharmacology for Nursing Review module edition 8.0. Assessment Technologies Institute, LLC.
Centers for Disease Control and Prevention (2020). National Diabetes Statistics Report, 2020. https://www.cdc.gov/diabetes/data/statistics-report/index.html
Kasper, D., Fauci, A., Hauser, S., Longo, D., Jameson, J., & Loscalzo, J. (2015). Harrison’s Principles of Internal Medicine (19th edition). McGraw-Hill.
Katzung, B. (2018). Basic and clinical pharmacology (14th edition). McGraw-Hill.
Kumar, V., Abbas, A., & Aster, J. (2020). Robbins & Cotran Pathologic Basis of Disease (10th edition). Elsevier.
Rosenthal, L. D., & Burchum. J. R. (2018). Lehne’s pharmacotherapeutics for nurse practitioners and physician assistants. Elsevier.
PLS USE 3 SOURCES FOR EACH DISCUSSION
Interdisciplinary Plan – 2025 For this assessment you will create a 2 4 page plan proposal for an interprofessional team to collaborate and
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Interdisciplinary Plan – 2025
For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency
Reference
Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.
Professional Context
This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.
Scenario
Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.
Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.
Instructions
For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Additional Requirements
Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
Bipolar Disorder – 2025 Examine Case Study An Asian American Woman Diagnosis Bipolar Disorder You will be asked to make three decisions
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Bipolar Disorder – 2025
Examine Case Study: An Asian American Woman. Diagnosis-Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Decision #1 (1 page)
Decision #2 (1 page)
Decision #3 (1 page)
Conclusion (1 page)
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.