Selecting a Theoretical Framework 2025

Selecting a Theoretical Framework Evaluating a critical appraisal of a research framework can help you to assess the theory’s reliability and validity, as well as its applicability to research and practice. For this Discussion, you will select a theoretical framework in a published study to evaluate. In doing this, you will consider how this framework might be applied to a practice problem of interest to you. To prepare: Identify a practice problem of interest to you. Locate an article in the Walden Library, or one presented in the Learning Resources , that addresses the practice problem NOTE: You may wish to select an article that specifies the theoretical framework used in the research study addressing the practice problem (meaning a problem pertaining to where I practice as a nurse). Using the strategies presented in Chapter 7 of The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence , critically analyze the selected framework, engaging in “critical appraisal of a research framework,” (p. 127). Determine if the use of the selected framework was appropriate. Ask yourself: Could I apply this theoretical framework to an evidence-based practice project that addresses my problem of interest?

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Discussion Question # 2 W5 2025

When it comes to facilitating spiritual care for patients with worldviews different from your own, what are your strengths and weaknesses? If you were the patient, who would have the final say in terms of ethical decision-making and intervention in the event of a difficult situation? I NEED YOU TO ANSWER THIS QUESTION, 350 WORDS NEEDED AND 2 REFERENCES PLEASE

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Class 1 Unit 6 COMMENT 3 2025

Purpose: Comment the Discussion Thing to Remember: • Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources. • 1 References, f ind resources that are 5 years or less • No errors with APA format 6 Edition Discussion: (Topic: NP and APN Roles Comparison) Nurse practitioners are nurses with a master’s level education. They are considered expert clinicians that are able to diagnose, treat and prescribe medications while promoting the prevention of disease and health management. Advanced practice nurse is a blanket term and according to Hamric, Hanson, Tracy & O’Grady, (2014) “advanced practice nursing is often defined as a constellation of four roles the NP, CNS, CNM and CRNA” (p.70). The qualifications to be considered an APN are having attended graduate school, obtaining certifications and direct patient care. Certifications test aptitude and the term specialized encompasses expanding your knowledge base and skills in a particular area within the art of nursing. The credentialing is what separates specialty nursing from advanced nursing practice. This makes them specialized in areas like emergency medicine, trauma and pediatrics just to name a few. Licensure and its requirements vary from state to state and advanced practice nurses are governed the by the nurse practice act of each state providing licensure (Kim, 2015). There are two major difference between a nurse practitioner (NP) and a physician assistant (PA) and that is the education requirements and that a PA must work under the supervision of a physician. The ability for an NP to practice on their own varies from state to state some states allow autonomy while others do not. The NP curriculum is based on nursing conceptual models (Intrator, Miller, Gadbois, Acquah, Makineni & Tyler, 2015) and the PA’s are based on medical models. The PA qualifies through general medical exams and NP’s qualify through population specific examinations such as geriatrics or pediatrics. The similarities between the two are the ability to provide primary care by diagnosing and prescribing. The beauty if being a nurse practitioner is the ability to nursing allows one to build upon previous knowledge. I myself began as a licensed practical nurse have successfully moved across the continuum and hope to receive a master’s degree within the next two years. Reference: Hamric, A. B., Hanson, C. M., Tracy, M. F., O’Grady, E. T. (2014). Advanced Practice Nursing: An Integrative Approach, 5th Edition . St. Louis, MO: Saunders. Intrator, O., Miller, E. A., Gadbois, E., Acquah, J. K., Makineni, R., & Tyler, D. (2015). Trends in nurse practitioner and physician assistant practice in nursing homes, 2000-2010. Health Services Research , (6). 1772. doi:10.1111/1475-6773.12410. Kim, H. S. (2015). The Essence of Nursing Practice: Philosophy and Perspective . New York, NY: Springer Publishing Company.

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APA Paper on Medication Insulin Lispro 2025

Medication Insulin Lispro Due July 2, 2017 Document APA Format Note any additional references used (See Attached information from the FDA-Food & Drug Administration) Include information in the paper that is in Bold (see information noted from my initial research) Pharmacokinetics of Lispro (Information to use) Used in management of Diabetes mellitus, types 1 and 2: Treatment of type 1 diabetes mellitus (insulin dependent, IDDM) and type 2 diabetes mellitus (noninsulin dependent, NIDDM) to improve glycemic control Onset of action Peak Rapid acting: insulin lispro (Humalog) 0 to 15 minutes (Peak) 30 to 90 minutes (Onset of Action) Half-life Duration of action Pharmacodynamics of Lispro insulin Pharmacotherapeutics of Lispro Include Drug-to-drug interactions, Drug-to-food interactions , Drug-to-herb interactions Routes and dosage ranges For Children For Adults (Information to consider in writing paper) Type 1 Diabetic : Note: Multiple daily doses or continuous subcutaneous infusions guided by blood glucose monitoring are the standard of diabetes care. Combinations of insulin formulations are commonly used. The daily doses presented below are expressed as the total units/kg/day of all insulin formulations combined. Initial total insulin dose: 0.2 to 0.6 units/kg/day in divided doses. Conservative initial doses of 0.2 to 0.4 units/kg/day are often recommended to avoid the potential for hypoglycemia. A rapid-acting insulin may be the only insulin formulation used initially. Usual maintenance range: 0.5 to 1 units/kg/day in divided doses. An estimate of anticipated needs may be based on body weight and/or activity factors as follows: Nonobese: 0.4 to 0.6 units/kg/day Obese: 0.8 to 1.2 units/kg/day Adverse effects of Lispro · Cardiovascular: Peripheral edema · Central nervous system: Headache (type 1 diabetes: 30%; type 2 diabetes: 12%), pain (11% to 20%) · Endocrine & metabolic: Hypoglycemia, hypokalemia, weight gain · Gastrointestinal: Diarrhea (type 1 diabetes: 9%), nausea (type 1 diabetes: 6%) · · Genitourinary: Urinary tract infection (type 1 diabetes: 6%) · · Hypersensitivity: Hypersensitivity reaction · · Immunologic: Antibody development · · Infection: Infection (10% to 14%) · · Local: Hypertrophy at injection site, injection site reaction, lipoatrophy at injection site · · Neuromuscular & skeletal: Myalgia (type 1 diabetes: 7%; most likely secondary to excipient metacresol) · · Respiratory: Flu-like symptoms (type 1 diabetes: 35%; type 2 diabetes: 6%), pharyngitis (type 1 diabetes: 33%; type 2 diabetes: 7%), rhinitis (type 1 diabetes: 25%; type 2 diabetes: 8%) • Glycemic control: The most common adverse effect of insulin is hypoglycemia. The timing of hypoglycemia differs among various insulin formulations. Hypoglycemia may result from changes in meal pattern (eg, macronutrient content or timing of meals), changes in the level of physical activity, increased work or exercise without eating or changes to co-administered medications. Hyperglycemia is also a concern; may occur with CSII pump or infusion set malfunctions or insulin degradation; hyper- or hypoglycemia may result from changes in insulin strength, manufacturer, type or administration method. Use of long-acting insulin preparations (eg, insulin detemir, insulin glargine) may delay recovery from hypoglycemia. Patients with renal or hepatic impairment may be at a higher risk. Symptoms differ in patients and may change over time in the same patient; awareness may be less pronounced in those with long standing diabetes, diabetic nerve disease, patients taking beta-blockers or in those who experience recurrent hypoglycemia. Profound and prolonged episodes of hypoglycemia may result in convulsions, unconsciousness, temporary or permanent brain damage or even death. Insulin requirements may be altered during illness, emotional disturbances or other stressors. Instruct patients to use caution with ethanol; may increase risk of hypoglycemia. • Hypersensitivity : Hypersensitivity reactions (serious, life-threatening and anaphylaxis) have occurred. If hypersensitivity reactions occur, discontinue administration and initiate supportive care measures. • Hypokalemia: Insulin (especially IV insulin) causes a shift of potassium from the extracellular space to the intracellular space, possibly producing hypokalemia. If left untreated, hypokalemia may result in respiratory paralysis, ventricular arrhythmia and even death. Use with caution in patients at risk for hypokalemia (eg, loop diuretic use). Monitoring · Monitor serum potassium frequently with IV insulin use and supplement potassium when necessary. Patient teaching

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1 page due in 6 hours 2025

Read the attached case and do 1 paged response to the Question below Kindly no guessing, for experts only. No plagiarism fro mcoursehero and such websites, my school checks actually this one is about diabetes The practice of nursing is deeply rooted in nursing knowledge, and nursing knowledge is generated and disseminated through reading, using, and creating nursing research. Professional nurses rely on research findings to inform their practice decisions; they use critical thinking to apply research directly to specific patient care situations. The research process allows nurses to ask and answer questions systematically that will ensure that decisions are based on sound science and rigorous inquiry. Nursing research helps nurses in a variety of settings answer questions about patient care, education, and administration. As you contemplate your role in the research process, read the following article. Kumar, S. (2015). Type 1 diabetes mellitus-common cases. Indian Journal of Endocrinology & Metabolism , 19, S76–S77. doi:10.4103/2230-8210.155409. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102354944&site=eds-live (Links to an external site.) Links to an external site. Choose one case study, and formulate one searchable, clinical question in the PICO(T) format. There are several potential questions that could be asked. Identify whether the focus of your question is assessment, etiology, treatment, or prognosis. Remember to integrate references.

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