Reply to my peets

Reply to my peers

Peer 1
Theoretical Frameworks
            The two academic journal articles by authors L. Connelly and H. Green gave me more incite regarding the nature of theoretical frameworks and their purpose for giving a research study direction or an identifiable outcome. The incorporation of a theoretical or conceptual framework is part of a research study, such as the use of Grounded theory. An inductive method in which, theory generation comes from data collection and analysis. However, some researchers may utilize theories in to link findings together and make them meaningful (Green, 2014). 
            The lack of research comparison for nurse practitioner education and clinical training has not defined any prevalent or common themes/theories. Some qualitative studies regarding nurse practitioner education models referenced the work of Martha Rogers, a pioneer in a Unitarian concept of nursing. Rogers influenced conceptual thoughts that the participatory process is emphasized for learning and success of the nurse-patient relationship. Nurse practitioners require sophisticated education, expansive skillsets, clinical/diagnostic reasoning experience and develop a broader scope of nursing practice. A recent outcome-based study on NP education revealed a insufficient amount of theoretical models (Wood, 2020). Thus, the conceptual map below should illustrate the basic use of Grounded theory to compare qualitative research to support a generalizable hypothesis for the most effective NP clinical education model, based competency and confidence.
References
Green, H. E. (2014). Use of theoretical and conceptual frameworks in qualitative research. Nurse Researcher, 21(6), 34-38. DOI: 10.1097/ANS.0000000000000301
Wood, S. K. (2020). Keeping the Nurse in the Nurse Practitioner: Returning to Our Disciplinary Roots of Knowing in Nursing. Advances in Nursing Science, 43(1), 50–61. doi: 10.1097/ANS.0000000000000301

Peer 2

Theoretical frameworks are the basis for nursing theory.  When considering the theories that are pertinent to the treatment of diabetic ketoacidosis (DKA), the theories that stand out are Dorothea Orem’s self-care deficit theory and Roy’s adaptation theory.  With both theories, the basis for consideration is that a patient with poorly managed diabetes develops a life-threatening complication of diabetic ketoacidosis, which requires focused detailed care to holistically treat the patient and address each complication.  When reviewing the articles chosen for the research proposal, author Connelly (2014), warns that “theory should not be added to a study because the researcher was told in school that a theory is needed for a research study.” (p. 187).  Theories should fit the research ideas, and often must be added as the research is conducted.  Author, Helen Green (2014) adds that she suggests that a researcher analyze his or her data before drawing any conclusions in reference to theories.  While none of the articles chosen for this project mention theories in the body of their works, it is reasonable to infer which theories such as Orem’s self-care deficit theory and Roy’s adaptation theory could be applied to each of the articles.
References
Connelly, L. M. (2014). Use of theoretical frameworks in research. MEDSURG Nursing, 23(3), 187–188. Retrieved June 24, 2021, from https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=107863336&S=R&D=rzh&EbscoContent=dGJyMMTo50SeqLM4yOvsOLCmsEmeprRSrqq4SLaWxWXS&ContentCustomer=dGJyMPHl4Um549%2BB7LHjfPEA
Dhatariya, K. K., & Vellanki, P. (2017). Treatment of diabetic ketoacidosis (dka)/hyperglycemic hyperosmolar state (hhs): Novel advances in the management of hyperglycemic crises (uk versus usa). Current Diabetes Reports, 17(5). https://doi.org/10.1007/s11892-017-0857-4
Green, H. (2014). Use of theoretical and conceptual frameworks in qualitative research. Nurse Researcher, 21(6), 34–38. https://doi.org/10.7748/nr.21.6.34.e1252
Jeffreys, M. R. (2021). Data analytics in nursing education: Trended tracking matters for theory, research, and practice. Teaching and Learning in Nursing, 16(2), 181–188. https://doi.org/10.1016/j.teln.2021.01.003
Lee, C., Szwak, J., Bastow, S., & McCarthy, S. (2020). Impact of a nurse-driven diabetic ketoacidosis insulin infusion calculator on the rate of hypoglycemia. Journal of Patient Safety, 16(4), e255–e259. https://doi.org/10.1097/pts.0000000000000647
Mohiuddin, S., & Mohteshamuddin, K. (2020). Combination model for sustainable change by utilizing the kotter’s change model and the hersey and blanchard’s leadership model for improving medication errors reporting. Journal of Medical and Allied Sciences, 10(1), 25. https://doi.org/10.5455/jmas.76372
Murphy, C. V., Saliba, L., MacDermott, J., Soe, K., & Dungan, K. M. (2020). Individualizing glycemic control in the critically ill. Critical Care Nursing Quarterly, 43(1), 14–27. https://doi.org/10.1097/cnq.0000000000000288
Sindi, B., Alazwari, N., & Khateeb, A. (2017). Management of diabetic ketoacidosis in patients with diabetes type i. The Egyptian Journal of Hospital Medicine, 69(4), 2278–2285. https://doi.org/10.12816/0041530