NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

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NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis – Step-by-Step Guide

The first step before starting to write the NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis Instructions

  • Prepare a 5-7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Have a look at NURS-FPX6107 Assessment 2 Course Development and Influencing Factors.

The nurse educator role is a dynamic, challenging, yet rewarding career choice for which many nurses have developed a passion. This course provides you with an opportunity to assess, design, implement, evaluate, and revise nursing curricula. Because health care knowledge and technology are expanding, these elements must be considered when a curriculum is built for today’s learner.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also need to examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

According to Iwasiw and Goldenberg (2020), curriculum design involves not only configuring courses within a program, but also deciding how those courses will be sequenced and establishing a relationship between the courses. Also, the mission, values, philosophy, and goals of the institution influence the curriculum design of the nursing program. These relationships are articulated through the strategic goals and plan, and should be clearly identifiable within the curriculum.

In addition, many institutions identify a theory or set of theories that form a theoretical foundation for their curriculum. In today’s nursing education, it is often found that the theories used as a conceptual framework are not necessarily limited to nursing theories. Theory has been borrowed from education, sociology, and psychology to form a foundation for nursing curriculum. The main point is for the institution to validate that the theory they are using for their conceptual foundation is consistent with the mission, values, and philosophy of the institution and the nursing unit.

Reference

Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

  • In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
  • In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.

Preparation

As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.

You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • How do the mission, values, philosophy, and goals of an institution inform the development of a nursing curriculum?
  • In your experience, what types of curriculum designs commonly used to develop nursing curricula?
  • What characteristics of the intended audience for a nursing curriculum should inform development of the curriculum?
  • What is the difference between curriculum design and a theoretical framework for a nursing program? Should both be identified?

Requirements

Your overview and analysis of the curriculum should fulfill the following:

  • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
  • Provide the mission statement and course descriptions for all courses in a selected curriculum.
  • Describe the established professional standards, guidelines, and competencies incorporated in the program.
  • Describe the student learning outcomes of a selected nursing program.
  • Recommend a process to update health care knowledge in a selected nursing curriculum.
  • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
  • Provide an overview of the history of a selected organizing design and theoretical framework or model.
  • Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements

  • References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
  • Length of analysis: The analysis should be 5-7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
  • Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Examine the development of a curriculum for a nursing program.
  • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
  • Describe the student learning outcomes of a selected nursing program.
  • Competency 2: Analyze factors that impact the design of a nursing curriculum.
  • Provide the mission statement and course descriptions for all courses in a selected curriculum.
  • Describe the established professional standards, guidelines, and competencies incorporated in a selected nursing program.
  • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
  • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
  • Provide an overview of the history of a selected organizing design and theoretical framework or model.
  • Describe the major concepts of a selected organizing design and theoretical framework or model.
  • Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
  • Recommend a process to update health care knowledge in a selected nursing curriculum.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
  • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

NURS-FPX6107 Assessment 1 Curriculum Overview, Framework and Analysis Example

Curriculum Overview, Framework, and Analysis

Nursing Curriculum, Intended Learner Population, and Why It is Needed.

The selected nursing curriculum is the “Diabetes Self-Management Education (DSME)” program offered by the Endocrinology Department at the Practicum Site Community Hospital. The program is tailored for healthcare professionals caring for patients with diabetes, including registered nurses, nurse practitioners, dietitians, and primary care physicians. The target population of learners is the healthcare professions that entail working in outpatient clinics, inpatient units, and community health facilities. Such experts must have suitable training to adequately manage diabetes, a chronic condition requiring continuing patient education and support (American Diabetes Association, 2022). Diabetes has increasingly become a public health problem, particularly in communities with limited resources and where access to specialized care and medical education is low. The DSME program is essential for several reasons:

  • With the increasing incidence of diabetes globally, there is a pressing need for healthcare professionals who are well-versed in the latest diabetes management strategies (Centers for Disease Control and Prevention, 2022).
  • Diabetes management requires a comprehensive, multifaceted approach that involves dietary management, medication adherence, lifestyle changes, and psychological support (Powers et al., 2020). This requires comprehensive education that covers all aspects of care.
  • Research indicated that people with an increased diabetes self-management education have a plausible significant reduction in complications, better glycemic control, and improved quality of life (Adhikari et al., 2021). Healthcare professionals with more extensive knowledge and skills about DSME are more competent in providing standard and professional care service that mainly results in better patient results.
  • The inter-professional collaboration through the DSME program enables various professions, ranging from medical specialists and nurses to dieticians and caregivers, to work together effectively. The team approach is of the utmost significance in coordinating the complex needs of diabetic clients.
  • Healthcare providers who acquire knowledge through the DSME program indirectly support the community by improving health practices, preventing hospital readmissions, and reducing healthcare expenses. It enables health professionals to provide people with diabetes in low-income regions with patient-based care, which deals with problems specific to these environments.
Mission Statement and Course Descriptions

Mission Statement: To empower healthcare professionals with the comprehensive knowledge, skills, and competencies necessary to deliver high-quality, patient-centered diabetes care. This program aims to improve clinical outcomes and patient self-management and promote a collaborative approach to diabetes management that addresses patients’ holistic needs in various community settings.

Course Descriptions

  • Introduction to Diabetes Management: The foundation offers an overview of diabetes, its types, pathophysiology, and epidemiology and its impact on the health system
  • Nutritional Guidance for Diabetic Patients: This course focuses on dietary management, meal planning, carbohydrate counting, glycemic index and nutrition education.
  • Medication Management: Covers pharmacological treatments, such as insulin administration, oral glycemic agents, new treatment modalities and medication adherence.
  • Psychosocial Aspects of Diabetes Care: Addresses psychological impacts, motivational interviewing, behavior change strategies, impact on mental health and patient support strategies.
  • Advanced Clinical Practices in Diabetes Care: In-depth clinical skills, case studies, and interprofessional collaboration.
  • Community Health and Diabetes: Strategies for community engagement, public health education, and resource utilization.

Professional Standards, Guidelines, and Competencies

Professional Standards and Guidelines

The DSME program is precisely crafted by the established professional standards and guidelines so that the informational details taught are comprehensive and up-to-date. The program adheres to the following standards and guidelines:

  • American Diabetes Association (ADA) Standards of Medical Care in Diabetes
  • American Association of Diabetes Educators (AADE)7 Self-Care Behaviors
  • National Standards for Diabetes Self-Management Education and Support (DSMES)

These national guidelines serve as a reference for delivering diabetes educational services and care with attention to person-centeredness, continuous improvement, and evidence-based practices.

Competencies

The DSME program aims to develop the following critical competencies in its participants:

  • Clinical Mastery of diabetes through ample understanding of its pathophysiology, treatment options and clinical management strategies.
  • Effective patient education and communication use the most accessible and engaging approaches, with every patient having a customized plan.
  • The ability to work in an interprofessional team collaboratively requires collaboration and coordination among health professionals to broaden the efficiency of patient care.
  • Psychosocial Support, such as teaching patients how to manage the emotional and social challenges of diabetes, can be included in comprehensive care.
  • Through the program, attendees will get acquainted with topics such as community organization and diabetes awareness and prevention. They will be taught to utilize community resources to empower patients and enhance public health outcomes.
Student Learning Outcomes

Upon completion of the DSME program, participants will be able to:

  • Integrate the latest evidence-based guidelines into clinical practice to enhance diabetes management and patient care.
  • Develop comprehensive, individualized care plans that address the unique needs and conditions of each diabetic patient.
  • Efficiently train patients and their families in diabetes self-management skills to empower them to take charge of their health.
  • Work jointly with other health professionals to provide coordinated and complete care to diabetes patients.
  • Evaluate diabetic management activities continually and make decisions driven by the data to increase the favorability of patient outcomes.
  • Participate in community health programs to identify individuals at high risk for developing diabetes and educate society about diabetes prevention and management, thereby improving overall public health.
Updating Healthcare Knowledge

The Community Hospital, based on the philosophy of DSME, seeks to maintain the highest level of diabetes courses by promptly making necessary updates to the curriculum as medications evolve. The biannual reviews by a multidisciplinary committee initiate this process. The reviews guarantee that this curriculum is up-to-date with the current research, guidelines, and best practices regarding diabetes care. Data from clinical outcomes, faculty, and participants are systematically gathered and assessed to understand the extent to which the program is relevant and practical. Thus, monitoring the curriculum content and revising where necessary is essential.

The program’s purpose is to stay abreast of the most recent studies. Staff members are asked to be lifelong learners and stay abreast of novel developments in diabetes treatment. This continuous learning translates into incorporating up-to-date information into the curriculum, guaranteeing that current course content and teaching materials are always current (Camargo-Plazas et al., 2023).

Faculty members’ professional development is not the only thing being fostered; instructors also participate in many training sessions and workshops. Such opportunities help them enhance their teaching abilities and stay up-to-date with the latest diabetes management. Technology is used to make even more of the learning process, strengthening the DSME program, which has some interactive learning platforms, virtual simulations and online modules. Thus, the programming can suit everyone by increasing its dynamics and making it accessible and enjoyable.

Organizing Design and Theoretical Framework

The DSME curriculum at the practice site Hospital follows a competency-based outline complemented by the Health Belief Model (HBM) as its theoretical frame. This program design can be seen by having a structured curriculum that emphasizes the acquisition of specific competencies that are fundamental for controlling diabetes (Palermo et al., 2022). As an illustration, each course in the DSME curriculum is developed with well-defined learning objectives that represent the core skills and knowledge areas.

Using competency-based assessments like practical exams, case studies, and role-playing helps students to apply what they have learned in real-life situations (Palermo et al., 2022). The HBM is incorporated into the curriculum by focusing on patient motivation and behavior change techniques (Jiang et al., 2021). For example, the courses “Psychosocial Aspects of Diabetes Care” and “Community Health and Diabetes” focus on concepts such as susceptibility, severity, and perceived benefits and barriers, popularly known as the Health Belief Model.

These courses teach healthcare professionals to include the management of these factors as part of patients’ educational process, thereby making self-care practices more effective. Integrating competency-based education with the HBM in the DSME program leads to a comprehensive solution enabling healthcare workers to address the intricate needs of diabetic patients.

History of the organizing design and theoretical framework or model.

The competency-based organizing design emerged in the 1960s as a reaction to the requirement for more practical and results-oriented education in various professional fields, including healthcare (Lewis et al., 2022). This method centers on a focus on the development of some specific, measurable skills that students must demonstrate to progress. Despite the significant popularity of competency-based education programs in nursing and other health professions, they aim to ensure that graduates are equally capable in various professional roles and perform effectively.

In the 1950s, social psychologists Hochbaum, Rosenstock, and Kegels conceptualized the health belief model (HBM), which sought to explore why people frequently failed to take the much-needed actions to participate in programs that could help detect or prevent be-health-related problems (Anuar et al., 2020). This model suggests that health behaviors may be modulated by personal notions about illnesses, the benefits associated with these actions, and barriers to the actions. Over time, the HBM has been widely used in prevention practice in public health and education programs, which aim to motivate people to change their behavior. The use of this model in the DSME program is most significant since it addresses the motivational aspects of diabetes self-management; thus, it becomes one of the solid tools for healthcare professional educators to support their patients effectively.

Major Concepts of the Selected Organizing Design and Theoretical Framework

The central concepts of the competency-based organizing design include specific, measurable competencies, outcome-focused education, and practical application (Palermo et al., 2022). In terms of the DSME program, the concepts in question are introduced so that each lesson aims to provide specific competencies and knowledge indispensable for proper diabetes management. The complexities are tested in several ways; therefore, people can prove whether or not they can apply the knowledge they have learned within a real-life setting.

The Health Belief Model (HBM) identifies perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy (Jiang et al., 2021). Within the DSME program, this concept serves to teach healthcare professionals the aim of helping patients manage their diabetes by supporting and motivating them. For instance, professionals can address the patient’s convictions about their likelihood of getting and the severity of their condition by comprehending the perceived susceptibility and severity.

Identifying perceived benefits and obstacles will let professionals adjust the interventions by stating the importance of self-management and creating strategies for dealing with obstacles. Acting cues and self-efficacy are among the tools included in patient education, where prompt behavior change is suggested, and patients are given the confidence needed to monitor their diabetes. Through this integration of components, the DSME program aims to empower health professionals to incorporate the physical and emotional aspects of diabetes in their service delivery.

Conclusion

Delivering Diabetes Self-Management Education (DSME) at Practicum Site Community Hospital is a critical component of a comprehensive approach toward the prevention of diabetes, which is a growing public health crisis, especially in low-income communities. The program is built for healthcare workers like nursing staff, nutritionists, and primary care physicians and covers everything related to diabetes management training. It provides the members with all the skills necessary for delivering quality and patient-centered care through a multi-modal approach that involves dietary counseling, medication compliance, lifestyle modifications, and psychosocial support.

The diabetes self-management education program offers a platform for professional cooperation, which ultimately improves the coordination and performance of diabetes care. The training program not only improves the outcomes of an individual patient but also alleviates the strain on community health by reducing readmissions and healthcare costs. The curriculum empowers healthcare workers with the skills and competence to provide advanced care for diabetes patients and support the community to embrace healthier lifestyles.

References

Adhikari, M., Devkota, H. R., & Cesuroglu, T. (2021). Barriers to and facilitators of diabetes self-management practices in Rupandehi, Nepal- multiple stakeholders’ perspective. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11308-4

American Diabetes Association. (2022). Complete delivery and design of diabetes self-management education and support (DSMES) services curriculum. https://professional.diabetes.org/sites/default/files/media/std_4-_curriculum_handout_revised_03.16.2022.pdf

Anuar, H., Shah1, S., Gafor1, H., Mahmood1, I., & Ghazi, H. (2020). Usage of health belief model (HBM) in health behavior: A systematic review. Malaysian Journal of Medicine and Health Sciences, 16(SUPP11), 2636–9346. http://www.medic.upm.edu.my/upload/dokumen/2021010809001826_2020_0366_.pdf

Camargo‐Plazas, P., Robertson, M., Alvarado, B., Paré, G. C., Idevânia Geraldina Costa, & Duhn, L. (2023). Diabetes self-management education (DSME) for older persons in Western countries: A scoping review. PLOS ONE, 18(8), e0288797–e0288797. https://doi.org/10.1371/journal.pone.0288797

Centers for Disease Control and Prevention. (2022, December 21). Cost-Effectiveness of Diabetes Interventions | Power of Prevention. Www.cdc.gov. https://www.cdc.gov/chronicdisease/programs-impact/pop/diabetes.htm

Jiang, L., Liu, S., Li, H., Xie, L., & Jiang, Y. (2021). The role of health beliefs in affecting patients’ chronic diabetic complication screening: A path analysis based on the health belief model. Journal of Clinical Nursing, 30(19-20). https://doi.org/10.1111/jocn.15802

Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-Based education in nursing. SAGE Open Nursing, 8, 237796082211407. https://doi.org/10.1177/23779608221140774

Palermo, C., Aretz, H. T., & Holmboe, E. S. (2022). Editorial: Competency frameworks in health professions education. Frontiers in Medicine, 9. https://doi.org/10.3389/fmed.2022.103472

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: A consensus report of the American Diabetes Association, the Association of diabetes care and education specialists, the Academy of Nutrition and Dietetics, the American Academy of Family Physicians, the American Academy of Pas, the American Association of Nurse Practitioners, and the American Pharmacists Association. Diabetes Care, 43(7), 1636–1649. https://doi.org/10.2337/dci20-0023