NUR 550 EBP Project Proposal Research Design Comparison Assignment
Sample Answer for NUR 550 EBP Project Proposal Research Design Comparison Assignment Included After Question
Description:
The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.
You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.
Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.
Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 EBP Project Proposal Research Design Comparison Assignment
Description
Objectives:
1. Describe the role of epidemiology in researching population health challenges.
2. Describe the role of epidemiology in addressing population health challenges.
3. Explain the value of biostatistics in population health research.
4. Discuss the application of translational research to global issues
Description:
Read Chapter 19 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Population Health: Creating a Culture of Wellness
Description:
Read Chapters 2 and 3 in Population Health: Creating a Culture of Wellness.
Evidence-Based Practice in Nursing and Healthcare
Description:
Read Chapters 2 and 3 in Evidence-Based Practice in Nursing and Healthcare.
Biostatistics
Description:
Read “Biostatistics,” by Minkoff, from Magill’s Medical Guide (2018).
Population Health
Description:
Read “Population Health” by Bibb, from Encyclopedia of Nursing Research (2017).
A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes
Description:
Read “A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes,” by Christine et al., from Health Research Policy and Systems (2018).
Translational Research
Description:
Read “Translational Research” by White, from Encyclopedia of Nursing Research (2017).
Overview and Summary: Translational Research: From Knowledge to Practice
Description:
Read “Overview and Summary: Translational Research: From Knowledge to Practice,” by Naylor, from Online Journal of Issues in Nursing (2018).
Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O503 Evidence-Based Practice Project Proposal: Research Design Comparison 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Content 100.0%
Nursing Practice Problem (Revision) 10.0% The nursing practice problem was not included, or the required revisions were not made. The changes failed to meet the criteria for a relevant nursing practice problem for an evidence-based practice project proposal. Additional revisions are still required for approval. Revisions were made accordingly to improve the proposed nursing practice problem, but some aspects are inaccurate or unclear. Additional revisions are still required for approval. NA The nursing practice problem is clearly presented and approved. No revision was required, or all necessary revisions are were made. NUR 550 Research Design Comparison Assignment NUR 550 EBP Project Proposal Research Design Comparison Assignment
Translational and Traditional Articles 15.0% More than two articles selected do not meet the assignment criteria. At least one article is omitted. Two articles do not meet the assignment criteria. It is unclear how one or two of the articles support the proposed nursing practice problem. One article does not meet the assignment criteria. Overall, the articles generally support the proposed nursing practice problem. The proposed problem would be better supported with the selection of one or two different articles. The articles meet the assignment criteria and provide adequate support for the proposed nursing practice problem. A quantitative article and a qualitative article were each compared to a translational research article. The articles are peer-reviewed, published within the last five years, and pertain to the nursing practice problem. The assignment criteria are fully met. NUR 550 Research Design Comparison Assignment
Comparison of Methodology Between Translational and Traditional Research 15.0% The comparison between translational and quantitative and translational and qualitative methodologies is omitted. The comparison between translational and quantitative and translational and qualitative methodologies is incomplete. There are significant inaccuracies. A summary comparison between translational and quantitative and translational and qualitative methodologies is presented. Some aspects are incorrect or unclear. The comparison between translational and quantitative and translational and qualitative methodologies is adequately presented. Some aspects require more detail for accuracy or clarity. The comparison between translational and quantitative and translational and qualitative methodologies is thorough and accurate. A clear understanding of translational and traditional methodologies is demonstrated. NUR 550 EBP Project Proposal Research Design Comparison Assignment
Comparison of Goals Between Translational and Traditional Research 15.0% The comparison of goals between translational and quantitative and translational and qualitative research is omitted. The comparison of goals between translational and quantitative and translational and qualitative research is incomplete. There are significant inaccuracies. A summary comparison of goals between translational and quantitative and translational and qualitative research is presented. Some aspects are incorrect or unclear. A comparison of goals between translational and quantitative and translational and qualitative research is adequately presented. Some aspects require more detail for accuracy or clarity. The comparison of goals between translational and quantitative and translational and qualitative research is thorough and accurate. An understanding of goals between traditional and translational research is evident.
Comparison of Data Collection Between Translational and Traditional Research 15.0% The comparison of data collection between translational and quantitative and translational and qualitative research is omitted. The comparison of data collection between translational and quantitative and translational and qualitative research is incomplete. There are significant inaccuracies. A summary comparison of data collection between translational and quantitative and translational and qualitative research is presented. Some aspects are incorrect or unclear. The comparison of data collection between translational and quantitative and translational and qualitative research is adequately presented. Some aspects require more detail for accuracy or clarity. The comparison of data collection between translational and quantitative and translational and qualitative research is thorough and accurate. An understanding of goals between traditional and translational research is evident. NUR 550 Research Design Comparison Assignment NUR 550 EBP Project Proposal Research Design Comparison Assignment
Observations (Similarities and Differences) 20.0% The similarities and differences between translational and quantitative and translational and qualitative research are not discussed. The similarities and differences between translational and quantitative and translational and qualitative research are only partially discussed. The narrative is vague and contains inaccuracies. The similarities and differences between translational and quantitative and translational and qualitative research are summarized. More information is needed. There are minor inaccuracies. The similarities and differences between translational and quantitative and translational and qualitative research are presented. Some detail is needed for clarity or accuracy The similarities and differences between translational and quantitative and translational and qualitative research are detailed and informative. NUR 550 Research Design Comparison Assignment
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English. NUR 550 EBP Project Proposal Research Design Comparison Assignment
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
A Sample Answer For the Assignment: NUR 550 EBP Project Proposal Research Design Comparison Assignment
Title: NUR 550 EBP Project Proposal Research Design Comparison Assignment
Individuals and communities require optimal health to optimize their productivity and well-being. As care providers, change agents, and evidence-based practice (EBP) implementers, nursing professionals play a valuable role in addressing nursing practice problems. The interventions they propose are guided by translational research, which moves basic science discoveries into clinical practice (Molloy & Bearer, 2021). The purpose of this graphic organizer is to compare qualitative and quantitative translational research on a nursing practice problem.
Nursing Practice Problem:
Practice problems in nursing adversely affect the work environment, increase healthcare costs, and hamper nurses’ productivity, among other effects. The high prevalence of type 2 diabetes among older adults is a significant nursing practice problem due to its regrettable impacts, such as increased patient visits, high healthcare costs, and the high risk for cardiovascular disease (Cigolle et al., 2022; Evans et al., 2022). If not effectively controlled, the increased patient visits could threaten nurses’ health and well-being due to a high workload. According to Kirwan et al. (2021), type 2 diabetes inhibits functional performance and independence among older adults. Therefore, interventions tailored to improve functional capacity and independence and other positive outcomes are crucial for improved health and reduced clinical visits.
Qualitative Article
| Criteria | Peer-Reviewed Translational Article and Permalink/Working Link
Che, S., Meng, M., Jiang, Y., Ye, X., & Xie, C. (2022). Perceptions of exercise and exercise instruction in patients with type 2 diabetes mellitus and sarcopenia: a qualitative study. BMC Geriatrics, 22(1), 892. https://doi.org/10.1186/s12877-022-03519-0 |
| Methodology
|
The researchers conducted a qualitative study using a descriptive phenomenological approach. In phenomenological studies, researchers seek to understand an issue from the participants’ lived experiences (Alhazmi & Kaufmann, 2022). In a similar design, Che et al. (2022) conducted a series of personal semi-structured interviews among the participants to get an in-depth description of the phenomena related to how patients with type 2 diabetes and sarcopenia perceived physical exercises. |
| Goals
|
Physical exercises are valuable in helping older adults with type 2 diabetes increase muscle mass and strength. Therefore, the study explored how patients with type 2 diabetes and sarcopenia perceived exercise and exercise instruction from their perspective. Understanding their perceptions would help healthcare providers to understand benefits, tailor physical exercises according to patient needs, and address barriers to participation in such exercises. |
| Data Collection
|
Che et al. (2022) invited patients to participate in the interviews, each lasting approximately 15-35 minutes. The patients were adequately informed about the purpose, format, time to be taken, and other essentials to ensure informed consent. Data collection and analysis occurred simultaneously via an interview guide focusing on four main aspects. The first aspect was knowledge, attitudes, and everyday practices regarding exercise. Questions in this area explored the connection between physical exercises and improving blood glucose and how patients perceived and engaged in them. The second area was attitudes toward exercises, where patients answered whether they believed and accepted that exercises help treat diabetes mellitus. The third area was on practices of exercises to evaluate the type of exercises patients engage in. The second aspect was motivations, and the third aspect was barriers to exercise. The fourth aspect was attitudes toward exercise instruction. |
Quantitative Article
| Criteria | Peer-Reviewed Translational Article and Permalink/Working Link
Kirwan, M., Chiu, C. L., Hay, M., & Laing, T. (2021). Community-Based Exercise and Lifestyle Program Improves Health Outcomes in Older Adults with Type 2 Diabetes. International Journal of Environmental Research and Public Health, 18(11), 6147. https://doi.org/10.3390/ijerph18116147 |
| Methodology
|
Kirwan et al. (2021) conducted a pre-post evaluation study that compared the outcomes of a program at baseline and at eight weeks after completion. The program (Beat It) was designed to improve critical health aspects among older adults with type 2 diabetes, particularly anthropometric and physical fitness outcomes. Broadly, Beat It included twice-weekly supervised group exercises and an education program. The exercise program included aerobic, resistance, flexibility, and balance training. A total of 588 individuals participated. |
| Goals
|
Translational research is usually goal-driven to produce results that benefit populations and patients. In this study, researchers evaluated the efficacy of Beat It, which was largely a community-based exercise and lifestyle intervention. The results of the research would inform researchers and healthcare providers about the value of physical exercises in improving health outcomes among patients with type 2 diabetes. Such knowledge would be the foundation of health promotion in healthcare organizations and communities. |
| Data Collection
|
Researchers collected multiple data sets to evaluate the effectiveness of the Beat It program. The first component was sociodemographic variables, such as age, gender, and residence. Height and weight were also measured to calculate body mass index (BMI) and compare values before and after the study. The values were used to categorize participants as healthy, obese, or overweight. Other data were the waist circumference. Researchers also used arm curls and medicine ball throw tests to assess participants’ strength, flexibility, and aerobic capacity. |
Conclusion
Translational research on type 2 diabetes prevention and management is extensive and applies different approaches. As revealed in the graphic organizer, researchers have explored the effectiveness of physical exercises on health outcomes such as functional capacity and independence among older adults with type 2 diabetes. Moving such scientific discoveries to clinical practice can help nursing professionals improve health outcomes among patients by implementing physical exercise programs tailored according to patient needs. Doing so could reduce clinical visits related to type 2 diabetes, improve care quality, and contribute immensely to the safety and health of the work environment.
References
Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology, 13, 1495. https://doi.org/10.3389/fpsyg.2022.785134
Che, S., Meng, M., Jiang, Y., Ye, X., & Xie, C. (2022). Perceptions of exercise and exercise instruction in patients with type 2 diabetes mellitus and sarcopenia: a qualitative study. BMC Geriatrics, 22(1), 892. https://doi.org/10.1186/s12877-022-03519-0
Cigolle, C. T., Blaum, C. S., Lyu, C., Ha, J., Kabeto, M., & Zhong, J. (2022). Associations of age at diagnosis and duration of diabetes with morbidity and mortality among older adults. JAMA Network Open, 5(9), e2232766-e2232766. doi:10.1001/jamanetworkopen.2022.32766
Evans, M., Chandramouli, A. S., Faurby, M., Matthiessen, K. S., Mogensen, P. B., & Verma, S. (2022). Healthcare costs and hospitalizations in US patients with type 2 diabetes and cardiovascular disease: a retrospective database study (OFFSET). Diabetes, Obesity & Metabolism, 24(7), 1300–1309. https://doi.org/10.1111/dom.14703
Kirwan, M., Chiu, C. L., Hay, M., & Laing, T. (2021). Community-based exercise and lifestyle program improves health outcomes in older adults with type 2 diabetes. International Journal of Environmental Research and Public Health, 18(11), 6147. https://doi.org/10.3390/ijerph18116147
Molloy, E. J., & Bearer, C. F. (2021). Translational research is all-encompassing and lets everyone be a researcher. Pediatric Research, 90(1), 2-3. https://doi.org/10.1038/s41390-020-01225-4
NUR 550 EBP Project Proposal Research Design Comparison Assignment Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |