Consider ecological and global issues NUR 550

Consider ecological and global issues NUR 550

Sample Answer for Consider ecological and global issues NUR 550 Included After Question

Consider ecological and global issues, social determinants of health, principles of genetics, and genomics. Explain how translational research can be applied in these areas to address the burden of global disease.

A Sample Answer For the Assignment: Consider ecological and global issues NUR 550

Title:  Consider ecological and global issues NUR 550

Re: Topic 2 DQ 2

Translational research is used to enhance clinical treatment by scientifically examining a healthcare issue or problem in order to improve the community’s health performance. Transitional research’s major objective is to bridge the divide between scientific research and clinical practice ( Khodyakov et al.,2016). Because scientists adapt translational research findings to clinical practice for the benefit of the public, translational research principles are applied in a wide variety of other fields or disciplines. For instance, ecological and global challenges, social determinants of health, genetic and genomic concepts, and observations can all be explored and researched in order to transform public health and address policy concerns. Thus, every attempt to improve human health through the use of new scientific information qualifies as translational. This can be accomplished through the collaboration of a multidisciplinary team of experts with expertise in basic, biological, clinical, and applied sciences to solve global health inequities affecting community populations (Brown, 2016). For instance, molecular biologists and pathologists investigate gene changes associated with the development of diseases such as diabetes mellitus (Brown, 2016). According to Brown (2016), while abnormal genes alone do not cause diabetes mellitus or any other disease, other risk factors such as genetic predisposition to obesity, long-term consumption of an unhealthy diet, and a lack of physical activity may all contribute to the development of diabetes mellitus.

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Consider ecological and global issues NUR 550 References

Brown, A. (2016). Utilizing translational research to eliminate health disparity. MOJ Public Health, 4(1), 13. DOI: 10.15406/mojph.2016.04.00067

Khodyakov, D., Mikesell, L., Schraiber, R., Booth, M., & Bromley, E. (2016). On using ethical principles of community-engaged research in translational science. Translational Research, 171, 52-62. https://doi.org/10.1016/j.trsl.2015.12.008

Re: Topic 2 DQ 2

A Sample Answer 2 For the Assignment: Consider ecological and global issues NUR 550

Title:  Consider ecological and global issues NUR 550

I enjoy reading your post; Translational research produces more relevant, pertinent outcomes crucial to health care. Translation research is to “translate” or move science discoveries more efficiently into health practices, and it recognize and support the adoption of the best medical and health practices. Translational research is required to render human genome discoveries into health practice in ways that optimize health benefits and minimizes harm to individuals and populations. I agree the primary goal of transitional research is to bridge the gap between scientific research and clinical practice. Additionally, the spectrum of multidisciplinary translation research builds on preceding characterization efforts in genomics and other areas in health care and prevention. Consider ecological and global issues NUR 550

The chronicle of events across the globe related to health, safety, and sustainability is largely influenced by the ecological, social determinants of health, genomics, and principles of genetics. The growth and development of technology and other aspects of the economy mandate the introduction of advancements to ensure that practices and activities adopted across the major sectors of sustainability match with the population demands (Breen et al., 2019). Translational research can be applied to all these areas to address the burden of global disease due to its ability to conceptualize data and evidence collected from existing literature to come up with practical aspects of an application into the health industry.

Translational research can be applied to ecological and global issues such as sustainability. A study that focuses on balancing between food production to meet global demand and prevention of harm to the environment would directly improve dependability which is the primary idea behind sustainability (Koehly et al., 2021). A balanced ecosystem would minimize risks for deprivation from both system actors including humans, plants, and animals, thus increasing the sensitivity to a global disease burden that requires contribution from environmental and human interest. Translational research on social determinants of health would also assist in identifying and prioritizing the prevalent health and healthcare disparities based on a population set to increase the effectiveness in the adoption of health promotion and management practices (Koehly et al., 2021). On the other hand, the increase of chronic and acute illnesses in the 21^st century has been attributed to changes in genetics and genomics. Translational research that focuses on identifying gaps in the study of human genes and hereditary-related illnesses provides a platform for formulating timely management, prevention, and health restoration practices that are evidence-based to reduce global disease burden, especially for populations with comorbid illnesses. Consider ecological and global issues NUR 550

Consider ecological and global issues NUR 550 References

Breen, N., Berrigan, D., Jackson, J. S., Wong, D. W., Wood, F. B., Denny, J. C., … & Bourne, P. E. (2019). Translational health disparities research in a data-rich world. Health equity, 3(1), 588-600.

Koehly, L. M., Persky, S., Shaw, P., Bonham, V. L., Marcum, C. S., Sudre, G. P., … & Davis, S. K. (2021). Social and behavioral science at the forefront of genomics: discovery, translation, and health equity.

Consider ecological and global issues NUR 550 Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.