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Consider ecological and global issues NUR 550

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.

References

Brown, A. (2016). Utilizing translational research to eliminate health disparity. MOJ Public Health4(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 Research171, 52-62. https://doi.org/10.1016/j.trsl.2015.12.008

Re: Topic 2 DQ 2

Hi Angela,

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

Re: Topic 2 DQ 2

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 21st 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

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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 equity3(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.

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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