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Identify the different levels of translational research NUR 550

Identify the different levels of translational research NUR 550

Re: Topic 1 DQ 1

Translational research in healthcare, as defined by Rubio et al. (2010), attempts to improve care and results; it essentially begins with the end in mind. In comparison, fundamental research is undertaken with the intent of identifying outcomes for what they are, for the sake of discovery. Whereas translational research’s objective is to take information generated in basic research and adapt it to help patients in all settings; the goal is ongoing result improvement (Rubio et al., 2010).

EBP is a systematic strategy to resolving or determining the optimal answer to a clinical practice problem. EBP can be conducted on a modest scale, for example, in a single nursing unit. Once all elements of the EBP approach have been completed, the unit’s ultimate purpose is to adopt the practice and spread the information (Mazurek-Melynk & Fineout-Overholt, 2019).

According to Rubio et al. (2010), translational research is a continuum with bidirectional movement that requires collaboration between members of diverse scientific teams and disciplines. Rubio et al. (2010) define three stages of transformational research, starting with T1 and progressing through T2 and T3. T1 entails the transfer of knowledge and evidence from fundamental to clinical research; T2 entails the application of knowledge gained from clinical application, such as clinical investigations and trials, to public practice settings in order to enhance patient outcomes and health (Rubio et al., 2010). However, Kaufman & Curl’s 2019 description of translational research includes stages T4 and T5. Kaufman & Curl, on the other hand, begin their numbers at level T0, and so T4 is defined similarly to Rubio et alT3 .’s stage, in which practice is implemented in the community. T5, on the other hand, provides the value of evaluation. The evaluation step entails assessing outcomes in a community or public environment and quantifying the impact of interventions to allow for continuous cost-benefit analysis (Kaufman & Curl, 2019). Recognize the many degrees of translational research 550 NUR

 

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-Based Practice in Nursing& Healthcare A Guide to Best Practice (4th ed.). Wolters Kluwer.

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Kaufman, J. D., & Curl, C. L. (2019). Environmental health sciences in a translational research framework: more than benches and bedsides. Environmental Health Perspectives 127(4). https://doi.org/10.1289/EHP4067

Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., Platt, L. D., Baez, A., & Esposito, K. (2010). Defining translational research: implications for training. Academic medicine : journal of the Association of American Medical Colleges, 85(3), 470–475. https://doi.org/10.1097/ACM.0b013e3181ccd618

Re: Topic 1 DQ 1

Translational research is a new concept to me. I was aware of the use of doing pre-clinical studies and trails before moving forward with research, however had never learned about translational research. Translational research put simply is a progression of the

Identify the different levels of translational research NUR 550

Identify the different levels of translational research NUR 550

scientific hypotheses moving into research in a safe way for all participants involved. As the progression continues the amount of people in the research study increase (Schulte et al., 2017). Evidence based research is looking at current practice and what is known to work, and what works best. Translational research is the implementation of a new practice or method by slowly implementing it and can be driven by evidence-based practice methodology (Weiss et al., 2018). Both evidence-based practice, and translational research cannot be used interchangeably, however translational research can be driven by evidence-based practice. Applying EBP to translational research could be looked at as simply as when the correlation was made that hand hygiene can lower infection rates. Though this was done before the terms had been coined is an example as the evidence was showing high infection rates for patients after any intervention, implementing hand hygiene decreased the infection rate even though it was not the evidence-based practice of the time. Identify the different levels of translational research NUR 550

References.

Schulte, P. A., Cunningham, T. R., Nickels, L., Felknor, S., Guerin, R., Blosser, F., Chang, C.-C., Check, P., Eggerth, D., Flynn, M., Forrester, C., Hard, D., Hudson, H., Lincoln, J., McKernan, L. T., Pratap, P., Stephenson, C. M., Van Bogaert, D., & Menger-Ogle, L. (2017). Translation research in occupational safety and health: A proposed framework. American Journal of Industrial Medicine60(12), 1011–1022. https://doi.org/10.1002/ajim.22780

Weiss, M. E., Bobay, K. L., Johantgen, M., & Shirey, M. R. (2018). Aligning Evidence-Based Practice With Translational Research. JONA: The Journal of Nursing Administration48(9), 425–431. https://doi.org/10.1097/nna.0000000000000644

Re: Topic 1 DQ 1

Patient involvement is the epicenter of translational research. The patient is then surrounded by basic research, pre clinical research, clinical research, clinical implementation, and public health. Basic research is the discovery, and exploration of disease and disease process. Preclinical research is the path that meets basic research with modern medicine. Simulations, animal testing, and the development of models are created to help test and determine interventions. Clinical research is carried out through the testing of interventions, drugs, and effectiveness of interventions. Clinical implementation is the transition from the trial of interventions to the use within everyday clinical practice. The public health phase is when scientists review interventions on the population and demographic level. At this time it is determined the effectiveness of the implemented interventions, gaps in care, and where new interventions are needed. Identify the different levels of translational research NUR 550

 Evidence Based Practice (EBP) and Translational Science are often described as interchangeable when actually they are completely opposite. EBP is the application of interventions within the clinical setting that have undergone clinical trials and have been deemed best practice (Titler, 2018). Translational Science is the study, and development of interventions and determine variables to develop best clinical outcomes. Interventions are reviewed at the population health level to establish best evidence based care. Both EBP and Translational Science use a multidisciplinary approach to create quality evidence based clinical care to improve the health of the public. 

References

 U.S. Department of Health and Human Services. (2021, April 16). Translational Science Spectrum. National Center for Advancing Translational Sciences. https://ncats.nih.gov/translation/spectrum.

Titler, M. G. (2018). Translation Research in Practice: An Introduction. Online Journal of Issues in Nursing, 23(2), 1. https://doi-org.lopes.idm.oclc.org/10.3912/OJIN.Vol23No02Man01

Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., Platt, L. D., Baez, A., & Esposito, K. (2010). Defining translational research: implications for training. Academic medicine : journal of the Association of American Medical Colleges, 85(3), 470–475. https://doi.org/10.1097/AC

Re: Topic 1 DQ 1

Melissa,

I appreciate you contrasting EBP and transformational research. While I have read several explanations both within our assigned reading and in journals I have researched, I’m afraid to say that I still don’t have clear understanding of what translational research truly is, and how it differs or relates to EBP. There also seems to be various interpretations of translational research across different researchers. I have also found that translational research and translational science have been used interchangeably. I have yet to find a clear example of translational research, and, as I am more familiar with EBP, perhaps examples of each can be compared and contrasted. Pearson, Jordan & Munn (2012) explain that as the goal of translational research is to improve the health and outcomes of the public; translational research involves connecting the drive for inquiry into discovery, then connecting the evidence from discovery into practice and policy. Translational leadership seems to take the premise of EBP to a broader scope.

Pearson, A., Jordan, Z., & Munn, Z. (2012). Translational science and evidence-based healthcare: a clarification and reconceptualization of how knowledge is generated and used in healthcare. Nursing Research and Practice2012(792519). https://doi.org/10.1155/2012/792519

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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