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).

Identify the different levels of translational research NUR 550

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

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 Medicine, 60(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 Administration, 48(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

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 Practice, 2012(792519). https://doi.org/10.1155/2012/792519

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.