Identify the different levels of translational research NUR 550

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

Identify the different levels of translational research NUR 550
Identify the different levels of translational research NUR 550

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 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

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. 

Identify the different levels of translational research NUR 550 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

Identify the different levels of translational research 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.
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  • 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.
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  • 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;
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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
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  • 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.
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  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
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  • 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.
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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.

Translational research is an interdisciplinary approach that aims to close the gap between basic science discoveries and their application in clinical and public health settings. There are generally four levels of translational research. There are four stages of translational science. The first stage (T1) involves using preclinical research findings to establish clinical trials and investigations in patients. This is also known as basic research. The second stage (T2) focuses on improving the adoption of best practices in the community, which is also referred to as community research. Cost-effective prevention and treatment techniques play a crucial role in translational science. The third stage (T3) is practice-oriented and involves testing the effect of interventions on encouraging and maintaining the adoption of evidence-based practices. The fourth stage (T4) is based on policy research approaches and aims to suggest how to reach clinicians and patients with a state-wide policy that caregivers can understand and begin using effectively for patient care. This stage is known as population research. (Chaturvedi et al., 2022)

Translational Research is the process of moving scientific findings from the laboratory to practical applications in healthcare. It involves multiple stages, from understanding the fundamentals of diseases to implementing interventions in real-world settings while evidence-based practice (EBP) is the integration of the best available evidence, clinical expertise, and patient preferences in decision-making for patient care. It emphasizes the use of current research evidence to inform clinical decisions and improve patient outcomes.

Translational research aims to identify effective implementation strategies for different populations and settings. It fosters collaboration between laboratory and clinical researchers and involves engaging communities to better understand their healthcare needs and desires. By promoting multidisciplinary collaboration, translational research can help to bridge the gap between research and practical application, ultimately improving health outcomes for all.

 

Chaturvedi, C., Gautam, S., Pandey, H., Chaturvedi, S., Damodran, D., & Hooda, A. (2022). Nurse-led translational research: An emerging field in multidisciplinary research. National Journal of Physiology, Pharmacy and Pharmacology12(8), 1. https://doi.org/10.5455/njppp.2022.12.09349202130122021

Titler, M. G. (2014). Overview of evidence-based practice and translation science. Nursing Clinics of North America49(3), 269–274. https://doi.org/10.1016/j.cnur.2014.05.001