NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Sample Answer for NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics Included After Question

NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Topic 2 DQ 2 

Advance registered nurses (APNs) need to be updated on the current clinical skills and nursing formation to help in addressing different challenges in practice and ensure better patient outcomes. As such, APNs need to critically examine and critique literature relevant to the practice to help in making informed decisions on the implementation of the best evidence into practice. There are various strategies APNs can use to review and critique literature. The first strategy is to utilize the evidence-based practice (EBP) approach. EBP connotes the use of best existing evidence to inform nursing practice (Storey et al., 2019). As such, the APNs should conduct detailed literature exploration by reviewing and critiquing literature to create new knowledge and find the best evidence to apply in the clinical practice.  

The other strategy is to actively engage in conducting the research along with other health care professionals and researchers to facilitate development of knowledge and understanding of literature review and critique. By taking active part in conducting researches, APNs are equipped with knowledge and ability to determine, review, and critique the studies for unprofessional practices depending on the standard practices. Moreover, literature review and critique involves a systematic process (Breytenbach et al., 2017). Therefore, APNs should acquire knowledge of the key aspects of conducting studies including literature review and critique. This essential in helping APNs to review and critique literature since they are able to understand basis and issues in research studies and also determine whether or not the literature has adhered to the appropriate design and methodology. The other strategy that APNs can use is to evaluate the overall quality, strengths, and weaknesses of the literature.  

References 

Breytenbach, C., ten Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197. doi: 10.1097/01.NEP.0000000000000181 

Storey, S., Wagnes, L., LaMothe, J., Pittman, J., Cohee, A., & Newhouse, R. (2019). Building evidence-based nursing practice capacity in a large statewide health system: A multimodal approach. JONA: The Journal of Nursing Administration, 49(4), 208-214. doi: 10.1097/NNA.0000000000000739 

Topic 2 DQ 2

Description:

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.

Objectives:

1. Describe the role of epidemiology in researching population health challenges.
2. Describe the role of epidemiology in addressing population health challenges.
3. Explain the value of biostatistics in population health research.
4. Discuss the application of translational research to global issues.

Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapter 19 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 2 and 3 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics
NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Description:

Read Chapters 2 and 3 in Evidence-Based Practice in Nursing and Healthcare.

Biostatistics

Description:

Read “Biostatistics,” by Minkoff, from Magill’s Medical Guide (2018).

Population Health

Description:

Read “Population Health” by Bibb, from Encyclopedia of Nursing Research (2017).

A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes

Description:

Read “A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes,” by Christine et al., from Health Research Policy and Systems (2018).

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Translational Research

Description:

Read “Translational Research” by White, from Encyclopedia of Nursing Research (2017).

Overview and Summary: Translational Research: From Knowledge to Practice

Description:

Read “Overview and Summary: Translational Research: From Knowledge to Practice,” by Naylor, from Online Journal of Issues in Nursing (2018).

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics 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.

A Sample Answer For the Assignment: NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Title: NUR 550 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Research Framework and Legal and Ethical Translation  

In nursing research, respect for persons together with potential benefits and burdens of the research as well as justice are kept in balance by adhering to the ethical and legal framework. Ethical issues in research demand researchers to demonstrate respect to the target population by conforming to the social and cultural believes of the individuals (Martz, 2018). In this regard, researchers must seek permission and approval from the leaders within the community before conducting the nursing study. For, example a letter indicating the topic of study, objectives and intended outcomes must be provided to seek the acceptance of the populace.  

Nursing research involving trial experiments are also undertaken by following the regulatory framework established within the target community. With this, researchers ensure that the study does not cause harm to the target population by following stipulated safety measures defined in a state (DeNisco & Barker, 2015). However, researchers are as well required to communicate potential dangers related to the study. This mainly applies to trials that pose unavoidable health risks such as mild side effects associated with an experimental drug. When the population is informed about the benefits and harms of the research, they will be able to make an informed decision about participating in the study.  

Balance in nursing research is also maintained through proper communication. The study participants collecting the data are informed about how they need to behavior during the entire process of the research (Martz, 2018). Most importantly, communication should provide information about positive behavior that ensures respect for the target population. For instance, through effective communication, a balance in research is maintain when the researcher uses positive and acceptable behavior to the target population. Maintaining balance in research can also be achieved when the target population is informed about the results of the study (DeNisco & Barker, 2015). This gives assurance to participants about the behaviors that they need to embrace for a quality life. 

 

References 

DeNisco, S. M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession. Burlington, MA: Jones & Bartlett Publishers. 

Martz, D. (2018). Finding common ground: Consensus in research ethics across the social sciences By Ron Iphofen (Ed.) Bingley, UK: Emerald Publishing Limited, 2017. $78.91, ISBN 9781787141315. British Journal of Psychology, 109(3), 631-632.