NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research

Sample Answer for NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research Included After Question

NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research

 

Topic 3 DQ 1

Description:

Discuss the ethical guidelines that would need to be implemented when conducting translational research. What are the ethical and legal considerations related to translating research into practice? Discuss what steps you would take as a member of a translational research team in order to establish ethical guidelines for conducting translational research.

Description

Objectives:

1. Discuss ethical guidelines for conducting translational research.
2. Examine ethical considerations related to translating research into practice.

3. Examine legal considerations related to translating research into practice.
4. Discuss ethical research considerations specific to population health.

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapter 26 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Population Health: Creating a Culture of Wellness

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research

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Read Chapter 10 in Population Health: Creating a Culture of Wellness.

A Few Ethical Issues in Translation Research for Gene and Cell Therapy

Description:

Read “A Few Ethical Issues in Translation Research for Gene and Cell Therapy,” by Riva and Petrini, from Journal of Translational Medicine (2019).

The Underappreciated and Misunderstood PICOT Question: A Critical Step in EBP Process

Description:

Read “The Underappreciated and Misunderstood PICOT Question: A Critical Step in EBP Process,” by Gallagher-Ford and Melnyk, from Worldviews on Evidence-Based Nursing (2019).

Life After PICOT: Taking the Next Step in a Clinical Inquiry Project

Description:

Read “Life After PICOT: Taking the Next Step in a Clinical Inquiry Project,” by Granger, from AACN Advanced Critical Care (2020).

Description:

Read “The Belmont Report,” by The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, located on the U.S. Department of Health and Human Services website (1979).

PICO: A Model for Evidence-Based Research

Description:

View “PICO: A Model for Evidence-Based Research,” by Binghamton University Libraries, located on YouTube (2017).

What is Evidence-Based Practice?

Description:

View “What is Evidence-Based Practice?” by Lippincott NursingCenter.com, located on YouTube (2016).

NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research 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 Discuss the ethical guidelines that would need to be implemented when conducting translational research

Title: NUR 550 Discuss the ethical guidelines that would need to be implemented when conducting translational research

Topic 3 DQ 1 

Translation science is also referred as the implementation science and it involves testing an implementation intervention to enhance the uptake and utilization of the evidence in improving a patient’s outcomes. Evidence-based studies are defined as a translational research because they constitute the frameworks used in the development of implementation plan with the aim of improving the quality of healthcare delivery (Titler, 2014). The scientific methodologies adopted herein investigate the best implementation measures to use in the evidence-based practices and uncover the approaches through which they operate. Developments in the translational research are used in the expedition and sustenance of the successful integration of the evidence-based practices in improving the quality of healthcare delivery. Translational science grows at a higher rate in the investigation field with most of the healthcare practices being based on the evidence-based interventions, hence the two are strongly correlated. The backbone of the translational science entails employing the implementation measures that utilize evidence-based practices in improving the quality of healthcare delivery to the patients (Jordan, Lockwood, Munn & Aromataris, 2019). Therefore, the definition of the evidence-based practice as a translational research is based on the fact that EBPs act as guidelines in the formulation of recommendations used to improve the quality of healthcare practices.  

One of the population health issues affecting majority of people in the current era is high incidence of childhood obesity. The prevalence of obesity among children continues to raise serious global threats; therefore, there is need to develop appropriate and prompt intervention measures to address it. Indeed, according to statistics on the matter, the rise in the rates of global childhood obesity has coincided with increase in childhood mortality rates in the world. Using evidence-based practices and translation research approach, the issue can be addressed by exploring unique factors contributing to the existence of the issue in the society and developing recommendations based on the results. Furthermore, the recommendations are used to implement programs that aim at improving public health by reducing the incidences of childhood obesity. The recommendations are based on data and facts obtained from research, which have proven their usefulness in managing the condition (Curtis, Fry, Shaban & Considine, 2017). Identifying that the needs of patients vary from one person to another, the implementation design should be customized within the community or social setting. Indeed, creating an intervention based on uniqueness on a community or tailoring it to the realities of a community influences its effectiveness.  

Recommendations developed must be based on valid research findings. The research findings ought to be focused on assessing the sustainability of the intervention effects and address any possible evidence gaps. Undertaking that will ensure applicability of the elected interventions as supported by studies on the same.  Moreover, accelerating the discovery of necessary evidence-based programs and policies such as educating the public on causes and measures to prevent childhood obesity assume a great significance. The adoption of such recommendations ensures that public health matters become greatly improved in the world.  

Therefore, in order to complete an EBP project, proper approaches must be used in the terms of research design, sample population identification and testing the validity and credibility of study findings. As illustrated in the translational research, the research process must provide reliable findings that can be applied practically to address the community needs.  

References 

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of clinical nursing, 26(5-6), 862-872. 

Jordan, Z., Lockwood, C., Munn, Z., & Aromataris, E. (2019). The updated Joanna Briggs Institute Model of Evidence-Based Healthcare. International journal of evidence-based healthcare, 17(1), 58-71. 

Titler, M. G. (2014). Overview of evidence-based practice and translation science. Nursing Clinics, 49(3), 269-274.