# NUR 550 Discussion: Biostatistics in Population Health Research

## Topic 2 DQ 1

### Description:

Explain the value of biostatistics in population health research. Describe the role of epidemiology in researching and addressing population health challenges. How are epidemiology and biostatistics significant to your evidence-based practice proposal?

## Title: NUR 550 Discussion: Biostatistics in Population Health Research

Biostatistics plays an invaluable role in population health research by providing a means of analyzing and synthesizing large amounts of data. Biostatistics is a branch of statistics that applies mathematical and computational methods to analyze biological data (Villeneuve, Paradis, & Muhajarine, 2020). It is used to explore the relationships between health outcomes and environmental factors, genetics, lifestyle choices, and other potential influences. Biostatistical methods can be used to develop evidence-based approaches to public health interventions, such as designing clinical trials, conducting surveys, and evaluating the effectiveness of preventive measures (Villeneuve et al., 2020).
Epidemiology is a field of research that focuses on the study of the distribution, causes, and prevention of health outcomes in a population. Epidemiological research is used to identify, describe, and quantify the factors that affect the health of a population. This includes looking at the prevalence of specific diseases and health behaviors in a population, as well as examining the effects of environmental, genetic, and lifestyle factors on health outcomes (Villeneuve et al., 2020). Epidemiologists use biostatistical methods to analyze data, identify patterns and trends, and develop strategies for population health interventions.

Epidemiology and biostatistics are essential components of evidence-based practice, which is the use of research to inform decision-making and practice in health care. An evidence-based practice proposal must make use of epidemiological and biostatistical methods to analyze data and draw conclusions that can be used to inform decisions and interventions. For example, an evidence-based practice proposal might use epidemiological research to identify risk factors for a particular disease or health condition and then use biostatistical methods to analyze the data and make recommendations for preventive measures (Villeneuve et al., 2020). By combining epidemiological and biostatistical methods, evidence-based practice proposals can provide a comprehensive approach to addressing population health challenges.

## References:

Villeneuve, P. J., Paradis, G., & Muhajarine, N. (2020). Always better together: The Canadian Journal of Public Health and the Canadian Society for Epidemiology and Biostatistics. Canadian Journal of Public Health= Revue Canadienne de Sante Publique, 111(3), 305.

## Title: NUR 550 Discussion: Biostatistics in Population Health Research

Biostatistics is taking a sample of a specific population to study the biology and medicine to summarize the characteristics and make predictions regarding the population sample (Minkoff, 2022). Biostatistics in population health research is valuable because it is usually too difficult to study the entire population because of the vast number. The role of epidemiology in researching and addressing population health challenges is studying the distribution and determinants of health-related states and events (CDC, 2012). My evidence-based practice proposal is regarding training new unlicensed nursing assistant personnel. Biostatistics is significant to my proposal because it is important to have a good sample of the different people that are hired for these positions. For example, I currently have six trainees on my floor. They all have different levels of education and past working history. There is also a new trainee position where the new hire does not need any prior health related experience. One of the trainees is very engaged, but they did not know what reparations were. This is difficult because the floor does all of their training and was not provided any guidance for their orientation to ensure their success.

## References

Centers for Disease Control and Prevention [CDC]. (2012). Lesson 1: Introduction to Epidemiology. https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

Minkoff, E.C. (2022). Biostatistics. Magill’s Medical Guide (Online Edition). https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ers&AN=87690456&site=eds-live&scope=site

## Description:

The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.

Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.

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.

You are not required to submit this assignment to LopesWrite.

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### Description

#### 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

### 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

#### 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).

### 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).

### NUR 550 Discussion: Biostatistics in Population Health Research Grading Rubric

 Performance Category 100% or highest level of performance 100% 16 points Very good or high level of performance 88% 14 points Acceptable level of performance 81% 13 points Inadequate demonstration of expectations 68% 11 points Deficient level of performance 56% 9 points Failing level of performance 55% or less 0 points Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics. Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic. 10 Points 9 Points 6 Points 0 Points Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion. 8 Points 7 Points 6 Points 5 Points 4 Points 0 Points Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication. The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic. The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand. The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor. The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication 0 Points Deducted 5 Points Lost Participation Requirements Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days 0 Points Lost 5 Points Lost Due Date Requirements Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.