NUR 550 DQ: Translational Research in Population Health Problems

NUR 550 DQ: Translational Research in Population Health Problems

Sample Answer for NUR 550 DQ: Translational Research in Population Health Problems Included After Question

Topic 1 DQ 2

Description:

Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focus on translational research. Select a population health problem or issue of interest from the available studies. What type of translational research is used for the study? Provide rationale as to why this is the best.

A Sample Answer For the Assignment: NUR 550 DQ: Translational Research in Population Health Problems

Title:  NUR 550 DQ: Translational Research in Population Health Problems

The burden of cervical cancer is increasingly gaining prominence among the population and it the fourth leading cause of cancer-related deaths among women internationally. Particularly, women aged between 20 and 35 are highly impacted (Kong et al., 2019). Therefore, the proposed change initiative is the provision of evidence-based education on cervical cancer screening. Cancers are grouped into various stages based on the level of progress and metastasis. Individuals in initial stages of cancer have high probability of survival. As such, provision of education on cervical cancer screening among women aged between 20 and 30 years is critical in early detection and management of cervical cancer. The screening services are widely available at affordable prices. However, lack of knowledge on the essence and misconceptions in the society have discouraged many women from screening. Therefore, the role of education program is to create awareness of the essence of cervical screening. Education is also critical in addressing the misconceptions in the society that may discourage the target population from going for screening. Moreover, the education will provide relevant information on cervical cancer prevention.

The setting for this program is health care facility where different women come to seek medical attention. The mobilization will be done by community health workers, religious organizations, and various community leaders to ensure more participants for the project. As a nurse, my responsibility in the success of the project include coordinating education program, carrying out follow-up, ensure continuity in the entire process, ensure provision of updated and relevant information to enhance patient knowledge and choice, coordinate different levels of care, and lead research and publication processes. Finally, this project generated qualitative and quantitative research outcomes that facilitate differentiation of positive outcomes with this education program intervention. If the outcome of this project proves that evidence-based education on cervical cancer screening can foster early detection of cervical cancer, the PICOT can be amenable to research.

 

References

Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051-2058. https://doi.org/10.2147/cmar.s195098

A Sample Answer 2 For the Assignment: NUR 550 DQ: Translational Research in Population Health Problems

Title:  NUR 550 DQ: Translational Research in Population Health Problems

Through my search of the PubMed database on the GCU library page, I found the article, “Nasal High-Flow Therapy During Neonatal Tracheal Intubation” published in The New England Journal of Medicine. This study compared the success of first attempts at intubation without physiological instability (bradycardia and desaturation) between infants who received high flow nasal oxygen during the procedure and those who did not (Hodgson et al., 2022).

This trial represents phase 2 and 3 clinical trials which involve comparing the safety and efficacy of a proposed intervention to current practice in a human group. Translational research is an appropriate method for evaluating the benefit of this intervention because the process that translational research follows can foster the successful implementation of evidence into practice in order to improve care and health outcomes (Titler, 2018).

The results of this published study showed promising results. The next steps in the translational research process include phase 4 clinical trials focusing on clinical outcomes and translation to practice and phase 5 research focusing on population-level outcomes and the translation of this intervention into community practice. If this change in practice continues to show promising results through the completion of the translational research phases, we can hope to see this new intervention incorporated into evidence-based practice.

References:

Hodgson, K. A., Owen, L. S., Kamlin, C. O. F., Roberts, C. T., Newman, S. E., Francis, K. L., Donath, S. M., Davis, P. G., & Manley, B. J. (2022). Nasal high-flow therapy during neonatal endotracheal intubation. The New England journal of medicine, 386(17), 1627–1637. https://doi.org/10.1056/NEJMoa2116735

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

 

 

Description:

Learners will select a valid nursing practice problem for an evidence-based practice project proposal. The project will be completed in sections, beginning in NUR-550 and culminating in a final written paper detailing the evidence-based practice proposal in NUR-590.

The purpose of this assignment is to select a relevant nursing practice problem for your evidence-based practice project proposal. To identify a relevant problem, consider problems generally faced in nursing practice (coordination of health care, assessment, education, patient
support, trauma prevention, recovery, health screenings, etc.). Use the “PICOT Draft” template to complete this assignment.

Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT statement.

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

NUR 550 DQ Translational Research in Population Health Problems
NUR 550 DQ Translational Research in Population Health Problems

You are required to cite one peer-reviewed source 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.

 

Description

 

Objectives:

1. Identify the different levels of translational research.
2. Differentiate translational research from evidence-based practice.
3. Discuss the application of translational research to population health management.
4. Evaluate sources of translational research.
5. Select a valid nursing practice problem for an evidence-based practice project proposal

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 22 and 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapter 1 in Evidence-Based Practice in Nursing and Healthcare.

World Health Organization (WHO)

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Description:

Explore the World Health Organization (WHO) website.

Centers for Disease Control and Prevention (CDC)

Description:

Explore the Centers for Disease Control and Prevention (CDC) website.

State and County Departments of Health

Description:

Explore the websites of your state and county departments of health and access mortality and morbidity data. The link to the Arizona Department of Health Services website is provided, but students living in other states should access their county and state departments.

Non-Communicable Diseases (NCD) Burden of Disease

Description:

Read “Non-Communicable Diseases (NCD) Burden of Disease,” by the U.S. Department of Health and Human Services, located on the Centers for Disease Control and Prevention website.

GCU Library: Nursing and Health Sciences Research Guide

Description:

Review the “Nursing and Health Sciences” research guide, located on the GCU Library website.

The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?

Description:

Read “The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?” by Chipps et al., from Worldviews on Evidence-Based Nursing (2019).

Evidence-Based Practice

Description:

Read “Evidence-Based Practice” by Melnyk and Fineout-Overholt, from Encyclopedia of Nursing Research (2017).

Translation Research in Practice: An Introduction

Description:

Read “Translation Research in Practice: An Introduction,” by Titler, from Online Journal of Issues in Nursing (2018).

On Biostatistics and Clinical Trials: PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials

Description:

Read “PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials,” by Deng, from
On Biostatistics and Clinical Trials (2020).

NUR 550 DQ: Translational Research in Population Health Problems 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.