NUR 550 Identify a data collection tool you could use for your research

Sample Answer for NUR 550 Identify a data collection tool you could use for your research Included After Question

NUR 550 Identify a data collection tool you could use for your research

 

Diabetes Among African Americans 

In the United States of America, the Black community is disproportionately affected by diabetes. The high rate of the condition among the racial group is attributed to poor glycemic control as well as the disparity in access to quality care in America (Goldstein & Müller-Wieland, 2016). The population is also presumed to have an atypical presentation that results in type 1 diabetes and a subsequent clinical course in the development of type 2 diabetes. Several research studies have been conducted to assess the prevalence rate of diabetes among African Americans. Major focus aims at assessing the factors predisposing the population group to the condition and remedies used to manage its occurrences.  

Biostatistics plays an integral role in the epidemiology of diabetes among African Americans. It disentangles data gathered about the occurrences of the condition among the selected population and make valid inferences to ascertain the incidence rates of diabetes for African Americans (Daniel & Cross, 2018). Essentially, biostatistics takes into account the application of statistical methods for research investigations with a specific focus on biology and public health concern of diabetes incidences for the Black community (Goldstein & Müller-Wieland, 2016). Nonetheless, biostatistics is appropriate in validating diabetes outcomes among African Americans since it assesses the underlying factors that make the population susceptible to the condition.  

African Americans are defined as the population of the target due to high reported incidences of diabetes among the racial group estimated at 13.2%. As compared to the general population in America, Blacks are 1.7 times likely to develop diabetes than the non-Hispanic whites. African Americans can be considered as the most at risk population with regard to diabetes (Goldstein & Müller-Wieland, 2016). Care and health research is directed at developing diabetes self-care tools to address management of the condition particularly among the population group in the rural areas. Scientific research through biostatistics offers information on the emerging issues on diabetes management among the target population.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References 

Daniel, W. W., & Cross, C. L. (2018). Biostatistics: a foundation for analysis in the health sciences. Boston: Wiley. 

Goldstein, B. J., & Müller-Wieland, D. (Eds.). (2016). Type 2 diabetes: principles and practice. MA: CRC Press. 

 

  

Topic 4 DQ 2

Description:

Identify a data collection tool you could use for your research. Consider how you could employ translational research to potentially overcome barriers, which may arise during data collection. Identify the best type of translational research to address this barrier and provide a rationale for the type you have chosen. What strategies would you employ to provide an understanding of your chosen type of translational research and to gather collaborative support?

Description

Objectives:

1. Distinguish between reliability and validity in research design.
2. Analyze the reliability and validity of methods and results in a translational research article.
3. Describe strategies to maintain the integrity of translational research.
4. Discuss challenges of research design and data collections.

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 1 and 6 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapters 5 and 6 in Evidence-Based Practice in Nursing and Healthcare.

Work as an Inclusive Part of Population Health Inequities Research and Prevention

Description:

Read “Work as an Inclusive Part of Population Health Inequities Research and Prevention,” by Ahonen et al., from American Journal of Public Health(2018).

Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research

Description:

Read “Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research,” by Weiss et al., from JONA: The Journal of Nursing Administration (2018).

Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides

Description:

Read “Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides,” by Kaufman and Curl, from Environmental Health Perspectives (2019).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Identify a data collection tool you could use for your research

 

Scoping Implementation Science for the Beginner: Locating Yourself on the “Subway Line” of Translational Research

Description:

Read “Scoping Implementation Science for the Beginner: Locating Yourself on the ‘Subway Line’ of Translational Research,” by Lane-Fall, Curran, and Beidas, from BMC Medical Research Methodology (2019).

Description:

Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

NUR 550 Identify a data collection tool you could use for your 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 Identify a data collection tool you could use for your research

Title: NUR 550 Identify a data collection tool you could use for your research

Nur 550 Topic 4 Dq 2 

African-Americans have been shown to have leading mortalities when it comes to lifestyle diseases. According to research on the prevalence of obesity amongst America’s minority populations, it was discovered that 76.8% of non-Hispanic blacks over 20 years of age are obese (Abraham, Kazman, Zeno, & Deuster, 2013). In comparison, the percentage of non-Hispanic whites with the same problem stood at 68.5%. Consequently, African-Americans have suffered from cardiovascular conditions, which has further increased their mortality rates. In addition, the economic burden of managing obesity among them has left the population wallowing in poverty, making the condition a pressing concern for stakeholders.  

Researchers have undertaken the task of understanding the epidemiology of obesity among African-Americans in the United States. In order to do this, they have adopted the utilization of biostatistics to manipulate data from various sources and make valid inferences from the same. For instance, when it comes to obesity in this population, most researchers have conducted prevalence comparisons between African-Americans and other minority and majority populations. Moreover, translational researchers use biostatistics to identify the patterns regarding the vital signs of obesity and the associated symptoms so as make informed decisions concerning an appropriate intervention (Manja & Lakshminrusimha, 2014). Further, biostatics is used to compare the incidences of obesity based on gender as well as ages of individuals across the ethnic spectrum, which reveals whether genetics has a role to play therein. Thus, suffice it to say that biostatics helps researchers to understand the issue of obesity among African-Americans even better.  

However, even before the application of biostatistics principles, a population needs to be defined as a patient. In order to do this, a researcher will have to define a population based on shared risk factors for certain diseases. Whereas initially a patient is one who carried a vector within an environment, changing a population into a patient requires a researcher to choose individuals suffering from a certain condition (Swarthout & Bishop, 2017). For this to occur, these people need to be in the same environment and affected by the same factors. By doing this, a population easily becomes turned into a patient.  

 

References 

Abraham, P. A., Kazman, J. B., Zeno, S. A., & Deuster, P. A. (2013). Obesity and african americans: physiologic and behavioral pathways. ISRN obesity, 2013, 314295. doi:10.1155/2013/314295 

Manja, V., & Lakshminrusimha, S. (2014). Principles of Use of Biostatistics in Research. NeoReviews, 15(4), e133–e150. doi:10.1542/neo.15-4-e133 

Swarthout, M., & Bishop, A.M. (2017). Population health management: Review of concepts and definitions, American Journal of Health-System Pharmacy, 74(18),1405–1411, https://doi.org/10.2146/ajhp170025