NUR 550 Select a population health problem or issue of interest from the available studies

NUR 550 Select a population health problem or issue of interest from the available studies

Sample Answer for NUR 550 Select a population health problem or issue of interest from the available studies Included After Question

Translational Research on Cardiovascular Disease: Myocardial Infarction  

The selected study is based on the disproportionate prevalence of cardiovascular diseases (CVD) among African Americans. Particularly, the translational research focuses on myocardial infarction (MI) or heart attack (Carnethon et al., 2017). According to the study, 356.7 African American men died from MI compared to 270 non-Hispanic white men and 197.4 Hispanic men. Besides, the gaps in life expectancy between the non-Hispanic whites and the African American is large, mainly driven by excess mortality related to CVD for the Blacks.  

The study indicates that the genetic risk factors, disparity in access to healthcare and social determinant of health based on lifestyle factors attribute to high rates of CVD among African Americans. The article uses translational research type four (T4) to illustrate the population health impacts of African Americans with regard to CVD. It analyses morbidity, mortality, and health risk factors among Blacks (Carnethon et al., 2017). The T4 is the best phase of research since it reflects many disciplines and is based on a pattern of monitoring the morbidity patterns among the population group. This phase of research improves outcomes in results from the selected population study by taking into account the health practices of African Americans.  

According to Frati et al. (2015), translational research illustrates the risk factor burden to CVDs among the Blacks hence it is the most suitable tool to measure the population differences in disease incidences. A heart attack is determined by genetic factors and through translational research, the association of CVD among the population group is amplified. Translational research also highlights the contextual factors on issues related to lower income, less access to MI preventive strategies and low health literacy as among the factors associated with high incidences of CVD among the Blacks. As such, translational research offers an avenue for preventive strategies to address MI among African Americans.  

References 

Carnethon, M. R., Pu, J., Howard, G., Albert, M. A., Anderson, C. A., Bertoni, A. G., & Yancy, C. W. (2017). Cardiovascular health in African Americans: a scientific statement from the American Heart Association. Circulation, 136(21), e393-e423. 

Frati, G., Benedetto, U., Biondi-Zoccai, G., & Sciarretta, S. (2015). Bridging the gap between translational and outcome research in cardiovascular disease. BioMed research international, 2015.  

NUR 550 Select a population health problem or issue of interest from the available studies

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.

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.

NUR 550 Select a population health problem or issue of interest from the available studies
NUR 550 Select a population health problem or issue of interest from the available studies

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)

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

NUR 550 Select a population health problem or issue of interest from the available studies
NUR 550 Select a population health problem or issue of interest from the available studies

 

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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 Select a population health problem or issue of interest from the available studies 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 Select a population health problem or issue of interest from the available studies

Title: NUR 550 Select a population health problem or issue of interest from the available studies

Topic 1 DQ 2: Translational Research in Studies 

Population health problems change with time, and health care research examines the problems using various approaches. One of the present health problems forming the basis of many research studies is COVID-19. A study by Diao et al. (2020) examined how T cells in patients with COVID-19 reduce and get functionally exhausted. Through a retrospective review of the counts of T cells and serum cytokine concentration from patients, Diao et al. (2020) found that T cells reduced dramatically in COVID-19 patients, particularly those requiring intensive care. 

Translational research has various phases, and this study is an example of phase T1 translational research. According to Zarbin (2020), phase T1 translational research involves developing concepts and discoveries from basic research through early phase clinical trials in humans. The study was an early phase clinical trials on disease mechanisms. After finding how T cells reduce and the risk the change poses to COVID-19 patients, Diao et al. (2020) proposed the need for urgent intervention regardless of whether a COVID-19 patient shows severe symptoms due to the high-risk nature of the illness and the possibility of the condition deteriorating. 

On why this (phase T1 research) is the best approach, population health problems can only be solved when discoveries are made to respond to current or emerging issues. Zarbin (2020) posited that translational research is different from basic research since translational research is performed with thought of practical ends. It is the same case in phase T1 translational research as applied in the above study. The knowledge derived from the experiment with humans is not primarily for general knowledge. Instead, it is a means to addressing important practice problems, and the study provides the way towards achieving the same. 

References 

Diao, B., Wang, C., Tan, Y., Chen, X., Liu, Y., Ning, L., … & Chen, Y. (2020). Reduction and functional exhaustion of T cells in patients with coronavirus disease 2019 (COVID-19). Frontiers in Immunology, 11, 827. https://doi.org/10.3389/fimmu.2020.00827 

Zarbin, M. (2020). What constitutes translational research? Implications for the scope of translational vision science and technology. Translational Vision Science & Technology, 9(8), 22-22. https://tvst.arvojournals.org/article.aspx?articleid=2770301