NUR 550 Topic 1 Discussion Question 2 translational research -

NUR 550 Topic 1 Discussion Question 2 translational research

Re: Topic 1 DQ 2

T1 translational research was used in this study. Translational research at the T1 level is concerned with the creation of therapies and interventions (Vukotich, 2016). A multidisciplinary strategy was used in this study to increase nutrition in preterm infants. Despite the existence of approved nutritional recommendations, frequent chart audits indicated noncompliance (Page et al., 2017). As a result, an evidence–practice divide existed. The researchers’ objective was to identify hurdles to providing proper nutrition on time in a tertiary level Neonatal Critical Care Unit through the establishment of an implementation project to assure best practices (Page et al., 2017). Individual interviews with medical and nursing staff were conducted and digitally recorded with the participants’ informed consent (Page et al., 2017). Following analysis of the interview questions, it was determined that inconsistent practice and a lack of adherence to nutritional assistance standards were a barrier to obtaining adequate early nutrition (Page et al., 2017). This study resulted in the development, implementation, and evaluation of relevant and targeted interventions (Page et al., 2017).

T1 translational research was done to address the need for interventions to improve adherence to nutritional standards in the management of preterm neonates. New knowledge was obtained to help improve patient treatment and outcomes. Additionally, the interventions produced were designed to alter behavior and close the evidence–practice divide.

NUR 550 Topic 1 Discussion Question 2 translational research References

Page, D., Gilroy, M., Hurrion, E., Clark, L., & Wilkinson, S. (2017). Optimising early neonatal nutrition using translational research methodology. Nutrition & Dietetics, 74(5), 460–470. https://doi-org.lopes.idm.oclc.org/10.1111/1747-0080.12333

Vukotich, C. J., Jr. (2016). Challenges of T3 and T4 translational research. Journal of Research Practice, 12(2). Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/552/454

Re: Topic 1 DQ 2

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Great post, evidence-based practice has been evolving over the past 25 years and has become important within medical-based practice and research. All medical treatment options demand the process of an application when trying to making a decision based on evidence-based practice—ensuring that there is a successful process towards diagnostic studies, measuring levels of prognosis and therapy for specific clients, and the expertise of their doctor. In healthcare, doctors use evidence when making decisions. However, it is essential to have scientific support that will benefit the client and financial supporters of healthcare (Dreier & Löhler, 2017)—introducing the end to evidence gaps which entails a large amount of staff, costly resources, and organizational skills. The evidence-practice gap is defined as specialists’ failure to implement established practices that improve patient outcomes—the disparity between traditional clinical conduct and evidence-based recommendations. As healthcare providers, that is a significant concern when it comes to the research-practice gap. The goal is to close the research-practice gap to share various responsibilities that will focus on the progression and improving access to research. Some factors affect the idea of the research gap, which includes translation and change. In some cases, staff members will have trouble with translating the change in healthcare settings. Both staff and management need to have an equal understanding of structural change. NUR 550 Topic 1 Discussion Question 2

Dreier, G., & Löhler, J. (2017). Evidence and evidence gaps – an introduction. GMS Current Topics in Otorhinolaryngology, Head and Neck Surgery, 15(15). https://doi.org/10.3205/cto000138

Re: Topic 1 DQ 2

According to the Centers for Disease Control (CDC), 34.2 million people in the United States have diabetes with 7.3 million people being undiagnosed with the highest percentage of 5.4 % being in individuals greater than or equal to 65 years of age (CDC, 2020). Of those that are undiagnosed, the highest percent of 4.6% is in the Asian and non-Hispanic population (CDC, 2020). When looking through the database I came across an article on Niclosamide ethanolamine salt (NEN) improving diabetes and diabetic kidney disease in mice. Diabetes is a problem worldwide and definitely leads to renal complications along with other challenges (Han et al., 2018). This study looked at the use of NEN and how it could improve diabetic symptoms in type 1 diabetes (T1D) as evidence has shown that it could improve diabetic symptoms in individuals with type 2 diabetes (T2D). NUR 550 Topic 1 Discussion Question 2In this study the use NEN was shown to increase serum insulin levels and slow the progression of diabetic kidney disease in T1D (Han et al., 2018). What I found interesting in this article was that the control mice showed high fasting blood glucose levels, hemoglobin A1c levels, and urine glucose levels and when treating other T1D mice with NEN for 8 weeks, the results showed that NEN significantly reduced the blood glucose levels in these mice (Han et al., 2018). This study could be promising for future treatment with T1D patients and slowing the progression of diabetic kidney disease. The testing in this study was performed on mice making this a T0 translational research study. This level/phase of translational research is best for this study so that no human subjects are harmed in the preclinical studies until the safety of the intervention has been determined.

NUR 550 Topic 1 Discussion Question 2 translational research References:

Centers for Disease Control and Prevention (CDC). (2020). Prevalence of both diagnosed and undiagnosed diabetes. https://www.cdc.gov/diabetes/data/statistics-report/diagnosed-undiagnosed-diabetes.htmlHan, P., Shao, M., Guo, L., Wang, W., Song, G., Yu, X., Zhang, C., Ge, N., Yi, T., Li, S., Du, H., & Sun, H. (2018). Niclosamide ethanolamine improves diabetes and diabetic kidney disease in mice. American Journal of Translational Research, 10(4), 1071-1084.

NUR 550 Topic 1 Discussion Question 2 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.