NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

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Topic 1 DQ 1

Nov 24-26, 2022

Identify the different levels of translational research. Explain how translational research is different from evidence-based practice and discuss application to population health management.

REPLY TO DISCUSSION

HK

Heather Kennedy

Nov 25, 2022, 9:15 AM

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Topic 1 Classroom Assessment Technique (CAT):

 

Optional assignment for participation credit.

 

Please complete the memory matrix in the attached document and post as a reply.

 

According to Titler (2018), translational research is a fluid process from basic research then implementing in clinical practice through public health to enhance health and its outcomes. Please complete the table (Rows 1-4) to indicate how Translation Research progresses across five phases:

 

References NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

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

Attachments

CAT1.docx

REPLY

  • CH

Nov 25, 2022, 10:33 AM

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According to Titler (2018), translational research is a fluid process from basic research then implementing in clinical practice through public health to enhance health and its outcomes. Please complete the table (Rows 1-4) to indicate how Translation Research progresses across five phases:

NUR-550 Topic 1 DQ 1 Identify the different levels of translational research
NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

T0/Basic Science Research

  1. Preclinical and animal studies

 

T1/Testing efficacy and safety with small group of humans

Proof of concept/ Phase 1 clinical trials

 

T3/ 2. Testing the efficacy and safety with larger group of humans; compare to common treatments

Phase 2 and Phase 3 clinical trials

 

T4/Translation to Practice

  1. Clinical trials and clinical outcomes research

 

T5/ 4. Translation to Community

Phase 5 Population-level outcomes research

References

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

REPLY

  • SF

Nov 25, 2022, 3:27 PM

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Attached is my completed memory matrix.

Attachments

SF-CAT1.docx

REPLY

  • AD

Nov 28, 2022, 6:54 PM

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T0/Basic Science Researchà1. Preclinical and animal studies

T1/Testing efficacy and safety with a small group of humansàProof of concept/ Phase 1 clinical trials

T3/ Translation to patients à2. Phase 2 and Phase 3 clinical trials

T4/Translation to practiceà3. Phase 4 clinical trials and clinical outcomes research

T5/ 4. Transition to communityàPhase 5 Population-level outcomes research

 

References: NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

 

What is Translational Research? (n.d.-b). Translational Research Institute. https://tri.uams.edu/about-tri/what-is-translational-research/

REPLY

  • EP

Nov 29, 2022, 12:21 PM

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T0/ Basic Science Research: 1 Preclinical and animal studies

 

T1/ Testing efficacy and safety with small group of humans: Proof of concept/Phase 1 Clinical trials

 

T3/2 Testing the efficacy and safety with larger group of humans; compare to common treatments: Phase 2 and Phase 3 Clinical trials

 

T4/ Translation to Practice: 3 Clinical trials and clinical outcomes research.

 

T5/4 Translation to Community: Phase 5 Population- level outcome research

 

References

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

 

REPLY

  • LG

Nov 30, 2022, 6:35 PM

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Attachments

REPLY

LG

Nov 27, 2022, 12:06 PM(edited)

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Translational research appears to be a tool used to close the gap between evidence-base practice and the clinical delivery of direct nursing care. It is described as a way to improve population health and the delivery system. Translational science looks for ways to implement evidence based practice, so being something entirely different than EBP, it works hand in hand with EBP to improve patient outcomes. Translational research digs in to make a clear understanding of what implementation strategies work, the people they work for and answers the question of why. This body of knowledge, translation science, provides a base for guiding the selection of implementation strategies. (Titler, 2018) The are levels of translational research, T1 developing treatments and interventions, T2 testing the effectiveness of those treatments and interventions and T3 is dissemination and implementation for change. In addition another resource describes 5 phases beginning with T0 through T5. T0 starts with basic research, preclinical. T1 is testing on a small group of humans, T2 and T3 are more trials on an even larger group of humans. T4 is the outcome research / translation to practice and lastly T5 goes out to the population or translation to the community. This type of research seems more hands on and creates positive outcomes to the patients who are in need of direct and immediate care.

reference:NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

 

Titler, M.G., (2018). Translation Research in Practice: An Introduction. OJIN: The Online Journal of Issues in Nursing 23(2). https://doi.org/10.3912/OJIN.Vol23No02Man01

 

Translational research – defining the “T’s”. Translational Research – Defining the “T’s” | Translational Cancer Research Network. (n.d.). Retrieved November 27, 2022, from http://www.tcrn.unsw.edu.au/translational-research-definitions#:~:text=Translational%20Pipeline&text=The%20schematic%20outlines%2Fclassifies%20the%20stages%20of%20translational%20research%20as%3A&text=T1%20%2D%20developing%20treatments%20and%20interventions.&text=T2%20%2D%20testing%20the%20efficacy%20and%20effectiveness%20of%20these%20treatments%20and%20interventions.&text=T3%20%2D%20dissemination%20and%20implementation%20research%20for%20system%2Dwide%20change.

REPLY

  • TW

Nov 27, 2022, 8:01 PM

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I agree that translational research does come across as more hands on than traditional research. The focus of translational research incorporates humans into the research process as soon as possible with the goal of incorporating concepts that have been proven to be beneficial into practice quickly. (Titler, 2018) Titler (2018) also points out that translational research is still in the development stage

and the specific terminology and definitions for the concept have not been agreed upon yet. While researching translational research, some sites state that the concept has four phases while others mention five. Hopefully, this ambiguity of terminology will be cleared up within the healthcare industry soon.

 

Reference:NUR-550 Topic 1 DQ 1 Identify the different levels of translational research

Titler, M.G., (2018). Translation Research in Practice: An Introduction. OJIN: The Online Journal of Issues in Nursing 23(2). https://doi.org/10.3912/OJIN.Vol23No02Man01

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR-550 Topic 1 DQ 1 Identify the different levels of translational research 

NUR-550 Topic 1 DQ 1 Identify the different levels of 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.

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