NUR-550 Topic 1 DQ 2 Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses on translational research

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Topic 1 DQ 2

Nov 24-28, 2022

Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses 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.

REPLY TO DISCUSSION

Heather Kennedy

Nov 27, 2022, 1:14 PM

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YOU TUBE VIDEO

For participation credit.

Watch the 5-minute you-tube video regarding Translational research. Do you agree with the interviewee Dr. Nabil Dib that the biggest gap in translational research in the United States is completion of Phase I and Phase II trials to get the concept to the bedside? He mentioned a slow regulatory pathway and curious to hear your thoughts.

https://www.youtube.com/watch?v=IpYGTijF8e0

De Maria, T. & Dib, N. [The Genuine Article]. (2011, May 27). Translational research [Video]. YouTube. https://www.youtube.com/watch?v=IpYGTijF8e0

Corina Heimke

replied toHeather Kennedy

Nov 28, 2022, 10:31 AM

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I think that Dr. Dib is correct. We struggle to get our concepts tested quickly and then get that evidence to the bedside. I think that there are several other problems in the system that contribute to this problem. Douglas, et al. (2022) point out that there is a lack of innovation in the pharmaceutical industry, leading to difficulties with finding new treatments. Douglas et al. focused on rare diseases, in which the struggle is even greater, as such a small portion of the population is affected. This leads to a lack of funding and profit, which further decreased interest and innovation (Douglas, et al., 2022). This video is from 2011, but the problem still remains in 2022, which I think highlights the rigidity of the process. Dr. Dib presses the need for the proper infrastructure to support the research teams along the path of creating to implementing innovative treatments (2011). Innovation based solely on profits is not working in this country. There are so many different steps to this highly regulated process. Dr. Dibs mention of working with the FDA is a crucial step in creating a smoother process with his organization (2011).

De Maria, T. & Dib, N. [The Genuine Article]. (2011, May 27). Translational research [Video]. YouTube. https://www.youtube.com/watch?v=IpYGTijF8e0

Douglas, C. M. W., Aith, F., Boon, W., de Neiva Borba, M., Doganova, L., Grunebaum, S., Hagendijk, R., Lynd, L., Mallard, A., Mohamed, F. A., Moors, E., Oliveira, C. C., Paterson, F., Scanga, V., Soares, J., Raberharisoa, V., & Kleinhout-Vliek, T. (2022). Social pharmaceutical innovation and alternative forms of research, development and deployment for drugs for rare diseases. Orphanet Journal of Rare Diseases, 17(1), 1–13. https://doi-org.lopes.idm.oclc.org/10.1186/s13023-022-02476-6

LaChrisa Ginn

replied toHeather Kennedy

Nov 28, 2022, 2:09 PM

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https://www.youtube.com/watch?v=D-_lsO9dsgY

I did not fully understand Dr. Nabil Dib in the YouTube video you suggested but I found the above YouTube video easy to understand regarding translational science. This gentleman, Ahsan Choudary explained it as an interprofessional interaction between many team members such as scientists, physicians, therapists, and more to speed discoveries in the clinic. Assess which ones are the most effective, including cost effective and then make the best medical practice guidelines for our plan of care.

Heather Kennedy

replied toLaChrisa Ginn

Nov 29, 2022, 1:14 PM

Read

The video was not supposed to focus on translational research but what contributing factors there may be in why there is such a delay in implementing certain treatment and pharmacotherapeutics in the U.S. For example, lack of infrastructure, slow regulatory bodies, and cost are other contributing factors to the most significant gap in translational research in the United States. As a result, medical schools and affiliated hospitals should recognize and promote translational and clinical research and grant a high priority to institutional findings. In turn, regulatory knowledge and support are needed to accelerate the development and implementation of new devices, medications, standards, and approaches to population wellness.

I will take a look at the video you mention as that may be a good introduction to translational research to watch. Thanks!

LaChrisa Ginn

replied toHeather Kennedy

Nov 29, 2022, 2:57 PM

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Heather, Thank you! LaChrisa

Evelyn Pierre

replied toHeather Kennedy

Nov 30, 2022, 4:19 PM

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Evidence based practice is shown to produce best patient outcome. Evidence based practice is accomplished through research. Translational research is the process of disseminating the information obtained from research into clinical practice. According to Dr. Nabil Dib the biggest barrier to translational research is the slow progress of new information dissemination which causes an increase in cost of healthcare and research. This slow progress can also be attributed to lack of knowledge in toxicology and regulatory process by medical staff (DeMaria & Dib, 2011). This idea is also emphasized by Curtis et. al. (2017), who expressed similar barriers. Therefore, healthcare workers need to be adaptive and willing to learn new processes.

Reference

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of clinical nursing, 26(5-6), 862–872. https://doi.org/10.1111/jocn.13586

De Maria, T. & Dib, N. [The Genuine Article]. (2011, May 27). Translational research [Video]. YouTube. https://www.youtube.com/watch?v=IpYGTijF8e0

Tuova Williams

Nov 29, 2022, 8:37 PM

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Reeves et al. (2017) reviewed the results of a community-based research trial to assess the efficacy of an established nutrition service designed address increased weight and obesity in children in seven communities in Australia. The Good for Kids, Good for Life (Good for Kids) program operated in seven communities found in the Hunter region in Australia.

The original study was carried out between 2006 and 2010 by what was at the time the largest public health community outreach program to address childhood obesity. Multiple sectors participated and supported the program from governmental, non-governmental, public, and private, and seven separate communities were researched. The translational research portion of the study occurred in 2017 and was done by a special transitional health research department called Framework to Assess the Impact from

NUR-550 Topic 1 DQ 2 Using the GCU Library (notably the GCU Library

Translational health research (FAIT). FAIT was created with the hope of facilitating the successful implementation of the results found in translational studies. (Reves et al., 20217)

Reference:

Reeves, P., Deeming, S., Ramanathan, S., Wiggers, J., Wolfenden, L., & Searles, A. (2017). Measurement of the translation and impact from a childhood obesity trial programme: Rationale and protocol for a research impact assessment. Health Research Policy & Systems 15, 1–7. https://doi-org.lopes.idm.oclc.org/10.1186/s12961-017-0266-9

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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