NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

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Topic 2 DQ 2

Dec 1-5, 2022

Consider ecological and global issues, social determinants of health, principles of genetics, and genomics. Explain how translational research can be applied in these areas to address the burden of global disease.

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Heather Kennedy

Dec 4, 2022, 3:55 PM

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Optional assignment for participation credit.

Review the 4 minute video on Youtube on the “Introduction of Research Methods” by Greg Martin. Name an example of both a qualitative and quantitative research method he chalked on the blackboard.

https://youtu.be/PDjS20kic54

 

Martin, G. (2013, October 28). Research Methods – Introduction [Video]. YouTube. https://www.youtube.com/watch?v=PDjS20kic54

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• SF

Dec 5, 2022, 3:32 PM

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This video gives an excellent overview of qualitative and quantitative research! Qualitative research aims to understand or make discoveries on the quality or nature of a certain phenomenon, while quantitative research looks at the extent or prevalence of a specific occurrence or association (Martin, 2013). Some examples of qualitative research methods include simple observation, and the conduction of interviews, focus groups, or surveys (Martin, 2013). Quantitative research methods can be observational, like case studies, or interventional (Martin, 2013). The Interventional category is the randomized controlled trial, which is considered the gold standard for research and is one I am personally more familiar with.

ReferenceNUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

Martin, G. (2013, October 28). Research Methods – Introduction [Video]. YouTube. https://www.youtube.com/watch?v=PDjS20kic54

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• LG

Dec 5, 2022, 4:12 PM

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The video was informative. He described the difference between qualitative and quantitative research.

Qualitative research tells detailed information about who, why, what, how, or when. This information is obtained by observations, interviews, focus groups or surveys. Quantitative research tells “how much”. This type of research can be either observational or interventional. The observational research is obtained by cross sectional surveys, case control studies, cohort, or ecological.

Martin, G. (2013, October 28). Research Methods – Introduction [Video]. YouTube. https://www.youtube.com/watch?v=PDjS20kic54

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• CH

Dec 5, 2022, 7:12 PM

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Very nice overview of qualitative versus quantitative research. I like the comparison of what each type of research is looking for. In qualitative research, we are trying to answer the who, what, when, where, how, and why. Qualitative research methods include surveys, focus groups, and observation (Martin, 2013). When performing quantitative research, we are trying to find out how much. This can be for an occurrence or relationship. Occurrences are studied using cross sectional surveys, cohort studies, or case control studies (Martin, 2013). The research style to study cause and effect relationships is randomized clinical trial, where a control group and an intervention group are studied to determine causal effect.

Martin, G. (2013, October 28). Research Methods – Introduction [Video]. YouTube. https://www.youtube.com/watch?v=PDjS20kic54

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• AD

Dec 6, 2022, 6:58 PM

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This was a great video, especially for this week’s assignment, to help understand the difference between qualitative and quantitative research. Qualitative research will look how, who, what, how, when, and why (Martin, 2013). It focuses on the nature of the phenomenon, essentially what is causing that phenomenon to occur. Researchers will focus on observing a community or interviewing participants. Quantitative research answers the question of how much, looking at the big picture (Martin, 2013). The outcome and the risk factors leading up to it.

 

References:NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

 

Martin, G. (2013, October 28). Research Methods – Introduction [Video]. YouTube. https://www.youtube.com/watch?v=PDjS20kic54

REPLY

AD

Read

Translational research is the process of turning observations seen in the community into interventions that will improve the health of the public. The challenge of doing this process is taking basic discoveries observed and turning them into health benefits (Gilliland et al., 2016). Global disease is increasing at an alarming rate, with the population accumulating more and more chronic conditions. Our society, especially in the United States, has more health disparities and social determinants than any other country. I think it largely has to do with our diet. The food we eat is pumped with different chemicals and preservatives, aiding in our demise of different health diseases/conditions. Based on these theories, research should be funded, trying to isolate what chemical is causing them. Translational researchers can learn information from the real-world experiences of patients living with these different health disparities. For

example, isolating and connecting the dots to what causes cancer. It is essential to advocate and increase the understanding of this transitional research, gaining prospects from different funders and policymakers, and helping to improve our communities and the lives of others.

 

References:NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics

 

Gilliland, C. T., Zuk, D., Kocis, P., Johnson, M., Hay, S., Hajduch, M., Bietrix, F., Aversa, G., Austin, C. P., & Ussi, A. E. (2016). Putting translational science on to a global stage. Nature Reviews Drug Discovery, 15(4), 217–218. https://doi.org/10.1038/nrd.2016.33

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NUR-550 Topic 2 DQ 2 Consider ecological and global issues, social determinants of health, principles of genetics, and genomics 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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