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NUR 550 Discussion: Applying Translational Research in Global Issues<\/span><\/h2>\n

Sample Answer for NUR 550 Discussion: Applying Translational Research in Global Issues Included After Question<\/strong><\/h2>\n

Topic 2 DQ 2<\/strong><\/h2>\n

Description:<\/h3>\n

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

A Sample Answer For the Assignment: NUR 550 Discussion: Applying Translational Research in Global Issues<\/strong><\/h2>\n

Title: <\/strong> NUR 550 Discussion: Applying Translational Research in Global Issues<\/strong><\/h2>\n

Because chronic disease is the most costly and preventable in the United States, the US Department of Health and Human Services (HHS) created academic research centers that \u201c\u2026conduct community based applied public health research to address chronic disease\u2026causes of death and disability in the United State\u201d (CDC, 2022).
\nHealthcare is slowly shifting from a proactive to a more reactive stance when it comes to public health. Insurances are now mandated to cover more preventative services than in the past. Currently, there is an array of screenings they must provide, some of which include some cancer screenings, diet counseling, and alcohol misuse screenings, among many others (Preventative, n.d.). Part of those screenings include genomics; \u201cGenomics plays a role in 9 out of 10 leading causes of death\u2026\u201d (Genomics, 2022). Multidisciplinary research in ecological and global issues, and social determinants is key to establishing which diseases are more prevalent in the communities and which need to be addressed. But traditional research takes year to reach application, therefore it is no longer the only or the most effective way to address public health; translational research is helping bridge that gap between research and application.<\/p>\n

Translations research, also known as implementation science, tests implementation interventions as well as clarify \u201c\u2026what implementations work for whom\u201d (Titler, 2018). The wait time between evidence-based research and application contributes to poor health outcomes; translational research integrates evidence-based research into practice to improve health care delivery and improve the burden of global disease (Titler, 2018).<\/p>\n

References<\/h2>\n

Centers for Disease Control and Prevention. (2022, November 10). Prevention Research Centers. Centers for Disease Control and Prevention. Retrieved January 29, 2023, from https:\/\/www.cdc.gov\/prc\/<\/a><\/p>\n

Genomics.Healthy People 2020. (2022). Retrieved January 29, 2023, from https:\/\/wayback.archive-it.org\/5774\/20220413202808\/https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/genomics<\/a><\/p>\n

Preventive care benefits for adults. HealthCare.gov. (n.d.). Retrieved January 29, 2023, from https:\/\/www.healthcare.gov\/preventive-care-adults\/<\/a><\/p>\n

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<\/a><\/p>\n

A Sample Answer 2 For the Assignment: NUR 550 Discussion: Applying Translational Research in Global Issues<\/strong><\/h2>\n

Title: <\/strong> NUR 550 Discussion: Applying Translational Research in Global Issues<\/strong><\/h2>\n

When considering ecological and global issues, social determinants of health, genetics, and genomics, translational research methods are the key to moving new therapies into clinical practice – easing the burden of global diseases and disorders. Thus, translational research examines how scientific work can be moved into clinical practice to inspire evidence-based practice changes that benefit society (\u201cTranslation research\u201d, 2020).<\/p>\n

By recognizing how social determinants such as economic stability, educational quality, educational levels, health care access, and quality impact populations, researchers can be better positioned to understand how to address, reduce, and prevent certain disorders and diseases of specific populations in the future.<\/p>\n

According to DeNisco, 2019, p.193, incidences of cancer around the world are rising. The pain and suffering stemming from cancer and other diseases and health disorders is a motivational factor that may influence science researchers into utilizing translational research to translate new treatments, medications, and technological products into clinical practice in a timely manner.<\/p>\n

Currently, an area of research – called genetic engineering, is in place to assist in customizing and individualizing patient care (DeNisco, 2019, p. 392). Thus, genetic engineering is where the genome (an organism\u2019s DNA and all of its genes), is plotted to provide an understanding of individual DNA, which also analyzes the impact of external factors (genomics), (DeNisco, 2019, p. 392).<\/p>\n

Hence, in their article, Ren et al., 2022 discussed that they applied translational research to pave the way in developing new generation treatments to treat inherited retinal disease (IRD), where their approaches entered into clinical phases of development, and some have translated into approved products that assist in manifesting improved patient outcomes related to IRD.<\/p>\n

References<\/strong><\/h2>\n

DeNisco, S. M. (2019).\u00a0Advanced Practice Nursing: Essential knowledge for the profession<\/em>\u00a0(3rd ed.). Jones & Bartlett Learning.<\/p>\n

Ren, D., Fisson, S., Dalkara, D., & Ail, D. (2022). Immune Responses to Gene Editing by Viral and Non-Viral Delivery Vectors Used in Retinal Gene Therapy.\u00a0Pharmaceutics, 14<\/em>(9), N.PAG.\u00a0https:\/\/10.3390\/pharmaceutics14091973<\/a><\/p>\n

Translation research<\/em>. (2020, February 24). Centers for Disease Control and Prevention.\u00a0https:\/\/www.cdc.gov\/niosh\/topics\/translationresearch\/default.html<\/a><\/p>\n

Description:<\/h2>\n

The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.<\/p>\n

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.<\/p>\n

Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.<\/p>\n

\"NUR<\/a>
NUR 550 Discussion Applying Translational Research in Global Issues<\/figcaption><\/figure>\n

Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.<\/p>\n

Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n

You are required to cite four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n

You are not required to submit this assignment to LopesWrite.<\/p>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Discussion: Applying Translational Research in Global Issues<\/span><\/strong><\/a><\/p>\n

 <\/p>\n

Description<\/h3>\n

Objectives:<\/h4>\n

1. Describe the role of epidemiology in researching population health challenges.
\n2. Describe the role of epidemiology in addressing population health challenges.
\n3. Explain the value of biostatistics in population health research.
\n4. Discuss the application of translational research to global issues<\/p>\n

Description:<\/h3>\n

Read Chapter 19 in Advanced Practice Nursing: Essential Knowledge for the Profession.<\/p>\n

Population Health: Creating a Culture of Wellness<\/h3>\n

Description:<\/h4>\n

Read Chapters 2 and 3 in Population Health: Creating a Culture of Wellness.<\/p>\n

Evidence-Based Practice in Nursing and Healthcare<\/h3>\n

Description:<\/h4>\n

Read Chapters 2 and 3 in Evidence-Based Practice in Nursing and Healthcare.<\/p>\n

Biostatistics<\/h3>\n

Description:<\/h4>\n

Read “Biostatistics,” by Minkoff, from Magill’s Medical Guide (2018).<\/p>\n

Population Health<\/h3>\n

Description:<\/h4>\n

Read “Population Health” by Bibb, from Encyclopedia of Nursing Research (2017).<\/p>\n

A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes<\/h3>\n

Description:<\/h4>\n

Read “A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes,” by Christine et al., from Health Research Policy and Systems (2018).<\/p>\n

Translational Research<\/h3>\n

Description:<\/h4>\n

Read “Translational Research” by White, from Encyclopedia of Nursing Research (2017).<\/p>\n

Overview and Summary: Translational Research: From Knowledge to Practice<\/h3>\n

Description:<\/h4>\n

Read “Overview and Summary: Translational Research: From Knowledge to Practice,” by Naylor, from Online Journal of Issues in Nursing (2018).<\/p>\n

NUR 550 Discussion: Applying Translational Research in Global Issues <\/em>Grading Rubric<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

100%<\/strong><\/p>\n

16 points<\/strong><\/td>\n

Very good or high level of performance<\/strong><\/p>\n

88%<\/strong><\/p>\n

14 points<\/strong><\/td>\n

Acceptable level of performance<\/strong><\/p>\n

81%<\/strong><\/p>\n

13 points<\/strong><\/td>\n

Inadequate demonstration of expectations<\/strong><\/p>\n

68%<\/strong><\/p>\n

11 points<\/strong><\/td>\n

Deficient level of performance<\/strong><\/p>\n

56%<\/strong><\/p>\n

9 points<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Failing level<\/strong><\/p>\n

of performance<\/strong><\/p>\n

55% or less<\/strong><\/p>\n

0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n

\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge<\/strong><\/p>\n

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n
    \n
  • Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n<\/td>\n<\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue <\/strong><\/p>\n

Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n

Responses are substantive and relate to the topic.<\/strong><\/td>\n

Demonstrated all <\/strong>of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 3 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\nDemonstrated 2 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 1 or less of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA <\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/p>\n

Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n

The following was present:<\/p>\n
    \n
  • 0-3 errors in APA format<\/li>\n<\/ul>\n

    AND<\/p>\n

      \n
    • Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND<\/p>\n

        \n
      • Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 4-6 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 7-9 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 10- 12 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 13 – 15 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n

        AND\/OR<\/p>\n

          \n
        • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Deducted<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Participation<\/strong><\/p>\n

Requirements <\/strong><\/td>\n

Demonstrated the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
    \n
  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\nDemonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n
    \n
  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

    NUR 550 Discussion: Applying Translational Research in Global Issues Sample Answer for NUR 550 Discussion: Applying Translational Research in Global Issues Included After Question Topic 2 DQ 2 Description: Consider ecological and global issues, social determinants of health, principles of genetics, and genomics. 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