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NUR 550 Explain the value of biostatistics in population health research<\/span><\/h2>\n

Sample Answer for NUR 550 Explain the value of biostatistics in population health research Included After Question<\/strong><\/span><\/h2>\n

Description:<\/strong><\/h3>\n

Explain the value of biostatistics in population health research. Describe the role of epidemiology in researching and addressing population health challenges. How are epidemiology and biostatistics significant to your evidence-based practice proposal?<\/p>\n

A Sample Answer For the Assignment: NUR 550 Explain the value of biostatistics in population health research<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NUR 550 Explain the value of biostatistics in population health research<\/h2>\n

The proposed intervention in this project is the implementation of evidence-based education program on cervical cancer screening to increase screening uptake among women aged between 20 and 35 years. There are several potential issues that are expected in the process of implementing this project. The first potential issue is biasness in educational program. Currently, existing education programs are mostly offered through radio and TV stations, which is not accessible to all. Moreover, programs only highlight limited information <\/span>that may reinforce fear, myths, misconception, and even stigma. The other potential issue is lack of accuracy in the outcome variables since outcomes are measured using different evaluation tools, which may lead to unclear differences in outcomes<\/span> (Gravina, 2017)<\/span>. Since the intervention significantly relies on published researches, there is a potential risk of publication bias where the study that favors researchers\u2019 perception is easily published than those that contradict the researchers\u2019 perception.\u00a0<\/span>\u00a0<\/span><\/p>\n

The stakeholders who can provide support include patient family members and clinicians to help in disclosing accurate prognostics. Other providers who can provide support include psychiatrics to enhance mental and emotional support. Community is also another vital stakeholder that can help mobilizing more patients for the program. The other important stakeholder is nurse manager who ensures adequate resources and proper leadership is provided during the implementation of education program. On the other hand, the leadership style that can help nurses to adapt is interdisciplinary collaboration<\/span> (Zhou <\/span>et al.,<\/span><\/i> 2021)<\/span>. It is imperative to involve various health care providers in the educational programs for cervical cancer screening to help in ensuring in-depth and wide-ranging care and success of the program.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

References<\/span>\u00a0<\/span><\/h2>\n

Gravina, E. W. (2017). Competency-based education and its effect on nursing education: A literature review. <\/span>Teaching and Learning in Nursing<\/span><\/i>, <\/span>12<\/span><\/i>(2), 117-121. https:\/\/doi.org\/10.1016\/j.teln.2016.11.004<\/a><\/span>\u00a0<\/span><\/p>\n

Zhou, Y., Li, Y., & Li, Z. (2021). Interdisciplinary collaboration between nursing and engineering in health care: A scoping review. <\/span>International Journal of Nursing Studies<\/span><\/i>, 103900. https:\/\/doi.org\/10.1016\/j.ijnurstu.2021.103900<\/a><\/span>\u00a0<\/span><\/p>\n

Description<\/h2>\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<\/a>.
\n4. Discuss the application of translational research to global issues.<\/p>\n

Practice Nursing: Essential Knowledge for the Profession<\/h3>\n

Description:<\/h4>\n

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

Population Health: Creating a Culture of Wellness<\/h3>\n
\"NUR
NUR 550 Explain the value of biostatistics in population health research<\/figcaption><\/figure>\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

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Explain the value of biostatistics in population health research<\/a><\/u><\/strong><\/span><\/p>\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

Genomics<\/h3>\n

Description:<\/h4>\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<\/a> \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

NUR 550 Explain the value of biostatistics in population health research Grading Rubric Guidelines<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

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

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/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><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\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<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

A Sample Answer 2 For the Assignment: NUR 550 Explain the value of biostatistics in population health research<\/strong><\/h2>\n

Title: NUR 550 Explain the value of biostatistics in population health research<\/strong><\/h2>\n

Research Framework and Legal and Ethical Translation\u00a0<\/span>\u00a0<\/span><\/p>\n

Before distributing the trial drug at the health fair, researchers ought to take into account the safety and efficacy of the medication to the target population. This implies that clear clinical experiments should have been conducted to guarantee safety in the use of the medication on human (<\/span>Rosenblatt & Kuhlik, 2015<\/span>). Most importantly, adverse events that arise from long term use of the drug should also be ascertained to gunner evidence on its value to human beings. However, the researchers need to ensure that their drug meets the regulatory standards and that they have a license that permits the use of the medication. <\/span>Jarow<\/span> et al. <\/span><\/i>(2016) posit that prior to distribution of the drug, the researchers should identify the role of information and language based on the consumers. This implies that they must avail all the information about the drug related to usage, contraindication, and side effects. Such communication should be disseminated in a simple and concise language readily understood by the target audience. Clear information will also allow consumers to make a decision on the choice of the drug compared to alternative medications.\u00a0<\/span>\u00a0<\/span><\/p>\n

As part of the translational research team, I will ensure that our trial drug distribution meets the ethical standards outlined by the state (<\/span>Rosenblatt & Kuhlik, 2015<\/span>). In the second step, it will also be important for me to exhibit proper behavior with regard to the established code of ethics during our engagement with the consumers. For the third step, I will maintain diligence in the course of trial distribution. In other words, I will ensure that policies on ethical standards are enforced to improve team and community involvement as we seek acceptance of the drug into the market (<\/span>Jarow <\/span>et al., <\/span><\/i>2016<\/span>). In the final step, it will be important to take into account the issuance of informed consent to seek permission from potential consumers.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

References<\/span>\u00a0<\/span><\/h2>\n

Jarow, J. P., Lemery, S., Bugin, K., Khozin, S., & Moscicki, R. (2016). Expanded access of investigational drugs: the experience of the center of drug evaluation and research over a 10-year period.\u202f<\/span>Therapeutic innovation & regulatory science<\/span><\/i>,\u202f<\/span>50<\/span><\/i>(6), 705-709.<\/span>\u00a0<\/span><\/p>\n

Rosenblatt, M., & Kuhlik, B. (2015). Principles and challenges in access to experimental medicines.\u202f<\/span>Jama<\/span><\/i>,\u202f<\/span>313<\/span><\/i>(20), 2023-2024.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

NUR 550 Explain the value of biostatistics in population health research Sample Answer for NUR 550 Explain the value of biostatistics in population health research Included After Question Description: Explain the value of biostatistics in population health research. Describe the role of epidemiology in researching and addressing population health challenges. 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