Assignment: Translational Research Organizer

Assignment: Translational Research Organizer

Assignment: Translational Research Organizer

Translational Research Graphic Organizer Template

 

  < Nephrology Research> < The distinction between structured (practical) and unstructured (theoretical) research in clinical trials > Observations (Similarities/Differences)
Methodology  

The T1, T2 and T3 translational studies compel the researcher to directly participate in the study variables with the sole intention of achieving the research objectives. The research full controls both the independent and dependent variables throughout the life of the study. For each of the three studies, the following methodologies are seen:

T1: Case studies, Phases I & II Clinical Trials, and observational studies.

T2: Phase IV Clinical trials, Diffusion research, Dissemination research and Implementation Research.

T3: Evidence synthesis, Guidelines, Observations, and Phase III Clinical Trials

 

 

 

 

Traditional practices also have their own methodologies. They are different as thus:

Qualitative: Boyack et al. (2014) reveals that qualitative studies have adopt observations, focus groups, observation, and individual depth interviews to obtain data.

Quantitative: These studies utilize methods such as surveys, simulations and audits to get data.

Translational research and traditional research are complex endeavors that lead to the adoption of hypothesis in order to formulate clinical decisions.

Further, the researchers in both studies are required to establish a design and then take part in the research process.

However, translational research undertakings are monitored closely so as to answer certain biomedical issues.

Goals  

T1: Formulating treatments as well as interventions (Harrington & Hauskeller, 2014).

T2: Implementation and Dissemination of research outcomes to effect system-wide change (Ullah, 2017).

T3: Testing efficaciousness and effectiveness of the formulated interventions and treatments (Ortiz, 2015).

 

 

 

 

The qualitative studies are used to formulate a comprehension of the underlying causes as well as motivations (Boyack et al., 2014). They further reveal prevalent trends in opinions and thoughts. On the other hand, quantitative studies seek to identity data and then make a generalization of the results predicated upon a certain sample to the population that a researcher is interested in studying. Translational research addresses a certain health care policy with a view of integrating evidence-based solutions into practice. Nevertheless, traditional research seeks to examine human behavior as well as discover facts concerning a certain phenomenon in the social sphere.
Data Collection The data for the studies were obtained from clinical trials, practice-based research networks as well as population –based interventions.

 

 

 

 

 

The collection of data for qualitative studies occur through participant observation. However, when it comes to quantitative research, the same process is achieved through measuring of variables. Whereas translational research entails the implementation of research study outcomes in practice, traditional studies principally entail analyzing obtained data using multifarious statistical tools.

 

References

Boyack, K. W., Patek, M., Ungar, L. H., Yoon, P., & Klavans, R. (2014). Classification of individual articles from all of science by research level. Journal of Informetrics8(1), 1-12.

Harrington, J., & Hauskeller, C. (2014). Translational research: an imperative shaping the spaces in biomedicine. TECNOSCIENZA: Italian Journal of Science & Technology Studies5(1), 191-202.

Ortiz, A. (2015). Translational nephrology: what translational research is and a bird’s-eye view on translational research in nephrology. Clinical kidney journal8(1), 14-22.

Ullah, M. H. (2017). TRANSLATIONAL RESEARCH. Advances in Basic Medical Sciences (PMDC Recognized)1(1).

 

The population identified for the research involves African Americans suffering from Type 2 diabetes. African Americans are considered to have a higher risk of type 2 diabetes compared to other races. In most cases, obesity, genetic traits, as well as insulin resistance contributes to the risk of type 2 diabetes. Black Americans have the highest rates of diabetic complications as a result of the racial disparities in the healthcare system and poor glycaemic control. Afro-Americans suffering from diabetes often possess atypical presentation that simulates type 1 diabetes, however, there succeeding clinical course is a typical type 2 diabetes. Socially, the assistance from nurses, structured disease management protocols, diabetic educators, as well as the interventions of other medical professionals are some of the effective measures when it comes to the management of type 2 diabetic among the African Americans in the United States (Carpenter, DiChiacchio & Barker, 2019). Type 2 diabetes is the most common type of diabetes and it begins after forty years. The body is unable to make enough or properly use insulin which results in increased blood sugar levels. Research indicates that black adults are at higher risk of developing type 2 diabetes compared to white adults.

Synthesis of Nursing Science, Determinants of Health, and

Epidemiologic and Genetic Data

The application of nursing science is essential in the management of type 2 diabetes among African Americans. With the application of evidenced-based practices as well as the community interventions, African Americans who have low income can access the medical system and nursing care that can enable them control physiological factors that can lead to type 2 diabetes. For instance, nursing interventions that are geared towards reducing obesity are some of the essential factors when it comes to the management or control of obesity among African Americans. Changing the lifestyle, nutritional practices, and creation of a healthy environment are some of the health determinants that can be used to manage type 2 diabetes or factors that may lead to it among African Americans (Hu et al., 2016). The epidemiological approaches and genomic studies among African Americans are some of the approaches that can be used to identify the best intervention approaches in the management of type 2 diabetes or the conditions associated with it such as obesity.

The foundation of handling type 2 diabetes is lifestyle changes. The use of pharmacological agents should supplement diet and exercise and should not replace them. Research reveals that intensive lifestyle interventions prevent the progression of impaired glucose tolerance and diabetes effectively than metformin. Nevertheless, African Americans lack intensification of treatment and thus do not achieve adequate glycemic control. The population does not comply with self-monitoring or adhere to treatment due to economic factors, literacy levels, sociocultural factors and lack of diabetes education (Chlebowy et al., 2019). These challenges can be dealt with if providers follow the recommendation from the American Diabetes Association. The presence of genetic data may impact the population health management. In other words, the data may be used in the study of other factors or conditions that may be associated with type 2 diabetes. For instance, data on obesity among African Americans may be applied in the determination of the presence of hemoglobin A1C, a genome linked to the type 2 diabetes.

Potential Solution for Solving the Problem of Type 2 Diabetes

Among African Americans

One of the potential solution to type 2 diabetes is lifestyle change. Embracing physical exercise and eating healthy is essential in reducing health complications that lead to diabetes. Also, there is the need for interventions, facilitating preventive factors and practices that can lower in the incidences if type 2 diabetes among African Americans (Konstantinos, 2018). The adoption or application of the nurse-led diabetes self-assessment education may often lead to the reduction of complications caused by the conditions, as well as other conditions such as end-stage renal diseases. Assessments are important in ensuring earlier diagnosis and as well as the development of appropriate interventions that may enable patients adhere to the control measures aimed at prolonging their lives.

PICOT Statement

African Americans are vulnerable to type 2 diabetes due to their lifestyle and the inability to get quality care from healthcare institutions. When compared to other races, African Americans lead with the highest number of infections of type 2 diabetes.

PICOT Question

What are some of the potential solution to type 2 diabetes among African Americans?

How the Solution Incorporate Health Policies

The solution to type 2 diabetes among African Americans incorporate different health policies and goals that support healthcare quality. The general goals of the healthcare institution is to ensure a healthy population. Encouraging physical exercise and lifestyle change is a general call that ensure reduction in the cardiovascular diseases associated with type 2 diabetes. Health policies also stipulate that prevention is better than cure. Therefore, with the intervention mechanisms from both the healthcare system and personal decisions, it will be much easier to control diabetes among African American population. Increasing the quality of life among the African Americans who have Type 2 diabetes is an essential step that would ensure a reduction in deaths as well as the severity of the disease.

References

Carpenter, R., DiChiacchio, T., & Barker, K. (2019). Interventions for self-management of type 2 diabetes: An integrative review. International journal of nursing sciences, 6(1), 70-91. https://doi.org/10.1016/j.ijnss.2018.12.002

Chlebowy, D. O., Batscha, C., Kubiak, N., & Crawford, T. (2019). Relationships of Depression, Anxiety, and Stress with Adherence to Self-Management Behaviors and Diabetes Measures in African American Adults with Type 2 Diabetes. Journal of racial and ethnic health disparities, 6(1), 71-76. https://doi.org/10.1007/s40615-018-0500-3

Hu, J., Amirehsani, K. A., Wallace, D. C., McCoy, T. P., & Silva, Z. (2016). A family-based, culturally tailored diabetes intervention for Hispanics and their family members. The Diabetes Educator, 42(3), 299-314. https://doi.org/10.1177/0145721716636961

Konstantinos, K. (2018). Self-Care Management of African American Men with Type 2 Diabetes. Walden University, ProQuest Dissertations Publishing. https://scholarworks.waldenu.edu/dissertations/4930/

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment: Translational Research Organizer

Question Description
Use the “Translational Research Graphic Organizer Template” to compare three types of translational research with traditional (qualitative or quantitative) research. Make sure to include methodology, goals, and data collection in your organizer.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

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.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O500 Translational Research Graphic Organizer 100.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Translational Research Graphic Organizer 100.0%
Comparison of Research in Relation to Methodology 25.0% A comparison of research in relation to methodology is not included. A comparison of research in relation to methodology is present, but it lacks detail or is incomplete. A comparison of research in relation to methodology is present. A comparison of research in relation to methodology is clearly provided and well developed. A comprehensive comparison of research in relation to methodology is thoroughly developed with supporting details.

Comparison of Research in Relation to Goals 25.0% A comparison of research in relation to goals is not included. A comparison of research in relation to goals is present, but it lacks detail or is incomplete. A comparison of research in relation to goals is present. A comparison of research in relation to goals is clearly provided and well developed. A comprehensive comparison of research in relation to goals is thoroughly developed with supporting details.

Comparison of Research in Relation to Data Collection 25.0% A comparison of research in relation to data collection is not included. A comparison of research in relation to data collection is present, but it lacks detail or is incomplete. A comparison of research in relation to data collection is present. A comparison of research in relation to data collection is clearly provided and well developed. A comprehensive comparison research in relation to data collection is thoroughly developed with supporting details.

Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

Presentation 10.0% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.