NUR 550 Translational Research Graphic Organizer
NUR 550 Translational Research Graphic Organizer
NUR550 Translational Research Graphic Organizer
Translational Research Graphic Organizer Template
| T2, T3, and T4 Translational Research | Quantitative | Observations (Similarities/Differences) | |
| Methodology | Belfield, K., Chen, X., Smith, E., Ashraf, W., & Bayston, R. (2019). An antimicrobial impregnated urinary catheter that reduces mineral encrustation and prevents colonisation by multi-drug resistant organisms for up to 12 weeks. Acta Biomaterialia, 90. https://doi.org/10.1016/j.actbio.2019.03.042
The above translational study utilized quantitative methods of data collection. They included the use of questionnaires and monitoring of physiological parameters of response to treatment. The participants were randomly assigned to either treatment or control groups. The participants in the intervention group received the treatment while those in the control group received the usual treatment. Quantitative methods of data analysis were used. The results were analyzed using median and range, mean and standard deviation.
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Vopni, R., Voice, A., de, R. C. S., Garza, J., & de, R. W. T. (2021). Use of Antimicrobial-Coated Catheters in Preventing Catheter-Associated Urinary Tract Infections and Bacteriuria: A Meta-Analysis for Clinicians. Urology Practice, 0(0), 10.1097/UPJ.0000000000000254. https://doi.org/10.1097/UPJ.0000000000000254
Quantitative studies such as the above use quantitative methodologies. Researchers may or may not utilize randomization of study participants. They also control the variables in the study to determine their cause-effect relationships. |
Translational research and quantitative research use similar methodologies. They control the variables to determine their cause-effect relationships. They may use methods such as randomization to determine the effect of an intervention on variables under investigation. |
| Goals | Cisneros, A. (2018). Implementation and Evaluation of a Nurse-Driven Protocol for Urinary Catheter Management. Doctor of Nursing Practice (DNP) Projects. https://repository.usfca.edu/dnp/151
The goals of T-Level 3 studies are to examine the ways in which guidelines and recommendations can be applied in practice. The studies focus on the translation of protocol and guideline recommendations in patient care. An example is the above article where the researchers explored the translation of recommended use of anti-microbial-treated urinary catheters to reduce the risk and prevent catheter-associated infections.
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The goal of quantitative studies is to determine the cause-effect relationship between variables. They also test theories or hypotheses developed through qualitative research. They also inform clinical practice on the effectiveness of the interventions utilized in patient care. | The goals of T-level 3 translational research differ from those of quantitative studies. While T-level 3 studies focus on ways of applying clinical guidelines and recommendations, quantitative studies test the effectiveness of the clinical guidelines and recommendations in practice. |
| Data Collection | Gavin, N. C., Kleidon, T. M., Larsen, E., O’Brien, C., Ullman, A., Northfield, S., Mihala, G., Runnegar, N., Marsh, N., & Rickard, C. M. (2020). A comparison of hydrophobic polyurethane and polyurethane peripherally inserted central catheter: Results from a feasibility randomized controlled trial. Trials, 21(1), 787. https://doi.org/10.1186/s13063-020-04699-z
The methods used for data collection in translational research are varied. They include observation of physiological parameters, genome sequencing, specimen analysis, tissue biopsies for analysis, and comorbidity in disease management. An example can be seen in the above study where the data collection was done using Research Electronic Data Capture. |
Andersen, L., Bertelsen, M., Buitenhuis, V., Carstensen, A., Hannibalsen, J., Larsen, B. H., Hvirvlkær, R., Malinowska, Z. A., Pedersen, B., & Ulla-Britt Würtz, S. (2020). Maintenance of indwelling urinary catheters with a novel polyhexanide-based solution: User experience. British Journal of Nursing, 29(18), S18–S28. https://doi.org/10.12968/bjon.2020.29.18.S18
Data collection in quantitative methods utilizes methods such as surveys, questionnaires, observations, interviews, and document reviews. An example is as seen in the above study where surveys and document analysis were used for data collection. |
The methods for data collection in translational and quantitative studies are closely related. |
Translational Research Graphic Organizer Template References
Andersen, L., Bertelsen, M., Buitenhuis, V., Carstensen, A., Hannibalsen, J., Larsen, B. H., Hvirvlkær, R., Malinowska, Z. A., Pedersen, B., & Ulla-Britt Würtz, S. (2020). Maintenance of indwelling urinary catheters with a novel polyhexanide-based solution: User experience. British Journal of Nursing, 29(18), S18–S28. https://doi.org/10.12968/bjon.2020.29.18.S18
Belfield, K., Chen, X., Smith, E., Ashraf, W., & Bayston, R. (2019). An antimicrobial impregnated urinary catheter that reduces mineral encrustation and prevents colonisation by multi-drug resistant organisms for up to 12 weeks. Acta Biomaterialia, 90. https://doi.org/10.1016/j.actbio.2019.03.042
Cisneros, A. (2018). Implementation and Evaluation of a Nurse-Driven Protocol for Urinary Catheter Management. Doctor of Nursing Practice (DNP) Projects. https://repository.usfca.edu/dnp/151
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Gavin, N. C., Kleidon, T. M., Larsen, E., O’Brien, C., Ullman, A., Northfield, S., Mihala, G., Runnegar, N., Marsh, N., & Rickard, C. M. (2020). A comparison of hydrophobic polyurethane and polyurethane peripherally inserted central catheter: Results from a feasibility randomized controlled trial. Trials, 21(1), 787. https://doi.org/10.1186/s13063-020-04699-z
Vopni, R., Voice, A., de, R. C. S., Garza, J., & de, R. W. T. (2021). Use of Antimicrobial-Coated Catheters in Preventing Catheter-Associated Urinary Tract Infections and Bacteriuria: A Meta-Analysis for Clinicians. Urology Practice, 0(0), 10.1097/UPJ.0000000000000254. https://doi.org/10.1097/UPJ.0000000000000254
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NUR550 Translational Research Graphic Organizer
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.
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.
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.
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.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
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.
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.
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.
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.
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.
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.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
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.
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 are not required to submit this assignment to LopesWrite.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.
Attempt Start Date: 24-Jun-2021 at 12:00:00 AM
Maximum Points: 100.0
Translational Research Graphic Organizer
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 are not required to submit this assignment to LopesWrite.
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:NUR550 Translational Research Graphic Organizer
What is Translational in health?
THE TRANSLATION OF THE ACHIEVEMENTS FROM BASIC SCIENCE into everyday clinical practice remains an important issue in contemporary health, and is addressed through the new subject of translational research, which aims to bridge the gap between basic research and its application in health. At first, it connected bench (basic) to bed research (clinical applications), which is also known as benchside-to-bedside research2. The definition of translational research has evolved over time, ceasing to be a field linked to clinical research, with perspectives that were mainly focused on the development of new health technologies.
There is an emerging consensus on four perspectives that comprise different stages of translational research in their broad scope based on their different purposes. The first phase involves processes that bring the ideas and the discoveries of basic research at an early stage to their application in human beings. The second phase involves the establishment of efficacy in humans and clinical guidelines for the incorporation of the clinical knowledge into practice in health systems and services. The third phase focuses mainly on implementation research and the dissemination of the application of knowledge. The fourth phase focuses on results on patients and population effectiveness, as well as equity-related issues, in order to verify whether the expected effects of technologies introduced into the health system were different across population groups.
Currently, the European Society for Translational Medicine defines a broader scope for translational research as: an interdisciplinary branch of biomedical research supported by three pillars: bench, bed, and community research, whose goal is to combine subjects, resources, knowledge, and techniques, in order to promote advances in prevention, diagnosis, and therapies, aiming to significantly improve the global health system3.
The extension of the concept to health systems seems so obvious that one wonders why translational research has only recently caught the attention of health policy managers4. The field of translational research encompasses laboratory studies, clinical demands, public health and health management, policies, and economics. It is crucial in the evolution of contemporary biomedical science, and its interventions follow political-economic, ethical-social, and educational-scientific approaches. Translational research may progress by reorganizing academic teams translationally. New translation-oriented academic positions are urgently needed1. One of the reasons for the distance between basic research and its applications may lie in the increasing compartmentalization of science. Basic research, which seeks to discover the underlying principles of the natural world, is fundamentally different from applied research, which seeks to find ways to influence or control the world. Basic and applied research scientists not only differ in their training and in the tools, they bring to solve research problems, but also in the way they plan the health research process.
Aspects related to policy implementation and the development of other technology modalities, other than drugs and diagnostic testing, have gradually attracted the attention and interest of the academic community and decision-makers around the world. Increasingly, translational research also means translating knowledge into political and organizational praxis.
In order to move forward in this direction, translational research has broadened its scope and built connections to align itself with the translation of knowledge. It is defined as a systematic and transparent process of synthesis, dissemination, exchange, and ethical application of knowledge to improve results and strengthen public policies and health systems, as well as population health, encompassing all the phases in between production and effective application of scientific knowledge, in its various modalities and epistemological and methodological perspectives, in order to support more beneficial results for society.
State the nursing practice problem for your evidence-based practice project. If your nursing problem has not yet been approved, make any required changes or revisions to your nursing practice problem prior to starting the assignment. Using your proposed topic, conduct a literature search and complete the tables below.
Nursing Practice Problem: The nursing practice problem is obesity among school-age children.
Comparison 1: Translational Research vs. Qualitative Research
| Criteria | Peer-Reviewed Translational Article and Permalink/Working Link:
Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young children’s screen time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health, 6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856 Translational Research Type: Translation to practice (T3) |
Peer-Reviewed Traditional Article and Permalink/Working Link:
Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open, 9(1), e023191. http://dx.doi.org/10.1136/bmjopen-2018-023191 Traditional Qualitative Research Type: systematic review of past literature. |
Observations (Similarities/Differences) |
| Methodology | Four focus groups (3 parents and 1 ECE provider) were conducted and thematic analysis performed to identify themes and subthemes on children’s screen time and physical activity.
Twenty-eight caregivers (21 parents and 7 ECE providers) participated in the research. |
A systematic review of past studies on the evidence for health and well-being effects of screen time in children and adolescents was conducted. 13 reviews were identified. | Joseph et al. (2019) used focus groups while Stiglic and Viner (2019) did a literature review. |
| Goals | The primary goal was to seek input from caregivers on barriers and facilitators of physical activity and screen time to comprehensively address them and promote children’s health.
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The study systematically examined the evidence of harms and benefits relating to screen time for children and young people’s health and well-being. | Joseph et al. (2019) examined how caregivers’ input regarding physical activity and screen time can be used to promote children’s health while Stiglic and Viner (2019) examined what past studies concluded regarding harms and benefits of screen time and children’s health and well-being. |
| Data Collection | Data for the study was obtained from focus groups containing twenty-eight caregivers. Focus groups were held between January and March 2017. | Stiglic and Viner (2019) searched electronic databases (Medline, Embase, PsycINFO and CINAHL) in February 2018. | Joseph et al. (2019) collected data from participants while Stiglic and Viner (2019) collected from peer-reviewed articles. |
Comparison 2: Translational Research vs. Quantitative Research
| Criteria | Peer-Reviewed Translational Article and Permalink/Working Link:
Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One, 15(3), e0229708. https://doi.org/10.1371/journal.pone.0229708 Translational Research Type: research focused on outcomes in populations (T4) |
Peer-Reviewed Traditional Article and Permalink/Working Link:
Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-8. doi: 10.1186/s12966-019-0788-3 Traditional Quantitative Research Type: A cross-sectional study. [experimental research] |
Observations (Similarities/Differences) |
| Methodology | Schwarzfischer et al. (2020) assessed children of the European Childhood Obesity Project annually by questionnaire from 3 until 6 years of age with focus on playing outside (PO) and screen time. | A survey measuring sociodemographic data, weekday and weekend screen time, and parental self-efficacy for limiting screen time. | Both studies evaluated outcomes. However, Schwarzfischer et al. (2020) used questionnaires while Goncalves et al. (2019) did a survey. |
| Goals | Schwarzfischer et al. (2020) investigated the relationship between average time spent on playing outside and screen time and anthropometric measures (body weight, waist circumference, and height) at 3 and 6 years of age. | Goncalves et al. (2019) examined the relationships between parental screen time, self-efficacy to limit screen time, child screen time and child BMI in preschool-aged children. | Both researches examined the relationship between screen time and measures related to obesity such as weight gain. However, Schwarzfischer et al. (2020) focused on various anthropometric measures while Goncalves et al. (2019) focused on child BMI. |
| Data Collection | Body weight, waist circumference and height were measured at 3 and 6 years of age to calculate Body-Mass-Index z-Scores (zBMI) and waist-to-height ratio (WTH) of 526 children of CHOP.
Schwarzfischer et al. (2020) applied linear, logistic and quantile regressions to test whether playing outside and screen time impacted anthropometric measures. |
Height and weight were measured to derive BMI and BMI percentile.
Goncalves et al. (2019) further used observed variable path analysis to examine the relationship between parental and child variables. |
Schwarzfischer et al. (2020) measured zBMI and waist-to-height ratio while Goncalves et al. (2019) measured height and weight to derive BMI. |
Translational Research Graphic Organizer Template References
Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-8. doi: 10.1186/s12966-019-0788-3
Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young children’s screen time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health, 6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856
Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One, 15(3), e0229708. https://doi.org/10.1371/journal.pone.0229708
Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open, 9(1), e023191. http://dx.doi.org/10.1136/bmjopen-2018-023191
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