Translational Research Graphic Organizer
Translational Research Graphic Organizer Template
|< Nephrology Research>||< The distinction between structured (practical) and unstructured (theoretical) research in clinical trials >||Observations (Similarities/Differences)|
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.
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.|
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 Informetrics, 8(1), 1-12.
Harrington, J., & Hauskeller, C. (2014). Translational research: an imperative shaping the spaces in biomedicine. TECNOSCIENZA: Italian Journal of Science & Technology Studies, 5(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 journal, 8(1), 14-22.
Ullah, M. H. (2017). TRANSLATIONAL RESEARCH. Advances in Basic Medical Sciences (PMDC Recognized), 1(1).
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.
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.
Translational Research Graphic Organizer
Tests clinical effects and applicability of findings derived from basic research like social science, psychometrics, research epidemiology, and laboratory tests (Felege, Hahn & Hunter, 2016).
The research is demonstrated using human physiology, proof of concept, fist in humans and phase 1 clinical trials.
Investigators use controlled environments to test new interventions and come up with evidence-based guidelines and clinical applications (Kemp, 2019).
Investigators explore how one can apply recommendations or guidelines in general practice.
Use delivery dissemination and diffusion research to move evidence-based guidelines into health practice (Kemp, 2019).
.It offers numerical data that has been synthesized using statistical and mathematical methods (Barnham, 2015).
The produced numerical data helps one predict the future expectations and make the required changes.
Both quantitative and translational research are applicable to human subjects and clinical studies. Quantitative research tests diagnosis, prevention, and treatment of illness while translational research bridges science and practice (Barnham, 2015; Kemp, 2019).
To yield knowledge of human physiology and potential for intervention (Kemp, 2019).
To develop treatments and interventions.
To translate basic research into research with humans.
As an interface between basic research and clinical settings, it aims at understanding disease mechanisms and developing them into clinically relevant treatment regimens, diagnostics, and understandings that can be tested in humans (Kemp, 2019).
To provide information on interventions efficacy in optimal settings.
To test the effectiveness and efficacy of interventions and treatments.
To foster routine clinical practice and health decision making by translating new clinical science and knowledge (Robert, 2017).
To use information and insights obtained from basic, clinical and population health research to offer health services.
To generate information about the application of interventions in real-world settings.
To disseminate and implement research to generate a system-wide change.
To use evidence derived from clinical trials to come up with guidelines that are applied in patients seen routinely in practice (Robert, 2017).
To transform numerical data into usable statistics.
To come up with facts in research and uncover patterns from measurable data (Barnham, 2015).
Quantitative research carefully and pragmatically test a mature hypothesis in a controlled environment which aids in making discoveries and exploring ideas. It acts as a foundation for translational research and makes problems solvable.
T1, T2, and T3 aim at coming up with clinical and scientific findings that enhance community health, patient outcome and healthcare delivery (Parajuli, Bhattarai & Heera, 2018). The three are interlinked where T1 translates lab tests to clinical trials whereas T2 and T3 apply the clinical trials to the population.
Data is collected using case studied, observational studies as well as phase I and II clinical trials (Choi, Tubbs & Oskouian, 2018).
Data is obtained through activities like guidelines development, evidence synthesis, observational studies, and phase III clinical trials (Robert, 2017).
Activities include phase IV clinical trials, diffusion research, implementation research and dissemination research (Kemp, 2019).
Use of systematic observation, longitudinal studies, interviews, surveys, website interceptors, and online polls (Barnham, 2015).
A method of data collection used across is observation. It is used in T1 and T2 research as well as in quantitative research. Both translational and quantitative research tries to quantify data into substantial results (Parajuli, Bhattarai & Heera, 2018). The two features methods like clinical trials, interviews, and surveys that provide testable real data.
Barnham, C. (2015). Quantitative and qualitative research: Perceptual foundations. International Journal of Market Research, 57(6), 837-854.
Choi, P. J., Tubbs, R. S., & Oskouian, R. J. (2018). The current trend of the translational research paradigm. Cureus, 10(3).
Felege, C., Hahn, E., & Hunter, C. (2016). Bench, bedside, curbside, and home: Translational research to include transformative change using educational research. Journal of Research Practice, 12(2), P1.
Kemp, L. (2019). Translational research: Bridging the chasm between new knowledge and useful knowledge. Handbook of Research Methods in Health Social Sciences, 367-389.
Parajuli, S. B., Bhattarai, P., & Heera, K. C. (2018). Translational research: Current status, challenges and future strategies in Nepal. Nepalese Heart Journal, 15(2), 3-8.
Robert, J. S. (2017). Is there a role for communication studies in translational research?. Review of Communication, 17(3), 214-223.
Using level headers is also a tool to ensure your writing stays on track to meet the expectations of the element.
6. The patient care situation needs to be SPECIFIC. The patient care situation needs to be thoroughly described. This is not a general comparison of statistics. It may be something you’ve seen in practice. The differences in approach to nursing care and scope of practice based upon ADN and BSN education need to be described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN. Here is an example that NO ONE can use
The following is an example of the differences in patient care based on formal education and patient care approach. A BSN nurse is part of a PICC-line team. She is responsible for educating nurses on the floor regarding the proper maintenance and use of PICC lines. The PICC nurse observes a new ADN graduate flushing a line after administering a medication and notes the ADN nurse flushing the line with a slow and constant pressure; placing the line at greater risk for clotting and becoming inoperable. The PICC nurse demonstrated the proper “push-pull” flushing technique and shared that evidence-based practice supports the “push-pull” flush technique due to the pressure requirements needed to maintain PICC line patency. The ADN nurse was able to perform a return demonstration using proper the “push-pull” flush technique and verbalized understanding of the reason and importance for the technique as a measure to prevent PICC line complications.
7. Intext citations and your reference page need to be complete and properly formatted. www.purdueowl.edu has all of the rules for properly citing the different sources (with example)
- “Direct quotes” (last name, date, page x or para. x). Period AFTER citation
- Paraphrasing (last name, date). Period AFTER citation (not before and after)
8. Write out all abbreviations with first use.
9. THIS IS VERY, VERY IMPORTANT!!!!! YOU ARE REQUIRED TO SUBMIT YOUR PAPER TO LOPESWRITE BEFORE CLICKING THE FINAL SUBMIT BUTTON. Your LopesWrite score needs to be 20% or less BEFORE clicking final submission. A LopesWrite score between 21-34% will be penalized 10%. A submission with a LopesWrite score 35% or above will not be accepted and receive a score of zero. Remember, you can review these guidelines under Announcements > CLASSROOM RESOURCES > multiple documents available for review.
10. Maintain double spacing throughout your paper – including the References. Do not add additional line spaces between any paragraphs or references.
11. Use at least THREE references (TWO scholarly sources outside of our textbook). Scholarly sources have an Author and should be published within the last 7 years (for this assignment).
12. Remember, GCU has a wonderful writing center that is free to GCU students. You may also wish to use the free program grammarly.com to check for fluency, spelling, capitalization, punctuation, and other grammatical errors. There is also a free app, com that can be used to identify spelling and other grammatical errors.
Good luck to you!
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.
In this class we will be exploring translational research and Evidence Based Practice as well as forming a PICOT question. This will be a very busy week as translational research may be a new topic for you and you will need to decide on a population and intervention to begin your PICOT question. Our goals for this week are:
Identify the different levels of translational research.
Differentiate translational research from evidence-based practice.
Discuss the application of translational research to population health management.
Evaluate sources of translational research.
Select a valid nursing practice problem for an evidence-based practice project proposal.
Please proceed to the Class Wall and tell us a little about yourself. When you complete your introduction be sure to read the policies, syllabus and weekly expectations.
You will be expected to submit answers to two DQs and to respond to at least three peers. Two posts will be your DQs and you need a minimum of 3 responses in addition to your 2 DQs. Each DQ must be at least 150 words or 12 sentences and must have two references and citations. Quotes are not allowed. Responses must be at least 75 words or 5 sentences and have one reference and a citation.
Be sure to review all the Study Materials as well as find the website for your state or county health department as your PICOT question must be based on a mortality/morbidity indicator related to a clinical problem pertaining to a population. When forming your question DO NOT use any content related to nurse staffing, staffing ratios, staffing levels (shortages) or any major system-level changes. A template is provided in your materials for the beginning of your PICOT question. You must use this template.
Please be sure to use the link to the GCU library provided and then click on Translational Research on the left as you will need this site to search for the literature you will need and to answer your DQs.
Refer to the calendar for the due date of the assignments. Be sure to submit your papers to LopesWrite to evaluate for plagiarism. However, please note that your first paper due this week does not need to be submitted to LopesWrite.
Please use the Questions to Instructor forum for your questions or your Private Forum for private communication. You may also reach me at between the hours of 8AM-8PM EST. All questions are welcome.