Assignment: Translational Research Graphic Organizer Worksheet

Assignment: Translational Research Graphic Organizer Worksheet
Assignment: Translational Research Graphic Organizer Worksheet

Translational Research Graphic Organizer

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

NUR 550 Assignment Translational Research Graphic Organizer Worksheet Essays

prior to starting the assignment. Using your proposed topic, conduct a literature search and complete the tables below.

Click here to ORDER NOW FOR A PLAGIARISM-FREE, ORIGINAL PAPER Types of Translational Research

Nursing Practice Problem: 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.

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.

References

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.

Attachments

NUR-550-RS2-TranslationalResearchGraphicOrganizer.docx

RUBRIC

Attempt Start Date: 24-Jun-2021 at 12:00:00 AM

Due Date: 30-Jun-2021 at 11:59:59 PM

Maximum Points: 100.0

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

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.

Question Description
I’m working on a Health & Medical question and need guidance to help me study.

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.

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.

nur_550_rs_translationalresearchgraphicorganizertemplate.docx
ass_1_rubric.xlsx

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.

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.

Translational Research Graphic Organizer Template

Translational Research Type 1 Translational Research Type 2 Translational Research Type 3 Traditional (Qualitative) Research Type Observations (Similarities/Differences)
Methodology Translational research needs the researcher to be involved with the variables to attain intended outcomes. Researchers apply different methods that include case studies, correlational study, cross-sectional surveys, cohort studies, and case control study Jan (Kristoffa et al., 2019). Through these methods, the researcher controls dependent variables.

Researchers use controlled settings to try novel interventions and develop EBP guidelines and applications (Kemp, 2019). Researchers explore ways to use guidelines in general practice.

The research also uses diffusion and dissemination of EBP into health practice.

The methodologies used in traditional research (qualitative) include interviews, focus groups, surveys, observations (Kemp, 2019). Both types of studies are complex and based on hypotheses.

In both studies, researcher design and participate in the research process. In both, the researchers do not specify the objective from the start but in the process solve the intended research issue (Jacobsen, 2017).

Goals Translational research is mainly interdisciplinary area and the goal is main to combine knowledge of these disciplines, resources and expertise into one approach and apply them in clinical practice. The outcome of translational research is to enhance efforts to prevent, diagnose, and provide therapies for diseases in clinical settings (Rashdan & Gerber, 2019). Translational research seeks to use these findings in practical situation by translating the knowledge and expertise into actionable processes.

Offer information on efficacy of interventions in practice.

Use information and insights from studies to provide health care services.

Fostering use of clinical practice interventions to provide optimal care services.

Generate information concerning use of interventions in practical settings.

Dissemination and application of research to attain systematic changes.

Utilize evidence from trials to create guidelines applicable to patient care in practice (Kemp, 2019).

The goal of qualitative research is to enhance knowledge generated by researchers and inform new practice interventions in clinical settings (Jacobsen, 2017). The fundamental difference in goals between the two is that while translational research focuses on enhancing practice interventions through application of scientific knowledge in care practice, traditional research’s primary goal is to generate new knowledge for practitioners and other health care consumers. However, translational research may only focus on generating knowledge for practice interventions in clinical settings.
Data Collection Translational research employs standardized questionnaires and interviews when collecting data (Brownson et al., 2017).

Collects data from case studies, and phase I and II trials.

Data gathered through activities like synthesis of evidence, observational studies and phase III trials. Data collection activities include phase IV clinical trial outcomes, and implementing research findings. Traditional research has an array of methods that include phone interviews, surveys, including online, structured questionnaires, and focus groups.

Traditional research studies can have huge sample sizes and require more time (Dooley et al., 2019).

They can also use data management tools and programs based on randomization, trends, and predictions which are instrumental in processing and analyzing the data.

In both studies, researchers can use questionnaires and interviews to collect data. However, researchers in translational research can control variables to have a pre-determined outcome (Strand, 2020). In traditional research, researchers are guided by the set questions to generate an outcome based on their hypotheses.

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