Translational Research Graphic Organizer

Translational Research Graphic Organizer

Assessment Description
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.
Translational Research Graphic Organizer

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 before starting the assignment. Using your proposed topic, conduct a literature search and complete the tables below.
Nursing Practice Problem: Rise of sexually transmitted infections in the youth and effectiveness of peer STI program on reduction of the rate of STI infection.

Comparison 1: Translational Research vs. Qualitative Research
Criteria Peer-Reviewed Translational Article and Permalink/Working Link:
Translational Research Type: To compare two existing treatments for reducing the risk of contracting STIs
Peer-Reviewed Traditional Article and Permalink/Working Link:
Traditional Qualitative Research Type: Case study research Observations (Similarities/Differences)
Methodology Bauman et al. implemented a two-group intent to control the spread of STIs in adolescents aged twelve to fourteen years over three years by providing routine preventive care and managing youth with chronic health conditions (Bauman et al., 2021). The two groups were Prepared, the experimental group, and TEEN, the attention control group. The researchers added two cohorts of sixty-six youth to each group each year. The primary desired outcomes were knowledge of STIs, preventive measures, and behavioral changes to prevent infection.
Participants were patients at the clinic randomized to the required population subset. There was no gender discrimination.
Participants in Prepared actively engaged in learning, choosing topics of expertise, and teaching other peers sexual education topics through posters, all of which lasted for eleven weeks. Participants in TEEN completed an eleven-week participation program and three weeks of internship where they learned communication and social skills. Additionally, they also shared information they learned through posters. The authors used a multipronged method using the theory of Planned behavior to guide the implementation of behavior using educational talks and group discussion sessions (Kam et al., 2019). The target study group was individuals aged between eighteen and twenty-nine years and included all genders. The educational talks provided vivid descriptions of sexually transmitted infections and taught preventive measures like the ABC strategy. The assessment conducted a pre and post-intervention survey and provided unique material highlighting the detailed information they discussed. A pilot study was also conducted that provided a basis for conducting the subsequent interventions. At the end of the program, the researchers used a twenty-question assessment tool to determine the effectiveness of the interventions in STD knowledge dissemination. The researchers tested two intervention methods to determine their feasibility in the translational research, while in the traditional qualitative research, they used evidence-based methods to apply to a population.
The researchers in translational research performed the analysis on adolescents aged between 12 and 14, while Kam et al. had a population of between eighteen and twenty-nine years.
Kam et al. used random samples, while Bauman et al. used randomized controlled samples.
All intervention methods achieved the desired goals, with wide acceptance among their participants.
Goals Each strategy aimed to ensure teens are actively engaged in learning while informing others about the risks associated with specific behaviors and sexual awareness. Additionally, participants would gain self-esteem, were satisfied with the program and the facilitators and were culturally competent. The goal was to enhance STD knowledge in a high-risk group of all genders and the general public of the study population (Kam et al., 2019). It also tested the theory’s application in real-life communities away from the books and drawing boards. Additionally, it was also to serve as a motivation for behavioral change in the community. The goals vary, but they aim to inform the participants of the risks associated with certain behaviors and spread awareness of the STDs.
Data Collection The researchers obtained consent from the desired body at each stage before proceeding.
Participants completed data collection within the three years the survey proceeded. They did the survey using self-administered survey tools and interviewer-administered tools. The researchers obtained written consent and then collected verbal interviews through formal interviews and in-person interviews. Respondents answered in their own words and explained each experience and its occurrence regardless of the embarrassing situation (Kam et al., 2019). The researchers encouraged respondents to be as truthful as possible and discuss sensitive information. They collected all this data before education.
The researchers provided questionnaires after they completed the intervention measures. Bauman et al. used surveys, while Kam et al. used interviews and questionnaires.

Comparison 2: Translational Research vs. Quantitative Research
Criteria Peer-Reviewed Translational Article and Permalink/Working Link: 10.1186/s12889-019-6993-9.
Translational Research Type: Clinical outcomes research Peer-Reviewed Traditional Article and Permalink/Working Link:

Traditional Quantitative Research Type: Case study research
Observations (Similarities/Differences)
Methodology Crocker et al. conducted an introductory evaluation of the intervention measures by the North Coast PASH Consortium to identify areas that need changes and areas that are working effectively (2019). The researchers conducted a pre and post-test study where the sample size, composed of individuals aged between fifteen and twenty-four, participated in a peer education intervention (Akuiyibo et al., 2021). The study population was a high-risk area as it contained more than twenty-one million individuals, most of whom were adolescents and young adults.
The researchers conducted a three stage-quasi experiment involving pre-intervention (recruitment and training of youth that had influence and knowledge concerning STDs and STIs and training them to be peer educators), intervention (using peer educators to educate the rest of the population), and post-intervention (answering structured questionnaire questions about HIV/AIDS and other sexually transmitted illnesses).
All peer educators participated as respondents. Crocker et al. conducted a post-intervention study to determine the program’s effectiveness, hence did not fully gauge its impact. Akuiyibo et al. did a pre and post-analysis of the intervention and found a tremendous increase in knowledge disseminated to the desired population.
Goals The goal was to promote positive adolescent sexual health by evaluating behavioral outcomes. It was also designed as a program to provide introductory information on the conference’s achievements and offer insight into what needs to be done to increase its effectiveness.

The goal at each strategic point was to create awareness and disseminate knowledge of STIs. The goals of each research design vary because of the different purposes. Crocker et al. purposed to inform future researchers on the design of behavioral evaluations and promote positive adolescent sexual health, while Akuiyibo et al. purposed to create awareness and disseminate knowledge of sexually transmitted infections.
Data Collection The data collection process included semi-structured interviews with the stakeholders of the Positive Adolescent Sexual Health (PASH) intervention methods. The researchers recorded the interviews, transcribed them verbatim, then analyzed them and grouped them into themes.
The participants included teachers, parents, youth conference workers, organizers, and presenters. They all provided insight into their perceptions of the program. Researchers obtained ethical clearance from the relevant bodies before conducting the survey.
The primary data collection method was through questionnaires. The questions varied from knowledge of sexually transmitted infections to their symptoms and preventive measures like condom use (Akuiyibo et al., 2021). Given that they have known answers that were not bound to change, such questions were scored 1 for correct answers and 0 for incorrect answers. The researchers then calculated all individual respondent scores and the mean of all the participants’ scores.
Those who scored above 70% of the maximum score were termed good knowledge, while those below had poor knowledge. The researchers then manually sorted the data and entered it into the SPSS program for analysis. Data collection for Crocker et al. was through interviews that were recorded and transcribed verbatim.
Akuiyibo et al. collected data through questionnaires with a designated value for answers.
Participants in the Akuiyibo et al. research included direct recipients of the intervention methods, while those of Crocker et al. involved direct and indirect intervention recipients.

Akuiyibo, S., Anyanti, J., Idogho, O., Piot, S., Amoo, B., Nwankwo, N., & Anosike, N. (2021). Impact of peer education on sexual health knowledge among adolescents and young persons in two north western states of Nigeria. Reproductive Health, 18(1).
Bauman, L. J., Watnick, D., Silver, E. J., Rivera, A., Sclafane, J. H., Rodgers, C. R., & Leu, C. (2021). Reducing HIV/STI risk among adolescents aged 12 to 14 years: A randomized controlled trial of project prepared. Prevention Science, 22(8), 1023-1035.
Crocker, B. C., Pit, S. W., Hansen, V., John-Leader, F., & Wright, M. L. (2019). A positive approach to adolescent sexual health promotion: A qualitative evaluation of key stakeholder perceptions of the Australian positive adolescent sexual health (PASH) conference. BMC Public Health, 19(1).
Kam, J. K., Wong, L. K., & Fu, K. C. (2019). Creation of sexually transmitted diseases education program for young adults in rural Cambodia. Frontiers in Public Health, 7.

Translational Research Graphic Organizer

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