Common Barriers To Translating Research Outcomes

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Common Barriers To Translating Research Outcomes

Common Barriers To Translating Research Outcomes

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Discuss the basic principles of data interpretation used to translate research outcomes into practice. What are common barriers to translating research outcomes into practice? Describe any barriers you may anticipate as you plan to translate the results of your own prospectus into practice. 1 page, APA. 2 sources.

Organization and Effectiveness  5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness  5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)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.100 %Total Weightage
TRANSLATION OF RESEARCH INTO PRACTICE AND POLICY OBSTACLES
There are numerous and intricate barriers that prohibit research from being translated into practice. 
Individual qualities and systems or organizational variables are the two types of barriers to overcome.
Individual difficulties mentioned include lack of understanding of the research process, lack of competence in reading and analyzing research or scientific papers and reports, lack of time, lack of statistical analysis skills, and, in certain cases, lack of authority to change practice (Ubbink et al., 2013; Weng et al, 2013). 
Lack of access to research, insufficient resources to accomplish change, and lack of support from staff and colleagues have all been mentioned as organizational or system hurdles (Ubbink et al, 2013; Weng et al, 2013).
Individual Personalities
APRNs with master’s degree or doctorate in nursing practice (DNP) are taught to analyze research, initiate EBP initiatives, and transfer results into practice; nevertheless, educational preparation alone does not appear to be adequate to result in research application. 
According to several studies, attitudes toward EBP may be just as crucial as educational preparation in putting research into practice (Stokkel, Olsen, Espehaug Nortvedt, 2014; Ubbink et al., 2013).
Clinical data must be disseminated to individual practitioners as well as across disciplines (Newhouse, 2008). 
Lack of interprofessional collaboration jeopardizes cross-disciplinary research (e.g., biological and physical sciences) and inhibits the transfer of research data from one discipline to another. 
The artificial boundaries and turf issues generated by different professions obstruct the flow of information and obfuscate the one commonality or unifying feature that should be better patient care.
Barriers in the System Organization
Many health-care organizations, whether hospitals or primary-care clinics, spend significant amount of money on purchasing and using new and innovative medical technology as well as inventing new techniques to improve patient care. 
Implementation failures include failure to invest in human technology, such as the development of behavioral interventions, prevention strategies, or quality improvement programs, as well as failure to develop processes to assist nurses and others in the evaluation of interventions and policy development (Rangachari, Rissing, Rethemeyer, 2013). 
Nurses, particularly APRNs, may believe they lack the power or organizational support to design or assess novel models of care without infrastructure assistance.
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