DNP- TRANSLATIONAL RESEARCH AND EVIDENCE- BASED PRACTICE 2 DNP- TRANSLATIONAL RESEARCH AND EVIDENCE- BASED PRACTICE 2 DNP-Translational Research and Evidence-Based Practice DNP-820-O501: Translational Research and Evidence-Based Practice Grand Canyon University September 26, 2019 DNP-Translational Research and Evidence-Based Practice Introduction of the Identified Subtheme The role of medical administration has advanced lately and become more demanding and time-consuming task leading to high possibility error due to the complexity of the medication administration. The fact remains that the patient relies on other people who control their life to keep them alive. It has led to the significant impact of young children suffering from leukemia when physicians administer the wrong drugs or cause an error on prescriptions. Medication administration error is not a unique thing according to the review articles. Upon review of the identified items, most of the research concentrated on the after effect of the wrong administration while others focus on the process that leads to incorrect prescriptions leading to more sickness and problem on the children. One of the significant contents is the damage to the cognitive development of the children even after successful treatment. It shows that the moment a child is given the wrong drug other than the one to treat leukemia, it led to slow development of motor skills even after the change of the medication. Another content identified is the ability to cope with pain due to medication error. The articles focus on the panic caused to the children under five-year old now changing the medication and prolonged time to take the actual drug. Another significant effort of error in drug administration include an increased rate of fungal and bacterial infection on young children developing a life-threatening disease. It shows that medical error on young children suffering from leukemia lacks enough blood cell, especially white blood cell to fight other the wrong drug in the blood leading to high risk of additional infection. Another impact includes difficult in developing adaptive function compared with other children of the same age group. It led to the loss information process even after recovering from leukemia. Error in the administration of the right medication in children suffering from leukemia is highly associated with cancer. Wrong medicine administers to children mostly led to cancer since the children have no capabilities of fighting the drug on their own leading to worsening of the leukemia conditions. Given the presence of a parent in raising the children, medical administration error also leads to post-traumatic stress to the parents and guardian since they fear the children may fail to recover or lead to other mental problems. Summary of the Research Question Posed by the Studies Some issues include the process of prescribing, dispensing, and parental administration of these dru ...

1. DNP- TRANSLATIONAL RESEARCH AND EVIDENCE-
BASED PRACTICE 2
DNP- TRANSLATIONAL RESEARCH AND EVIDENCE-
BASED PRACTICE 2
DNP-Translational Research and Evidence-Based Practice
DNP-820-O501: Translational Research and Evidence-Based
Practice
Grand Canyon University
September 26, 2019
DNP-Translational Research and Evidence-Based Practice
Introduction of the Identified Subtheme
The role of medical administration has advanced lately and
become more demanding and time-consuming task leading to
high possibility error due to the complexity of the medication
administration. The fact remains that the patient relies on other
people who control their life to keep them alive. It has led to
the significant impact of young children suffering from
leukemia when physicians administer the wrong drugs or cause
an error on prescriptions.

2. Medication administration error is not a unique thing according
to the review articles. Upon review of the identified items, most
of the research concentrated on the after effect of the wrong
administration while others focus on the process that leads to
incorrect prescriptions leading to more sickness and problem on
the children. One of the significant contents is the damage to
the cognitive development of the children even after successful
treatment. It shows that the moment a child is given the wrong
drug other than the one to treat leukemia, it led to slow
development of motor skills even after the change of the
medication.
Another content identified is the ability to cope with pain due to
medication error. The articles focus on the panic caused to the
children under five-year old now changing the medication and
prolonged time to take the actual drug. Another significant
effort of error in drug administration include an increased rate
of fungal and bacterial infection on young children developing a
life-threatening disease. It shows that medical error on young
children suffering from leukemia lacks enough blood cell,
especially white blood cell to fight other the wrong drug in the
blood leading to high risk of additional infection. Another
impact includes difficult in developing adaptive function
compared with other children of the same age group. It led to
the loss information process even after recovering from
leukemia.
Error in the administration of the right medication in children
suffering from leukemia is highly associated with cancer.
Wrong medicine administers to children mostly led to cancer
since the children have no capabilities of fighting the drug on
their own leading to worsening of the leukemia conditions.
Given the presence of a parent in raising the children, medical
administration error also leads to post-traumatic stress to the
parents and guardian since they fear the children may fail to
recover or lead to other mental problems.
Summary of the Research Question Posed by the Studies
Some issues include the process of prescribing, dispensing, and

3. parental administration of these drugs to children below the age
of five years receiving treatment for leukemia. To determine the
kind and rate of medication error on patient leading to the
various implications of the children’s healthy status. Another
includes evaluating the impact of the implementation of the
medical safety practice for children receiving treatment from
leukemia, to investigate the motor skills difficulties in children
who experience an error in medical administration. To evaluate
the ability of the children who encounter an error in medical
administration in developing adaptive function compare with his
peers in the same group age.
Other focus on the risk of developing acute myeloid leukemia in
children who experiences an error in medical administration
after prolonged exposure to the wrong drug. Other focus on the
risk of developing a life-threatening infection such as bacterial
and fungal due to children who experience an error in medical
administration. To determine the presence of post-traumatic
stress on the parents and family member due to error in medical
administration experience in their children receiving treatment
for leukemia.
Another focus on examining memories of childhood leukemia
after surviving the trauma of wrong medication administrated.
Furthermore, there is the question of investigating the white
matter microstructure after the children who experience an error
in medical administration. Moreover, there is the problem of
pain caused by the children who experience a fault in medical
administration. The question focuses on the physical, emotional,
and social.
Summary of the Sample Population Used
Depending on the objective of every research studies, the
authors used a different sample size to achieve the goal of the
aim. Most of the sample size focus on children who are below
five years and either receiving treatment or have had an
experience of error in medical administration during his or her
treatment. Other focus on the parents and guardian
responsibilities in administrating outpatient who are their

4. children to identify some effects experienced with the children
in the process.
Most of the preview articles had a sample population of between
thirty and one hundred and fifty leukemic children who are
receiving treatment and those who have completely healed from
leukemia but have experienced an error in medical
administration. It also includes the same number of family’s
member who represented the children. They provided viable
information on how the situation happens to reach to the point
of error in medication administration, the impact of the
circumstance and what they went through since most of the
children might not be a position to express themselves.
Some articles included at least one hundred medical staff and
physician dealing with treatment and administration of medicine
to children suffering from leukemia. The sample used to
understand some complication caused to the children due to
children being given the wrong prescription. Other sampled the
medical record that existed in a patient treated with leukemia
who suffered from wrong medication to identifies some impacts
that were recorded by the health care facilitates for a specific
period.
Summary of the Limitation of the Studies
Depending on the research and methodology used to conduct the
studies and analysis of the result, the researchers experienced
different limitation. Some limitations in the article review
include the reduction in the number of children who
experienced an error in medical administration. Most of the
researcher was unable to generalize the results on the impact of
the medication administration error simple the sample size was
limited. The sample size collected for the study was also based
on one or two geographic areas limiting the capability of the
researcher to compare the outcome of the studies in a different
location that can enable to them generalize the result across the
nation or the world.
Some studies were limited because the objectives had one-point
design while others used longitudinal assessments, making it

5. difficult to understand the development of the circumstance in
children suffering from leukemia. According to most of the
sample test, they experienced a one-time error in the medical
administration, making it difficult to examine the impact of the
medication administration errors on children receiving
treatment from leukemia.
Other studies experienced a limitation in research due to the
short-term observation period between the moment the children
administered with the wrong drug and the physician or parents
realize the mistakes. There was little time to have a definite
impact related to medication error and adverse drug events
limiting the collection of validating and reliable evidence about
the real effects of the medication error. This led to biases and
assumptions of the result provided affecting the quality of the
research conduct.
Other infection that children may be suffering from beside
leukemia served as a limitation due to lack of sources of the
problems. Inability to differentiate the causes that lead to
various impact after medication error due to children suffering
from other infection lead to bias related to adverse drug events.
In some studies, the sample size was modified due to their
ability to effectively contribute in the process due to their age
and parents’ condition of involving their children in studies
preventing detection of small differences in the impact seen due
to medication error. The difference between patient sample size
and the period speed since experiencing the medication error
prevented the researcher from collecting viable information
about the impact of medication error.
Another major limitation experienced by most of the researcher
in the study of the impact of medication error on young children
receiving treatment for leukemia is the lack of compliance by
the sample population selected. The nature and behavior of
young children below five years showed little or no compliance
with the researcher in providing the right information. The
parent also expresses no compliance with the studies due to the
fear of exposing their children healthy statue and due to the

6. phycological problems passed through due to childhood illness
or effect of medication error. Medical staff and doctors show
less compliance with studies as they fear to exposure of their
negligence in administrating drug to small children and other
patients. There was also no compliance with the administration
to provide the record of cases reported in medication error with
fear of exposing their hospital negligence and irregularities of
administration.
Most of the studies used pre- and post-experimental methods to
analyze the impact of a medication error that was based under
various assumption limiting the effectiveness of the study. For
example, most study focus on the medical record of the children
before medication error and after medication error that can
handle vary due to other infection and circumstance, resulting
in different results. Other expected compliance of the parent to
administer the drug to the children to evaluate the impact which
cannot be measured if the fallowed the instruction given the
whole period of the study.
Summary of the Research Methodologies
Most of the studies used quasi-experimental research involving
both the pre- and post-intervention with a control sample.
Others include cross-sectional study, retrospective study,
comparative study, and qualitative study. Random or
straightforward sampling method was used to select the sample
population to cover in the primary studies. The data was
collected through the administered questionnaire, semi-
structured interview, and review of previous records. The
collected information was analyzed using statistical analysis
tools, thematic analysis magnitude of error of the outcome.
Summary of the Results
Depending on the different research objectives and purpose of
the studies, most of the articles review show a positive effect in
establishing the impact of medication error administrated to
children suffering from leukemia. Among the result shows that
there are negative effects of the medication error on the
children, with the problems such as severe pain, brain

7. development problem, slow development in motor skills, slow
in developing adaptive functions, and cancer. In addition, there
were negative financial impacts on the parents as well as
negative emotional effects, causing post-traumatic stress to
immediate families.
Summary of the Conclusion and Recommendations for Further
Research
According to the result provide, medication administration error
affect almost one-fourth of the children under the age of five
years receiving treatment for leukemia. The studies identify the
primary effect of medication error as the prolonged time to heal
from leukemia, and it also led to the development of cancer
since most of the children are in early stages of leukemia cancer
in children. Failure to administer the right drug improve the risk
of the child to be infected with other diseases and infection due
to their low immune system to fight the wrong medication in
their system. The studies found out that children increase the
risk of bacterial and fungal infection.
The articles review also conclude that medication error to
children result in severe pain as the child tries to fight the drugs
in the body. Studies also find out that prolonged administration
of the wrong drug affects the growth and development of the
children. Most of the children experimented show slow
development of motor skill and adaptive function compared to
other children who suffered from leukemia but administered
with the right medication.
Most of the studies recommend for studies at the effective
intervention that will reduce the impact of medication error
among the children. Further research needs to be conducted
using an ample sample and multi-method approaches that will
help in generalizing the result of the impact of the medication
error in the world. A relevant study needs to conduct that
focuses on the significant effect of medication administration
error on the healthy condition of children suffering from
leukemia. Another review recommends further research on the
influence of medication error on parents and immediate family

8. to understand the whole consequence. Other recommends
conducting the same research using a different sample
population and different methodologies to compare the result.
More research needs to perform to identify the leading cause of
medication error to establish a solution to the problem and
reduce the impact felt by young children.
References
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Hearps, S., & Seal, M. L. (2018). White matter microstructure
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Practice Hours Completion Statement DNP-820
I, (Bola Odusola-Stephen), verify that I have completed (10)
clock hours in association with the goals and objectives for this
assignment. I have also tracked said practice hours in the
Typhon Student Tracking System for verification purposes and
will be sure that all approvals are in place from my faculty and
practice mentor.
Psych 149: Community Psychology
Praxis Assignment: Day of Social Justice

11. Social-community psychology strives for praxis, or an embodied
theory. Partly because of this emphasis, there are many values
that are at the forefront of community psychology. As outlined
in chapter 3 of your text, these values encompass three broad
areas: personal, relational, and collective well-being. One
collective value is social justice, or “the fair and equitable
allocation of bargaining powers, obligations, and resources in
society” (Nelson & Prilleltensky, 2010, p. 63, labeled
“distributive justice” here but “social justice” on p. 70). You
will attempt to live one full day embodying social justice to the
highest degree possible. It is essential to think about how this
value relates to how you behave toward others.Use the question
from your book: “Does [this behavior/action] promote “the fair
and equitable allocation of bargaining powers, obligations, and
resources in society” (Nelson & Prilleltensky, 2010, pp. 70)?”
Also, social justice is linked to the value of accountability.To
minimize social reactivity, please do not tell others about the
class assignment until after you have turned in your paper on
Jan 31.
Part I: Participate in a Day of Social Justice
Your challenge is to live each minute of a 24 hour period
embodying social justice as much as possible. For 24 hours, you
should do your best not to use unearned privilege
, not participate in oppression, and to enact egalitarian power
structures. When participating in this day, examine all your
behavior -- from what you wear to getting to class to eating
lunch to interacting with other people. As you do this, think
carefully about each and every thing you do and ask yourself
the following questions: “What are the social justice
implications of what I am doing?” Do not limit yourself to
“easy” things like giving an elderly person a seat on the bus
even though you got there first; think about social injustice in
the world, and strive for the greatest impact and deepest level of
social justice without being phony or insincere. You are to
operationalize social justice, and to decide how best to strive

12. toward it, but in ways consistent with the definition. Be sure to
operationalize the construct, or decide on the behaviors that
embody social justice, before you begin your 24 hour period
(see reverse side for more detail).
Part II: Write About Your Experience
At the beginning of class on Cot 17, turn in a social-community
psychology analysis of what the day was like (no less than one
and no more than two typewritten pages using 12-point font and
1" margins; you may use double spacing or 1.5 spacing if you
need more room). Here are the questions you must address:
· How did you choose to behaviorally operationalize social
justice? How does this operationalization relate to the definition
of social justice? (8 points) (Note: See reverse side for more
detail.)
· Who were the recipients of your efforts and why? (8 points)
· How did others respond to your efforts at enacting social
justice? (6 points)
· Was the “Day of Social Justice you” different from the
“normal you?” If so, what are the situational/environmental
factors that create these differences? If not, what are the
situational/environmental factors that facilitate this consistency
for you? (10 points) (Note: see reverse side for more detail.)
· What are the psychological costs and benefits of behaving in a
socially just way? In your view, do the benefits outweigh the
costs? Why or why not? (8 points)
· How does this exercise relate to your own accountability,
privilege, or oppression (choose one)? (10 points) (Note: see
reverse side for more detail.)
Further explanation
To operationalize your construct, you need to figure out how
you might embody it. Make this link explicit. For example, if
we were focused on the personal value of caring and
compassion, I might operationalize that value by saying that I
show care and compassion by engaging in the following

13. behaviors: (1) smiling and saying hello to everyone I pass that
day, (2) calling my friends and asking them how they are doing,
and listening without interrupting, bringing up my own issues,
or offering advice, and (3) eating only vegan foods that had
been picked or processed by people who were paid a living
wage and who were not exposed to pesticides. These are related
to caring and compassion because these behaviors demonstrate
care and concern for the physical (#3) and psychological (#1-3)
well-being of others. Notice that my three behaviors are
specific, concrete, and they provide a blueprint that anyone else
could follow. Your operationalization should have the same
characteristics. [Note: Do not use any of these examples when
you operationalize social justice! They are not appropriate
because caring and compassion is an individual-level value, and
social justice is collective value. Come up with your own
operationalization that is consistent with the text’s definition of
social justice and that is collective in nature.]
Situational and environmental factors refer to those things in
the context that shape behavior. Think about how people are
generally quiet in a library and talkative in a café. There might
be the same number of people in both places, sitting at tables,
but the environmental factors facilitate different kinds of
behavior (being quite and working alone on academic work
versus visiting and talking about any number of academic or
non-academic things). You might also think about classrooms
where desks are clustered together versus classrooms where the
desks are all facing forward and bolted down. Here, situational
factors might facilitate small group cooperation in the former
case and independent working in the latter case. You might also
think about social structures and how they position us within
Dominator Culture. Refer to readings for 10/3, 10/10, & 10/15.
When thinking about accountability, privilege, or oppression,
refer to readings and the discussion for 10/3 & 10/15. You
might ask yourself: What was easy to do and why? What was
hard to do and why? Who and/or what is affected (think

14. broadly) by what I am doing? What processes had to occur or
what did other people do that now enable me to do this? What
larger impact will my actions have? If it is true that I do not
always behave in ways that are consistent with social justice,
why is that? For example, what if I cannot afford, or do not
know where to look for, or simply cannot find vegan food that
is picked or processed by people who are paid a living wage and
are not exposed to pesticides, but what if I can easily smile and
say “hi” to people? What if I find it easier to smile and say hi to
women versus men, or to younger people versus older people, or
to students versus faculty? How do these “facts” relate to my
social positioning, which informs my accountability, privilege,
or oppression? (See the questions above.)
Tips from TAs
1.) In line with Gina's first suggestion for doing well in this
class: Be well read! That means reading the prompt carefully as
well. Readings that may assist you with the Praxis assignment:
The sample praxis paper available on Canvas, the assigned
reading by Langhout et al. 2013 “The praxis assignment:
Experiential learning in a large social-community psychology
class” (several examples of assignments provided in this
article), “Principles for Action” beginning on Page 65 of the
textbook, Chapter 4 Levels of analysis and the ecological
metaphor, Pages 26-31 in the textbook “Oppression, Liberation
and Well-being: the 'Big Picture' of Community Psychology” &
“Issues and Problems”
2) Avoid charity approaches and the “savior syndrome” (i.e.
“helping” people or groups or communities, especially ones you
have never connected with. Furthermore, simply
acknowledging/ speaking with oppressed individuals or groups
is NOT part of enacting social justice. That might be social, but
that's not justice.)
3.) Get creative, and think outside the box. This assignment is

15. about praxis – embodied theory and reflection. It's important
that you strive your best to come up with a theory of change
that can translate into action(s) (i.e. your operationalization).
Note that once you apply your theory, there may be many
unexpected outcomes – and that's ok! Take this as an
opportunity to reflect and get critical as you write your paper.
4.) Don't stress the “24-hour” aspect of the assignment – this
guideline is to encourage you to immerse yourself in
Community Psychology's “social justice” lens of the world. It
might seem difficult because it is! That's an important part of
the assignment – ask yourself: why is it so difficult?
5.) Simply raising awareness in most cases does not fit with the
Community Psychology definition of social justice.
� This assignment is inspired by Scott Plous’s assignment,
“Social Psychology Day of Compassion” at Wesleyan
University.
� Privilege is structural, and so it cannot be “put on” and
“taken off” at will. Nevertheless, people can choose to collude
with or work against privilege. For more information, see the
now defunct journal, Race Traitor, which can be found on line.
The same critique can be applied to oppression within
Dominator Culture.
Praxis Assignment – Day of Social Justice
Social justice is “the fair and equitable allocation of bargaining

16. powers, obligations, and resources in
society” (Nelson & Prilleltensky, 2005, pp. 65). For my social
justice day, I operationalized this term as
contacting as many people as I could, within a 24 hour period,
to ask them to vote against Proposition 8. I
chose this because marriage brings with it many resources, such
as access to health care, social security,
and retirement benefits for partners. Having one group of
people systematically unable to access these
kinds of resources is not fair or equitable, and therefore, not
socially just.
I began my day by volunteering for a local phone bank for 3
hours. I was calling people in the
northern California central valley area. I thought it was
important to call people who weren’t along the
coast because I thought more people would already be against
Prop 8 in the coastal regions. I also decided
to strike up a conversation about Prop 8 with everyone I talked
to on this same day.
When I was phone banking, many people hung up on me, but
some were receptive and sympathetic.
One woman told me I was going to go to hell, but others told me
to keep making calls and that this was an
important issue. I went back and forth between feeling defeated

17. and energized. I made sure to end the day
on a positive call, even though it meant staying an extra 10
minutes. I had more difficulty when talking to
people face to face. I don’t normally talk about politics with my
friends. I was surprised by my
stereotypes of who supported and who was against Prop 8. Also,
a few friends assumed that my talking
about Prop 8 meant that I was queer but was not out. One friend
teased me by calling me a slur. I went
back and forth in my mind, and finally told this friend that I
was talking about Prop 8 for a class
assignment. I think I felt too threatened to let it go.
The day of social justice me was different from the everyday me
because I made it a point to talk
about something political (Prop 8) with everyone that day, and I
did phone banking, which I had never
done before. I was uncomfortable talking with some of my
friends and I found myself avoiding certain
people because I didn’t want to have the conversation with some
of these people (including my dad). It
was easier to talk to some people than others. For example,
talking to people in a class where we had
talked about LGBT issues was easier than talking to people on
the shuttle. I had a connection with my

18. classmates, created by certain situational factors (what had been
covered in class). This leads me to
believe that if I were in situations where I talked about political
issues more often, it would become easier
to talk about political issues with at least this subgroup of
people. Also, because I’m straight, this issue
does not directly affect me; that makes it easier for me to ignore
it. Given that I’m not very politically
active (but I do vote!), this is a situational factor that creates a
difference between the regular me and the
social justice me.
I can’t easily say if the benefits outweigh the costs of being the
“social justice me.” For one, I was
avoiding certain people, who I do consider to be my friends.
That is a cost to me because I like my
friends. On the other hand, it felt good to call people and help
them to become more informed about Prop
8. I was able to dispel some myths and a few people told me
that they would re-think their positions!
When considering benefits and costs, I need to think about the
question, “To whom?” I was
uncomfortable in some situations, so there was a social cost to

19. me and maybe my friends. On the other
hand, if talking more openly about these issues would mean
fewer votes for Prop 8, then that would be a
benefit to the LGBT community as well as our society at large.
So, in sum, there were more costs for me
but more benefits for society.
This exercise relates to my privilege and accountability because
I am straight. It should be part of my
responsibility to talk to people in straight communities about
these issues. I can’t expect the LGBT
community to educate everyone straight, so this is an act of
solidarity. Even so, there were people I chose
not to talk to, meaning that I wasn’t ready to fully challenge
myself. I never put myself in a position
where I thought many people would assume I was queer, call me
names, and ridicule me because of it.
Overall, I must remember that with privilege, comes
accountability.