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HLT 317V Topic 1 DQ 2 research process discussion guide

Describe how the research process is used to communicate findings relevant to problems in health care, give an example of using or seeing the research process, and explain how the research approach supports evidence-based practice and guides resolutions that improve care.

Editorial process

Last reviewed · August 14, 2026

01

The research process as a way of communicating

Read the first sentence carefully, because it is easy to answer a different question. It does not ask how research is conducted. It asks how the research process is used to communicate findings relevant to problems in health care, which puts the emphasis on transmission rather than method. The research process communicates because it is standardised. A structured abstract, a stated question, a described population, a named design, reported results and an acknowledged limitation are a shared format, and that shared format is what lets a clinician in another organisation decide in two minutes whether a study applies to their patients. Peer review, indexing in databases, registration of trials and the reference list all serve the same end. They make a finding findable, checkable and comparable, which is the difference between a result somebody has and a result the field can act on. Trial registration before data collection serves the same end, because it makes silence visible.

The second and third parts want your own example and then the link to practice. The example does not have to be a study you ran. Reading a protocol built on published evidence, sitting on a committee that reviewed an article before changing a policy, collecting audit data on your own unit, or being taught a technique because a trial showed it worked all count, so long as you can say what was communicated and to whom. Then the last sentence asks how the research approach ensures evidence-based practice and guides resolutions. The honest answer is that it does not ensure anything on its own: it supplies the evidence component, which then has to meet clinical expertise and patient values before it changes care. Saying so is stronger than repeating the claim in the prompt, because it shows you know where evidence stops and judgement starts.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Explain standardised reporting as the mechanism that makes findings transferable.
  • 02
    Identify peer review, indexing and citation as communication infrastructure.
  • 03
    Relate a personal experience of research use to the formal research process.
  • 04
    Connect published evidence to a specific change in practice or policy.
  • 05
    Recognise the limits of evidence alone within evidence-based practice.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

HLT 317V Topic 1 DQ 2 Describe how the research process is used to communicate findings relevant to problems or issues within health care. Provide an example of how you have seen or used the research process in the health care field or in your education. Explain how using the research approach allows us to ensure evidence-based practice and helps guide resolutions for the improvement of care.
Course-wide instructions that accompany this question

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. HLT 317V Topic 1 DQ 2 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.

02

Turn the brief into deliverables

  1. 01
    An explanation of how the research process communicates findings.
  2. 02
    One example from your own education or health care experience.
  3. 03
    An account of how the research approach supports evidence-based practice.
  4. 04
    A statement of how findings guide resolutions to a care problem.
  5. 05
    Citations for any sources used.
03

Process, example, then the link to practice

01

Why the process is a communication system

Set out standardised reporting as shared format rather than bureaucracy.

02

The infrastructure around a finding

Cover peer review, indexing, registration and citation.

03

An example from your own experience

Describe a time you used, produced or acted on research findings.

04

From finding to practice

Trace how a communicated result becomes a change in care.

05

What evidence alone cannot do

Place evidence alongside clinical expertise and patient values.

04

Where findings become usable by other people

Recommended databases

  • PubMed and MEDLINE
  • Cochrane Library
  • StatPearls via NCBI Bookshelf
  • CINAHL
  • Your own organisation's policy documents

Search sequence

  1. 1.
    Look at a structured abstract and list the elements every reader relies on.
  2. 2.
    Read how peer review and indexing are described by the National Library of Medicine.
  3. 3.
    Choose one experience where a finding reached you and changed something.
  4. 4.
    Find an authoritative definition of evidence-based practice and its three components.
  5. 5.
    Draft the limits paragraph before the enthusiasm paragraph, so it survives editing.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    PubMed® and MEDLINE®: Additional Resources

    National Library of Medicine · 2024

    Describes the indexing infrastructure that makes published findings retrievable.

  2. 02

    About Cochrane Reviews

    Cochrane Library · 2024

    Shows how findings are synthesised into a form other clinicians can act on.

  3. 03

    Nursing Professional Development Evidence-Based Practice

    StatPearls, NCBI Bookshelf · 2024

    Authoritative statement of the three components of evidence-based practice.

  4. 04

    Quality Improvement Methods (LEAN, PDSA, SIX SIGMA)

    StatPearls, NCBI Bookshelf · 2024

    Shows how a communicated finding is turned into a local improvement cycle.

06

Review before submission

Common mistakes

  • Describing how research is carried out when the question asks how it is communicated.
  • Offering an example with no identifiable finding attached to it.
  • Claiming research guarantees good practice, which overstates what evidence does.
  • Leaving out peer review and indexing, the parts that make findings findable.
  • Treating evidence-based practice as a synonym for reading studies.
  • Answering the first sentence at length and the last two in a line each.

Submission checklist

  • The answer addresses communication of findings, not method.
  • Standardised reporting is explained as the reason findings travel.
  • A concrete personal example is included.
  • The example names what was communicated and to whom.
  • The relationship between evidence and practice change is stated accurately.
  • Sources are cited where claims are made.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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