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Research in diabetes was indeed an awesome experience to me throughout the study. Although I was not very confident from the beginning of the research program, I eventually came to appreciate the entire research study. I was quite doubtful about the potential of the program to improve my ability to analyse and interpret data. I generally knew that data analysis and interpretation were my main challenges. Therefore, I fully prepared myself for the research program. In this brief essay, I reflect my overall learning experience, challenges I went through as well as the skills and competences I acquired during the past and current research programs. I can boldly confirm that the diabetes research program was tough but a holistic learning experience that boosted my self-esteem.
Once I had familiarised myself with the new setting, I gathered the most vital tools for the study. From the beginning of the program, I realised that this type of research work demanded a lot of attention to details (Parikh et al 2010, p. 235). Hence, I had to embark on a rigorous reading process. As a matter of fact, both quantitative and qualitative readings are vital ingredients in the research process. Research program in diabetes can only improve the practice if adequate theoretical research is conducted (Karter et al 2008, p. 370).
I also appreciate the fact that success within my practice largely relies on research input. Apart from research studies that I personally conduct, I have also found it useful to utilise research findings from other professional studies. Another area of consideration is the ability to integrate research and theory (von Bonsdorff et al 2013, p.1403). Needless to say, theoretical background is a crucial building block in any type of empirical study. It may not be possible to undertake a quantitative study if adequate background theoretical knowledge is absent. As it stands now, I am at a vantage position to gather and appraise research data especially after I acquainted myself thoroughly with the previous modules. Better still, I can appropriately apply, comprehend and develop unique projects related to empirical research study (Tarride et al 2010, p. 270).
In my earlier level of practice, I can recall how I used to familiarise myself with credible research materials such as peer reviewed journals, books and other reputable publications. Perhaps, we sometimes fail to differentiate between personal opinions and independent, authoritative research studies (Lounsbury, Hirsch, Vega & Schwartz 2014, p.963). One of the key attributes of an independent research study is the ability to incorporate scientific knowledge and approaches especially in regards to the causative factors that trigger various health complications (Bose 2013, p.205). Concept maps and diagrams also assist a researcher to disseminate the intended message to the targeted audience.
After the research program in diabetes, it dawned on me that policy formulation and program design are two critical components that may either impede or enhance such an initiative. It is usually necessary to consider the non-clinical factors. These include the behavioural and psychosocial aspects of a research study (Varni et al 2013, p.2170).
I was not quite sure if I would be able to handle complex research data especially during analysis and interpretation. In any case, the latter proved to be a major challenge from the onset of the study. I consumed a lot of invaluable time to learn both the basic and advanced data analysis and interpretation skills. Nonetheless, the research project improved my critical thinking skills and significantly assisted me to understand the interpretation of evidence-based medicine and its application in daily practice.
I have acquired requisite knowledge in both empirical and theoretical research. For example, I can excellently manipulate research data through analysis and interpretation (Caspersen et al 2012, p.1483). The vast amount of knowledge in research has enabled me to boost the overall content and quality of my practice. I am currently conversant with research methods and also quite articulate in my projects.
References
Bose, J 2013, Promoting successful diabetes management in the workplace , International Journal of Workplace Health Management, vol. 6, no. 3, pp. 205-226.
Caspersen, C.J., Thomas, G.D., Boseman, L.A.., Beckles, G. & Albright, A 2012, Aging, Diabetes, and the Public Health System in the United States , American Journal of Public Health, vol. 102, no. 8, pp. 1482-1497.
Karter, A.J.,Stevens, M., Gregg, E.W., Brown, A., Tseng, C., Marrero, D.G., Duru, O.K., Gary, T.L., Piette, J.D., Waitzfelder, B., Herman, W.H., Beckles, G., Safford, M.M. & Ettner, S.L 2008, Educational Disparities in Rates of Smoking Among Diabetic Adults: The Translating Research Into Action for Diabetes Study , American Journal of Public Health, vol. 98, no. 2, pp. 365-370.
Lounsbury, D.W., Hirsch, G.B., Vega, C. & Schwartz, C.E 2014, Understanding social forces involved in diabetes outcomes: a systems science approach to quality-of-life research , Quality of Life Research, vol. 23, no. 3, pp. 959-969.
Parikh, P., Simon, E.P., Fei, K., Looker, H., Goytia, C. & Horowitz, C 2010, Results of a Pilot Diabetes Prevention Intervention in East Harlem, New York City: Project HEED , American Journal of Public Health, vol. 100, pp. 232-239.
Tarride, J., Hopkins, R., Blackhouse, G., Bowen, J.M., Bischof, M., Von Keyserlingk, C., OReilly, D., Xie, F. & Goeree, R 2010, A Review of Methods Used in Long-Term Cost-Effectiveness Models of Diabetes Mellitus Treatment , PharmacoEconomics, vol. 28, no. 4, pp. 255-277.
Varni, J.W., Curtis, B.H., Abetz, L.N., Lasch, K.E., Piault, E.C. & Zeytoonjian, A. A 2013, Content validity of the PedsQL(TM) 3.2 Diabetes Module in newly diagnosed patients with Type 1 diabetes mellitus ages 8-45 , Quality of Life Research, vol. 22, no. 8, pp. 2169-2181.
von Bonsdorff, M.,B., Muller, M., Aspelund, T., Garcia, M., Eiriksdottir, G., Rantanen, T., Gunnarsdottir, I., Birgisdottir, B.E., Thorsdottir, I., Sigurdsson, G., Gudnason, V., Launer, L. & Harris, T.B 2013, Persistence of the effect of birth size on dysglycaemia and type 2 diabetes in old age: AGES-Reykjavik Study , Age, vol. 35, no. 4, pp. 1401-1409.
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