Chapter 16. Publishing and Dissemination of Research
Mi Ja Kim and Heeseung Choi
▪ Introduction
▪ Components of a nursing research paper
▪ Steps in writing for publication
▪ Ethical practice of publication and dissemination
▪ Conclusion
Components of a nursing research paper
Academic papers generally include four sections: Introduction, Methods, Results findings, and Discussion/Conclusions.
Introduction
The primary purpose of the introduction is to draw the attention of readers and inform them what to expect in the paper. The significance, uniqueness, and timeliness of the topic under study should be presented at the beginning of the introduction to invite readers’ attention. It usually includes a statement of the problem or research question, the purpose of the study, significance of the study, conceptual or theoretical framework that guided the study and hypotheses (if applicable). A brief review of relevant literature along with identification of the gap in the current knowledge that the present study intends to fill are also included. It is important to include a concluding paragraph that summarises the introduction section and addresses how the new knowledge acquired in the study will contribute to nursing (Table 16.1).
| Sample extracts reproduced with permission of the publishers. | ||
| Quantitative | Qualitative | |
|---|---|---|
| Research questions | The research questions were as follows: (1) What are the demographics, health characteristics, and family histories of women with and without breast cancer who are scheduled to be seen for genetic cancer risk assessment (GCRA)? … (5) Are there differences between the unaffected and affected groups regarding these questions? (MacDonald et al 2005, p. 373; Lipincott Williams & Wilkins ©) | Specific aims of the study were to seek answers to the following questions. 1. How do these elderly people define their health? Do they define health in ways other than by reference to illness and disease, disability and dysfunction? … 3. What behavior and/or activities do these elderly respondents describe as contributing to their health? (van Maanen 2006, p. 55; Blackwell Publishing) |
| Purposes | Specifically, we intended to: •determine whether RNs were aware of their need for information and the importance of using evidence (including research) in practice … •define, from the RN’s point of view, the individual and institutional barriers to using research and other evidence in practice that are present in the clinical environment (Pravikoff et al 2005, p. 43; Lipincott Williams & Wilkins ©) | The purpose of the present study was to determine the most frequently perceived benefits of and barriers to medication and dietary compliance among two samples of patients with heart failure (Heilemann et al 2005, p. 953) |
| Significance of the study | Presently, there is paucity of empirical data on Nigerian nurses’ overall knowledge of and attitude towards AIDS. This study is part of a larger study on the knowledge about AIDS among Nigerian nurses, their attitudes and level of comfort (LOC) in providing services to surviving patients with AIDS (Oyeyemi et al 2006, p. 197; Blackwell Publishing) | The concept of patient advocacy has in recent times become enshrined in nursing practice. The International Council of Nurses calls on nurses and nursing organizations to promote advocacy as ‘a key nursing role’ … Despite this adoption of the role of nurses as advocates, difficulties arise when precise definitions of the concept are sought, which, in turn, make it difficult to enact in practice … This study is aimed to investigate general nurses’ perceptions of the role in Ireland, where notably there are no published articles to date, and compare these with the existing literature on the subject (O’Connor & Kelly 2005, p. 454; © 2005 Edward Arnold (Publishers) Ltd. (www.hodderarnoldjournals.com)) |
| Conceptual framework | Roy’s Adaptation Model (1984) was chosen as the conceptual framework for this exploratory study … Roy’s theoretical model is particularly well suited to this study as | Explanatory models are beliefs and knowledge that individuals use in response to a specific experience of illness …Kleinman’s (1980) explanatory models of |
| verbal abuse in this case is an external, focal stimulus to which the pediatric nurse is exposed. The environment is the unit in which the pediatric nurse has to work, and the pediatric nurse represents the adaptive system that responds to this external stimulus … (Pejic 2005, p. 272; reprinted with permission of the publisher, Janetti Publications, Inc., East Holly Avenue, Box 56, Pitman, NJ08071–0056; (856)256–2300; Fax (856)589–7463; Website: www.pediatricnursing.net; For a sample copy of the journal, please contact the publisher) | illness guided this study; Kleinman’s model captures both individuals’ and cultural groups’ understandings of disease and illness and identifies five themes common across explanatory models: (a) etiology, (b) … Understanding the explanatory model shared by a group can be used to develop culturally sensitive diabetes prevention programs targeted to the needs of the community (Skelly et al 2006, pp. 10–11) | |
Methods
Research design
In this subsection, authors concisely address what type of study design was selected for the study and justify the reasons for the design. Authors may provide more detailed information, such as for how long and how often the subjects were examined (longitudinal study), how the subjects were assigned to groups (experimental study) and in what context the study was conducted (qualitative study).
Sample and setting
This subsection includes demographic characteristics of the target population, selection criteria for the sample and sample size, the method used to determine this and the setting/context. Power ana-lysis is often used in quantitative studies to estimate the size of the sample needed to obtain a significant result. Special recruitment strategies used to increase the response rates along with the actual response rates are discussed in this section.
Instrument, measures and data collection procedure
Detailed information about the psychometric properties of the instruments and a rationale for their choice are required. A description of how study variables were defined, measured and scored by using the instruments is necessary. Conceptual and/or operational definitions of study variables are included as appropriate. When authors used instruments that required translation, they need to specify how they ensured the equivalency of the translated instrument. If equipment was used to measure physiological variables, authors should describe data collection procedures including the accuracy of the measures using the equipment.
Data collection procedures include the consent process; steps taken to collect data; amount of time, effort and risk involved; description of any incentives; and time frame for the data collection. Written informed consent is secured before collecting any data and it involves explanation of the purpose and the procedure of the study and question/answer period.
For qualitative studies using interview methods, it is necessary to present an interview guide, a training protocol for interviewers and the context in which the interviews were conducted. For focus groups, it is important to address the characteristics of group members, the nature and sequence of questions and the main role of a moderator (Morgan 1993). Also, authors need to elucidate how confidentiality was assured in the group and how the group dynamics and ground rules were managed. When any equipment (e.g. audiotape) was used to collect data for qualitative studies, the use of the equipment needs to be clearly stated in the consent form as well as in the methods section. Authors need to describe how the audiotapes were transcribed and how data were analysed. Helping readers to understand the detailed study process as well as the sociocultural and historical context of a study is essential in a qualitative study. Sample paragraphs for a methods section are outlined in Table 16.2.
| Sample extracts reproduced with permission of the publishers. | ||
| Quantitative | Qualitative | |
|---|---|---|
| Research design | This study represents baseline assessments of homeless participants engaged in a randomized clinical trial of an intervention designed to assess completion of TB chemoprophylaxis among homeless adults. Participants were randomized into a nurse case-managed program versus a standard program (Nyamathi et al 2005, p. 899) | This study used ground theory method. ‘Ground theory is an approach to qualitative research informed by symbolic interactionism … An assumption of grounded theory is that individuals and groups share social circumstances, generating common meaning and understanding’ (Lutz 2005, p. 804) |
| Sample/Setting | Strata in the quota sampling were ethnicity (Hispanic or non-Hispanic), and previous expression of Advance Directives (ADs) (either stated or not expressed prior to enrollment). Equal numbers of Hispanics and non-Hispanics (n = 60 each) were targeted for enrollment. Within each group, equal numbers of adults with and without expressed ADs at the point of enrollment were sought. Finally, subjects within the four groups were divided randomly to receive either the increased AD information condition (the LSPQ), or the attention control condition (an irrelevant survey). Thus, the research design created eight comparison groups. A power analysis, assuming a medium effect size, power of 0.80, and an alpha of 0.05, indicated a required sample size of n = 120. A total of 123 patients were initially enrolled; 106 were successfully retained with complete, usable data sets (Froman & Owen 2005, pp. 401–402; © 2005, reprinted with permission of John Wiley & Sons, Inc) | In each of 2 years, 12 women were to be recruited. In the three-stage sampling strategy, convenience sampling was used first; volunteers were sought within a 50-mile radius of the university. Social service agencies distributed 300 brochures (with attached postcards that volunteers could return) to women who might qualify or know of someone who might qualify. The second sampling stage was purposive. During a telephone call, volunteers were screened for ‘predefined traits’ that were typical of older women or linked to home-care use: (a) being age 80 or older; (b) … Finally, quota sampling was done to bolster representativeness (Porter 2005, p. 297; Lipincott Williams & Wilkins ©) |
| Instrument or measures | The Brazelton Neonatal Behavioral Assessment Scale is a means of scoring interactive behavior for both full-term and stable preterm infants. The scale consists of 27 behavioral items, each scored on a 9-point scale, and 20 elicited responses, each scored on a 3-point scale. In most cases, the infant’s score is based on the best performance, not an average performance. Areas of assessment include infant state, orientation … and smiling. A mean test–retest stability of all items was 0.592, with a range of 0.293 to 0.967. Reliabilities for independent tests range from 0.85 to 1.00. Testers can be trained at a 0.90 level of reliability, with this level remaining for long periods of time (Medoff-Cooper & Ratcliffe 2005, p. 358; Lipincott Williams & Wilkins ©) | Group sessions were audiotape-recorded. Tabletop microphones were placed to ensure that all comments were recorded clearly and accurately. Tapes were immediately labeled and stored for subsequent verbatim transcription. The group discussions were focused on the following topics: … Demographic data were collected. … All participants were asked about age, gender … and annual income. Questions initially were broad and open-ended. A flip chart was used at times in the session to make lists of responses and to validate for participants that their opinions mattered (Rose et al 2004, p. 41; Blackwell Publishing) |
| Data collection process | Blood pressure (BP) was measured with a Colin tonometric monitor, which noninvasively records BP with each heartbeat. Data collection occurred in a quiet room adjacent to a clinic setting, which was convenient for both inpatients and outpatients. Participants sat quietly and rested for 5 minutes before beginning the protocol. After the rest period, the protocol included four 4-minute segments (baseline; quiet #1; talking; quiet-time #2). During the quiet tasks neither the researcher nor the participant talked. During the 4 minutes of talking, participants were asked to describe what health means to them. Specific prompts included ‘How do you know you are healthy?’ … The entire protocol required a minimum of 21 minutes including the 5-minute rest period before beginning (Liehr et al 2002, p. 29; Blackwell Publishing) | We initiated the focus group discussions with an introductory message, thanking participants for volunteering and recounting the aims, purpose, and issues of confidentiality and anonymity. We informed participants of the scope of the discussion by introducing the topics under consideration. Ground rules were stated … Subsequent procedure depended on the dynamics and progression of each particular discussion, requiring the moderator to be responsive to the changing demands of the group … Following the discussion, a debriefing session took place. Participants were thanked for their contribution and informed of the subsequent stages of analysis (Adams et al 2005, p. 1298; Blackwell Publishing) |
| Data analysis | Path analysis was conducted in order to determine the goodness of fit of the model. Criterion for examining the goodness of fit included a chi-square probability greater than or equal to .05 with a Comparative Fit Index (CFI) of at least .90. Based on this criterion, the model provided an exceptional description of the relationships between the study variables in the dataset (χ2 = 26.2, p > .10, CFI = .968). Regression analysis was used to compute the path coefficients (Steele & Porche 2005, p. 335; Lipincott Williams & Williams ©) | The approach for data analysis was adapted from the steps described by Collaizzi. Initially, all transcripts were read to develop an overall understanding of the experience. Then, significant statements were identified, coded, and grouped into broad topical areas … A number of measures that address issues of trustworthiness of qualitative data, as described by Lincoln and Guba and applied to phenomenological research, were performed. First, peer debriefing, which is interaction of the investigator with other professionals, was used … Second, thick descriptive data were collected, which is the process of providing a detailed description of the participants to allow for transferability of findings. Third, the investigators established an audit trail, which is a mechanism of maintaining extensive notes that reflect the investigators’ analytical thought process during the course of the study … (Kavanaugh & Hershberger 2005, p. 598; Blackwell Publishing) |
Stay updated, free articles. Join our Telegram channel
Full access? Get Clinical Tree
