Proposal Writing, Presentation of Findings, Communication and Utilization of Findings

1. Proposal Writing, Presentation of Findings, Communication and Utilization of Findings Back to Class 14

2. Proposal Writing • The research proposal is a formal way to communicate ideas about a proposed study so that you can obtain approval to conduct the study and/or to get funds for it. • Each step of the proposal must be logically and easily read by someone who may not have a health care background • Each proposal varies in length and depth, depending upon the subject, but there must be enough detail to allow the reader to understand what you are planning.

3. Proposal Writing • Critical points must be easily identified – each area that is required on your grade sheet should be highlighted by placing it as a side title – set apart from the rest of the paper • Use APA format for the bibliography and citations. (A reference page is not necessary) • Write the proposal in the future tense and in the third person – no “I”s • The review of literature should provide an overview of the essential information for the research. It should not be just one citation after another. It should show that you have put some thought into the relationship of your research and the literature. You don’t have to address every reference. Mention strengths or weaknesses.

4. Proposal Writing • The review of literature should conclude with a summary • After the proposal is developed, a researcher submits it to the appropriate reviewers • In the base institution and any others involved • If it is for a higher degree, the researcher must have a formal defense of the proposal • Remember committees do not meet often • Take criticism as constructive, not threatening.

5. Findings of the Study • The findings of the study are the presentation of the results in the form of data or facts. The reporting of the data is an objective process – no opinions. (Data are plural. Datum is singular.) • Findings are written in the past tense and are the results of data analysis. They also include a description of the study sample and whether any subjects have dropped out. • Descriptive statistics are always used, but inferential statistics are only used where hypotheses are tested or research questions are posed.

6. Findings of the Study • Presentation of Findings • Narrative presentation – • The findings should be clearly and concisely presented in the text. As much attention should be given to data that fail to support as to those that do support. • The statistical test, the test results, degrees of freedom and the probability values (in two decimal places) should be listed. • In qualitative research, the narrative presentation will have a lot of direct quotes, then a summary of patterns and themes found in the data.

7. Results

8. FINDINGS • Tables – means of organizing data so that they may be more easily understood and interpreted. • Information presented in tables should be discussed in the text • Tables should appear as soon as possible after they have been referred to in the text • Titles should be clear, concise and contain the variables that are presented • All data entries should be rounded to the same number of decimal places – decimal points should line up • Where data are not available a – should be used • Figures – any visual presentation other than a table – graphs, diagrams, drawings, etc.

9. Discussion of Findings • Explain the meaning of the information in easily understood terms • Discuss how reliability and validity were maintained • Discuss the weakest links (no true confessions) • Discuss the results in terms of whether they were: • significant and in keeping with those predicted • non-significant – explain • significant but opposite to those predicted • mixed results • Unexpected • Compare results to previous studies • Discuss statistical and clinical significance

10. Conclusions • The researcher attempts to show what knowledge has been gained by the study and also tries to generalize that knowledge considering the population and the sample. Must address: • Was the study problem answered? • Was the research purpose met? • Was the research hypothesis supported? • Was the theoretical framework supported?

11. Implications • This gives the researcher the opportunity to be creative – give the meaning of the conclusions for the body of knowledge, for theory, and for practice. It contains suggestions for making changes, for implementing findings, for further studies, and for incorporation into the body of knowledge of nursing and other disciplines.

12. Recommendations • Recommendations for further research • Logical extensions of the study – answers the question “What comes next?” • Replication of the study – maybe a different sampling or setting. If these are not done, implementation of research findings are seriously hampered. • Correction of the study limitations – sample, instrument, control of variables, change in methodology

13. Why Communicate Research Results • Essential for utilization • Allows for other nurses to critique • Stimulates others to replicate or develop similar studies • Provides rewards for the researcher • Recognition • Advancement • Psychological boost • Financial compensation

14. Ways to Communicate Research Results • No research project is complete until the final report has been written • Theses and dissertations • Research results presented at professional conferences – call for abstracts • Presenting a research paper • Presenting a research poster • Publishing a journal article –refereed and non-refereed • Newsletters and foundation reports • Nursing organizations/agencies • TV, radio, popular magazines, patients

15. Research Utilization • Knowledge utilization – time lags between discovery and use occur in every area – reasons include historical events, attitudes toward research or the researcher, and values which must be changed before findings are accepted. • Dissemination or diffusion of innovations is needed for utilization

16. Rogers Theory of Diffusion • Innovations – must have good characteristics for adoption • Relative advantage (better than current) • Compatibility (with values) • Complexity (easy to understand or use) • Trial-ability (able to try it on a limited basis)

17. Rogers Theory cont. • Decision-making steps • Knowledge stage – first become aware of innovation – mass media has most effect at this time – innovators actively seek • Persuasion – form an attitude about the change – consult near peers • Decision – choose to adopt or reject – seek face-to-face change agents outside the system – would you advise its use • Implementation – use the innovation • Directly • Reinvent to meet own needs • Indirectly – incorporate knowledge • Confirmation – seek reinforcement – may change

18. Rogers Theory cont. • Types of people in the system • Early adopters – leaders in the existing social system – identify them and seek their acceptance • Early majority – rarely leaders, but are active followers • Late majority – adopt new ideas only if the pressure is great • Laggards cling to the past

19. Barriers to Utilization • Nurses’ lack of knowledge – unaware of research findings • Nurses’ negative attitudes – do not see value of research for practice • Inadequate dissemination of research findings • Lack of institutional support – authority, time, funding • Findings are not ready for use in practice Back to Class 14