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AHA Presenter Disclosure AHA Presenter Disclosure Information Information

Susan J. Pressler Susan J. Pressler “How to Write a Strong Nursing-Based “How to Write a Strong Nursing-Based Abstract for AHA/ASA’s Scientific Conferences”Abstract for AHA/ASA’s Scientific Conferences”

Disclosure Information:Disclosure Information:No conflict of interest to disclose for this No conflict of interest to disclose for this presentationpresentation

Funding from NIH for research grantsFunding from NIH for research grants

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AHA Presenter Disclosure AHA Presenter Disclosure Information Information

Debra K. MoserDebra K. Moser“How to Write a Strong Nursing-Based “How to Write a Strong Nursing-Based Abstract for AHA/ASA’s Scientific Conferences”Abstract for AHA/ASA’s Scientific Conferences”

Disclosure Information:Disclosure Information:No conflict of interest to disclose for this No conflict of interest to disclose for this presentationpresentation

Funding from NIH for research grantsFunding from NIH for research grants

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How to Write a Strong Nursing-Based How to Write a Strong Nursing-Based Abstract for AHA/ASA’s Scientific Abstract for AHA/ASA’s Scientific

ConferencesConferences Debra K. Moser, DNSc, RN, FAAN, FAHADebra K. Moser, DNSc, RN, FAAN, FAHA11

Susan J. Pressler, DNS, RN, FAAN, FAHASusan J. Pressler, DNS, RN, FAAN, FAHA22

1University of KentuckyLexington, Kentucky

2University of MichiganAnn Arbor, Michigan

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Goals of Today’s Goals of Today’s WebinarWebinar

1.1. Describe procedures for writing Describe procedures for writing a scientific abstract for a scientific abstract for presentation at AHA/ASA presentation at AHA/ASA meetingsmeetings

2.2. Present ‘tips’ for writing Present ‘tips’ for writing successful abstractssuccessful abstracts

3.3. Provide examples of strong Provide examples of strong abstractsabstracts

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Before You Begin to Before You Begin to WriteWrite

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Background WorkBackground Work

Review the Call for Abstracts Review the Call for Abstracts guidelinesguidelines – What is the purpose of the meeting? What is the purpose of the meeting? – Who is the audience? Who is the audience? – What is the format, including word limit? What is the format, including word limit? – How is the abstract submitted?How is the abstract submitted?– Only data-based studies? Only data-based studies? – Only completed studies?Only completed studies?

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Background WorkBackground Work

Consider the ‘fit’ between the Call Consider the ‘fit’ between the Call and your studyand your study

Peer Review Process – find the Peer Review Process – find the evaluation criteria from the evaluation criteria from the organizationorganization– reviewers will use the criteria and reviewers will use the criteria and

you want your abstract to be you want your abstract to be competitivecompetitive

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Plan AheadPlan Ahead

It takes time to write – Plan ahead and It takes time to write – Plan ahead and start earlystart early– often need more analyses and input from often need more analyses and input from

othersothers

Experience helps - Work with a mentor Experience helps - Work with a mentor or colleagueor colleague

Review examples of other abstracts – Review examples of other abstracts – Circulation (available online)Circulation (available online)

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Writing Tips Writing Tips

Strive for perfection and precisionStrive for perfection and precision

1.1. Carefully proofread for spelling and Carefully proofread for spelling and grammatical errors and ‘typos’grammatical errors and ‘typos’

2.2. Limit use of abbreviations – too Limit use of abbreviations – too many are very distractingmany are very distracting

3.3. Follow guidelines for word limits, Follow guidelines for word limits, margins, and font sizemargins, and font size

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Writing A Scientific Writing A Scientific AbstractAbstract

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1. Parts of the 1. Parts of the AbstractAbstract1.1. TitleTitle

2.2. BackgroundBackground

3.3. Objectives/Purposes/AimsObjectives/Purposes/Aims

4.4. MethodMethod

5.5. ResultsResults

6.6. ConclusionsConclusions

The exact headings may vary according to The exact headings may vary according to thethe

organization’s guidelinesorganization’s guidelines

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Structured AbstractsStructured Abstracts

We recommend using structured We recommend using structured abstractsabstracts

These use the main headings to These use the main headings to separate parts of the abstract separate parts of the abstract

This methodThis method– Makes the abstract easier to read Makes the abstract easier to read – Clearly identifies parts of the studyClearly identifies parts of the study

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1. The Title1. The Title

Make it Make it descriptive descriptive

Make it importantMake it important

Make it Make it compellingcompelling

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1. The Title - Examples1. The Title - Examples

Quality of life among stroke Quality of life among stroke survivorssurvivors

OROR Depression and functional status Depression and functional status

predict quality of life in strokepredict quality of life in stroke OROR

Do depression and functional Do depression and functional status predict quality of life in status predict quality of life in stroke survivors?stroke survivors?

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2. Background2. Background

Usually limited to 1 sentence so Usually limited to 1 sentence so make it specificmake it specific

Use a problem statement Use a problem statement approach approach Despite the fact that ___ strokes/MIs Despite the fact that ___ strokes/MIs

occur annually, occur annually, – Little is known about …Little is known about …– Information is lacking about…Information is lacking about…

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2. Background - 2. Background - ExamplesExamples

1.1. Little is known about the relationship Little is known about the relationship between between variable 1variable 1 and and variable 2 variable 2 in in [sample].[sample].

22. HTN contributes to mortality in . HTN contributes to mortality in patients after stroke, but interventions patients after stroke, but interventions to improve antihypertensive to improve antihypertensive medication adherence in these medication adherence in these patients are lackingpatients are lacking

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3. Objectives/Purposes3. Objectives/Purposes

Limit to 1 or 2 sentences; these can be Limit to 1 or 2 sentences; these can be directly from a studydirectly from a study

Flow directly from the problem Flow directly from the problem statement that you identified in the statement that you identified in the backgroundbackground

Critical element because Critical element because – it tells the reviewer exactly what to expect in it tells the reviewer exactly what to expect in

the rest of the abstractthe rest of the abstract– reviewer makes judgment about the reviewer makes judgment about the

importance of the topic based on this partimportance of the topic based on this part

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3. Objectives/Purposes 3. Objectives/Purposes - Examples- Examples

Background: Little is known about Background: Little is known about the relationship between the relationship between variable variable 11 and and variable 2 in [sample].variable 2 in [sample].

Objective: Objective: To examine the To examine the relationship between variable 1 relationship between variable 1 and variable 2 in persons with and variable 2 in persons with [condition].[condition].

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3. Objectives/Purposes 3. Objectives/Purposes - Examples- ExamplesBackground: HTN contributes to mortality in Background: HTN contributes to mortality in

patients after stroke, but interventions to patients after stroke, but interventions to improve antihypertensive medication improve antihypertensive medication adherence in these patients are lacking adherence in these patients are lacking

Objective: Objective: To test a nurse-based To test a nurse-based computerized intervention designed to computerized intervention designed to improve adherence to antihypertensive improve adherence to antihypertensive medications and improve survival among medications and improve survival among stroke survivorsstroke survivors

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3. Objectives/Purposes 3. Objectives/Purposes - Examples- Examples

Objective: Objective: To test a nurse-based To test a nurse-based computerized intervention designed to computerized intervention designed to improve adherence to antihypertensive improve adherence to antihypertensive medications and improve survival medications and improve survival among stroke survivorsamong stroke survivors

InterventionIntervention = nurse-based, computerized = nurse-based, computerized

Outcomes (dependent variables)Outcomes (dependent variables) = = adherence and survivaladherence and survival

SampleSample = stroke survivors = stroke survivors

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4. Methods4. Methods

Succintly tells the study’s:Succintly tells the study’s: DesignDesign ProcedureProcedure SampleSample MeasuresMeasures Statistical analysisStatistical analysis

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4. Methods (Cont.)4. Methods (Cont.)

Critical component because Critical component because – it tells the reviewer what to expect it tells the reviewer what to expect

in the results section in the results section

– it gives us information about the it gives us information about the quality and strength of the quality and strength of the study study

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Reference:Reference:

Pressler SJ, Subramanian U, Kareken D, et al. Pressler SJ, Subramanian U, Kareken D, et al. Cognitive function is poorer in heart failure. Cognitive function is poorer in heart failure. Circulation. 2008;118:S_768Circulation. 2008;118:S_768

Abstract 2718Abstract 2718http://circ.ahajournals.org/cgi/content/http://circ.ahajournals.org/cgi/content/

meeting_abstract/meeting_abstract/118/18_MeetingAbstracts/S_768-a?118/18_MeetingAbstracts/S_768-a?maxtoshow=&HITS=10&hits=10&RESULTFmaxtoshow=&HITS=10&hits=10&RESULTFORMAT=&searchid=1&FIRSTINDEX=0&dispORMAT=&searchid=1&FIRSTINDEX=0&displaysectionid=Effect+of+Heart+Failure+onlaysectionid=Effect+of+Heart+Failure+on+the+Patient+and+Family&volume=118&i+the+Patient+and+Family&volume=118&issue=18+Supplement&resourcetype=HWCssue=18+Supplement&resourcetype=HWCITIT

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The End of Part 1The End of Part 1