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Disseminating and presenting qualitative research findings

he purpose of research is to generate knowledge. Regard- T less of whether qualitative or

quantitative research methods are implemented, research findings must be communicated for knowl- edge to be used by health care providers or recipients. Research knowledge commonly is dissemi- nated verbally or in writing.

QUALITATIVE RESEARCH FINDINGS

tative research methods. Regard- less of the method used, the final phase of the research process is disseminating the findings.’ There is an onus on nurse researchers to inform health care providers and recipients about how their study contributes to advancing nursing knowledge and practice. Research can reinforce knowledge or uncover new information, and it is important to communicate either outcome to others. One researcher reminds us that qualitative researchers must decide what story they will tell and how they will tell it.2 Generally, the fmdings of most qualitative research studies are represented by themes, cate- gories, labels, or schematic models representing inductively derived theories.

There are many different quali-

VERBAL DISSEMINATION Depending on the scope of a

research study, it may be appropri- ate to inform people of the find- ings at the site where the study occurred or at a local, regional, national, or international confer-

ence. Most likely, your choice of venue will be somewhere within this continuum.

When presenting research findings, you need to know your audience. Are they laypersons, statisticians, methodologists, nurses, or newspaper reporters? After you know the audience, you can better determine what content they will expect. Also, know the length of time available for you to speak. Most professional research conferences allocate 10 minutes to 90 minutes for a pres- entation. This wide time range has major implications for the depth of your presentation.

When presenting an academic study, you should address the phi- losophy, methodology, data gener- ation strategies, analysis strategies, procedures used to ensure method- ological rigor, and research find- ings. Depending on the time avail- able, you may want to present highlights and give audience members a handout with biblio- graphic references. In addition, time for questions and answers usually is integrated to offer audi- ence members a chance to clarify key points or obtain more infor- mation. Visual images and hand- outs also facilitate learning.

For example, a researcher could present his or her findings from a phenomenological study of female survivors of breast cancer, which reflect the participants’ experience at the time of and after diagnosis. If this researcher pres- ents his or her findings to practic- ing nurses who care for breast

cancer survivors, he or she may want to offer more information on the phenomena of breast cancer and compare and contrast the fmdings with nurses’ current knowledge.

care professionals, identify the information that will be most helpful to audience members, as well as their expectations? For example, when speaking to a community, it is important to address screening recommenda- tions and community resources appropriate to the topic at hand. For example, the researcher con- ducting the breast cancer study may want to include information about how to perform self-breast examinations. As a researcher who has studied breast cancer, audience members would deem him or her an expert on this topic.

Nonhealth care professionals most likely will not be interested in the specifics of your research; therefore, you should summarize your findings and present them in a creative manner. Qualitative data have been communicated via poetry, song, metaphor, theater, or, more traditionally, through a case study or a listing of themes with supporting quotations? As qualita- tive research is contextually laden, subjective, and richly detailed, its strategies for dissemination will be as well.

When presenting to nonhealth

WRITT€# ~ l S S € M l ~ A T l O ~

seminate research findings via written communication.

There are many ways to dis-

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Researchers may choose to pub- lish their findings in several pub- lications, one specific publication, or consumer education materials. Another option is to disseminate fmdings as a research poster.

publication. Many journals address qualitative research methodology; therefore, some types of qualitative research may be appropriate to publish in more than one journal. Researchers may want to publish in journals with various implications, including methodological implications, nurs- ing practice implications, or health care consumer implications.

If your audience consists of other researchers, they will be interested in the philosophical and methodological aspects of your study. The process of qualitative research often is emergent and evolves with the demands of the specific study; therefore, aspects of your study that may be of inter- est to other researchers include recruiting participants, data analy- sis, theory building, and the strengths and weaknesses of the method used.

Publishing in one specific pub- lication. Another approach to written dissemination is to inform colleagues about the clinical applications of your research fmd- ings5 If using this approach, look

Publishing in more than one

for publishing opportunities in the topic area of your research. In the breast cancer study example, the researcher would want to fmd a publication that targets health care professionals who care for patients with breast cancer.

There are many nursing jour- nals. Researchers should access author guidelines and write query letters to editors describing their topic area and study to determine whether there is a fit between the journal’s focus and the research content. It is relatively easy to find this information using the Internet.

Publishing for consumers. A third approach is to publish one’s findings in publications geared toward health care consumers because today many consumers search for health care information on their own. These publications include patient education materi- als, such as brochures, audiovisu- als, computer software, or web sites. Information should be pre- sented in layman’s terms so that it is simply understood and visually appealing. Many types ofpatient education materials are written at a low grade level (eg, fifth grade). Contact publishers of patient edu- cation materials to find specific information about how to publish in this arena.

Disseminating as a research

poster. Many nursing research or educational conferences include opportunities for researchers to present posters, thus providing another avenue for disseminating research findings. Posters are large, visual displays that summa- rize aspects of a research study. It is important that a research poster be visually dynamic and easily read to capture viewers’ interest. Many resources are available to assist you in creating a poster display:

CONCLUSION Qualitative researchers must

communicate findings from their research efforts to inform the nursing community and so the findings can lead to improvements in the quality of nursing care. Novice researchers should read the literature available regarding qualitative research to find more specific strategies they can use to facilitate dissemination of their findings. Any researcher, whether novice or expert, should use other researchers and editors as resources when preparing qualita- tive research findings for dissemi- nation. Dissemination of research findings is a critical component of the research process.

MICHELLE BYRNE RN, MS, PHD, CNOR

NURSING RESEARCH COMMITFEE

NOTES

ty of qualitative research,” Nursing Outlook 45 (May/ June 1997) 125-132.

2. M Sandelowski, “Writing a good read: Strategies for representing qualitative data,” Research in Nursing andHealth 21 (August 1998) 375-382.

3. K May, “The politicking of research results: Presenting qualitative fmdings in the public arena,” in Completing a Qualitative Project: Details and Dialogue, ed Janice Morse (Thousand Oaks, Calif: Sage Publications, 1997) 329-344.

4. J Norris, “Meaning through form: Alternative modes of knowledge representation,” in Completing a

1. M Sandelowslu, “To be of use: Enhancing the utili- Qualitative Project: Details and Dialogue, ed Janice Morse (Thousand Oaks, Calif: Sage Publications, 1997)

5. J Swanson, R Durham, J Albright, “Clinical utiliza- 87-115.

tiodapplication of qualitative research,” in Completing a Qualitative Project: Details and Dialogue, ed Janice Morse (Thousand Oaks, Calif: Sage Publications, 1997) 87-1 15.

6. S Beyea, “Developing and presenting a poster pres- entation,” AORN Journal 67 (February 1998) 468-469; H Wilson, S Hutchinson, “Presenting qualitative research up close: Visual literacy in poster presentations,” in Completing a Qualitative Project: Details and Dialogue, ed Janice Morse (Thousand Oaks, Calif: Sage Publications, 1997) 87-1 15.

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