Communication

COMMUNICATION AND UTILIZATION OF RESEARCH

INTRODUCTION
‡ Communication of the research findings is one of the essential and final steps of the research process. ‡ Communication of the research findings carried out through dissemination of the empirical research evidences generated through research study. ‡ The dissemination of the research findings is achieved through either written or the oral means.
± Written means of communication, researcher writes a detailed description of the whole research process, which may be done in the form of thesis, dissertations, research articles, scientific papers etc. ± Oral communication of the research findings are achieved through presentation of the précised disruption of the research process to a group of people in a professional scientific conference through either oral scientific paper presentation or the poster presentation.

‡ Effective communication of the research report helps in; ± Promotion the learning of new knowledge among professionals. ± Expansion of the base for the evidenced based practices. ± Improving the healthcare outcome or client care outcome through refining the existing body of professional knowledge.

CRITERIA FOR COMMUNICATING THE RESEARCH
Selecting proper channel for communicating Knowing the consumers Developing an effective plan for writing a research report Careful selection of a journal for publication of a report Careful review of the author s manuscript guidelines

METHODS OF COMMUNICATION OF RESEARCH
‡ Written Reports
± Written report is considered as best method for disseminating the research findings because this communication medium has the potential for reaching to the large percentage of consumers. ± Nursing research is the method of building the knowledge and publication are the major medium for sharing this knowledge. ± Written raptors could be either thesis, dissertation, published scientific articles in journals and periodics. ± Publishing a research article in scientific journal involves the composition of research article in a format suggested for the author s manuscript and sending to appropriate professional journal for the publication.

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‡ Oral Reports
± Good method for the dissemination of the professional body of knowledge ± The oral reports are generally written and presented to the group of professionals in the conferences, which can be read during the conference or presented through poster presentation. ± Presenting research results at a conference has advantage over publishing a scientific research article in a professional journal.
‡ Firstly oral presentation provides opportunity to present the recent finding because publishing a research article in journal takes lot of time. ‡ Secondly, audiences get an opportunity to interact with the researcher and may clarify their doubts if any.

± There is lack of permanent record of the oral therefore, to overcome this problem oral reports supplemented with availability written report of presentation in advance in form of conference publications.

reports; must be the oral abstract

WRITING A RESEARCH REPORT
‡ A research process can not be considered compete until the report has been written. ‡ Writing a report highlights the research project and help in dissemination of the research findings. ‡ Dissemination of research findings serves scientific, professional and public function. ‡ An effective dissemination of scientific information brings the overall improvement in knowledge and practice among health care provides.

Characteristics of Good Research Report
‡ Report must have characteristics of conciseness, clarity, honesty, completeness and accuracy. ‡ Report must be long enough to cover the subject content and short enough to maintain interest among its consumers. ‡ Report must be written presented logically so that different pieces of the research process fits effectively. ‡ Abstract terminology and technical jargons must be avoided ‡ Presentation of the research report must be lucid and visually attractive, so that can be interesting to its users. ‡ Research report must reflect its originality.

Format of Research Report
‡ It involves organization study martial in to four sections:

Introduction, Methods, Discussion. ‡ (A) Introduction section

Results

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± it is often written in a funnel shaped structured. It should include the clear and concise problem statement, its significance, existing literature, conceptual framework of study, research questions, hypotheses, underlying assumptions and the need of the study. ± So in nutshell introduction generally includes:
‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ Background of the study Need of the study Research problem Objectives Hypothesis/ assumptions Operational definitions Conceptual framework Literature review

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‡ (B) Materials & Methods section: the methods section is often subdivided into several parts such as;
± ± ± ± ± ± ± ± ± ± ± ± Research design Research setting Target population Sampling technique and sample size Development and description of data collection tools Validity and reliability of research tools Methods and procedures of data collection Pilot study and tool tryout Feasibility of the study Ethical considerations Plan for data analysis Plan for reference writing

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‡ (C) Result section: It is the heart of the research report. If both descriptive and inferential statistics have been used, then results starts with descriptive statistics to present sample characteristics later analyzed data are presented in accordance with study objectives using descriptive and inferential statistics. ‡ (D) Discussion section: A typical discussion section address the following questions;
± What were the main findings? ± What do the findings means? ± How do the results compared with prior knowledge on the topic? ± What can be concluded about the findings vis-à-vis then use in nursing practices in nursing theories and in future nursing research?

Other aspects of the report
± Title: It should include the variables under study, study population and place of the study. The title should be clear and concise; ideally not more than about 15 words. ± Abstract: It can be in a unstructured paragraph of 100 to 200 words or in a structured form with sub-heading. It should be written clearly so reader can decide whether to need entire report or not. ± Key words: Substance, methodology and theoretical terms can be used as key words; these key words are used in index to help others locate your study. ± References: Use the reference style required by these reviewing the manuscript or report. Usually Vancouver s reference writing style is used in health sciences literature. ± Acknowledgement: Those people where contribution does not qualify them for authorship are sometimes acknowledged at the end of the report or the beginning of the report.

Steps in Writing Report
 Logical analysis of the subject matter  Preparation of the final outline  Preparation of the rough draft  Rewriting and polishing the rough draft  Preparation of final bibliography  Writing the final draft

Format of Writing Thesis or Dissertation
‡ Preliminary Pages: This section includes a) Cover page:
Title of the research study

Thesis submitted for the partial fulfillment of the requirement for the in Masters of Sciences in Nursing of the Panjab University, Chandigarh

Year

Name of the candidate

Name of the department and institution

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b) Certification of work from the guide/supervisor and Principal:
Certificate of supervisor This is to certify that Ms./ Mr. X has carried out study titled title of the study... is the original work of the above said person and it is conducted with full honesty and compassion.

Name of guide/supervisor Qualification Designation Name of Principal Qualification Address

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c) Acknowledgement: Acknowledgement must include the citation of the words of the thanks and appreciation for the people who have contributed in compilation of the research task including supervisor, co-supervisor, principal/HOD, other faculty members, ethical committee, other authorities who have facilitated the access of the data collection sources, study participants, friends, family members and other people who have directly and indirectly facilitated the conduction of the research study. d) Index/ table of content: This must includes the sequence of the contents placed in the research report (thesis/ dissertation) along with the page numbers. This subsection facilitates the reader to have easy access of the desired information from the research report without wasting time. e) List of tables: This includes the citation of the headings of tables in a sequence as they have placed in the thesis/dissertation. This sub-section facilitates the easy location of the information and data as per the need of the reader.

Contd
f) List of the figures: This includes the citation of the headings of figures in a sequence as they have placed in the thesis/dissertation. This sub-section facilitates the easy location of the information and data as per the need of the reader. g) List of the abbreviations: This includes the description and details of the abbreviations used in the thesis/ dissertation. This sub-section facilitates the pre-hand information for the reader about the abbreviations; so that a smooth reading can be facilitated.

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‡ The Main Text: This section includes a) Chapter-I: Introduction (Background of the study) Introductory paragraphs (generally 2-5 pages): ‡ This must include the few paragraphs about the background of the study, statement of the problem and purpose of the study. The primary goal of the introductory paragraphs is to catch the attention of the readers and to get them "turned on" about the subject. It sets the stage for the paper and puts topic in perspective. Significance or need of the study: ‡ This section creates a perspective for looking at the problem. It points out how your study relates to the larger issues and uses a persuasive rationale to justify the reason for your study. It makes the purpose worth pursuing. The significance of the study answers the questions:
± ± ± Why is your study important? To whom is it important? What benefit(s) will occur if your study is done?

Research problem/questions: ‡ This section includes the statement of the research problem or research question. For example; Objectives: ‡ This section includes the statements of the action and outcome which researcher wants to achieve during research activity. Hypotheses or assumption ‡ Each research is based on some hypotheses or assumption, which researches have to test through research finings. Scope and Delimitation ‡ All research studies also have limitations and a finite scope. Limitations are often imposed by time and budget constraints. Precisely list the limitations of the study. Operational definitions ‡ This section involves the operationally defined the terms used in the research study in the manner, where researcher is going to study the variables. Conceptual framework ‡ This section involves the description and diagrammatic presentation of the conceptual framework developed for the research study.

b) Chapter- II: Literature Review ‡ It is important because it shows what previous researchers have discovered. ‡ It is usually quite long and primarily depends upon how much research has previously been done in the area you are planning to investigate. ‡ It is one of the key elements that proposal readers look at when deciding whether or not to approve a proposal.

c) Chapter-III: Methodology (Material & Methods)

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Design of the research study Research setting Target population Sampling technique and sample size Development and description of research Instrumentation (include copy in appendix) Validity and reliability of research tool(s) Procedure and time frame of data collection (May present as an algorithm) Pilot study Feasibility of the study Ethical considerations Analysis plan (state critical alpha level and type of statistical tests expected to be used)

d) Chapter- IV: Analysis and Interpretation of Data (Results)

This section presents the description of the study sample and analysis and interpretation of the data through descriptive and inferential statistics and data are usually presented through tables, graphs etc. e) Chapter-V: Discussion Discussion (explanation of findings; where research presented his finding through critical analysis along with comparison with other similar research findings). Discuss section of the study presents that whether your findings support existing theories? Explain why you think you found what you did. Present possible reasons why the results might have turned out the way they did.

e) Chapter- V: Conclusions and Recommendations ± Conclusion includes the few paragraphs that summarizing what you did and found. ± Present recommendations based on your findings. Avoid the temptation to present recommendations based on your own beliefs or biases that are not specifically supported by your data. Recommendations fall into two categories. The first is recommendations to the study sponsor. What actions do you recommend they take based upon the data? The second is recommendations to other researchers. There are almost always ways that a study could be improved or refined. What would you change if you were to do your study over again? These are the recommendations to other researchers.

‡ The End Matter: This section includes. a) References: References may be written in American Psychological Association (APA) style, Campbell and Vancouver s style. However, in health sciences Vancouver s style for writing the references is commonly used. Detail of Vancouver s style is discussed separately in this chapter, which may be referred for more information. b) Bibliography Bibliography is listing all the materials that have been consulted while conducting a research study or writing an essay/ book. References, on the other hand, are those that have been referenced in your research report/article or book. c) Appendix/ Annexure At the end of the report, appendices should be written in respect of all technical data such as research instruments (e.g. questionnaire, interview schedule), sample information and mathematical derivations etc.

WRITING THE REFERENCES/ BIBLIOGRAPHY
‡ References or bibliography may be written using either American Psychological Association (APA) style, Campbell and Vancouver s style. ‡ Vancouver s Style for Writing References The Vancouver Style, or Uniform Requirements Style, is based on an ANSI standard adapted by the National Library of Medicine (NLM) for databases such as Medline. It was developed in Vancouver in 1978 by editors of medical journals who now meet annually as the International Committee of Medical Journal Editors (ICMJE).

Citation within the Text
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Indicating the Relevant Reference in the Text: A number in superscript format eg. 6 or enclosed in round brackets, eg. (1) or (26), placed in the text of the essay, indicates the relevant reference. Citations are numbered consecutively in the order in which they appear in the text and each citation corresponds to a numbered reference containing publication information about the source cited in the reference list at the end of the publication, essay or assignment. Once a source has been cited, the same number is used in all subsequent references. No distinction is made between print and electronic references when citing within the text. Here are some examples of this kind of referencing: Superscript format
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The largest lesion in the first study was 10 cm.13 The theory was first put forward in 1987.1 Scholtz2 has argued that... Several recent studies3,4,15,16 have suggested that... For example, see 7. The largest lesion in the first study was 10 cm (13). The theory was first put forward in 1987 (1). Scholtz (2) has argued that... Several recent studies (3,4,15,16) have suggested that... For example, see (7).

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Bracket format
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Citing More Than One Reference at a Time: When citing more than one source at a time, the preferred method is to list each reference number separately with a comma or dash (without spaces) between each reference: ‡ Superscript format
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1,3,5 1-5 2-5,9,13

‡ Bracket format
± (1,3,5) ± (1-5) ± (2-5,9,13)

Important Issues
‡ ‡ Numbering: List all references in order by number, not alphabetically. Each reference is listed once only, since the same number is used throughout the paper. Authors: List each author's last name and initials; full first names are not included. List all authors, but if the number exceeds six, give the first six followed by "et al.". For books with chapters written by individual authors, list the authors of the chapter first, then the chapter title, followed by "In:", the editors' names, and the book title. Book titles, chapter titles: Capitalize the first letter of the first word in the title. The rest of the title is in lower-case, with the exception of proper names. Do not underline the title; do not use italics. Journal citations: List the abbreviated journal title, period, year, semi-colon, volume, issue number in parentheses, colon, page range, and a period. For example: Brain Res. 2002;935(1-2):40-6. Pages: For journals, the entire page range of an article or chapter is given, not the specific page on which the information was found. For books, no page numbers are given, with two exceptions: the page number of a dictionary entry is included, as well as the page range of a chapter with its own author.

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Writing reference for Print Documents ‡ Books
Note: Only the first word of in the title of a book or conference should be capitalized, except for proper nouns or acronyms. Capitalise the "v" in Volume for a book title. Standard format #. Author/editor AA. Title: subtitle. Edition(if not the first). Vol.(if a multivolume work). Place of publication: Publisher; Year. p. page number(s) (if appropriate). ± Single author or editor ± 1. Hoppert M. Microscopic techniques in biotechnology. Weinheim: Wiley-VCH; 2003. ± Two or more authors or editors ± 3. Lawhead JB, Baker MC. Introduction to veterinary science. Clifton Park (NY): Thomson Delmar Learning; 2005. ± No author ± 5. The Oxford concise medical dictionary. 6th ed. Oxford: Oxford University Press; 2003. p. 26.

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± Later edition ± 6. Murray PR, Rosenthal KS, Kobyashi GS, Pfaller MA. Medical microbiology. 4th ed. St Louis: Mosby; 2002. ± Multiple volumes ± 7. Lee GR, Bithell TC, Foerster J, Athens JW, Lukens JN, editors. Wintrobes clinical hematology. 9th ed. Vol 2. Philadelphia: Lea & Febiger; 1993. ± Series ± 8. Unwin E, Codde JP, Bartu A. The impact of drugs other than alchohol and tobacco on the health of Western Australians. Perth: Dept of Health; 2004. Epidemiology occasional papers series, No. 20. ± Corporate author (ie: a company or organisation) ± 9. American Veterinary Medical Association. National Board Examination Committee. North American Veterinary Licensing Examination : bulletin of information for candidates. Bismarck (ND): The Committee; 2001. ± Conference (complete conference proceedings) ± 10. Harnden P, Joffe JK, Jones WG, editors. Germ cell tumours V. Proceedings of the 5th Germ Cell Tumour conference; 2001 Sep 1315; Leeds, UK. New York: Springer; 2002.

‡ Government publication ‡ 11. Australia. Commonwealth Department of Veterans' Affairs and Defence. Australian Gulf War veterans' health study 2003. Canberra: Commonwealth of Australia; 2003. ‡ Scientific / Technical report ‡ 13. Lugg DJ. Physiological adaptation and health of an expedition in Antarctica: with comment on behavioural adaptation. Canberra: A.G.P.S.; 1977. Australian Government Department of Science, Antarctic Division. ANARE scientific reports. Series B(4), Medical science No. 0126. ‡ Patent / Standard ‡ 14. Pagedas AC, inventor; Ancel Surgical R&D Inc., assignee. Flexible endoscopic grasping and cutting device and positioning tool assembly. United States patent US 20020103498. 2002 Aug 1.

‡ Thesis or dissertation ‡ 15. Borkowski MM. Infant sleep and feeding: a telephone survey of Hispanic Americans. PhD [dissertation]. Mount Pleasant (MI): Central Micihigan University; 2002.

Contd
‡ Parts of a Book
± Standard format ± #. Author of Part, AA. Title of chapter or part. In: Editor A, Editor B, editors. Title: subtitle of Book. Edition(if not the first). Place of publication: Publisher; Year. p. page numbers. ± Article/chapter in a book ± 1. Meltzer PS, Kallioniemi A, Trent JM. Chromosome alterations in human solid tumors. In: Vogelstein B, Kinzler KW, editors. The genetic basis of human cancer. New York: McGraw-Hill; 2002. p. 93113. ± Conference or Seminar Paper ± 3. Christensen S, Oppacher F. An analysis of Koza's computational effort statistic for genetic programming. In: Foster JA, Lutton E, Miller J, Ryan C, Tettamanzi AG, editors. Genetic programming. EuroGP 2002: Proceedings of the 5th European Conference on Genetic Programming; 2002 Apr 3-5; Kinsdale, Ireland. Berlin: Springer; 2002. p. 182-91.

‡ Study Guides and Unit Readers

± 4. Lynch M. God's signature: DNA profiling, the new gold standard in forensic science. Endeavour. 2003;27(2):93-7. Reprinted In: Forensic Investigation (BIO373) unit reader for forensic DNA component. Murdoch: Murdoch University; 2005.

‡ Journal Articles
Note: Capitalise only the first word of an article title, except for proper nouns or acronyms. List the first six authors followed by et al. The titles of journals should be abbreviated as they appear in the MEDLINE Journals Database. Volume, issue and page numbers are given but not labeled. To indicate a page range use 123-9, 126-34 or 111-222. If you refer to only one page, use only 111. Standard format #. Author of article AA, Author of article BB, Author of article CC. Title of article. Abbreviated Title of Journal. year; vol(issue):page number(s). Journal article 1. Drummond PD. Triggers of motion sickness in migraine sufferers. Headache. 2005;45(6):653-6. More than six authors 4. Gillespie NC, Lewis RJ, Pearn JH, Bourke ATC, Holmes MJ, Bourke JB, et al. Ciguatera in Australia: occurrence, clinical features, pathophysiology and management. Med J Aust. 1986;145:584-90.

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Organization as author 5. Diabetes Prevention Program Research Group. Hypertension, insulin, and proinsulin in participants with impaired glucose tolerance. Hypertension. 2002;40(5):679-86. No author given 6. 21st century heart solution may have a sting in the tail. BMJ. 2002;325(7537):184. Volume with supplement 7. Geraud G, Spierings EL, Keywood C. Tolerability and safety of frovatriptan with short- and long-term use for treatment of migraine and in comparison with sumatriptan. Headache. 2002;42 Suppl 2:S93-9. Issue with supplement 8. Glauser TA. Integrating clinical trial data into clinical practice. Neurology. 2002;58(12 Suppl 7):S6-12. Volume with part 9. Abend SM, Kulish N. The psychoanalytic method from an epistemological viewpoint. Int J Psychoanal. 2002;83(Pt 2):491-5.

‡ Issue with part ‡ 10. Ahrar K, Madoff DC, Gupta S, Wallace MJ, Price RE, Wright KC. Development of a large animal model for lung tumors. J Vasc Interv Radiol. 2002;13(9 Pt 1):923-8. ‡ Issue with no volume ‡ 11. Banit DM, Kaufer H, Hartford JM. Intraoperative frozen section analysis in revision total joint arthroplasty. Clin Orthop. 2002;(401):230-8. ‡ Newspaper article ‡ 12. O'Leary C. Vitamin C does little to prevent winter cold. The West Australian. 2005 Jun 29;1.

Contd
‡ Electronic Documents ± Note: When you cite an electronic source try to describe it in the same way you would describe a similar printed publication. If possible, give sufficient information for your readers to retrieve the source themselves. If only the first page number is given, a plus sign indicates following pages, eg. 26+. If page numbers are not given, use paragraph or other section numbers if you need to be specific. ± The access information will usually be just the URL of the source. As well as a publication/revision date (if there is one), the date cited is included since an electronic source may change between the time you cite it and the time it is accessed by a reader.

‡ E-Books ± Standard format ± #. Author A, Author B. Title of e-book [format]. Place: Publisher; Date of original publication [cited year abbreviated month day]. Available from : Source. URL. ± 1. van Belle G, Fisher LD, Heagerty PJ, Lumley TS. Biostatistics: a methodology for the health sciences [ebook]. 2nd ed. Somerset (NJ): Wiley InterScience; 2003 [cited 2005 Jun 30]. Available from: Wiley InterScience electronic collection.

‡ Article in an electronic reference book ‡ 3. Widdicombe J. Respiration. In: Blakemore C, Jennett S, editors. The Oxford companion to the body [e-book]. Oxford: Oxford University Press; 2001 [cited 2005 Jun 30]. Available from: Oxford Reference Online. http://www.oxfordreference.com.

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E-Journals Standard format
#. Author A, Author B. Title of article. Abbreviated Title of Journal [format]. year [cited year abbreviated month day];vol(no):page numbers[estimated if necessary]. Available from: Database Name (if appropriate). URL. Journal article abstract accessed from online database 1. Leroy EM, Telfer P, Kumulungui B, Yaba P, et al. A serological survey of Ebola virus infection in central African nonhuman primates. J Infect Dis [abstract]. 2004 [cited 2005 Jun 30];190(11):1895. Available from: ProQuest. http://www.umi.com/proquest/. Journal article from online full-text database Note: When including the internet address of articles retrieved from searches in full-text databases, please use the Recommended URLs for Fulltext Databases, which are the URLs for the main entrance to the service and are easier to reproduce. 2. Palsson G, Hardardottir KE. For whom the cell tolls: debates about biomedicine (1). Curr Anthropol [serial online]. 2002 [cited 2005 Jun 30]; 43(2):271+[about 31 pages]. Available from: Academic OneFile. http://find.galegroup.com.

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Journal article in a scholarly journal (published free of charge on the internet) 4. Eisen SA, Kang HK, Murphy FM , Blanchard MS, Reda DJ, Henderson WG, et al. Gulf War veterans' health: medical evaluation of a U.S. cohort? Ann Intern Med [serial on the Internet]. 2005 [cited 2005 June 30];142(11):881+[about 12 pages]. Available from: http://www.annals.org/. Journal article in electronic journal subscription 5. Barton CA, McKenzie DP, Walters EH, et al. Interactions between psychosocial problems and management of asthma: who is at risk of dying? J Asthma [serial on the Internet]. 2005 [cited 2005 Jun 30];42(4):249-56. Available from: http://www.tandf.co.uk/journals/. Newspaper article from online database 6. Dearne K. Dispensing with the chemist. The Australian [newspaper online]. 2005 Jun 14 [cited 2005 Jun 30];[about 8 screens]. Available from: Factiva. http://global.factiva.com. Newspaper article from the Internet 7. Diseased organs may be used to deter smokers. Sydney Morning Herald [newspaper on the Internet]. 2005 Jun 29 [cited 2005 Jun 30]; para. 4-5. Available from: http://www.smh.com.au/.

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‡ Internet Documents
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Standard format #. Author A, Author B. Document title. Webpage name [format]. Source/production information; Date of internet publication [cited year month day]. Available from: URL. Professional Internet site 1. Australian Insitute of Health and Welfare. Chronic diseases and associated risk factors [document on the Internet]. Canberra: The Institute; 2004 [updated 2005 June 23; cited 2005 Jun 30]. Available from: http://www.aihw.gov.au/cdarf/index.cfm. Personal Internet site 2. Stanley F. Information page - Professor Fiona Stanley. Telethon Institute for Child Health Research [homepage on the Internet]. Perth: The Institute; 2005 [cited 2005 Jun 30]. Available from: http://www.ichr.uwa.edu.au/about/schools/. General Internet site 3. Lavelle P. Mental state of the nation. Health matters [document on the Internet]. ABC online; 2005 May 19 [cited 2005 Jul 1]. Available from: http://abc.net.au/health/features/mentalstate/.

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Writing reference for Non-Book Formats
‡ ‡ Podcasts 1. Brown W, Brodie K, & George P. From Lake Baikal to the halfway mark, Yekaterinburg. Peking to Paris: Episode 3 [podcast on the Internet]. Sydney: ABC Television; 2007 June 4 [cited 2008 Feb 4]. Available from http://www.abc.net.au/tv/pekingtoparis/podcast/pekingtoparis.xml. Other Formats ‡ Microform ‡ 3. Terry KW, Hewson GS, Rowe MB. Characterisation of inhaled dusts at minesites [microfiche]. Perth: Minerals and Energy Research Institute of Western Australia; 1998. ‡ Video recording ‡ 4. Hillel J, writer. Out of sight out of mind: indigenous people's health in Australia [videorecording]. Bendigo: Video Education Australasia; 2003. ‡ Television Programme ‡ 5. Cohen J, reporter. Messing with heads. Four corners [television broadcast]. Australian Broadcasting Corporation; 2005 Mar 21.

Writing reference for Personal Communications

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Conversation In a conversation with a colleague from the School of Population Health (Jameson LI 2002, oral communication, 7th August)... Letter As stated in a letter from B.J. Samuels, MD, in July 2002... E-mail Smith P. New research projects in gastroenterology [online]. Email to Matthew Hart ([email protected]) 2000 Feb 5 [cited 2000 Mar 17].

WRITING A RESEARCH ARTICLE
‡ Title Page: Full title of the paper, which should be concise, informative and generally not exceeding 10-12 words. Title of the articles is followed by the name of the authors in the form wished for publication should be provided. The degree of affiliation and full official address should be given on a separate sheet at the end of the paper. For example Factors affecting bowel movement in critically ill patients
Dr. Suresh K. Sharma, Reader, College of Nursing, Dayanand Medical College & Hospital, Ludhiana, Punjab [email protected]

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Contd .
‡ Abstract: The abstract should be brief, concise and factual, generally not exceeding 200 words in length. May be written in form of a paragraph consisting brief information about the introduction, objectives, basic methodology, main results and conclusion. Abstract must be followed by the three to five key words for indexing purpose.

‡ For example
Abstract: This prospective study was conduced on 50 consecutive purposively selected patients (age 12-55 years), who were admitted in selected ICUs of DMCH, Ludhiana. Daily follow-up of subjects ranged between 7-21 days with mean of 13.54s4.31 days and total 720 observations were made. Critically ill patients who were NPO, consumed small amount of liquid diet (< 0.5L/24 hrs), consumed selected drugs (opioids, analgesics, anticonvulsants, antidepressants, sedatives, iron supplements and calcium preparation), unconscious (had no movement) had higher observations of absence of daily bowel movements and it was found highly statistical significant (P < 0.001).
Patients who were on mechanical ventilator had higher number of absence of daily bowel movements and it was found statistically significant (P < 0.05). In addition, patients with 24 hours negative fluid balance had higher percentage of absence of daily bowel movement but it was not found statistical significant (P> 0.05). Key words: Factors, bowel movements, and critically ill patients

Contd
‡ Main text: generally manuscript contains the 2500 3000 words including the references. The main text of the article should be divided into section with the headings as given below;
± ± ± ± ± ± ± Introduction Objectives of the study Materials and methods Results Discussion Conclusion and recommendations References

CRITICAL REVIEW OF A RESEARCH WORK

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Research critique is a planned, careful critical evaluation of a piece of research work against the pre-specified criteria to judge the strengths and weakness of the research study.
± To provide inputs regarding the strength and weakness of a study to the researchers. ± To provide suggestions to the students regarding the methodological flaws in their research project and also to evaluate the understanding of research by the students. ± To judge the scientific merits of the study. ± To make decision whether to publish the study in journal or not.

‡ Purposes

Contd
‡ Guidelines for writing a research critique
± Read and understand the research report carefully. ± Carryout the critical appraisal of all the aspects of the research report before writing the critique of a research report. ± Avoid general vague statements; be objective, sensitive while framing the negative comments and we must be practical by considering all the limitations of the researcher. ± Keep a balanced approach in research critique by presenting strong points and weak points of a research report; because certainly each report have positive as well as negative aspects. In addition, we must not just leave with framing negative comments; alternative suggestions must be provided for further improvement in research project. ± Positive and negative comments must be supported with examples to make a clear stand about the strengths and weakness of the research report.

UTILIZATION OF RESEARCH FINDINGS
‡ Each nurse must recognize the value of research-based clinical practice and identify strategies that will minimize barriers and facilitate the change process. ‡ Each nurse can help create an environment that supports and encourages evidencebased practice. ‡ Consulting with nurse researchers, communicating and collaborating with peers, attending research conferences can facilitate research utilization in practice settings.

Barriers in utilization of nursing research
‡ Following are the main constrains to use the nursing research findings: ± Nurses lack time to actively participate in conducting and implementing research. ± Nurses lack to read current research findings. ± Nurses do not understand the importance of research. ± Research is a minute and difficult component of undergraduate nursing programs. ± Healthcare system in our own scenario pays little importance to the research on nursing issues.

Barriers in utilization of nursing research
± Lack of access of the research literature for the bedside clinical nurses. ± Investigator s lack of preservation towards research from a clinical perspective ± Published research may have few clinical applications, and staff nurses may not read nursing research journals. ± Research reports most often are presented to audiences of researchers; ± Voda et al found that lack of research utilization is basically due to:
‡ Failure to directly involve the clinical nurses in research projects. ‡ Researchers not directly being involved with patient care and. ‡ Nurses failing to read research articles.

Funk, Champagne, Wiese, and Tornquist, (1991) identified the barriers to research utilization under four categories as discussed below:
‡ Nurses factors: ± Nurses have lack of time, motivation, confidence, research knowledge, money and resources. ± The nurses do not see the value of research for practice. ± The nurses see little benefit for self from research. ± The nurses are inflexible and unwilling to change/try new ideas. ± There is not a documented need to change practice. ± The nurses lack the confidence in new research findings. ± The nurses do not feel capable of evaluating the quality of the research. ± The nurses are isolated from knowledgeable colleagues with whom to discuss the research.

‡ Nursing Research factors:
± The research has methodological inadequacies. ± The conclusions drawn from the research are not justified. ± The research has not been replicated. ± The literature reports conflicting results. ± The nurses are uncertain whether to believe the results of the research. ± Research reports/articles are not published fast enough. ± Nursing research generally lack the appropriate clinical applicable recommendations.

‡ Organizational factors: ± Organizations fail to provide the access to journals and research resources. ± Organizations lack the funding to support new research findings. ± Administration does not allow implementation of the research findings. ± Physicians will not cooperate with implementation of new research findings. ± There is insufficient time on the job to implement new ideas. ± Other staff is not supportive of implementation. ± The facilities are inadequate for implementation. ± The nurses do not feel she/he has enough authority to change patient care procedures. ± The nurses do not have time to read research literature and participate in research activities. ± The nurses feel results are not generalized to own

‡ Communication factors: ± Lack of collaboration between researchers and clinicians. ± Lack of presentation of research findings to nurses in clinical setting. ± Lack of publication in clinical nursing journals. ± Lack understandable research publications. ± Overwhelming amount of contradicting information in medical and nursing journal as well as in text books. ± Implications for practice are not made clear. ± Research reports/articles are not readily available. ± The research is not reported clearly and readably. ± Statistical analyses are not understandable.

Strategies to facilitate utilization of nursing research
‡ The barriers to research based-practice are multidimensional, so the process to implement effective strategies to overcome these barriers will require a combined effort from nurses in education, research, administration, and clinical practice.

Strategies for each of these areas are presented below:

‡ Nurse Educators:
must:

To sum up educators

± Use research findings to support lectures and teachings. ± Incorporate research findings in clinical assignments. ± Strive to make research exciting so that students can be motivated to conduct research activity.

‡ Nurse Researchers: To sum up researchers must;
± Focus their research activity on current clinical problems. ± Disseminate research results as early as possible. Present research findings locally, regionally, and nationally ± Publish the research findings in clinical as well as scientific journals. ± Clearly delineate practice implications of results.

‡ Nurse Administrators: To sum up nursing administrators must;
± ± ± ± ± ± Establish a research-friendly culture Encourage clinicians to question traditions Reward risk-taking and innovation Require research basis for practice changes Incorporate research role in job descriptions Provide research resources: literature, internet access, consultants ± Encourage and support: continuing education, conference participation, and publishing ± Role model research collaboration

‡ Nurse Clinicians: To sum up nurse clinicians must;
± Question practice traditions ± Stay updated with literature ± Commit to continuous learning: continuing education, professional organizations and advanced degrees ± Collaborate with researchers: relay clinical issues and questions ± Support research conduct in the clinical setting ± Take the risks to make changes and improve practice

DEVELOPING AND PRESENTING A RESEARCH PROPOSAL

‡ Meaning of research proposal
± A research proposal is a written document specifying what the investigator proposes to study and is therefore written before the project has commenced. Proposals serve to communicate the research problem, its significance and planned procedure for solving the problem to the interested partly. Those µparties¶ may be funding agency, faculty advisor or institutional officers depending upon the circumstances. ± A research proposal is a comprehensive summary of what you intend to do, how it will be done and why it is important. Some of the agencies view written research proposal as an actual commitment on the part of the study must proceed as originally outlined.

Purposes of Proposal
‡ Provide an opportunity to the researcher and the experts to think through project carefully, and clarify and define what exactly to study. ‡ Serves as a blue print and guiding path ‡ Helps the researcher to communicate to the supervisor, faculty, department and funding agency that what he is going to study. ‡ Helps the department to make a right decision about allotment of guide for the candidate ‡ Gives an opportunity to receive feedback from supervisor and others in the academic community ‡ Serves as a contract between researcher, guide and university. ‡ Used to seek ethical approval from the institutional, regional level research ethical committee. ‡ Submitted to a scholarship committee or other funding agency to seek the financial grants

‡ Developing the proposal
± ± ± ± ± ± ± ± ± ± ± Development of the research proposal involves; choosing a topic narrowing and focusing topic formulating research objectives or questions and ideas for analysis outlining the key literature in the topic area deciding on research methodology, research design and methods proposing an approach to data analysis proposing a format e.g. how many chapters and suggested chapter headings developing a timeline Developing a budget and resources required for the project. developing references and bibliography.

Format of research proposal
‡ Before an attempt is made to start with a research project, a research proposal should be compiled. ‡ For the beginner researcher, this is usually the most difficult part. ‡ This does not only require subject knowledge, but also insight into the problem that is going to be investigated, so as to give logical structure to research study. ‡ The research proposal can be envisaged as the process (step by step guidelines) to plan and to give structure to the prospective research with the fina1 aim of increasing the validity of the research. ‡ It is therefore a written submission to spell out in a logic format the nature of the design and the means and strategies that are going to be used.

A research proposal usually consists of the following elements
a) The Title ‡ This should be specific and precise. It should not be more than 2 to 3 lines long, and should indicate what one intends to do/find out. Example, "Validation of an algorithm on the management of urethral discharge in CMCH, Ludhiana, Punjab". ‡ The title is usually only formulated after the research problem . The research project title should demarcate the following:
± ± ± ± ± ± ± the who or/and what is researched; the where; the when; the how; and an indication of the envisaged solution or possible new product. Full names, qualifications, academic titles of all the investigators, including trainees and their institutional/departmental affiliation(s). The principal/main investigator should be the first one. If there are co-investigators these should be indicated as appropriate with their qualifications, academic titles and institutional affiliations. A brief up to date C.V. of each of the investigators and co-investigators

b) About Investigators

±

c) Institution(s) under whose umbrella the research project will be conducted: ‡ e.g.
[i] The World Health Organisation. [ii] The College of Nursing, Dayanand Medical College & Hospital, Ludhiana. or [i] Indian Nursing Council. [ii] The College of Nursing, Dayanand Medical College & Hospital, Ludhiana.

d) Background information and introduction ‡ This should include:
‡ A review of the relevant literature. It should be most current. (Majority being in the past five to ten years at most). ‡ Locally available information; either published or not. It may include clinical or laboratory observations (e.g. increasing number of adult males presenting with head injuries at the CMCH during national holidays).

e) Rationale/justification for the research project ‡ There should be a statement explaining why the researcher(s) feel the research project is important and therefore should be carried out, (i.e. the potential significance to health care delivery, or otherwise). It should not be more than a paragraph or two. f) Objectives of the study ‡ [i] Broad objectives: The main issues that are being looked at/for, (e.g. to survey the socio-demographic and reproductive profiles of patients with acute gonococcal urethritis. [ii] Specific objectives: The specific issues that are being looked at/for. These must be measurable, either qualitatively or quantitatively and form a guide to the research methodology, data analysis and presentation of results. Examples: ‡ To survey the age distribution of patients presenting with acute gonococcal urethritis. ‡ To assess the sexual behaviour of such patients,

g) Formulating Hypotheses
‡ Because hypotheses give structure and direction to research, the following aspects should be kept in mind when formulating a hypothesis: ‡ Hypotheses can only be formulated after the researcher has gained enough knowledge regarding the nature, extent and intensity of the problem. ‡ Hypotheses should figure throughout the research process in order to give structure to the research. ‡ Hypotheses are tentative statements/solutions or explanations of the formulated problem. Care should be taken not to over-simplify and generalize the formulation of hypotheses. ‡ The research problem does not have to consist of one hypothesis only. The type of problem area investigated, the extent which encircles the research field are the determining factors on how many hypotheses will be included in the research proposal.

h) Methodology ‡ This should be very detailed as it is your guide on how the study will be done as well as the data analysis. It should provide relevant information on:

± i] The type of research study, e.g
± Randomized clinical trial, descriptive, cross-sectional etc. This should reflect exactly what the researchers intend to do.

± ii] Study Place/ study setting:
± Where the study is going to be conducted (e.g. ten secondary schools in Ludhiana District and or the CMC & Hospital, Ludhiana). All the areas in/at which the survey/study will be carried out must be indicated.

± iii] Study Population
± Who are to be included in the study or from which group[s] of people is the study group going to draw

± iv] Study Period
± The entire period of the study including preparation of the proposal, submission and approval, training (where necessary), pretesting (of the questionnaire), data collection, data analysis, report preparation, and dissemination of the findings

± v] Sample Size
± Details on the sample size and how it has been arrived at/worked out. ± It's justification. ± The selection/inclusion/exclusion criteria (e.g » every 10th client » randomized (and how random) » every patient who provides consents. ± The need for and type of consent must be specified, and how it will be obtained, e.g. - written consent, verbal consent

± vi] Data Collection ± Details on:» What information is going to be looked for/collected? » How that is going to be done (e.g. laboratory test, with provision of appropriate details). » Requirements for that, (e.g. reagents, culture media, blood samples and their relevant tests etc). It should include - who is going to do each of the aspects of data collection (e.g. who will draw blood, perform the tests, do the physical examination, interview the study group, etc).

vii] Data Management and Analysis
‡ Details should be provided on how the collected data is going to be managed, (e.g. coding) ‡ Details on data analysis, the computer package to be used in data entry and analysis e.g.
± SPSS ± EPI - INFO 6.0, etc

‡ The type of statistical tests to be used e.g.
± regression analysis ± student 't' test of significance

viii] Results Presentation ‡ A brief explanation of the format of the results as they will be presented, e.g.
± ± ± ±

Pie charts Histograms Line graphs Tables

XI] Possible Constraints
± Any envisaged problems in undertaking the study.

XII] Requirements: Details should be provided on what the research project will require. e.g.
- Personnel - and their individual roles. - Training: (of whom, why, when, where, by who) - Paper: for the questionnaires, reports, etc. - Transport: what form and for what. - Reagents: which/how much of each and for what. - Drugs: which, how much of each, for what, their source(s). - Space: how that will be obtained, where, when.

ix] Dissemination of the Results
‡ Indicate the person or institution to whom the report is going to be submitted and why. ‡ How does/do the investigator(s) propose to disseminate their research findings, such as;
± Attendance at local, regional or international conferences/seminars, workshops. ± Holding of a dissemination seminar/workshop. ± Publications in peer-reviewed journals etc.

X] Ethical Considerations - What ethical issues need to be addressed? - How are they going to be addressed? - This should include protection of human subjects (clients rights).

[l] Budgetary Estimates - Each line item should be quantified in monetary terms. - The investigator should indicate the amount to be asked for and what the institution(s) under which the research project will be conducted, will contribute. Example; - Each item should be quantified if possible. If it is not possible (e.g. premises or space), it should just be mentioned as an institutional contribution. However small the institutional contribution is, it should be indicated. - Sub-totals for each group should be indicated and then the grand total.

[m] Justification of the Budget - The investigators must indicate how they arrived at the amount of money being asked for, and how it is going to be disbursed. For example,
Two principal investigators- for overall supervision of the project, data analysis, report production and dissemination. 10% of their time for 24 months at US dollars 300.00 = 2 x 300 x 24 = US dollars 14,400.00.

An example of budget planning for a research proposal
1st 2nd 3rd Total

i) Staff
Junior Research fellow (1) Research Assistant 1,20,000 84000 1,20,000 84000 1,20,000 84000 3,60,000 2,52000

(a) Total ii) Contingency Recurring Non recurring (Equipment) Travel (National) (b) Total (b) Total yearly iii) Overhead charges (c) Grand Total

2,04000

2,04000

2,04000

6,12,000

500,000 100,000 20,000 6,20,000 7,24000 @ 3%

300,000 100,000 20,000 4,20,000 7,24,000

200,000 200,000 20,000 4,20,000 6,24000

100,000 400,000 60,000 14 ,60,000 20,72,000 Rs 60,210

Rs. 21,32,210

‡ [n] References
- The cited literature, it should be as current as possible and include locally available information -These should be in the internationally accepted format (e.g. Vancouver s style).

Computer in Nursing Research
‡ Following is the brief description about major uses of computer in nursing research.
± Research Problem, Purpose, Main Question or Hypothesis: The internet and electronic research databases provide access to a large portion of the existing quantitative and qualitative literature. By examining the literature, you can begin to identify the gaps in the literature which can help you to formulate your primary research question(s) and/or hypotheses.

‡ Literature Review: The Literature Review phase of the research process is also facilitated by this initial search, since a large amount of full text research papers and articles are available through these electronic research databases. Examples include CINAHL, Academic Search Premier, EBSCO, MEDLINE, PsychINFO and JSTOR. ‡ Conceptual Framework: Visual display software can be used to create a visual representation in the form of concept maps, flow charts, or visual models of your research conceptual framework (either qualitative or quantitative). This helps you to accomplish three results:
± a) to visually represent your main concepts and subconcepts to organize and guide the research process planning ± b) to visually explain your research proposal to reviewers and funding agencies and ± c) to illustrate the conceptual framework that emerges from your data, especially in qualitative research.

‡ Research Design: Selection of appropriate research designs may be achieved by the help of computer. Computer programs, new technologies, and the Internet can be used both to facilitate research design planning and data collection, as well as provide the context for a research study. ‡ Sampling: In random sampling: cryptographically secure random number generators such as Fortuna or Yarrow can be used to generate true random number selection to facilitate an unbiased random sample selection for experimental and quasiexperimental studies.

‡ Research instruments and Data Collection: Computer programs, the
Internet and other technologies can also be used to both create and/or implement a research instrument in both quantitative and qualitative research. For example E-mailed or online surveys can be mounted online using web forms or other software so that participants can complete them and send them to the researcher instantly. Biophysical measurements are monitored through computer only; these monitor physiological measures provide data for research.

‡ Legal and ethical considerations: All research, including computer assisted or focused research must include the means to provide enough information to research participants to agree to give informed consent before being involved in the study. ‡ The actual consent form can be created on a computer using a word processing program. ‡ It can also be included as a downloadable file through email or the Internet. ‡ A key consideration of all research studies is the issue of participant confidentiality and security of all collected data, both demographic and study related.

‡ Data Analysis methods: One of the most profound influences that technology has had on research is in data analysis applications. ‡ Literally hundreds of hours can be saved by using the appropriate analysis software in both quantitative and qualitative research. ‡ More rigorous testing can be achieved plus a huge reduction in analyst error. In quantities studies SPSS (http://www.spss.com/spss) has become very popular tool for data analysis. ‡ This software has been considered the premier non/parametric data analysis software for several decades. Once available only by main frame computer, PC versions are now available. ‡ Examples of statistics that can easily be calculated: descriptive statistics, Chi Squares, Correlation, tTests, and Analysis of Variance (ANOVA).

In qualitative studies data can also be analyzed using some of the selected software such as;
QSR's N6 and NVitro: QSR, an Australian company offers two elite qualitative analysis software packages particularly suited to analyzing phenomenological, action, grounded theory, and mixed methods data. may be accessed at: (http://www.qsrinternational.com/products/productoverview/p roduct_overview.htm) ‡ WEFT QDA (http://www.pressure.to/qda): This Open Source qualitative analysis tool works much like N6 above, but in a simpler, more straightforward manner. It is free to use, and allows the research to organize narrative and interview data into themes, matrixes, frequency counts, and to apply boolean queries. ‡ AtlasTi (http://www.atlasti.com): This knowledge workbench software is excellent for analyzing text, video, and audio and other multimedia qualitative data. ‡ HyperResearch 2.6 (http://www.researchware.com/? This software also analyzes both text and multimedia data, enabling the researcher to code, retrieve, theorize, and conduct data analyses. ‡

‡ Discussion of Findings, Recommendations, Implications, Limitations, Summary: Word processing software like Microsoft Office or the open source software, Open Office can be used to create text documents, spreadsheets, tables, graphs and charts as well as Power point presentations for preparing tables and visual displays of the research study findings. ‡ Budget: An important part of any research proposal is an accurate and easy to follow budget, especially when the researcher is seeking funding. Various spreadsheet software can help with this, including the spreadsheet available in Open Office (listed above) or Microsoft Excel that comes with MS Office.

‡ References and Bibliography: Researchers often use style and databased software to help them to organize their reference resources and to format their reference and bibliography lists correctly using the common citation styles such as Vancouver s style or APA or Chicago Style.

FURTHER READING
‡ Nightingale F. Notes on Nursing. New York: Dover Publications, Inc., 1969. ‡ Druding, MC. Re-examining the practice of normal saline instillation prior to suctioning. MEDSURG Nursing, 1997;6(4), 209-212. ‡ Schwenker, DM, Ferrin, M, Gift, AG. A survey of endotracheal suctioning with installation of normal saline. American Journal of Critical Care, 1998;7(4), 255-60. ‡ Carroll, D. L, Greenwood, R., Lynch, K. E, Sullivan J. K, Ready, C. H. & Fitzmaurice, J. B. Barriers and facilitators to the utilisation of Nursing Research, Clinical Nurse Specialist, 1997;111(5):207-212. ‡ Bostrom, J. & Newton Suter, W. Research Utilisation: the link to practice, Journal of Nursing Staff Development, 1993;9(11):28-34.

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Voda, A. M. & Butts, S. V. & Gress, L D. On the process of involving nurses in research, Nursing Research, 1971;20(4):303-308. Retsas A. Barriers to using research evidence in nursing practice. Journal of Advanced Nursing 2000; 32(3):599-606 Greenhalgh T, Douglas HR. Experiences of general practitioners and practice nurses of training courses in evidence-based practice: a qualitative study. British Journal of General Practitioners 1999; 49, 536-540 Funk S.G, Champagne M.T, Wiese A.R, Tornquist E.T. Barriers to using research finding in practice: the clinician s perspective. Applied Nursing Research 1991; 4, 90-95 Funk, S., Champagne, M., Wiese, R., & Tornquist, E. Barriers: The barriers to research utilization scale. Applied Nursing Research, 1991;4(1), 39-45. Funk, S., Tornquist, E., & Champagne, M. Barriers and facilitators of research utilization. Nursing Clinics of North America, 1995;30(3), 395-407. McKibbon, A. PDQ. Evidence-based principles and practice. Hamilton: B.C. Decker Inc., 1999.

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Melnyk, B.M., Fineout-Overholt, E., Stone, P., & Ackerman, M. Evidencebased practice: The past, the present, and recommendations for the millennium. Pediatric Nursing, 2000;26(1), 77-80. Silagy, C., & Haines, A. Evidence based practice in primary care. London: BMJ Books., 1998. Marquis, B., & Huston, C. Leadership roles and management functions in nursing. Philadelphia: Lippincott-Raven., 1996. Rutledge, D., Royske, M., Greene, P., Nail, L., & Money, K. Barriers to research utilization for oncology staff nurses and nurse managers/clinical nurse specialist. Oncology Nursing Forum, 1998;25(3), 497-506. Brett, J. Use of nursing practice research findings. Nursing Research, 1987;36(6), 344-349. Lekander, B., Tracy, M., & Lindquist, R. Overcoming the obstacles to research-based clinical practice. AACN Clinical Issues, 1994;5(2), 115-123. B J Lekander, M.F.Tracy, R.Lindquist ,"Overcoming the obstacles to research-based clinical practice," AACN Clinical Issues 5 (May 1994) 115123. Hunt, J. (1996). Barriers to research utilization: Guest editorial. Journal of Advanced Nursing, 1996;23(3), 423-425. Kirkevold, M. Integrative nursing research -- An important strategy to further the development of nursing science and nursing practice. Journal of Advanced Nursing, 1997;25(5), 977-984.

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Lindeman, C. Priorities in clinical nursing research. Nursing Outlook, 1975;23(11):693-696. Miller, J., & Messenger, S. Obstacles to applying nursing research findings. American Journal of Nursing, 1978;78(4), 632-634. Pearson, A., Puntin, S., & Durant, I. Nursing beds: An evaluation of the effects of therapeutic nursing. St. Louis, MD: Scutari Press., 1992. Rutledge, D., Royske, M., Greene, P., Nail, L., & Money, K. Barriers to research utilization for oncology staff nurses and nurse managers/clinical nurse specialist. Oncology Nursing Forum, 1998;25(3), 497-506. Walsh M. Perceptions of barriers to implementing research. Nursing Standard 1997; 11,34-37 Hicks, C. A study of nurse's attitude towards research: A factor analytic approach. Journal of Advanced Nursing, 1996;23(2), 373379. Hicks C. The shortfall in published research: a study of nurses's research and publication activities. Journal of Advanced Nursing 1995;21, 594-604 Bjorkstrom M.E, Hamrin E.K.F. Swedish nurses attitudes towards research and development within nursing. Journal of Advanced Nursing 2001; 34(5), 706-714

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Nilsson Kajermo K, Nordstrom G, Krusebrant A, Bjorvell H. Barriers to and facilitators of research utilization, as perceived by a group of registered nurses in Sweden. Journal of Advanced Nursing 1998; 27,798-807 Parahoo K. Research utilization and research related activities of nurses in Northern Ireland. International Journal of Nursing Studies 1998;35, 283-291 Mc Kenna H, Ashton S, Keeney S. Barriers to evidence-based practice in primary care. Journal of Advanced Nursing 2004;45, 178-189. Berggren A.C. Swedish midwives awareness of, attitudes to and use of selected research findings. Journal of Advanced Nursing 1996;23, 462-470 Lacey E.A. Research utilization in nursing practice- a pilot study. Journal of Advanced Nursing 1994;19: 987-995 Lofmark and Thorell- Ekstrand I. Evalutation by nurses and students of a new assessment form for clinical nursing education. Scandinavian Journal of Caring Sciences 2000; 14: 89-96

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Adamsen L, Larsen K, Bjerregaard L,Madsen J.K. Danish researchactive clinical nurses overcome barriers in research utilization. Scandinavian Journal of Caring Science 2003; 17(1):57-65. Hatcher S, Tranmer J. A survey of variables related to research utilization in nursing practice in the acute care setting. Canadian Journal of Nursing Administration 1997; 10(3):31-53 Parahoo K. Barriers to, and facilitators of, research utilization among nurses in Northern Ireland. Journal of Advanced Nursing 2000; 31 (1): 89-98 Bucknal T, Copnell B, Shannon K, McKinely D. Evidence-based practice: Are critical care nurses ready for it? Australian Critical Care 2001; 14(3): 92-98 Crane J. The future of research utilization. Nursing Clinics of North America 1995; 30(3): 565-577 Pearcy P.A. Achieving research-based nursing practice. Journal of Advanced Nursing 1995; 22: 33-39 Rizzuto C, Bostrom J, Suter W.N, Chenitz W.C Predictors of nurses' involvement in nursing research findings. Image: Journal of Nursing Scholarship 1994;26: 143-147

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Fink R, Thompson C.J, Bonnes D. Overcoming barriers and promoting the use of research in practice. Journal of Nursing Administration 2005; Mar; 35(3):121-9. Watson B. Clarke C. Swallow V. Forster S. Exploratory factor analysis of the research and development culture index among qualified nurses. Journal of Clinical Nursing 2005; Oct; 14(9):10427. Oranta O, Routasalo P, Hupli M. Barriers to and facilitators of research utilization among Finnish Registered Nurse. Journal of Clinical Nursing 2002; 11: 205-21 Evans D, Pearson A. Systematic reviews: Gatekeepers of nursing knowledge. Journal of Clinical Nursing 2001; 10(5): 593-599 Manninen E. Longitudinal study of Finnish nursing students' preferences for knowledge in nursing practice. Scandinavian Journal and Caring Sciences 1999;13:83-90 Closs S.J, Bryar R.M. The BARRIERS scale: does it fit' the current NHS research culture? NT research 2001;6:853-865 Bero LA, Grilli R, Grimshaw JM, et al. Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings. British Medical Journal 1998; 317: 465-468

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