Report Writing and Research Dissemination
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Report Writing for Qualitative & Quantitative Research and Research Dissemination discussed components of report writing and their aspects in both Qualitative and Quantitative.
A research never complete until the findings have been shared with others in a research report. Reporting research results contributes to the base of evidence for nursing practice, and is a professional responsibility
Research Dissemination or Reporting Research Results
Communication outlet research results can be presented in various venues and types of publication. These include student related outlets (term papers, theses, and dissertations) and professional ones (journal articles, books, reports to funders, conference presentations). Researchers who want to communicate their findings to other researchers or clinicians can opt to present research findings orally or in writing .
Oral presentations (typically at professional conferences) can be a formal talk in front of an audience. Most conferences also give researchers the option of presenting findings in poster sessions in which results are summarized on a poster.
Benefits of Oral
presentation : Major advantages of oral presentations
are that they typically can be done soon after study completion, and offer
opportunities for dialogue among people interested in the same topic.
Written reports can
take the form of research journal articles published in traditional
professional journals, or in a variety of new outlets on the Internet.
Benefits of written
reports: Written journal articles have the major
advantage of being available to a worldwide audience of readers—an important
consideration in thinking about how a study can contribute to evidence-based
nursing practice. Research reports for different outlets vary in a number of
ways, as we discuss in a subsequent section
Role of
Audience: Knowing the Audience Good research
communication depends on providing information that can be understood by
consumers. Therefore, before researchers develop a dissemination strategy, they
should consider the audience they are hoping to reach. Here are some questions
to consider:
1. Will the
audience include nurses only, or will it include professionals from other
disciplines (eg, physicians, sociologists, anthropologists)?
2. Will the
audience be primarily researchers, or will it include other professionals
(clinicians, health care administrators, health care policy makers)?
3. Are clients (lay
people) a possible audience for the report?
4. Will the
audience include people whose native language is not English?
5. Will reviewers,
editors, and readers be experts in the field?
These questions underscore an important point, namely, that researchers usually have to write with multiple audiences in mind. This, is turn, means writing clearly and avoiding technical jargon to the extent possible. It is also means that researchers sometimes must develop a multiprong dissemination strategy for example, publishing a report aimed at other nurse researchers in a journal such Nursing Research, and then publishing a short summary of it for clinicians or clients in a hospital newsletter.
Although writing for a broad audience may be an important goal, it is also important to keep in mind the needs of the main intended audience. If consumers of a report are mostly clinical nurses (as might be the case at some professional conferences and in specialty journals), it is important to emphasize what the findings mean for the practice of nursing.
If the audience is health care administrators or policy makers ,
explicit information should be included about how the research can be used to
improve such outcomes as cost, efficiency, accessibility, and so on. Other
researchers, if they are the primary targets, need more explicit information
about the methods used, study limitations, and implications for future
research.
Developing a plan
Before beginning to
prepare research reports, researchers should develop a plan. Part of that plan
involves decisions about the communication outlet and the audience for
the report. Beyond that, researchers also have to coordinate the actual tasks
of preparing a manuscript (ie, an unpublished paper or document).
Deciding on Authorship When a study has been completed by a team or by several colleagues, one critical part of the plan involves division of labor and authorship.
Authorship can be a tricky business . The International Committee of Medical Journal Editors (ICMJE, 1997) advises that authorship credit should be given only to those who have made a substantial contribution to (1) the conception and design of the study, or to data analysis and interpretation; (2) drafting or revising the manuscript; and (3) approving the final version of the manuscript.
The lead author, who is usually the first named author, is the person who has overall responsibility for the report and, usually, for the study. The lead author and co-authors should plan in advance for the roles and responsibilities of each team member in producing the manuscript . To avoid the possibility of subsequent conflicts, they should also plan on the order of authors' names in advance.
Ethically, it is most
appropriate to order names in the order of authors' contribution to the work, not
according to status. When contributions of co-authors are comparable, names are
usually listed alphabetically. Issues arising when there are multiple authors
are discussed by Erlen, Siminoff , Sereika , and Sutton (1997).
Deciding on content
Many studies collect far more data than can be reported on in a single journal article, poster, or conference presentation, and thus lend themselves to multiple publications. In such a situation, an early decision involves what aspects of a study to write about in a given paper. If there are multiple and complex research questions or hypotheses, perhaps several papers will be required to communicate important results adequately.
Researchers who collect both qualitative and quantitative data often report on each separately. Sometimes there are substantive, theoretical, and methodologic findings, each of which is intended for different audiences and merit separate papers. It is, however, not appropriate to write several papers when one would suffice. Each paper from a study should independently make a contribution to knowledge.
Those who make
editorial decisions about manuscripts, as well as readers, expect original
work, so unnecessary duplication or overlap should be avoided. It is also
considered unethical to submit essentially the same or similar paper to two
journals (or two conferences) simultaneously. Oermann (2002) offers excellent
guidelines regarding duplicate and redundant publications.
Assembly Materials
The planning process also involves assembling materials needed to begin a draft. One essential ingredient is information about manuscript requirements. Traditional journals, on-line journals, and conferences issue guidelines for authors, and these guidelines should be clearly understood before writing begins. We offer information about acquiring these guidelines and what types of information they contain later in this chapter.
Other materials also need to be pulled together
and organized for easy retrieval. This includes notes about the relevant
literature and references; instruments used in the study; descriptions of the
study sample; output of computer analysis; relevant analytical memos or
reflective notes; figures or photographs that illustrate some aspect of the
study; and permissions to use copyrighted materials.
If the study needed
approvals or obtained funding , the proposals or grant applications that
were prepared for those purposes should be on hand. Other important tools are
style manuals that provide information about both grammar and language use (eg,
Turabian, 1996; University of Chicago Press, 1993; Strunk, White, & Angell,
2000), as well as more specific information about writing professional and
scientific papers (eg, American Psychological Association, 2001; American
Medical Association, 1997; ICMJE, 1997). Finally, there should be an outline
and timeline.
Preparing to Outline
Written outlines
are extremely useful as an organizing tool. Outlines provide guidance for the
content to be covered in a manuscript, and suggest ways in which smooth
transitions between sections can be made.
Research reports usually follow a fixed flow of content , as we subsequently discuss, but an outline with major headings and subheadings helps researchers to get an overview of the task ahead. A written outline is essential if there are multiple co-authors who each have responsibility for different sections of the manuscript. The overall outline and individual assignments should be developed collaboratively.
One final advantage of having
an outline is that it can be incorporated into a timeline that sets goals or
deadlines for completing the manuscript. Having a timeline cannot ensure that a
manuscript will be completed in a timely fashion. Without a timeline, the
dissemination phase can drag on for months or, worse yet, never reach
completion. Authors can use the outline to establish goals for small and
relatively manageable tasks.
Writing Effectively
Some researchers are talented writers who do not agonize during this last phase of a study. Many people, however, have a hard time putting their ideas down on paper. It is clearly beyond the scope of this book to teach good writing skills, but we can offer a few suggestions. One suggestion, quite simply, is: do it. Get in the habit of writing, even if it is only 10 to 15 minutes a day. “Writer's block” is probably responsible for thousands of unfinished (or never-started) manuscripts each year.
So, just begin somewhere, and keep at it regularly. A research report does not have to be written in a linear fashion, from the beginning to the end. Writing can start in the middle (eg, by describing something you know well, like who the study participants were, or what hypotheses were addressed). The important thing is to get started. Writing is a bit like learning to swim or to play the piano: it gets easier with practice.
Writing well is, of course, important, and there are resources that offer suggestions on how to write compelling sentences, select good words, and organize your ideas effectively (eg, Iles, 1997; Browner, 1999). It is equally important, however, to not get bogged down at the beginning. Writing a first draft is harder than editing and revising.
It is usually better to write a draft in its
entirety, and then go back later to rewrite awkward sentences, correct spelling
and grammatical errors, reorganize sentences or paragraphs, insert more
compelling or precise words, smooth the transitions, and generally polish it
up.
Content Of Research Reports
As noted, research reports may vary in terms of audience, purpose, and length. Theses or dissertations not only communicate research results, but document students' ability to perform scholarly empirical work; they therefore tend to be long. Journal articles, by contrast, are short because they compete with other reports for limited journal space, and are read by busy professionals.
Quantitative
reports typically follow a conventional format referred to as the IMRAD
format . This format involves organizing study material into four
sections—the Introduction, Method, Results, and Discussion. These
sections, respectively, address the following questions:
• Why was the study
done? (i)
• How was the study
done? (M)
• What was learned?
(r)
• What does it
mean? (D)
The Introduction Acquaints readers with the research problem, its significance, and the context in which it was developed. The introduction sets the stage for the study by describing the existing literature, the study's conceptual framework, the problem, research questions, or hypotheses, any underlying assumptions, and the rationale for doing the study. Although the introduction covers various aspects of the study background, it should be concise.
Readers are more interested in learning about new findings than about the researcher's breadth of knowledge of prior research or theory. A common critique of research manuscripts by reviewers and editors is that the introduction is too long. Introductions are often written in a funnel-shaped structure, beginning broadly to establish a framework for understanding the study, and then narrowing to the specifics of what researchers sought to learn.
The end point of the introduction should be a concise delineation of the research questions or the study hypotheses, which provides a good transition to the method section. Some researchers postpone stating the problem until late in the introduction, but readers profit from learning the general problem immediately. An up-front, clearly stated problem statement is of immense value in communicating the study's context.
Researchers should explain why the problem is important, in terms of either practical or theoretical significance. The introduction typically includes a summary of related research to provide a pertinent context. The literature review should be a brief summary rather than an exhaustive review (except for theses or dissertations). The literature review should make clear what is already known, and also gaps or deficiencies in that knowledge.
The review thus helps to clarify the contribution that the new study is making to evidence on a topic. The introduction also should describe the study's theoretical or conceptual framework, if relevant. The theoretical framework should be sufficiently explained so that readers who are unfamiliar with it can nevertheless understand its main thrust and its link to the research problem.
The introduction should include definitions of the concepts under investigation. Complete operational definitions are often reserved for the method section, but conceptual definitions belong early in the report. Introductory materials may not be explicitly grouped under a heading labeled Introduction; many journal articles begin without any heading. Some introductory sections, on the other hand, include subheadings such as Literature Review, Conceptual Framework, or Hypotheses.
In general, all the
material before the method section is considered to be the introduction. The
various background strands need to be convincingly and cogently interwoven to
persuade readers that, in fact, the new study holds promise for adding to
evidence for nursing.
The Method Section
To evaluate the quality of evidence a study offers, readers need to understand exactly what researchers did to address the research problem. The method section ideally provides a sufficiently detailed description of the research methods that another researcher could replicate the study. In theses, this goal should almost always be satisfied. In journal articles and conference presentations, the method section may need to be condensed (eg, inclusion of a complete interview schedule is rarely possible).
The degree of detail should, however,
permit readers to evaluate the methods and draw conclusions about the validity
of the findings. The method section is often subdivided into several parts,
which helps readers to locate vital information.
As an example, the
method section might contain the following subsections in an experimental
study:
Research Design
Samples and Settings
Data Collection
Instrument
Procedures
Data Analysis
The method section usually begins with the description of the research design and its rationale. The design is often given more detailed coverage in experimental projects than in non-experimental ones. In experimental and quasi-experimental studies, researchers should indicate what specific design was adopted, what variables were manipulated, how subjects were assigned to groups, and whether “blinding” or “double blinding” was used.
Reports for longitudinal studies or studies with multiple points of data collection should indicate the number of times data were collected, and the amount of time elapsed between those points. In all types of quantitative studies, it is important to identify steps taken to control the research situation in general and extraneous variables in particular. Readers also need to know about study participants.
This section (which may be labeled Research Sample, Subjects, or Study Participants) normally includes a discussion of the population or community from which the sample was drawn, and a list of inclusion or exclusion criteria, to clarify the group to whom results can be generalized. The method of sample selection and its rationale, recruitment techniques, and sample size should be indicated so readers can understand the strengths and limitations of the sampling plan and determine how representative subjects are of the target population.
If a power analysis was undertaken to determine sample size needs, this should be clearly stated. There should also be information about response rates and, if possible, about response bias (or attrition bias, if this is relevant). Finally, the ethod section should describe basic characteristics of study participants (eg, age, gender, medical condition). A description of the method used to collect the data is a critical component of the method section.
This information might be included in a subsection labeled Instruments, Measures, or Data Collection. In rare cases, this description may be accomplished in three or four sentences, such as when a standard physiologic measure has been used. More often, a detailed explanation of the study instruments or procedures, and a rationale for their use, are required to communicate how data were gathered.
When it is not feasible to include actual instruments, their form and content should be described in as much detail as possible. If instruments were constructed specifically for the project, the report should describe their development, methods used for pretesting, revisions made as a result of pretesting, scoring procedures, and guidelines for interpretation. If special equipment was used (eg, to gather biophysiologic or observational data), it should be described, including information about the manufacturer.
The report should also indicate who collected the data (eg, the authors, research assistants, graduate students, nurses) and what type of training they received. The report must also convince readers that the data collection methods were sound. Any information relating to the quality of the data or the analysis, and the procedures used to evaluate that quality, should be described.
For psychosocial instruments, results from psychometric assessments should be provided. The method section (sometimes in a separate Procedures subsection) also provides information about steps used to collect the data and to protect human (or animal) subjects.
In an interview study, where were interviews conducted, who conducted them, and how long did the average interview last? In an observational study, what was the role of the observer in relation to subjects? When questionnaires are used, how were they delivered to respondents, and were follow-up procedures used to increase responses? Any unforeseen events occurring during data collection that could affect the findings should be described and assessed.
It is also useful to indicate when data were collected because changes in economic, social, or medical trends may need to be taken into account in interpreting the results. In experimental studies, the procedures subsection may include detailed information about the actual intervention (ie, about the main independent variable).
What exactly did the intervention detail? How and by whom was the treatment administered? What type of special training was required by those administering the treatment? What was done with subjects in the control group? How much time elapsed between the intervention and the measurement of the dependent variable? Analytic procedures are described either in the method or results section. It is usually sufficient to identify the statistical procedures used; computational formulas or references for commonly used statistics such as analysis of variance are not necessary.
For unusual
procedures, or unusual applications of a common procedure, a technical
reference justifying the approach should be noted. If a statistical procedure
was used to control extraneous variables, the specific variables controlled
should be mentioned. The level of significance is typically set at .05 for
two-tailed tests, which may or may not be explicitly stated; however, if a
different significance level or one-tailed tests were used, this must be
specified.
The Results Section
Readers scrutinize the method section to know if the study was done with rigor, but it is the results section that is at the heart of the report. In a quantitative study, the results of the statistical analyzes are summarized in a factual manner. If both descriptive and inferential statistics have been used, descriptive statistics ordinarily come first, to provide an overview of study variables.
If key research questions involve comparing groups with regard to dependent variables (eg, in an experimental or case–control study), the early part of the results section usually provides information about the groups' comparability with regard to extraneous variables, so readers can evaluate selection bias.
Research results are then usually ordered in terms of their overall importance. If, however, research questions or hypotheses have been numbered in the introduction, the analyzes addressing them should be ordered in the same sequence. The researcher must be careful to report all results as accurately and completely as possible, regardless of whether the hypotheses were supported.
Three pieces of information are normally included when reporting the results of statistical tests: the value of the calculated statistic, degrees of freedom, and significance level. For instance, it might be stated, “A chi-square test revealed that patients who were exposed to the experimental intervention were significantly less likely to develop decubitus ulcers than patients in the control group. ” For some journals and conferences, especially ones with a medical audience, it has become standard to report confidence intervals as well as significance levels.
If effect sizes have been computed, they should also be reported in the results section When results from several statistical analyzes are reported, it is useful to summarize them in a table. Good tables, with precise headings and titles, are an important way to economize on space and to avoid dull, repetitive statements. When tables are used to present statistical information, the text should refer to the table by number . Figures are especially helpful for displaying information on some phenomenon over time, or for portraying conceptual or empirical models.
Oermann (2001) and Browner (1998) offer guidelines on constructing figures and tables. The write-up of statistical results is often a difficult task for beginning researchers because they are unsure about what to say and how to say it. Although we discuss style in a later section, it is difficult to avoid the mention of style here. B
y now,
it should be clear that research evidence does not constitute proof of
anything, but the point bears repeating. The report should never claim that the
data proved, verified, confirmed, or demonstrated that hypotheses were correct
or incorrect. Hypotheses are supported or unsupported, accepted or rejected.
The Discussion Section
A report of the findings is never sufficient to convey their significance. The meaning that researchers give to the results plays a rightful and important role in the report. The discussion section is devoted to a thoughtful (and, it is hoped, insightful) analysis of the findings, leading to a discussion of their clinical and theoretical utility.
A typical discussion section addresses the following questions: What were the main findings? What do the findings mean? What evidence is there that the results and the interpretations are valid? What limitations might threaten validity? How do you compare the results with prior knowledge on the topic?
What can be concluded about the findings vis- àvis their use in nursing practice, in nursing theory, and in future nursing research Typically, the discussion section begins with a summary of the main findings, tied back to the introduction where the hypotheses, aims, or research questions were stated. The summary should be very brief, however, because the focus of the discussion is on making sense of (and not merely repeating) the results.
Interpretation of results is a global process, encompassing knowledge of the results, methods, sample characteristics, related research findings, clinical dimensions, and theoretical issues. Researchers should justify their interpretations, explicitly stating why alternative explanations have been ruled out. Unsupported conclusions are among the most common problems in discussion sections (Byrne, 1998). If the findings conflict with those of earlier studies, tentative explanations should be offered.
A discussion of the generalizability of study findings should also be included. Although readers should be told enough weaknesses about the study's methods to identify its majores, report writers should point out limitations themselves. Researchers are in the best position to detect and assess the impact of sampling deficiencies, design constraints, data quality problems, and so forth, and it is a professional responsibility to alert readers to these difficulties.
Moreover, if writers show their awareness of the study's limitations, readers will know that these limitations were considered in the interpretation. The implications derived from a study are often speculative and, therefore, should be couched in tentative terms.
For instance, the kind of language appropriate for a discussion of the interpretation is illustrated by the following sentence: “The results suggest that it may be possible to improve nurse–physician interaction by modifying the medical student's stereotype of the nurse as the physician's 'handmaiden .'”
The interpretation is, in essence, a hypothesis that can presumably
be tested in another research project. The discussion section, therefore,
should include recommendations for studies that would help to test this
hypothesis as well as suggestions for other studies to answer questions raised
by the findings.
Other Aspects of the Report
The materials covered in the four major IMRAD sections are found in some form in virtually all quantitative research reports, although the organization might differ slightly. In addition to these major divisions, other aspects of the report deserve mention. Title. Every research report should have a title indicating the nature of the study to prospective readers. The phrases “Research Report” or “Report of a Nursing Research Study” are inadequate.
Insofar as possible, the dependent and independent variables (or central phenomenon under study) should be named in the title. It is also desirable to indicate the study population. However, the title should be brief (no more than about 15 words), so writers must balance clarity with brevity.
The length of titles can often be
reduced by omitting unnecessary terms such as “A Study of . . . , ” “Report of
. . .” or “An Investigation To Examine the Effects of . . .,” and so forth. The
title should communicate concisely what was studied—and stimulate interest in
the research.
Abstracts.
Research reports
usually include an abstract or, less often, a summary. Abstracts, it may be
recalled, are brief descriptions of the problem, methods, and findings of the
study, written so readers can decide whether to read the entire report. Abstracts for journals can either be in a traditional
(unstructured) paragraph of 100 to 200 words, or in a structured form with
subheadings. Sometimes, a report
concludes with a brief summary, and the summary may substitute for the
abstract.
Key Words.
It is often
necessary to include key words that will be used in indexes to help others
locate your study. Usually 5 to 10 key words suffice; indexing services may add
other key words. Ideally, the key words identified conform to subject headings
used in CINAHL or Index Medicus . Nouns, methodologic, and theoretical terms
can be used as key words.
References.
Each report
concludes with a list of references cited in the text, using a reference style
required by those reviewing the manuscript or report. References can be
cumbersome to prepare, although there are some software programs to facilitate
the preparation of reference lists (eg, EndNote, ProCite , Reference Manager,
Format Ease).
Acknowledgments
People who helped
with the research but whose contribution does not qualify them for authorship
are sometimes acknowledged at the end of the report. This might include
statistical consultants, data collectors, and reviewers of the manuscript. The
acknowledgments should also give credit to organizations that made the project
possible, such as funding agencies or organizations that helped with subject
recruitment.
Qualitative Research Reports
Qualitative research reports often follow the IMRAD format, or something akin to it. They can, however, be structured in a less standard fashion, offering more room for creativity—but also more challenges in determining how best to proceed.
As
Sandelowski (1998) has noted, there is no single style for reporting
qualitative findings Even in this example, however, we can see that the author
began by discussing the problem and its context, then described aspects of the
study's methods, presented results, and discussed their implications. Thus, we
present some issues of particular relevance for writing qualitative reports
within the IMRAD structure.
Introduction
Qualitative reports usually begin with a statement of the problem, in a similar fashion to quantitative reports, but the focus is more squarely on the phenomenon under study. The way in which the problem is expressed and the types of questions the researchers sought to answer are usually tied to the research tradition underlying the study (eg, grounded theory, ethnography), which is usually explicitly stated in the introduction.
Prior research relating to the phenomenon under study may be summarized in the introduction, but sometimes this information is included in the discussion. In many qualitative studies, but especially in ethnographic ones, it is critical to explain the cultural context of the study.
In studies with an ideologic orientation (eg, in critical theory or feminist research), it is also important to describe the sociopolitical context. In other qualitative studies using phenomenological or grounded theory designs, the philosophy of phenomenology or symbolic interaction, respectively, may be discussed. As another aspect of explaining the study's background, qualitative researchers sometimes provide information about their personal experiences or qualifications relevant to the conduct of the research.
If a researcher who is studying decisions about long-term care placements is
caring for two elderly parents and participates in a caregiver support group,
this is relevant for readers' understanding of the study. In descriptive
phenomenological studies, researchers may discuss their personal experiences in
relation to the phenomenon being studied in order to share with the readers
what they bracketed. The concluding paragraph of the introduction usually
offers a succinct summary of the purpose of the study or the research
questions.
Method
Although the research tradition of the study is often noted in the introduction, the method section usually elaborates on specific methods used in conjunction with that tradition. Design features such as whether the study was longitudinal should also be noted. The method section should provide a solid description of the research setting, so that readers can assess the transferability of findings. Study participants and methods by which they were selected should also be described.
Even when samples are small, it may be useful to provide a table summarizing participants' main characteristics. If researchers have a personal connection to participants or to groups with which they are affiliated, this connection should be noted. At times, to disguise a group or institution, it may be necessary to omit potentially identifying information. Demographic characteristics of study participants that are not central to the story line may be changed to protect participants' confidentiality (Lipson, 1997).
Qualitative reports usually cannot provide specific information about data collection, inasmuch as formal instruments are not used, and questions and observations evolve in the field. Some researchers do, however, provide a sample of questions, especially if a topic guide was used.
The desc data collection methods should include how data were collected (eg, interview or observation), how long data collection sessions lasted, who collected the data, how data collectors were trained, and methods used to record the data. Information about data quality is particularly important in qualitative studies because the analysis depends so heavily on researchers' interpretation of the data.
The
more information included in the report about steps researchers took to ensure
the trustworthiness of the data, the more confident readers can be that the
findings are valid quantitative reports typically have brief descriptions of
data analysis techniques because standard statistical procedures are widely
used and understood. By contrast, analytical procedures described in some
detail in qualitative reports because readers need to understand how
researchers organized, synthesized, and made sense of their data. If a computer
program was used to manage and analyze data, the specific program should be
mentioned.
Results
In qualitative
results sections, researchers summarize their thematic analysis and, in the
case of grounded theory studies, the theory that emerged. This section can be
organized in a number of ways. For example, if a process is being described,
results may be presented chronologically, corresponding to the unfolding of the
process. Key themes are often used as subheadings, organized in order of
salience to participants or to a theory.
Metaphors are
sometimes used to illuminate qualitative findings. Richardson (1994) referred
to the metaphor as a literary device that is the spine or backbone of
qualitative writing. She warned, however, that researchers must follow through
on the details of the metaphors they have chosen.
Sandelowski (1998) emphasizes the importance of developing a story line before beginning to write the findings. Because of the richness of qualitative data, researchers have to decide which story, or how much of it, they want to tell. They must also make a decision about how best to balance description and interpretation. The results section in a qualitative paper, unlike that in a quantitative one, intertwines data and interpretations of those data.
It is important, however, that sufficient emphasis be given to the voices, actions, and experiences of participants themselves so that readers can gain an appreciation of their lives and their worlds. Most often, this occurs through the inclusion of direct quotes to illustrate important points.
Because of space constraints in journals, quotes cannot be extensive, and great care must be exercised in selecting the best possible exemplars. Of course, quotes must be presented in a way that maintains participants' confidentiality (ie, without divulging their names and identifying information). Using quotes is not only a skill but a complex process. When inserting quotes in the results section, researchers must pay attention to how the quote is introduced and how it is put in context.
Quotes should not be used haphazardly or just inserted one right after the
other in a string. Figures, diagrams, and word tables that organize concepts
are often extremely useful in qualitative studies in summarizing an overall
conceptualization of the phenomena under study. Grounded theory studies are
especially likely to benefit from a schematic presentation of the basic social
process. Ethnographic and ethnoscience studies often present taxonomies in
tabular form.
Discussion
In qualitative studies, the findings and the interpretation are typically presented together in the results section because the task of integrating qualitative materials is necessarily interpretive. The discussion section of a qualitative report, therefore, is not so much designed to give meaning to the results, but to summarize them, link them to other research, and suggest their implications for theory, practice, or future research.
In some cases, researchers offer explicit recommendations about how their research can be corroborated (or how hypotheses can be tested) through quantitative studies. Sandelowski (1998) alerts qualitative researchers that they must pay attention not only to the content of the information mation in their reports but to their form.
Poor form can
seriously impede the readers' understanding of the results and discussion
sections. Van Manen (1997) warns qualitative researchers that they are not just
writers who write up their research reports, but authors who write “from the
midst of life experience where meanings resonate and reverberate with
reflective being”.
Other Aspects of a Qualitative Report
Qualitative reports, like quantitative ones, include abstracts, key words, references, and acknowledgments. Abstracts for journals that feature qualitative reports (eg, Western Journal of Nursing Research and Qualitative Health Research) tend to be the traditional single-paragraph type that is, not structured abstracts. The abstract frequently indicates the research tradition underlying the study.
The
titles of qualitative reports usually state the central phenomenon under
scrutiny. Phenomenological studies often have titles that include such words as
“the lived experience of . . . ” or “the meaning of. . . . ” Grounded theory
studies often indicate something about the findings in the title—for example,
noting the core category or basic social process. Ethnographic titles usually
indicate the culture being studied. Two-part titles are not uncommon, with
substance and method, research tradition and findings, or theme and meaning,
separated by a colon.
Give your opinion if have any.