YJPDN-01147; No of Pages 3
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SPN DEPARTMENT
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Editor: Sandra Mott PhD, CPN, RN-BC
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The Process of Writing an Abstract
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Sandra Mott, PhD, CPN, RN-BC
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Corresponding author: Sandra Mott PhD, CPN, RN-BC. E-mail address: [email protected]. http://dx.doi.org/10.1016/j.pedn.2014.04.008 0882-5963/© 2014 Published by Elsevier Inc.
Most calls for abstracts provide an organizational format consisting of headings to guide submission. Sometimes the headings are specific to the type of submission, and other times they are general. The number of abstracts submitted for presentation at conferences and for publication has steadily increased. The selection process has become more competitive and the ability to follow directions more important. When composing your abstract, remember that words do make a difference. Certain terms are traditionally associated with different projects and methodologies. Interchanging words implies either carelessness or lack of knowledge and immediately makes your abstract suspect. All clinical inquiry is important, and one form is not better than another. What is important is that the correct method is chosen to answer the question. It is also important to state outcomes or implications within the frame of the method used. Most forms of inquiry increase knowledge and advance the science of nursing, at least on the institutional level. Reviewers, however, are looking for specifics, not generalities. Although the headings vary somewhat depending on the form of inquiry, there is a similarity to them. The first one is generally background/problem. This consists of a concise statement introducing the research question or problem, why it is chosen, available literature and identified gap or lack of consensus, and significance to nursing (4–6 sentences). In essence, it frames why the clinical inquiry is necessary. Perhaps the most important heading is the purpose statement. Since it drives the project/study, it needs to be well thought through, succinct yet comprehensive. In many ways it is similar to the PICOT question (patient population, intervention or issue, comparison with another intervention or issue, outcome, and time frame) of EBP. The purpose
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The initiation and conclusion of a clinical innovation, education project, evidence-based practice (EBP) inquiry, or research study includes the writing of an abstract. At the beginning it is written in hope of obtaining funding through some internal or external granting agency. At the end, it is written with the goal of disseminating as a poster or podium presentation at a regional, national, or international conference. In addition, manuscripts usually require an abstract crafted to introduce and summarize the work. The purpose of an abstract is to introduce the problem or question that motivated the work and establish its relevance or significance, as well as the implications for nursing and in particular, advancing the science of pediatric nursing. It is important to note that not all abstracts are the same. Rather, abstracts are specific to the type of study/project proposed or completed. If you want your abstract accepted, it is critical that you give yourself adequate time to craft your submission according to guidelines provided by the organization, granting agency, journal—wherever you plan to submit. Before writing your abstract, read instructions carefully as most requestors have specifications and not adhering to them may automatically eliminate your abstract from consideration. Some calls for abstracts have a theme or focus that all abstracts are to address; sometimes the call is for clinical innovation or research abstracts only. Some will accept works in progress, while others request completed projects only. Before submitting the abstract be sure there is a good fit between your work and the call. It is better to look around for a good fit than to submit and have it rejected outright because it does not address the requested topic. Many calls specify the word count, and that can be anything from 150 to 500 words. It is important to stay within the specified count; under is OK, but over may result in rejection.
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The mission of the Society of Pediatric Nurses is to support its members in their practice. One means of accomplishing this mission is to keep membership informed of innovative initiatives involving the board, committees, and members that promote research, clinical practice, education, and advocacy within the larger pediatric healthcare community. This department serves that purpose.
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SPN 2015 Call for Abstracts
For the 2015 SPN call for abstracts, it is strongly suggested that you submit work that represents any one of the following themes: leadership, innovation, quality & safety, care coordination, and community relations.
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General Selection Criteria
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The committees will review abstracts for podium and poster presentations based on the following criteria:
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Research, EBP, Clinical Practice, and Education Specific Abstract Criteria
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First author is a member of Society of Pediatric Nurses. Relevance to the conference theme. Originality of topic/presentation. Application to practice.
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Both ongoing and completed research, EBP, clinical practice, and education projects may be submitted. Completed projects may be submitted for poster or podium presentations. Ongoing projects may be submitted for poster presentation only.
140
Research Podium and Poster Abstract Criteria
145
Research abstracts should represent formal research projects designed to add to the body of knowledge in pediatric nursing. Research study must be completed for podium presentation. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
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• Background information/introduction – Clearly stated and supportive of the significance of the research purpose/ question to pediatric clinical practice. • Purpose/Research questions – Clearly stated. • Methods – Research design, sample, setting, data collection, and data analysis methods are identified and appropriate for the research purpose/question. • Results – Sample description, data analysis, and study results reflect the research purpose/question. If ongoing project, describe preliminary or anticipated results. • Conclusion and implications – Relevant conclusions and implications for pediatric nursing are provided based on the study results.
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• Abstracts must be in narrative form and not exceed 300 words (or abstracts will not be considered). • There should be no identifying information in the body of the abstract. • Clinical and education podium presentations are 60 minutes long. • Research and evidence-based practice podium presentations are 20 minutes long.
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Abstract submissions:
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statement denotes the problem or reason for the inquiry, the population, and specific aim(s). Research design/method/innovation/framework follows and clarifies the steps taken to complete the clinical inquiry. For example, if best practice was the concern, then EBP should be the framework with the PICOT question clearly stated. The model chosen to guide appraisement of the literature and communications with others to ascertain current status of practice must be clearly identified and followed. Results/Outcomes may be preliminary or final. In general, for podium presentations, results/outcomes should be final, while for posters, preliminary results are acceptable. It is important to include the findings/results from data analysis and link them back to the original question. For EBP, it means linking back to practice and either validating current practice or suggesting change based on evidence. Conclusion/Implications is the final summary and includes suggestions for application of findings/results to improve patient care. This section may also include suggestions for next steps and future studies based on current findings. Once you have written your abstract, have a peer read it; better still, have someone who has successfully submitted an abstract read it. Look for advice and support from faculty, mentors, nurse scientists, or researchers. It is always a good idea to have multiple people read your abstract prior to submission. Their thoughts and feedback based on experience and knowledge can only make it better. It is now time to think about submitting an abstract for next year's SPN conference—our 25th! It will be in Anaheim, CA, at Disneyland Resort, where the organization held its first meetings. Please note the following specific instructions and expectations to follow for best results and good luck!
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SPN Department
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EBP Podium and Poster Abstract Criteria
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EBP projects should address clinical issues in which evidence supports change to pediatric clinical care. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
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SPN Department
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• Background/Purpose – Practice issue/problem clearly defined. • Clinical intervention – describe an insightful application or a creative and original solution to a pediatric practice issue/problem. • Framework model – The clinical intervention is described within a research, theoretical, EBP, or quality improvement framework and, therefore, reflects best practices. • Implementation – The clinical intervention described enhances the foundation for clinical decision-making or stimulates thinking about practice applications. • Outcomes – Describe project outcomes; if ongoing project, describe preliminary or anticipated results.
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Education Podium and Poster Abstract Criteria
209
Educational podium and poster presentations should represent innovative programs with clearly identified learning objectives that offer insightful and creative solutions. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
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• Education problem and purpose – Clearly stated, defines the identified need that the educational program is based on, defines the purpose of the educational program, and identifies the impact on pediatric patient, family, or nurses. • Objectives and content – Clearly indicates learning objectives, content for the educational program, and how the content for the program is linked to the program objectives. • Teaching strategies – Strategies, materials, and resources used for education are clearly identified and linked to EBP and teaching strategies are based on an educational or learning theory. • Evaluation of learning objectives – Clearly identifies the method of evaluation, and method of evaluation is appropriate for the learning objectives.
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Clinical practice podium and poster presentations should review a clinical subject that is an insightful application or a creative and original solution to a pediatric clinical practice issue/problem. The presentation provides information regarding the foundation for clinical decision-making or stimulates thinking about practice application. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
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Clinical Practice Podium and Poster Abstract Criteria
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• Conclusion and implications – Discuss the impact on nursing care and/or nursing practice for pediatric patients and their families.
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• Practice problem – Clearly stated, defines the problem that led to the project, and is supportive of the significance of the problem to pediatric clinical practice. • Purpose/PICOT question – Clearly stated. • Summary of literature – Brief summary of the literature. • EBP model/process – Identify EBP model, process used. • Outcomes – Describe project outcomes and the impact on nursing care or nursing practice for pediatric patients and their families. If ongoing project, describe preliminary or anticipated results. • Conclusion and implications – Relevant conclusions and implications for pediatric nursing are provided based on the project results.
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Acknowledgments
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Many thanks for information contributed by the chairs and members of the following SPN committees: research, clinical practice, & education and to Kristen Straka DNP, RN, CPN, NEA-BC, who was instrumental in organizing the criteria for abstracts.
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2
SPN DEPARTMENT
3
Editor: Sandra Mott PhD, CPN, RN-BC
4
The Process of Writing an Abstract
1
Sandra Mott, PhD, CPN, RN-BC
F
Q1 5
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41
R O
P
D
16
Corresponding author: Sandra Mott PhD, CPN, RN-BC. E-mail address: [email protected]. http://dx.doi.org/10.1016/j.pedn.2014.04.008 0882-5963/© 2014 Published by Elsevier Inc.
Most calls for abstracts provide an organizational format consisting of headings to guide submission. Sometimes the headings are specific to the type of submission, and other times they are general. The number of abstracts submitted for presentation at conferences and for publication has steadily increased. The selection process has become more competitive and the ability to follow directions more important. When composing your abstract, remember that words do make a difference. Certain terms are traditionally associated with different projects and methodologies. Interchanging words implies either carelessness or lack of knowledge and immediately makes your abstract suspect. All clinical inquiry is important, and one form is not better than another. What is important is that the correct method is chosen to answer the question. It is also important to state outcomes or implications within the frame of the method used. Most forms of inquiry increase knowledge and advance the science of nursing, at least on the institutional level. Reviewers, however, are looking for specifics, not generalities. Although the headings vary somewhat depending on the form of inquiry, there is a similarity to them. The first one is generally background/problem. This consists of a concise statement introducing the research question or problem, why it is chosen, available literature and identified gap or lack of consensus, and significance to nursing (4–6 sentences). In essence, it frames why the clinical inquiry is necessary. Perhaps the most important heading is the purpose statement. Since it drives the project/study, it needs to be well thought through, succinct yet comprehensive. In many ways it is similar to the PICOT question (patient population, intervention or issue, comparison with another intervention or issue, outcome, and time frame) of EBP. The purpose
E
15
T
14
C
13
E
12
R R
11
O
10
C
9
The initiation and conclusion of a clinical innovation, education project, evidence-based practice (EBP) inquiry, or research study includes the writing of an abstract. At the beginning it is written in hope of obtaining funding through some internal or external granting agency. At the end, it is written with the goal of disseminating as a poster or podium presentation at a regional, national, or international conference. In addition, manuscripts usually require an abstract crafted to introduce and summarize the work. The purpose of an abstract is to introduce the problem or question that motivated the work and establish its relevance or significance, as well as the implications for nursing and in particular, advancing the science of pediatric nursing. It is important to note that not all abstracts are the same. Rather, abstracts are specific to the type of study/project proposed or completed. If you want your abstract accepted, it is critical that you give yourself adequate time to craft your submission according to guidelines provided by the organization, granting agency, journal—wherever you plan to submit. Before writing your abstract, read instructions carefully as most requestors have specifications and not adhering to them may automatically eliminate your abstract from consideration. Some calls for abstracts have a theme or focus that all abstracts are to address; sometimes the call is for clinical innovation or research abstracts only. Some will accept works in progress, while others request completed projects only. Before submitting the abstract be sure there is a good fit between your work and the call. It is better to look around for a good fit than to submit and have it rejected outright because it does not address the requested topic. Many calls specify the word count, and that can be anything from 150 to 500 words. It is important to stay within the specified count; under is OK, but over may result in rejection.
N
8
U
7
O
6
The mission of the Society of Pediatric Nurses is to support its members in their practice. One means of accomplishing this mission is to keep membership informed of innovative initiatives involving the board, committees, and members that promote research, clinical practice, education, and advocacy within the larger pediatric healthcare community. This department serves that purpose.
42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73
2
93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115
116 117 118 119 120
SPN 2015 Call for Abstracts
For the 2015 SPN call for abstracts, it is strongly suggested that you submit work that represents any one of the following themes: leadership, innovation, quality & safety, care coordination, and community relations.
121
General Selection Criteria
122
The committees will review abstracts for podium and poster presentations based on the following criteria:
123 124 125 126 127
F
92
Research, EBP, Clinical Practice, and Education Specific Abstract Criteria
O
91
R O
90
• • • •
First author is a member of Society of Pediatric Nurses. Relevance to the conference theme. Originality of topic/presentation. Application to practice.
130 131 132 133 134 135 136 137
138 139
Both ongoing and completed research, EBP, clinical practice, and education projects may be submitted. Completed projects may be submitted for poster or podium presentations. Ongoing projects may be submitted for poster presentation only.
140
Research Podium and Poster Abstract Criteria
145
Research abstracts should represent formal research projects designed to add to the body of knowledge in pediatric nursing. Research study must be completed for podium presentation. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
146
• Background information/introduction – Clearly stated and supportive of the significance of the research purpose/ question to pediatric clinical practice. • Purpose/Research questions – Clearly stated. • Methods – Research design, sample, setting, data collection, and data analysis methods are identified and appropriate for the research purpose/question. • Results – Sample description, data analysis, and study results reflect the research purpose/question. If ongoing project, describe preliminary or anticipated results. • Conclusion and implications – Relevant conclusions and implications for pediatric nursing are provided based on the study results.
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• Abstracts must be in narrative form and not exceed 300 words (or abstracts will not be considered). • There should be no identifying information in the body of the abstract. • Clinical and education podium presentations are 60 minutes long. • Research and evidence-based practice podium presentations are 20 minutes long.
D
88
129 128
E
87
Abstract submissions:
T
86
C
85
E
84
R R
83
statement denotes the problem or reason for the inquiry, the population, and specific aim(s). Research design/method/innovation/framework follows and clarifies the steps taken to complete the clinical inquiry. For example, if best practice was the concern, then EBP should be the framework with the PICOT question clearly stated. The model chosen to guide appraisement of the literature and communications with others to ascertain current status of practice must be clearly identified and followed. Results/Outcomes may be preliminary or final. In general, for podium presentations, results/outcomes should be final, while for posters, preliminary results are acceptable. It is important to include the findings/results from data analysis and link them back to the original question. For EBP, it means linking back to practice and either validating current practice or suggesting change based on evidence. Conclusion/Implications is the final summary and includes suggestions for application of findings/results to improve patient care. This section may also include suggestions for next steps and future studies based on current findings. Once you have written your abstract, have a peer read it; better still, have someone who has successfully submitted an abstract read it. Look for advice and support from faculty, mentors, nurse scientists, or researchers. It is always a good idea to have multiple people read your abstract prior to submission. Their thoughts and feedback based on experience and knowledge can only make it better. It is now time to think about submitting an abstract for next year's SPN conference—our 25th! It will be in Anaheim, CA, at Disneyland Resort, where the organization held its first meetings. Please note the following specific instructions and expectations to follow for best results and good luck!
O
82
U N C
81 80 79 78 77 76 75 74
SPN Department
141 142 143 144
147 148 149 150 151
153 154 155 156 157 158 159 160 161 162 163 164 165
EBP Podium and Poster Abstract Criteria
166
EBP projects should address clinical issues in which evidence supports change to pediatric clinical care. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
167 168 169 170 171
SPN Department
3
187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 238
• Background/Purpose – Practice issue/problem clearly defined. • Clinical intervention – describe an insightful application or a creative and original solution to a pediatric practice issue/problem. • Framework model – The clinical intervention is described within a research, theoretical, EBP, or quality improvement framework and, therefore, reflects best practices. • Implementation – The clinical intervention described enhances the foundation for clinical decision-making or stimulates thinking about practice applications. • Outcomes – Describe project outcomes; if ongoing project, describe preliminary or anticipated results.
206 207 208
Education Podium and Poster Abstract Criteria
209
Educational podium and poster presentations should represent innovative programs with clearly identified learning objectives that offer insightful and creative solutions. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
210
• Education problem and purpose – Clearly stated, defines the identified need that the educational program is based on, defines the purpose of the educational program, and identifies the impact on pediatric patient, family, or nurses. • Objectives and content – Clearly indicates learning objectives, content for the educational program, and how the content for the program is linked to the program objectives. • Teaching strategies – Strategies, materials, and resources used for education are clearly identified and linked to EBP and teaching strategies are based on an educational or learning theory. • Evaluation of learning objectives – Clearly identifies the method of evaluation, and method of evaluation is appropriate for the learning objectives.
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Clinical practice podium and poster presentations should review a clinical subject that is an insightful application or a creative and original solution to a pediatric clinical practice issue/problem. The presentation provides information regarding the foundation for clinical decision-making or stimulates thinking about practice application. Abstract submitted should be presented clearly and accurately with sufficient detail to identify and must contain the following headings:
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R O
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175
P
Clinical Practice Podium and Poster Abstract Criteria
174
• Conclusion and implications – Discuss the impact on nursing care and/or nursing practice for pediatric patients and their families.
D
185
173
E
184
• Practice problem – Clearly stated, defines the problem that led to the project, and is supportive of the significance of the problem to pediatric clinical practice. • Purpose/PICOT question – Clearly stated. • Summary of literature – Brief summary of the literature. • EBP model/process – Identify EBP model, process used. • Outcomes – Describe project outcomes and the impact on nursing care or nursing practice for pediatric patients and their families. If ongoing project, describe preliminary or anticipated results. • Conclusion and implications – Relevant conclusions and implications for pediatric nursing are provided based on the project results.
172
211 212 213 214 215
217 218 219 220 221 222 223 224 225 226 227 228 229 230
Acknowledgments
231
Many thanks for information contributed by the chairs and members of the following SPN committees: research, clinical practice, & education and to Kristen Straka DNP, RN, CPN, NEA-BC, who was instrumental in organizing the criteria for abstracts.
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