Page 474 - Encyclopedia of Nursing Research

RESEARCH DISSEMINATION n 441

what is replicated and how. This information have a responsibility to contribute to the dia-
will help readers to more clearly understand logue so that the movement from innovation
how the researchers methodically revised to application can occur (Rogers, 1995). R
previous studies in a progressive manner. Explicit dissemination occurs as
When publishing original studies, research- researchers present their findings, impli-
ers also should explicitly detail the important cations, and recommendations in articles,
points of their sampling and data collection papers, and posters. Usually, these commu-
techniques and their research design to aid nications include details of the research pro-
replication of their work. Authors must be cess that facilitates a scholarly critique. The
more diligent in identifying the minimum criticism is that too often these communica-
essential conditions and controls necessary tions occur between researchers and that the
for producing findings because replication is nurse caregiver is not linked into the research
crucial for the further development of nurs- communication networks. Fortunately, some
ing knowledge. practitioners do attend research conferences,
and some practice-focused conferences
Cheryl Tatano Beck devote programming to research.
A model for dissemination reported
by Funk, Tornquist, and Champagne (1989)
included practice-oriented research confer-
ReseaRch dissemination ences, edited (specifically for practice) mono-
graphs of presentations, and an information
center. The evaluation of the conference
Research dissemination is the purposeful found the general responses extremely posi-
communication of research, particularly, the tive, but still major communication problems
findings and implications of those findings existed in both oral and written reporting.
to members of society who can utilize them. These problems persisted even with a great
Dissemination is sometimes differentiated deal of support to the research communica-
from diffusion when the latter term is reserved tors. This communication deficit leaves a
for spontaneous spread and use of research. practitioner, who is unsure, responsible for
Most writers on dissemination and diffu- deciding about practice utility (persuasion).
sion talk about a purposeful process aimed Because the “old way” is usually comfortable,
at spread and use of research. Utilization is the innovation may not move from knowl-
another related term. Utilization is specif- edge awareness to the more advanced how-
ically focused on application and is more to or principles knowledge. Consequently,
likely to be initiated at the user end, whereas the nurse prepared at the graduate level has
dissemination is focused on knowledge an important role in dissemination in a clini-
acquisition and more likely is initiated at the cal agency. This nurse is usually the reader of
researcher end. The two are obviously linked research, can interpret the findings, and sees
with overlapping phases in their processes. A the application possibilities. Through means
principal writer/researcher whose work has like continuing education and journal clubs,
directed research dissemination is Rogers, the nurse from a graduate program can assist
who wrote on the “diffusion of innovations.” in filtering the research literature to match
Rogers (1995) noted that in 1962, at the time closely the practicing nurses’ concerns and
of his first book, 405 publications were found interests.
on innovation diffusion, whereas by 1995, Implicit dissemination also occurs. This
the number approached 4,000. Recently, dis- dissemination occurs when educators (aca-
semination/diffusion is seen as a less linear deme, staff development, and continuing
process where the potential users of research education) incorporate relevant research into