- Email: [email protected]
Poster sessions tips for the novice viewer
Ask An Expert Edited
by Patricia
Patricia A. Martin. PhD, RN, is Director Research at Wright State Universiv-Miami Nursing. Dayton. OH 45435.
A. Martin, for
Nursing Valley School
PhD,
RN
of
Poster Sessions Tips for the Novice
R
EVIEWING a poster should be fun and informative. Over the years, I have been asked such questions as “What do I do at a poster session?” or “What is the etiquette for a poster session?” or “Do I really want to attend a poster session?” A good poster session appeals to a large audience-from novice to expert and for nurses who view themselves either as researchers or clinicians. Viewers can expect displays that are visually appealing. At a poster session, many opportunities are afforded for interacting and networking among nurses who share similar areas of interest. Participative viewers who are primarily practitioners can easily direct the conversation to their area of interest and bypass less personally interesting parts of the research process. Whereas the paper presenter and the article author have almost total control of the communication process in presenting research, at the poster session the balance of control shifts from the research presenter to the audience. Communication of research via a poster allows for much more exchange of information. Viewers may bring new points of view to interpretation of findings, to clinical application of findings, or to the planning of future research. Research utilization may be enhanced, because practitioners can have their questions answered via dialogue with the researcher. Much has been written about how to make a good poster presentation (Jackie, 1989; McDaniel, Bach, & Poole, 1993; Rempusheski, 1991; Ryan, 1989). It is important for the audience that key points are made evident in a very attractive, stimulating format. But many nurses attending their first few poster sessions may not know how to make the session meet their needs. In fact, some
Copyright
Q 1994 by W.B. Saunders
Company
nurses commented that they were unable to even formulate expectations, because the room full of posters seemed to have no relationship to previous experience. This plethora of visual stimulation, coupled with a “we-they” perception of researchers, has contributed to poster sessions being viewed as intimidating or uninteresting to the practitioner who is a novice poster viewer. The research poster presenters, however, are eager for dialogue with experienced practitioners. Researchers hope to be challenged and to experience intellectual growth based on interactions with their audience. A few guiding principles and explanations are therefore offered to “jump-start” the novice poster viewer toward this exchange that should be rewarding for all. ADDITIONAL
RESOURCES
What might the poster presentershave besides their postersthat would interest the viewer? Articles advising the presenter identify many of the resourcesthat should be available in addition to their poster (Jackie, 1989; Ryan, 1989). An abstract of the poster presentationis usually found in the program handouts. If this is not provided or if corrections have been made since printing, an abstract can be expected at the poster display. They probably have brought a more complete written proposaland/or report with details regarding whatever part of the processis of most interest to the viewer who engagesthe researcher in dialogue. There may be interesting handoutsof researchinstrumentsthat have a potential for future research or for clinical applications. Copyright and permission information for instrumentsmay also be available. Frequently, short or more in-depth bibliographies are available free or at the cost of reproduction to those who request a copy. How nice to start or supplementone’s reading on a topic with guidance to key reference material. Some-
(X97-18971
94110704-0009$5.0010
208
Viewer
Applied
Nursing
Research,
Vol.
7, No. 4 (November),
1994:
pp. 208-210
ASK
AN EXPERT
209
times key findings in graphs or abstracts are shared at the session, which makes taking the information home for use in one’s practice easy. The researcher can be expected to have business cards for the viewers to contact them after the conference. At long poster sessions when the researcher is away for a break, the viewer should look for a pad and pencil for brief correspondence; for example, “please send bibliographic or instrument information to [viewer’s name and address].” A preview of the conference program may help viewers to locate the posters of interest at a large session. It is useful to plan requests for resources to optimize brief contacts. QUESTIONS
1. Poster Where What What How Who
Note. Chapter
Session
did you literature
Sample
Questions
get the idea for this did you review?
did you learn did you focus helped you?
Courtesy of Sigma
2. Poster What
Session
was the
Subjects Who were
approval
Statistical Which
Questions
(PM)
process?
they?
How did you Data collection How did Problems
Sample
get them?
you collect the data? and successes? methods did you use and
why?
Findings of the study? Should this study be replicated? Why or why not? How Note. Chapter
will
the findings
Courtesy of Beth Anderson, of Sigma Theta Tau.
be used Vice
in nursino? President
of Zeta
Phi
TO START THE DIALOGUE
At the first collaborative researchday sponsored by the Dayton Veteran’s Administration Medical Center, Wright State University-Miami Valley School of Nursing, and Zeta Phi Chapter of Sigma Theta Tau, a tool was introduced to assistthe novice poster sessionparticipant in initiating meaningful dialogue with the presenters. Mary Elizabeth Anderson, Vice President of Zeta Phi, developed two short forms for use by novices in initiating their mutual exchange (Tables 1 and 2). One of theseforms was used at each of the half-hour sessionswhere more than 20 posters were shown. At the secondresearchday in 1994, Joyce Fitzpatrick, Editor of Applied Nursing Research and the keynote speaker, recognized the value of the form and suggestedsharing it in this column. The concept of a list of questionsto aska posterpresenteris a simple but profound idea. Although the questionsareexcellent, other questionscertainly could be asked. Some suggestionsare in order for both the novice who readsthis column and the conferenceplanners. Novice viewers should not wait for a form. Writing down a few preliminary questions will help to start your conversation. The novice can plan generic questionsas we did, or topic specific questions may be apparent through review of the Table
Table
from the the topic?
of Beth Anderson, Theta Tau.
Vice
(AM)
study?
literature?
President
of Zeta
Phi
poster titles in the program or the abstractsin the handouts. If the novice poster attender makesup a significant portion of the audience, the conference planning committee should use this form or the concept to assistnovices in starting the conversations that add so much richnessto the poster session. CONCLUSION
Audience participants have important responsibilities in making a poster session successful. Kirkpatrick and Martin (1991) advise the agency and the presenteron how to make a poster session rewarding, but the viewers must also help. If presentershave done their part, the display will encourage both reading of the poster and discussing the research(McDaniel et al., 1993). The viewers must also do their share. If abstractsare provided in conference handouts, participants should scan theseand makenotesregarding questionsto pursue in dialoguewith the researcher.If the program lists only titles of posters, the prepared viewer should mark those that are most likely to be of interest. Bringing businesscards for networking is important for both the researchers and the viewers. When making requests for additional resources, viewers should note requestson the back of their businesscard and follow up with a letter to the researcherafter the conference. Be patient and courteous if the poster area is congested. Feel free to listen to other conversations at the postersof interest-you may meet additional nurses who share your interest and concerns. Do not hesitateto ask tough or challenging questions,but frame the questionsin a professional and supportive mannerthat encouragesintellectual
ASK
210
growth. Asking for details or explanations about processes or findings is good practice. Making suggestions, or asking “have you thought about . . .” also produces good interaction. Be
AN EXPERT
courteous to the researcher, and listen carefully to new or conflicting viewpoints. Please write and share if these tips help or if you have additional suggestions. Happy poster viewing!
REFERENCES Jackie, M. (1989). Presenting research to nurses in clinical practice. Applied Nursing Research, 2, 191-193. Kirkpatrick, H., &Martin, M. (1991). Communicating nursing research through poster presentations. Western Journal of Nursing Research, 13, 145-148. McDaniel, R., Bach, C., & Poole, M. (1993). Poster up-
date: Getting their attention. Nursing Research, 42. 302. 304. Rempusheski. V. (1991). Resources necessary to prepare a poster for presentation. Applied Nursing Research, 3, I34- 137. Ryan, N. (1989). Developing and presenting a research poster. Applied Nursing Research, 2, 52-54.
by Patricia
Patricia A. Martin. PhD, RN, is Director Research at Wright State Universiv-Miami Nursing. Dayton. OH 45435.
A. Martin, for
Nursing Valley School
PhD,
RN
of
Poster Sessions Tips for the Novice
R
EVIEWING a poster should be fun and informative. Over the years, I have been asked such questions as “What do I do at a poster session?” or “What is the etiquette for a poster session?” or “Do I really want to attend a poster session?” A good poster session appeals to a large audience-from novice to expert and for nurses who view themselves either as researchers or clinicians. Viewers can expect displays that are visually appealing. At a poster session, many opportunities are afforded for interacting and networking among nurses who share similar areas of interest. Participative viewers who are primarily practitioners can easily direct the conversation to their area of interest and bypass less personally interesting parts of the research process. Whereas the paper presenter and the article author have almost total control of the communication process in presenting research, at the poster session the balance of control shifts from the research presenter to the audience. Communication of research via a poster allows for much more exchange of information. Viewers may bring new points of view to interpretation of findings, to clinical application of findings, or to the planning of future research. Research utilization may be enhanced, because practitioners can have their questions answered via dialogue with the researcher. Much has been written about how to make a good poster presentation (Jackie, 1989; McDaniel, Bach, & Poole, 1993; Rempusheski, 1991; Ryan, 1989). It is important for the audience that key points are made evident in a very attractive, stimulating format. But many nurses attending their first few poster sessions may not know how to make the session meet their needs. In fact, some
Copyright
Q 1994 by W.B. Saunders
Company
nurses commented that they were unable to even formulate expectations, because the room full of posters seemed to have no relationship to previous experience. This plethora of visual stimulation, coupled with a “we-they” perception of researchers, has contributed to poster sessions being viewed as intimidating or uninteresting to the practitioner who is a novice poster viewer. The research poster presenters, however, are eager for dialogue with experienced practitioners. Researchers hope to be challenged and to experience intellectual growth based on interactions with their audience. A few guiding principles and explanations are therefore offered to “jump-start” the novice poster viewer toward this exchange that should be rewarding for all. ADDITIONAL
RESOURCES
What might the poster presentershave besides their postersthat would interest the viewer? Articles advising the presenter identify many of the resourcesthat should be available in addition to their poster (Jackie, 1989; Ryan, 1989). An abstract of the poster presentationis usually found in the program handouts. If this is not provided or if corrections have been made since printing, an abstract can be expected at the poster display. They probably have brought a more complete written proposaland/or report with details regarding whatever part of the processis of most interest to the viewer who engagesthe researcher in dialogue. There may be interesting handoutsof researchinstrumentsthat have a potential for future research or for clinical applications. Copyright and permission information for instrumentsmay also be available. Frequently, short or more in-depth bibliographies are available free or at the cost of reproduction to those who request a copy. How nice to start or supplementone’s reading on a topic with guidance to key reference material. Some-
(X97-18971
94110704-0009$5.0010
208
Viewer
Applied
Nursing
Research,
Vol.
7, No. 4 (November),
1994:
pp. 208-210
ASK
AN EXPERT
209
times key findings in graphs or abstracts are shared at the session, which makes taking the information home for use in one’s practice easy. The researcher can be expected to have business cards for the viewers to contact them after the conference. At long poster sessions when the researcher is away for a break, the viewer should look for a pad and pencil for brief correspondence; for example, “please send bibliographic or instrument information to [viewer’s name and address].” A preview of the conference program may help viewers to locate the posters of interest at a large session. It is useful to plan requests for resources to optimize brief contacts. QUESTIONS
1. Poster Where What What How Who
Note. Chapter
Session
did you literature
Sample
Questions
get the idea for this did you review?
did you learn did you focus helped you?
Courtesy of Sigma
2. Poster What
Session
was the
Subjects Who were
approval
Statistical Which
Questions
(PM)
process?
they?
How did you Data collection How did Problems
Sample
get them?
you collect the data? and successes? methods did you use and
why?
Findings of the study? Should this study be replicated? Why or why not? How Note. Chapter
will
the findings
Courtesy of Beth Anderson, of Sigma Theta Tau.
be used Vice
in nursino? President
of Zeta
Phi
TO START THE DIALOGUE
At the first collaborative researchday sponsored by the Dayton Veteran’s Administration Medical Center, Wright State University-Miami Valley School of Nursing, and Zeta Phi Chapter of Sigma Theta Tau, a tool was introduced to assistthe novice poster sessionparticipant in initiating meaningful dialogue with the presenters. Mary Elizabeth Anderson, Vice President of Zeta Phi, developed two short forms for use by novices in initiating their mutual exchange (Tables 1 and 2). One of theseforms was used at each of the half-hour sessionswhere more than 20 posters were shown. At the secondresearchday in 1994, Joyce Fitzpatrick, Editor of Applied Nursing Research and the keynote speaker, recognized the value of the form and suggestedsharing it in this column. The concept of a list of questionsto aska posterpresenteris a simple but profound idea. Although the questionsareexcellent, other questionscertainly could be asked. Some suggestionsare in order for both the novice who readsthis column and the conferenceplanners. Novice viewers should not wait for a form. Writing down a few preliminary questions will help to start your conversation. The novice can plan generic questionsas we did, or topic specific questions may be apparent through review of the Table
Table
from the the topic?
of Beth Anderson, Theta Tau.
Vice
(AM)
study?
literature?
President
of Zeta
Phi
poster titles in the program or the abstractsin the handouts. If the novice poster attender makesup a significant portion of the audience, the conference planning committee should use this form or the concept to assistnovices in starting the conversations that add so much richnessto the poster session. CONCLUSION
Audience participants have important responsibilities in making a poster session successful. Kirkpatrick and Martin (1991) advise the agency and the presenteron how to make a poster session rewarding, but the viewers must also help. If presentershave done their part, the display will encourage both reading of the poster and discussing the research(McDaniel et al., 1993). The viewers must also do their share. If abstractsare provided in conference handouts, participants should scan theseand makenotesregarding questionsto pursue in dialoguewith the researcher.If the program lists only titles of posters, the prepared viewer should mark those that are most likely to be of interest. Bringing businesscards for networking is important for both the researchers and the viewers. When making requests for additional resources, viewers should note requestson the back of their businesscard and follow up with a letter to the researcherafter the conference. Be patient and courteous if the poster area is congested. Feel free to listen to other conversations at the postersof interest-you may meet additional nurses who share your interest and concerns. Do not hesitateto ask tough or challenging questions,but frame the questionsin a professional and supportive mannerthat encouragesintellectual
ASK
210
growth. Asking for details or explanations about processes or findings is good practice. Making suggestions, or asking “have you thought about . . .” also produces good interaction. Be
AN EXPERT
courteous to the researcher, and listen carefully to new or conflicting viewpoints. Please write and share if these tips help or if you have additional suggestions. Happy poster viewing!
REFERENCES Jackie, M. (1989). Presenting research to nurses in clinical practice. Applied Nursing Research, 2, 191-193. Kirkpatrick, H., &Martin, M. (1991). Communicating nursing research through poster presentations. Western Journal of Nursing Research, 13, 145-148. McDaniel, R., Bach, C., & Poole, M. (1993). Poster up-
date: Getting their attention. Nursing Research, 42. 302. 304. Rempusheski. V. (1991). Resources necessary to prepare a poster for presentation. Applied Nursing Research, 3, I34- 137. Ryan, N. (1989). Developing and presenting a research poster. Applied Nursing Research, 2, 52-54.