Scientifi c communication in nursing

Abstract

Scientifi c communication can be understood as a set of consensually and socially shared eff orts, facilities, dynamic and complex processes through which scientifi c knowledge is created, shared and used. These processes also off er the means and conditions for social interaction between members of scientifi c communities, thereby contributing to the production, dissemination and use of knowledge and, consequently, to the advance of science" (1). New technological possibilities brought by the large-scale introduction of electronic networks into scientifi c communication and the search to legitimize new forms of online scientifi c communication triggered a reconfi guration of the communication elements directly aff ecting the generation, dissemination and use of scientifi c information. Based on the institutionalization of science and specialization of knowledge, in the scientifi c communication process scientifi c articles (and their vehicle, journals) form the primary framework in the creation of scientifi c structure by achieving greater effi ciency and eff ectiveness in large-scale knowledge transfer. However, it is important to underscore that scientifi c articles are currently more of a resource for regulating scientifi c activities (of researchers and journals) than a universal form of communicating scientifi c development. Thus, attention should be given to criticisms of traditional analysis models that aff ord scientifi c articles the privilege of examining scientifi c activity and making inferences about the state of science; that is, "scientifi c activity cannot be reduced to the production, circulation and consumption of journal articles, much less confuse the quantitative growth in articles with the cognitive development of science. It is not only about quantifying and verifying data, but attributing meaning to them for better use in science and technology policies, for each specialty or research group, or in broader national and international cultural, political, ideological and economic contexts (2). Analyzing the scientifi c communication process in nursing involves: a) mapping information sources (who, what and where); b) identifying the strategies that allow the recovery or acquisition of information (access to the knowledge produced); c) storing or organizing knowledge; d) sharing (means of communication and dissemination) and; e) creation (scientifi c research) (1). It is imperative to understand how each of the abovementioned elements are organized or prioritized in the diff erent institutions that handle the production/creation, systematization and dissemination of knowledge in the fi eld of Nursing. This understanding is vital to the development of strategies that enhance the development of nursing knowledge as a science, thus amplifying its visibility and dissemination to achieve higher levels of infl uence on health care quality and practices. In this respect, it is important to strengthen initiatives and strategic actions aimed at developing the fi eld of scientifi c knowledge in nursing...

Virtual Health Library in Nursing for Colombia: a New Scientific Communication Portal

“…dissemination media and strategies; and e) outline cooperation strategies to create scientific research and enhance sources of information in Nursing. (3,4) Colombia is an important country in the region on scientific production in Nursing. It has scientific journals in Nursing indexed in internationally recognized databases and bibliographic indexes.…”