abstract in research method

Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

Academic and Professional Writing

This is an accordion element with a series of buttons that open and close related content panels.

Analysis Papers

Reading Poetry

A Short Guide to Close Reading for Literary Analysis

Using Literary Quotations

Play Reviews

Writing a Rhetorical Précis to Analyze Nonfiction Texts

Incorporating Interview Data

Grant Proposals

Planning and Writing a Grant Proposal: The Basics

Additional Resources for Grants and Proposal Writing

Job Materials and Application Essays

Writing Personal Statements for Ph.D. Programs

• Before you begin: useful tips for writing your essay
• Guided brainstorming exercises
• Get more help with your essay
• Frequently Asked Questions

Resume Writing Tips

CV Writing Tips

Cover Letters

Business Letters

Proposals and Dissertations

Resources for Proposal Writers

Resources for Dissertators

Research Papers

Planning and Writing Research Papers

Quoting and Paraphrasing

Writing Annotated Bibliographies

Creating Poster Presentations

Thank-You Notes

Advice for Students Writing Thank-You Notes to Donors

Reading for a Review

Critical Reviews

Writing a Review of Literature

Scientific Reports

Scientific Report Format

Sample Lab Assignment

Writing for the Web

Writing an Effective Blog Post

Writing for Social Media: A Guide for Academics

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 3. The Abstract
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

An abstract summarizes, usually in one paragraph of 300 words or less, the major aspects of the entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research problem(s) you investigated; 2) the basic design of the study; 3) major findings or trends found as a result of your analysis; and, 4) a brief summary of your interpretations and conclusions.

Writing an Abstract. The Writing Center. Clarion University, 2009; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century . Oxford, UK: Chandos Publishing, 2010;

Importance of a Good Abstract

Sometimes your professor will ask you to include an abstract, or general summary of your work, with your research paper. The abstract allows you to elaborate upon each major aspect of the paper and helps readers decide whether they want to read the rest of the paper. Therefore, enough key information [e.g., summary results, observations, trends, etc.] must be included to make the abstract useful to someone who may want to examine your work.

How do you know when you have enough information in your abstract? A simple rule-of-thumb is to imagine that you are another researcher doing a similar study. Then ask yourself: if your abstract was the only part of the paper you could access, would you be happy with the amount of information presented there? Does it tell the whole story about your study? If the answer is "no" then the abstract likely needs to be revised.

Farkas, David K. “A Scheme for Understanding and Writing Summaries.” Technical Communication 67 (August 2020): 45-60;  How to Write a Research Abstract. Office of Undergraduate Research. University of Kentucky; Staiger, David L. “What Today’s Students Need to Know about Writing Abstracts.” International Journal of Business Communication January 3 (1966): 29-33; Swales, John M. and Christine B. Feak. Abstracts and the Writing of Abstracts . Ann Arbor, MI: University of Michigan Press, 2009.

Structure and Writing Style

I.  Types of Abstracts

To begin, you need to determine which type of abstract you should include with your paper. There are four general types.

Critical Abstract A critical abstract provides, in addition to describing main findings and information, a judgment or comment about the study’s validity, reliability, or completeness. The researcher evaluates the paper and often compares it with other works on the same subject. Critical abstracts are generally 400-500 words in length due to the additional interpretive commentary. These types of abstracts are used infrequently.

Descriptive Abstract A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract only describes the work being summarized. Some researchers consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short, 100 words or less. Informative Abstract The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the researcher presents and explains all the main arguments and the important results and evidence in the paper. An informative abstract includes the information that can be found in a descriptive abstract [purpose, methods, scope] but it also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is usually no more than 300 words in length.

Highlight Abstract A highlight abstract is specifically written to attract the reader’s attention to the study. No pretense is made of there being either a balanced or complete picture of the paper and, in fact, incomplete and leading remarks may be used to spark the reader’s interest. In that a highlight abstract cannot stand independent of its associated article, it is not a true abstract and, therefore, rarely used in academic writing.

II.  Writing Style

Use the active voice when possible , but note that much of your abstract may require passive sentence constructions. Regardless, write your abstract using concise, but complete, sentences. Get to the point quickly and always use the past tense because you are reporting on a study that has been completed.

Abstracts should be formatted as a single paragraph in a block format and with no paragraph indentations. In most cases, the abstract page immediately follows the title page. Do not number the page. Rules set forth in writing manual vary but, in general, you should center the word "Abstract" at the top of the page with double spacing between the heading and the abstract. The final sentences of an abstract concisely summarize your study’s conclusions, implications, or applications to practice and, if appropriate, can be followed by a statement about the need for additional research revealed from the findings.

Composing Your Abstract

Although it is the first section of your paper, the abstract should be written last since it will summarize the contents of your entire paper. A good strategy to begin composing your abstract is to take whole sentences or key phrases from each section of the paper and put them in a sequence that summarizes the contents. Then revise or add connecting phrases or words to make the narrative flow clearly and smoothly. Note that statistical findings should be reported parenthetically [i.e., written in parentheses].

Before handing in your final paper, check to make sure that the information in the abstract completely agrees with what you have written in the paper. Think of the abstract as a sequential set of complete sentences describing the most crucial information using the fewest necessary words. The abstract SHOULD NOT contain:

• A catchy introductory phrase, provocative quote, or other device to grab the reader's attention,
• Lengthy background or contextual information,
• Redundant phrases, unnecessary adverbs and adjectives, and repetitive information;
• Acronyms or abbreviations,
• References to other literature [say something like, "current research shows that..." or "studies have indicated..."],
• Using ellipticals [i.e., ending with "..."] or incomplete sentences,
• Jargon or terms that may be confusing to the reader,
• Citations to other works, and
• Any sort of image, illustration, figure, or table, or references to them.

Abstract. Writing Center. University of Kansas; Abstract. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Abstracts. The Writing Center. University of North Carolina; Borko, Harold and Seymour Chatman. "Criteria for Acceptable Abstracts: A Survey of Abstracters' Instructions." American Documentation 14 (April 1963): 149-160; Abstracts. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Hartley, James and Lucy Betts. "Common Weaknesses in Traditional Abstracts in the Social Sciences." Journal of the American Society for Information Science and Technology 60 (October 2009): 2010-2018; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century. Oxford, UK: Chandos Publishing, 2010; Procter, Margaret. The Abstract. University College Writing Centre. University of Toronto; Riordan, Laura. “Mastering the Art of Abstracts.” The Journal of the American Osteopathic Association 115 (January 2015 ): 41-47; Writing Report Abstracts. The Writing Lab and The OWL. Purdue University; Writing Abstracts. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-First Century . Oxford, UK: 2010; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison.

Writing Tip

Never Cite Just the Abstract!

Citing to just a journal article's abstract does not confirm for the reader that you have conducted a thorough or reliable review of the literature. If the full-text is not available, go to the USC Libraries main page and enter the title of the article [NOT the title of the journal]. If the Libraries have a subscription to the journal, the article should appear with a link to the full-text or to the journal publisher page where you can get the article. If the article does not appear, try searching Google Scholar using the link on the USC Libraries main page. If you still can't find the article after doing this, contact a librarian or you can request it from our free i nterlibrary loan and document delivery service .

• << Previous: Research Process Video Series
• Next: Executive Summary >>
• Last Updated: May 30, 2024 9:38 AM
• URL: https://libguides.usc.edu/writingguide

• Privacy Policy

Home » Research Paper Abstract – Writing Guide and Examples

Research Paper Abstract – Writing Guide and Examples

Table of Contents

Research Paper Abstract

Research Paper Abstract is a brief summary of a research pape r that describes the study’s purpose, methods, findings, and conclusions . It is often the first section of the paper that readers encounter, and its purpose is to provide a concise and accurate overview of the paper’s content. The typical length of an abstract is usually around 150-250 words, and it should be written in a concise and clear manner.

Research Paper Abstract Structure

The structure of a research paper abstract usually includes the following elements:

• Background or Introduction: Briefly describe the problem or research question that the study addresses.
• Methods : Explain the methodology used to conduct the study, including the participants, materials, and procedures.
• Results : Summarize the main findings of the study, including statistical analyses and key outcomes.
• Conclusions : Discuss the implications of the study’s findings and their significance for the field, as well as any limitations or future directions for research.
• Keywords : List a few keywords that describe the main topics or themes of the research.

How to Write Research Paper Abstract

Here are the steps to follow when writing a research paper abstract:

• Start by reading your paper: Before you write an abstract, you should have a complete understanding of your paper. Read through the paper carefully, making sure you understand the purpose, methods, results, and conclusions.
• Identify the key components : Identify the key components of your paper, such as the research question, methods used, results obtained, and conclusion reached.
• Write a draft: Write a draft of your abstract, using concise and clear language. Make sure to include all the important information, but keep it short and to the point. A good rule of thumb is to keep your abstract between 150-250 words.
• Use clear and concise language : Use clear and concise language to explain the purpose of your study, the methods used, the results obtained, and the conclusions drawn.
• Emphasize your findings: Emphasize your findings in the abstract, highlighting the key results and the significance of your study.
• Revise and edit: Once you have a draft, revise and edit it to ensure that it is clear, concise, and free from errors.
• Check the formatting: Finally, check the formatting of your abstract to make sure it meets the requirements of the journal or conference where you plan to submit it.

Research Paper Abstract Examples

Research Paper Abstract Examples could be following:

Title : “The Effectiveness of Cognitive-Behavioral Therapy for Treating Anxiety Disorders: A Meta-Analysis”

Abstract : This meta-analysis examines the effectiveness of cognitive-behavioral therapy (CBT) in treating anxiety disorders. Through the analysis of 20 randomized controlled trials, we found that CBT is a highly effective treatment for anxiety disorders, with large effect sizes across a range of anxiety disorders, including generalized anxiety disorder, panic disorder, and social anxiety disorder. Our findings support the use of CBT as a first-line treatment for anxiety disorders and highlight the importance of further research to identify the mechanisms underlying its effectiveness.

Title : “Exploring the Role of Parental Involvement in Children’s Education: A Qualitative Study”

Abstract : This qualitative study explores the role of parental involvement in children’s education. Through in-depth interviews with 20 parents of children in elementary school, we found that parental involvement takes many forms, including volunteering in the classroom, helping with homework, and communicating with teachers. We also found that parental involvement is influenced by a range of factors, including parent and child characteristics, school culture, and socio-economic status. Our findings suggest that schools and educators should prioritize building strong partnerships with parents to support children’s academic success.

Title : “The Impact of Exercise on Cognitive Function in Older Adults: A Systematic Review and Meta-Analysis”

Abstract : This paper presents a systematic review and meta-analysis of the existing literature on the impact of exercise on cognitive function in older adults. Through the analysis of 25 randomized controlled trials, we found that exercise is associated with significant improvements in cognitive function, particularly in the domains of executive function and attention. Our findings highlight the potential of exercise as a non-pharmacological intervention to support cognitive health in older adults.

When to Write Research Paper Abstract

The abstract of a research paper should typically be written after you have completed the main body of the paper. This is because the abstract is intended to provide a brief summary of the key points and findings of the research, and you can’t do that until you have completed the research and written about it in detail.

Once you have completed your research paper, you can begin writing your abstract. It is important to remember that the abstract should be a concise summary of your research paper, and should be written in a way that is easy to understand for readers who may not have expertise in your specific area of research.

Purpose of Research Paper Abstract

The purpose of a research paper abstract is to provide a concise summary of the key points and findings of a research paper. It is typically a brief paragraph or two that appears at the beginning of the paper, before the introduction, and is intended to give readers a quick overview of the paper’s content.

The abstract should include a brief statement of the research problem, the methods used to investigate the problem, the key results and findings, and the main conclusions and implications of the research. It should be written in a clear and concise manner, avoiding jargon and technical language, and should be understandable to a broad audience.

The abstract serves as a way to quickly and easily communicate the main points of a research paper to potential readers, such as academics, researchers, and students, who may be looking for information on a particular topic. It can also help researchers determine whether a paper is relevant to their own research interests and whether they should read the full paper.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Research Paper Introduction – Writing Guide and...

Chapter Summary & Overview – Writing Guide...

Research Paper Title – Writing Guide and Example

Research Methodology – Types, Examples and...

Tables in Research Paper – Types, Creating Guide...

Delimitations in Research – Types, Examples and...

When you choose to publish with PLOS, your research makes an impact. Make your work accessible to all, without restrictions, and accelerate scientific discovery with options like preprints and published peer review that make your work more Open.

• PLOS Biology
• PLOS Climate
• PLOS Complex Systems
• PLOS Computational Biology
• PLOS Digital Health
• PLOS Genetics
• PLOS Global Public Health
• PLOS Medicine
• PLOS Mental Health
• PLOS Neglected Tropical Diseases
• PLOS Pathogens
• PLOS Sustainability and Transformation
• PLOS Collections
• How to Write an Abstract

Expedite peer review, increase search-ability, and set the tone for your study

The abstract is your chance to let your readers know what they can expect from your article. Learn how to write a clear, and concise abstract that will keep your audience reading.

How your abstract impacts editorial evaluation and future readership

After the title , the abstract is the second-most-read part of your article. A good abstract can help to expedite peer review and, if your article is accepted for publication, it’s an important tool for readers to find and evaluate your work. Editors use your abstract when they first assess your article. Prospective reviewers see it when they decide whether to accept an invitation to review. Once published, the abstract gets indexed in PubMed and Google Scholar , as well as library systems and other popular databases. Like the title, your abstract influences keyword search results. Readers will use it to decide whether to read the rest of your article. Other researchers will use it to evaluate your work for inclusion in systematic reviews and meta-analysis. It should be a concise standalone piece that accurately represents your research. 

What to include in an abstract

The main challenge you’ll face when writing your abstract is keeping it concise AND fitting in all the information you need. Depending on your subject area the journal may require a structured abstract following specific headings. A structured abstract helps your readers understand your study more easily. If your journal doesn’t require a structured abstract it’s still a good idea to follow a similar format, just present the abstract as one paragraph without headings. 

Background or Introduction – What is currently known? Start with a brief, 2 or 3 sentence, introduction to the research area. 

Objectives or Aims – What is the study and why did you do it? Clearly state the research question you’re trying to answer.

Methods – What did you do? Explain what you did and how you did it. Include important information about your methods, but avoid the low-level specifics. Some disciplines have specific requirements for abstract methods. 

• CONSORT for randomized trials.
• STROBE for observational studies
• PRISMA for systematic reviews and meta-analyses

Results – What did you find? Briefly give the key findings of your study. Include key numeric data (including confidence intervals or p values), where possible.

Conclusions – What did you conclude? Tell the reader why your findings matter, and what this could mean for the ‘bigger picture’ of this area of research. 

Writing tips

The main challenge you may find when writing your abstract is keeping it concise AND convering all the information you need to.

• Keep it concise and to the point. Most journals have a maximum word count, so check guidelines before you write the abstract to save time editing it later.
• Write for your audience. Are they specialists in your specific field? Are they cross-disciplinary? Are they non-specialists? If you’re writing for a general audience, or your research could be of interest to the public keep your language as straightforward as possible. If you’re writing in English, do remember that not all of your readers will necessarily be native English speakers.
• Focus on key results, conclusions and take home messages.
• Write your paper first, then create the abstract as a summary.
• Check the journal requirements before you write your abstract, eg. required subheadings.
• Include keywords or phrases to help readers search for your work in indexing databases like PubMed or Google Scholar.
• Double and triple check your abstract for spelling and grammar errors. These kind of errors can give potential reviewers the impression that your research isn’t sound, and can make it easier to find reviewers who accept the invitation to review your manuscript. Your abstract should be a taste of what is to come in the rest of your article.

Don’t

• Sensationalize your research.
• Speculate about where this research might lead in the future.
• Use abbreviations or acronyms (unless absolutely necessary or unless they’re widely known, eg. DNA).
• Repeat yourself unnecessarily, eg. “Methods: We used X technique. Results: Using X technique, we found…”
• Contradict anything in the rest of your manuscript.
• Include content that isn’t also covered in the main manuscript.
• Include citations or references.

Tip: How to edit your work

Editing is challenging, especially if you are acting as both a writer and an editor. Read our guidelines for advice on how to refine your work, including useful tips for setting your intentions, re-review, and consultation with colleagues.

• How to Write a Great Title
• How to Write Your Methods
• How to Report Statistics
• How to Write Discussions and Conclusions
• How to Edit Your Work

The contents of the Peer Review Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

How to Write an Abstract APA Format

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

An APA abstract is a brief, comprehensive summary of the contents of an article, research paper, dissertation, or report.

It is written in accordance with the guidelines of the American Psychological Association (APA), which is a widely used format in social and behavioral sciences. 

An APA abstract summarizes, usually in one paragraph of between 150–250 words, the major aspects of a research paper or dissertation in a prescribed sequence that includes:

• The rationale: the overall purpose of the study, providing a clear context for the research undertaken.
• Information regarding the method and participants: including materials/instruments, design, procedure, and data analysis.
• Main findings or trends: effectively highlighting the key outcomes of the hypotheses.
• Interpretations and conclusion(s): solidify the implications of the research.
• Keywords related to the study: assist the paper’s discoverability in academic databases.

The abstract should stand alone, be “self-contained,” and make sense to the reader in isolation from the main article.

The purpose of the abstract is to give the reader a quick overview of the essential information before reading the entire article. The abstract is placed on its own page, directly after the title page and before the main body of the paper.

Although the abstract will appear as the very first part of your paper, it’s good practice to write your abstract after you’ve drafted your full paper, so that you know what you’re summarizing.

Note : This page reflects the latest version of the APA Publication Manual (i.e., APA 7), released in October 2019.

Structure of the Abstract

[NOTE: DO NOT separate the components of the abstract – it should be written as a single paragraph. This section is separated to illustrate the abstract’s structure.]

1) The Rationale

One or two sentences describing the overall purpose of the study and the research problem(s) you investigated. You are basically justifying why this study was conducted.

• What is the importance of the research?
• Why would a reader be interested in the larger work?
• For example, are you filling a gap in previous research or applying new methods to take a fresh look at existing ideas or data?
• Women who are diagnosed with breast cancer can experience an array of psychosocial difficulties; however, social support, particularly from a spouse, has been shown to have a protective function during this time. This study examined the ways in which a woman’s daily mood, pain, and fatigue, and her spouse’s marital satisfaction predict the woman’s report of partner support in the context of breast cancer.
• The current nursing shortage, high hospital nurse job dissatisfaction, and reports of uneven quality of hospital care are not uniquely American phenomena.
• Students with special educational needs and disabilities (SEND) are more likely to exhibit behavioral difficulties than their typically developing peers. The aim of this study was to identify specific risk factors that influence variability in behavior difficulties among individuals with SEND.

2) The Method

Information regarding the participants (number, and population). One or two sentences outlining the method, explaining what was done and how. The method is described in the present tense.

• Pretest data from a larger intervention study and multilevel modeling were used to examine the effects of women’s daily mood, pain, and fatigue and average levels of mood, pain, and fatigue on women’s report of social support received from her partner, as well as how the effects of mood interacted with partners’ marital satisfaction.
• This paper presents reports from 43,000 nurses from more than 700 hospitals in the United States, Canada, England, Scotland, and Germany in 1998–1999.
• The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behavior difficulties (assessed at baseline and the 18-month follow-up).

3) The Results

One or two sentences indicating the main findings or trends found as a result of your analysis. The results are described in the present or past tense.

• Results show that on days in which women reported higher levels of negative or positive mood, as well as on days they reported more pain and fatigue, they reported receiving more support. Women who, on average, reported higher levels of positive mood tended to report receiving more support than those who, on average, reported lower positive mood. However, average levels of negative mood were not associated with support. Higher average levels of fatigue but not pain were associated with higher support. Finally, women whose husbands reported higher levels of marital satisfaction reported receiving more partner support, but husbands’ marital satisfaction did not moderate the effect of women’s mood on support.
• Nurses in countries with distinctly different healthcare systems report similar shortcomings in their work environments and the quality of hospital care. While the competence of and relation between nurses and physicians appear satisfactory, core problems in work design and workforce management threaten the provision of care.
• Hierarchical linear modeling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behavior difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged.

4) The Conclusion / Implications

A brief summary of your conclusions and implications of the results, described in the present tense. Explain the results and why the study is important to the reader.

• For example, what changes should be implemented as a result of the findings of the work?
• How does this work add to the body of knowledge on the topic?

Implications of these findings are discussed relative to assisting couples during this difficult time in their lives.

• Resolving these issues, which are amenable to managerial intervention, is essential to preserving patient safety and care of consistently high quality.
• Behavior difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.

The above examples of abstracts are from the following papers:

Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J. A., Busse, R., Clarke, H., … & Shamian, J. (2001). Nurses’ reports on hospital care in five countries . Health affairs, 20(3) , 43-53.

Boeding, S. E., Pukay-Martin, N. D., Baucom, D. H., Porter, L. S., Kirby, J. S., Gremore, T. M., & Keefe, F. J. (2014). Couples and breast cancer: Women’s mood and partners’ marital satisfaction predicting support perception . Journal of Family Psychology, 28(5) , 675.

Oldfield, J., Humphrey, N., & Hebron, J. (2017). Risk factors in the development of behavior difficulties among students with special educational needs and disabilities: A multilevel analysis . British journal of educational psychology, 87(2) , 146-169.

5) Keywords

APA style suggests including a list of keywords at the end of the abstract. This is particularly common in academic articles and helps other researchers find your work in databases.

Keywords in an abstract should be selected to help other researchers find your work when searching an online database. These keywords should effectively represent the main topics of your study. Here are some tips for choosing keywords:

Core Concepts: Identify the most important ideas or concepts in your paper. These often include your main research topic, the methods you’ve used, or the theories you’re discussing.

Specificity: Your keywords should be specific to your research. For example, suppose your paper is about the effects of climate change on bird migration patterns in a specific region. In that case, your keywords might include “climate change,” “bird migration,” and the region’s name.

Consistency with Paper: Make sure your keywords are consistent with the terms you’ve used in your paper. For example, if you use the term “adolescent” rather than “teen” in your paper, choose “adolescent” as your keyword, not “teen.”

Jargon and Acronyms: Avoid using too much-specialized jargon or acronyms in your keywords, as these might not be understood or used by all researchers in your field.

Synonyms: Consider including synonyms of your keywords to capture as many relevant searches as possible. For example, if your paper discusses “post-traumatic stress disorder,” you might include “PTSD” as a keyword.

Remember, keywords are a tool for others to find your work, so think about what terms other researchers might use when searching for papers on your topic.

The Abstract SHOULD NOT contain:

Lengthy background or contextual information: The abstract should focus on your research and findings, not general topic background.

Undefined jargon, abbreviations,  or acronyms: The abstract should be accessible to a wide audience, so avoid highly specialized terms without defining them.

Citations: Abstracts typically do not include citations, as they summarize original research.

Incomplete sentences or bulleted lists: The abstract should be a single, coherent paragraph written in complete sentences.

New information not covered in the paper: The abstract should only summarize the paper’s content.

Subjective comments or value judgments: Stick to objective descriptions of your research.

Excessive details on methods or procedures: Keep descriptions of methods brief and focused on main steps.

Speculative or inconclusive statements: The abstract should state the research’s clear findings, not hypotheses or possible interpretations.

• Any illustration, figure, table, or references to them . All visual aids, data, or extensive details should be included in the main body of your paper, not in the abstract. 
• Elliptical or incomplete sentences should be avoided in an abstract . The use of ellipses (…), which could indicate incomplete thoughts or omitted text, is not appropriate in an abstract.

APA Style for Abstracts

An APA abstract must be formatted as follows:

Include the running head aligned to the left at the top of the page (professional papers only) and page number. Note, student papers do not require a running head. On the first line, center the heading “Abstract” and bold (do not underlined or italicize). Do not indent the single abstract paragraph (which begins one line below the section title). Double-space the text. Use Times New Roman font in 12 pt. Set one-inch (or 2.54 cm) margins. If you include a “keywords” section at the end of the abstract, indent the first line and italicize the word “Keywords” while leaving the keywords themselves without any formatting.

Example APA Abstract Page

Download this example as a PDF

Further Information

• APA 7th Edition Abstract and Keywords Guide
• Example APA Abstract
• How to Write a Good Abstract for a Scientific Paper or Conference Presentation
• How to Write a Lab Report
• Writing an APA paper

How long should an APA abstract be?

An APA abstract should typically be between 150 to 250 words long. However, the exact length may vary depending on specific publication or assignment guidelines. It is crucial that it succinctly summarizes the essential elements of the work, including purpose, methods, findings, and conclusions.

Where does the abstract go in an APA paper?

In an APA formatted paper, the abstract is placed on its own page, directly after the title page and before the main body of the paper. It’s typically the second page of the document. It starts with the word “Abstract” (centered and not in bold) at the top of the page, followed by the text of the abstract itself.

What are the 4 C’s of abstract writing?

The 4 C’s of abstract writing are an approach to help you create a well-structured and informative abstract. They are:

Conciseness: An abstract should briefly summarize the key points of your study. Stick to the word limit (typically between 150-250 words for an APA abstract) and avoid unnecessary details.

Clarity: Your abstract should be easy to understand. Avoid jargon and complex sentences. Clearly explain the purpose, methods, results, and conclusions of your study.

Completeness: Even though it’s brief, the abstract should provide a complete overview of your study, including the purpose, methods, key findings, and your interpretation of the results.

Cohesion: The abstract should flow logically from one point to the next, maintaining a coherent narrative about your study. It’s not just a list of disjointed elements; it’s a brief story of your research from start to finish.

What is the abstract of a psychology paper?

An abstract in a psychology paper serves as a snapshot of the paper, allowing readers to quickly understand the purpose, methodology, results, and implications of the research without reading the entire paper. It is generally between 150-250 words long.

Related Articles

Student Resources

How To Cite A YouTube Video In APA Style – With Examples

APA References Page Formatting and Example

APA Title Page (Cover Page) Format, Example, & Templates

How do I Cite a Source with Multiple Authors in APA Style?

How to Write a Psychology Essay

Lab Report Format: Step-by-Step Guide & Examples

What this handout is about

This handout provides definitions and examples of the two main types of abstracts: descriptive and informative. It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting. Finally, it includes a few examples of abstracts broken down into their component parts.

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. The two most important are selection and indexing. Abstracts allow readers who may be interested in a longer work to quickly decide whether it is worth their time to read it. Also, many online databases use abstracts to index larger works. Therefore, abstracts should contain keywords and phrases that allow for easy searching.

Say you are beginning a research project on how Brazilian newspapers helped Brazil’s ultra-liberal president Luiz Ignácio da Silva wrest power from the traditional, conservative power base. A good first place to start your research is to search Dissertation Abstracts International for all dissertations that deal with the interaction between newspapers and politics. “Newspapers and politics” returned 569 hits. A more selective search of “newspapers and Brazil” returned 22 hits. That is still a fair number of dissertations. Titles can sometimes help winnow the field, but many titles are not very descriptive. For example, one dissertation is titled “Rhetoric and Riot in Rio de Janeiro.” It is unclear from the title what this dissertation has to do with newspapers in Brazil. One option would be to download or order the entire dissertation on the chance that it might speak specifically to the topic. A better option is to read the abstract. In this case, the abstract reveals the main focus of the dissertation:

This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I’s gradual loss of control over the mechanisms of power. As the newspapers became more numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.

From this abstract you now know that although the dissertation has nothing to do with modern Brazilian politics, it does cover the role of newspapers in changing traditional mechanisms of power. After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read.

Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts. This allows for quick retrieval by users and limits the extraneous items recalled by a “full-text” search. However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. For example, if you search Dissertation Abstracts International using the keywords “France” “revolution” and “politics,” the search engine would search through all the abstracts in the database that included those three words. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. It’s likely that a lot more than 60 dissertations have been written with those three words somewhere in the body of the entire work. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

When do people write abstracts?

• when submitting articles to journals, especially online journals
• when applying for research grants
• when writing a book proposal
• when completing the Ph.D. dissertation or M.A. thesis
• when writing a proposal for a conference paper
• when writing a proposal for a book chapter

Most often, the author of the entire work (or prospective work) writes the abstract. However, there are professional abstracting services that hire writers to draft abstracts of other people’s work. In a work with multiple authors, the first author usually writes the abstract. Undergraduates are sometimes asked to draft abstracts of books/articles for classmates who have not read the larger work.

Types of abstracts

There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles. There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review . If you are unsure which type of abstract you should write, ask your instructor (if the abstract is for a class) or read other abstracts in your field or in the journal where you are submitting your article.

Descriptive abstracts

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Informative abstracts

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts . Descriptive abstract:

The two most common abstract types—descriptive and informative—are described and examples of each are provided.

Informative abstract:

Abstracts present the essential elements of a longer work in a short and powerful statement. The purpose of an abstract is to provide prospective readers the opportunity to judge the relevance of the longer work to their projects. Abstracts also include the key terms found in the longer work and the purpose and methods of the research. Authors abstract various longer works, including book proposals, dissertations, and online journal articles. There are two main types of abstracts: descriptive and informative. A descriptive abstract briefly describes the longer work, while an informative abstract presents all the main arguments and important results. This handout provides examples of various types of abstracts and instructions on how to construct one.

Which type should I use?

Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i.e., 100-120 words = descriptive; 250+ words = informative.

How do I write an abstract?

The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa. However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:

• Reason for writing: What is the importance of the research? Why would a reader be interested in the larger work?
• Problem: What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
• Methodology: An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
• Results: Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
• Implications: What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

(This list of elements is adapted with permission from Philip Koopman, “How to Write an Abstract.” )

All abstracts include:

• A full citation of the source, preceding the abstract.
• The most important information first.
• The same type and style of language found in the original, including technical language.
• Key words and phrases that quickly identify the content and focus of the work.
• Clear, concise, and powerful language.

Abstracts may include:

• The thesis of the work, usually in the first sentence.
• Background information that places the work in the larger body of literature.
• The same chronological structure as the original work.

How not to write an abstract:

• Do not refer extensively to other works.
• Do not add information not contained in the original work.
• Do not define terms.

If you are abstracting your own writing

When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks (or months, or even years) into a 250-word statement. There are some tricks that you could use to make it easier, however.

Reverse outlining:

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper– see our short video . For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence. Practice grouping ideas using webbing or color coding .

For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement.

Cut and paste:

To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.

If you are abstracting someone else’s writing

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

Revise, revise, revise

No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.

Example 1: Humanities abstract

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984” Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.

What the dissertation does This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so.

How the dissertation does it The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies.

What materials are used Data have been collected from archives, interviews, newspapers, and published reports.

Conclusion This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Keywords social movements Civil Rights Movement Mississippi voting rights desegregation

Example 2: Science Abstract

Luis Lehner, “Gravitational radiation from black hole spacetimes” Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998

The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search for and analysis of detected signals. The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm. This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

This science abstract covers much of the same ground as the humanities one, but it asks slightly different questions.

Why do this study The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search and analysis of the detected signals.

What the study does The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm.

Results This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

Keywords gravitational radiation (GR) spacetimes black holes

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Belcher, Wendy Laura. 2009. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks, CA: Sage Press.

Koopman, Philip. 1997. “How to Write an Abstract.” Carnegie Mellon University. October 1997. http://users.ece.cmu.edu/~koopman/essays/abstract.html .

Lancaster, F.W. 2003. Indexing And Abstracting in Theory and Practice , 3rd ed. London: Facet Publishing.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Indian J Psychiatry
• v.53(2); Apr-Jun 2011

How to write a good abstract for a scientific paper or conference presentation

Chittaranjan andrade.

Department of Psychopharmacology, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka, India

Abstracts of scientific papers are sometimes poorly written, often lack important information, and occasionally convey a biased picture. This paper provides detailed suggestions, with examples, for writing the background, methods, results, and conclusions sections of a good abstract. The primary target of this paper is the young researcher; however, authors with all levels of experience may find useful ideas in the paper.

INTRODUCTION

This paper is the third in a series on manuscript writing skills, published in the Indian Journal of Psychiatry . Earlier articles offered suggestions on how to write a good case report,[ 1 ] and how to read, write, or review a paper on randomized controlled trials.[ 2 , 3 ] The present paper examines how authors may write a good abstract when preparing their manuscript for a scientific journal or conference presentation. Although the primary target of this paper is the young researcher, it is likely that authors with all levels of experience will find at least a few ideas that may be useful in their future efforts.

The abstract of a paper is the only part of the paper that is published in conference proceedings. The abstract is the only part of the paper that a potential referee sees when he is invited by an editor to review a manuscript. The abstract is the only part of the paper that readers see when they search through electronic databases such as PubMed. Finally, most readers will acknowledge, with a chuckle, that when they leaf through the hard copy of a journal, they look at only the titles of the contained papers. If a title interests them, they glance through the abstract of that paper. Only a dedicated reader will peruse the contents of the paper, and then, most often only the introduction and discussion sections. Only a reader with a very specific interest in the subject of the paper, and a need to understand it thoroughly, will read the entire paper.

Thus, for the vast majority of readers, the paper does not exist beyond its abstract. For the referees, and the few readers who wish to read beyond the abstract, the abstract sets the tone for the rest of the paper. It is therefore the duty of the author to ensure that the abstract is properly representative of the entire paper. For this, the abstract must have some general qualities. These are listed in Table 1 .

General qualities of a good abstract

SECTIONS OF AN ABSTRACT

Although some journals still publish abstracts that are written as free-flowing paragraphs, most journals require abstracts to conform to a formal structure within a word count of, usually, 200–250 words. The usual sections defined in a structured abstract are the Background, Methods, Results, and Conclusions; other headings with similar meanings may be used (eg, Introduction in place of Background or Findings in place of Results). Some journals include additional sections, such as Objectives (between Background and Methods) and Limitations (at the end of the abstract). In the rest of this paper, issues related to the contents of each section will be examined in turn.

This section should be the shortest part of the abstract and should very briefly outline the following information:

• What is already known about the subject, related to the paper in question
• What is not known about the subject and hence what the study intended to examine (or what the paper seeks to present)

In most cases, the background can be framed in just 2–3 sentences, with each sentence describing a different aspect of the information referred to above; sometimes, even a single sentence may suffice. The purpose of the background, as the word itself indicates, is to provide the reader with a background to the study, and hence to smoothly lead into a description of the methods employed in the investigation.

Some authors publish papers the abstracts of which contain a lengthy background section. There are some situations, perhaps, where this may be justified. In most cases, however, a longer background section means that less space remains for the presentation of the results. This is unfortunate because the reader is interested in the paper because of its findings, and not because of its background.

A wide variety of acceptably composed backgrounds is provided in Table 2 ; most of these have been adapted from actual papers.[ 4 – 9 ] Readers may wish to compare the content in Table 2 with the original abstracts to see how the adaptations possibly improve on the originals. Note that, in the interest of brevity, unnecessary content is avoided. For instance, in Example 1 there is no need to state “The antidepressant efficacy of desvenlafaxine (DV), a dual-acting antidepressant drug , has been established…” (the unnecessary content is italicized).

Examples of the background section of an abstract

The methods section is usually the second-longest section in the abstract. It should contain enough information to enable the reader to understand what was done, and how. Table 3 lists important questions to which the methods section should provide brief answers.

Questions regarding which information should ideally be available in the methods section of an abstract

Carelessly written methods sections lack information about important issues such as sample size, numbers of patients in different groups, doses of medications, and duration of the study. Readers have only to flip through the pages of a randomly selected journal to realize how common such carelessness is.

Table 4 presents examples of the contents of accept-ably written methods sections, modified from actual publications.[ 10 , 11 ] Readers are invited to take special note of the first sentence of each example in Table 4 ; each is packed with detail, illustrating how to convey the maximum quantity of information with maximum economy of word count.

Examples of the methods section of an abstract

The results section is the most important part of the abstract and nothing should compromise its range and quality. This is because readers who peruse an abstract do so to learn about the findings of the study. The results section should therefore be the longest part of the abstract and should contain as much detail about the findings as the journal word count permits. For example, it is bad writing to state “Response rates differed significantly between diabetic and nondiabetic patients.” A better sentence is “The response rate was higher in nondiabetic than in diabetic patients (49% vs 30%, respectively; P <0.01).”

Important information that the results should present is indicated in Table 5 . Examples of acceptably written abstracts are presented in Table 6 ; one of these has been modified from an actual publication.[ 11 ] Note that the first example is rather narrative in style, whereas the second example is packed with data.

Information that the results section of the abstract should ideally present

Examples of the results section of an abstract

CONCLUSIONS

This section should contain the most important take-home message of the study, expressed in a few precisely worded sentences. Usually, the finding highlighted here relates to the primary outcome measure; however, other important or unexpected findings should also be mentioned. It is also customary, but not essential, for the authors to express an opinion about the theoretical or practical implications of the findings, or the importance of their findings for the field. Thus, the conclusions may contain three elements:

• The primary take-home message
• The additional findings of importance
• The perspective

Despite its necessary brevity, this section has the most impact on the average reader because readers generally trust authors and take their assertions at face value. For this reason, the conclusions should also be scrupulously honest; and authors should not claim more than their data demonstrate. Hypothetical examples of the conclusions section of an abstract are presented in Table 7 .

Examples of the conclusions section of an abstract

MISCELLANEOUS OBSERVATIONS

Citation of references anywhere within an abstract is almost invariably inappropriate. Other examples of unnecessary content in an abstract are listed in Table 8 .

Examples of unnecessary content in a abstract

It goes without saying that whatever is present in the abstract must also be present in the text. Likewise, whatever errors should not be made in the text should not appear in the abstract (eg, mistaking association for causality).

As already mentioned, the abstract is the only part of the paper that the vast majority of readers see. Therefore, it is critically important for authors to ensure that their enthusiasm or bias does not deceive the reader; unjustified speculations could be even more harmful. Misleading readers could harm the cause of science and have an adverse impact on patient care.[ 12 ] A recent study,[ 13 ] for example, concluded that venlafaxine use during the second trimester of pregnancy may increase the risk of neonates born small for gestational age. However, nowhere in the abstract did the authors mention that these conclusions were based on just 5 cases and 12 controls out of the total sample of 126 cases and 806 controls. There were several other serious limitations that rendered the authors’ conclusions tentative, at best; yet, nowhere in the abstract were these other limitations expressed.

As a parting note: Most journals provide clear instructions to authors on the formatting and contents of different parts of the manuscript. These instructions often include details on what the sections of an abstract should contain. Authors should tailor their abstracts to the specific requirements of the journal to which they plan to submit their manuscript. It could also be an excellent idea to model the abstract of the paper, sentence for sentence, on the abstract of an important paper on a similar subject and with similar methodology, published in the same journal for which the manuscript is slated.

Source of Support: Nil

Conflict of Interest: None declared.

We use cookies and similar technologies to improve your website experience and help us understand how you use our website. By continuing to use this website, you consent to the usage of cookies. Learn more about our Privacy Statement and Cookie Policy .

• Our Mission
• Code of Conduct
• The Consultants
• Hours and Locations
• Apply to Become a Consultant
• Make an Appointment
• Face-to-Face Appointments
• Zoom Appointments
• Written Feedback Appointments
• Support for Writers with Disabilities
• Policies and Restrictions
• Upcoming Workshops
• Class Workshops
• Meet the Consultants
• Writing Guides and Tools
• Schedule an appointment! Login or Register
• Graduate Students
• ESOL Students

Writing an Abstract

What is an abstract.

An abstract is a 150- to 250-word paragraph that provides readers with a quick overview of your essay or report and its organization. It should express your thesis (or central idea) and your key points; it should also suggest any implications or applications of the research you discuss in the paper.

According to Carole Slade, an abstract is “a concise summary of the entire paper.”

The function of an abstract is to describe, not to evaluate or defend, the paper.

The abstract should begin with a brief but precise statement of the problem or issue, followed by a description of the research method and design, the major findings, and the conclusions reached.

The abstract should contain the most important key words referring to method and content: these facilitate access to the abstract by computer search and enable a reader to decide whether to read the entire dissertation.

Note: Your abstract should read like an overview of your paper, not a proposal for what you intended to study or accomplish. Avoid beginning your sentences with phrases like, “This essay will examine...” or “In this research paper I will attempt to prove...”  

(The examples above are taken from Form and Style (10th ed.), by Carole Slade; The Scott, Foresman Handbook for Writers (5th ed.); and the Publication Manual of the American Psychological Association (5th ed.).)

Note: The following are specifications for an abstract in APA style, used in the social sciences, such as psychology or anthropology. If you are in another discipline, check with your professor about the format for the abstract.

Writing an Abstract for an IMRaD Paper

Many papers in the social sciences, natural sciences, and engineering sciences follow IMRaD structure: their main sections are entitled Introduction, Methods, Results, and Discussion. People use the abstract to decide whether to read the rest of the paper, so the abstract for such a paper is important.

Because the abstract provides the highlights of the paper, you should draft your abstract after you have written a full draft of the paper. Doing so, you can summarize what you’ve already written in the paper as you compose the abstract.

Typically, an abstract for an IMRaD paper or presentation is one or two paragraphs long (120 – 500 words). Abstracts usually spend

25% of their space on the purpose and importance of the research (Introduction)

25% of their space on what you did (Methods)

35% of their space on what you found (Results)

15% of their space on the implications of the research

Try to avoid these common problems in IMRaD abstracts:

1. The abstract provides a statement of what the paper will ask or explore rather than what it found:

X This report examines the causes of oversleeping. (What did it find out about these causes?) √ Individuals oversleep because they go to bed too late, forget to set their alarms, and keep their rooms dark.

2. The abstract provides general categories rather than specific details in the findings:

X The study draws conclusions about which variables are most important in choosing a movie theater. (What, specifically, are these variables?)

√ The study concludes that the most important variables in choosing a movie theater are comfortable seats and high-quality popcorn.

The Writing Center

4400 University Drive, 2G8 Fairfax, VA 22030

• Johnson Center, Room 227E
• +1-703-993-1200
• [email protected]

Quick Links

• Register with us

© Copyright 2024 George Mason University . All Rights Reserved. Privacy Statement | Accessibility

Office of Undergraduate Research

• Office of Undergraduate Research FAQ's
• URSA Engage
• Resources for Students
• Resources for Faculty
• Engaging in Research
• Spring Poster Symposium (SPS)
• Ecampus SPS Videos
• Earn Money by Participating in Research Studies
• Funding and Awards
• Transcript Notation
• Student Publications

How to Write an Abstract

How to write an abstract for a conference, what is an abstract and why is it important, an abstract is a brief summary of your research or creative project, usually about a paragraph long (250-350 words), and is written when you are ready to present your research or included in a thesis or research publication..

For additional support in writing your abstract, you can contact the Office of URSA at [email protected]  or schedule a time to meet with a Writing and Research Consultant at the OSU Writing Center 

Main Components of an Abstract: 

The opening sentences should summarize your topic and describe what researchers already know, with reference to the literature. 

A brief discussion that clearly states the purpose of your research or creative project. This should give general background information on your work and allow people from different fields to understand what you are talking about. Use verbs like investigate, analyze, test, etc. to describe how you began your work. 

In this section you will be discussing the ways in which your research was performed and the type of tools or methodological techniques you used to conduct your research. 

This is where you describe the main findings of your research study and what you have learned. Try to include only the most important findings of your research that will allow the reader to understand your conclusions. If you have not completed the project, talk about your anticipated results and what you expect the outcomes of the study to be. 

Significance

This is the final section of your abstract where you summarize the work performed. This is where you also discuss the relevance of your work and how it advances your field and the scientific field in general.

• Your word count for a conference may be limited, so make your abstract as clear and concise as possible.
• Organize it by using good transition words found on the lef so the information flows well.
• Have your abstract proofread and receive feedback from your supervisor, advisor, peers, writing center, or other professors from different disciplines. 
• Double-check on the guidelines for your abstract and adhere to any formatting or word count requirements.
• Do not include bibliographic references or footnotes. 
• Avoid the overuse of technical terms or jargon. 

Feeling stuck? Visit the OSU ScholarsArchive for more abstract examples related to your field

Contact Info

618 Kerr Administration Building Corvallis, OR 97331

541-737-5105

• Departments and Units
• Majors and Minors
• LSA Course Guide
• LSA Gateway

Search: {{$root.lsaSearchQuery.q}}, Page {{$root.page}}

• Accessibility
• Undergraduates
• Instructors
• Alums & Friends

• ★ Writing Support
• Minor in Writing
• First-Year Writing Requirement
• Transfer Students
• Writing Guides
• Peer Writing Consultant Program
• Upper-Level Writing Requirement
• Writing Prizes
• International Students
• ★ The Writing Workshop
• Dissertation ECoach
• Fellows Seminar
• Dissertation Writing Groups
• Rackham / Sweetland Workshops
• Dissertation Writing Institute
• Guides to Teaching Writing
• Teaching Support and Services
• Support for FYWR Courses
• Support for ULWR Courses
• Writing Prize Nominating
• Alums Gallery
• Commencement
• Giving Opportunities
• What Exactly is an Abstract?
• How Do I Make Sure I Understand an Assignment?
• How Do I Decide What I Should Argue?
• How Can I Create Stronger Analysis?
• How Do I Effectively Integrate Textual Evidence?
• How Do I Write a Great Title?
• How Do I Present Findings From My Experiment in a Report?
• What is a Run-on Sentence & How Do I Fix It?
• How Do I Check the Structure of My Argument?
• How Do I Write an Intro, Conclusion, & Body Paragraph?
• How Do I Incorporate Quotes?
• How Can I Create a More Successful Powerpoint?
• How Can I Create a Strong Thesis?
• How Can I Write More Descriptively?
• How Do I Incorporate a Counterargument?
• How Do I Check My Citations?

See the bottom of the main Writing Guides page for licensing information.

What Exactly is an Abstract, and How Do I Write One?

An abstract is a short summary of your completed research. It is intended to describe your work without going into great detail. Abstracts should be self-contained and concise, explaining your work as briefly and clearly as possible. Different disciplines call for slightly different approaches to abstracts, as will be illustrated by the examples below, so it would be wise to study some abstracts from your own field before you begin to write one.

General Considerations

Probably the most important function of an abstract is to help a reader decide if he or she is interested in reading your entire publication. For instance, imagine that you’re an undergraduate student sitting in the library late on a Friday night. You’re tired, bored, and sick of looking up articles about the history of celery. The last thing you want to do is reading an entire article only to discover it contributes nothing to your argument. A good abstract can solve this problem by indicating to the reader if the work is likely to be meaningful to his or her particular research project. Additionally, abstracts are used to help libraries catalogue publications based on the keywords that appear in them.

An effective abstract will contain several key features:

• Motivation/problem statement: Why is your research/argument important? What practical, scientific, theoretical or artistic gap is your project filling?
• Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)
• Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?
• Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified previously? Why is this research valuable?

In Practice

Let’s take a look at some sample abstracts, and see where these components show up. To give you an idea of how the author meets these “requirements” of abstract writing, the various features have been color-coded to correspond with the numbers listed above. The general format of an abstract is largely predictable, with some discipline-based differences. One type of abstract not discussed here is the “Descriptive Abstract,” which only summarizes and explains existing research, rather than informing the reader of a new perspective. As you can imagine, such an abstract would omit certain components of our four-colored model.

SAMPLE ABSTRACTS

ABSTRACT #1: History / Social Science

"Their War": The Perspective of the South Vietnamese Military in Their Own Words Author: Julie Pham

Despite the vast research by Americans on the Vietnam War, little is known about the perspective of South Vietnamese military, officially called the Republic of Vietnam Armed Forces (RVNAF). The overall image that emerges from the literature is negative: lazy, corrupt, unpatriotic, apathetic soldiers with poor fighting spirits. This study recovers some of the South Vietnamese military perspective for an American audience through qualititative interviews with 40 RVNAF veterans now living in San José, Sacramento, and Seattle, home to three of the top five largest Vietnamese American communities in the nation. An analysis of these interviews yields the veterans' own explanations that complicate and sometimes even challenge three widely held assumptions about the South Vietnamese military: 1) the RVNAF was rife with corruption at the top ranks, hurting the morale of the lower ranks; 2) racial relations between the South Vietnamese military and the Americans were tense and hostile; and 3) the RVNAF was apathetic in defending South Vietnam from communism. The stories add nuance to our understanding of who the South Vietnamese were in the Vietnam War. This study is part of a growing body of research on non-American perspectives of the war. In using a largely untapped source of Vietnamese history—oral histories with Vietnamese immigrants—this project will contribute to future research on similar topics.

That was a fairly basic abstract that allows us to examine its individual parts more thoroughly.

Motivation/problem statement: The author identifies that previous research has been done about the Vietnam War, but that it has failed to address the specific topic of South Vietnam’s military. This is good because it shows how the author’s research fits into the bigger picture. It isn’t a bad thing to be critical of other research, but be respectful from an academic standpoint (i.e. “Previous researchers are stupid and don’t know what they’re talking about” sounds kind of unprofessional).

Methods/procedure/approach: The author does a good job of explaining how she performed her research, without giving unnecessary detail. Noting that she conducted qualitative interviews with 40 subjects is significant, but she wisely does not explicitly state the kinds of questions asked during the interview, which would be excessive.

Results/findings/product: The results make good use of numbering to clearly indicate what was ascertained from the research—particularly useful, as people often just scan abstracts for the results of an experiment.

Conclusion/implications: Since this paper is historical in nature, its findings may be hard to extrapolate to modern-day phenomena, but the author identifies the importance of her work as part of a growing body of research, which merits further investigation. This strategy functions to encourage future research on the topic.

ABSTRACT #2: Natural Science “A Lysimeter Study of Grass Cover and Water Table Depth Effects on Pesticide Residues in Drainage Water” Authors: A. Liaghat, S.O. Prasher

A study was undertaken to investigate the effect of soil and grass cover, when integrated with water table management (subsurface drainage and controlled drainage), in reducing herbicide residues in agricultural drainage water. Twelve PVC lysimeters, 1 m long and 450 mm diameter, were packed with a sandy soil and used to study the following four treatments: subsurface drainage, controlled drainage, grass (sod) cover, and bare soil. Contaminated water containing atrazine, metolachlor, and metribuzin residues was applied to the lysimeters and samples of drain effluent were collected. Significant reductions in pesticide concentrations were found in all treatments. In the first year, herbicide levels were reduced significantly (1% level), from an average of 250 mg/L to less than 10 mg/L . In the second year, polluted water of 50 mg/L, which is considered more realistic and reasonable in natural drainage waters, was applied to the lysimeters and herbicide residues in the drainage waters were reduced to less than 1 mg/L. The subsurface drainage lysimeters covered with grass proved to be the most effective treatment system.

Motivation/problem statement: Once again, we see that the problem—more like subject of study —is stated first in the abstract. This is normal for abstracts, in that you want to include the most important information first. The results may seem like the most important part of the abstract, but without mentioning the subject, the results won’t make much sense to readers. Notice that the abstract makes no references to other research, which is fine. It is not obligatory to cite other publications in an abstract, and in fact, doing so might distract your reader from YOUR experiment. Either way, it is likely that other sources will surface in your paper’s discussion/conclusion.

Methods/procedure/approach: Notice that the authors include pertinent numbers and figures in describing their methods. An extended description of the methods would probably include a long list of numerical values and conditions for each experimental trial, so it is important to include only the most important values in your abstract—ones that might make your study unique. Additionally, we see that a methodological description appears in two different parts of the abstract. This is fine. It may work better to explain your experiment by more closely connecting each method to its result. One last point: the author doesn’t take time to define—or give any background information about—“atrazine,” “metalachlor,” “lysimeter,” or “metribuzin.” This may be because other ecologists know what these are, but even if that’s not the case, you shouldn’t take time to define terms in your abstract.

Results/findings/product: Similar to the methods component of the abstract, you want to condense your findings to include only the major result of the experiment. Again, this study focused on two major trials, so both trials and both major results are listed. A particularly important word to consider when sharing results in an abstract is “significant.” In statistics, “significant” means roughly that your results were not due to chance. In your paper, your results may be hundreds of words long, and involve dozens of tables and graphs, but ultimately, your reader only wants to know: “What was the main result, and was that result significant?” So, try to answer both these questions in the abstract.

Conclusion/implications: This abstract’s conclusion sounds more like a result: “…lysimeters covered with grass were found to be the most effective treatment system.” This may seem incomplete, since it does not explain how this system could/should/would be applied to other situations, but that’s okay. There is plenty of space for addressing those issues in the body of the paper.

ABSTRACT #3: Philosophy / Literature [Note: Many papers don’t precisely follow the previous format, since they do not involve an experiment and its methods. Nonetheless, they typically rely on a similar structure.]

“Participatory Legitimation: A Reply to Arash Abizadeh” Author: Eric Schmidt, Louisiana State University, 2011

Arash Abizadeh’s argument against unilateral border control relies on his unbounded demos thesis, which is supported negatively by arguing that the ‘bounded demos thesis’ is incoherent. The incoherency arises for two reasons: (1) Democratic principles cannot be brought to bear on matters (border control) logically prior to the constitution of a group, and (2), the civic definition of citizens and non-citizens creates an ‘externality problem’ because the act of definition is an exercise of coercive power over all persons. The bounded demos thesis is rejected because the “will of the people” fails to legitimate democratic political order because there can be no pre-political political will of the people. However, I argue that “the will of the people” can be made manifest under a robust understanding of participatory legitimation, which exists concurrently with the political state, and thus defines both its borders and citizens as bounded , rescuing the bounded demos thesis and compromising the rest of Abizadeh’s article.

This paper may not make any sense to someone not studying philosophy, or not having read the text being critiqued. However, we can still see where the author separates the different components of the abstract, even if we don’t understand the terminology used.

Motivation/problem statement: The problem is not really a problem, but rather another person’s belief on a subject matter. For that reason, the author takes time to carefully explain the exact theory that he will be arguing against.

Methods/procedure/approach: [Note that there is no traditional “Methods” component of this abstract.] Reviews like this are purely critical and don’t necessarily involve performing experiments as in the other abstracts we have seen. Still, a paper like this may incorporate ideas from other sources, much like our traditional definition of experimental research.

Results/findings/product: In a paper like this, the “findings” tend to resemble what you have concluded about something, which will largely be based on your own opinion, supported by various examples. For that reason, the finding of this paper is: “The ‘will of the people,’ actually corresponds to a ‘bounded demos thesis.’” Even though we aren’t sure what the terms mean, we can plainly see that the finding (argument) is in support of “bounded,” rather than “unbounded.”

Conclusion/implications: If our finding is that “bounded” is correct, then what should we conclude? [In this case, the conclusion is simply that the initial author, A.A., is wrong.] Some critical papers attempt to broaden the conclusion to show something outside the scope of the paper. For example, if A.A. believes his “unbounded demos thesis” to be correct (when he is actually mistaken), what does this say about him? About his philosophy? About society as a whole? Maybe people who agree with him are more likely to vote Democrat, more likely to approve of certain immigration policies, more likely to own Labrador retrievers as pets, etc.

Applying These Skills

Now that you know the general layout of an abstract, here are some tips to keep in mind as you write your own:

1. The abstract stands alone

• An abstract shouldn’t be considered “part” of a paper—it should be able to stand independently and still tell the reader something significant.

2. Keep it short

• A general rule of abstract length is 200-300 words, or about 1/10th of the entire paper.

3. Don’t add new information

• If something doesn’t appear in your actual paper, then don’t put it in the abstract.

4. Be consistent with voice, tone, and style

• Try to write the abstract in the same style as your paper (i.e. If you’re not using contractions in your paper, the do not use them in your abstract).

5. Be concise

• Try to shorten your sentences as often as possible. If you can say something clearly in five words rather than ten, then do it.

6. Break up its components

• If allowed, subdivide the components of your abstract with bolded headings for “Background,” “Methods,” etc.

7. The abstract should be part of your writing process

• Consider writing your abstract after you finish your entire paper.
• There’s nothing wrong with copying and pasting important sentences and phrases from your paper … provided that they’re your own words.
• Write multiple drafts, and keep revising. An abstract is very important to your publication (or assignment) and should be treated as such.

"Abstracts." The Writing Center. The University of North Carolina, n.d. Web. 1 Jun 2011. http://www.unc.edu/depts/wcweb/handouts/abstracts.html "Abstracts." The Writing Center. Rensselaer Polytechnic Institute, n.d. Web. 1 Jun 2011. http://www.rpi.edu/web/writingcenter/abstracts.html

Last updated August 2013

• Information For
• Prospective Students
• Current Students
• Faculty and Staff
• Alumni and Friends
• More about LSA
• How Do I Apply?
• LSA Magazine
• Student Resources
• Academic Advising
• Global Studies
• LSA Opportunity Hub
• Social Media
• Update Contact Info
• Privacy Statement
• Report Feedback

How to Write an Abstract?

• Open Access
• First Online: 24 October 2021

Cite this chapter

You have full access to this open access chapter

• Samiran Nundy 4 ,
• Atul Kakar 5 &
• Zulfiqar A. Bhutta 6  

58k Accesses

5 Altmetric

An abstract is a crisp, short, powerful, and self-contained summary of a research manuscript used to help the reader swiftly determine the paper’s purpose. Although the abstract is the first paragraph of the manuscript it should be written last when all the other sections have been addressed.

Research is formalized curiosity. It is poking and prying with a purpose. — Zora Neale Hurston, American Author, Anthropologist and Filmmaker (1891–1960)

You have full access to this open access chapter,  Download chapter PDF

Similar content being viewed by others

Writing the Abstract

Abstract and Keywords

Additional Commentaries

1 what is an abstract.

An abstract is usually a standalone document that informs the reader about the details of the manuscript to follow. It is like a trailer to a movie, if the trailer is good, it stimulates the audience to watch the movie. The abstract should be written from scratch and not ‘cut –and-pasted’ [ 1 ].

2 What is the History of the Abstract?

An abstract, in the form of a single paragraph, was first published in the Canadian Medical Association Journal in 1960 with the idea that the readers may not have enough time to go through the whole paper, and the first abstract with a defined structure was published in 1991 [ 2 ]. The idea sold and now most original articles and reviews are required to have a structured abstract. The abstract attracts the reader to read the full manuscript [ 3 ].

3 What are the Qualities of a Good Abstract?

The quality of information in an abstract can be summarized by four ‘C’s. It should be:

C: Condensed

C: Critical

4 What are the Types of Abstract?

Before writing the abstract, you need to check with the journal website about which type of abstract it requires, with its length and style in the ‘Instructions to Authors’ section.

The abstract types can be divided into:

Descriptive: Usually written for psychology, social science, and humanities papers. It is about 50–100 words long. No conclusions can be drawn from this abstract as it describes the major points in the paper.

Informative: The majority of abstracts for science-related manuscripts are informative and are surrogates for the research done. They are single paragraphs that provide the reader an overview of the research paper and are about 100–150 words in length. Conclusions can be drawn from the abstracts and in the recommendations written in the last line.

Critical: This type of abstract is lengthy and about 400–500 words. In this, the authors’ own research is discussed for reliability, judgement, and validation. A comparison is also made with similar studies done earlier.

Highlighting: This is rarely used in scientific writing. The style of the abstract is to attract more readers. It is not a balanced or complete overview of the article with which it is published.

Structured: A structured abstract contains information under subheadings like background, aims, material and methods, results, conclusion, and recommendations (Fig. 15.1 ). Most leading journals now carry these.

Example of a structured abstract (with permission editor CMRP)

5 What is the Purpose of an Abstract?

An abstract is written to educate the reader about the study that follows and provide an overview of the science behind it. If written well it also attracts more readers to the article. It also helps the article getting indexed. The fate of a paper both before and after publication often depends upon its abstract. Most readers decide if a paper is worth reading on the basis of the abstract. Additionally, the selection of papers in systematic reviews is often dependent upon the abstract.

6 What are the Steps of Writing an Abstract?

An abstract should be written last after all the other sections of an article have been addressed. A poor abstract may turn off the reader and they may cause indexing errors as well. The abstract should state the purpose of the study, the methodology used, and summarize the results and important conclusions. It is usually written in the IMRAD format and is called a structured abstract [ 4 , 5 ].

I: The introduction in the opening line should state the problem you are addressing.

M: Methodology—what method was chosen to finish the experiment?

R: Results—state the important findings of your study.

D: Discussion—discuss why your study is important.

Mention the following information:

Important results with the statistical information ( p values, confidence intervals, standard/mean deviation).

Arrange all information in a chronological order.

Do not repeat any information.

The last line should state the recommendations from your study.

The abstract should be written in the past tense.

7 What are the Things to Be Avoided While Writing an Abstract?

Cut and paste information from the main text

Hold back important information

Use abbreviations

Tables or Figures

Generalized statements

Arguments about the study

8 What are Key Words?

These are important words that are repeated throughout the manuscript and which help in the indexing of a paper. Depending upon the journal 3–10 key words may be required which are indexed with the help of MESH (Medical Subject Heading).

9 How is an Abstract Written for a Conference Different from a Journal Paper?

The basic concept for writing abstracts is the same. However, in a conference abstract occasionally a table or figure is allowed. A word limit is important in both of them. Many of the abstracts which are presented in conferences are never published in fact one study found that only 27% of the abstracts presented in conferences were published in the next five years [ 6 ].

Table 15.1 gives a template for writing an abstract.

10 What are the Important Recommendations of the International Committees of Medical Journal of Editors?

The recommendations are [ 7 ]:

An abstract is required for original articles, metanalysis, and systematic reviews.

A structured abstract is preferred.

The abstract should mention the purpose of the scientific study, how the procedure was carried out, the analysis used, and principal conclusion.

Clinical trials should be reported according to the CONSORT guidelines.

The trials should also mention the funding and the trial number.

The abstract should be accurate as many readers have access only to the abstract.

11 Conclusions

An Abstract should be written last after all the other sections of the manuscript have been completed and with due care and attention to the details.

It should be structured and written in the IMRAD format.

For many readers, the abstract attracts them to go through the complete content of the article.

The abstract is usually followed by key words that help to index the paper.

Andrade C. How to write a good abstract for a scientific paper or conference presentation? Indian J Psychiatry. 2011;53:172–5.

Article   Google Scholar  

Squires BP. Structured abstracts of original research and review articles. CMAJ. 1990;143:619–22.

CAS   PubMed   PubMed Central   Google Scholar  

Pierson DJ. How to write an abstract that will be accepted for presentation at a national meeting. Respir Care. 2004 Oct;49:1206–12.

PubMed   Google Scholar  

Tenenbein M. The abstract and the academic clinician. Pediatr Emerg Care. 1995;11:40–2.

Article   CAS   Google Scholar  

Bahadoran Z, Mirmiran P, Kashfi K, Ghasemi A. The principles of biomedical scientific writing: abstract and keywords. Int J Endocrinol Metab. 2020;18:e100159.

PubMed   PubMed Central   Google Scholar  

Grover S, Dalton N. Abstract to publication rate: do all the papers presented in conferences see the light of being a full publication? Indian J Psychiatry. 2020;62:73–9.

Preparing a manuscript for submission to a medical journal. Available on http://www.icmje.org/recommendations/browse/manuscript-preparation/preparing-for-submission.html . Accessed 10 May 2020.

Download references

Author information

Authors and affiliations.

Department of Surgical Gastroenterology and Liver Transplantation, Sir Ganga Ram Hospital, New Delhi, India

Samiran Nundy

Department of Internal Medicine, Sir Ganga Ram Hospital, New Delhi, India

Institute for Global Health and Development, The Aga Khan University, South Central Asia, East Africa and United Kingdom, Karachi, Pakistan

Zulfiqar A. Bhutta

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Reprints and permissions

Copyright information

© 2022 The Author(s)

About this chapter

Nundy, S., Kakar, A., Bhutta, Z.A. (2022). How to Write an Abstract?. In: How to Practice Academic Medicine and Publish from Developing Countries?. Springer, Singapore. https://doi.org/10.1007/978-981-16-5248-6_15

Download citation

DOI : https://doi.org/10.1007/978-981-16-5248-6_15

Published : 24 October 2021

Publisher Name : Springer, Singapore

Print ISBN : 978-981-16-5247-9

Online ISBN : 978-981-16-5248-6

eBook Packages : Medicine Medicine (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Role of an Abstract in Research Paper With Examples

Why does one write an abstract? What is so intriguing about writing an abstract in research paper after writing a full length research paper? How do research paper abstracts or summaries help a researcher during research publishing? These are the most common and frequently pondered upon questions that early career researchers search answers for over the internet!

Table of Contents

What does Abstract mean in Research?

In Research, abstract is “a well-developed single paragraph which is approximately 250 words in length”. Furthermore, it is single-spaced single spaced. Abstract outlines all the parts of the paper briefly. Although the abstract is placed in the beginning of the research paper immediately after research title , the abstract is the last thing a researcher writes.

Why Is an Abstract Necessary in Research Paper?

Abstract is a concise academic text that –

• Helps the potential reader get the relevance of your research study for their own research
• Communicates your key findings for those who have time constraints in reading your paper
• And helps rank the article on search engines based on the keywords on academic databases.

Purpose of Writing an Abstract in Research

Abstracts are required for –

• Submission of articles to journals
• Application for research grants
• Completion and submission of thesis
• Submission of proposals for conference papers.

Aspects Included in an Abstract

The format of your abstract depends on the field of research, in which you are working. However, all abstracts broadly cover the following sections:

Reason for Writing

One can start with the importance of conducting their research study. Furthermore, you could start with a broader research question and address why would the reader be interested in that particular research question.

Research Problem

You could mention what problem the research study chooses to address. Moreover, you could elaborate about the scope of the project, the main argument, brief about thesis objective or what the study claims.

• Methodology

Furthermore, you could mention a line or two about what approach and specific models the research study uses in the scientific work. Some research studies may discuss the evidences in throughout the paper, so instead of writing about methodologies you could mention the types of evidence used in the research.

The scientific research aims to get the specific data that indicates the results of the project. Therefore, you could mention the results and discuss the findings in a broader and general way.

Finally, you could discuss how the research work contributes to the scientific society and adds knowledge on the topic. Also, you could specify if your findings or inferences could help future research and researchers.

Types of Abstracts

Based on the abstract content —, 1. descriptive.

This abstract in research paper is usually short (50-100 words). These abstracts have common sections, such as –

• Focus of research
• Overview of the study.

This type of research does not include detailed presentation of results and only mention results through a phrase without contributing numerical or statistical data . Descriptive abstracts guide readers on the nature of contents of the article.

2. Informative

This abstract gives the essence of what the report is about and it is usually about 200 words. These abstracts have common sections, such as –

• Aim or purpose

This abstract provides an accurate data on the contents of the work, especially on the results section.

Based on the writing format —

1. structured.

This type of abstract has a paragraph for each section: Introduction, Materials and Methods, Results, and Conclusion. Also, structured abstracts are often required for informative abstracts.

2. Semi-structured

A semi-structured abstract is written in only one paragraph, wherein each sentence corresponds to a section. Furthermore, all the sections mentioned in the structured abstract are present in the semi-structured abstract.

3. Non-structured

In a non-structured abstract there are no divisions between each section. The sentences are included in a single paragraph. This type of presentation is ideal for descriptive abstracts.

Examples of Abstracts

Abstract example 1: clinical research.

Neutralization of Omicron BA.1, BA.2, and BA.3 SARS-CoV-2 by 3 doses of BNT162b2 vaccine

Abstract: The newly emerged Omicron SARS-CoV-2 has several distinct sublineages including BA.1, BA.2, and BA.3. BA.1 accounts for the initial surge and is being replaced by BA.2, whereas BA.3 is at a low prevalence at this time. Here we report the neutralization of BNT162b2-vaccinated sera (collected 1 month after dose 3) against the three Omicron sublineages. To facilitate the neutralization testing, we have engineered the complete BA.1, BA.2, or BA.3 spike into an mNeonGreen USA-WA1/2020 SARS-CoV-2. All BNT162b2-vaccinated sera neutralize USA-WA1/2020, BA.1-, BA.2-, and BA.3-spike SARS-CoV-2s with titers of >20; the neutralization geometric mean titers (GMTs) against the four viruses are 1211, 336, 300, and 190, respectively. Thus, the BA.1-, BA.2-, and BA.3-spike SARS-CoV-2s are 3.6-, 4.0-, and 6.4-fold less efficiently neutralized than the USA-WA1/2020, respectively. Our data have implications in vaccine strategy and understanding the biology of Omicron sublineages.

Type of Abstract: Informative and non-structured

Abstract Example 2: Material Science and Chemistry

Breaking the nanoparticle’s dispersible limit via rotatable surface ligands

Abstract: Achieving versatile dispersion of nanoparticles in a broad range of solvents (e.g., water, oil, and biofluids) without repeatedly recourse to chemical modifications are desirable in optoelectronic devices, self-assembly, sensing, and biomedical fields. However, such a target is limited by the strategies used to decorate nanoparticle’s surface properties, leading to a narrow range of solvents for existing nanoparticles. Here we report a concept to break the nanoparticle’s dispersible limit via electrochemically anchoring surface ligands capable of sensing the surrounding liquid medium and rotating to adapt to it, immediately forming stable dispersions in a wide range of solvents (polar and nonpolar, biofluids, etc.). Moreover, the smart nanoparticles can be continuously electrodeposited in the electrolyte, overcoming the electrode surface-confined low throughput limitation of conventional electrodeposition methods. The anomalous dispersive property of the smart Ag nanoparticles enables them to resist bacteria secreted species-induced aggregation and the structural similarity of the surface ligands to that of the bacterial membrane assists them to enter the bacteria, leading to high antibacterial activity. The simple but massive fabrication process and the enhanced dispersion properties offer great application opportunities to the smart nanoparticles in diverse fields.

Type of Abstract: Descriptive and non-structured

Abstract Example 3: Clinical Toxicology

Evaluation of dexmedetomidine therapy for sedation in patients with toxicological events at an academic medical center

Introduction: Although clinical use of dexmedetomidine (DEX), an alpha2-adrenergic receptor agonist, has increased, its role in patients admitted to intensive care units secondary to toxicological sequelae has not been well established.

Objectives: The primary objective of this study was to describe clinical and adverse effects observed in poisoned patients receiving DEX for sedation.

Methods: This was an observational case series with retrospective chart review of poisoned patients who received DEX for sedation at an academic medical center. The primary endpoint was incidence of adverse effects of DEX therapy including bradycardia, hypotension, seizures, and arrhythmias. For comparison, vital signs were collected hourly for the 5 h preceding the DEX therapy and every hour during DEX therapy until the therapy ended. Additional endpoints included therapy duration; time within target Richmond Agitation Sedation Score (RASS); and concomitant sedation, analgesia, and vasopressor requirements.

Results: Twenty-two patients were included. Median initial and median DEX infusion rates were similar to the commonly used rates for sedation. Median heart rate was lower during the therapy (82 vs. 93 beats/minute, p < 0.05). Median systolic blood pressure before and during therapy was similar (111 vs. 109 mmHg, p = 0.745). Five patients experienced an adverse effect per study definitions during therapy. No additional adverse effects were noted. Median time within target RASS and duration of therapy was 6.5 and 44.5 h, respectively. Seventeen patients (77%) had concomitant use of other sedation and/or analgesia with four (23%) of these patients requiring additional agents after DEX initiation. Seven patients (32%) had concomitant vasopressor support with four (57%) of these patients requiring vasopressor support after DEX initiation.

Conclusion: Common adverse effects of DEX were noted in this study. The requirement for vasopressor support during therapy warrants further investigation into the safety of DEX in poisoned patients. Larger, comparative studies need to be performed before the use of DEX can be routinely recommended in poisoned patients.

Keywords: Adverse effects; Alpha2-adrenergic receptor agonist; Overdose; Safety.

Type of Abstract: Informative and structured .

How was your experience  writing an abstract? What type of abstracts have you written? Do write to us or leave a comment below.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• Reporting Research

Academic Essay Writing Made Simple: 4 types and tips

The pen is mightier than the sword, they say, and nowhere is this more evident…

• AI in Academia
• Trending Now

Simplifying the Literature Review Journey — A comparative analysis of 6 AI summarization tools

Imagine having to skim through and read mountains of research papers and books, only to…

Choosing the Right Analytical Approach: Thematic analysis vs. content analysis for data interpretation

In research, choosing the right approach to understand data is crucial for deriving meaningful insights.…

Comparing Cross Sectional and Longitudinal Studies: 5 steps for choosing the right approach

The process of choosing the right research design can put ourselves at the crossroads of…

• Career Corner

Unlocking the Power of Networking in Academic Conferences

Embarking on your first academic conference experience? Fear not, we got you covered! Academic conferences…

Choosing the Right Analytical Approach: Thematic analysis vs. content analysis for…

Comparing Cross Sectional and Longitudinal Studies: 5 steps for choosing the right…

Research Recommendations – Guiding policy-makers for evidence-based decision making

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

As a researcher, what do you consider most when choosing an image manipulation detector?

• Download PDF
• CME & MOC
• Share X Facebook Email LinkedIn
• Permissions

Accounting for Competing Risks in Clinical Research

• 1 Institute for Clinical Evaluative Sciences (ICES), Toronto, Ontario, Canada
• 2 Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
• 3 Sunnybrook Research Institute, Toronto, Ontario, Canada
• 4 NHS Blood and Transplant, Bristol, United Kingdom
• 5 Department of Biomedical Data Sciences, Leiden University Medical Center, Leiden, the Netherlands
• Original Investigation Metformin or Sulfonylurea Use in Kidney Disease Christianne L. Roumie, MD, MPH; Jonathan Chipman, PhD; Jea Young Min, PharmD, MPH, PhD; Amber J. Hackstadt, PhD; Adriana M. Hung, MD, MPH; Robert A. Greevy Jr, PhD; Carlos G. Grijalva, MD, MPH; Tom Elasy, MD, MPH; Marie R. Griffin, MD, MPH JAMA

Survival analyses are statistical methods for the analysis of time-to-event outcomes. 1 An example is time from study entry to death. A competing risk is an event whose occurrence precludes the occurrence of the primary event of interest. In a study whose outcome is time to death due to cardiovascular causes, for instance, death due to a noncardiovascular cause is a competing risk. Conventional statistical methods for the analysis of survival data typically aim to estimate the probability of the event of interest over time or the effect of a risk factor or treatment on that probability or on the intensity with which events occur. These methods require modification in the presence of competing risks. A key feature of survival analysis is the ability to properly account for censoring, which occurs when the outcome event is not observed before the end of the study participant’s follow-up period.

Read More About

Austin PC , Ibrahim M , Putter H. Accounting for Competing Risks in Clinical Research. JAMA. Published online May 29, 2024. doi:10.1001/jama.2024.4970

Manage citations:

© 2024

Artificial Intelligence Resource Center

Cardiology in JAMA : Read the Latest

Browse and subscribe to JAMA Network podcasts!

Others Also Liked

Select your interests.

Customize your JAMA Network experience by selecting one or more topics from the list below.

• Academic Medicine
• Acid Base, Electrolytes, Fluids
• Allergy and Clinical Immunology
• American Indian or Alaska Natives
• Anesthesiology
• Anticoagulation
• Art and Images in Psychiatry
• Artificial Intelligence
• Assisted Reproduction
• Bleeding and Transfusion
• Caring for the Critically Ill Patient
• Challenges in Clinical Electrocardiography
• Climate and Health
• Climate Change
• Clinical Challenge
• Clinical Decision Support
• Clinical Implications of Basic Neuroscience
• Clinical Pharmacy and Pharmacology
• Complementary and Alternative Medicine
• Consensus Statements
• Coronavirus (COVID-19)
• Critical Care Medicine
• Cultural Competency
• Dental Medicine
• Dermatology
• Diabetes and Endocrinology
• Diagnostic Test Interpretation
• Drug Development
• Electronic Health Records
• Emergency Medicine
• End of Life, Hospice, Palliative Care
• Environmental Health
• Equity, Diversity, and Inclusion
• Facial Plastic Surgery
• Gastroenterology and Hepatology
• Genetics and Genomics
• Genomics and Precision Health
• Global Health
• Guide to Statistics and Methods
• Hair Disorders
• Health Care Delivery Models
• Health Care Economics, Insurance, Payment
• Health Care Quality
• Health Care Reform
• Health Care Safety
• Health Care Workforce
• Health Disparities
• Health Inequities
• Health Policy
• Health Systems Science
• History of Medicine
• Hypertension
• Images in Neurology
• Implementation Science
• Infectious Diseases
• Innovations in Health Care Delivery
• JAMA Infographic
• Law and Medicine
• Leading Change
• Less is More
• LGBTQIA Medicine
• Lifestyle Behaviors
• Medical Coding
• Medical Devices and Equipment
• Medical Education
• Medical Education and Training
• Medical Journals and Publishing
• Mobile Health and Telemedicine
• Narrative Medicine
• Neuroscience and Psychiatry
• Notable Notes
• Nutrition, Obesity, Exercise
• Obstetrics and Gynecology
• Occupational Health
• Ophthalmology
• Orthopedics
• Otolaryngology
• Pain Medicine
• Palliative Care
• Pathology and Laboratory Medicine
• Patient Care
• Patient Information
• Performance Improvement
• Performance Measures
• Perioperative Care and Consultation
• Pharmacoeconomics
• Pharmacoepidemiology
• Pharmacogenetics
• Pharmacy and Clinical Pharmacology
• Physical Medicine and Rehabilitation
• Physical Therapy
• Physician Leadership
• Population Health
• Primary Care
• Professional Well-being
• Professionalism
• Psychiatry and Behavioral Health
• Public Health
• Pulmonary Medicine
• Regulatory Agencies
• Reproductive Health
• Research, Methods, Statistics
• Resuscitation
• Rheumatology
• Risk Management
• Scientific Discovery and the Future of Medicine
• Shared Decision Making and Communication
• Sleep Medicine
• Sports Medicine
• Stem Cell Transplantation
• Substance Use and Addiction Medicine
• Surgical Innovation
• Surgical Pearls
• Teachable Moment
• Technology and Finance
• The Art of JAMA
• The Arts and Medicine
• The Rational Clinical Examination
• Tobacco and e-Cigarettes
• Translational Medicine
• Trauma and Injury
• Treatment Adherence
• Ultrasonography
• Users' Guide to the Medical Literature
• Vaccination
• Venous Thromboembolism
• Veterans Health
• Women's Health
• Workflow and Process
• Wound Care, Infection, Healing
• Register for email alerts with links to free full-text articles
• Access PDFs of free articles
• Manage your interests
• Save searches and receive search alerts

• Open access
• Published: 29 May 2024

Exploring the use of body worn cameras in acute mental health wards: a mixed-method evaluation of a pilot intervention

• Una Foye 1 , 2 ,
• Keiran Wilson 1 , 2 ,
• Jessica Jepps 1 , 2 ,
• James Blease 1 ,
• Ellen Thomas 3 ,
• Leroy McAnuff 3 ,
• Sharon McKenzie 3 ,
• Katherine Barrett 3 ,
• Lilli Underwood 3 ,
• Geoff Brennan 1 , 2 &
• Alan Simpson 1 , 2  

BMC Health Services Research volume  24 , Article number:  681 ( 2024 ) Cite this article

255 Accesses

12 Altmetric

Metrics details

Body worn cameras (BWC) are mobile audio and video capture devices that can be secured to clothing allowing the wearer to record some of what they see and hear. This technology is being introduced in a range of healthcare settings as part of larger violence reduction strategies aimed at reducing incidents of aggression and violence on inpatient wards, however limited evidence exists to understand if this technology achieves such goals.

This study aimed to evaluate the implementation of BWCs on two inpatient mental health wards, including the impact on incidents, the acceptability to staff and patients, the sustainability of the resource use and ability to manage the use of BWCs on these wards.

The study used a mixed-methods design comparing quantitative measures including ward activity and routinely collected incident data at three time-points before during and after the pilot implementation of BWCs on one acute ward and one psychiatric intensive care unit, alongside pre and post pilot qualitative interviews with patients and staff, analysed using a framework based on the Consolidated Framework for Implementation Research.

Results showed no clear relationship between the use of BWCs and rates or severity of incidents on either ward, with limited impact of using BWCs on levels of incidents. Qualitative findings noted mixed perceptions about the use of BWCs and highlighted the complexity of implementing such technology as a violence reduction method within a busy healthcare setting Furthermore, the qualitative data collected during this pilot period highlighted the potential systemic and contextual factors such as low staffing that may impact on the incident data presented.

This study sheds light on the complexities of using such BWCs as a tool for ‘maximising safety’ on mental health settings. The findings suggest that BWCs have a limited impact on levels of incidents on wards, something that is likely to be largely influenced by the process of implementation as well as a range of contextual factors. As a result, it is likely that while BWCs may see successes in one hospital site this is not guaranteed for another site as such factors will have a considerable impact on efficacy, acceptability, and feasibility.

Peer Review reports

Body worn cameras (BWC) are mobile audio and video capture devices that can be secured to clothing allowing the wearer to record some of what they see and hear. In England, these have been introduced in the National Health Service (NHS) as part of a violence reduction strategy [ 1 ] which emphasises the reduction of aggression and violence against staff. The NHS Staff Survey 2022 found that 14.7% of NHS staff had experienced at least one incident of physical violence from patients, relatives or other members of the public in the previous 12 months. Violent attacks on staff were found to contribute to almost half of staff illness [ 2 ]. Levels of violence against staff working in mental health trusts remain much higher than other types of healthcare providers [ 3 ]. Numerous reports internationally highlight the increased risks faced by staff working in psychiatric care [ 4 ], though studies have reported that both ward staff and mental health patients experience violence and feeling unsafe on inpatient wards [ 5 , 6 ].

Body worn cameras have been in use for over a decade within law enforcement, where they hoped to provide transparency and accountability within use-of-force incidents and in the event of citizen complaints against police [ 7 ]. It was believed that video surveillance would help identify integral problems within the organisation, improve documentation of evidence, reduce use-of-force incidents, improve police-community relations, and provide training opportunities for officers [ 8 ]. However, a recent extensive international systematic review by Lum et al. [ 9 ], found that despite the successes noted in early evaluations, the way BWCs are currently used by police may not substantially affect most officer or citizen behaviours. Irrespective of these findings, other public services such as train operators have been implementing BWCs for security purposes, with reductions reported in the number of assaults on railway staff [ 10 ].

A recent systematic review of BWC use in public sector services established that there is a poor evidence base supporting the use of BWCs in the reduction of violence and aggression [ 11 ]. Yet, we are seeing a swift increase in the use of BWCs in mental health settings with that aim, with few studies conducted on the use of BWC technology in inpatient mental health wards, and even fewer studies exploring staff or patients’ views. Two evaluations conducted in England reported mixed results with both increases and decreases in violence and aggression found, and variation between types of wards. There is some suggestion of a reduction in more serious incidents and the use of restraint, but quality of evidence is low [ 12 , 13 ].

The use of BWCs in mental healthcare settings for safety and security remains a contentious topic due to the lack of evidence regarding the influence that such technology has on preventing violence and aggression and the complex philosophical and ethical issues raised, particularly where many patients may lack capacity and/or are detained under mental health legislation [ 14 ]. Additionally, there are concerns that BWCs may be used as a ‘quick fix’ for staff shortages rather than addressing the wider systemic and resourcing issues facing services [ 15 ]. With little independent evaluation of body-worn cameras in mental health settings, many of these concerns remain unanswered. There is also limited understanding of this technology from an implementation perspective. Therefore, in this study we aimed to conduct an independent evaluation of the introduction of BWCs as a violence reduction intervention on two inpatient mental health wards during a six-month pilot period to explore the impact of using the technology, alongside an exploration of the facilitators and barriers to implementation.

Research aim(s)

To evaluate the implementation of BWCs on two inpatient mental health wards, including the impact on incidents, the acceptability to staff and patients, the sustainability of the resource use and ability to manage the use of BWCs on these wards.

Patient and public involvement

The research team included a researcher and independent consultant, each with lived experience of mental health inpatient care. In addition, we recruited and facilitated a six member Lived Experience Advisory Panel (LEAP). This group was made up of patients and carers, some of whom had experienced the use of BWCs. Members were of diverse ethnic backgrounds and included four women and two men. The LEAP provided guidance and support for the research team in developing an understanding of the various potential impacts of the use of BWCs on inpatient mental health wards. Members contributed to the design of the study, development of the interview schedule, practice interviews prior to data collection on the wards, and supported the analysis and interpretation of the data, taking part in coding sessions to identify themes in the interview transcripts. The LEAP met once a month for two hours and was chaired by the Lived Experience Research Assistant and Lived Experience Consultant. Participants in the LEAP were provided with training and paid for their time.

The pilot introduction of the body worn cameras was conducted within a London mental health Trust consisting of four hospital sites with 17 acute wards. The research team were made aware of extensive preparatory work and planning that was conducted at a directorate and senior management level prior to camera implementation, including lived experience involvement and consultation, and the development of relevant policies and protocols inclusive of a human rights assessment and legal consultation.

The pilot period ran from 25th April to 25th October 2022. Reveal (a company who supply BWCs nationally across the UK) provided the Trust with 12 Calla BWCs for a flat fee that covered use of the cameras, cloud-based storage of footage, management software, and any support/maintenance required during the pilot period. Cameras were introduced to two wards based on two hospital sites, with six cameras provided to each of the wards on the same date. Training on using the BWCs was provided by the BWC company to staff working on both wards prior to starting the pilot period. Ward one was a 20-bed male acute inpatient ward, representing the most common ward setting where cameras have been introduced. Ward two was a ten-bed male Psychiatric Intensive Care Unit (PICU), representing smaller and more secure wards in which patients are likely to present as more unwell and where there are higher staff to patient ratios.

To answer our research questions, we used a mixed-methods design [ 16 ]. Using this design allowed us to investigate the impact of implementing BWCs in mental health settings on a range of quantitative and qualitative outcomes. This mixed methods design allows the study to statistically evaluate the effectiveness of using BWCs in these settings on key dependent variables (i.e., rates of violence and aggression, and incidents of conflict and containment) alongside qualitatively exploring the impact that the implementation of such technology has on patients and staff.

To ensure that the study was able to capture the impact and effect of implementation of the cameras, a repeated measures design was utilised to capture data at three phases on these wards:

Pre-pilot data: data prior of the implementation of the BWCs (quantitative and qualitative data).

Pilot period data: data collected during the six-month pilot period when BWCs were implemented on the wards (quantitative and qualitative data).

Post-pilot: data collected after the pilot period ended and cameras had been removed from the wards (quantitative data only).

Quantitative methods

Quantitative data was collected at all three data collection periods:

Pre-period: Data spanning six months prior to the implementation of BWCs (Nov 21 to May 22).

Pilot period: Data spanning the six months of the Trusts pilot period of using BWCs on the wards (June 22 to Nov 22).

Post-pilot: Data spanning the six months following the pilot period, when BWCs had been removed (Dec 22 to May 23).

Quantitative measures

To analyse the impact of BWC implementation, we collected two types of incident data related to violence and aggression and use of containment measures, including BWCs. Combined, these data provide a view of a wide range of incidents and events happening across the wards prior to, during, and after the implementation and removal of the BWCs.

The patient-staff conflict checklist

The Patient-staff Conflict Checklist (PCC-SR) [ 17 ] is an end of shift report that is completed by nurses to collate the frequency of conflict and containment events. This measure has been used successfully in several studies on inpatient wards [ 18 , 19 , 20 ].The checklist consists of 21 conflict behaviour items, including physical and verbal aggression, general rule breaking (e.g., smoking, refusing to attend to personal hygiene), eight containment measures (e.g., special observation, seclusion, physical restraint, time out), and staffing levels. In tests based on use with case note material, the PCC-SR has demonstrated an interrater reliability of 0.69 [ 21 ] and has shown a significant association with rates of officially reported incidents [ 22 ].

The checklist was revised for this study to include questions related to the use of BWCs ( e.g., how many uses of BWCs happened during the shift when a warning was given and the BWC was not used; when a warning was given and the BWC was used; when the BWC was switched on with no warning given ) in order to provide insight into how the cameras were being used on each ward (see appendix 1). Ward staff were asked to complete the checklist online at the end of each shift.

Routinely collected incident data (via datix system)

To supplement the PCC-SR-R, we also used routinely collected incident data from both wards for all three data collection phases. This data is gathered as part of routine practice by ward staff members via the Datix system Datix [ 23 ] is a risk management system used widely across mental health wards and Trusts in the UK to gather information on processes and errors. Previous studies have utilised routinely collect data via this system [ 24 , 25 ]. Incidents recorded in various Datix categories were included in this study (see Table  1 ). Incidents were anonymised before being provided to the research team to ensure confidentiality.

Routinely collected data included:

Recorded incidents of violence and aggression.

Recorded use of restrictive practices including seclusion, restraint, and intra-muscular medication/rapid tranquilisations.

Patient numbers.

Staffing levels.

Numbers of staff attending BWC training.

Quantitative data analysis

Incident reports.

Incident reports retrieved from Datix were binary coded into aggregate variables to examine violence and aggression, self-harm, and other conflict as outlined in Table  1 . Multivariate analyses of variance (MANOVA) were used to identify differences in type of incident (violence against person, violence against object, verbal aggression, self-harm, conflict) for each ward. MANOVA was also used to examine differences in incident outcomes (severity, use of restrictive practice, police involvement) across pre-trial, trial, and post-trial periods for each ward. Incident severity was scored by ward staff on a four-point scale (1 = No adverse outcome, 2 = Low severity, 3 = Moderate severity, 4 = Severe). Use of restrictive practice and police involvement were binary coded for presence or absence. Analyses were conducted using SPSS [ 26 ].

Patient-staff conflict checklist shift-report – revised (PCC-SR-R; )

Data were condensed into weeks for analysis rather than shifts to account for variability in PCC-SR-R submission by shift. Linear regressions assessed the relationship between BWC use and incident outcome (severity, use of restrictive practice, police involvement).

Qualitative methods

We used semi-structured qualitative interviews to explore participants’ experiences of BWCs on the ward to understand the impact of their use as well as to identify any salient issues for patients, staff and visitors that align with the measures utilised within the quantitative aspect of this study. These interviews were conducted at two time points: pre-pilot and at the end of the six-month pilot period.

Sample selection, eligibility, and recruitment

Convenience sampling was used to recruit staff and patients on wards. Researchers approached ward managers to distribute information sheets to staff, who shared that information with patients. Staff self-selected to participate in the study by liaising directly with the research team. Patients that were identified as close to discharge and having capacity to consent were approached by a clinical member of the team who was briefed on the study inclusion criteria (see Table  2 ). The staff member spoke with the patient about the study and provided them with a copy of the information sheet to consider. If patients consented, a member of the research team approached the participant to provide more information on the study and answer questions. After initial contact with the research team, participants were given a 24-hour period to consider whether they wanted to participate before being invited for an interview.

Participants were invited to take part in an interview within a private space on the ward. Interviews were scheduled for one hour with an additional 15 min before and after to obtain informed consent and answer any questions. Participation was voluntary and participants were free to withdraw at any time. To thank patients for their time, we offered a £10 voucher following the interview. Interviews were audio-recorded and saved to an encrypted server. Interview recordings were transcribed by an external company, and the research team checked the transcripts for accuracy and pseudonymised all participants. All transcripts were allocated a unique ID number and imported to MicroSoft Excel [ 27 ] for analysis.

Qualitative data analysis

Qualitative data were analysed using a framework analysis [ 28 ] informed by implementation science frameworks. Our coding framework used the Consolidated Framework for Implementation Research (CFIR) [ 29 ], which is comprised of five major domains including: Intervention Characteristics, Implementation Processes, Outer Setting, Inner Setting, and Characteristics of the Individual. Each domain consists of several constructs that reflect the evidence base of the types of factors that are most likely to influence implementation of interventions. The CFIR is frequently used to design and conduct implementation evaluations and is commonly used for complex health care delivery interventions to understand barriers and facilitators to implementation. Based on its description, the CFIR is an effective model to address our research question, particularly given the complexity of the implementation of surveillance technology such as BWCs in this acute care setting.

The initial analytic stage was undertaken by eight members of the study team with each researcher charting data summaries onto the framework for each of the interviews they had conducted on MicroSoft Excel [ 27 ]. Sub-themes within each broad deductive theme from our initial framework were then derived inductively through further coding and collaborative discussion within the research team, inclusive of Lived Experience Researcher colleagues. Pseudonyms were assigned to each participant during the anonymisation of transcripts along with key identifiers to provide context for illustrative quotes (e.g., P = patient, S = staff, A = acute ward, I = Intensive Care, Pre = pre-BWC implementation interview, Post = Post BWC implementation interview).

All participants gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Health Research Authority: London - Camden & Kings Cross Research Ethics Committee (IRAS Project ID 322,268, REC Reference 23/LO/0337).

Quantitative results

Exploring how body worn cameras were used during the pilot period.

Analysis of the PCC-SR-R provides information about how the BWCs were used on a day-to-day basis during the pilot period. Out of 543 total shift reports completed, BWC use was reported 50 times, indicating that BWCs were used on less than 10% of shifts overall; 78% of those deployments were on the Acute ward (see Figure 1 ). Overall, the majority of deployments happened as activations without a warning being given ( n  = 30, 60% of activations), 19 times the BWC was deployed with a warning but the camera was not activated (38%), and only one was the camera activated without a warning being given (2%).

BWC use by ward per week of pilot (no data available before week 6 on Ward 1)

According to the PCC-SR-R, a total of 227 incidents of aggression occurred during the pilot period across both wards (see Table  3 ). Overall, there were small statistically significant correlations between BWC usage and certain types of conflict, aggression, and restrictive practice. Results found that BWC use was positively correlated with verbal aggression and use of physical restraint. BWC use was moderately positively correlated with verbal aggression ( r  = .37, p  < .001). This indicates that BWCs were more likely to be used in incidents involving verbal aggression, which do not tend to be documented in Datix. Similarly, BWC use was moderately positively correlated with physical restraint ( r  = .31, p  < .001) indicating that they were also more likely to be used alongside physical restraint.

Exploring the impact of BWCs utilising routinely collected ward data

Acute ward results.

Routine data collected via Datix records were used to examine differences in frequency of conflict and aggression, incident severity, and use of containment measures before, during, and after introduction of BWCs on each trial ward (see Table  4 ).

There was no effect of trial period on incident type ( F (10, 592) = 1.703, p  = .077, Wilk’s Λ = 0.945), meaning there was no discernible difference in the type of incidents that occurred (E.g., verbal aggression, physical aggression) before, during, and after the pilot phase.

Incident outcomes

There was an effect of trial period on incident outcomes ( F (6, 596) = 10.900, p  < .001, Wilk’s Λ = 0.812). Incident severity was statistically significantly higher in the trial and post-trial periods compared to the pre-trial period. Use of restrictive practice was significantly lower in the post-trial period compared to the pre-trial and trial period. Police involvement was also lower in the post-trial period compared to the pre-trial and trial periods (see Table  5 ).

Results for the psychiatric intensive care unit

There was an effect of trial period on incident type ( F (10, 490) = 4.252, p  < .001, Wilk’s Λ = 0.847). Verbal aggression was statistically significantly higher in the post-trial period compared to the pre and trial periods. Self-harm was statistically significantly higher in the trial period compared to the pre-trial and post-trial periods. There were no differences in violence against a person ( p  = .162), violence against an object or conflict behaviour (see Table  4 ).

There was a statistically significant difference in incident outcome across the trial periods ( F (6, 494) = 12.907, p  < .001, Wilk’s Λ = 0.747). There was no difference in incident severity or police involvement. However, use of restrictive practice was statistically significantly higher in the pre-trial period, reducing in the test period, and reducing further in the post-trial period (see Table  5 ).

Qualitative findings

A total of 22 participants took part in interviews: five patients and 16 staff members. During the pre-pilot interviews a total of nine staff took part (five in the acute ward, four in the PICU ward) and two patients (both from the acute ward). After the pilot period, a total of eight staff took part (four from each ward) and three patients (all from the acute ward). Table  6 includes a full description of participants.

Below we have presented the key themes aligning to the five core CFIR categories of Intervention Characteristics, Characteristics of Individuals, The Process of Implementation, the Inner Setting, and The Outer Setting (see Table  7 ).

Intervention characteristics

Design and usability of wearing a bwc on the ward.

When discussing the use of the BWCs, staff noted a range of design issues related to the cameras that they said impacted on their use and acceptance of the cameras. This included the nature of the camera pulling on clothing necklines (a particular issue for female staff working on male wards), and overheating causing discomfort and irritation to skin, challenges with infection control, as well as the issue of cameras in a mental health setting where they can be easily grabbed, thrown and broken during an incident. Staff often cited these design issues as related to the lack of proactive use of the cameras on the wards.

There were issues around the devices getting overheated or about it going on your clothing, it pulls down the top… we had one person who was leading on it, whenever he was around, of course, the camera was being used, but if he wasn’t there, people weren’t as proactive in using the camera. Petra (f), Staff, A, Post.

There were also issues with staff forgetting to wear the cameras, forgetting to switch them on during incidents, and forgetting to charge them at the end of the shift, reducing the potential use of the cameras by other staff. These were perceived as key logistical issues prior to the pilot and were reported as issues at the end of the pilot by several staff on the wards.

The practicalities of will they actually turn it on in those sorts of incidents, I don’t know. Just little stuff as well, like if they don’t put it back on the docking station, so you think you’re charging it for next shift but then it’s not charged and the battery is dead, that’s one less camera to use, so little stuff. Jamal (m), Staff, A, Pre.

In relation to usability, staff noted that the cameras were small and easy to use given their simple single switch interface. It was felt that not having to upload and manage the data themselves made cameras more user friendly and usable by staff members. Protocols put into place such as signing the cameras in and out, and allocation for use during shifts were likened to procedures in place for other security measures therefore the implementation of this for the BWCs was viewed as easy for many staff.

It’s just like the ASCOM alarms that we wear. There’s a system to sign in and sign out, and that’s it. Alice (f), Staff, A, Pre.

While staff were generally positive about the usability of the cameras, some were cautious of with concerns for those less confident with technology.

… you have to be conscious that there’s some people – it’s quite easy to use, but I can say that because I’m alright using devices and all that but there’s some that are older age or not that familiar with using devices that may struggle with using it… they’re feeling a bit anxious and a bit scared, if they’re not familiar with it then they won’t use it. Jamal (m), Staff, A, Pre.

Evidence strength and quality: do BWCs change anything?

There were conflicting reports regarding the potential benefits of using BWCs on the wards, with both staff and patients reporting mixed perceptions as to whether the cameras might reduce violence and aggression. In the pre-pilot interviews, some staff reported feeling that the BWCs may have a positive impact on reducing physical violence.

I think it’s going to reduce violence and aggression on the ward…I don’t think they’ll want to punch you…they might be verbally abusive but in terms of physical that might reduce. Sarah (f), Staff, I, Pre.

Patients however noted that the cameras might hold staff to account of their own behaviours and therefore may improve care, however they felt that this impact would wear off after the first few months after which people might forget about the cameras being there.

Now they’ve got the body cams, it’s going to be a lot of changes. They’ll think, ‘Ooh well he’s on tape’. So, it might do something to their conscience, they actually start to listen to patients… until the novelty wears off and it might go back to square one again. Ian (m), Patient, A, Pre.

One staff member suggested that incident rates had reduced following introduction of the BWCs, but they remained unsure as to whether this was due to the cameras, reflecting that violence and aggression on wards can be related to many factors.

I know our violence and aggression has reduced significantly since the start of the cameras pilot… I don’t know, because obviously wearing the camera’s one thing, but if they weren’t in use, I don’t know maybe just the presence of the camera made a difference. But yeah, it’s hard to tell. Petra (f), Staff, A, Post.

In contrast, several staff reported that they had seen limited evidence for such changes.

I used it yesterday. He was aggressive and I used it, but he even when I was using [it] he doesn’t care about the camera… it didn’t make any difference… It doesn’t stop them to do anything, this camera does not stop them to do anything. Abraham (m), Staff, I, Post.

Some staff suggested that in some circumstances the cameras increased patient agitation and created incidents, so there was a need to consider whether the BWCs were going to instigate aggression in some circumstances.

There has been with a few patients because they will threaten you. They will tell you, ‘if you turn it on, I’m gonna smash your head in’. So incidents like that, I will not turn it on… Yeah, or some of them will just tell you, ‘if you come close by, I’m going to pull that off your chest’. So things like that, I just stay back. Ada (f), Staff, A, Post.

One rationale for a potential lack of effectiveness was noted by both staff and patients and was related to the levels of acute illness being experienced by patients which meant that for many they were too unwell to have insight into their own actions or those of staff switching on the cameras.

We’ve had instances where patients are so unwell that they just don’t care. You switch on the camera, whether you switch it on or not, it doesn’t really change the behaviour. ‘All right, okay, whatever switch it on’. They’re so unwell, they’re not really understanding. Petra (f), Staff, A, Post. It might make [staff] feel safer as a placebo effect, but I don’t think it would necessarily make them safer… I think the people that are likely to attack a member of staff are crazy enough that they’re not gonna even consider the camera as a factor. Harry (m), Patient, A, Pre.

This lack of evidence that the cameras were necessarily effective in reducing incident rates or severity of incidents may have had an impact on staff buy-in and the use of the cameras as a result. One staff member reflected that having feedback from senior management about the impact and evidence would have been useful during the pilot period to inform ward staff whether the cameras were influencing things or not.

Staff want feedback. I don’t think we’ve had any since we’ve had the cameras… it would be nice to get feedback from, I don’t know, whoever is watching it, and stuff like that. Ada (f), Staff, A, Post.

Relative advantage: are BWCs effective and efficient for the ward?

Due to a combination of personal beliefs related to BWCs, the lack of evidence of their impact on violence and aggression, and other elements of care and culture on the wards, a number of staff and patients explored alternative interventions and approaches that may be more beneficial than BWCs. Both staff and patients suggested that Closed Circuit Television (CCTV) as an intervention that provided the transparency of using cameras and video footage but with an independent perspective. This was felt by many to remove the bias that could be introduced in BWC use as the video capture didn’t require staff control of the filming.

I feel like [BWCs] puts all the power and trust into the hands of the staff and I feel that it would be better to have CCTV on the ward because CCTV is neutral. Harry (m), Patient, A, Pre. I have control over that [BWC recording] … It kind of gives that split as well between staff and patients. You can tell me or I can tell you when to switch it on. Whereas I feel like a CCTV camera is there all the time. Nobody’s asking to switch it on. It’s there. If you wanted to review the footage you can request it, anyone can request to view the footage for a legitimate reason. Whereas the camera can come across as if you’re threatening. Petra (f), Staff, A, Post.

In addition, some participants reflected that the nature and design of BWCs meant that unless staff were present for an incident it wouldn’t be captured, whereas CCTV has the advantage of being always present.

If there’s CCTV, then it’s the same thing, you get me. Like, if its body worn cameras that people can always do things away from staff. They can always go down to that corridor to have their fight or go to the side where staff ain’t gonna see them to have their fight, but with CCTV you can’t do that. Elijah (m), Patient, A, Post.

In addition to exploring technological and video-based interventions, many staff noted that the key tool to violence reduction had to be the use of de-escalation skills, noting that the use of communication and positive relationships had to be the primary tool before other interventions such as BWCs or CCTV.

We do a lot of verbal de-escalation. So we got our destress room now still open. That has a punch bag, and it’s got sensory tiles, and the aim and hope is that when people do get frustrated, because we’re all human. We all get annoyed at anything or many little things in life. There is the aim that they go into that room and start punching the bag instead of property and damaging furniture. But we also are working really hard on verbal de-escalation and actually trying to listen to patients and talk to them before anything else. And that’s helped a lot. And between this kind of shared, or role modelling, where while we’re showing staff, actually even spending an extra 20 min is okay. If it means you’re not going to end up having to restrain a patient. Petra (f), Staff, A, Post.

By using communication skills and de-escalation techniques skilfully, some staff felt there was no need to utilise the BWCs. One concern with the introduction of the BWCs for staff was that the use of this technology may negatively impact on trust and relationships and the use of de-escalation.

Some situations I feel like it can make a situation worse sometimes… I think a lot of situations can be avoided if you just talk with people…. Trying to find out why they’re angry, trying to just kind of see it from their point of view, understand them… I think maybe additional training for verbal de-escalation is needed first. Patrick (m), Staff, A, Post.

Characteristics of individuals

Staff and patients’ knowledge and beliefs about the intervention.

Overall, there were mixed views among both staff and patients as to whether cameras would reduce incidents, prior to and after the pilot period. When considering the possible impact on violence and aggressive incidents there was a view among staff that there was the need for a nuanced and person-centred view.

All the patients that come in, they’re different you know. They have different perceptions; they like different things… everyone is different. So, it just depends. We might go live, and then we have good feedback because the patients they are open and the understand why we have it, and then as they get discharged and new patients come in it might not go as well. It just depends. Serene (f), Staff, A, Pre.

As a result of the desire to be person-centred in the use of such interventions, one staff member noted that they weighed-up such consequences for the patient before using the BWC and would make decisions not to use the camera where they thought it may have a negative impact.

Actually, with this body worn camera, as I did mention, if a patient is unwell, that doesn’t, the patient will not have the capacity to I mean, say yes, you cannot just put it on like that. Yeah, I know it’s for evidence, but when something happens, you first have to attend to the patient. You first have to attend to the patient before this camera is, for me. Ruby (f), Staff, I, Post.

Some staff questioned the existing evidence and theories as to why BWCs work to reduce incidents, and instead noted that for some people it will instigate an incident, while others may be triggered by a camera.

I’m on the fence of how that is going to work because I know the evidence is that by telling a patient ‘look if you keep escalating I’m gonna have to turn this on’, but I know several of our patients would kind of take that as a dare and escalate just to spite so that you would turn it on. Diana (f), Staff, A, Pre.

In contrast, some staff felt the cameras helped them feel safer on wards due to transparency of footage as evidence for both staff and patients.

They [staff] need to use it for protection, for recording evidence, that type of thing… They can record instances for later evidence. Yeah, for them as well. Safer for them and for patients because you can also have the right to get them to record, because a patient might be in the wrong but sometimes it may be the staff is in the wrong position. And that’s achieving safety for patients as well. Yeah, I think it works both ways. Dylan (m), Patient, A, Post.

Positive buy-in was also related to the potential use of the intervention as a training, learning or reflective tool for staff to improve practice and care and promote positive staff behaviour.

If you know that your actions might be filmed one way or the other, that would make me to step up your behaviour to patients… if you know that your actions can be viewed, if the authority wants to, then you behave properly with patients so I think that will improve the quality of the care to patient. Davide (m), Staff, I, Pre.

While there were some positive attitudes towards the cameras, there remained considerable concerns among participants regarding the transparency of camera use to collate evidence in relation to incidents as it was widely noted that the cameras remain in staff control therefore there is an issue in relation to bias and power.

I do think my gut would say that it wouldn’t necessarily be well received. Because also I think people feel like prisoners in here, that’s how some of the patients have described their experience, so in terms of the power dynamic and also just – I think that can make one feel a bit, even worse, basically, you know? Leslie (m), Staff, A, Pre.

These issues lead to staff reporting they didn’t want to wear the camera.

I’d feel quite uncomfortable wearing one to be honest. Leslie (m), Staff, A, Pre.

The staff control of the cameras had a particular impact on patient acceptability of the intervention as it led to some patients viewing BWCs as being an intervention for staff advantage and staff safety, thus increasing a ‘them and us’ culture and leading to patient resistance to the cameras. This was particularly salient for those with prior negative experiences of police use of cameras or mistrust in staff.

I feel like the fact that the body worn cameras is gonna be similar to how the police use them, if a staff member has negative intent toward a patient, they would be able to instigate an incident and then turn the camera on and use the consequences of what they’ve instigated to expect restraint or injection or whatever else might happen. So, I feel like it would be putting all the power and trust into the hands of the staff and I feel that it would be better to have CCTV on the ward because CCTV is neutral. Whereas, the body worn camera, especially with some of the personality conflicts/bad attitudes, impressions I’ve had from certain members of staff since I’ve been here, I feel like body worn cameras might be abused in that way possible. Harry (m), Patient, A, Pre.

Perceived unintended consequences and impact on care

Prior to the implementation there were concerns from staff that the introduction of BWCs could have consequences beyond the intended use of reducing violence and aggression, unintentionally affecting a range of factors that may impact on the overall delivery of care. There was a key concern regarding the potential negative impact that cameras may have for patients who have paranoia or psychosis as well as for those who may have prior traumatic experiences of being filmed.

It might have negative impacts on these patients because I’m thinking about kind of patients with schizophrenia and things like that who already have paranoid delusions, thinking that people are after them, thinking that people are spying on them, people are watching them, and then seeing kind of cameras around. It might have negative impacts on them. Tayla (f), Staff, I, Pre. When I was admitted I was going through psychosis… I don’t want to be filmed and things like that. So you just see a camera, a guy with a camera on, you are like, are you filming me? Elijah (m), Patient, A, Post.

There was also a considerable concern among both staff and patients that the use of cameras would have a negative impact on the therapeutic relationship between staff and patients. This was felt to be related to the implication that the cameras enhanced a ‘them and us’ dynamic due to the power differential that staff controlling the cameras can create, likened to policing and criminalisation of patients. With the potential of a negative impact on relationships between staff and patients, staff suggested they may be disinclined to use BWCs if it would stop patients speaking to them or approaching them if they needed support.

Yeah, I think it would probably damage [the therapeutic relationship] because I think what’s probably quite helpful is things that maybe create less of a power difference. I think to some extent, [the BWC] might hinder that ability. Like for example imagine going to a therapist and them just like ‘I’ve got this camera in the corner of the room and it’s gonna be filming our session and just in case – or like, just in case I feel that you might get aggressive with me’. Um, I don’t think that’s going to help the therapeutic relationship! Jamal (m), Staff, A, Pre. When you get body worn cameras on there, the relationship as well between staff and patients, is just gonna instantly change because you’re looking like police! Elijah (m), Patient, A, Post.

In contrast, a minority of staff felt that the presence of cameras may improve relationships as they provide transparency of staff behaviour and would encourage staff to behave well and provide high quality care for patients.

It will also help how, improve the way we look at the patients… because if you know that your actions might be filmed one way or the other, that would make me to step up your behaviour you know… you behave properly with patients so I think that will improve the quality of the care to patient. More efficiently, more caring to patient. Davide (m), Staff, I, Pre.

The process of implementation

Planning: top-down implementation.

Staff perceived that BWC implementation directives had been given by senior management or policy stakeholders whom they felt viewed the process from a position of limited understanding due to a lack of ‘frontline’ mental health service experience. This led to a lack of faith amongst staff, and a perception that funds were being misspent.

They sit up there, they just roll it out and see how it works, how it goes. They waste a whole lot of money, millions or whatever, thousands of pounds in it, and then they see that ‘Oh, it’s not gonna work’. They take it back and all of that. Before coming out with it, you need to come speak to us… they just sit up there drinking tea and coffee, and then they’re just like, Oh, yeah, well, let’s do it this way…come stay with these people, work with them, for just I give you a 12 h shift, stay with them. Richard (m), Staff, I, Post.

This was exacerbated when staff felt there was a lack of consultation or explanation.

we don’t always get the ins and outs of certain things…We know that the cameras are coming in and stuff like that, but you know, and obviously it’s gone through every avenue to make sure that it’s fine. But then sometimes we don’t always know the ins and outs to then explain to people why we have the cameras. Patrick (m), Staff, A, Post.

It was also highlighted that due to multiple initiatives being implemented and directives handed down in parallel, staff felt negative towards interventions more widely, with the BWCs being ‘ just another thing to do’ , adding to workload for staff and reducing enthusiasm to use the cameras.

it’s not just to do with the camera, I just think there’s lots of changes happening at once, and there’s loads of new things being constantly introduced that people are just thinking oh it’s another thing. I think that’s what it is more than the camera itself. Alice (f), Staff, A, Pre.

Execution: training, Use and Ward Visibility

Overall, there was a lack of consistency amongst staff in their understanding of the purpose and processes of using the BWCs on the wards.

What do you do, do you record every single thing or, I don’t know. Do you record like, if a patient said, I want to talk to you, confidential, you go sit in a room, do you record things like those or is it just violence and aggression? Ada (f), Staff, A, Post.

The lack of clarity regarding the purpose of the intervention and the appropriate use of the cameras was felt to impact staffs’ attitudes and acceptance of using them and contributed to a lack of transparency or perhaps trust regarding the use of any subsequent video footage.

I think if the importance of the recording was explained a bit more…and how it would improve things, I think people would use it more… that’s why I don’t think it’s always used sometimes… if you’re not sure why some of it’s important, then you’re not going to see the value…I think if you’re gonna keep with them, it’s about updating the training, teaching staff when to use it, then where does that information go? How does that look in terms of improving? Just a bit of transparency, I think. But when you don’t know certain things it’s a bit hard to get behind something or back it, you know? Patrick (m), Staff, A, Post.

The lack of information about the purpose and processes related to the intervention was also seen among patients, with most patients noting that they hadn’t received information about the cameras during their admissions.

No information at all. I don’t think any of the patients know about it. Toby (m), Patient, A, Post.

While training was provided it was widely felt that it was insufficient to provide understanding about the purpose of the cameras or the more in-depth processes beyond operational aspects such as charging and docking. Several staff interviewed were unaware of the training, while others noted that they had an informal run-through by colleagues rather than anything formal.

What training are you talking about?… I wasn’t here, so I was taught by my colleague. I mean, from what I was taught, to operate the camera, and to give a warning to the patient that you’re going to use the camera. Nevis (f), Staff, A, Post.

Longer training with further details beyond operational use was felt to be needed by staff.

I think the training should have to be longer, even if it’s like an hour or something… Like what situations deem the camera to be… more information on the cameras, when to use it, why it’s used, and I think if the importance of the recording was explained a bit more and what it was doing and how that recording would go and how it would improve things. Patrick (m), Staff, A, Post.

Furthermore, there was a need for training to be on a rolling basis given the use of bank staff who were not trained to use the cameras or to understand the proper processes or purpose of using the BWCs, which could leave them vulnerable to misuse or abuse.

We have bank staff [who aren’t trained] so they say ‘I don’t know how to use that camera you are giving me’. Nevis (f), Staff, A, Post.

The inner setting

Ward context: acceptance of violence and aggression is part of the job.

It was widely believed by staff that the nature of working on a mental health ward included accepting that violence and aggression was part of the job. This was not seen as an acceptance of violence but more that the job was providing care for individuals who are mentally unwell, and confusion, fear, frustration and aggression can be part of that. As a result, there was an ambivalence among some staff that the introduction of cameras would change this.

I think like in this line of work, there’s always that potential for like risky behaviours to happen. I’m not sure if putting the camera on will make much difference. Patrick (m), Staff, A, Post.

Staff noted that because of the nature of the job, staff are used to managing these situations and they understood that it was part of the job; therefore, it was unlikely that they would record everything that on paper might be considered an incident.

There’s also enough things that happen here, so I don’t think they would record [the incidents] because it’s just another day here. You know what I’m saying… [staff] can just say, ‘Stop, go back to your room and leave it at that and that kind of be the end of it’. Dylan (m), Patient, A, Post. We are trained for it. Eveline (f), Staff, I, Pre.

This acceptance that incidents are a hazard of mental healthcare was linked to staff’s acknowledgment that many factors make up the complexity of violence and aggression including the nature of individual patients, acuity levels, ward atmosphere, staffing levels, access to activities, leave and outside space. The interplay of multiple factors creates a context in which frustrations and incidents are likely, thus become part of the everyday and ‘normal’ life on the ward for staff and patients alike.

I feel like, you know, how in GP services you say, zero tolerance to abusive language, or any kind of harassment. I don’t think there is that on a psychiatric ward you are kind of expected to take all the abuse and just get on with it. Petra (f), Staff, A, Post.

With staff reported having a higher threshold for these behaviours it was perceived that this was likely to impact on the efficiency of the intervention as staff would be less likely to consider a situation as violent but more ‘ part of the job’ .

Reactive nature of the ward and incidents

Most participants noted that the ward context is always changing with people being admitted and discharged, with daily staff changes and wider turnover of staff, so things are never static and can change at any point. This reflects the dynamic nature of the ward which creates a complex moving picture that staff need to consider and react to.

[the atmosphere] it’s very good at the moment. If you had asked me this two weeks ago, I would say, ‘Oh, my gosh’. But it changes… The type of patient can make your whole ward change… it depends on the client group we have at the time. Nevis (f), Staff, A, Post.

Staff noted that a key limitation of using the cameras to reduce incidents was the reactive nature of the environment and care being provided. This was felt to impact on the feasibility and use of the cameras as staff noted that they often react to what is happening rather than thinking to ‘ put the camera on first ’. It was felt by staff with experience of reacting to incidents that the failure to use BWCs during these processes were linked to staff’s instincts and training to focus on patients as a priority.

Say for instance, you’re in the office, and two patients start fighting, or a patient attacks someone and, all you’re thinking about is to go there to stop the person. You’re not thinking about putting on any camera. You understand? So sometimes it’s halfway through it, somebody might say, ‘Has anybody switched the camera on’? And that’s the time you start recording… If something happens immediately, you’re not thinking about the camera at that time, you’re just thinking to just go, so yeah. Nevis (f), Staff, A, Post.

Incidents happen quickly and often surprise staff, therefore staff react instantly so are not thinking about new processes such as recording on the cameras as this would slow things down or is not in the reactive nature needed by staff during such incidents.

When you’re in the middle of an incident and your adrenaline’s high, you’re focusing on the incident itself. It’s very difficult for you to now remember, remind yourself to switch on the camera because you’re thinking, patient safety, staff safety, who’s coming to relieve you? What’s going on? Who’s at the door? Petra (f), Staff, A, Post.

In addition, the need for an immediate response meant that it was felt that by the time staff remember to, or have the chance to, switch the camera on it was often too late.

Sometimes in the heat of moments and stuff like that, or if the situation’s happening, sometimes you don’t always think to, you know, put your camera on. Patrick (m), Staff, A, Post.

Outer setting

Resources: staffing.

Issues related to staffing were highlighted by several participants as a key problem facing mental health wards thus leading to staff having higher workloads, and higher rates of bank and agency staff being used on shift and feeling burnt-out.

Out of all the wards I’ve been on I’d say this is the worst. It’s primarily because the staff are overworked…it seems like they spend more time doing paperwork than they do interacting with the patients. Harry (m), Patient, A, Pre. We’re in a bit of a crisis at the minute, we’re really, really understaffed. We’re struggling to cover shifts, so the staff are generally quite burnt out. We’ve had a number of people that have just left all at once, so that had an impact… Staff do get frustrated if they’re burnt out from lack of staff and what have you. Alice (f), Staff, A, Pre.

It was noted by one participant that the link of a new intervention with extra workload was likely to have a negative impact on its acceptability due to these increasing demands.

People automatically link the camera to then the additional paperwork that goes alongside it. It’s like, ‘Oh god, if we do this, we’ve got to do that’, and that could play a part. Petra (f), Staff, A, Post.

One staff member noted that the staffing issue meant there were more likely to be bank staff on wards so the care of patients may be affected as temporary staff may be less able to build meaningful therapeutic relationships.

So obviously there is the basic impact on safety of not having adequate staffing, but then there’s the impact of having a lot of bank staff. So obviously when you have permanent staff they get to know the patients more, we’re able to give them the more individualised care that we ideally should be giving them, but we can’t do that with bank staff. Diana (f), Staff, A, Pre.

It was also suggested that staffing levels and mix often made it more difficult to provide activities or facilitate escorted leave which can lead to patients feeling frustrated and becoming more aggressive.

So you know there is enough staff to facilitate the actual shift, so you know when there’s less staff like you say you’ve got people knocking at the door, but then you don’t have staff to take people out on leave straight away, that all has a rippling effect! Serene (f), Staff, A, Pre.

Wider systemic issues

Overall, there was a concern that the introduction of BWCs would not impact on wider, underlying factors that may contribute to frustration, aggression and incidents on wards. Providing a more enhanced level of care and better addressing the needs of patients was felt to be central to helping people but also reducing the frustration that patients feel when on the ward.

… for violence and aggression, [focus on] the mental health side of things like therapy and psychology should be compulsory. It shouldn’t be something you apply for and have to wait three or four weeks for. I think every person should, more than three or four weeks even, months even… we need psychology and therapists. That’s what will stop most violence, because psychologists and a therapist can edit the way that they speak to people because they’ve been given that skill depending on the way the person behaves. So that’s what we need regularly… not like all this dancing therapy, yoga therapy. That’s a person, that you come and you actually sit down and talk through your shit with them. That will help! Elijah (m), Patient, A, Post. There’s a lack of routine and I think there’s a lack of positive interaction between the patient and the staff as well. The only time you interact with a member of staff is if you’re hassling them for something, you have to hassle for every little thing, and it becomes a sort of, frustration inducing and like I’m a very calm person, but I found myself getting very fucking angry, to be honest, on this ward just because out of pure frustration… there’s bigger problems than body worn cameras going on. Harry (m), Patient, A, Pre.

Staff agreed that there was a need to invest in staff and training rather than new technologies or innovations as it is staff and their skills behind the camera.

It’s not the camera that will do all of that. It’s not making the difference. It’s a very good, very beautiful device, probably doing its job in its own way. But it’s more about investing in the staff, giving them that training and making them reflect on every day-to-day shift. Richard (m), Staff, I, Post.

There was felt to be a need to support staff more in delivering care within wards that can be challenging and where patients are unwell to ensure that staff feel safe. While in some circumstances the cameras made some staff feel safer, greater support from management would be more beneficial in making staff feel valued.

In this study exploring the implementation and use of body-worn cameras on mental health wards, we employed two methods for collecting and comparing data on incidents and use of containment measures, including BWCs, on one acute ward and one psychiatric intensive care unit. We found no clear relationship between the use of BWCs and rates or severity of incidents on either ward. While BWCs may be used when there are incidents of both physical and verbal aggression, results indicate that they may also provoke verbal aggression, as was suggested during some interviews within this study. This should be a concern, as strong evidence that being repeatedly subject to verbal aggression and abuse can lead to burnout and withdrawal of care by staff [ 30 ]. These mixed findings reflect results that were reported in two earlier studies of BWCs on mental health wards [ 12 , 13 ]. However, the very low use of the cameras, on just 10 per cent of the shifts where data was obtained, makes it even more difficult to draw any conclusions.

While the data shows limited impact of using BWCs on levels of incidents, we did find that during the pilot period BWC use tended to occur alongside physical restraint, but the direction of relationship is unclear as staff were asked to use BWCs when planning an intervention such as restraint. This relationship with restraint reflected the findings on several wards in a previous study [ 13 ], while contrasting with those reported in a second study that found reductions in incidents involving restraint during the evaluation period [ 12 ]. Such a mix of findings highlights the complexity of using BWCs as a violence reduction method within a busy healthcare setting in which several interacting components and contextual factors, and behaviours by staff and patients can affect outcomes [ 31 ]. The qualitative data collected during this pilot period highlighted the potential systemic and contextual factors such as low staffing that may have a confounding impact on the incident data presented in this simple form.

The findings presented within this evaluation provide some insights into the process of implementing BWCs as a safety intervention in mental health services and highlight some of the challenges and barriers faced. The use of implementation science to evaluate the piloting of BWCs on wards helps to demonstrate how multiple elements including a variety of contextual and systemic factors can have a considerable impact and thus change how a technology may vary not only between hospitals, but even across wards in the same hospital. By understanding the elements that may and do occur during the process of implementing such interventions, we can better understand if and how BWCs might be used in the future.

Within this pilot, extensive preparatory work conducted at a directorate and senior management level did not translate during the process of implementation at a ward level, which appeared to impact on the use of BWCs by individuals on the wards. This highlights that there is a need to utilise implementation science approaches in planning the implementation of new technologies or interventions and to investigate elements related to behavioural change and context rather than just the desired and actual effects of the intervention itself.

While ward staff and patients identified the potential for BWCs to enhance safety on the wards, participants distrusted their deployment and expressed concerns about ethical issues and possible harmful consequences of their use on therapeutic relationships, care provided and patient wellbeing. These themes reflect previous findings from a national interview study of patient and staff perspectives and experiences of BWCs in inpatient mental health wards [ 14 ]. Given these issues, alternatives such as increasing de-escalation skills were identified by staff as possible routes that may be more beneficial in these settings. Furthermore, other approaches such as safety huddles have also been highlighted within the literature as potential means to improve patient safety by looking ahead at what can be attended to or averted [ 32 ].

Furthermore, it is important to consider that the presence of power imbalances and the pre-existing culture on the ward have considerable implications for safety approaches and must be considered, as exemplified by the preferences by both staff and patients in this evaluation for more perceived ‘impartial’ interventions such as CCTV. As identified within previous studies [ 14 ], BWCs can have different implications for psychological safety, particularly for vulnerable patients who already feel criminalised in an environment with asymmetrical power imbalances between staff and patients. This is particularly salient when considering aspects of identity such as race, ethnicity, and gender both in terms of the identities of the patient group but also in terms of the staff/patient relationship.

While preferences in this study note CCTV as more ‘impartial’, work by Desai [ 33 ] draws on the literature about the use of surveillance cameras in other settings (such as public streets) as well as on psychiatric wards and concludes that CCTV monitoring is fraught with difficulties and challenges, and that ‘watching’ patients and staff through the lens of a camera can distort the reality of what is happening within a ward environment. In her recently published book, Desai [ 34 ] develops this theme to explore the impacts of being watched on both patients and staff through her ethnographic research in psychiatric intensive care units. She highlights concerns over the criminalisation of patient behaviour, safeguarding concerns in relation to the way women’s bodies and behaviours are viewed and judged, and the undermining by CCTV of ethical mental health practice by staff who attempt to engage in thoughtful, constructive, therapeutic interactions with patients in face-to-face encounters. Appenzeller et al.’s [ 35 ] review found that whilst the presence of CCTV appeared to increase subjective feelings of safety amongst patients and visitors, there was no objective evidence that video surveillance increases security, and that staff may develop an over-reliance on the technology.

In addition, our findings add to the existing literature which notes that alternative interventions and approaches that address underlying contextual and systemic issues related to improving care on inpatient wards require attention to address the underlying factors related to incidents, e.g., flashpoints [ 36 ]. Evidence suggests that factors leading to incidents can be predicted; therefore, there is a need to enable staff to work in a proactive way to anticipate and prevent incidents rather than view incidents as purely reactive [ 37 , 38 , 39 ]. Such skills-based and relational approaches are likely to impact more on improving safety and reducing incidents by addressing the complex and multi-faceted issue of incidents on inpatient mental health wards [ 40 ].

These findings highlight that interventions such as BWCs are not used within a vacuum, and that hospitals are complex contexts in which there are a range of unique populations, processes, and microsystems that are multi-faceted [ 41 ]. As a result, interventions will encounter both universal, specific, and local barriers that will impact on its functioning in the real world. This is salient because research suggests that camera use inside mental health wards is based on a perception of the violent nature of the mental health patient, a perception that not only influences practice but also impacts how patients experience the ward [ 33 ]. As a result, there needs to be careful consideration of the use of any new and innovative intervention aimed at improving safety within mental health settings that have limited research supporting their efficacy.

Limitations

While the study provides important insights into the efficacy and acceptability of introducing BWCs onto inpatient mental health wards, there were several limitations. Firstly, the analysis of incident data is limited in its nature as it only presents surface level information about incidents without wider contextual information. Results using such data should be cautiously interpreted as they do not account for confounding factors, such as staffing, acuity, ward culture or ward atmosphere, that are likely to contribute to incidents of violence and aggression. For example, while there was a statistically significant decrease in restrictive practice on the PICU across the study period, we know that BWCs were not widely used on that ward, so this is likely due to a confounding variable that was not accounted for in the study design.

Secondly, the study faced limitations in relation to recruitment, particularly with patients. Researchers’ access to wards was challenging due to high staff turnover and high rates of acuity, meaning many patients were not deemed well enough to be able to consent to take part in the study. In addition, the low use of the cameras on wards meant that many patients, and some staff, had not seen the BWCs in use. Similarly, patients had been provided limited information about the pilot, so their ability to engage in the research and describe their own experiences with BWCs was restricted.

Thirdly, analysis captures the active use of the BWC, however it does not fully capture the impact of staff wearing the cameras even where they do not actively use them. While our qualitative analysis provides insight into the limitation of such passive use, it is likely that the presence of the cameras being worn by staff, even when turned off, may have an impact on both staff and patient behaviours. This may explain trends in the data that did not reach significance but warrant further investigation in relation to the presence of BWCs, nonetheless.

Finally, researchers had planned to collect quantitative surveys from staff and patients in relation to their experiences of the ward atmosphere and climate, views related to therapeutic relationships on the ward, levels of burnout among staff, views on care, and attitudes to containment measures. Due to issues related to staff time, patient acuity, and poor engagement from staff leading to challenges accessing the wards, the collection of such survey data was unfeasible, and this element of the study was discontinued. As a result, we have not reported this aspect in our paper. This limitation reflects the busy nature of inpatient mental health wards with pressures on staff and high levels of ill health among patients. As such, traditional methodologies for evaluation are unlikely to elicit data that is comprehensive and meaningful. Alternative approaches may need to be considered.

Future directions

With BWCs being increasingly used across inpatient mental health services [ 14 ], it is important that further research and evaluation is conducted. To date, there is limited data regarding the effectiveness of this technology in relation to violence reduction; however, there may be other beneficial uses in relation to safeguarding and training [ 13 ]. Future research should consider alternative methods that ensure contextual factors are accounted for and that patient voices can be maximised. For example, focus groups with patients currently admitted to a mental health ward or interviews with those who have recently been on a ward that has used the cameras, would bypass problems encountered with capacity to consent in the present study. Furthermore, ethnographic approaches may provide a deeper understanding of the implementation, deployment and impact that BWCs have on wards.

Overall, this research sheds light on the complexities of using BWCs as a tool for ‘maximising safety’ in mental health settings. The findings suggest that BWCs have a limited impact on levels of incidents on wards, something that is likely to be largely influenced by the process of implementation as well as a range of contextual factors, including the staff and patient populations on the wards. As a result, it is likely that while BWCs may see successes in one hospital site this is not guaranteed for another site as such factors will have a considerable impact on efficacy, acceptability, and feasibility. Furthermore, the findings point towards the need for more consideration to be placed on processes of implementation and the complex ethical discussions regarding BWC use from both a patient and a staff perspective.

In conclusion, while there have been advances in digital applications and immersive technologies showing promise of therapeutic benefits for patients and staff more widely, whether BWCs and other surveillance approaches are to be part of that picture remains to be seen and needs to be informed by high-quality, co-produced research that focuses on wider therapeutic aspects of mental healthcare.

Data availability

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

Department of Health and Social Care. The NHS Long Term Plan. 2019. https://www.longtermplan.nhs.uk/about/ . [Accessed on 01/11/2021].

NHS England. Violence prevention and safety. 2023. https://www.england.nhs.uk/supporting-our-nhs-people/health-and-wellbeing-programmes/violence-prevention-and-safety/#:~:text=The%20impact%20on%20staff%20is,thinking%20about%20leaving%20the%20organisation . [Accessed on 06/07/23].

Royal College of Nursing. Violence and aggression in the NHS: estimating the size and the impact of the problem. London: Royal College of Nursing; 2018.

Google Scholar  

Iozzino L, Ferrari C, Large M, Nielssen O, de Girolamo G. Prevalence and risk factors of violence by psychiatric acute inpatients: a systematic review and meta-analysis. PLoS ONE. 2015;10(6):e0128536. https://doi.org/10.1371/journal.pone.0128536 .

Article   CAS   PubMed   PubMed Central   Google Scholar  

Cranage K, Foster K. Mental health nurses’ experience of challenging workplace situations: a qualitative descriptive study. Int J Ment Health Nurs. 2020;31(3):665–76. https://doi.org/10.1111/inm.12986 .

Article   Google Scholar  

Jenkin G, Quigg S, Paap H, Cooney E, Peterson D, Every-Palmer S. Places of safety? Fear and violence in acute mental health facilities: a large qualitative study of staff and service user perspectives. PLoS ONE. 2022;17(5):e0266935. https://doi.org/10.1371/journal.pone.0266935 .

Gaub JE, Choate DE, Todak N, Katz CM, White MD. Officer perceptions of body-worn cameras before and after deployment: a study of three departments. Police Q. 2016;19(3):275–302.

Cubitt TI, Lesic R, Myers GL, Corry R. Body-worn video: a systematic review of literature. Australian New Z J Criminol. 2017;50(3):379–96. https://doi.org/10.1177/0004865816638909 .

Lum C, Koper CS, Wilson DB, Stoltz M, Goodier M, Eggins E et al. Body-worn cameras’ effects on police officers and citizen behavior: A systemitic review. Campbell Syst Reviews. 2020;16(3), e1112.

Ariel B, Newton M, McEwan L, Ashbridge GA, Weinborn C, Brants HS. Reducing assaults against Staff using body-worn cameras (BWCs) in Railway stations. Criminal Justice Rev. 2019;44(1):76–93.

Wilson K, Eaton J, Foye U, Ellis M, Thomas E, Simpson A. What evidence supports the use of body worn Cameras in mental health inpatient wards? A systematic review and narrative synthesis of the effects of body worn Cameras in public sector services. Int J Ment Health Nurs. 2021. https://doi.org/10.1111/inm.12954 .

Article   PubMed   PubMed Central   Google Scholar  

Ellis T, Shurmer DL, Badham-May S, Ellis-Nee C. The use of body worn video cameras on mental health wards: results and implications from a pilot study. Mental Health Family Med. 2019;15:859–68.

Hardy S, Bennett L, Rosen P, Carroll S, White P, Palmer-Hill S. The feasibility of using body-worn cameras in an inpatient mental health setting. Mental Health Family Med. 2017;13:393–400.

Wilson K, Foye U, Thomas E, Chadwick M, Dodhia S, Allen J, Lynn J, Brennan G, Simpson A. Exploring the use of body-worn cameras in acute mental health wards: a qualitative interview study with mental health patients and staff. Int J Nurs Stud. 2023;140:104456. https://doi.org/10.1016/j.ijnurstu.2023.104456 .

Article   PubMed   Google Scholar  

Baker J, Pryjmachuk S. Will safe staffing in Mental Health nursing become a reality? J Psychiatry Mental Health Nurs. 2016;23(2):75–6. https://doi.org/10.1111/jpm.12282 .

Article   CAS   Google Scholar  

Piano VL, Creswell JW. Understanding Research: A Consumer Guide. 2nd edition. 2015. Boston: Pearson Education, INC.

Bowers L, Simpson A, Alexander J. Patient-staff conflict: results of a survey on acute psychiatric wards. Soc Psychiatry Psychiatr Epidemiol. 2013;38(7):402–8.

Bowers L. The City-128 study of observation and outcomes. BMC Psychiatry. 2007;7(Suppl 1). https://doi.org/10.1186/1471-244X-7-S1-S122 . S122.

Bowers L, Flood C, Brennan G, Allan T. A replication study of the City nurse intervention: reducing conflict and containment on three acute psychiatric wards. J Psychiatr Ment Health Nurs. 2008;15:737–42. https://doi.org/10.1111/j.1365-2850.2008.01294.x .

Article   CAS   PubMed   Google Scholar  

Bowers L, James K, Quirk A, Simpson A, Stewart D, Hodsoll J, SUGAR. Reducing conflict and containment rates on acute psychiatric wards: the safewards cluster randomised controlled trial. Int J Nurs Stud. 2015;52(9):1412–22. https://doi.org/10.1016/j.ijnurstu.2015.05.001 . Erratum in: Int J Nurs Stud. 2016;58:102. PMID: 26166187; PMCID: PMC4518134.

Bowers L, Douzenis A, Galeazzi G et al. Disruptive and dangerous behaviour by patients on acute psychiatric wards in three European centres. Social Psychiatry and Psychiatric Epidemiology. 2005;40, 822–828. https://link.springer.com/article/10.1007/s00127-005-0967-1 .

Bowers L, Flood C, Brennan G, LiPang M, Oladapo P. Preliminary outcomes of a trial to reduce conflict and containment on acute psychiatric wards: City nurses. J Psychiatr Ment Health Nurs. 2006;13:165–72. https://doi.org/10.1111/j.1365-2850.2006.00931.x .

Datix. (2019). Products. Retrieved from https://www.rldatix.com/en-uk/products .

Fazel S, Toynbee M, Ryland H, et al. Modifiable risk factors for inpatient violence in psychiatric hospital: prospective study and prediction model. Psychol Med. 2023;53(2):590–6. https://doi.org/10.1017/S0033291721002063 .

Mushcab H, Bunting D, Yami S, Abandi A, Hunt C. An evaluation of Datix implementation for incident reporting at Johns Hopkins Aramco Healthcare. J Patient Saf Risk Manage. 2020;25(2):67–74. https://doi.org/10.1177/2516043520905481 .

SPSS. IBM SPSS statistics for Windows. Armonk, NY: IBM Corp; 2023.

Microsoft Corporation. (2018). Microsoft Excel . Retrieved from https://office.microsoft.com/excel .

Ritchie J, Lewis J. Qualitative. Research Practice. London: Sage; 2003.

Damschroder LJ, Aron DC, Keith RE, et al. Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. Implement Sci. 2009;4:50. https://doi.org/10.1186/1748-5908-4-50 .

Porath CL, Pearson CM. Emotional and behavioral responses to workplace incivility and the impact of hierarchical status. J Appl Soc Psychol. 2009;42(Suppl 1):E326–57. https://doi.org/10.1111/j.1559-1816.2012.01020.x .

Craig P, Dieppe P, Macintyre S, et al. Developing and evaluating complex interventions: the new medical Research Council guidance. BMJ. 2008;337. https://doi.org/10.1136/bmj.a1655 .

Taylor-Watt J, Cruickshank A, Innes J, Brome B, Shah A. Reducing physical violence and developing a safety culture across wards in East London. Br J Mental Health Nurs. 2017. https://doi.org/10.12968/bjmh.2017.6.1.35 .

Desai S. The new stars of CCTV: what is the purpose of monitoring patients in communal areas of psychiatric hospital wards, bedrooms and seclusion rooms? Divers Equality Health Care. 2009;6(1):12. [Google Scholar].

Desai S. Surveillance Practices and Mental Health: the impact of CCTV inside mental health wards. Routledge; 2022.

Appenzeller YE, Appelbaum PS, Trachsel M. Ethical and practical issues in Video Surveillance of Psychiatric Units. Psychiatric Serv. 2020;71(5):480–6. https://doi.org/10.1176/appi.ps.201900397 .

Bowers L. Safewards: a new model of conflict and containment on psychiatric wards. J Psychiatr Ment Health Nurs. 2014;21(6):499–508. https://doi.org/10.1111/jpm.12129 . PMID: 24548312; PMCID: PMC4237187.

Goodman H, Papastavrou Brooks C, Price O, Barley EA. Barriers and facilitators to the effective de-escalation of conflict behaviours in forensic high-secure settings: a qualitative study. Int J Mental Health Syst. 2020;14:59. https://doi.org/10.1186/s13033-020-00392-5 .

Johnson ME, Delaney KR. Keeping the unit safe: the anatomy of escalation. J Am Psychiatr Nurses Assoc. 2007;13:42–52.

Johnson ME, Hauser PM. The practice of expert nurses: accompanying the patient to a calmer space. Issues Ment Health Nurs. 2001;22:651–68.

Hamrin V, Iennaco J, Olsen D. A review of ecological factors affecting inpatient psychiatric unit violence: implications for relational and unit cultural improvements. Issues Ment Health Nurs. 2009;30(4):214 – 26. doi: 10.1080/01612840802701083. PMID: 19363726.

Squires JE, Estabrooks CA, Scott SD, Cummings GG, Hayduk L. The influence of organizational context on the use of research by nurses in Canadian pediatric hospitals. BMC Health Serv Res. 2013;13. https://doi.org/10.1186/1472-6963-13-351 .

Download references

Acknowledgements

We would like to thank The Burdett Trust for Nursing for funding this work. We would also like to acknowledge our wider Lived Experience Advisory Panel and Project Advisory Panel for their contributions and support and would like to thank the staff and service users on the wards we attended for their warmth and participation.

Funding was provided by The Burdett Trust of Nursing. Funders were independent of the research and did not impact findings.

Author information

Authors and affiliations.

Mental Health Nursing, Health Service and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, Denmark Hill, London, SE5 8AF, UK

Una Foye, Keiran Wilson, Jessica Jepps, James Blease, Geoff Brennan & Alan Simpson

Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, Mental Health Nursing, King’s College London, London, UK

Una Foye, Keiran Wilson, Jessica Jepps, Geoff Brennan & Alan Simpson

Lived Experience Advisor, London, UK

Ellen Thomas, Leroy McAnuff, Sharon McKenzie, Katherine Barrett & Lilli Underwood

You can also search for this author in PubMed   Google Scholar

Contributions

All authors have read and approved the manuscript. Authors AS, UF, KW, GB created the protocol for the study. KW, JJ, UF conducted the recruitment for the study, and conducted the interviews. UF, JJ, JB, LMA, LU, SMK, KB, ET coded data, and contributed to the analysis. All authors supported drafting and development of the manuscript.

Corresponding author

Correspondence to Una Foye .

Ethics declarations

Ethics approval and consent to participate.

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical. Ethical approval was granted by the Health Research Authority: London - Camden & Kings Cross Research Ethics Committee (IRAS PROJECT ID 322268, REC Reference 23/LO/0337). All participants provided informed consent prior to enrolment in the study, including consent for publication of anonymised quotes.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Supplementary material 2, supplementary material 3, supplementary material 4, supplementary material 5, supplementary material 6, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Foye, U., Wilson, K., Jepps, J. et al. Exploring the use of body worn cameras in acute mental health wards: a mixed-method evaluation of a pilot intervention. BMC Health Serv Res 24 , 681 (2024). https://doi.org/10.1186/s12913-024-11085-x

Download citation

Received : 03 January 2024

Accepted : 07 May 2024

Published : 29 May 2024

DOI : https://doi.org/10.1186/s12913-024-11085-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Implementation
• Body worn cameras
• Qualitative
• Mental health

BMC Health Services Research

ISSN: 1472-6963

• General enquiries: [email protected]