Effects of a Small Monetary Incentive and Follow-up Mailings on Return Rates of a Survey to Nurse Practitioners

Oden, Lorette; Price, James H.

doi:10.2466/pr0.1999.85.3f.1154

Cited by 20 publications

(8 citation statements)

References 10 publications

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“…[20][21][22] The first wave was sent by first-class mail to everyone on the initial random-sample mailing list. The first wave consisted of a hand-signed cover letter, a copy of the questionnaire printed on colored paper in a 4-page booklet format, a return stamped envelope, and a $1 monetary incentive.…”

Section: Data Collectionmentioning

confidence: 99%

Pediatricians' Perceptions and Practices Regarding Prevention and Treatment of Type 2 Diabetes Mellitus in Children and Adolescents

Ditmyer

Price²,

Telljohann³

et al. 2003

Arch Pediatr Adolesc Med

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Pediatricians who had a higher perceived confidence level and who perceived they were better prepared for the counseling and follow-up of patients with type 2 diabetes mellitus had a greater potential to positively affect their diabetic patients. Improving continuing medical education and residency-based programs is imperative to adequately address the emerging epidemic of type 2 diabetes mellitus in children and adolescents.

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Section: Data Collectionmentioning

confidence: 99%

Pediatricians' Perceptions and Practices Regarding Prevention and Treatment of Type 2 Diabetes Mellitus in Children and Adolescents

Ditmyer

Price²,

Telljohann³

et al. 2003

Arch Pediatr Adolesc Med

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“…A brief cover letter explaining the confidentiality of responses and a copy of the questionnaire printed on pastel paper was mailed to the school nurses across the United States. Postage-paid, self-addressed, return envelopes, along with a $1 incentive were included in the initial mailing (Oden & Price, 1999). Approximately 2 weeks after the initial mailing, a second cover letter, another copy of the survey, and another postage-paid return envelope were sent to the school nurses.…”

Section: Methodsmentioning

confidence: 99%

School Nurses' Role in Identifying and Referring Children at Risk of Noise-Induced Hearing Loss

Hendershot

Pakulski

Dowling

et al. 2011

The Journal of School Nursing

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Young people are likely to experience noise-induced hearing loss (NIHL), as the use of personal listening devices and other damaging factors (e.g., video games) increases. Little research has examined the role of school health personnel in the prevention and early identification of hearing impairment. A 32-item, valid and reliable survey was developed regarding elementary and middle school nurses' practices concerning hearing loss screening and prevention. The survey instrument was based on the Stages of Change theory and the Health Belief Model. A random sample of 800 nurses was obtained from The National Association of School Nurses. A two-wave mailing was used to achieve a 58% response rate. Forty eight percent indicated there were not many educational programs that addressed NIHL in students. Performing hearing screenings routinely can help identify those students at risk. School nurses need to become advocates for policies and programs that mandate hearing screenings and educational programs to help reduce hearing loss.

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“…Response rates are important in terms of statistical power, sampling error and generalizability (Gore-Felton et al, 2002) and increasing response rates should be an important consideration in designing any mail-based research. Through proper design such as the use of a pre-survey introductory letter, post-survey follow-up reminders and modest monetary incentives, response rates can be brought to reasonable levels (Erwin and Wheelright, 2002;Gore-Felton et al, 2002;Helgeson et al, 2002;Oden and Price, 1999). Highquality design can even bring up response rates for males, who are traditionally more reluctant mailing participants than females, in dealing with sensitive topics Science Publications CRP (Senn et al, 2000).…”

Section: Mail-in Surveysmentioning

confidence: 99%

Preventing Injuries via Innovative Investigations: Reviewing Dangerous Driving Research Methods

María¹

2012

Current Research in Psychology

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Dangerous driving behavior is particularly difficult to study for many reasons. Researchers must be creative to capture meaningful data, but innovative techniques often meet with problems that might be solved through the broader use by others. The researchers generally lack a central location from which to review and choose from past methods. This article reviews the techniques used to study driver behavior, particularly in the areas of aggressive and other types of dangerous driving. Problems in the literature are noted, including a lack of definitional consistency and the need for theoretical frameworks. While this presentation focuses primarily on problems in studying aggressive driving, the methods covered are more or less applicable to all manner of driver behavior issues, including risk-taking, drowsy driving, attention problems, training efficacy and age-related issues at both ends of the spectrum. This study disseminates information on a wide array of driver behavior study methods, including self-report, observation, simulation and instrumented vehicles and researchers a means to quickly review and choose from current approaches. Advancement in the field can depend upon the development of innovative methods of investigation and this study is meant to begin many conversations that can hopefully further such developments.

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Effects of a Small Monetary Incentive and Follow-up Mailings on Return Rates of a Survey to Nurse Practitioners

Cited by 20 publications

References 10 publications

Pediatricians' Perceptions and Practices Regarding Prevention and Treatment of Type 2 Diabetes Mellitus in Children and Adolescents

Pediatricians' Perceptions and Practices Regarding Prevention and Treatment of Type 2 Diabetes Mellitus in Children and Adolescents

School Nurses' Role in Identifying and Referring Children at Risk of Noise-Induced Hearing Loss

Preventing Injuries via Innovative Investigations: Reviewing Dangerous Driving Research Methods

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