REVIEW OF LITERATURE

1. REVIEW OF LITERATURE Priya Reshma Aranha

2. REVIEW OF LITERATURE Prepared by : Dr. PriyaReshmaAranha Asst. Professor Dept of Child Health Nursing Yenepoya Nursing College Reviewed by: Mr. Girish GR Ms. VinithaDsouza Priya Reshma Aranha

3. LearningObjectives At the end of the class the students will be able to, • Understand the importance of review of literature in research • Identify various sources of literature • Discuss the method of review of literature in research Priya Reshma Aranha

4. Review of literature INTRODUCTION • Important step in the research process. • what is already known about a particular phenomena. • It convey to the readers about the work already done • It convey the knowledge and ideas that have been already established on a particular research

5. DEFINITION • “Review of literature is defined as an extensive, exhaustive and systematic examination of publications to the research project” • Review of literature is a critical summary of research on a topic of interest generally prepared to put a research problem in context or to identify gaps and weakness in prior studies so as to justify a new investigation…..Polit.

6. CONT… • 1995, ANA : A literature review is a body of text that aims to review the critical points of knowledge on a particular topic of research

7. IMPORTANCE OF REVIEW OF LITERATURE • Literature reviews provide a handy guide to a particular topic. • For professionals they are useful reports that keep the up-to date with what is current in field. • Reviewing the relevant literature can help in fulfillment of the following objective:-  Identification of research problem and development or refinement of research questions.

8. Cont… •  Generation of research questions or projects/activities for the discipline. •  Determination of any gaps or inconsistencies in body of knowledge. •  Development of hypothesis to be tested in research study. •  Helps in planning the methodology of the present research study.

10. Cont… •  Delimiting the problem. •  Seeking the new approaches. •  Insight in to methods •  Recommendation for further research •  Sampling current opinion. • According to polit, • Source For Research Ideas • Orientation to what is already known • Provision of a conceptual context • Information on the research Approach

11. What Types of information to seek • Research findings • Theory • Methodology • Opinions and viewpoints • Case reports, clinical descriptions and anecdotes

12. SOURCES OF LITERATURE OF REVIEW Literature can be reviewed from two main two sources. •  Primary Sources •  Secondary Sources •  Primary Sources of information the author reports his own work. •  Secondary Sources:-In secondary sources the authors complies and summarize the findings of the work done by others and gives interpretation of theses finding, when primary sources are not available.

13. Cont… • The main sources from where literature can be searched are as follows:- •  Electronic database •  Books •  Journals •  Conference papers •  Thesis •  Encyclopedia and dictionary •  Research report magazines and newspapers.

14. STEPS OF REVIEW LITERATURE •  1. Stage I – Annotated bibliography •  2. Stage II- Thematic Organization •  3.Stage III- More reading •  4. Stage iv-write individual sections •  5. Stage V – Integrate section

20. Common Databases • British Nursing Index Nursing journals in the English language (mainly UK) • CINAHL (Cumulative Index of Nursing and Allied Health Literature) related publications • Cochrane Library Systematic reviews of the literature on medicine, nursing and professions allied to health • Maternity and Infant Care Journals related to mother and baby care • Pubmed / MEDLINE A service of the National Library of Medicine and additional life science journals • PsycINFO Literature related to psychology

21. Step 3. Analyzing and synthesizing the literature • While the focus of the literature may vary depending on the overall purpose, there are several useful strategies for the analysis and synthesis stages that will help the construction and writing of the review.

22. Contd. • Initially, it is advisable to undertake a first read of the articles that have been collected to get a sense of what they are about. • Most published articles contain a summary or abstract at the beginning of the paper, which will assist with this process and enable the decision as to whether it is worthy of further reading or inclusion. • At this point, it may also be of benefit to undertake an initial classification and grouping of the articles by type of source

23. Step 4. Writing the review • Once the appraisal of the literature is completed consideration must be given to how the review will be structured and written. • The key to a good academic paper is the ability to present the findings in such a way that it demonstrates your knowledge in a clear and consistent way.

24. Contd. • Write Well • The basis of good writing is to avoid long and confusing words and keep jargon to a minimum. • Sentences should be kept as short as possible with one clear message and spelling and grammar should be accurate and consistent with the form of English being used. • Use the Writing Center.

25. Divide the literature into themes or categories • Present the literature chronologically • Discussion of theoretical literature followed by exploration of methodological literature that would give some indication of why a particular research design might be appropriate for investigating the topic • The length of literature reviews vary and word limits and assignment criteria must be considered in the overall construction. If it is a stand alone review, an abstract may also be necessary. • An abstract is a short summary of the findings

26. LearningObjectives At the end of the class the students will be able to, • Write the review of literature in research project • Write the bibliography in research project Priya Reshma Aranha

27. PREPARING – WRITINGLITERATURE •  There are three elements of written literature 1. Introduction 2. Body 3. Conclusion

28. Introduction • The introduction should include the purpose of the review and a brief overview of the ‘problem’. It is important that the literature sources and the key search terms are outlined. • Any limits, boundaries or inclusion/exclusion criteria should be clearly described. • Some comment on what was found in the literature should be offered, that is, whether there was a dearth or wealth of literature on the topic. This gives the reader some insight into the breadth and depth of the literature sourced and also facilitates some judgment as to the validity of the claims being made.

29. Body • The body of the report presents and discusses the findings from the literature. • Regardless of the manner in which the main body of the review is framed, there are key points that must be considered. • Literature that is central to the topic should be analyzed in depth here. • When discussing empirical or research literature a critical review of the methodologies used should be included. • Care must be taken, however, that the review does not end up just as a description of a series of studies. • It is best to avoid broad sweeping statements about the conclusiveness of research studies.

30. Conclusion • The review should conclude with a concise summary of the findings that describes current knowledge and offer a rationale for conducting future research. • In a review, which forms part of a study, any gaps in knowledge that have been identified should lead logically to the purpose of the proposed study. • In some cases, it may also be possible to use the developed themes to construct a conceptual framework that will inform the study. • In all reviews, some recommendations or implications for practice, education and research should be included.

31. References • The literature review should conclude with a full bibliographical list of all the books, journal articles, reports and other media, which were referred to in the work. • Regardless of whether the review is part of a course of study or for publication, it is an essential part of the process that all sourced material is acknowledged. This means that every citation in the text must appear in the reference/bibliography and vice versa. • Omissions or errors in referencing are very common and students often lose vital marks in assignment because of it. • A useful strategy is to create a separate file for references and each time a publication is cited, it can be added to this list immediately.

32. Types of Review literature • Traditional or narrative literature review • Non-research reasons for undertaking a literature review • Systematic literature review • Meta-analysis • Meta-synthesis

33. Contd. • Traditional or narrative literature review • This type of review critiques and summarizes a body of literature and draws conclusions about the topic in question. • The body of literature is made up of the relevant studies and knowledge that address the subject area. • It provides a comprehensive background for understanding current knowledge and highlighting the significance of new research.

34. Contd. • Non-research reasons for undertaking a literature review: • As an assignment for an academic course • To update current personal knowledge and practice on a topic • To evaluate current practices • To develop and update guidelines for practice • To develop work-related policies

35. Contd. • Systematic literature review: • systematic reviews use a more rigorous and well-defined approach to reviewing the literature in a specific subject area. • Systematic reviews are used to answer well- focused questions about clinical practice

36. LearningObjectives At the end of the class the students will be able to, • Discuss systematic review • Explain meta analysis and meta synthesis • Criteria for choosing the sources • List down the point to be considered for literature review Priya Reshma Aranha

37. Criteria for Systematic Review • Parahoo (2006) suggests that a systematic review should detail the time frame within which the literature was selected, as well as the methods used to evaluate and synthesize findings of the studies in question. • In order for the reader to assess the reliability and validity of the review, the reviewer needs to present the precise criteria used to: • Formulate the research question • Set inclusion or exclusion criteria • Select and access the literature • Assess the quality of the literature included in the review • Analyse, synthesize and disseminate the findings.

38. Contd. • provide as complete a list as possible of all the published and unpublished studies relating to a particular subject area. • While traditional reviews attempt to summarize results of a number of studies, systematic reviews use explicit and rigorous criteria to identify, critically evaluate and synthesize all the literature on a particular topic.

39. Meta-analysis • It is the process of taking a large body of quantitative findings and conducting statistical analysis in order to integrate those findings and enhance understanding. • Meta-analysis is seen as a form of systematic review which is largely a statistical technique. • It involves taking the findings from several studies on the same subject and analysing them using standardized statistical procedures. • This helps to draw conclusions and detect patterns and relationships between findings 

40. Meta-synthesis • Meta-synthesis is the non-statistical technique used to integrate, evaluate and interpret the findings of multiple qualitative research studies. • Such studies may be combined to identify their common core elements and themes. • Findings from phenomenological, grounded theory or ethnographic studies may be integrated and used.

41. Contd. • the ultimate intention is to reduce findings, metasynthesis involves analyzing and synthesizing key elements in each study, with the aim of transforming individual findings into new conceptualizations and interpretations

42. Criteria for choosing the sources • Accuracy • Authority • Objectivity • Currency and • Coverage are the five basic criteria for evaluating any sources.

43. Accuracy • Is the information reliable? • Is the information error-free? • Is the information based on proven facts? • Can the information be verified against other reliable sources?

44. Authority • Who is the author? • Does he or she have the qualifications to speak/write on that topic? • Is the author affiliated with a reputable university or organization in this subject field?

45. Objectivity • What is the intended purpose of the information? • Is the information facts or opinions? • Is the information biased?

46. Currency • When was the information published? • Is the information current or out-dated? • Does currency matter in this topic?

47. Coverage • Does the information covered meet your information needs? • Does it provide basic or in depth coverage?

48. Check the website • Decide whether the information given in a particular web page is reliable or not: • Look for information about the author, e.g., links that say "Who we are", "About this site", etc. • See if the author/web master provides e-mail address or other contact information so that he or she can be contacted for enquiries or further information. • Look for hints on authority in the URL (Internet address):

49. Contd. • Top-level domain tells you what type of institution the information comes from • .com -- a commercial site (may be trying to sell a product) • .edu -- an educational institution (usually reliable but may not if it is a personal web page of a member of the institution) • .gov -- a government department or agent • .net -- network access provider • .org -- a non-profit organization (may or may not be biased) • a "~" in the URL usually indicates it is a personal web pagee.g., http://personal.univ.edu/~smith/abc.htmThe quality of information can vary greatly among personal web pages.

50. POINT TO BE CONSIDERED FOR LITERATURE REVIEW •  Be specific •  Be selective •  Focus of current topics •  Ensure evidence for claims •  Focus on sources of evidences •  Account of contrary evidences •  Reference citation •  Organization of literature review •  Referring original source •  Avoid abbreviations •  Simple and accurate sentence structure.