Conducting a Literature Review

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The Literature review process can be confusing for students. This library module is intended to guide students through some of the basics of conducting research for a review and keeping track of the results.

TIP: Only some things in this guide will be relevant to your process.

Ensure you are clear on what kind of review your program of study requires. 

• Talk to your instructor or advisor to establish expectations for the type of content expected in the review (e.g. original studies, systematic reviews, meta-analyses) and the kind of review to research and write (e.g. narrative review, evidence synthesis). 

• In the health sciences and education, it has become common for students to synthesize current evidence-based literature that draws on systematic reviews and meta-analyses based on the original research.

There are four main types of literature reviews: traditional or narrative, systematic, meta-analysis and meta-synthesis.

• The traditional narrative form analyzes and summarizes all known literature on a topic, providing a comprehensive overview. 
• The systematic and synthesis reviews are used to answer a specific question by drawing on current evidence-based literature. 

THE APPLIED SCIENCE LITERATURE REVIEW Involves a systematic search of all known literature on a topic and a critical synthesis of that content.

• The topic can be broad and general, focusing on theory, methodology, or providing a historical perspective. 
• Findings are generally presented in a traditional (narrative) format.

THE DNP LITERATURE REVIEW Results from a structured and defined process involving literature searches for current evidence in healthcare. Findings are generally presented in an evidence-synthesis format.

• Question frameworks (aka critical appraisal frameworks), e.g. PICOT and SPIDER, are used to focus the topic.
• Literature reviews, systematic reviews, meta-analyses, and other EBP content support evidence-based practice in the health sciences 

THE EDUCATION LITERATURE REVIEW Results from a structured and defined process involving literature searches for evidence-based practices and educational policy. Findings are generally presented in an evidence-synthesis format.

• Controlled trials, experimental studies, and systematic literature reviews support evidence-based practice in curriculum development, interventions, professional development and classroom practice. 
• For educators, personal experience can be helpful, with care taken not to allow bias to enter the process of sifting through the content for inclusion.