capstone literature review examples

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

The only proofreading tool specialized in correcting academic writing - try for free!

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Try for free

To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

Open Google Slides Download PowerPoint

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, what is a theoretical framework | guide to organizing, what is a research methodology | steps & tips, how to write a research proposal | examples & templates, what is your plagiarism score.

SOCI 121: Research Capstone

• Hello & Get Help from Your Librarian
• Define Search Terms
• Find Background & Data
• Find Scholarly Articles
• Find White Papers & Reports
• Grow Citations From One Article
• Read up on Research Methods

American Sociology Association Style Guide

In the words of malcolm gladwell.

From podcast "Obscure Virus Club" (August 2019):

Science is a social process. People within a field are in constant contact. They share notes, they gossip, they compete...

Literature Review

What is a literature review.

As you launch your own research project, you need to find out what other research has been done to date -- what is known and what is not known -- relating to the topic.  A literature review will include the works you consulted in order to understand and investigate your research problem.  A good literature review is not simply a summary of other research articles. The sources listed should be organized logically with the sources dealing with the same aspects of the topic grouped together.  You should also evaluate the sources, show the relationships among them and explain why they are important (or not) for your own research.  The resources on this page provide more information about literature reviews.

This video tutorial from North Carolina State University provides an overview of what a literature review is and is not as well as tips for getting started.

Literature Review Example

For an example of literature review, look at the first section of this peer reviewed article:

Hazelbaker, T., & Mistry, R. S. (2021). “Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school. Journal of Social Issues, 77(4), 1126–1148. https://doi-org.libproxy.scu.edu/10.1111/josi.12489

(To access it, you will likely be asked to login with your SCU credentials to prove you're a student with access rights.)

Literature Review Resources

• Finding Sources for Your Literature Review (Capella University) A tutorial that covers strategies for keeping track of your sources and search techniques.
• Literature Reviews (UNC Chapel Hill) This site explains "what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences."
• Seven Steps of the Research Process (Cornell University Library) A step-by-step guide to the literature review process.
• << Previous: Hello & Get Help from Your Librarian
• Next: Define Search Terms >>
• Last Updated: Feb 8, 2024 3:57 PM
• URL: https://libguides.scu.edu/soc121

Capstone and PICO Project Toolkit

• Starting a Project: Overview
• Developing a Research Question
• Selecting Databases
• Expanding a Search
• Refining/Narrowing a Search
• Saving Searches
• Critical Appraisal & Levels of Evidence
• Citing & Managing References
• Database Tutorials
• Types of Literature Reviews
• Finding Full Text
• Term Glossary

Choosing a Review Type

For guidance related to choosing a review type, see:

• "What Type of Review is Right for You?" - Decision Tree (PDF) This decision tree, from Cornell University Library, highlights key difference between narrative, systematic, umbrella, scoping and rapid reviews.
• Reviewing the literature: choosing a review design Noble, H., & Smith, J. (2018). Reviewing the literature: Choosing a review design. Evidence Based Nursing, 21(2), 39–41. https://doi.org/10.1136/eb-2018-102895
• What synthesis methodology should I use? A review and analysis of approaches to research synthesis Schick-Makaroff, K., MacDonald, M., Plummer, M., Burgess, J., & Neander, W. (2016). What synthesis methodology should I use? A review and analysis of approaches to research synthesis. AIMS Public Health, 3 (1), 172-215. doi:10.3934/publichealth.2016.1.172 More information less... ABSTRACT: Our purpose is to present a comprehensive overview and assessment of the main approaches to research synthesis. We use "research synthesis" as a broad overarching term to describe various approaches to combining, integrating, and synthesizing research findings.
• Right Review - Decision Support Tool Not sure of the most suitable review method? Answer a few questions and be guided to suitable knowledge synthesis methods. Updated in 2022 and featured in the Journal of Clinical Epidemiology 10.1016/j.jclinepi.2022.03.004

Types of Evidence Synthesis / Literature Reviews

Literature reviews are are comprehensive summaries and syntheses of the previous research on a given topic.  While narrative reviews are common across all academic disciplines, reviews that focus on appraising and synthesizing research evidence are increasingly important in the health and social sciences.  

Most evidence synthesis methods use formal and explicit methods to identify, select and combine results from multiple studies, making evidence synthesis a form of meta-research.  

The review purpose, methods used and the results produced vary among different kinds of literature reviews; some of the common types of literature review are detailed below.

Common Types of Literature Reviews 1

Narrative (literature) review.

• A broad term referring to reviews with a wide scope and non-standardized methodology
• Search strategies, comprehensiveness of literature search, time range covered and method of synthesis will vary and do not follow an established protocol

Integrative Review

• A type of literature review based on a systematic, structured literature search
• Often has a broadly defined purpose or review question
• Seeks to generate or refine and theory or hypothesis and/or develop a holistic understanding of a topic of interest
• Relies on diverse sources of data (e.g. empirical, theoretical or methodological literature; qualitative or quantitative studies)

Systematic Review

• Systematically and transparently collects and categorize existing evidence on a question of scientific, policy or management importance
• Follows a research protocol that is established a priori
• Some sub-types of systematic reviews include: SRs of intervention effectiveness, diagnosis, prognosis, etiology, qualitative evidence, economic evidence, and more.
• Time-intensive and often takes months to a year or more to complete 
• The most commonly referred to type of evidence synthesis; sometimes confused as a blanket term for other types of reviews

Meta-Analysis

• Statistical technique for combining the findings from disparate quantitative studies
• Uses statistical methods to objectively evaluate, synthesize, and summarize results
• Often conducted as part of a systematic review

Scoping Review

• Systematically and transparently collects and categorizes existing evidence on a broad question of scientific, policy or management importance
• Seeks to identify research gaps, identify key concepts and characteristics of the literature and/or examine how research is conducted on a topic of interest
• Useful when the complexity or heterogeneity of the body of literature does not lend itself to a precise systematic review
• Useful if authors do not have a single, precise review question
• May critically evaluate existing evidence, but does not attempt to synthesize the results in the way a systematic review would 
• May take longer than a systematic review

Rapid Review

• Applies a systematic review methodology within a time-constrained setting
• Employs methodological "shortcuts" (e.g., limiting search terms and the scope of the literature search), at the risk of introducing bias
• Useful for addressing issues requiring quick decisions, such as developing policy recommendations

Umbrella Review

• Reviews other systematic reviews on a topic
• Often defines a broader question than is typical of a traditional systematic review
• Most useful when there are competing interventions to consider

1. Adapted from:

Eldermire, E. (2021, November 15). A guide to evidence synthesis: Types of evidence synthesis. Cornell University LibGuides. https://guides.library.cornell.edu/evidence-synthesis/types

Nolfi, D. (2021, October 6). Integrative Review: Systematic vs. Scoping vs. Integrative. Duquesne University LibGuides. https://guides.library.duq.edu/c.php?g=1055475&p=7725920

Delaney, L. (2021, November 24). Systematic reviews: Other review types. UniSA LibGuides. https://guides.library.unisa.edu.au/SystematicReviews/OtherReviewTypes

Further Reading: Exploring Different Types of Literature Reviews

• A typology of reviews: An analysis of 14 review types and associated methodologies Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26 (2), 91-108. doi:10.1111/j.1471-1842.2009.00848.x More information less... ABSTRACT: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains.
• Clarifying differences between review designs and methods Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1 , 28. doi:10.1186/2046-4053-1-28 More information less... ABSTRACT: This paper argues that the current proliferation of types of systematic reviews creates challenges for the terminology for describing such reviews....It is therefore proposed that the most useful strategy for the field is to develop terminology for the main dimensions of variation.
• Are we talking the same paradigm? Considering methodological choices in health education systematic review Gordon, M. (2016). Are we talking the same paradigm? Considering methodological choices in health education systematic review. Medical Teacher, 38 (7), 746-750. doi:10.3109/0142159X.2016.1147536 More information less... ABSTRACT: Key items discussed are the positivist synthesis methods meta-analysis and content analysis to address questions in the form of "whether and what" education is effective. These can be juxtaposed with the constructivist aligned thematic analysis and meta-ethnography to address questions in the form of "why." The concept of the realist review is also considered. It is proposed that authors of such work should describe their research alignment and the link between question, alignment and evidence synthesis method selected.
• Meeting the review family: Exploring review types and associated information retrieval requirements Sutton, A., Clowes, M., Preston, L., & Booth, A. (2019). Meeting the review family: Exploring review types and associated information retrieval requirements. Health Information & Libraries Journal, 36(3), 202–222. doi: 10.1111/hir.12276

Integrative Reviews

"The integrative review method is an approach that allows for the inclusion of diverse methodologies (i.e. experimental and non-experimental research)." (Whittemore & Knafl, 2005, p. 547).

• The integrative review: Updated methodology Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52 (5), 546–553. doi:10.1111/j.1365-2648.2005.03621.x More information less... ABSTRACT: The aim of this paper is to distinguish the integrative review method from other review methods and to propose methodological strategies specific to the integrative review method to enhance the rigour of the process....An integrative review is a specific review method that summarizes past empirical or theoretical literature to provide a more comprehensive understanding of a particular phenomenon or healthcare problem....Well-done integrative reviews present the state of the science, contribute to theory development, and have direct applicability to practice and policy.

• Conducting integrative reviews: A guide for novice nursing researchers Dhollande, S., Taylor, A., Meyer, S., & Scott, M. (2021). Conducting integrative reviews: A guide for novice nursing researchers. Journal of Research in Nursing, 26(5), 427–438. https://doi.org/10.1177/1744987121997907
• Rigour in integrative reviews Whittemore, R. (2007). Rigour in integrative reviews. In C. Webb & B. Roe (Eds.), Reviewing Research Evidence for Nursing Practice (pp. 149–156). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470692127.ch11

Scoping Reviews

Scoping reviews are evidence syntheses that are conducted systematically, but begin with a broader scope of question than traditional systematic reviews, allowing the research to 'map' the relevant literature on a given topic.

• Scoping studies: Towards a methodological framework Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8 (1), 19-32. doi:10.1080/1364557032000119616 More information less... ABSTRACT: We distinguish between different types of scoping studies and indicate where these stand in relation to full systematic reviews. We outline a framework for conducting a scoping study based on our recent experiences of reviewing the literature on services for carers for people with mental health problems.
• Scoping studies: Advancing the methodology Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5 (1), 69. doi:10.1186/1748-5908-5-69 More information less... ABSTRACT: We build upon our experiences conducting three scoping studies using the Arksey and O'Malley methodology to propose recommendations that clarify and enhance each stage of the framework.
• Methodology for JBI scoping reviews Peters, M. D. J., Godfrey, C. M., McInerney, P., Baldini Soares, C., Khalil, H., & Parker, D. (2015). The Joanna Briggs Institute reviewers’ manual: Methodology for JBI scoping reviews [PDF]. Retrieved from The Joanna Briggs Institute website: http://joannabriggs.org/assets/docs/sumari/Reviewers-Manual_Methodology-for-JBI-Scoping-Reviews_2015_v2.pdf More information less... ABSTRACT: Unlike other reviews that address relatively precise questions, such as a systematic review of the effectiveness of a particular intervention based on a precise set of outcomes, scoping reviews can be used to map the key concepts underpinning a research area as well as to clarify working definitions, and/or the conceptual boundaries of a topic. A scoping review may focus on one of these aims or all of them as a set.

Systematic vs. Scoping Reviews: What's the Difference? 

YouTube Video 4 minutes, 45 seconds

Rapid Reviews

Rapid reviews are systematic reviews that are undertaken under a tighter timeframe than traditional systematic reviews. 

• Evidence summaries: The evolution of a rapid review approach Khangura, S., Konnyu, K., Cushman, R., Grimshaw, J., & Moher, D. (2012). Evidence summaries: The evolution of a rapid review approach. Systematic Reviews, 1 (1), 10. doi:10.1186/2046-4053-1-10 More information less... ABSTRACT: Rapid reviews have emerged as a streamlined approach to synthesizing evidence - typically for informing emergent decisions faced by decision makers in health care settings. Although there is growing use of rapid review "methods," and proliferation of rapid review products, there is a dearth of published literature on rapid review methodology. This paper outlines our experience with rapidly producing, publishing and disseminating evidence summaries in the context of our Knowledge to Action (KTA) research program.
• What is a rapid review? A methodological exploration of rapid reviews in Health Technology Assessments Harker, J., & Kleijnen, J. (2012). What is a rapid review? A methodological exploration of rapid reviews in Health Technology Assessments. International Journal of Evidence‐Based Healthcare, 10 (4), 397-410. doi:10.1111/j.1744-1609.2012.00290.x More information less... ABSTRACT: In recent years, there has been an emergence of "rapid reviews" within Health Technology Assessments; however, there is no known published guidance or agreed methodology within recognised systematic review or Health Technology Assessment guidelines. In order to answer the research question "What is a rapid review and is methodology consistent in rapid reviews of Health Technology Assessments?", a study was undertaken in a sample of rapid review Health Technology Assessments from the Health Technology Assessment database within the Cochrane Library and other specialised Health Technology Assessment databases to investigate similarities and/or differences in rapid review methodology utilised.
• Rapid Review Guidebook Dobbins, M. (2017). Rapid review guidebook. Hamilton, ON: National Collaborating Centre for Methods and Tools.
• NCCMT Summary and Tool for Dobbins' Rapid Review Guidebook National Collaborating Centre for Methods and Tools. (2017). Rapid review guidebook. Hamilton, ON: McMaster University. Retrieved from http://www.nccmt.ca/knowledge-repositories/search/308
• << Previous: Database Tutorials
• Next: Finding Full Text >>
• Last Updated: Apr 9, 2024 12:09 PM
• URL: https://guides.nyu.edu/pico

• Utility Menu

Guide to the ALM Capstone Project

Customstyles.

• Course Catalog
• Choosing a Topic

The Literature Review

The first step for any researcher when choosing a topic is to complete a literature review.

A literature review helps you to identify a topic worthy of further study. You will be able to answer the "so what" question about your topic, because you can point to a gap in the literature or a path for you to extend others' research to further establish the findings as valid.

Second, literature reviews help you identify the different research methods used by scholars in the field that have produced valid and reliable results. You can replicate these methods in your own work because very few scholars invent research methods from scratch.

Third, and prehaps most important, academic research is done on the shoulders of prior scholars; it is a collaborative and community endeavor. You need to give credit to those who have come before you and draw upon their work to produce your own. You will not be a credible author of research if you cannot articulate what the field already knows and believes is true about the topic. A reader cannot trust what you have to say if you do not frame your work within the broader context of the exisiting research community.

We recommend reviewing Gutman's Library The Literature Review: A Research Journey .  Then, you simply start your own literature review by searching for published articles on your broad area of interest in academic journals.

• By reviewing journal articles on your broad interest, you'll start to see how other researchers have broken down the subject into smaller, manageable topics. You don't want a project that is about the entire elephant, just his right toenail.
• When you are doing a review of your topic, you are looking for a balance of prior research. You need to choose a topic where there is enough prior work to support, frame, and ground your research, but not so much that there is very little left to say that is new and interesting. 
• Once you find a particularly relevant article, be sure to “mine’ the work's reference section for additional sources that are squarely related to your topic. 
• In using any literature, pay particular attention to how recently it was published and how valid and reliable it is, and in some cases, to the scholarly reputation of the author or publisher. Ordinarily, you want to stick to research that is five years old or less, unless it is a seminal work in the field that is timeless.
• Reach out to the reference librarians in Harvard’s libraries . They can give you information about relevant databases and help you to perform literature searches. It is important for you to learn how to use HOLLIS, the University Libraries’ online catalog, as well as the journal indexing and abstracting resources, the various encyclopedias, dictionaries and bibliographies in your field of interest.

Past Capstone Topics

If you don't have a specific topic in mind and are in need of inspiration before diving head first into a literature review, browse the list of past capstone topics (see sidebar). The research projects of your fellow students will surely spark your creative thinking.

Research Advising

• Framing your research question effectively, taking into account categories of assumption and delineating system boundaries.
• Determining where and how this question “fits into the current landscape of ideas” within your respective discipline.
• Proposing methodology well-suited for addressing this question (and perhaps testing associated hypotheses).
• Mapping out what you hope to accomplish with this approach.
• Identifying stakeholders potentially impacting, or being impacted by, the research.
• Course Sequencing and Timeline
• Precapstone Tutorial
• Research Methods
• ENVR E-599 Past Capstone Titles and Examples
• Final Capstone Paper
• Use of Human Subjects
• ENVR 599A Consulting for Sustainability Solutions Capstone
• Frequently Asked Questions

Due to snow and inclement weather, all CCNY Libraries will be closed Tuesday February 13, 2024. Click here to get real-time help from a librarian.

Public health: literature reviews.

• Databases and Journals
• Search Tips
• Citation Management
• Data, Statistics, and Grey Literature
• Inter-Library Loan (ILL) & CLICS
• Literature Reviews
• Dissertation Deposit
• Finding and Publishing Research at SPH
• Nutrition Care Manual
• AI Resources

What is a Systematic Literature Review?

If you are doing a literature review as part of your capstone project, please see this document for guidance on format and structure.

What is a literature review?

There are different types of literature reviews, for an overview on the differences between them please see this page . This page's main focus is  systematic literature reviews  -- please scroll down to find resources for doing scoping reviews .

At its most basic, a systematic review is a secondary study that summarizes research on a specific topic by means of explicit and rigorous methods. These are based on previously published works in the field and do not include new data or experiments. 

Systematic reviews use a formal process to identify , select , appraise , analyze , and summarize  the findings.

Try starting out by formulating and defining a clear, specific research question.  The PICO Framework (standing for Population/problem, Intervention, Comparison and Outcome) is a guideline for focusing and answering health-related questions, and a well-formed clinical question covers these areas: 

Developing a Protocol

What is a literature review protocol? Essentially, it is  a document prepared before a review is started that serves as a guide to carrying it out. It describes the rationale, hypothesis, and planned methods of the review. The protocol should contain specific guidelines to identify and screen relevant articles for the review as well as outline the review methods for the entire process. 

Why make a protocol for your literature review? 

          The key elements of a protocol are:

                  1 . Background/purpose

                  2 . Objectives/review question

                  3 . Methods

                           a . Selection criteria (such as: type of intervention, type of outcome, population of studies, types of studies,  types of publications, publication dates, language, and location)

                           b . Search Strategy

                           c . Data Collection

                           d . Displaying data

                           e . Analysis and synthesis

A good way to develop a protocol is to use  PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses).  PRISMA is a set of reporting standards for sharing your findings with the research community.

Use the PRISMA checklist and the PRISMA flow chart to help make sure your review is as thorough as possible.

See the full PRISMA statement  here .

Below are some examples and templates for review protocols.

Protocol template from the World Health Organization

Protocol template from Cochrane 

Protocol guidelines from the Campbell Collaboration 

Search Strategy & Screening Tools

Free search strategy tools.

• citationchaser Takes a starting set of articles and finds all of the articles that these records cite (their references), and all of the articles that cite them.
• MeSH on Demand Identifies MeSH terms in submitted text & lists related Pubmed articles.
• Pubmed PubReMiner Provides detailed analysis of PubMed Search results.
• Yale MeSH Analyzer Extracts indexing information from MEDLINE articles to allow users to visually scan and compare key metadata.

Free screening tools.

• Abstrackr Citation screening software created by Brown's Center for Evidence Synthesis in Health.
• Abstrackr Tutorial
• ASReview ASReview LAB is a free open-source machine learning tool for screening and systematically labeling a large collection of textual data.
• ASReview Tutorials
• Colandr Free, web-based, open-access tool for conducting evidence synthesis projects.
• Colandr Tutorial
• Rayyan Rayyan is a web-tool designed to help researchers working on systematic reviews, scoping reviews and other knowledge synthesis projects, by dramatically speeding up the process of screening and selecting studies.
• Rayyan Tutorial
• Systematic Review Data Repository SRDR+ is a free tool for data extraction, management, and archiving during systematic reviews.
• SRDR+ Tutorials
• PRISMA Statement
• PRISMA-Equity Extension
• STROBE statement
• Finding What Works in Health Care: Standards for Systematic Reviews
• Five Steps to Conducting a Systematic Review
• Guide for Developing a Protocol for Conducting Literature Reviews
• Summarizing and Synthesizing with a Literature Matrix
• What is a Systematic Literature Review and how do I do one?

Scoping Reviews

A scoping review is a type of knowledge synthesis that uses a systematic and iterative approach to identify and synthesize an existing or emerging body of literature on a given topic. While there are several reasons for conducting a scoping review, the main reasons are to map the extent, range, and nature of the literature, as well as to determine possible gaps in the literature on a topic. Scoping reviews are not limited to peer-reviewed literature.

Mak S, Thomas A. Steps for Conducting a Scoping Review.  J Grad Med Educ . 2022;14(5):565-567. doi:10.4300/JGME-D-22-00621.1

• JBI Manual for Evidence Synthesis, Chapter 11: Scoping Reviews JBI, formerly known as the Joanna Briggs Institute, is an international research organization which develops and delivers evidence-based information, software, education and training.
• PCC Question Outline The PCC Question outline helps frame the scoping review question and highlights important concepts for the literature search. From the Bernard Beck Medical Library at Washington U. St. Louis.
• PRISMA-ScR This checklist contains 20 essential reporting items and 2 optional items to include when completing a scoping review.
• Scoping Reviews: what they are & how you can do them Five videos featuring Dr Andrea C. Tricco presenting the definition of a scoping review, examples of scoping reviews, steps of the scoping review process, and methods used.
• Scoping Review Guide SUNY Stony Brook University's Scoping Review Guide covers information you need to know to prepare for and conduct a scoping review.

Peters, M.D.J., Marnie, C., Colquhoun, H.  et al.  Scoping reviews: reinforcing and advancing the methodology and application.  Syst Rev   10 , 263 (2021). https://doi.org/10.1186/s13643-021-01821-3

Tricco AC, Lillie E, Zarin W, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation.  Annals of Internal Medicine . 2018;169(7):467-473. doi:10.7326/M18-0850

• << Previous: Inter-Library Loan (ILL) & CLICS
• Next: Dissertation Deposit >>
• Last Updated: Apr 4, 2024 12:28 PM
• URL: https://library.ccny.cuny.edu/PublicHealth

Brandel Library

• Brandel Library
• Research Guides

NURS 5990: Nursing Capstone

Literature review.

• Citation Chaining
• Evidence-Based Resources
• Zotero: Research Manager This link opens in a new window
• Request a Research Appointment

The purpose of your literature review is to:

• Set the background on what has been researched on a topic.
• Show why a topic is significant to a subject area.
• Discover relationships between ideas.
• Identify major themes & concepts.
• Identify critical gaps & points of disagreement.

What is a Literature Review?

This following video covers what a literature review is, how to review the literature, and steps in writing a literature review. (10 min. video)

 Literature Review: An Overview for Graduate Students, by North Caroline State University Libraries.

Finding Systematic Reviews

Systematic Reviews are scholarly articles that identify and synthesize the literature available to answer a particular research question. A systematic review may include a Meta Analysis , which is an analysis of data from several different trials. 

• Cochrane Database of Systematic Reviews provides high quality systematic reviews of research in health care and health policy.
• CINAHL and MEDLINE also contain systematic reviews. To find them, add either "systematic review" or "meta analysis" as a keyword in your search.

sample search for a systematic review

• Next: Citation Chaining >>

• Last Updated: Jul 18, 2022 9:34 AM

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Literature Review

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

• UWF Libraries

Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
• Finding "The Literature"
• Organizing/Writing
• APA Style This link opens in a new window
• Chicago: Notes Bibliography This link opens in a new window
• MLA Style This link opens in a new window

Sample Lit Reviews from Communication Arts

Have an exemplary literature review.

• Literature Review Sample 1
• Literature Review Sample 2
• Literature Review Sample 3

Have you written a stellar literature review you care to share for teaching purposes?

Are you an instructor who has received an exemplary literature review and have permission from the student to post?

Please contact Britt McGowan at [email protected] for inclusion in this guide. All disciplines welcome and encouraged.

• << Previous: MLA Style
• Next: Get Help! >>
• Last Updated: Mar 22, 2024 9:37 AM
• URL: https://libguides.uwf.edu/litreview

MSN Capstone: Library Resources

• Getting Started
• Conducting a Literature Review

What is Literature Review?

Print books & e-books from the utoledo libraries on literature reviews, 5 steps for getting started with your literature review, selected list of relevant databases by subject, search strategy hints.

• Levels of Evidence
• Publishing Your Manuscript
• Creating a Conference Poster
• APA 7th Edition Style
• Library Spaces for Quiet Study
• Study Tools and Resources
• Thesis Writing Resources
• IRB Approval
• Nursing Theory
• Submitting your Electronic Thesis to OhioLINK
• Questions? Ask Your Nursing Librarian

A literature review is a comprehensive, organized, and structured written synthesis of published literature (journal articles, books, book chapters, etc.) on a specific topic. A well-written literature review analyzes and synthesizes ideas from the literature in a clear, cogent, and logical manner. A literature review is not simply a summary of what has been published in the literature.

For more information on literature reviews, consult the books below: 

1. Develop and refine your topic. It may help to phrase your topic in the form of a question using the PICOT framework . 

2. Brainstorm a list of initial search terms to find literature in research databases and map out your search strategy using Boolean logic (see the Search Strategy Hints box below)

3. Select relevant databases  for searching (see Selected List of Relevant Databases by Subject  below)

4. Choose one initial database to conduct your first search in. As you search in this first database, take note of any other relevant terminology that you observe in the search results. Add these new terms to your search strategy and refine your search accordingly.

5. Conduct your search in all additional relevant databases  you selected in Step 3. 

Need help searching?

• Please contact your Nursing Librarian Jodi Jameson for assistance 
• Consult the main Nursing LibGuide or  Literature Review LibGuide for additional guidance

The following is a selected list of relevant research databases. 

Explore all library databases by title or subject  here . 

• << Previous: Getting Started
• Next: Levels of Evidence >>
• Last Updated: Feb 26, 2024 11:02 AM
• URL: https://libguides.utoledo.edu/msn

Capstone Form and Style

Form and style review homepage.

Welcome to the Capstone Form and Style Website!

Welcome to Walden University's Capstone Form and Style page.

This website houses resources for students throughout the development of the doctoral capstone (dissertation/doctoral study/project study). Form and style editors in the Office of Academic Editing focus on the form and style review as well as preparing students for doctoral capstone writing.

The doctoral capstone project is a vehicle for students to conduct significant and rigorous research that will add meaningful content to existing knowledge and foster growth in the field. These pages contain links to useful information that will help students writing the doctoral capstone study, as well as prepare the final document for final approval stages (Form and Style, Final Committee Overall Quality, CAO Review).

In addition to the resources on the program-specific pages, there are also  webinars  available through the website on preparing for the form and style review, using the doctoral capstone template, and writing each of the main areas in doctoral capstone studies: the introduction, literature review, methodology, results, and conclusion. Check out the  archive  to view recordings of past sessions.

If you have writing or APA questions about the proposal or final doctoral study, contact [email protected] .

Form and Style Editor Office Hours for Students

Form and Style, editing, and self-editing advice for students writing the capstone.

Office Hours provide an informal, group advising setting where students may ask questions and receive advice about APA, writing, grammar, formatting, and general editing and self-editing in the capstone.

Students may ask any questions pertaining to writing the proposal or final study. The editor will provide advice and resources. Because this is a group advising environment, individual students will take turns to ask their questions and receive answers. The advisors may address the questions from two or more students at the same time whenever it is possible, in consideration of the time limit or the long turn-around time of some questions. Students who are waiting for their turn can often learn useful information from listening to other students’ questions. 

Please note the following:

• Office Hours are appropriate for brief questions and answers (usually no more than 10 minutes) and the editors do not approve or disapprove any studies during this time.
• Time permitting, editors can demonstrate MS Word formatting actions, but will not perform editing on student work during Office Hours.
• An office hours session may occasionally need to be cancelled on short notice .
• Inquiries about the approval timelines and status of submitted documents should be directed to the [email protected]

Form and Style Office Hours Staff

Learn more about our Editors .

Upcoming Events

• See more office hours

Hours are in Eastern time.  Convert hours to your time zone .

Office Hours (in Eastern time). Office Hours will be unavailable on Walden holidays.

Editor Office Hours will not be available on U.S. Holidays: New Year’s, Martin Luther King, Jr. Day, Memorial Day, Independence Day, Labor Day, Thanksgiving/day after, or Christmas Eve/Christmas Day. We may have to shift Office Hours to accommodate internal meetings. If Office Hours appears offline when it should be available, and you believe there is an issue, please contact us at [email protected] .

Enter Form & Style Office Hours Zoom Room

Please see our Office Hours Policy for details on what types of questions we can answer.

• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

3. Constructing a Guiding Question

Learning Objectives

By the end of this chapter, you will be able to:

• Describe the process and importance of guiding-question development for research-based capstone projects.
• Incorporate the FINER approach into guiding question development.
• Explain the role of the Fundamental Four in guiding question development.
• Describe and Apply the PICOT approach to developing a specific question for your capstone projects.

This chapter introduces you to strategies and frameworks that can be used to construct a sound question to guide your capstone experience.  The FINER approach to general question development is presented followed by the Fundamental Four approach.  Finally, the Problem, Intervention, Comparison, Outcome, and Time (PICOT) approach to specific capstone question development is illustrated.  The tactics for question development introduced in this chapter will provide you with an initial basis for mutual understanding, communication, and direction for a meaningful and purposeful capstone project.

Introduction

Good literature reviews begin with a clear, answerable question that addresses an important problem, identified need, or phenomenon of interest (Considine, Shaban, Fry & Curtis, 2017).  The challenge in developing an appropriate question is in determining which professional practice uncertainties could or should be studied and rationalizing the need for their investigation.

Planning and Preparing for the Development of a Guiding Question(s) for Capstone Projects

Once a capstone topic has been selected, it is critical for you to develop a question that will support an efficient literature review (Stage 2).  A preliminary scope of literature (Stage 1, Chapter Two) regarding a selected topic will help you construct a question that will inform the rest of the literature review for your capstone project. For a question to be effective and complement the design of a capstone project, its needs to be succinct.  Additionally, guiding questions will vary in relation to the purpose it serves.  For example, the purpose of one capstone project may be to describe the experiences of participants, another may explore their experiences, while yet another may aim to compare participants’ experiences.  While all of them pertain to the participants’ experience, what is being studied in regard to the experiences differs (Burke & Dempsey, 2022).  Clarity about a capstone project’s purpose can also help you develop a good guiding question (Refer to Figure 3-1:  Words That Can Be Used for Creating a Capstone Purpose).

Figure 3.1:     Words that Can Be Used for Creating a Capstone Purposes

Developing a General Question:  The FINER Criteria

Once you have an approved topic for your capstone project, it is important to take the time to develop a high-quality guiding question. The FINER criteria highlight useful points that should be considered in general question development (Farrugia, Petrisor, Farrokhyar & Bhandari, 2010). (Refer to Table 3.1:  The FINER Criteria).

Table 3.1:  The FINER Criteria

Sources: Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research questions,hypotheses and objectives.  Canadian journal of surgery ,  53 (4), 278; Patino, C. M., & Ferreira, J. C. (2016). Developing research questions that make a difference.  Jornal Brasileiro de Pneumologia ,  42 ,403-403.

Developing a Question:  The Fundamental Four

During the early stages of the capstone process, your guiding question may be broad in scope and subsequently difficult to answer.  Therefore, considerable care and time should be spent refining problem, need, or phenomenon of interest so the question facilitates a rigorous and robust search of the literature, using key terms and phrases.  Planning and preparing for the development of a guiding question for quality outcomes should address four fundamental questions (Considine, et al., 2017).  (Refer to Table 3.2:  The Fundamental Four for Informing Quality Research).

Table 3.2:  The Fundamental Four for Informing Quality Research

In the quest of designing a capstone project, it is crucial to invest time, energy, and resources into the construction of a guiding question before proceeding to the study design (Lopes, Hurtado-Puerto, Moreno, Fregni, Falcão & Amorim, 2016)

Transforming a General Question into a Specific Question:  The PICOT Approach

Evidence-based practice proposes that clinical problems that emerge from care practice, teaching, or research can be broken down and organized using the PICOT strategy.  PICOT represents an acronym for Population, Intervention, Comparison, Outcome, and Time.  These components are essential elements of guiding question development in evidence-based practice and in the construction of a solid question (Santos, Pimenta & Nombre, 2007).  (Refer to Table 3.3:  Description of the PICOT Strategy).   T

The PICOT approach will help you generate a specific question that aids in constructing the framework of your capstone project.  The PICOT approach also aids in program protocol development by addressing the inclusion and exclusion criteria for the population involved in your study.  Furthermore, identifying a specific population of interest, an intervention, and outcomes of interest can also help you identify and/or develop an appropriate outcome measurement tool (Farrugia, et al., 2010).  It should be noted that not all PICOT questions will require a comparison.  The decision to compare two interventions will be based on the needs of your facility and the nature of your capstone project.  Additionally, not all questions will require a time period; however, it is important to keep this aspect of your capstone project in mind while performing an extensive literature review and developing your program or intervention.

Table 3.3:  Description of the PICOT Strategy

By following the PICOT format an idea can be developed into a useful clinical question, which is the foundation for developing a comprehensive capstone project.

You do not have to be an epidemiologist or clinical research methodologist to develop a good guiding question.  Most research questions for clinical practitioners start with an idea or observation that arises from daily practice, observation, or reading of published literature.  The concept of evidence-based practice incorporates the routine of developing good clinical questions as part of day-to-day clinical or service management.  Recognizing an area that requires additional study is the first step while developing the skills to clearly articulate a question that should be asked is the next step.  Although it can be challenging and time-intensive to develop a guiding question, the strategies and approaches for constructing a guiding question included in this chapter will help you to develop and refine this skill.  Once the skill of constructing clinical questions is acquired, evidence-based practice will become commonplace and the foundation on which to design a methodologically sound capstone project is established (Heddle, 2007).

Case Study:  Constructing a Guiding Questions

• Glynn completed Stage 1 of her literature review. During this literature review, Glynn became aware of a Health Literacy Universal Precautions Toolkit, which is an open-access resource provided to all health care professionals by the United States Department of Health and Human Services.
• Glynn’s initial literature review also enlightened them to the fact that there is a gap in the literature regarding health literacy universal precautions and occupational therapy clinical practice. Glynn has again met with their mentor and capstone instructors, who initially approved the topic of health literacy, to discuss health literacy universal precautions and occupational therapy clinical practice as a topic for their capstone project.  Glynn’s mentor and instructors have approved this.  Glynn will initiate their research-based capstone  project by developing a guiding question.
• After reviewing the FINER and Fundamental Form Approaches to general guiding question development, Glynn was ready to apply the PICOT framework to create a specific guiding question.
•  Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?
• The PIO question above will be the focus of Glynn’s research-based capstone project. Glynn is ready to begin their comprehensive and thorough literature review to locate the most current research and information supporting their project.

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

📕 Studying HQ

Capstone project literature review – solved example, dr. wilson mn.

• April 11, 2022

This article provides a sample solution about Capstone Project Literature Review.

Permalink: https://studyinghq.com/capstone-project-literature-review

As you continue, thestudycorp.com has the top and most qualified writers to help with any of your assignments. All you need to do is  place an order  with us. (Capstone Project Literature Review)

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project. A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections: …

What You'll Learn

Capstone Project Literature Review

Introduction

Nursing practice of the 21 st century and beyond has an evidence-based practice as the guiding mantra across all settings. Snyder (2019) contends that building one’s research and connecting it to existing knowledge is the building that supports all academic research activities, their discipline notwithstanding. Scholars in the profession admit that randomized control trials (RCTs) for the gold standard for testing proposed interventions, but the publication of each represents the findings and conclusions of only one study offering their evidence. As such, scientific integrative, systematic, and meta-analytical literature reviews constitute the backbone of publications that act as the powerhouse of EBP. Suffice it to say that the literature reviews, once scientifically conducted, offer essential evidence necessitating authors to publish the literature reviews that show credible support to their studies. Besides the peer-reviewed articles published in reputable scholarly journals, other significant guides to research include but are not limited to official and non-official agencies like the CDC, WHO, OECD that are credible.  Consequently, the purpose of the aim of this essay is to present a literature review of selected articles that support the PICOT statement In ICU patients, how effective is it to remove Foley catheters within 24-72 hours in preventing infection versus intermittent catheterization in decreasing the incidence of infection within 90 days? To achieve the objective, the articles under review are reviewed by comparing the research questions, the sample population, and the study limitations before concluding with an overview of the study and how they relate to the PICOT questing guiding this topic.

As you continue, thestudycorp.com has the top and most qualified writers to help with any of your assignments. All you need to do is  place an order  with us. (Capstone Project Literature Review)

A Comparison of Research Questions

            In the study conducted by Andrade et al. (2016), the researchers sought to address the research question on what strategies health professionals use to implement the CDC guidelines to prevent urinary infections related to catheter use. This question complements Barbara’s (2020) research hypothesis that asserted implementation of a rounding checklist in the ICU reduces the number of CAUTI cases. The findings and conclusions are relevant to the current in that Foley catheters’ efficacy can be compared or projected against these. On the other hand, Sandhu et al. (2018) hypothesized that identifying and determining microbial patterns of susceptibility to prophylactics would offer baseline information on the incidence of CAUTI. This hypothesis sheds light on how to increase knowledge on the microbes that would colonize a catheter is bound to further inform the current study on Foley catheters. Lastly, Atkins et al. (2020), while different from the other three, connect to all three in that it delves into the behavioral barriers and facilitators that the current CAUTI reduction interview measures encounter. The demonstration of the efficacy of the two research hypotheses and two research questions, when combined, will give the researcher a wide array of information.

A Comparison of Sample Populations

            In the qualitative and mixed methodology studies approach adopted by Andrade et al. (2016) and Atkins et al. (2020), respectively, the sample population of the articles reviewed had the setting of the systematic review in the USA and England. Andrade et al. (2016) reviewed 13 quantitative studies where each study highlighted the decrease of UTIs related to catheterism through reminder systems. The articles also addressed audits on nursing professionals’ practice guidelines and the expansion of bundles. Atkins et al. (2020), while using a mixed-method approach, had the qualitative section of their study systematically analyze articles published between 1995 and 2017 of studies on the barriers and facilitators of CAUTI- related behaviors in England performed by healthcare providers in the primary, secondary and community care or nursing homes in England. Unlike the study Andrade et al. (2016) that exclusively dealt with quantitative studies, the latter analyzed all qualitative, quantitative, or mixed types.  Eleven of these studies were identified. In Barbara’s (2020) quantitative study, the sample population was 15 886 patients diagnosed with CAUTI while in the ICU of a 16 – bed Academic community hospital. Sandhu et al. (2020) study had a total of 161 patients in Indonesia.  The common rubric in all these studies was that all sought to decrease the incidence of CAUTI to reduce mortality and increased length of stay in hospitals, amongst other outcomes.

A Comparison of the Limitations of the Study

            In their study, Andrade (2016) pointed out that their study’s limitations were their sample selection, which was done by only one reviewer, and nurse descriptors’ usage. The researcher suggests that a researcher could have the review done by more than review over this challenge. Atkins et al. (2020) highlight five limitations to their study, with the first being use of bundles instead of specific behaviors, the second limitation was that the study was a secondary content analysis of published literature while the third limitation was that studies focusing on barriers and strengths were conducted in the US and not the UK itself. Linking the identified barriers and facilitators to CAUTI prevention behaviors was done at the aggregate level instead of the individual level to indicate the seized, and missed opportunities for the intervention was identified as the fourth limitation. The fifth and last of the limitations specific to this study is that the TDF domain times BCT pairing form the basis of congruence result from expert consensus and therefore do not distinguish between theoretically congruent pairings. Amongst other limitations, Barbara (2020) points out the use of a small and pre and post-study design prone to unmeasured consequences of confounding variables. Likewise, Sadhu et al. (2020) report using a limited number of samples due to the researcher’s limited time. Taken in their totality, the limitations stated in each of the studies is important since it will inform the pitfalls this research will have to avoid by using the strategies that would reduce or prevent the impact of each limitation as these if not addresses world affect the validity and reliability of the findings.

            In conclusion, this literature review has determined enough literature to support the implementation of the proposed intervention to prevent and reduce the incidence of UTIs attributed to catheterism using Foley catheters. The researcher has to remember that a thorough and insightful literature review acts as the basis for knowledge development, formulation of new guidelines for policy and practice and avail evidence of an effect, and if found to be feasible, inculcate new ideas and directions in the nursing field as far as catheterism is concerned. The literature review further notes that each of the articles calls for more studies in the future to address various aspects of the use of catheters in healthcare and the development of measures and strategies based that are evidence-based to prevent and reduce hospital-acquired infections related to catheterism.

Andrade, V. L. F., & Fernandes, F. A. V. (2016). Prevención de la infección del tracto urinario asociada al cateterismo: estrategias en la implementación de las directrices internacionales.  Revista Latino-Americana de Enfermagem ,  24 . https://www.scielo.br/pdf/rlae/v24/0104-1169-rlae-0963-2678.pdf

Atkins, L., Sallis, A., Chadborn, T., Shaw, K., Schneider, A., Hopkins, S., … & Lorencatto, F. (2020). Reducing catheter-associated urinary tract infections: a systematic review of barriers and facilitators and strategic behavioral analysis of interventions.  Implementation Science ,  15 (1), 1-22. https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01001-2

Barbara Pashnik, R. N. (2020). Intensive care unit rounding checklists to reduce catheter-associated urinary tract infections.  Infection Control & Hospital Epidemiology ,  1 , 4. https://www.researchgate.net/publication/339694453_Intensive_care_unit_rounding_checklists_to_reduce_catheter-associated_urinary_tract_infections

Sandhu, R., Sayal, P., Jakkhar, R., & Sharma, G. (2018). Catheterization-associated urinary tract infections: Epidemiology and incidence from tertiary care hospital in Haryana.  Journal of Health Research and Reviews ,  5 (3), 135. https://www.jhrr.org/article.asp?issn=2394-2010;year=2018;volume=5;issue=3;spage=135;epage=141;aulast=Sandhu;type=3

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines.  Journal of Business Research ,  104 , 333-339.

Question – Capstone Project Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1.     Title page

2.     Introduction section

3.     A comparison of research questions

4.     A comparison of sample populations

5.     A comparison of the limitations of the study

6.     A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

All Solved Essays

Start by filling this short order form order.studyinghq.com

And then follow the progressive flow. 

Having an issue, chat with us here

Cathy, CS. 

New Concept ? Let a subject expert write your paper for You​

Have a subject expert write for you now, have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, popular topics.

Business StudyingHq Essay Topics and Ideas How to Guides Samples

• Nursing Solutions
• Study Guides
• Free Study Database for Essays
• Privacy Policy
• Writing Service 
• Discounts / Offers 

Study Hub: 

• Studying Blog
• Topic Ideas 
• How to Guides
• Business Studying 
• Nursing Studying 
• Literature and English Studying

Writing Tools  

• Citation Generator
• Topic Generator
• Paraphrasing Tool
• Conclusion Maker
• Research Title Generator
• Thesis Statement Generator
• Summarizing Tool
• Terms and Conditions
• Confidentiality Policy
• Cookies Policy
• Refund and Revision Policy

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty. 

Contact Us:

📧 [email protected]

📞 +15512677917

2012-2024 © studyinghq.com. All rights reserved

• Privacy Policy

Capstone Project Literature Review Sample

Literature review.

The project of Capstone is an independent system of reporting. The structure of the sessions is feedback based assigned by the in structure. The capstone work is an independent bridge that enables the students to learn about the specific projects. The real benefits are linked to the model and the literature review project considers different structural elements. The design course of capstone considers classroom learning activities and the project assessment instruments are provided by capstone (Academic guides. waldenu. edu, 2018).

The ideal location for the assessment and structures is the professional skills of students and teamwork. The complete analysis of structured classroom projects and independent group project by capstone is considered in the present work. The literature review of capstone projects assists to determine the bridging gap between the structured classroom projects and an independent group project. Both types of projects are professional work that gets supports from the capstone. The gap between the structured classroom projects and independent group projects can be identified by proper literature survey (Academic guides. waldenu. edu, 2018).

The literature review helped our group in identifying the research gap because problems were addressed in a complex format. The consultation of experts and previous work enabled us to find the meaningful information about the work. The identified gaps were filled with the interesting aspects as mentioned in previous research work. The closing gap was identified for the feasibility and the unexplored research areas by capstone. Our project was in a crucial stage because research questions about the structured classroom project were not answered appropriately. The literature review framed the questions and identified the gap between the stages (Davis, Trevisan, Gerlick, & Brackin, 2010).

According to the literature review, there are three general categories of capstone including project, courses, and exhibition. The present project was to identify the gap between structured classroom projects and independent group projects. The literature review suggested to compile up the programs of capstone done by both categories and then analyze. The literature review about the project served as the complete ground work. The research included a thoughtful understanding of the potentials for the capstone projects (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The collected articles about the project served complete visibility on the difference between both disciplines structured classroom projects and independent group projects. The literature review defined a complete understanding for the relevancy of work. In the capstone project, the courses mean the assisting learning of classroom. The literature review demonstrates the team member’s expertise and the knowledge in the field of the current state. The gap between the structured classroom projects and independent group projects is addressed by literature that illustrates the contribution of the program. The synthesis provided concepts, trends, and issues to maintain the proceeding gap (Finocchiaro, 2017)

In the previous literature, the outline was provided for the effective understanding of gap in the projects. The overlap of both projects generates various formats so the literature review enabled the team to identify the other factors. The requirement of capstone projects includes analysis of previous projects and research papers. The other sources of guidance were mentor, advisors, self-reflection, and presentation of work. The recommendations of previous work emphasized the importance of preparation of real world work (funginstitute.berkeley.edu, 2018). The content suggests effective applications of the project. The difference between a structured class project and independent group project is significant. In the structured class project students are engaged in active participation in the learning process. The independent group project promotes the complete development of problem solving and higher order thinking. The bridge theory is practiced by community members and penal evaluates such kind of projects. In the effective capstone project, the emphasis is on the connections between all the disciplines (Nisdtx.org, 2013).

The independent group project was beneficial to the individuals due to distributing components of the projects. The communication between the team members decreases, on the other hand, the competition between the group members increases for class structured group members. The competition between the members distracts the goals of the project but the quality of the project exceeds for the structured class group (Davis, et al., 2009). In the previous research, the factors were “what are outcomes that students learned from the approach?”.

The reflection from the previous research showed insightful ideas for the improvement and independent learning of students. The argument of cooperative teams is based on the final project review and struggles made by them for the analysis. The literature review provides a great opportunity to communicate the issue and problems faced by the team members. The project management challenges are addressed by the distributed project environment and exposed that independent student projects were less effective as compared to the class structured programs (Harding, 2007).

Faculty Perspective

The guidance of skilled and experts facilitated us for the appropriate technical support for the identification of research gaps. The faculty provided quick solutions to reduce the closing gap and identifying the difficulties. The support of faculty assured out the team to complete the task within the limited period. The services of the faculty are less compared to the other solutions and options because the faculty keeps in mind the issues and nominal process (Davis, Trevisan, Gerlick, & Brackin, 2010). The discussion with the faculty of our department was really worth worthy. Our interview was conducted by the faculty via an online skype program and this interview lasted approximately one to two hours. The total of five faculty members was included in the interview and guidance panel from our department. In most of the cases, they were helping the student on their own behalf by considering the problems and co-taught courses in the university (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The focus of the discussion was to identify the gap between structured classroom project and an independent group project. The other modules of the interview were selected by the faculty head and these modules were team member citizenship, professional responsibility formation, team contract, professional development planning and citizenship of the team member (Davis, Trevisan, Gerlick, & Brackin, 2010). Two distinct modules were completed by the faculty. The primary results of the discussion showed the complete association of our team assessment and perspective of faculty members. All the instructors indicated values and modules for the project work of capstone. The assessment aligns with the interrelated modules was the outcome of this activity (Davis, Trevisan, Gerlick, & Brackin, 2010).

The faculty members were agreed with the suitable consistency of capstone project outcomes. Initially, our team was expecting that faculty will arrange a project advisor to help us in finding final project deliverables. The collaboration of project advisor with the team members improves the product prototype, conceptual design, algorithm, and concept proof. Our capstone team was consisting of 6 students and the size of the team was selected by the faculty for the optimization of a dynamic team. The team was provided with the opportunity to develop more effectively by using teaming skills. The emphasis of teaming was on the tools used for the effective management and to review the process used in the facilitated session (Davis, et al., 2009).

The team worked as a cooperative team for the final approach assessment. The capstone team works efficiently and together as an independent team. The potential issues were addressed by teachers and faculty heads. The cooperative team approach was to complete the assessment in minimum time and according to the requirements. The responsibilities split down in two components, one was the identification of projects produced by the independent group project and other was structured classroom project (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The analysis of the project defined the gap between the structured classroom project and independent group projects. According to the faculty perspective, the capstone course provides rewards and challenges (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007). The gap was produced due to dynamic group management and detracting of the project. The gap comes when classes suffered from the typical problem because of unproductive group members (Davis, Trevisan, Gerlick, & Brackin, 2010).

Action Plan

In the present work, the action plan did not work efficiently because of the issues faced during the capstone project. The assessment was to find the bridging gap between the independent group projects and structured classroom project. The action plan was often used in the modified version for the development of a capstone project. The use of an action plan is to define the project development and stages of the project. The action plan reduces the time taken in the process but provides an independent way to measure the efficiency. The independent team approach is to gather all the information about the process (Davis, Trevisan, Gerlick, & Brackin, 2010).

The cooperative team is similar to the structured classroom project and the responsibilities are for the approaching split. The action plan improves the motivation of research project that fits the structured problem of a capstone project. The use of an action plan was not supported in the present research because due to some issues the proper work was not done as acceding to mention in the action plan. In the next project of capstone, it is obvious that our team will work according to the action plan. The use of action plan enables to estimate the time required in the project (Academic guides. waldenu. edu, 2018).

• Academic guides. waldenu. edu. (2018). Library Guide to Capstone Literature Reviews: Role of the Literature Review . Retrieved from academicguides.waldenu.edu: https://academicguides.waldenu.edu/library/doctoral/literaturereview#s-lg-box-7300275
• Davis, D. D., Trevisan, M., Gerlick, R., & Brackin, P. (2010). Assessing Team Member Citizenship in Capstone Engineering Design Courses. International Journal of Engineering Education, 26 (04), 771-783.
• Davis, D., Beyerlein, S., Harrison, O., Thompson, P., & Trevisan, M. (2007). Assessments for Three Performance Areas in Capstone Engineering Design. American Society for Engineering Education, 293 (01), 1-12.
• Davis, D., Beyerlein, S., Thompson, P., McCormack, J., Harrison, O., Trevisan, M., . . . Howe, S. (2009). Assessing Design and Reflective Practice in Capstone Engineering Design courses. American Society for Engineering Education, 237 (01), 1-14.
• Finocchiaro, J. (2017). How the idea of capstone projects could be applied to assist classroom learning. Professional development program, 01 (01), 1-17.
• berkeley.edu. (2018). Project Format . Retrieved from funginstitute.berkeley.edu: https://funginstitute.berkeley.edu/programs-centers/full-time-program/capstone-experience/project-format/
• Harding, T. (2007). BENEFITS AND STRUGGLES OF USING LARGE TEAM PROJECTS IN CAPSTONE COURSES. American Society for Engineering Education, 304 (01), 12-20.
• org. (2013, 08). Best Practices in Capstone projects . Retrieved from www.nisdtx.org: https://www.nisdtx.org/UserFiles/Servers/Server_232117/File/Departments/Research/District%20Research%20Projects/BestPracticesinCapstoneProjects_NorthwestIndependentSchoolDistrict.pdf

Related Posts

Top safety measures for small vehicle owners on..., balancing free speech and user safety in the..., the ultimate guide to e-commerce website design, unable to work after an injury, securing fair treatment after workplace injuries, anton kreil – trading masterclass course: an over-review, the legal path: navigating road accident claims with..., these are the best chess openings for black, how to edit an essay well, busted for dui your comprehensive guide to legal..., leave a comment cancel reply.

Please enter an answer in digits:

Scope and Delimitations in Academic Research

Table of contents

• 1.1 Examples of Elements Included in the Scope
• 2.1 Examples of Delimitations in Research
• 3 Determining the Scope and Delimitation
• 4 Writing the Scope and Delimitations Section
• 5 Conclusion

Understanding the scope and delimitations of a study is crucial for defining its parameters and ensuring focused research efforts. What are delimitations in a research study? These components establish the boundaries within which the research will operate and clarify what the study aims to explore and achieve. This article delves into the significance of clearly defining the scope and every delimitation, how they guide the research focus, and their roles in shaping the research process. Additionally, it provides insights into determining these aspects and articulating them effectively in a research proposal or paper. Transitioning smoothly into the main discussion, let’s explore the importance of scope in research, guiding the focus.

The importance of Clearly Defining the Scope of the Study for Guiding Research Focus

The scope of research delineates its extent or range of inquiry, setting clear parameters for what the study will cover. It’s a foundational aspect that guides every step of the research process, from the formulation of research questions to the interpretation of results. Defining the scope helps in focusing the research efforts, ensuring that the study remains manageable and within realistic bounds.

Understanding the scope and limitation of the study allows researchers to allocate resources efficiently, ensuring that every aspect of the study receives adequate attention. It also helps in avoiding the common pitfall of overreaching, which can dilute the research’s impact and make findings less actionable. By setting a defined scope, researchers can more easily communicate their work’s relevance, limitations and delimitations in the research process to stakeholders, enhancing the credibility and applicability of their findings. Furthermore, a well-defined scope can facilitate a more targeted and effective literature review, laying a solid foundation for the research study.

When navigating the complexities of defining a study’s scope, researchers might seek external support to ensure their research is concise, well-structured, and impactful. A writing service , PapersOwl offers a spectrum tailored to meet academic research’s unique demands. Their expertise can be particularly beneficial in refining research proposals, ensuring the scope is clearly communicated and aligned with academic standards. Engaging with such a service allows researchers to benefit from professional insights, which can enhance the coherence and focus of their work. This collaboration can be instrumental in identifying the most relevant study areas and avoiding unnecessary diversions. With PapersOwl’s support, researchers can ensure their project’s scope is well-defined and compellingly presented, making a strong case for its significance and feasibility. This partnership can be a strategic step towards achieving a study’s specific objectives, ensuring it contributes valuable insights within its defined boundaries.

Examples of Elements Included in the Scope

Defining the scope of a research project is akin to drawing a map for a journey; it outlines the terrain to be explored and the boundaries within which the exploration will occur. This clarity is essential for guiding the research process, ensuring the investigation remains focused and relevant. The scope encompasses various elements, each contributing to the overall direction and integrity of the study. Let’s delve into some of these key elements:

• Research Objectives : The specific aim the study is designed to achieve.
• Geographical Coverage: The physical or virtual locations where the research is conducted.
• Time Frame: The period during which the study takes place, which could range from a few days to several years.
• Subject: The specific topics or issues the research intends to address.
• Population Being Studied: The group of individuals, organizations, or phenomena being investigated.

These components of the scope serve as critical navigational tools in the research journey. They ensure that the study remains grounded in its objectives, relevant to its intended audience or population, and manageable within its temporal and geographical constraints. By carefully defining these elements at the outset, researchers can avoid common pitfalls such as scope creep, where the study’s focus broadens uncontrollably, potentially diluting its impact and significance. A well-defined scope is instrumental in crafting a focused, coherent, and impactful research project.

Role of Delimitations in Qualitative Research

Delimitations in research examples specify the boundaries set by the investigator on what the study will not cover, distinguishing them from limitations, which are potential weaknesses in the study not controlled by the researcher. Delimitations are choices made to narrow the scope of a study, focusing on specific aspects while excluding others. In the intricate tapestry of research design, delimitations play a pivotal role in sharpening the focus and enhancing the clarity of a study. By explicitly stating what the research will not explore, delimitations help prevent the dispersion of the research efforts across too broad an area, thereby increasing the depth and specificity of the investigation. This strategic narrowing allows researchers to concentrate their inquiries on areas most likely to yield impactful insights, making efficient use of available resources and time.

One might wonder how to establish these boundaries effectively without compromising the potential breadth of discovery. Here, the expertise provided by platforms like PapersOwl, particularly their research paper help service, becomes invaluable. Their seasoned professionals can offer guidance on crafting a research design that is both focused and flexible, assisting in identifying and justifying delimitations that enhance the study’s relevance and feasibility. Through such collaboration, researchers can balance the scope and delimitation of the study, ensuring that it remains grounded in its objectives while open to unforeseen insights.

Furthermore, acknowledging delimitations in a research paper demonstrates a researcher’s critical understanding of their study’s context and constraints, enhancing the credibility of their work. It shows a mindful engagement with the research process, recognizing that by setting deliberate boundaries, the study can delve more deeply and meaningfully into its chosen area of inquiry. Thus, when thoughtfully articulated with support from research paper writing help, like that offered by PapersOwl, delimitation in research becomes a testament to the rigor and integrity of its effort.

Examples of Delimitations in Research

Delimitations in research are akin to the guardrails on a highway; they keep the investigation on track and prevent it from veering into less relevant or overly broad territories. Below are some examples of how researchers can apply delimitations to fine-tune their investigations:

• Restricting the Study to Certain Age Groups: Focusing on a specific demographic, such as teenagers or the elderly.
• Geographic Locations: Limiting the research to a particular country, city, or region.
• Specific Periods: Studying a phenomenon during a particular time frame, ignoring other periods.

Setting these research delimitations is not about narrowing the vision of the research, but rather about sharpening its focus. It allows for a more thorough and nuanced exploration of the chosen subjects, leading to more precise findings and general delimitation meaning in research. Delimitations highlight the researcher’s awareness of the study’s scope and commitment to conducting a focused, manageable investigation.

Determining the Scope and Delimitation

Identifying the scope and delimitations of your research involves understanding the research problem deeply and recognizing what is feasible within the constraints of time, resources, and data availability. Strategies for determining these include:

• Reviewing existing literature to identify gaps and opportunities.
• Consulting with experts or advisors to refine research questions.
• Considering data availability and methodological constraints.

Balancing the scope and delimitations involves ensuring the research is neither too broad, unmanageable, nor too narrow, limiting its significance. Crafting a research project that strikes the right balance between breadth and depth is a nuanced task. It requires a researcher to be acutely aware of where their study begins and ends, what it encompasses, and what it intentionally leaves out. This equilibrium is not found in isolation but through a diligent exploration of the field and an understanding of how to best position one’s work within it. A key step in this process is identifying and sourcing relevant literature and data, which can significantly influence the scope of research.

Leveraging resources such as PapersOwl’s guide on how to find sources for research papers can prove invaluable in this phase. This platform provides insights into locating credible and relevant information, ensuring that researchers build their work upon a solid foundation of existing knowledge. By understanding how to navigate the vast, effective ocean of available data, researchers can make informed decisions about the direction and limits of their study. This meticulous preparation is crucial for defining the scope and delimitations and justifying them within the context of the research proposal or paper. It demonstrates a researcher’s commitment to rigor and depth, showing that their choices are informed by a comprehensive understanding of the subject and its existing body of literature.

Writing the Scope and Delimitations Section

Articulating the scope and delimitations in a research paper or proposal is crucial for setting clear expectations. It should clearly define delimitations and what the study will and will not cover, providing a rationale for these choices. Effective wording and structure involve:

• Stating the research objectives and questions upfront.
• Describing the research methodology , data collection methods and analysis.
• Outlining the geographical coverage, time frame, and subject matter.
• Clearly stating the delimitations and the reasons behind them.

The presentation of the scope and delimitations within a research document not only guides the readers through the intentions of the research but also establishes a framework for evaluating the findings. It’s a critical section where transparency and precision are paramount, allowing the audience to grasp the extent of the study and the rationale behind its boundaries. This transparency is essential for the credibility of the research, as it demonstrates a conscious and deliberate effort to focus the investigation and acknowledges the existence of boundaries that the study does not cross.

To ensure clarity and impact, this section should seamlessly integrate with the overall narrative of the research proposal or paper. Researchers are advised to avoid jargon and overly technical language, making the research scope and delimitations accessible to a broader audience. This includes a layperson who may not have deep expertise in the field but an interest in the study’s outcomes. Additionally, it is beneficial to highlight how the defined study scope and delimitations contribute to addressing the research problem, filling knowledge gaps, or exploring uncharted territories.

Moreover, this part of the document offers an opportunity to discuss how the chosen delimitations enhance the study’s focus and depth. By justifying the exclusions, researchers can address potential critiques head-on, reinforcing the methodological choices and underscoring the study’s contribution to the field. This careful articulation ensures that the research is perceived as a well-thought-out endeavor, grounded in a strategic approach to inquiry.

The scope and delimitations of a study are foundational elements that guide the research process, setting clear boundaries and focusing efforts. By defining these aspects clearly, researchers can provide a clear roadmap for their investigation, ensuring that their work is both manageable and relevant. By consciously deciding what to exclude from the study, researchers can intensify their focus on the chosen subject, ensuring that the research efforts are concentrated where they are most needed and can be most effective. These self-imposed boundaries are critical for maintaining the study’s coherence and depth. This clarity not only aids in conducting the research but also in effectively communicating its implications, limits, and outcomes.

Readers also enjoyed

WHY WAIT? PLACE AN ORDER RIGHT NOW!

Just fill out the form, press the button, and have no worries!

We use cookies to give you the best experience possible. By continuing we’ll assume you board with our cookie policy.

Carnegie Mellon Institute for Strategy & Technology

Politics & Pie: A Tasty Way to Explore CMIST Courses

By Jess Regan jregan2(through)andrew.cmu.edu

Twice a year, the faculty and staff of the Carnegie Mellon Institute for Strategy and Technology (CMIST) invite students from around campus to enjoy an event we call Politics & Pie. Quite simply, it is an informal opportunity to speak to CMIST professors and advisors about the upcoming course offerings while enjoying delicious pie. It is also an occasion for students to talk to others in the program who have already attended the courses or have similar interests.

During the event, we were able to showcase several new courses we are rolling out for the fall 2024 semester. This fall, we are excited to introduce six new courses.

With the arrival of international security and technology specialist Nadiya Kostyuk as an assistant professor this fall, we are adding a course on cyber conflict which will complement our new Bachelor of Science in Political Science, Security, and Technology curriculum. Kostyuk’s Click. Hack. Rule: Understanding the Power & the Peril of Cyber Conflict dives into the three distinct layers of the Internet: the cyber-physical layer, the software layer, and the application layer. Students will explore the role of cyber capabilities in international warfare, espionage, coercion, and diplomacy, as well as their application to domestic objectives, such as surveillance and repression.

Assistant Professor Joshua Schwartz, who joined the CMIST faculty this past fall, will be teaching two new courses. The first, An Introduction to Technology and War , will explore the history of military technology and its impact on warfare and international politics. Each week students will examine a different military innovation, using those same innovations to analyze major political science theories or debates. 

His second course, Popcorn and Politics: American Foreign Policy at the Movies , unpacks how movies can influence our world beliefs, as well as our understanding of politics and history. Students will leave this course with a greater understanding of foreign policy decision-making, the causes of war, and the role of morality in international politics.

Also introducing two new courses is Jonathan Cervas, who will be taking on a new role as assistant teaching professor in the fall. With the 2024 election approaching, Cervas's fall courses will bolster students' critical thinking skills, helping them analyze key political issues that will shape the future of the United States. In ​​ Democracy’s Data: Analytics and Insights into American Elections , students will have the opportunity to use both historical and contemporary data sets to engage in data collection, statistical analysis, and interpretation in order to better understand voter behavior, political strategies, and the impact on elections.

Cervas’s course, American Political Divides and Great Debates , delves into the complexities of political division in the U.S. and explores dynamic topics such as the 2nd Amendment, immigration, and abortion rights. In addition to critical readings, students will participate in live debates and in-depth discussions encouraging them to view arguments from various perspectives and argue stances they may otherwise disagree with.

Focusing on a national and global perspective, Assistant Professor Daniel Silverman’s new course The Politics of Antisemitism will explore the long-standing prejudice of antisemitism in the context of contemporary international politics. Students will tackle the question of how to define antisemitism and identify current trends in, as well as the political consequences of, prejudicial attitudes and behaviors. Grounded in empirical research from both political and social science literature, this course takes a much-needed critical look at antisemitism.

Politics & Pie provided the perfect opportunity to explore new CMIST courses as well as favorites returning in the fall. If you were not able to attend this semester’s event, you can still learn more about the courses through our faculty videos and descriptions on our website . To schedule a one-on-one appointment to review our fall courses, undergraduate students may reach out to CMIST Deputy Director of Academic Affairs Emily Half and graduate students should contact Graduate Program Manager Mark Gardner .

(Image 1, left: CMU students enjoy pie; right: Jacquelyn Hopkins; Image 2, left: Prof. Forrest Morgan talks with students; Image 3, students speak with Profs. Jonathan Cervas and Nicole Kliewer; Image 4, left: students chat with Prof. Ignacio Arana; right: Prof. Dan Silverman is teaching a new course, The Politics of Antisemitism, this fall; Image 5: students talk with Deputy Director for Academic Affairs Emily Half; Image 6: from left to right: Profs. Josh Schwartz, Dan Silverman, Ignacio Arana, Nicole Kliewer, John Chin, and Jonathan Cervas)