Comparative analysis of the similarities and differences in approach to integrative scholarly reviews
JoAnn D. Long, PhD, MSN, MA, BSN, RN, NEA-BC; Paula Gannaway; Cindy Ford
- Sigma Affiliation
- Iota Mu
- Contributor Affiliation(s)
- Lubbock Christian University, Lubbock, Texas, USA
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Long, JoAnn D. by View
Popular Works for Long, JoAnn D. by Download
Purpose: Primary research provides the scientific foundation for evidence-based practice (EBP)--vital in the attainment of health for all people (World Health Organization, 2012). A comprehensive literature review is essential for determining what is known and not yet known regarding the clinical question (Coughlan, Cronin, & Ryan, 2013; Kearney, 2016). Conceptually, the Stevens Star Model of Knowledge Transformation offers a framework for moving the discovery of knowledge gleaned from research to implementation of evidence-based practice (Stevens, 2012). Yet, meaningful engagement in the synthesis of high-level health care research requires the use of a sophisticated set of technical skills including knowledge of research methods and metrics from which an unbiased assessment, evaluation, and categorization of the level of existing evidence can be made. Explicit methods for evaluating Systematic Reviews (SR’s) and meta-analyses [generated from multiple randomized control trials] are well established facilitating the translation of research findings into practice (Cochrane Handbook, 2011; Joanna Briggs Institute Reviewers’ Manual, 2014). The research foundation for many clinical questions, however, does not yet have the evidential basis from which SR’s are generated. Methodological strategies for capturing lower levels of evidence, emerging questions, and early concepts of clinical importance have historically been approached through more generalized research review processes. The terms integrative research review, evidence review, and scoping review are among the most commonly used to describe knowledge synthesis of a mixture of quantitative and qualitative topics in which lower levels of evidence are available. However, no single methodology has emerged as the gold standard for synthesis of research in this category. The purpose of this study therefore is to present a comparison of the similarities and differences in approaches to integrative scholarly reviews.
Methods: The research team comprised of the university library director and academic nursing faculty systematically searched the Cochrane Library, Joanna Briggs Institute, PubMed, CINAHL, and Medline Complete using “research reviews” AND “method*”as search terms for all articles published to date.
Results: The search yielded 275 articles in the initial results. Studies with a primary purpose of reporting the methodology used for conducting the scholarly review were included. The reference lists were evaluated to generate additional applicable studies. Articles focused on a specific clinical question were excluded. Sixteen articles comprised the final sample. The purpose, key features, use of protocols for data collection and synthesis of data were compared for similarities and differences between integrative and scoping review methods.
Conclusion: Significant conceptual overlap and core commonalities exist between integrative and scoping approaches to knowledge synthesis. Primary differences also exist between the two methods. Scoping reviews generally do not assess evidence quality as compared to integrative reviews which tend to report the appraised strength of the evidence related to the clinical question. As nursing continues to advance knowledge synthesis, movement toward a standardized method for integrative scholarly reviews is needed.
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Keywords||Integrative Research Review;
Scoping Research Review
|Name||28th International Nursing Research Congress|
|Host||Sigma Theta Tau International|
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Showing items related by title, author, creator and subjects.
Academic and acute care institutions partner to impact nursing practice through increasing translational research capacity Long, JoAnn D.; Roney, Jamie K.; Stennett, Charles Randall; Ford, Cindy; Gannaway, Paula; Spradling, Stacey L.; Baggerly, KarenAt the conclusion of this session the participants will be able to identify impact of partnership between academic and hospital nurses on research capacity to improve translational research proficiency at the point of care ...
Acute care nurses answer a clinical question alongside academic and hospital nurse leaders through partnership Johnston, Lauren M.; Roney, Jamie K.; Deleon, Michella; Cason, Elizabeth R.; Robnett, Christi; Garcia, Emelia C.; Emery, Joyce Elaine; Ford, Cindy; Stennett, Charles Randall; Delaney, Terry M.; Gannaway, Paula; Baggerly, Karen; Long, JoAnn D.At the conclusion of this session participants will be able to discuss direct care nurse confidence in research proficiency resulting from facilitative learning and role-modeling by RA faculty in order to increase participant ...
Outcomes of an evidence-based research (EBR) tool to teach online research and critical thinking skills Long, JoAnn D.; Doumit, Rita; Gannaway, Paula; Ford, Cindy (2014-11-17)Session presented on Saturday, July 26, 2014: Purpose: Advances in global technologies have changed how students access evidence-based information. Research suggests nursing students overestimate their ability to accurately ...
Establishing a research academy collaborative: Benefits, challenges, and preliminary outcomes Long, JoAnn D.; Ashcraft, Alyce S.; Ford, Cindy; Roney, Jamie K.; Stennett, Charles Randall; Baggerly, Karen; LeClair-Smith, Colleen; Fallon, Lisa Marguerite (2016-07-13)Session presented on Sunday, July 24, 2016: Purpose: Internationally, recognition of the need to build nursing capacity facilitating research utilization, translation, and dissemination is growing (Beal, 2012). As interest ...
Catheter-associated urinary tract infection (CAUTI) prevention strategy using education in an intensive care unit (ICU) Roney, Jamie K.; Locke, Laura M.; Grissman, Cynthia Louise; Crasta, Rita Denise; Bazan, Gisele Nicole; Love, Kari; Ford, Cindy; Long, JoAnn D. (2017-07-10)Purpose: The purpose of this study was to measure the clinical impact of an evidence-based educational strategy on urinary tract infection (UTI) rates in a 900+ bed acute care facility located in a southwestern state. The ...