Background for BothJournal Articles and Websites Journal art.docx

Background for Both:
Journal Articles and Websites: Journal articles can be found in
the Trident Online Library. Book chapters are located in the
same library, but you must click on “Additional Library
Resources” and then search the eBook Academic Collection
(EBSCO)
Airbnb’s Nathan Blecharczyk on being the only engineer for the
first year/ Founder stories. (2013). YouTube Video. Retrieved
from https://www.youtube.com/watch?v=zLVR6Wbmvqw
Boaz, N., & Fox, E.A. (2014). Change leader, change
thyself. McKinsey & Company – Insight Publications. Retrieved
from
http://www.mckinsey.com/insights/leading_in_the_21st_century
/change_leader_change_thyself
Caldwell, R. (2012). Leadership and learning: A critical
reexamination of Senge's learning organization. Systemic
Practice and Action Research, 25(1), 39-55.
Cardenas, J., & Crabtree, G. (2009). Making time for visionary
leadership. College and University, 84(3), 59-63.
Cultural competence. (2013). Global Pathways. Retrieved from
http://www.wku.edu/cebs/centers_and_projects/global_pathways
/global_pathways_cultural_competence_pres.pdf
Hofstede, G. (1993). Cultural constraints in management
theories. Academy of Management Executive, 7(1), 81-94.
Hofstede’s cultural dimensions. (2016). Mind Tools. Retrieved
from http://www.mindtools.com/pages/article/newLDR_66.htm
Organizational change: Open Systems. Retrieved from
http://www.soi.org/reading/change/concepts.shtml
The 100 Most Influential People (2016). TIME. Retrieved from
http://time.com/collection/2016-time-100/
Optional Readings and References
Appelbaum, S., Bartolomucci, N., Beaumier, E., Boulanger, J.
& et al. (2004). Organizational citizenship behavior: A case

study of culture, leadership and trust. Management Decision,
42(1/2), 13-43.
Blain, J. (2006) Visionary Leadership. YouTube Video:
Retrieved from
http://www.youtube.com/watch?v=EbXkYinkeJA
Casimir, G., & Waldman, D. A. (2007). A cross cultural
comparison of the importance of leadership traits for effective
low-level and high-level leaders: Australia and
China. International Journal of Cross Cultural Management,
7(1), 47-61.
Conceicao, S. C., & Altman, B. A. (2011). Training and
development process and organizational culture
change. Organization Development Journal, 29(1), 33-44.
Hofstede, G. (2011). Dimensionalizing culture: The Hofstede
model in context. Online Readings in Psychology and Culture,
2(1), 1-26. Retrieved from
http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014
&context=orpc
Kaifi, B. A., & Mujtaba, B. G. (2010). Transformational
leadership of Afghans and Americans: A study of culture, age
and gender. Journal of Service Science and Management, 3(1),
150-159.
Waldman, D. A., Luque, M. S., Washburn, N., House, R. J. & et
al. (2006). Cultural and leadership predictors of corporate social
responsibility values of top management: A globe study of 15
countries. Journal of International Business Studies, 37(6), 823-
837.
Paper 1:
APA
5-6 Pages

Leaders of today can be categorized by their various leadership
styles, but all successful leaders have one thing in common:
they are visionaries. For example, Presidents Bill Clinton, John
Kennedy, and Ronald Reagan; high-tech giants Steve Jobs and
Bill Gates; and world figures such as Mahatma Gandhi and
Martin Luther King all had visions far larger than themselves
and the role they played. For example, Gandhi is single-
handedly responsible for returning India to home-rule after
centuries of being ruled by Great Britain. Martin Luther King is
considered to be the father of the civil rights movement in the
United States. Bill Gates and Steve Jobs revolutionized the
technology industry with their MS-DOS and Windows software,
and the iPhone, respectively.
Each of these leaders constructed a vision that was creative,
clear, and concise, and that also complemented the
organization’s culture and strategy. They all possessed the
foresight to plan strategically for potential opportunities and
threats, and once they constructed their vision, they were able
to influence people, implement policies and procedures, and
execute on the vision (i.e., turn that vision into action).
One key thing with visionary leaders is that they are the
creative geniuses behind the vision, and nearly all of them lead
by example. Which brings us to the next point: Microsoft
certainly isn’t the company that it was after Bill Gates stepped
down – will that same fate happen with Apple now that Steve
Jobs is no longer running the company?
Required Reading
Please review The 100 most influential people according to
TIME. To see the full list, click on “Full List” on the top
banner, or choose from one of the selected lists such as
“Pioneers”, “Titans” or “Leaders”. The 100 Most Influential
People (2016). TIME. Retrieved from
http://time.com/collection/2016-time-100/
Case Assignment
Select a leader from the TIME list who you consider to be an

outstanding example of visionary leadership. The descriptions
are short, so you may need to look at several before you find the
person you want.
Conduct some additional research on this person. Then write a
5- to 6-page paper where you:
Analyze your subject leader's style and explain why this leader
is a visionary.
Keys to the Assignment
The key aspects of this assignment that, at a minimum, should
be covered in your paper include:
· Why do you characterize this individual as visionary? Give
specific examples.
· Based upon your research, analyze the added value this
visionary leader brings to their organization or field.
· Do you think visionary leaders are needed in every
organization? Why or why not?
· What business or environmental conditions particularly call
for visionary leadership?
Paper 2
APA
2-3 pages
The most well-known framework on cultural values was derived
from a landmark study in the late 1960s and early 1970s by
Geert Hofstede, who analyzed data from 88,000 IBM employees
from 72 countries in 20 languages. His research showed that
employees working in different countries tended to prioritize

different values, and those values clustered into several distinct
dimensions. Those dimensions began with just four categories,
but have been expanded in recent years to include:
· individualism-collectivism
· power distance
· uncertainty avoidance
· masculinity-femininity
· short-term vs. long-term orientation (or pragmatic vs.
normative) and most recently
· indulgence vs. restraint
Required Reading
Begin the SLP by reading:
Hofstede, G. (1993). Cultural constraints in management
theories. Academy of Management Executive, 7(1), 81-94.
Session Long Project
First, choose a country outside of the United States. Then,
drawing on the material in the background readings and doing
additional research, please prepare a paper that addresses how
you would adapt your leadership approach to lead a group based
upon Geert Hofstede’s six dimensions if you were the CEO of a
multinational organization. For example, how would you adapt
your behavior if it was an individualistic or collectivist
environment? Would you implement a flat structure if it was a
high or low power distance policy? What leadership style would
be most appropriate for that culture? Make sure to address all
six of Hofstede’s dimensions. Please be creative and provide
examples to justify why you would make such decisions.
Your paper should be short (2-3 pages, not including the cover
sheet and references) and to the point. You are expected to deal
with these issues in an integrated fashion, rather than treating
them as a series of individual questions to be answered one by
one and left at that.

art & science The synthesis of art and science is lived bythe
nurse in the nursing act JOSEPHINE G PATERSON
C L I N I C A L • R E S E A R C H E D U C A T I 0 N
How to conduct an effective
literature search
Timmins F, McCabe C (2005) How to conduct an effective
literature search. Nursing Standard. 20,11,
41-47. Date of acceptance: May 10 2005.
Surnmafy
The ability to describe and analyse published literature on a
topic
and develop discussion and argument is central to evidence-
based
patient care. A literature review is an assessment procedure that
is
commonly applied in nursing settings. Effective literature
searching
is a crucial stage in the process of writing a literature review,
the
significance of which is often overlooked. Although many
current
textbooks refer to the subject, information is often of
insufficient
depth to guide an effective search. This article outlines
important
considerations in the search strategy and recommends practical
advice for students to ensure best use of their valuable time. I t
is
suggested that a systematic, organised search ofthe literature,
that uses available resources effectively, is more likely to
produce quality work.
Authors
Fiona Timmins is senior lecturer, and Catherine McCabe is

research
fellow. School of Nursing and Midwifery Trinity College
Dublin.
Email: [email protected]
i<eYwords
Literature and writing; Literature searching; Study skills
These keywords are based on the subject headings from the
British
Nursing Index. This article has been subject to double-blind
review.
For related articles and author guidelines visit our online
archive at
www.nursing-standard.co.uk and search using the keywords.
THE ABILITY to describe and analyse published
literature on a topic and develop discussion and
argument is central to the delivery of evidence-
based patient care, which is the focus of
contemporary nursing practice (Abbott 1993,
Beyea and NicoU 1998). Acquiring the skills of
synthesis and critical analysis at this level enables
nurses to see clearly the symbiotic relationship
between theory and practice in nursing (Hendry
and Farley 1998).
Writing is perhaps the most challenging yet
rewarding aspect of studying at undergraduate
NURSING STANDARD
level. Northedge (1990) suggested that this is
because it requires the student to think and
organise his or her thoughts at a deep level. The
development of this thought process, and its
translation into the written word, are essential

components of successful student studies
(Northedge 1990).
Increased academic attainment by nurses is
necessary if they are to respond to a complex
healthcare environment, the need for evidence-
based practice, an increasingly aware healthcare
consumer and a technological revolution (Treacy
and Hyde 1999). However, there is little empirical
evidence that supports the benefits of writing
skills perse. Improvement in the student's ability
to read and analyse research has reported benefits
for research use in practice (McSherry 1997). A
qualitative study by Rodgers (2000) suggested
that nurses believe that the attainment of higher
education improves their ability to think critically
and seek out evidence and evaluate it for practice.
Conducting a literature review can be an
essential part of a course of study for many
nurses. The aim of reviews is not only to measure
research knowledge, but also to increase students'
awareness of research through the review
process. It requires the student to become familiar
with research studies, terminology and
methodology.
Carrying out a literature review, therefore, has
greater benefits than just success in a course of
study. It can be invaluable in contributing to
research awareness in nursing (McSherry 1997).
The literature review can form the basis of
developing standards and guidelines for practice,
as well as policies, procedures and innovative care
delivery methods such as care pathways (Wall and
Proyectl998).

The purpose of a literature review is to gather
information about a particular topic from many
november 23 :: vol 20 no 1 1 : : 2005 4 1
art & science study skills
different but relevant sources. This information
can be used for a variety of purposes, including
uncovering gaps in research literature and
identifying areas for further study, or serving as a
guide for the development of evidence-based
practice. A comprehensive and systematic search
of the literature is a fundamental aspect of the
review process because (Hek eta/2002):
• It helps to identify if the research question has
previously been explored.
• It helps the student to develop a research
question, aim or hypothesis that is clear,
focused and related to his or her topic of
interest.
• It uncovers all relevant knowledge and
research methods related to the topic or
research question.
Choosing atopic
Choosing a topic often poses great difficulty for
students and support is vital at this stage. The
undergraduate student requires a topic where

there is relatively easily accessible literature and
where recent empirical work has been
undertaken. Preceptors or mentors may be able
to give the student useful advice depending on
their own area of interest. However, it is useful if
the nurse develops an interest area based in his or
her own practice.
The difficulty for the student is not so much
deciding on a topic as narrowing down the topic
to a manageable size, a task that requires skill
and guidance. A manual search of the literature
can narrow down process or topic selection.
Many students describe their topic in the
broadest sense, perhaps unaware of the wealth of
research that may exist. An example is the nurse
who chooses to examine 'oncology nursing'.
Manual searching will highlight many areas that
could be explored and should be conducted
before carrying out an electronic search (Polit et
a/2001).
Those who use the initial search to identify a
topic may gain an advantage over others because
it gives the certainty that there is recent and
accessible published research on a topic. If an
initial search is not carried out there is the danger
that students may come up with topics where
little research exists. While the latter situation is
ideal for the student proposing research and is
manageable for an experienced author writing a
review, it presents many difficulties for the novice
writer.
42 november 23 ;: vol 20 no 11:; 2005

A search of the literature is not just an
essential guide to topic refinement; it can also aid
topic selection. The help that searching the
literature can provide in this area is often
overlooked. This is possibly because the process
is often perceived as linear - first deciding on a
topic, then searching the literature and finally
writing the review.
However, the completion of the review does
not necessarily follow a clearly defined set of
stages. The nurse may need to revisit the search
(or search results) many times during the topic
selection; likewise, the search may need to be
revisited as the review develops.
Once the broad topic or area of interest has
been decided, a more focused and detailed search
can begin incorporating many different sources.
This can be arduous and time consuming,
however, the search will take less time and the
results will be more pertinent if the topic is well
defined and appropriately narrow. Consulting
with a librarian, a systematic approach to the
search, and use of keywords will help in this
endeavour.
Choosing an approach to the search
Experienced researchers agree that a structured
systematic approach to the search produces the
best available evidence for informing and guiding
practice (Parahoo 1997). Systematic searches
and reviews, however, need resources and
experienced reviewers with a good knowledge of
research methodologies (Hek eta/2000).

Nevertheless, the general principles of
conducting a systematic search and review are
useful for even the novice searcher. Hek et al
(2000) state that the key principles for guiding a
literature search include being systematic,
explicit, thorough and rigorous. This means that
the search strategy needs to be described in detail
(Boxl).
Keeping a record of the search strategy and
process is useful for a number of reasons:
• Search strategy/process is explicit.
• Ensures search is thorough/comprehensive.
• Prevents replication and/or omission of
references.
• Keeps the searcher focused.
• Establishes rigour in the search process.
O'Connor (1992) outlined two structured
approaches that may be taken - the standard
approach and the network approach. The
standard approach uses an inductive method
where the reviewer is 'looking backwards'
through databases, journals, abstracts and
articles and forms a list of potentially pertinent
NURSING STANDARD

material. The network method is where a recent
paper is identified in one or more relevant
journals. Using the reference list, references
identified (from the same journal) are traced and
further references identified (from the same
journal). All citations in the journal are sourced
until all relevant citations are identified. Most
databases provide this information and this
network approach can be a particularly useful
way for a student to gain an overview of
approaches to the topic under consideration.
Once the literature search has begun it is
essential that references are managed in a logical,
systematic and easy to retrieve way. This will
prevent the student from feeling overwhelmed by
the volume of material gathered. There are a
number of ways in which students may be
encouraged to organise their material, for
example, using reference cards or personal
computer files.
Several authors support the use of index cards
to collect information (Burnard and Morrison
1990, Gould 1994, Hek era/2002). The cards
can contain a summary of the article, title,
location, key ideas, personal thoughts, and shelf
number of library books for easy retrieval
(Gould 1994). Reference management software
can also be used to put information in order. The
two most commonly used packages are ProCite
(www.procite.com/) and EndNote
(www.endnote.com/) (Burns and Grove 2001).
Some colleges and universities may be able to
provide one of these packages at a reduced cost
to students. However, the index card system is

likely to be more economical to the student and
has certain advantages.
One benefit of using index cards is that once
relevant articles have been identified from the
search they can be catalogued and filed according
to physical location. Easily accessible articles
may be sourced first, before moving to the next
most accessible location. This means that when
the articles are due to be retrieved, one visit to a
library, section of a library or the database that
holds the particular journal, is usually sufficient
to fulfil the required collection rather than
requiring several visits. Although this card
system may initially seem tedious, it saves time in
the end because retrieving the articles is more
systematic. It also aids the review process
because all references are noted correctly and a
summary of each article exists.
Once the writing of the review has begun, the
cards may be used to sort the material in various
ways. One method is to organise the material
according to the view expressed in the articles,
for example, five articles may express similar
views on a topic, while six other articles may
express different views. Alternatively, the student
may decide to organise the material according to
types of article, for example, descriptive articles
and research articles can be kept separately.
Articles can also be organised according to the
main issues or headings related to the topic.
In addition, the information on the index
cards can be used to transfer key information on

each article quickly and easily to a summary grid.
The grid method proposed by Benton and
Cormack (1996), Beyea andNicoll (1998) and
Polit et al (2001) is another useful way of
categorising the search material. A grid, or
summary table as it is also known, can include
columns with headings that include: author, type
of study, purpose, sample, design, data collection
and key findings (Table 1).
The headings used in the grid will depend on
the purpose ofthe literature review and the
experience ofthe researcher. For example, Scott
Principles of a search strategy
• Outline the stages in tiie search process (see example in
Figure 1).
* Keep a record of the databases included in the search, for
example, the keywords used in each of the databases.
• Use a table format to identify the databases, number of
references retrieved from each database and the final number
of references used for the reviev /̂.
• Document the reason for excluding some references.
• Identify the type of literature sourced, for example, qualitative
studies, surveys, descriptive/overviews, reports.
* Keep a record of the key journals used.
FIGURE 1
Stages in the search process

Identify a topic of interest and spend time identifying keywords
Using keywords conduct a search (electronic and/or manual)
of relevant literature
Review all references sourced and retrieve a copy of
relevant references
Read all relevant material sourced and identify
new references through citations
Organise all material in preparation for analysis
and integration in the review
(Adapted from Polit et al 2001)
NURSING STANDARD november 23 :: vol 20 no 1 1 : : 2005
43
and Thompson (2003) used only three headings -
'study', 'participants' and 'instruments' -when
they systematically reviewed studies assessing the
information needs of post-myocardial infarction
patients. These grids can also be categorised
according to each aspect of the review topic.
Using a grid is not time consuming. It can save
time by preventing frequent shuffling through
numerous articles to find one that you think
might contain the information you need. When
the student is trying to organise thoughts and
develop the discussion, these grids are a quick

and easy guide to the literature.
Establishing a good working relationship with
librarians is an integral part of any successful
literature search. They are an invaluable learning
resource in getting to know the library and
learning how to conduct a successful electronic
search of the literature. Access to web-based
journal databases is provided through college or
university library resources or from the comfort
of the student's homeif he orshehasaccess to the
internet. When using databases, careful
consideration must be given to the choice of
keywords and, in many instances, librarians - if
available - who provide database support and
may be able to offer assistance with choice.
Selecting the keywords for database
searches
Keywords are the major concepts or variables
that are included in the search (Burns and Grove
2001). The use of appropriate keywords is the
cornerstone of an effective search. While it may
appear a simple task, the selection and
development of keywords can be complex, time
consuming and difficult for a novice. Before
starting to search for literature it is important to
consider all the possible keywords, including
synonyms and alternative terms, linked to your
topic. If all possible keywords are not identified,
some literature will be omitted from your review,
which may adversely affect its quality.
Truncating is searching using part ofa word

to source information on similar words (Burns
and Grove 2001). The root of the word is used
with the appropriate truncation symbol.
Various databases use different symbols.
Therefore, you will need to find out what
symbol is recognised by the database you are
accessing, for example, nurs* will find any
words or titles containing the word nurse,
nurses and nursing. Other possible symbols
used by various databases include $ and %.
Boolean (or logical) operators are used for
expanding, excluding or joining keywords when
conducting a search (Burns and Grove 2001).
They refer to a system of using logical thought
described by the English mathematician and
computer pioneer George Boole (1815-1864)
(SearchCIO.com 2005). These operators instruct
the search engine to combine the necessary
elements. They include the terms 'AND', 'OR'
and 'NOT'. The term AND can be used to make
the search more specific. For example, in some
cases students find that the search reveals little
relevant literature and, therefore, they may need
to expand or widen their literature search to
guide their topic, or review the keywords that
were used in the search.
A search on Cumulative Index to Nursing and
Allied Health Literature (CINAHL) (January
1999-January 2005), using the keywords 'nurse-
patient communication' revealed 97 references,
whereas,when the keywords were changed to
'communication and nurses', 3,361 references
were identified. One disadvantage in using this
method to widen your search is that many of the

references may not be relevant to your topic
(Bennett 1999).
The term OR can be used to broaden the
search, for example, 'nursing OR nursing care',
whereas NOT is used to exclude words or
meanings, for example, 'general nursing NOT
veterinary nursing'.
TABLE 1 1
A grid or summary table
Author and
year
McCabe C
2004
Journal
Journal of
Clinical
Nursing
Type of
study
Qualitative
Purpose
Patients' views
of how nurses
communicate

Sample
Eight
Design
Purposive
Data collection
Unstructured
interviews
Key findings
Four themes emerged:
1. 'Communication
(patient-centred
and tasl<-centred)'
2. 'Empathy'
3. 'Attending'
4. 'Friendiy nurses'
4 4 november 23 :: vol 20 no 1 1 : : 2005 NURSING
STANDARD
The spelling of words, for example,
'paediatrics' or 'pediatrics', can influence the
results of a search - paediatrics will yield mostly
UK-based articles whereas pediatrics will result
in mainly American articles. Alternative terms
should also be considered, for example, the use

of the term 'heart' as a keyword will not
necessarily identify relevant titles containing
the term 'cardiac'. To help identify appropriate
keywords most databases provide a thesaurus
of keywords that you the researcher may find
useful.
Keywords need to be a diverse set of related
terms to capture fully all the available literature
on a chosen topic (Bennett 1999). Databases will
only respond to words that have been provided.
Using appropriate keywords will avoid
unmanageable reference lists emerging from
search databases. An initial search may reveal
that the topic is too broad or narrow. For
example, a search on 'lung cancer' on Medline
(1993 to present) identified 18,384 references.
The first stage of keyword development is,
therefore, narrowing the focus ofthe topic. This
can be done by searching one particular aspect of
the topic, for example, smoking and lung cancer,
or population of interest, for example, male
population only. The search can also be
narrowed to certain periods, for example,
1995-2005, and this can be particularly useful
where literature on a topic is abundant.
However, one ofthe disadvantages of narrowing
the scope ofthe search like this is that older
seminal studies or relevant reviews may be
omitted. It is advisable to talk to your supervisor
and a librarian before you make this decision
(Burns and Grove 2001, Hart 2001).
Conducting the literature search

Sources, such as journal articles, textbooks,
reports, newspapers, conference proceedings,
theses, dissertations and bibliographic databases
(CD-ROM and internet based), are available in
most libraries and are essential to the search
process. The requirement for undergraduates to
source conference proceedings, theses and
dissertations varies between institutions. Burns
and Grove (2001) suggested that these sources
are only required at master's degree level. It is
important, therefore, if providing courses of
study, to have local agreement on this issue and to
ensure that students are made aware of the
expectations.
Selection ofthe most appropriate databases
to use can present a challenge to students. A
number of databases are available when
searching health-related literature. Gommonly
used databases include those listed in Box 2.
These databases and others can be accessed
through the college or university library's
resources or through the internet. However,
while access via the college or university library
is often free, many databases will charge private
users a fee for downloading an article on a
personal computer. Some publishers do not
provide free access through the college or library
so it may be advisable to obtain inter-library
loans for this material or pay for each article that
is downloaded. Although this is convenient and
saves time it can be an expensive option.
The internet is a useful source of many
different kinds of information. It can be accessed

through search engines or information gateways.
Search engines trawl the internet or databases for
links with the keywords used. Examples of
search engines include those listed in Box 3.
Commonly used databases
• Cumulative Index to Nursing and Allied
Health Literature (CINAHL) includes
references to English and many non-English
language nursing journals from 1982. Books,
nursing dissertations and selected conference
proceedings are also included in this
database.
• MEDLINE/PubMed is a well-known source of
reference for health-related topics. I t covers
approximately 3,200 journals worldwide. All
journals held on this database are deemed to
have an international focus and are
sufficiently evidence and research-based. This
means that the information is generally of a
high quality.
• The Cochrane Library conducts and
disseminates systematic literature reviews on
healthcare issues. The reviews are revised as
new research results become available and/or
as errors are identified. There are four parts to
the Cochrane Library: Cochrane Database of
Systematic Reviews (CDSR); Cochrane Review
Methodology Database (CRMD); Cochrane
Register of Controlled Trials (CENTRAL); and
the York Database of Abstracts of Reviews of
Effectiveness of Health Care (DARE).

• Synergy provides access to full text electronic
journals by Blackwell Science. I t covers all
areas of social sciences and humanities and
includes sociology, politics and economics.
• Applied Social Sciences Index and Abstracts
(1987 to present) (ASSIA). This database is
useful for all healthcare professionals and
social workers. I t includes literature on
psychology, sociology, medicine, anthropology
and some law and politics.
NURSING STANDARD november 23 :: vol 20 no 1 1 : : 2005 4
5
Information gateways contain informadon on
particular topics gathered from various sources.
Examples of information gateways are shown in
Box 4,
The internet provides easy access to
information but if the searcher is not focused and
the keywords are unclear, it is possible to spend
an interesting afternoon surfing the net with little
to show for it at the end of the session. Also,
anyone can set up a website. It is important that
the information retrieved from the internet is of a
certain standard. The Health on the Net
Foundation Code of Conduct for medical and
health websites
(www.hon.ch/HONcode/Conduct.html) or the
BIOME evaluation guidelines

(www.biome,ac.uk/guidelines/eval) can help
students evaluate the literature relevant to their
search that they find on the internet.
Types of information
Nurses will be presented with a variety of
literature that is relevant to their topic.
Textbooks are useful because they generally
contain an overview of a topic. However,
students need to be aware that they can quickly
become outdated. Journals on the other hand
Search engines
Google
www,google,co,uk
Yahoo
www,yahoo,com
AltaVista
www.altavista,com/
Lycos
http://lycos,com
(Last accessed: November 2 2005.)
Examples of information gateways
NMAP (Nursing, Midwifery and Allied Health
Professions)
http://nmap,ac,uk
Health on the Net Foundation

www,hon,ch/
(Last accessed: November 2 2005.)
provide current, up to date literature that allows
the searcher to view the current state of a topic in
terms of research and development.
Journal articles are 'peer reviewed' or 'non-
peer reviewed'. Buchsel (2001) highlighted that
the most respected journals are those that are
peer reviewed. The process of review ensures that
a consistently high quality or standard of
material is published, and these papers are likely
to be of more benefit to students in the
preparation of the review. However, non-peer
reviewed papers are informative and must not be
overlooked.
Although various categorisations of journal
articles exist, students may be encouraged to
categorise articles as either review, descriptive or
research. Review articles provide detailed
accounts of particular topics through
summarising and evaluating research and
literature relating to a particular topic. These
articles also discuss the implications and
recommendations for further development of the
issues identified in the article.
A descriptive article merely describes a topic
with reference to current literature and is not
discursive like a review article. A research article
includes a report of a completed piece of research
relating to a particular phenomenon or topic.
Opinion pieces also occur in the literature. These

can be editorials or single pages in journals that
represent a single person's opinion and are not
deemed as authoritative as other types of articles
(Burnard 1996),
Holmes (1996) highlighted the importance of
obtaining primary sources in the search:
'Primary sources, including research studies and
statistical reports, are those in which the data are
reported by those who gathered the
information.' In contrast, secondary sources are
those where the author reports on, or includes,
the work of others or previously published data.
According to Holmes (1996), the use of
secondary sources when reviewing literature can
adversely affect the quality of a literature review
because it is impossible to ascertain whether the
secondary source is accurate or unbiased in its
interpretation of other people's work.
Novice writers may find the use of
government publications daunting because it
may not be immediately obvious what
information is pertinent to the review.
Furthermore, database searching is unlikely to
yield the necessary sources. Hart (2001) provides
a comprehensive chapter on finding official
publications and statistics that may be useful to
students. In addition, many government
departments have websites where information
can be easily accessed. Information on these sites
is usually up to date and may add to the overall
development of the review.
4 6 november 23 :: voi 20 no 1 1 : : 2005 NURSING
STANDARD

Guidance is available to students on writing a
review. The Centre for Reviews and
Dissemination (CRD) at York provides
research-based information about the effects of
interventions used in health and social care
(www.york,ac.uk/inst/crd/). CRD Report
Number 4 'Undertaking systematic reviews of
research on effectiveness' is on this website
under 'Review methods and resources'. It
provides a detailed guide to conducting a
systematic review. Reviewers often refer to these
guidelines, so it will be of benefit to nursing
students and can be downloaded.
Similarly, the National Institute for Health
and Clinical Excellence (NICE) website
(www.nice,org,uk) has a section 'Developing
clinical guidelines'. This contains a technical
manual with chapters on 'identifying evidence'
and 'reviewing and grading evidence' that
provides crucial guidelines for nursing students
and can be easily accessed without cost.
Conclusion
The 21st century requires that nurses are not only
competent, but also reflective and research aware.
The use of research to underpin nursing practice is
a common theme in many nursing programmes
and this component of programmes is often
assessed partially by literature review submission.
Students are usually eager to proceed straight to the
task of writing, especially if deadlines are looming.

However, this article advises spending time on
planning and organising an effective search of the
literature on a topic. This is a key aspect of the
production of a comprehensive and worthwhile
literature review, A systematic, thorough and
organised review is ultimately likely to produce
quality work, which will benefit the student in
terms of achieving course aims and developing
skills in conducting research and/or developing
local policies and procedures. This will ultimately
have a positive impact on patient care NS
References
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review literature? Nurse Reseorcher. 1,1,
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Bennett JA (1999) Critique of research
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Benton DC, Cormack DFS (1996)
Reviewing and evaluating the literature.
In Cormack DFS (Ed) The Research
Process in Nursing. Third edition.
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Beyea SC, Nicoll LH (1998) Writing an
integrative review. Association of
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referencing. Ciinicoi Journal of Oncology
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Burnard P (1996) Writing for Health
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Scott TJ, Thompson DR (2003)
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NURSING STANDARD november 23 :: voi 20 no 11:: 2005 47

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