narrative literature review

narrative literature review

The Impact of Narrative Literature Review on Academic Research

1. Introduction

The focus is on the work “The Impact of Narrative Literature Review on Academic Research”. The project will encompass such research with the intention not only of a thorough review of existent literature, but also with a meta-analysis of well-reviewed studies. At present, there are convincing theoretical arguments that qualitative synthesis of data has considerable value in informing field and policy decisions. A narrative method has a more faithful fit with the current form of a literature review. This form carries the intention of capturing the vast body of data and research that has been carried out in a particular field. This type of review can be intimidating for new researchers or for those wishing to gain a quick snapshot of the field. By providing some conclusions into the relative value of a narrative review, it is intended that this work will provide guidance to those considering an in-depth analysis of a field through to those reading a review as a starting point to a research project.

2. Benefits of Narrative Literature Review

A narrative literature review should be to ascertain the state of information on a topic or issue in the behavioral sciences (i.e., an issue or controversy) and familiarize the reader with the latest evidence on this issue. Unlike a traditional research article, it will not provide data from a single or small group of studies, but rather looks at a body of literature (e.g., all research conducted on a particular topic) to determine an effect. One reason for doing this is that the reader is best able to evaluate the data of a single study when it is viewed in the context of the entire body of literature on a topic. A second reason is that one of the primary goals of research should be to communicate to other psychologists the need to as well as causal agents, social policy, and human behavior. The discussion and introduction are useful sections to communicate to others the impetus for a particular research study and its theoretical or practical importance. When writing the literature review, it is wise to group common studies by topic. It will prevent you from repeating yourself needlessly and it will make the research and writing process much easier and more efficient. A common organizational approach is a chronological one. The advantage of this method is that the discuss the various studies while they were conducting them, even though this sounds a bit like the introduction method, it is beneficial because it forces researchers to understand the chronology of their topic of interest and it allows them to place studies in a historical context. An empirical and theoretical review can be a coherent one. It is important, however, for the researcher to differentiate between the two and to clearly state which part of the paper is which. This can be done by providing direction to the reader in the introduction or discussion, and it is important because the author must evaluate empirical data from studies in a different manner and with different goals and constraints than evaluating theory.

3. Methodology for Conducting a Narrative Literature Review

Reviewing the literature will be a recursive process as the act of writing the thesis develops and the required inputs are clarified. This may lead to revisiting the first stages of the review to redefine the research questions, inclusion/exclusion criteria, and to develop more sophisticated search strategies. Iterations of the review should provide great confidence that the field of research questions has been thoroughly mined and that pertinent literature has not been omitted. At all stages, detailed documentation will be kept of the search criteria and the rationale for inclusion and exclusion of studies. This form of audit trail is recognized as an essential means to assist critical appraisal of the review and to potentially enable its replication at a later date.

A broad search strategy to locate and review research articles will be employed. This will include writing to researchers in the field to locate work in progress and published studies. Searches will extend to related literature in the areas of impact/evaluation methodologies and the philosophy of social science. The aim will be to accumulate a body of literature that is of high relevance to the topic under review. However, it is recognized that boundary spanning research often draws on far-removed literature to inform the analysis and these chance findings will also be recorded.

4. Limitations and Challenges of Narrative Literature Review

Some of the important limitations that need to be accorded by a potential reviewer are the skills and knowledge in conducting a systematic literature search and review. Good literature review requires knowledge and experience of conducting intricate search strategies with an array of resources from the library catalogue, specialised databases to simple search engines with an internet connection. Unfortunately, the reviewer is often not equipped with the necessary search technique and the use of complex Boolean logic, which obtain irrelevant and less useful search results. This would be difficult and time-consuming to filter the relevant articles from thousands of search results. Traditional literature review, which is found in the introduction of an academic text, is not comprehensive and often outdated. Hence, a narrative literature review is conducted to elaborate and explain more in-depth. However, the method to ensure that findings are comprehensive and updated is time-consuming and extensive. Another limitation is the difficulty in finding sources, which consist of the elusive, non-published materials on the web and those about which little is known. This prevents the reviewer from identifying all the known material in an area, much less replicating the search to confirm the validity of the review. Although some published articles remain in hardcopy form in the library, now it is difficult to locate and acquire certain older published materials. Many may require the reviewer to photocopy from a microfilm collection or to locate them through interlibrary loans. All these will consume more time and cost if the source is from overseas. It is wise to remember that the opportunity cost for the reviewer, who is usually teachers and clinicians, up-to-date literature which is more easily translated into practice and teaching is often seen as less important than research done to fill in the gaps in the existing base of knowledge.

5. Conclusion

This present paper’s examination of literature in examination showed various complicated and uncertain results. A few issues were recognized with the procedure and execution of the pursuit and examination, as will be talked about later. These issues aside, the paper recognizes four expansive perceptions concerning the effect of story on the college. (1) The thought of a story (“story content”) is instinctive and recognizable to most or all people associated with college. (2) Stories are seen as a fascinating and pleasant method for passing on thoughts. (3) Stories can go about as a skilled correspondence channel among instructors and understudies and among researchers. (4) Teaching is itself a troublesome story-telling and story-clarifying action histograms and what not about it.

Story is basically the quintessence of being human. As public creatures, we trade stories constantly and basically in light of the fact that we as a whole do it doesn’t really mean we are mindful of the impact or significance of one story-telling or story-sharing occasion over another. Over the span of this paper, a question was raised concerning the effect and pervasiveness of story in talk and balance in the college. It was proposed that stories are all over the place and the grounds dialog between understudies and teachers isn’t freed from story content. Stories were depicted as a luxuriously nuanced and fancy vehicle for permitting the correspondence of thoughts between individuals. This raised an intriguing point that has extensive ramifications for learning, basic leadership, and instructive investigation.