Adult learning online education:
Adult learning online education:
Adult learning online education:
About the example: Boolean searches were conducted on November 4, 2019; result numbers may vary at a later date. No additional database limiters were set to further narrow search returns.
Database strategies for targeted search results.
Most databases include limiters, or additional parameters, you may use to strategically focus search results. EBSCO databases, such as Education Research Complete & Academic Search Complete provide options to:
Keep in mind that these tools are defined as limiters for a reason; adding them to a search will limit the number of results returned. This can be a double-edged sword. How?
Use limiters with care. When starting a search, consider opting out of limiters until the initial literature screening is complete. The second or third time through your research may be the ideal time to focus on specific time periods or material (scholarly vs newspaper).
Expanding your search term at the root.
Truncating is often referred to as 'wildcard' searching. Databases may have their own specific wildcard elements however, the most commonly used are the asterisk (*) or question mark (?). When used within your search. they will expand returned results.
Using the asterisk wildcard will return varied spellings of the truncated word. In the following example, the search term education was truncated after the letter "t."
Original Search | |
adult education | adult educat* |
Results included: educate, education, educator, educators'/educators, educating, & educational |
Explore these database help pages for additional information on crafting search terms.
Tips for saving research directly to Google drive.
It is possible to save articles (PDF and HTML) and abstracts in EBSCOhost databases directly to Google drive. Select the Google Drive icon, authenticate using a Google account, and an EBSCO folder will be created in your account. This is a great option for managing your research. If documenting your research in a Google Doc, consider linking the information to actual articles saved in drive.
EBSCOHost Databases & Google Drive: Managing your Research
This video features an overview of how to use Google Drive with EBSCO databases to help manage your research. It presents information for connecting an active Google account to EBSCO and steps needed to provide permission for EBSCO to manage a folder in Drive.
About the Video: Closed captioning is available, select CC from the video menu. If you need to review a specific area on the video, view on YouTube and expand the video description for access to topic time stamps. A video transcript is provided below.
What is a literature review.
A definition from the Online Dictionary for Library and Information Sciences .
A literature review is "a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works" (Reitz, 2014).
A systemic review is "a literature review focused on a specific research question, which uses explicit methods to minimize bias in the identification, appraisal, selection, and synthesis of all the high-quality evidence pertinent to the question" (Reitz, 2014).
EBSCO Connect [Discovery and Search]. (2022). Searching with boolean operators. Retrieved May, 3, 2022 from https://connect.ebsco.com/s/?language=en_US
EBSCO Connect [Discover and Search]. (2022). Searching with wildcards and truncation symbols. Retrieved May 3, 2022; https://connect.ebsco.com/s/?language=en_US
Machi, L.A. & McEvoy, B.T. (2009). The literature review . Thousand Oaks, CA: Corwin Press:
Reitz, J.M. (2014). Online dictionary for library and information science. ABC-CLIO, Libraries Unlimited . Retrieved from https://www.abc-clio.com/ODLIS/odlis_A.aspx
Ridley, D. (2008). The literature review: A step-by-step guide for students . Thousand Oaks, CA: Sage Publications, Inc.
Schedule an appointment.
Contact a librarian directly (email), or submit a request form. If you have worked with someone before, you can request them on the form.
A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question. That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.
A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment. Rely heavily on the guidelines your instructor has given you.
Why is it important?
A literature review is important because it:
APA Style Blog - for those harder to find answers
Your literature review should be guided by your central research question. The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.
How many studies do you need to look at? How comprehensive should it be? How many years should it cover?
Make a list of the databases you will search.
Where to find databases:
Some questions to help you analyze the research:
Tips:
Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91–108. doi:10.1111/j.1471-1842.2009.00848.x
Aims to demonstrate writer has extensively researched literature and critically evaluated its quality. Goes beyond mere description to include degree of analysis and conceptual innovation. Typically results in hypothesis or mode | Seeks to identify most significant items in the field | No formal quality assessment. Attempts to evaluate according to contribution | Typically narrative, perhaps conceptual or chronological | Significant component: seeks to identify conceptual contribution to embody existing or derive new theory | |
Generic term: published materials that provide examination of recent or current literature. Can cover wide range of subjects at various levels of completeness and comprehensiveness. May include research findings | May or may not include comprehensive searching | May or may not include quality assessment | Typically narrative | Analysis may be chronological, conceptual, thematic, etc. | |
Mapping review/ systematic map | Map out and categorize existing literature from which to commission further reviews and/or primary research by identifying gaps in research literature | Completeness of searching determined by time/scope constraints | No formal quality assessment | May be graphical and tabular | Characterizes quantity and quality of literature, perhaps by study design and other key features. May identify need for primary or secondary research |
Technique that statistically combines the results of quantitative studies to provide a more precise effect of the results | Aims for exhaustive, comprehensive searching. May use funnel plot to assess completeness | Quality assessment may determine inclusion/ exclusion and/or sensitivity analyses | Graphical and tabular with narrative commentary | Numerical analysis of measures of effect assuming absence of heterogeneity | |
Refers to any combination of methods where one significant component is a literature review (usually systematic). Within a review context it refers to a combination of review approaches for example combining quantitative with qualitative research or outcome with process studies | Requires either very sensitive search to retrieve all studies or separately conceived quantitative and qualitative strategies | Requires either a generic appraisal instrument or separate appraisal processes with corresponding checklists | Typically both components will be presented as narrative and in tables. May also employ graphical means of integrating quantitative and qualitative studies | Analysis may characterise both literatures and look for correlations between characteristics or use gap analysis to identify aspects absent in one literature but missing in the other | |
Generic term: summary of the [medical] literature that attempts to survey the literature and describe its characteristics | May or may not include comprehensive searching (depends whether systematic overview or not) | May or may not include quality assessment (depends whether systematic overview or not) | Synthesis depends on whether systematic or not. Typically narrative but may include tabular features | Analysis may be chronological, conceptual, thematic, etc. | |
Method for integrating or comparing the findings from qualitative studies. It looks for ‘themes’ or ‘constructs’ that lie in or across individual qualitative studies | May employ selective or purposive sampling | Quality assessment typically used to mediate messages not for inclusion/exclusion | Qualitative, narrative synthesis | Thematic analysis, may include conceptual models | |
Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research | Completeness of searching determined by time constraints | Time-limited formal quality assessment | Typically narrative and tabular | Quantities of literature and overall quality/direction of effect of literature | |
Preliminary assessment of potential size and scope of available research literature. Aims to identify nature and extent of research evidence (usually including ongoing research) | Completeness of searching determined by time/scope constraints. May include research in progress | No formal quality assessment | Typically tabular with some narrative commentary | Characterizes quantity and quality of literature, perhaps by study design and other key features. Attempts to specify a viable review | |
Tend to address more current matters in contrast to other combined retrospective and current approaches. May offer new perspectives | Aims for comprehensive searching of current literature | No formal quality assessment | Typically narrative, may have tabular accompaniment | Current state of knowledge and priorities for future investigation and research | |
Seeks to systematically search for, appraise and synthesis research evidence, often adhering to guidelines on the conduct of a review | Aims for exhaustive, comprehensive searching | Quality assessment may determine inclusion/exclusion | Typically narrative with tabular accompaniment | What is known; recommendations for practice. What remains unknown; uncertainty around findings, recommendations for future research | |
Combines strengths of critical review with a comprehensive search process. Typically addresses broad questions to produce ‘best evidence synthesis’ | Aims for exhaustive, comprehensive searching | May or may not include quality assessment | Minimal narrative, tabular summary of studies | What is known; recommendations for practice. Limitations | |
Attempt to include elements of systematic review process while stopping short of systematic review. Typically conducted as postgraduate student assignment | May or may not include comprehensive searching | May or may not include quality assessment | Typically narrative with tabular accompaniment | What is known; uncertainty around findings; limitations of methodology | |
Specifically refers to review compiling evidence from multiple reviews into one accessible and usable document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address these interventions and their results | Identification of component reviews, but no search for primary studies | Quality assessment of studies within component reviews and/or of reviews themselves | Graphical and tabular with narrative commentary | What is known; recommendations for practice. What remains unknown; recommendations for future research |
Literature review.
A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research. The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research. It should give a theoretical base for the research and help you (the author) determine the nature of your research. The literature review acknowledges the work of previous researchers, and in so doing, assures the reader that your work has been well conceived. It is assumed that by mentioning a previous work in the field of study, that the author has read, evaluated, and assimiliated that work into the work at hand.
A literature review creates a "landscape" for the reader, giving her or him a full understanding of the developments in the field. This landscape informs the reader that the author has indeed assimilated all (or the vast majority of) previous, significant works in the field into her or his research.
"In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (eg. your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.( http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review )
A literature review involves researching, reading, analyzing, evaluating, and summarizing scholarly literature (typically journals and articles) about a specific topic. The results of a literature review may be an entire report or article OR may be part of a article, thesis, dissertation, or grant proposal. A literature review helps the author learn about the history and nature of their topic, and identify research gaps and problems.
Problem formulation
Elements of a Literature Review
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A literature review is not:
So, what is it then?
A literature review :
"A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally, you will be asked to write one as a separate assignment, ..., but more often, it is part of the introduction to an essay, research report, or thesis. In writing the literature review, you aim to convey to your reader what knowledge and ideas have been established on a topic and their strengths and weaknesses. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available or a set of summaries."
A literature review is an integrated analysis-- not just a summary-- of scholarly writings that are related directly to your research question. That is, it represents the literature that provides background information on your topic and shows a correspondence between those writings and your research question.
A literature review may be a stand-alone work or the introduction to a more extensive research paper, depending on the assignment. Rely heavily on the guidelines your instructor has given you.
Why is it important?
A literature review is important because it:
The Literature Review portion of a scholarly article is usually close to the beginning. It often follows the introduction , or may be combined with the introduction. The writer may discuss his or her research question first, or may choose to explain it while surveying previous literature.
If you are lucky, there will be a section heading that includes " literature review ". If not, look for the section of the article with the most citations or footnotes .
Resources on the web.
There are many types of evidence synthesis projects, including systematic reviews as well as others. The selection of review type is wholly dependent on the research question. Not all research questions are well-suited for systematic reviews.
Review the table to peruse review types and associated methodologies. Librarians can also help your team determine which review type might be appropriate for your project.
Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91-108. doi:10.1111/j.1471-1842.2009.00848.x
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| Aims to demonstrate writer has extensively researched literature and critically evaluated its quality. Goes beyond mere description to include degree of analysis and conceptual innovation. Typically results in hypothesis or mode | Seeks to identify most significant items in the field | No formal quality assessment. Attempts to evaluate according to contribution | Typically narrative, perhaps conceptual or chronological | Significant component: seeks to identify conceptual contribution to embody existing or derive new theory |
| Generic term: published materials that provide examination of recent or current literature. Can cover wide range of subjects at various levels of completeness and comprehensiveness. May include research findings | May or may not include comprehensive searching | May or may not include quality assessment | Typically narrative | Analysis may be chronological, conceptual, thematic, etc. |
| Map out and categorize existing literature from which to commission further reviews and/or primary research by identifying gaps in research literature | Completeness of searching determined by time/scope constraints | No formal quality assessment | May be graphical and tabular | Characterizes quantity and quality of literature, perhaps by study design and other key features. May identify need for primary or secondary research |
| Technique that statistically combines the results of quantitative studies to provide a more precise effect of the results | Aims for exhaustive, comprehensive searching. May use funnel plot to assess completeness | Quality assessment may determine inclusion/ exclusion and/or sensitivity analyses | Graphical and tabular with narrative commentary | Numerical analysis of measures of effect assuming absence of heterogeneity |
| Refers to any combination of methods where one significant component is a literature review (usually systematic). Within a review context it refers to a combination of review approaches for example combining quantitative with qualitative research or outcome with process studies | Requires either very sensitive search to retrieve all studies or separately conceived quantitative and qualitative strategies | Requires either a generic appraisal instrument or separate appraisal processes with corresponding checklists | Typically both components will be presented as narrative and in tables. May also employ graphical means of integrating quantitative and qualitative studies | Analysis may characterise both literatures and look for correlations between characteristics or use gap analysis to identify aspects absent in one literature but missing in the other |
| Generic term: summary of the [medical] literature that attempts to survey the literature and describe its characteristics | May or may not include comprehensive searching (depends whether systematic overview or not) | May or may not include quality assessment (depends whether systematic overview or not) | Synthesis depends on whether systematic or not. Typically narrative but may include tabular features | Analysis may be chronological, conceptual, thematic, etc. |
| Method for integrating or comparing the findings from qualitative studies. It looks for ‘themes’ or ‘constructs’ that lie in or across individual qualitative studies | May employ selective or purposive sampling | Quality assessment typically used to mediate messages not for inclusion/exclusion | Qualitative, narrative synthesis | Thematic analysis, may include conceptual models |
| Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research | Completeness of searching determined by time constraints | Time-limited formal quality assessment | Typically narrative and tabular | Quantities of literature and overall quality/direction of effect of literature |
| Preliminary assessment of potential size and scope of available research literature. Aims to identify nature and extent of research evidence (usually including ongoing research) | Completeness of searching determined by time/scope constraints. May include research in progress | No formal quality assessment | Typically tabular with some narrative commentary | Characterizes quantity and quality of literature, perhaps by study design and other key features. Attempts to specify a viable review |
| Tend to address more current matters in contrast to other combined retrospective and current approaches. May offer new perspectives | Aims for comprehensive searching of current literature | No formal quality assessment | Typically narrative, may have tabular accompaniment | Current state of knowledge and priorities for future investigation and research |
| Seeks to systematically search for, appraise and synthesis research evidence, often adhering to guidelines on the conduct of a review | Aims for exhaustive, comprehensive searching | Quality assessment may determine inclusion/exclusion | Typically narrative with tabular accompaniment | What is known; recommendations for practice. What remains unknown; uncertainty around findings, recommendations for future research |
| Combines strengths of critical review with a comprehensive search process. Typically addresses broad questions to produce ‘best evidence synthesis’ | Aims for exhaustive, comprehensive searching | May or may not include quality assessment | Minimal narrative, tabular summary of studies | What is known; recommendations for practice. Limitations |
| Attempt to include elements of systematic review process while stopping short of systematic review. Typically conducted as postgraduate student assignment | May or may not include comprehensive searching | May or may not include quality assessment | Typically narrative with tabular accompaniment | What is known; uncertainty around findings; limitations of methodology |
| Specifically refers to review compiling evidence from multiple reviews into one accessible and usable document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address these interventions and their results | Identification of component reviews, but no search for primary studies | Quality assessment of studies within component reviews and/or of reviews themselves | Graphical and tabular with narrative commentary | What is known; recommendations for practice. What remains unknown; recommendations for future research |
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Affiliations.
Introduction: The objective of this work was to summarize the incidence of herpes zoster (HZ) complications in different populations.
Methods: Systematic literature review of PubMed, Embase, and Virtual Health Library records between January 1, 2002 and October 20, 2022 using search strings for HZ, complications, and frequency measurements.
Results: The review included 124 studies, most conducted in the general population (n = 93) and on individuals with comorbidities (n = 41) ≥ 18 years of age. Most studies were conducted in Europe (n = 44), Asia (n = 40), and North America (n = 36). Postherpetic neuralgia (PHN) was the most studied neurological complication. Variable relative PHN incidence was found in the general population (2.6-46.7%) or based on diagnosis: immunocompromised (3.9-33.8%), depression (0-50%), and human immunodeficiency virus (HIV) (6.1-40.2%). High incidence rates were observed in hematological malignancies (HM) and solid organ malignancies (132.5 and 93.7 per 1000 person-years, respectively). Ocular complications were frequently reported with herpes zoster ophthalmicus (HZO). The relative incidence (incidence rate) of HZO in the general population was reported as 1.4-15.9% (0.31-0.35 per 1000 person-years). High relative incidence was observed in HIV (up to 10.1%) and HM (3.2-11.3%). Disseminated HZ was the most frequently reported cutaneous complication. The relative incidence of disseminated HZ was 0.3-8.2% in the general population, 0-0.5% in the immunocompetent, and 0-20.6% in patients with comorbidities. High relative incidence was reported in HM and solid organ transplant (up to 19.3% and 14.8%, respectively).
Discussion: Most reported complications were neurological (n = 110), ocular (n = 48), and cutaneous (n = 38). Few studies stratified complications by age or gender (or both). Incidence appeared higher in select immunocompromised populations. Higher incidence was associated with older age in several studies; the general association with gender was unclear.
Conclusions: Variable incidence of HZ complications was reported by population subgroup. Further research is required to quantitatively analyze incidence by age, gender, and location.
Keywords: Complications; Herpes zoster; Incidence; PHN; Systematic review; Varicella-zoster virus.
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Hot-water immersion (hwi) or ice-pack treatment (ipt) as first aid for human envenomation by marine animals review of literature.
2.1.1. jellyfish, 2.1.2. stonefish, 2.1.3. lesser weeverfish, 2.1.4. stingray, 2.1.5. lionfish, 2.1.6. scorpionfish, 2.1.7. catfish, 2.1.8. unspecified/several organisms, 2.2. ice packs as first aid for human envenomation caused by marine animals, 2.2.1. jellyfish, 2.2.2. hydroids, 2.2.3. sea anemones, 3. discussion, 4. materials and methods, 4.1. literature search methods, 4.2. data presentation, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
Jellyfish | |||||
---|---|---|---|---|---|
Reference | Research Type | Species | Region | Examined Factor | Findings |
[ ] | Review | Unspecified | Unspecified | Evidence for the use of heat or ice in the treatment of cnidarian envenomations, with the aim of defining which one is more effective | Most studies endorse the use of HWI for pain relief in cnidarian envenomation |
[ ] | Systematic review | Unspecified | North America and Hawaii | Pain relief after treatment with hot water, vinegar, papain | Hot water exhibited the most significant analgesic effect among the analysed methods |
[ ] | In vivo and ex vivo studies | Cyanea capillata | For in vitro tentacles of C. capillata were collected from Puget Sound. For ex vivo, live C. capillata, were collected from Dublin Bay | Several methods of first aid protocols in case of C. capillata envenomation | The best first aid for C. capillata is rinsing with vinegar or Sting No More commercial product and 40-min-long treatment with HWI (45 °C) |
[ ] | Review | Unspecified | Singapore | The article contains appropriate steps to take in the event of a jellyfish sting | HWI is recommended for pain relief in jellyfish stung case |
[ ] | Randomised controlled trial | Carybdea alata | Honolulu, Hawaii | Pain perception (VAS scale) after treatment of HWI, papain or vinegar | In 92% of cases, the lowest VAS score for heat was lower than for either papain or vinegar |
[ ] | Uncontrolled trial | Carybdea sp. | Australia | Pain perception after different treatments (ice, vinegar, aluminium sulfate, and hot water at 45 °C) | Hot water proved to the best at pain reduction and its recurrence |
[ ] | Randomised controlled trial | Carybdea alata | Waikiki, Hawaii | Pain relief after treatment with cold and hot compresses | Hot packs treatment provided with approximately 5 times higher chance of pain cessation within 15 min, than control group |
[ ] | Clinical trial | Cyanea capillata | Gothenburg, Sweden | Comparison of pain relief between HWI and topical corticosteroid assessed on a Numeric Rating Scale (0–10) | HWI is more effective for treating acute pain than cortisone up to 6 h after treatment |
[ ] | Randomised controlled trial | Physalia physalis | Australia | Pain perception (VAS scale) after HWI and cold pack treatment | At the 20-min mark, 87% of the hot water group displayed clinically reduced pain compared to 33% treated with ice packs |
[ ] | Case study | Carukia barnesi Chironex fleckeri | Australia | Pain relief | Neither individual required additional pain relief medication after HWI |
[ ] | Retrospective review | Unspecified | Western O’ahu, Hawaii | Pain relief | The effectiveness of a heat treatment in reducing pain in cnidarian envenomation was higher compared to the use of painkillers or benzodiazepines |
[ ] | Case study | Unspecified | Coastal arena of Southern Italy | Various treatment | Hot and cold water along with ice packs were utilised, although not so frequently |
[ ] | Case report | Stonefish (Synanceja horrida) | Hong Kong, China | Pain relief, and treatment of potential bacterial growth and further necrotizing fasciitis development | Hot water may accelerate bacterial growth and necrotizing fasciitis. Therefore, antibiotics should be administered |
[ ] | Experimental in vitro studies | Stonefish (Synanceia horrida) | Venom collected from James Cook University, Cairns, Queensland, Australia | Cytotoxicity of S. horrida venom on human cardiomyocyte cell line at various temperature and incubation times | Incubation period of 20 min at 42 °C is optimal for treating stonefish wounds |
[ ] | Case series report | Stonefish (Synanceia sp.) | Singapore, Myammar, China | Pain relief | In 7 of 8 cases HWI was used to reduce pain. Presumably due to HWI patients staying less time in hospital |
[ ] | Case report | Stonefish (Synanceja horrida) | Kota Kinabalu, Malaysia | Pain relief after HWI conducted after diclofenac and morphine treatment | Pain reduced in scale from 8/10 to 1/10. No further treatment was required after HWI treatment |
[ ] | Case study | Lesser weever fish (Echiichthys vipera) | Mediterranean and European coastal areas | Risk of burn after HWI treatment | Thermal burn can occur after HWI treatment |
[ ] | Review | Lesser weever fish (Echiichthys vipera) | Coastline of the UK | Pain management | HWI is considered the most effective marine envenomation treatment |
[ ] | Retrospective review | Unspecified | California, USA | Pain relief after HWI or medicaments | Out of 74 patients, who exclusively underwent HWI, 65 achieved pain relief without requiring supplementary therapy |
[ ] | Observational Study | Unspecified | California, USA | Pain relief, Ongoing symptoms or complications | HWI presumably is more effective than HWI/povidone-iodine |
[ ] | Case series report | Pterois volitans | French West Indies | Pain duration and intensity reduction | Immersing the stung limb in hot water can decrease the duration of pain and mitigate potential complications |
[ ] | Case reports | Pterois volitans | Poland | Treatment methods encompassed hot water immersion, wound cleaning, antibiotic administration, and tetanus prevention | HWI is method utilised by toxicology facilities |
[ ] | Case studies | Scorpaena plumieri Bloch, 1789 and Scorpaena brasiliensis Cuvier, 1829 | Brazil | Pain relief | Six patients found pain relief through hot-water immersion. Other methods like systemic painkillers, applying urine, alcohol, and garlic were largely ineffective for pain relief |
[ ] | Case studies | suborder siluroidei | Western Atlantic Ocean coast | Pain relief | Immersion of affected extremities in hot water was utilised in 20% of patients and was proved beneficial |
[ ] | Case studies | Clarias gariepinus (Burchell, 1822) and Heteropneustes fossilis (Bloch, 1794) | Poland | Pain relief | HWI was utilised as pain control treatment |
[ ] | Case study | Heteropneustes fossilis (Bloch, 1794) | Poland | Pain relief | The wound was treated with lidocaine, material removal, and thorough cleansing. The affected hand was immersed in hot water (45 °C) for about 45 min to inactivate venom |
[ ] | Case study | Unspecified | Iran | Pain relief | Treatment involved immersing the affected limbs in hot water (temperature below 50 °C), which relieved pain within 30 min |
[ ] | Review | Marine venomous species (jellyfish, stingray, weeverfish, lionfish, scorpionfish, stonefish etc.) | Unspecified | Pain relief | Employing the highest temperature that the patient can safely endure is optimal |
[ ] | First part: Retrospective review—phone survey Second part: experimental in vitro studies | Unspecified | Hong Kong, China | Practical solution for the loss of water temperature in the container during HWI | Authors proposed overall recommendations for HWI therapy |
[ ] | Review | Marine species endemic to the Mediterranean Sea | Mediterranean Sea | Pain relief | Authors recommend HWI at a temperature not exceeding 45 °C for a duration of up to 2 h or until the pain diminishes |
[ ] | Cross-sectional descriptive study | Pterois sp., Echinoidea, Ariidae, Chondrichthyes, Elapidae | Australia | Pain relief | In 56.3% cases HWI reduced pain effectively |
Jellyfish | |||||
---|---|---|---|---|---|
Reference | Research Type | Species | Region | Examined Factor | Findings |
[ ] | Review | Physalia sp., Carybdea alata, Carukia barnes, Chironex fleckeri, Chiropsalmus quadrigatus, Chiroplasmus quadrumanus, Pelagia noctiluca, Cyanea capillata | Unspecified | Hot water or ice packs | Appropriate envenomation treatment depends on species that caused it |
[ ] | In vitro, ex vivo | Alatina alata and Chironex flecker | C. fleckeri was collected from Queensland, Australia, meanwhile A. alata from Hawaii, USA | Usage of commonly recommended and commercially available methods | Application of ice increased A. alata sting severity, while heat was notably effective in reducing hemolytic area for C. fleckeri |
[ ] | Review | Unspecified | Unspecified | Iced seawater or cold packs | Usage of cold water/ice packs demonstrates a potent pain-relieving effect |
[ ] | Review | Physalia physalis, Cyanea capillata, Chironex fleckeri | Unspecified | Cold and warm water | Warm water is beneficial for bites that do not involve toxins that can be neutralised with heat. Cold water, however, may be more appropriate for severe systemic reactions and reduce pain |
[ ] | Prospective cohort study | Chironex fleckeri | Australia | Vinegar, ice packs and painkillers | Pain of patients could be controlled with vinegar followed by ice treatment |
[ ] | Randomised controlled trial | Chironex fleckeri | Australia | Ice packs and HWI | There was no statistically significant difference between the results of the two treatments |
[ ] | Retrospective study | Unspecified | Eastern Mediterranean Sea | Various treatment, including ice | Out of 31 patients treated with ice, 21 showed improvement with this treatment. |
[ ] | In vitro studies | Lytocarpus philippinus | Australia | Methylated spirits, vinegar, urine, sea water, fresh water, distilled water, aloe vera and ‘Stingnose’ | Methylated spirits induced discharge in mature mastigophores of the hydroid. Unlike vinegar, it activated nematocysts. Therefore, water dousing followed by ice application is advised for pain relief, consistent with first aid for non-cubozoan jellyfish stings. |
[ ] | Case study | Anemonia viridis | Catalonia, Spain | Seawater, vinegar, ammonia, 10% baking soda mixed in seawater, freshwater | Seawater does not trigger cnidocyst activation, making it a neutral rinse solution. Vinegar and ammonia induce significant discharge, while a 10% baking soda solution causes medium discharge. Freshwater leads to low discharge, often leaving undischarged cnidocytes. |
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Niżnik, Ł.; Jabłońska, K.; Orczyk, M.; Orzechowska, M.; Jasińska, J.; Smoliniec, B.; Hućko, A.; Kosowicz, P.; Klocek, A.; Słoma, P.; et al. Hot-Water Immersion (HWI) or Ice-Pack Treatment (IPT) as First Aid for Human Envenomation by Marine Animals? Review of Literature. Toxins 2024 , 16 , 273. https://doi.org/10.3390/toxins16060273
Niżnik Ł, Jabłońska K, Orczyk M, Orzechowska M, Jasińska J, Smoliniec B, Hućko A, Kosowicz P, Klocek A, Słoma P, et al. Hot-Water Immersion (HWI) or Ice-Pack Treatment (IPT) as First Aid for Human Envenomation by Marine Animals? Review of Literature. Toxins . 2024; 16(6):273. https://doi.org/10.3390/toxins16060273
Niżnik, Łukasz, Karolina Jabłońska, Michał Orczyk, Martyna Orzechowska, Judyta Jasińska, Barbara Smoliniec, Agnieszka Hućko, Piotr Kosowicz, Anna Klocek, Paweł Słoma, and et al. 2024. "Hot-Water Immersion (HWI) or Ice-Pack Treatment (IPT) as First Aid for Human Envenomation by Marine Animals? Review of Literature" Toxins 16, no. 6: 273. https://doi.org/10.3390/toxins16060273
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A Rapid Literature Review (RLR) is the fastest type of literature review which makes use of a streamlined approach for synthesizing literature summaries, offering a quicker and more focused alternative to traditional systematic reviews. Despite employing identical research methods, it often simplifies or omits specific steps to expedite the ...
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.
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).
What kinds of literature reviews are written? Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified.
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. There are five key steps to writing a literature review: Search for relevant literature. Evaluate sources. Identify themes, debates and gaps.
This is why the literature review as a research method is more relevant than ever. Traditional literature reviews often lack thoroughness and rigor and are conducted ad hoc, rather than following a specific methodology. Therefore, questions can be raised about the quality and trustworthiness of these types of reviews.
A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the ...
Literature Review is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.. Also, we can define a literature review as the collected body of scholarly works related to a topic:
A literature review is defined as "a critical analysis of a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles." (The Writing Center University of Winconsin-Madison 2022) A literature review is an integrated analysis, not just a summary of scholarly work on a specific topic.
A literature review is an overview of the available research for a specific scientific topic. Literature reviews summarize existing research to answer a review question, provide context for new research, or identify important gaps in the existing body of literature.. An incredible amount of academic literature is published each year, by estimates over two million articles.
A literature review may itself be a scholarly publication and provide an analysis of what has been written on a particular topic without contributing original research. These types of literature reviews can serve to help keep people updated on a field as well as helping scholars choose a research topic to fill gaps in the knowledge on that topic.
Types of Literature Review are as follows: Narrative literature review: This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper. Systematic literature review: This is a rigorous and ...
A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories.A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that ...
A literature review can be a type of review article. In this sense, a literature review is a scholarly paper that presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources and do not report new or original experimental work.
The type of literature review you write will depend on your discipline and whether you are a researcher writing your PhD, publishing a study in a journal or completing an assessment task in your undergraduate study. ... Assesses what is known about an issue by using a systematic review method to search and appraise research and determine best ...
Learn about different types of literature review and how to choose the best one for your research. Compare narrative, systematic, scoping, argumentative, integrative and theoretical literature review methods.
Rapid Review - Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research. Scoping Review or Evidence Map - Preliminary assessment of potential size and scope of available research literature. Aims to identify nature and extent of research.
A literature review is "a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works" (Reitz, 2014).
A literature review is an integrated analysis-- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.
Rapid review. Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research. Completeness of searching determined by time constraints. Time-limited formal quality assessment. Typically narrative and tabular.
A literature review is a comprehensive summary of previous research on a topic. The literature review surveys scholarly articles, books, and other sources relevant to a particular area of research. The review should enumerate, describe, summarize, objectively evaluate and clarify this previous research.
A literature review involves researching, reading, analyzing, evaluating, and summarizing scholarly literature (typically journals and articles) about a specific topic. The results of a literature review may be an entire report or article OR may be part of a article, thesis, dissertation, or grant proposal. ... Research: locate literature ...
The Literature Review portion of a scholarly article is usually close to the beginning. It often follows the introduction, or may be combined with the introduction.The writer may discuss his or her research question first, or may choose to explain it while surveying previous literature.. If you are lucky, there will be a section heading that includes "literature review".
This literature review analyzed the state of art on volunteer tourism. It focused on exploring the number of publications per year, authors and their citations, journals with the greatest number of publications, research methodologies, types of population, geographical locations of the population, theoretical framework, and research topics.
This site explores different review methodologies such as, systematic, scoping, realist, narrative, state of the art, meta-ethnography, critical, and integrative reviews. The LITR-EX site has a health professions education focus, but the advice and information is widely applicable. Types of Reviews. Review the table to peruse review types and ...
The search strategy and terms (Table 1) were developed in consultation with a subject librarian and were drawn from background research of the literature concerning PP and NBM. The electronic databases used for the systematic search were AMED, CINAHL, SportDiscus and PsycINFO, Medline ( via the EBSCO search engine), Cochrane Library, and Embase.
Introduction: The objective of this work was to summarize the incidence of herpes zoster (HZ) complications in different populations. Methods: Systematic literature review of PubMed, Embase, and Virtual Health Library records between January 1, 2002 and October 20, 2022 using search strings for HZ, complications, and frequency measurements.
Envenomation by marine animals poses a significant health concern globally, affecting both local residents and tourists in coastal regions. The primary objective of this review is to critically evaluate the existing scientific literature to determine the most effective first-aid treatment for envenomations caused by marine animals, specifically whether hot-water immersion (HWI) or ice-pack ...
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