An online approach to teaching graduate nursing students to write integrative literature reviews: Examples from two published cases

Aim/objective: To empower nursing graduate students, in master's or doctoral programs, through distance-accessible methods for conducting integrative reviews, enhancing their ability to transition from clinical to publication-oriented writing.

Background: Mastering literature review methods is vital for advancing evidence-based practice. Integrative reviews, inclusive of multiple research methodologies, offer a comprehensive approach suited for nursing students. However, transitioning from clinical to publication-oriented writing poses challenges, necessitating innovative solutions.

Design: This discussion presents strategic writing methods, including technologies for distance-accessible collaboration and data organization, framework use and critical analysis skills to support nursing graduate students in conducting integrative reviews.

Methods: Approaches for preparing and developing an integrative review are outlined, including integrating online tools and collaborative platforms and structured frameworks to guide data organization and critical analysis. Two published integrative reviews exemplifying these approaches are presented.

Results: Distance-accessible and strategic approaches have significantly improved the quality of integrative literature reviews conducted by nursing graduate students. These innovations have equipped students with essential skills for navigating the contemporary academic landscape.

Conclusions: Embracing innovative approaches and staying informed about technological advancements empowers nursing graduate students to excel in their research pursuits. This contributes to evidence-based practice and nursing scholarship in the evolving healthcare landscape.