nutrition literature review example

Nutrition & Dietetics: Literature Review

Searching & reviewing the literature.

• Literature Review
• Search Strategy
• Database search tips

A literature review is an evaluation of relevant literature on a topic and is usually the starting point for any undergraduate essay or postgraduate thesis. The focus for a literature review is on scholarly published materials such as books, journal articles and reports.

A search and review of relevant sources may be extensive and form part of a thesis or research project. Postgraduate researchers will normally focus on primary sources such as research studies in journals.

A literature review also provides evidence for an undergraduate assignment. Students new to a discipline may find that starting with an overview or review of relevant research in books and journals, the easiest way to begin researching a topic and obtaining the necessary background information.

Source materials can be categorised as:

Primary source : Original research from journals articles or conference papers, original materials such as historical documents, or creative works.

Secondary source : Evaluations, reviews or syntheses of original work. e.g. review articles in journals.

Tertiary source : Broadly scoped material put together usually from secondary sources to provide an overview, e.g. a book.

The Literature Review Structure : Like a standard academic essay, a literature review is made up of three key components: an introduction, a body and a conclusion. Most literature reviews can follow the following format: • Introduction: Introduce the topic/problem and the context within which it is found. • Body: Examine past research in the area highlighting methodological and/or theoretical developments, areas of agreement, contentious areas, important studies and so forth. Keep the focus on your area of interest and identify gaps in the research that your research/investigation will attempt to fill. State clearly how your work builds on or responds to earlier work. • Conclusion: Summarise what has emerged from the review of literature and reiterate conclusions.

This information has been adapted from the Edith Cowan University Literature review: Academic tip sheet .

Steps in searching and reviewing the literature:

• Define the topic and scope of the assignment. Ensure you understand the question and expectations of the assignment. It's useful to develop a plan and outline, headings, etc.  
• Check terminology. e.g. dictionaries, encyclopedias, thesauruses  
• Identify keywords for searching (include English and American spelling and terminology)  
• Identify types of publications. e.g. books, journal articles, reports.  
• Search relevant databases (refer to the relevant subject guide for key databases and sources)  
• Select and evaluate relevant sources  
• Synthesise the information  
• Write the review following the structure outlined.  
• Save references used. e.g. from the databases save, email, print or download references to EndNote.  
• Reference sources (APA 7th) (see Referencing Library Guide )

When you are writing for an academic purpose such as an essay for an assignment, you need to find evidence to support your ideas. The library is a good place to begin your search for the evidence, as it acquires books and journals to support the disciplines within the University. The following outlines a list of steps to follow when starting to write an academic assignment:

Define your topic and scope of the search

• This will provide the search terms when gathering evidence from the literature to support your arguments.
• Sometimes it is a good idea to concept map key themes.

The scope will advise you:

• How much information is required, often identified by the number of words ie 500 or 3000 words
• What sort of writing you are to do eg essay, report, annotated bibliography
• How many marks are assigned. This may indicate the amount of time to allocate to the task.

Gather the information - Before writing about your topic, you will need to find evidence to support your ideas. 

Books provide a useful starting point for an introduction to the subject. Books also provide an in-depth coverage of a topic.

Journal Articles: For current research or information on a very specific topic, journal articles may be the most useful, as they are published on a regular basis. It is normally expected that you will use some journal articles in your assignment. When using journal articles, check whether they are from a magazine or scholalry publication. Scholarly publications are often peer reviewed, which means that the articles are reviewed by expert/s before being accepted for publication.

Reports : useful information can also be found in free web publications from government or research organizations (e.g. reports). Any web publications should be carefully evaluated. You are also required to view the whole publication, not just the abstract, if using the information in your assignment.

Remember to ensure that you note the citation details for references that you collect, at the time of locating the items. It is often time consuming and impossible to track the required data later.

Analyse the information collected

• Have I collected enough information on the topic?

Synthesise your information

Write the report or essay

• Check the ECU Academic tip sheet: the Academic Essay for some useful pointers
• Remember, in most cases you will need an introduction, body and conclusion
• Record details of references used for referencing. Information on referencing can be located on the ECU Referencing Guide.

Database search tips:

1. Identify main concepts and keywords . Search the main concepts first, then limit further as necessary.

2. Find Synonyms (Boolean  OR broadens the search to include alternative keywords or subject thesaurus terms):

• pediatrics  OR children
• teenagers  OR adolescents

3. AND (Boolean AND  joins concepts and narrows the                search):

• occupational therapy  AND children
• stress  AND (occupation OR job)

4. Be aware of differences in American and English spelling and terminology. Most databases use American spelling and terminology as preferred subject terms.

5. Use Truncation (putting * at the end of a word stem will search all forms of the word):

• disab * (disability, disabilities, disabled)
• child * (child, children, childhood, children's)

6. "...." (inverted commas) use for a phrase

• "mental health"
• "occupational therapy"

7. Wildcard ? will search for any single letter in the space. e.g. wom?n will search women, woman, organi?ation will search organisation, organization.

8. Wildcard * can also be used where alternate spelling may contain an extra character. e.g. p*ediatric, will search paediatric or pediatric, behavio*r, will search behaviour or behavior.

• Search strategy planner
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• SPORTDiscus database guide
• Web of Science database guide

Literature review

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Food and nutritional sciences research project guidance: Doing your literature review

• Project management
• Ethical approval
• Doing a systematic literature search
• Evaluating your sources
• Doing your literature review
• Citing references
• Using EndNote
• File and data management
• Your lab/log book

All projects will include a literature review:

• In a lab-based project the review may just be part of the introduction helping to outline the state of the knowledge and gap you are trying to address.
• For literature-based projects this will be the bulk of your discussion, although the way your report is structured will depend on the type of review you are doing. If you are doing a systematic review you will need to follow a specific protocol for writing it up. See ' Doing a systematic literature search ' for guidance and links.

Getting started

• Video tutorial on doing a literature review

A literature review sets up your project and positions it in relation to the background research. It also provides evidence you can refer back to later to help interpret your own results. When getting started on your literature review, it helps to know what role this plays in your overall project.

A literature review:

• Provides the background / context to your topic
• Demonstrates familiarity with previous research
• Positions your study in relation to the research
• Provides evidence that may help explain your findings later
• Highlights any gaps in the research
• Identifies your research question/s

In your literature review you should include:

• Background to the topic (e.g. general considerations, mechanisms of formation, analytical techniques, etc…)
• Why it is important (e.g. food with improve flavour, less carcinogens, more taste, less processed foods, new probiotics ......... & etc.)
• What research has been performed and what has been found out
• The specific area you are interested in (e.g. cheese, snacks, fruits, ….)
• Current ideas and hypotheses in this area
• The key research questions which remain

It can seem difficult to know where to start with your literature review, but to a certain extent it doesn’t matter where you start…as long as you do!

If you like understanding the bigger picture and seeing the whole of an idea before getting into the detail – try starting with a general text and then using the bibliography of this to find more specific journal articles.

If you like to start small with one idea or study, find a relevant journal article or single study and then build up by trying to find related studies and also contrasting studies.

Further help

For more on this view the video tutorial on the other tab in this box, or take a look at these study guides:

• Starting a literature review
• Undertaking a literature review

If you are unable to view this video on YouTube it is also available on YuJa - view the Doing your literature review video on YuJa (University username and password required)

Read the script for the video (PDF)

Note-taking

• Tips on note-taking
• Video tutorial on critical note taking

A key to a good literature review, is having a good system for recording and keeping track of what you are reading. Good notes means you will have done a lot of the thinking, synthesising, and interpreting of the literature before you come to write it up and it will hopefully make the writing process that bit smoother. Systematic note-taking will also ensure you have all the details you need to write your references and won’t accidentally plagiarise.

Have a format for recording your notes that suits you – whether this is in a table, bullet points, spider diagrams, using a programme like Evernote, or in a traditional notebook! 

Tables can be a useful way of recording notes for a literature review as it enables you to compare and contrast studies side-by-side in the table. It also forces you to write a concise summary or it won’t fit into the table!  

e.g.  A suggested outline for a note-making table

Have a system for distinguishing quotations and your own words – you don’t want to accidentally include something only to discover it was someone else’s words and you may have plagiarised by mistake. Always make sure your quotation marks are clear in your notes (it is easy to miss them in a hurry) and it really helps to record the page number of any direct quotation so you can go back to check easily.

Avoid the temptation to copy out text – copying out large chunks of text is slow and also means you tend not to process and understand what you copy. Summarising and writing short phrases instead means you are likely to have a better understanding and will remember it and be able to use your notes more easily later. 

Summarise – writing a short summary or overview of what you have just read helps you to clarify their argument and position. It also means you have a handy short reminder when you come back to it later – you don’t want to be re-reading notes that are as long as the original text in the first place!

Always record the full bibliographical details – it only takes a few moments to write down everything you need for your reference. You may think it is fine to leave it as you will be able to find these details later…but you probably won’t and you will waste time searching for them when your deadline is fast approaching.

A top tip if you find it hard to put things in your own words – try reading a longer section of the text before taking notes. It is very difficult to paraphrase something line-by-line as you go along, because everything seems important and it is too easy to just lift the phrases the author has used. Reading a longer section will give you a better overview and fuller understanding, meaning you can choose what is important and relevant to your own project. 

For more on this watch the video tutorial on the other tab in this box, or take a look at these study guides:

• Managing academic reading
• Effective note-taking

If you are unable to view this video on YouTube it is also available on YuJa - view the Critical note taking video on YuJa (University username and password required)

Referencing and avoiding plagiarism

• Managing references
• Video tutorial on avoiding unintentional plagiarism

It is a good idea to keep your references up to date as you write so that you know exactly where each idea comes from (and it will save a tedious job at the end ).

Make sure you reference every idea that comes from another source, which includes things like images, diagrams, and statistics, not just word-for-word quotations.

Use the referencing style detailed in the 'Referencing' page in this guide and stick to it consistently! Don’t switch between styles or formats. It may seem petty, but meticulously formatted referencing shows you have taken care in your work and have a professional academic approach (and it will get you marks!). You could consider using a reference management tool, such as EndNote Online, for storing your references and inserting them into your report (see the 'Referencing' page ) - this will be essential if you are doing a literature-based project or a systematic review.

A top tip is to have a proof-read through for referencing only – print out your literature review as it is easier to spot mistakes on paper than on screen.

Referencing checklist

• Is every idea from another source referenced?
• Does every word-for-word quotation have quote marks and is referenced?
• Are all paraphrases in your own words (not just changing a few words) and referenced?
• Does every in-text reference match a full reference in the bibliography?
• Are all names and titles in the references spelled correctly?
• Have you followed the department’s preferred referencing style consistently?

For more on this watch the video tutorial on the other tab in this box.

For detailed help on citing references see the Referencing page in this guide:

• Referencing Includes detailed guidance on the referencing style you should use for your project.

If you are unable to view this video on YouTube it is also available on YuJa - view the Avoiding Unintentional Plagiarism video on YuJa (University username and password required)

Structuring your review

A literature review compares and contrasts the research that has been done on a topic. It isn’t a chronological account of how the research has developed in the field nor is it a summary of each source in turn like a ‘book review’. Instead a literature review explores the key themes or concepts in the literature and compares what different research has found about each theme.

Use sub-headings to structure your literature review as this helps you group the different studies to compare and contrast them and avoids a straight chronological narrative.

To help find your sub-headings:

• Brainstorm all the different concepts or themes in the research that relate to your topic or title
• Identify the ones that are important to your research question – think of what the reader needs to know about to understand the different aspects of your project
• Place the themes in an order that would make sense to your reader – usually going from broad themes to themes more directly related to your project (see funnel diagram in Getting started)
• Turn these into sub-headings
• Use these sub-headings as an outline plan for your literature review – what will come under each sub-heading

Below is an example structure of a literature review that starts broad and starts to narrow by linking the concepts that are specific to this project:

For more on this see the following study guide:

Writing the literature review

When writing a literature review, you want to be comparing and contrasting the studies to build up a picture of what the research says about your topic.

This means you should be using comparative and evaluative language more than descriptive language:

For more examples of the kinds of comparative and evaluative language used in literature reviews see:

• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.

Be selective

Also you want to be selective in how you refer to the literature . In a literature review, you don’t have to refer to each study in the same depth. Think of the points you want to make and then include just enough detail about the study to provide evidence for this. For example, you don’t have to analyse the strengths and weaknesses of the methodology for each study in depth, you only need to do this if you are making a point which relates to the methodology or a point about the findings which depends on the methods being robust and valid (e.g. the authors claim there are wide-spread applications of their trials, but they have used a very small sample size, which suggests they can’t make such a bold assertion). 

For example - the summary below maps out the state of current research and the positions taken by the key researchers. A significant amount of reading and in-depth understanding of the field has gone in to being able to summarise the research in these few sentences.

Sometimes you need to go into greater depth and refer to some sources in more detail in order to interrogate the methods and stand points expressed by these researchers. Even in this more analytical piece of writing, only the relevant points of the study and the theory are mentioned briefly - but you need a confident and thorough understanding to refer to them so concisely.

For example:

See the following study guide for more on this:

• Developing your literature review

Returning to your literature review - link to the discussion

Once you have written your literature review, its job doesn’t end there. The literature review sets up the ideas and concepts that you can draw upon later to help interpret your own findings.

Do your own findings confirm or contradict the previous research? And why might this be?

If your literature review funnels down from broad to narrow, you can think of your discussion like the other half of the hour-glass, broadening out to the wider applications of your project at the end:

So although you may draft your literature review as one of your first steps, you will probably come back to it towards the end of your project to redraft it to help fit in with your discussion. You may need to emphasise some studies that didn’t initially seem that important, but which are now more useful because of what you have found in your own experiments.

This is an example of the thinking that might go on behind interpreting a result and linking it to the previous literature:

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NUTR 3501: Nutrition and Dietetics Research Methodology: Literature Reviews

• Literature Reviews
• Annotated Bib
• How to Search
• Searching in PubMed
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Step 1 - Formulate a Question

You will first want to determine a topic for your review.  If you are working on an assignment, this may be provided for you or determined by the field you are studying.  Your topic may also be inspired by a friend, family member,  patient, or client you have worked with, an area you are interested in, or an area where you have seen conflicting data, results, or recommendations.  Run a simple search to see if the topic has been thoroughly explored.

Next, identify your question.  Mind mapping or brainstorming may be helpful.  It is helpful to write the question as a question rather than a statement.  Your question should also be neutral rather than biased in one direction or another.    Finally, your question should be answerable within the timeframe you have for your project and with the resources you have available to you.

Once you begin searching, you may decide your question is too broad or too narrow.  It is okay to refine your question after you have started investigating the literature.

Step 2 - Literature Search

In this step, you will find materials relevant to the subject you are exploring.  Keep in mind, not all databases are created equally.  They may have different focuses and include different types of materials.  A librarian may be very helpful in determining which databases will be most helpful for your query and in creating an effective search for the database you are searching.  The librarian can also help you determine effective keywords for your search.

When searching, be sure to utilize synonyms and alternative terms in your search.  You may miss pertinent resources if you do not use alternative terms.  Instead of searching for "child", you could search for "child AND children AND kid AND kids AND pediatric AND pediatrics AND paediatric AND paediatrics AND adolescent AND adolescents"...  You will have far more results when you combine search terms instead of searching for a single term.

Be sure you understand how to properly combine search terms.  For more information about combining search terms and other search techniques, check out the site below:

• Search Basics for the Health Sciences: Combining Search Terms

Step 3 - Data Evaluation

A Literature Matrix may assist you in this step!

Next, you will want to evaluate the data you have found to determine which literature makes a significant contribution to your understanding of the topic you are searching.

Read through the articles you have selected to include in your literature review.  Take notes, in your own words, of the pertinent details, being sure that you know which details came from which sources.

• Choose what format you will use to take notes
• Define key terms in the literature
• Note key statistics
• Don't use too many
• Do not copy direct quotes without attributing them to the original author
• Note the source including page number for easy citation later
• Note the different emphasis, strengths, and weaknesses of each study
• Identify major trends and patterns in the literature
• Identify gaps in the literature
• Note if one study is based on or follows another

From:  Mongan-Rallis H. Guidelines for writing a literature review. URL https://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html. Updated April 19, 2018. Accessed January 11, 2019.

When reading through, be sure to think about the following:

• Are the author's credentials well-respected?
• Could the author's affiliations introduce bias?
• Are the author's theories supported by sound evidence/research?
• Does the tone of the study seem biased?
• Which theories are most/least convincing?
• Does the work contribute to your understanding of the topic?
• Guidelines for writing a literature review

Step 4 - Synthesize

This is the step where you put it all together.  You will discuss the findings and conclusions of the pertinent literature.

Even if your literature review is not a stand-alone paper, it should include the following structure, to establish a logical flow for your reader:

Introduction

• Avoid blanket or global statements
• Point out trends in what has been published about the topic, conflicts in the literature, gaps in the research, or an area of interest
• Explain your reasoning (point of view) for the review, explain the criteria or sequence for your literature comparisons, and explain why you left out certain key pieces of literature within the topic area
• Note specifically what you will cover in this review and what you will not cover
• "Case studies in this field have shown..."
• "Randomized controlled trials by... have shown that..."
• "Cohort studies from China show that...however, cohort studies from the United States indicate..." 
• "Studies conducted by...found that..."
• "In contrast, studies conducted by...found..."
• "One reason these studies contradict each other could be..."
• "The authors of three randomized controlled trials and two cohort studies found..."
• "Several scholars supported the idea that..."
• "Early studies in the field found that..."
• "However, studies conducted in the last five years found..."
• "In his landmark study from 1975, Smith discovered...Jones replicated Smith's study in 2018 and found..."
• etc.  
• Summarize the main points from the group of articles
• Summarize studies based on their importance within the review - space denotes significance
• Use appropriate transitions and brief "so what" summaries at the ends of groupings to aid in understanding and flow
• Summarize major contributions
• Continue the focus you had in the introduction
• Evaluate the most recent developments in the field
• Point out gaps in the literature, inconsistencies, and areas for future study
• Provide insight into the importance of the topic within the broader field of study or the profession
• If the lit review is a stand-alone paper, re-state your thesis and note how you have supported that statement with the chosen literature
• If the lit review is part of a larger research paper, lead the reader into the questions that will be addressed by your research

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Nutrition: Nutrition: Literature review examples

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Literature Review Guide

• Literature Reviews by Shelley Arvin Last Updated Mar 12, 2024 55 views this year

Getting Started

So you have to write a research paper for the first time? Or you're going to create a thesis or dissertation? Feeling overwhelmed? Feeling like you don't have the first idea how to do this?

A full research project or thesis or dissertation requires you to propose a research question and to perform a research project appropriate to your discipline. The resulting paper will include a literature review.

The primary purpose of a literature review is to give the reader context for your research question and to demonstrate how it is connected to the larger body of knowledge in the disciplines. It will encompass what is known now about your topic, what theories are presumed to address your topic, what questions are being asked and what gaps of knowledge still exist around your topic. And it will prime your readers for how your research project will fit into this body of knowledge.

The research to create your literature review will likely continue throughout your entire research project. Your literature review research will help you get started on your research project but will not stop there. As you learn from your literature review research, you will be able to better focus your own research project and theories. But new knowledge is published all the time. It takes continual monitoring to stay abreast of it.

Nutrition: Life Cycle Literature Reviews: Sample Articles

Støving R, Lingqvist L, Hørder K, et al. Is glycyrrhizin sensitivity increased in anorexia nervosa and should licorice be avoided? Case report and review of the literature. Nutrition [serial online]. July 2011;27(7/8):855-858. Available from: CINAHL, Ipswich, MA. Accessed September 2, 2016.

Skrautvol K, Nåden D. Nutritional care in inflammatory bowel disease - a literature review. Scandinavian Journal Of Caring Sciences [serial online]. December 2011;25(4):818-827. Available from: CINAHL, Ipswich, MA. Accessed September 2, 2016.

Fávaro Moreira N, Krausch-Hofmann S, Moreira N, et al. Risk Factors for Malnutrition in Older Adults: A Systematic Review of the Literature Based on Longitudinal Data. Advances In Nutrition [serial online]. May 2016;7(3):507-522. Available from: CINAHL, Ipswich, MA. Accessed September 2, 2016.

Gates A, Skinner K, Gates M. The diets of school-aged Aboriginal youths in Canada: a systematic review of the literature. Journal Of Human Nutrition & Dietetics [serial online]. June 2015;28(3):246-261. Available from: CINAHL, Ipswich, MA. Accessed September 2, 2016.

Diep C, Foster M, McKyer E, Goodson P, Guidry J, Liew J. What are Asian-American Youth Consuming? A Systematic Literature Review. Journal Of Immigrant & Minority Health [serial online]. April 2015;17(2):591-604. Available from: CINAHL, Ipswich, MA. Accessed September 2, 2016.

Nutrition: Literature Reviews: Sample articles

• Rust G. Health Status of Migrant Farmworkers: A Literature Review and Commentary. American Journal Of Public Health [serial online]. October 1990;80(10):1213-1217. Available from: Health Source: Nursing/Academic Edition, Ipswich, MA. Accessed September 10
• Swanson M, Studts C, Bardach S, Bersamin A, Schoenberg N. Intergenerational Energy Balance Interventions: A Systematic Literature Review. Health Education & Behavior [serial online]. April 2011;38(2):171-197. Available from: Health Source: Nursing/Academi
• Brown I, Psarou A. Literature review of nursing practice in managing obesity in primary care: developments in the UK. Journal Of Clinical Nursing [serial online]. January 2008;17(1):17-28. Available from: Health Source: Nursing/Academic Edition, Ipswich,
• Skrautvol K, Nåden D. Nutritional care in inflammatory bowel disease - a literature review. Scandinavian Journal Of Caring Sciences [serial online]. December 2011;25(4):818-827. Available from: Health Source: Nursing/Academic Edition, Ipswich, MA. Access
• Nutritional screening in community-dwelling older adults: a systematic literature review. Asia Pacific Journal Of Clinical Nutrition [serial online]. September 2010;19(3):440-449. Available from: Health Source: Nursing/Academic Edition, Ipswich, MA. Acces
• Shaya F, Flores D, Gbarayor C, Wang J. School-Based Obesity Interventions: A Literature Review. Journal Of School Health [serial online]. April 2008;78(4):189-196. Available from: Health Source: Nursing/Academic Edition, Ipswich, MA. Accessed September 10
• Siang Choo T, Hayter M, Watson R. The effectiveness of nutritional intervention(s) and the treatment of pressure ulcers- A systematic literature review. International Journal Of Nursing Practice [serial online]. February 2, 2013;18:19-27. Available from:
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Nutrition: Writing a Literature Review

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More information

• The Literature Review: A Few Tips on Conducting It from the University of Toronto Health Sciences Writing Centre
• Learn How to Write a Review of the Literature from the Writing Center at the University of Wisconsin in Madison

Literature Reviews

1. Introduction

Not to be confused with a book review, a literature review surveys scholarly articles, books and other sources (e.g. dissertations, conference proceedings) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic.

2. Components

Similar to primary research, development of the literature review requires four stages:

• Problem formulation—which topic or field is being examined and what are its component issues?
• Literature search—finding materials relevant to the subject being explored
• Data evaluation—determining which literature makes a significant contribution to the understanding of the topic
• Analysis and interpretation—discussing the findings and conclusions of pertinent literature

Literature reviews should comprise the following elements:

• An overview of the subject, issue or theory under consideration, along with the objectives of the literature review
• Division of works under review into categories (e.g. those in support of a particular position, those against, and those offering alternative theses entirely)
• Explanation of how each work is similar to and how it varies from the others
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research

In assessing each piece, consideration should be given to:

• Provenance—What are the author's credentials? Are the author's arguments supported by evidence (e.g. primary historical material, case studies, narratives, statistics, recent scientific findings)?
• Objectivity—Is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness—Which of the author's theses are most/least convincing?
• Value—Are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

3. Definition and Use/Purpose

A literature review may constitute an essential chapter of a thesis or dissertation, or may be a self-contained review of writings on a subject. In either case, its purpose is to:

• Place each work in the context of its contribution to the understanding of the subject under review
• Describe the relationship of each work to the others under consideration
• Identify new ways to interpret, and shed light on any gaps in, previous research
• Resolve conflicts amongst seemingly contradictory previous studies
• Identify areas of prior scholarship to prevent duplication of effort
• Point the way forward for further research
• Place one's original work (in the case of theses or dissertations) in the context of existing literature

The literature review itself, however, does not present new primary scholarship.

(The preceding description was created at the UC Santa Cruz Library).

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The Library : Nutrition & Dietetics

What is a literature review.

A literature review is a study of the existing literature, journal articles, books, reports and other information and evidence published on a given topic. It is a critical and evaluative account of any published work around a research field, including a description and analysis of existing knowledge of the topic, the identification of any gaps in the existing body of knowledge, and - where appropriate - an explanation of how your research might further develop current understanding of the subject. 

A literature review is  not  simply a description or summary of each individual paper. It should instead be structured around the findings of the articles considered, and is therefore an opportunity to identify common themes and issues as well as highlighting opposing arguments.

• Literature reviews Further information from Skills for Learning on the purpose, structure and style of literature reviews.

The Research Process

• Your question
• Developing a search strategy
• Identify resources
• Evaluate information
• Referencing
• Academic writing

When you are given an assignment questions make sure you fully understand what is being asked on you. Refer to the guidance in your module handbook or lecture slides for further information, or discuss it with your tutors.

1. Identify the 'question' word(s)

You could use the 'Understanding Assignment Questions Worksheet' from the Essay Writing  section of the Skills for Learning website to help you.

2. Identify core concepts/keywords

What is the main focus of the question?

3. Identify synonyms or related terms

Explore the impact of nutrition on patient recovery following surgery

'Explore' is the question word - it's what you have to do.

On the next tab you will find tips and tricks to help you develop your search strategy and make your searching more efficient.

Once you have identifying your keywords, synonyms and related terms you can start to construct a search strategy.

4. Use search tools 

• Phrase searching uses speech marks to help you search for phrases e.g. "surgical procedure" 
• Truncation uses the asterisk to help you search for terms with variant endings e.g. nutri* = nurtrients, nutrient, nutritious, nutritional 

5. Combine terms using AND, OR and NOT 

• AND - for combining different concepts
• OR - for identifying research that use synonyms or related terms. You need to put the similar terms in brackets. 
• NOT - use when you want to exclude a term (use with caution as it can eliminate useful results too)

nutri* AND ("post operative" OR "post surgery" OR "surgical procedure" OR operation) AND (recovery OR wellness)

Some resources have an 'advanced search' feature which can help you to combine your searches.

Remember!! Keep a record of your searches

Conducting a literature review involves a LOT of searching and reading. It is therefore important to keep a record of what searching you have done and where. It is recommended that you keep a searching log. Make a note of:

• which databases you have searched 
• what terms you have used as well as any searching techniques such as truncation
• any limits you have applied e.g. date or geography
• how many results you retrieved
• how many of the results were relevant

You may wish to keep a record using a document such as the Search Log here. Check with your tutor whether this would be suitable to include in your Appendix. Think of it as a paper trail of your searching or even as a set of instructions for whoever is marking your work.

The PRISMA flow diagram may also be useful to guide you through the searching process as it can be used to highlight the number of records identified, included and excluded, and the reasons for exclusions.

• Search log template This is just one example of how you may want to record your searches

6. Identify appropriate resources to search

   a. Reading lists - are there any core textbooks that your tutors recommend on your topic?

        Check your modules in MyBeckett

    b. Use Discover to find additional books and eBooks

   c. Use Discover   to search our ejournals and other subscriptions

   d. Use databases to help you focus your results - available on the 'Databases' page of this guide

You can search most databases in exactly the same way, the search screen may just look a bit different.

To help you refine your results and make them more manageable look for limiters such as 'Publication date' or 'Resource type'.

The majority of Health and Social Sciences articles are written following the IMRAD format:

I ntroduction,  M ethod,  R esearch,  A nd  D iscussion

Here are a series of points to consider for each section of such articles when appraising them:

Introduction : Why has the research been undertaken? What was the purpose of the research? The aims of the research should be clearly outlined in the introduction and should also contain any evidence of a literature review along with any keywords used by the author when searching.

Method : When, where and how was the study conducted? Who or what was the subject of the study? Are any ethical issues outlined? Was a pilot study conducted to identify any potential problems with the methodology? Is the information provided detailed enough for others to replicate the research? Has the researcher chosen a qualitative or a quantitative approach to data collection? If so, what are the strengths and weaknesses of each approach for this specific research? Is there any evidence of triangulation - of data being obtained by more than one method? Was data gathered from a large and diverse enough sample size? And how effective was the response rate or other collection method? Have any potential biases or issues been acknowledged? Have any interventions been made to eliminate any potential biases or issues which might have affected the research's reliability?

Results : Are the results comprehensibly presented? How do they relate to the original research question? Have the results - and the research's interpretation of them - been assessed by a peer-reviewer or other form of critical friend beyond the original researcher(s)?

Discussion : What are the practical, academic, professional and broader implications of the research? Is any of it applicable to your research, daily role, or professional practice? Has the researcher included discussion of how their study might be improved and suggestions for further study? What is your interpretation of this information?

Not all of the above points will apply to every paper, but at least some of them should help you assess the strengths, weaknesses and relevance of information that you are considering.

• A nurses’ guide to the hierarchy of research designs and evidence This article provides a breakdown of the components of the hierarchy, or pyramid, of research designs. Its intention is to simplify the components of the hierarchy to enable novice readers of research to better understand the differing approaches and levels of evidence.
• Centre for Evidence Based Medicine This site covers all aspects of EBM including links to Critical Appraisal Tools.
• Critical Appraisal Skills Programme (CASP) This provides a checklist for different types of research to help you gauge its trustworthiness.
• How to read a paper This website provides links to articles discussing how to read and critque different types of papers. The articles have been written by Trish Greenhalgh who is a respected author in this field.
• Step-by-step guide to critiquing research. Part 1: quantitative research This article is from the British Journal of Nursing and provides guidance on critiquing and evaluating quantitative research.
• Step-by-step guide to critiquing research. Part 2: qualitative research. This article is from the British Journal of Nursing and provides guidance on critiquing and evaluating qualitative research.
• PRISMA is an evidence-based reputable set of items for reporting in systematic reviews. Although it is aimed at authors, it is also of use to literature and research reviewers.

For more information about referencing, including the full Leeds Beckett Harvard guide - please visit our Referencing & Plagiarism pages.

• Skills for Learning The Skills for Learning webpages contain advice, resources and activities on university study, academic writing, maths and IT skills

Conducting a Systematic Review

• What is a SR?
• Developing your research question
• Searching sources
• Developing your search strategy
• Recording your searches
• Managing your results
• Critical appraisal

As part of your final year project or dissertation, you may have to conduct a Systematic Literature Review (SR). If you have searched the Cochrane Library for Systematic Reviews, you will know that these are lengthy pieces of research, often taking years to complete and involving several researchers, which combine literature and research around a given subject. Due to time restrictions, the SR which you produce will not need to be as lengthy or as in-depth, so please do discuss with your supervisor what they expect of your SR.

The key to conducting a good SR is to start with a good research question . Before starting the SR properly, conduct a scoping review of the literature around your chosen subject to ensure there is enough literature available for you to discuss in your work. You can also use this stage of your SR to identify commonly used keywords  or alternative search terms for your subject. Start by searching broadly and simply and use this time to identify gaps in the literature  or areas where further research is needed which you may wish to focus on as part of your dissertation.

Many health students use PICO to formulate a good research question. Using PICO, your research question should contain 4 main elements, e.g.

• Population  (which group of the population do you wish to discuss), e.g. Amongst elderly adults who experience repeated falls......
• Intervention  (what treatment you are considering investigating), e.g..... does the intervention of a multidisciplinary team of health care professionals ......
• Comparison  (this may be an alternative intervention if available), e.g. ......as opposed to relying solely upon the services of one team .....(please note, not all research questions have a comparison element).
• Outcome  (what are you trying to achieve or investigate), e.g. ...... lead to falls reduction .....

It is important to clearly define each of the main elements of your research question as this will help establish your inclusion and exclusion criteria. Also, think about restricting your search to a specific time period or geographical location. Finally, check Cochrane and Prospero to ensure a systematic review has not been conducted previously in your area.

Free (within England, Wales, Northern Ireland and Scotland) database covering abstracts and full text of systematic reviews of the effects of healthcare interventions. Also contains a bibliography of controlled trials; articles on the science of research synthesis; economic evaluations of health care interventions and healthcare technology assessments.

You can also access Cochrane Clinical Answers , aimed at healthcare professionals. Each Cochrane Clinical Answer contains a clinical question, a short answer, and an opportunity to ‘drill down’ to the evidence from relevant Cochrane reviews.

• Accessibility statement for Cochrane Library.
• Prospero PROSPERO is an international database of prospectively registered systematic reviews in health and social care, welfare, public health, education, crime, justice, and international development, where there is a health related outcome.

Don't rely solely upon Discover to conduct your SR. It is important to search several sources and databases. By conducting a SR properly using your search terms and several databases, you are showing your supervisor that you have advanced research skills. In addition, in the workplace, you will be expected to keep up to date with current research by using other resources such as PubMed, Nice Evidence, TRIP, so this is a good opportunity to familiarize yourself with these which are used in professional practice.

To find a list of other databases, go to the 'Databases' tab of this subject guide or go to our A-Z list of databases .

Once you have formulated your research question and identified alternative search terms/ synonyms, think about how you can combine your search terms. In many databases, the advanced search function enables you to do this easily. Remember to start searching broadly, then narrow you search using more specific terms. You can join the key concepts of your dissertation using AND to narrow and focus your search. If you do not retrieve enough literature, you can broaden your results by joining terms with OR . You can use NOT to eliminate any irrelevant search terms from your results. For example:

(Elderly OR Age*) AND ("falls management" OR "falls prevention") AND ("multi-disciplinary teams OR interdisciplinary teams OR multidisciplinary teams")

Consider different spellings of words e.g. organization / organisation, time restrictions , and geographical limitations to make your results more focused. You may also wish to consider narrowing your search to a specific type of research method.

Also, consider how you can use truncation to search for various different endings of words e.g. child* will search for child hood , childl ike , child ish , child ren .

You may have to perform several searches to retrieve the results suitable for you, and then  transfer your searches into several other databases so make sure you keep a record of the searches you have performed even if none of the results are relevant. Remember, searching is a lengthy trial and error process.

Within CINAHL and MEDLINE you can use MeSH (Medical Subject Headings) to help you refine your search:

It is essential to write up ALL searches you perform as part of conducting your SR. Best practice is to record the date, database, search terms, limitations, number of results in total, then number of irrelevant results with a general statement as to why others have been discarded. This information can then be used as evidence (even put in the appendix at the back of your dissertation) that your searching has been thorough. You can record your searches using a simple template (see below), or register with individual databases which allow you to retain your search history.

As part of your SR you may find that you retrieve lots of relevant articles and resources. Various different programmes such as Mendeley and EndNote allow you to store, make notes, and organise your references.

• Reference Management Software This page includes FAQs about reference management software, including EndNote and Mendeley.

Now that you have found relevant research articles, it is a case of reading them carefully to identify key themes and arguments. Initially, decide whether an article will be useful by reading the title and the abstract and decide whether it meets your inclusion and exclusion criteria.

Once you have identified the most relevant papers, you need to assess the quality of the studies. You can use tools such as the Critical Appraisal Skills Programme (CASP) or the Scottish Intercollegiate Guideline Network (SIGN) to help you with this process. You might also want to look at the information above on evaluating information for more prompts and questions to ask of any research paper you wish to include.

Below you will find links to information which will help with critical appraisal.

• Scottish Intercollegiate Guideline Network (SIGN)

Your Academic Librarians are available to help you with these stages of performing a Systematic Literature Review. You can find details of how to contact us on this page.

For more general help, please contact the 24-hour telephone and chat support using the Contact Us pages.

Your Academic Librarians

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Exercise & Nutrition Sciences: Literature Review

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Web Resources

What is a literature review?

A literature review is a comprehensive and up-to-date overview of published information on a subject area. Conducting a literature review demands a careful examination of a body of literature that has been published that helps answer your research question (See PICO). Literature reviewed includes scholarly journals, scholarly books, authoritative databases, primary sources and grey literature .

A literature review attempts to answer the following:

• What is known about the subject?
• What is the chronology of knowledge about my subject?
• Are there any gaps in the literature?
• Is there a consensus/debate on issues?
• Create a clear research question/statement
• Define the scope of the review include limitations (i.e. gender, age, location, nationality...)
• Search existing literature including classic works on your topic and grey literature
• Evaluate results and the evidence (Avoid discounting information that contradicts your research)
• Track and organize references

Suggested Search Terms:

The PICO model can help you formulate a good clinical question. Sometimes it's referred to as PICO-T, containing an optional 5th factor. 

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Community Nutrition (47-335)

Evaluating the literature, how to write a literature review (run time 3:05), what to include.

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• Who are the key contributors (how often are they cited) and what did they contribute to the body of knowledge on your topic? 
• Chronological model: show how one author's ideas/findings were enriched by the next author, before another author later extended it, etc. 
• Thematic model: synthesize the sources by themes, questions, or problems you are exploring.
• Critically evaluate your sources. Highlight contributions or flaws in the authors' position, methodology, or findings that influenced your research. 
• In light of your own research, do you support or oppose the literature you have reviewed? How does your research contribute or connect to what has gone before?

• Review of literature Excellent information about creating a review of literature (Kansas State University librarian, Laura Bonella)
• Literature review study guide > What is a Literature Review? > Choosing Material > Searching for Good Material > Assessing the Literature > Developing the Literature Review > Placing the Literature Review in the Dissertation/Thesis > Structuring the Literature Review > Writing Up the Literature Review
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Nutrition & Food Sciences: Research Articles vs Review Articles

• Reference Sources
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Research Article Break Down Review

Research articles follow a particular format.  Look for:

• A brief  introduction  will often include a review of the existing literature on the topic studied, and explain the rationale of the author's study.
• A  methods  section, where authors describe how they collected and analyzed data.  Statistical analysis are included.  
• A  results  section describes the outcomes of the data analysis.  Charts and graphs illustrating the results are typically included.
• In the  discussion , authors will explain their interpretation of their results and theorize on their importance to existing and future research.
• References  or  works cited  are always included.  These are the articles and books that the authors drew upon to plan their study and to support their discussion.

Examples of Systematic Reviews and Meta-Analyses

• Systematic Reviews and Meta-Analyses Article that breaks down Systematic Reviews and Meta-Analyses.
• Systematic review of sedentary behaviour and health indicators in the early years (aged 0-4 years). Example of a Systematic Review
• Primary prevention of overweight in children and adolescents: a meta-analysis of the effectiveness of interventions aiming to decrease sedentary behaviour. A Full-Text Example of a Meta-Analysis

Study Design

There are many other types of study designs or research designs. You can learn more by following the links below.

• Understanding Research Study Designs: University of Minnesota Research Guide that discusses the basic designs of research studies.
• Types of Medical Research Studies: University of Idaho Research Guide that looks at a breakdown of Medical Research.
• What Are Clinical Trials and Studies?

Research Articles and Review Articles Defined Review

"A  research article  is a  primary source ...that is, it  reports the methods and results of an original study performed by the authors . The kind of study may vary (it could have been an experiment, survey, interview, etc.), but in all cases, raw data have been collected and analyzed by the authors, and conclusions drawn from the results of that analysis.

A  review article  is a  secondary source ...it is written about other articles, and does not report original research of its own.  Review articles are very important, as they draw upon the articles that they review to suggest new research directions, to strengthen support for existing theories and/or identify patterns among existing research studies.   For student researchers, review articles provide a great overview of the existing literature on a topic.    If you find a literature review that fits your topic, take a look at its references/works cited list for leads on other relevant articles and books!"

From  https://apus.libanswers.com/faq/2324 , "What's the difference between a research and a review article?"

• Example of a RESEARCH Article Lin CL, Huang LC, Chang YT, Chen RY, Yang SH. Effectiveness of Health Coaching in Diabetes Control and Lifestyle Improvement: A Randomized-Controlled Trial. Nutrients. 2021 Oct 29;13(11):3878.
• Example of a REVIEW Article Ojo O, Ojo OO, Adebowale F, Wang XH. The Effect of Dietary Glycaemic Index on Glycaemia in Patients with Type 2 Diabetes: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Nutrients. 2018 Mar 19;10(3):373.

Systematic Reviews and Meta-Analyses Defined

Systematic review.

"A summary of the clinical literature. A systematic review is a critical assessment and evaluation of all research studies that address a particular clinical issue. The researchers use an organized method of locating, assembling, and evaluating a body of literature on a particular topic using a set of specific criteria. A systematic review typically includes a description of the findings of the collection of research studies. The systematic review may also include a quantitative pooling of data, called a meta-analysis" -taken from the Agency for Healthcare Research and Quality Glossary (no longer online).

Meta-Analyses

"A way of combining data from many different research studies. A meta-analysis is a statistical process that combines the findings from individual studies" -taken from the Agency for Healthcare Research and Quality Glossary (no longer online).

• Systematic Reviews Research Guide A Guide to Conducting Systematic Reviews
• Systematic Review v. Traditional Literature Review Word Document for the Systematic Review v. Traditional Literature Review chart
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Current and Novel Reviews in Sports Nutrition

Associated data.

Not applicable.

Sports nutrition is a rapidly expanding area of scientific investigation and is being driven by high interest from both the academic community and the exercising public [ 1 ]. Research into the discipline of sports nutrition is challenging. The interaction of exercise and nutrition is both complex and compelling, with an endless array of potential sports nutrition products, pathways, and hypotheses to be tested. Some proposed sports nutrition strategies and products are innovative while others are based on fanciful conjecture [ 2 ].

Research designs for sports nutrition-based studies need to adhere to the highest quality standards to determine efficacy [ 1 , 3 ]. Nutrition dosing regimens are always challenging and, unfortunately, these are often based more on educated guesses and marketing issues than careful science. Many sports nutrition products have blends of macro- and micro-nutrients and phytochemicals that have clinical backing for some of the individual ingredients but not the entire mixture. Few sports nutrition products have been tested for stability, absorption, disposition, metabolism, and excretion.

A “food first” approach for athletes is recommended by most sports nutrition professionals. The problem for some athletes, however, is that they are resistant to adopting dietary patterns that are consistent with published guidelines. For many people that exercise, a healthy dietary pattern is sufficient to supply the nutrients needed to support a healthy response to increased exercise levels [ 4 ]. High-level athletes may need extra help beyond the food supply to meet the nutrient demands of stressful exercise workloads, but this is still being debated [ 1 ]. Nonetheless, adaptations within a healthy dietary pattern may support both performance and health for even the athletes with the most demanding training programs. For example, recent studies support that fruit and water consumption can complement or even take the place of commercial sports beverages for those exercising intensely for long periods of time [ 5 , 6 , 7 ].

Sports performance can be measured in many different ways, and nutritional interventions are often evaluated as essential when performance is improved. Some sports nutrition products are targeted for outcomes that are not easily felt by the athlete, including lowered inflammation, immunosuppression, and oxidative stress, and enhanced metabolic recovery [ 8 , 9 ]. This type of benefit is not easily conveyed to the athletes or coach, or in particular, the exercising public.

Advances in measurement technologies are allowing hundreds of metabolites, proteins, lipids, and genes to be measured at one time, improving the capacity to provide accurate and practical guidelines for consumers. Nutrition and exercise have huge effects on nearly every system of the body, both acutely and chronically, and a human systems biology approach, although expensive, is needed to advance scientific understanding [ 10 ].

For this Special Issue, research leaders in sports nutrition were approached and invited to submit current reviews in their areas of expertise [ 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. The topics are novel and wide-ranging, and include updates and insights on protein [ 11 , 12 ], dietary patterns and nutritional interventions to support sleep, older athletes, and sports performance [ 13 , 14 , 15 ], pre-exercise nutrition [ 16 ], supplementation with betaine, iron, and creatine [ 17 , 18 , 19 ], and sports nutrition research methodologies for body composition and muscle glycogen analysis [ 20 , 21 ]. A major emphasis in all of the papers was a focus on strengths and weaknesses for various sports nutrition strategies, and insights for future research.

Kerksick et al. [ 11 ] defined the role that proper doses of plant proteins can have in supporting health, the environment, and exercise training adaptations. The systematic review and meta-analysis by Chapman et al. [ 12 ] concluded that protein supplementation improves strength and muscle mass during intensive and long-term training. Nutritional interventions, such as supplementation with tart cherry juice, kiwifruit, 20–40 grams of protein rich in tryptophan, and glycine late in the day were recommended as useful sleep-enhancement strategies for athletes in the narrative review by Gratwicke et al. [ 13 ]. Strasser et al. [ 14 ] focused on nutritional guidelines for older adults, including adequate energy and protein intake for countering losses in bone and muscle mass.

Five popular dietary patterns, including vegetarian diets, high-fat ketogenic diets, intermittent fasting diets, gluten-free diet, and low fermentable oligosaccharides, disaccharides, monosaccharides and polyols (FODMAP) diets were reviewed by Devrim-Lanpir [ 15 ]. This comprehensive review summarized both the beneficial and detrimental features of each of these diets on athletic performance. Pre-exercise nutrition is an important and current issue in sports nutrition, and Rothschild et al. [ 16 ] provided a detailed explanation of how the availability of endogenous and exogenous carbohydrate, fat, and protein before and during exercise can influence adaptations to endurance exercise.

Betaine (trimethylglycine) can be made in the body from choline or consumed in the diet from wheat bran and germ, spinach, and beets. Betaine is a methyl donor and helps regulate intracellular fluid concentrations and cell volume. Willingham et al. [ 17 ] argued that human clinical trials are needed to confirm whether or not betaine supplementation can improve safety and exercise performance in heat, as supported by animal studies.

Low carbohydrate and energy intake can negatively influence iron status in athletes and is often mediated by hepcidin expression. The comprehensive narrative review by McKay et al. [ 18 ] recommended that athletes shorten the duration of low carbohydrate training periods to minimize potential effects on hepcidin and iron regulation. Creatine is one of the most popular sports nutrition supplements on the market, and Arzi et al. [ 19 ] presented emerging evidence that creatine supplements may play a role in countering exercise-induced oxidative stress.

Kasper et al. [ 20 ] provided an excellent overview of body composition testing methodologies. This research group concluded that properly conducted skinfold measurements provide useful data and may be preferred over other methods because it is simple, low-cost, least affected by lifestyle confounders, and good for the long-term tracking of athletes. The measurement of muscle glycogen is important in sports nutrition studies, and Bone et al. [ 21 ] cautioned that high-frequency ultrasound technology for estimating muscle glycogen content needs further development.

This Special Issue on sports nutrition provided current updates in many core areas, with insights from leading experts for future research. Hopefully scientific understanding will be advanced as these ideas are converted into novel research designs and discoveries.

This research received no external funding.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The author declares no conflict of interest.

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Nutrition Literature Reviews Samples For Students

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Example Of These Are The Key Questions That The Research Seeks To Answer Literature Review

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Good Effects Of Iron Deficiency Anemia In Pregnancy For Mother And Baby Literature Review Example

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Food production and consumption in the UK has changed the trend. This has mainly been contributed by the economy, society and the environment. Diet and attitudes to food have changed markedly in the recent years and it will continue to do so (Guides, 2011). Demand for quality food has risen and people aspire to eat both more healthy and buy food that has a reduced impact on the environment. Food culture in Britain is changing and people are turning on the new kinds of food. (Jackson,2009).

What a literature review is.

Example of acute coronary syndrome acs literature review.

Physicians always encounter innumerable number of patients with chest pains every day. The cause of these chest pains cannot always be pinpointed to a single health factor. However, veritably a good percentage of these chest pain cases are traced to a wide range of heart diseases. Acute Coronary Syndrome is one such heart disease that has been found to be a possible causation of the chest pains that are incessantly encountered by physicians. Commonly abbreviated as ACS, Acute Coronary Syndrome results in the blockage of some parts or the heart’s entire coronary arteries.

Reading Research Literature – W EEK 5 Literature Review Examples

The following questions pertain to:.

George, S., & Thomas, S. (2010). Lived experience of diabetes among older, rural people. Journal of Advanced Nursing, 66(5), 1092-1100.

What is the purpose of this research?

Example of literature review on debate outline – pro gmo.

Genetically modified organisms (GMOs) – are those the DNA (deoxyribonucleic acid) of which or is changed with the help of genetic engineering (Lallanilla, 2016). Pros and cons of the issue are widely discussed by scientists and ordinary people, and meanwhile much is written on the topic. GMOs are widely used nowadays but still there are no exact evidence of their safety or harm.

Pros and Cons

Good example of literature review on breastfeeding trends and patterns in ireland – a literature review, phytoremediation literature review samples, literature review on the benefits of information technology in the management of diabetes, free chemistry in the kitchen literature review sample.

The paper presents the literature review on everyday chemistry and covers the following areas: Food molecules. Chemistry using kitchen chemicals. Food safety from rotten products. The paper used Google Scholar, WorldCat, Science Direct for literature search, and the key words were: food molecules, food chemistry, kitchen chemicals, food safety and rotten.

Types of Food Molecules

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Recent studies have established that people do not mind their eating habits. They do not know the dangers either associated with poor eating habits, or are just ignorant to the fact that healthy eating is paramount to healthy societies. However, poor eating habits should not be confused for malnutrition (Krahn and Lengyel, et al. 2011). The major problem associated with poor eating habits is obesity, which exposes people to diseases such as hypertension, coronary artery diseases and diabetes. These are very threatening diseases that have very simple origin-poor eating habits-but also have simple solutions - proper dietary measures.

Free Literature Review On Achievement Of Developmental Milestones In Infants

Nutrition and weight status in middle age women literature review.

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Nutrition Literature Reviews Samples That Help You Write Better, Faster & with Gusto

When you require a little push to develop a first-class Nutrition Literature Review, nothing does the job better than a top-notch example you can use for inspiration or as a prototype to follow. And hardly can you find a better place with so many top-notch Literature Review samples than WePapers.com open-access database of Nutrition papers. Each Nutrition Literature Reviews example you discover here can do one or several of these things for you: give you a hint about a noteworthy topic; inspire you to come up with a novice angle on a well-examined question; demonstrate the best writing practices you can employ; and/or present you with proper structure templates. Apply this valuable insight to create a superior paper of your own or use our skillful writers' assistance to get an original Nutrition Literature Review sample delivered right to your email inbox.

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