The analysis and synthesis of the findings from the included studies can take many forms for an integrative review.
For analysis, it is common to code and categorize the data that is extracted from each study. Constant comparison, content analysis, and thematic analysis are analytic methods that are commonly employed in integrative reviews. Analysis may also involve identification of gaps and inconsistencies in the literature
The goal of synthesis in an integrative review is to go beyond simply summarizing or reporting results of studies and instead form new perspectives. Synthesis often involves identifying patterns, themes, clusters, relationships and variability among the data.
As there is a wide variety in analysis and synthesis approaches for integrative reviews, this recent review attempted to summarize the commonly used strategies in published integrative reviews:
Younas, A., Shahzad, S., & Inayat, S. (2021). Data analysis and presentation in integrative reviews: A narrative review. Western Journal of Nursing Research. https://doi.org/10.1177/01939459211030344
The authors describe four major categories of analytic methods utilized in integrative reviews:
Similarly, there is a wide variety of presentation strategies in reporting findings in an integrative review. The presentation methods identified in published integrative reviews include:
Ameel, M., Kontio, R., & Välimäki, M. (2019). Interventions delivered by nurses in adult outpatient psychiatric care: An integrative review. Journal of Psychiatric and Mental Health Nursing, 26(9–10), 301–322. https://doi.org/10.1111/jpm.12543
Rantung, G., Griffiths, D., Plummer, V., & Moss, C. (2022). How emergency nurses cope and motivate themselves to sustain their caring work: An integrative literature review. Journal of Clinical Nursing, 31(7–8), 843–859. https://doi.org/10.1111/jocn.16005
Palominos, E., Levett-Jones, T., Power, T., & Martinez-Maldonado, R. (2019). Healthcare students’ perceptions and experiences of making errors in simulation: An integrative review. Nurse Education Today, 77, 32–39. https://doi.org/10.1016/j.nedt.2019.02.013