Nursing TIFF assignment

Now that you are moving deeper into the literature surrounding your proposed project, it is imperative for you to stay engaged with review, appraisal, and synthesis activities.

In this unit you have the Scholarship of Application – Part 2 assignment to create a presentation about the range of strategies/interventions you located in the literature to address the identified problem, the overview of the strategy/intervention you selected to implement and the rationale why this strategy/intervention is the best one to implement in your practice setting.

Using the Synthesis Matrix Table, you submitted in week 4, update the table with a minimum of an additional 5 resources of evidence.

For this unit table assignment, the next 5 entries in your table will demonstrate support for the intervention you have selected to address the identified problem.

After completing the table entries for this week, your updated table will now minimally include 10 resources.

Direct access to the article is essential for grading. Either upload all evidence along with your table or be sure an activated link is provided to ensure it leads directly to the article you are presenting.

Synthesis Matrix Table part 1 and Scholarship application part 2 attached

Unit 3: Scholarship of Application Part 1: Aim Statement and

Framework

Tiffany Williams

Herzing University

NU760-8H

3/22/202

Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

Gap recognition and filling in providing care are important to improving patient

outcomes and staying compliant with evidence-based practice. The paper outlines a practice

problem recognized in a clinical environment, formulates a problem statement, builds an aim

statement, and names a framework that will be employed in creating a scholarly project to

address the problem.

Practice Setting and Population

The practice setting is a primary care clinic with an adult patient population of 18 years

and older. The clinic provides preventive care, chronic disease management, and acute care. The

population consists of people from various socioeconomic statuses, with a high proportion of

them being underserved and at risk for chronic diseases such as hypertension, diabetes, and

cardiovascular disease. Despite evidence-based guidelines for preventive care, a conspicuous

lack of uniform implementation of recommended screenings and interventions is observed.

Description of the Problem

The identified issue is the uneven application of United States Preventive Services Task

Force (USPSTF) preventive screening guidelines, specifically cardiovascular risk factors for

illness such as hypertension and hyperlipidemia (Barry et al., 2023). Chart review and

observations revealed that the majority of patients with the routine screening due are not being

screened on time in reality. Clinic performance indicators also confirm this deficiency, where

65% of eligible patients for indicated screenings are receiving them only, falling short of the

organization’s goal of 90%.

Failure to screen per guidelines has various implications. Firstly, to delay earlier illness

diagnosis that would otherwise be better treated through intervention earlier in the disease

development process. Secondly, to develop avoidable complications like a heart attack or stroke,

which would otherwise have been avoided by earlier identification and treatment. Thirdly,

evidence-based care shortfall has been established, one of the indicators for quality health care.

Problem Statement

Processes of patient evaluation in the primary care clinic have not been consistent in

adhering to USPSTF guidelines for preventive screening until now. This results in premature

diagnosis of cardiovascular risk factors, which means unhealthy consequences that otherwise

would have been averted if there was timely intervention.

Aim Statement

This project aims to increase follow-through with USPSTF recommendations for

preventive screening, specifically cardiovascular disease risk factors, to 90% from 65% in a six-

month period. This will be achieved by having a standardized screening process, educating staff

on evidence-based recommendations, and reminders in the electronic health record system to

trigger providers at the point of patient visits.

Framework

The model to implement with this project is the Plan-Do-Study-Act (PDSA) cycle, an

Institute for Healthcare Improvement (IHI) quality improvement model. The PDSA cycle is a

rigorous cycle of testing and implementing changes at an organizational level (Roberti et al.,

2025). The PDSA cycle contains four steps:

1. Plan: Identify the problem, establish goals, and prepare for change.

2. Do: Implement the change at a trim level.

3. Study: Compare results and determine if improvement was a consequence of the

change.

4. Act: Simplify the change from the result and implement it on an expanded scale.

PDSA cycling is suitable for this project because it allows incremental testing of

interventions such as the protocolized screening process and EHR reminders before large-scale

implementation. It also addresses the project goal of quantitatively measuring improved

screening rates. For example, at the “Plan” phase, the protocol for screening and EHR reminder

design will be developed by the team. At the “Do” phase, the interventions will be pilot-tested

with a small number of providers. The “Study” phase will entail screening rate monitoring and

provider feedback collection, and the “Act” phase will entail scaling up proven interventions.

Conclusion

The inconsistent compliance with USPSTF guidelines for preventive screening within the

primary clinic is a grave evidence-based practice deficit. By developing an obvious problem

statement, formulating an aim statement concisely, and employing the PDSA cycle as an

orienting framework, this project proposes to enhance screening rates and ultimately enhance

patient outcomes. The structured process of the PDSA cycle ensures interventions are tested,

refined, and implemented in such a way as to maximize their effectiveness and sustainability.

References

Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … & Nicholson,

W. K. (2023). Putting evidence into practice: an update on the US Preventive Services

Task Force methods for developing recommendations for preventive services. The Annals

of Family Medicine, 21(2), 165-171.

https://www.annfammed.org/content/annalsfm/21/2/165.full

Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … & Alonso,

J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A Process

Evaluation Using Normalization Process Theory. Pediatric Quality & Safety, 10(1), e788.

https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-

202501000-00010

https://www.annfammed.org/content/annalsfm/21/2/165.full

https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010

Tiffany Williams

In-text citation for
the resource – in the
References list below
this table include a
full citation that
includes a functional
link for faculty to
access the article;
without a link you
must upload the full-
text article to the
assignment drop box

What is the
purpose of the
resource?

Is the resource a research
study? If yes, what is the
study design? If not a
research study, what type
of literature is represented
in the resource?

Using the John
Hopkins EBP
Rating Scale,
what level of
evidence is
represented in
the resource?

What are the
recommendations or
findings in this
resource that are
relevant to your
proposed graduate
scholarship project?

How does this resource
support your proposed
project?

Articles/resources #1-5 in the table need to demonstrate the observation of the problem you identified for which you are designing a project to address.

1 Isik, E., & Fredland, N.

M. (2023). Orem’s self-
care deficit nursing theory

to improve children’s self-

care: An integrative

review. The Journal of

School Nursing, 39(1), 6-
17.

https://journals.sagepub.co

m/doi/abs/10.1177/105984

05211050062

The purpose of this

resource is to

examine the use of

Orem’s Self-Care

Deficit Nursing

Theory (SCDNT) in

relation to children’s
self-care behaviors.

It explores how self-

care programs based

on Orem’s theory can

help children

develop

self-care

skills to promote

health and prevent

negative outcomes

Yes, this is a research study. It is

an integrative review following

Whittemore and Knafl’s
guidelines. A systematic search

was conducted using nursing

databases, identifying 16 studies

that applied Orem’s theory to

children’s self-care behaviors.

According to the

Johns Hopkins

Evidence-Based

Practice (JHEBP)

Rating Scale, this

study qualifies as

Level III (Non-

Experimental

Research) because it

is an integrative

review analyzing

previously

conducted studies

rather than

conducting new

experimental

research.

Children can develop

self-care skills when
guided

structured

programs

based on

Orem’s SCDNT.

Nurses play a

key role in

implementing self-care
education for children to

improve self-

care skills

and health

outcomes.

Early implementation of
self-care

behaviors

promotes lifelong healthy

habits.

The study

identifies five

key themes

that support

structured self-care

interventions.

This resource supports my

project by demonstrating the

effectiveness of Orem’s
SCDNT in guiding

interventions to

improve self-

care behaviors. It provides

evidence that structured self-

care programs are beneficial

for children, which may be

applied to similar interventions

in other populations.

2 Yip, J. Y. C. (2021).

Theory-based advanced
nursing practice: A

practice update on the

application of Orem’s self-

care deficit nursing theory.

SAGE Open Nursing, 7,
23779608211011993.

https://journals.sagepub.co

m/doi/abs/10.1177/237796

08211011993

The purpose of this

resource is to
examine the use of

Orem’s Self-Care

Deficit Nursing

Theory (SCDNT) in

relation to children’s
self-care behaviors.

It explores how self-

care programs based

on Orem’s theory can

help children

develop self-care

skills to promote

health and prevent

negative outcomes.

Yes, this is a research study. It is

an integrative review following

Whittemore and Knafl’s
guidelines. A systematic search

was conducted using nursing

databases, identifying 16 studies

that applied Orem’s theory to

children’s self-care behaviors.

According to the

Johns Hopkins

Evidence-Based

Practice (JHEBP)

Rating Scale, this

study qualifies as

Level III (Non-

Experimental

Research) because

it is an integrative

review analyzing

previously
conducted studies

rather than

conducting new

experimental

research.

Children can develop

self-care skills when
guided

by structured

programs based on

Orem’s SCDNT.

Nurses play a key role in

implementing self-care
education for children to

improve self-care skills

and health outcomes.

Early implementation of
self-care behaviors

promotes lifelong healthy

habits.

The study identifies five
key themes that support

structured self-care

interventions.

This resource supports my

project by demonstrating the

effectiveness of Orem’s
SCDNT in guiding

interventions to improve self-

care behaviors. It provides

evidence that structured self-

care programs are beneficial
for children, which may be

applied to similar interventions

in other populations

3 Walker, L. O., & Avant,

K. C. (2019). Strategies
for theory construction in

nursing (Vol. 4). Upper

Saddle River, NJ:

Pearson/Prentice Hall.

https://www.pearsonhighe
red.com/assets/preface/0/1

/3/4/0134803523

The purpose of this

resource is to
examine the use of

Orem’s Self-Care

Deficit Nursing

Theory (SCDNT) in

relation to children’s
self-care behaviors.

It explores how self-

care programs based

on Orem’s theory can

help children

develop self-care

skills to promote

health and prevent

Yes, this is a research study. It is

an integrative review following

Whittemore and Knafl’s
guidelines. A systematic search

was conducted using nursing

databases, identifying 16 studies

that applied Orem’s theory to

children’s self-care behaviors.

According to the

Johns Hopkins
Evidence-Based

Practice (JHEBP)

Rating Scale, this

study qualifies as

Level III (Non-
Experimental

Research) because it

is an integrative

review analyzing

previously
conducted studies

rather than

conducting new

Children can develop

self-care skills when
guided by structured

programs based on

Orem’s SCDNT.

Nurses play a key role in

implementing self-care
education for children to

improve self-care skills

and health outcomes.

Early implementation of
self-care behaviors

promotes lifelong healthy

This resource supports my

project by demonstrating the

effectiveness of Orem’s
SCDNT in guiding

interventions to improve self-

care behaviors. It provides

evidence that structured self-

care programs are beneficial
for children, which may be

applied to similar interventions

in other populations.

https://journals.sagepub.com/doi/abs/10.1177/10598405211050062

https://journals.sagepub.com/doi/abs/10.1177/23779608211011993

https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134803523

Tiffany Williams

negative outcome experimental

research.

habits.

The study identifies five

key themes that support

structured self-care

interventions.

4 Moghadari Koosha, M.,
Borzou, S. R., Khatiban,

M., & Cheraghi, F.

(2022). Nursing process

based on Orem’s Self-Care

Deficit Nursing Theory in

patient with acute myeloid
leukemia: Case

report.

Journal of Nursing

Education, 11(6), 1-10.
http://jne.ir/browse.php?a_

id=1437&sid=1&slc_lang

=en

The purpose of this
resource is to

examine the use of

Orem’s Self-Care

Deficit Nursing

Theory (SCDNT) in

relation to children’s
self-care behaviors.
It explores how self-

care programs based

on Orem’s theory can

help children

develop self-care

skills to promote

health and prevent
negative outcomes.

Yes, this is a research study. It is
an integrative review following

Whittemore and Knafl’s
guidelines. A systematic search

was conducted using nursing

databases, identifying 16 studies

that applied Orem’s theory to

children’s self-care behaviors.

According to the
Johns Hopkins

Evidence-Based

Practice (JHEBP)

Rating Scale, this

study qualifies as
Level III (Non-

Experimental

Research) because

it is an integrative

review analyzing
previously

conducted studies

rather than

conducting new

experimental
research.

• Children can

develop self-

care skills

when guided

by structured

programs

based on

Orem’s
SCDNT.

• Nurses play a

key role in

implementing

self-care

education for

children to
improve self-

care skills and

health

outcomes.

• Early

implementatio

n of self-care
behaviors

promotes

lifelong

healthy habits.

• The study

identifies five

key themes

that support

structured

self-care

interventions.

This resource supports my
project by demonstrating the

effectiveness of Orem’s
SCDNT in guiding

interventions to improve self-

care behaviors. It provides

evidence that structured self-
care programs are beneficial

for children, which may be

applied to similar interventions

in other populations.

5 Tümkaya, M. N., Eroğlu,

K., & Karaçam, Z. (2024).

The effect of Orem’s Self‐
Care Deficit Theory–
based care during
pregnancy and postpartum

period on health

outcomes: A systematic

review and meta‐
analysis. International

Journal of Nursing

Practice, 30(6), e13300.

https://onlinelibrary.wiley.

com/doi/abs/10.1111/ijn.1
3300

The purpose of this

resource is to

examine the use of

Orem’s Self-Care

Deficit Nursing

Theory (SCDNT) in

relation to children’s
self-care behaviors.

It explores how self-

care programs based

on Orem’s theory can

help children

develop self-care
skills to promote

health and prevent

negative outcomes.

Yes, this is a research study. It is

an integrative review following

Whittemore and Knafl’s
guidelines. A systematic search

was conducted using nursing

databases, identifying 16 studies

that applied Orem’s theory to

children’s self-care behaviors.

According to the

Johns Hopkins

Evidence-Based

Practice (JHEBP)

Rating Scale, this

study qualifies as

Level III (Non-

Experimental

Research) because
it is an integrative

review analyzing

previously

conducted studies

rather than
conducting new

experimental

research.

• Children can
develop self-

care skills

when guided

by structured

programs
based on

Orem’s
SCDNT.

• Nurses play a

key role in

implementing

self-care

education for
children to

improve self-

care skills and

health

outcomes.

• Early

implementatio
n of self-care

behaviors

promotes

lifelong

healthy habits.

• The study
identifies five

key themes

that support

structured

self-care
interventions.

This resource supports my

project by demonstrating the

effectiveness of Orem’s
SCDNT in guiding

interventions to improve self-

care behaviors. It provides
evidence that structured self-

care programs are beneficial

for children, which may be

applied to similar interventions

in other populations.

http://jne.ir/browse.php?a_id=1437&sid=1&slc_lang=en

https://onlinelibrary.wiley.com/doi/abs/10.1111/ijn.13300

Tiffany Williams

Articles/resources #6 -10 in the table need to demonstrate support for the intervention you have selected to address the identified problem.

Tiffany Williams

Articles/resources #11-15 in the table need to provide support for the evaluation method/approach you have identified to determine the outcome
of implementing the selected intervention.

References
Isik, E., & Fredland, N. M. (2023). Orem’s self-care deficit nursing theory to improve children’s self-care: An integrative review.
The Journal of School Nursing, 39(1), 6-17. https://journals.sagepub.com/doi/abs/10.1177/10598405211050062

Moghadari Koosha, M., Borzou, S. R., Khatiban, M., & Cheraghi, F. (2022). Nursing process based on Orem’s Self-Care Deficit
Nursing Theory in patient with acute myeloid leukemia: Case report. Journal of Nursing Education, 11(6), 1-10.
http://jne.ir/browse.php?a_id=1437&sid=1&slc_lang=en

Tümkaya, M. N., Eroğlu, K., & Karaçam, Z. (2024). The effect of Orem’s Self‐Care Deficit Theory–based care during pregnancy
and postpartum period on health outcomes: A systematic review and meta‐analysis. International Journal of Nursing
Practice, 30(6), e13300. https://onlinelibrary.wiley.com/doi/abs/10.1111/ijn.13300

Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (Vol. 4). Upper Saddle River, NJ:
Pearson/Prentice Hall. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134803523

Yip, J. Y. C. (2021). Theory-based advanced nursing practice: A practice update on the application of Orem’s self-care deficit
nursing theory. SAGE Open Nursing, 7, 23779608211011993.
https://journals.sagepub.com/doi/abs/10.1177/23779608211011993

https://journals.sagepub.com/doi/abs/10.1177/10598405211050062

http://jne.ir/browse.php?a_id=1437&sid=1&slc_lang=en

https://onlinelibrary.wiley.com/doi/abs/10.1111/ijn.13300

https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134803523

https://journals.sagepub.com/doi/abs/10.1177/23779608211011993

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