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Tiff table due 3/31 – 2 years ago **files (3)** – ## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF – ## JHEBPModelforNursingHierarchyEvidenceGuide_11436855.PDF – ## Presentation927641204.pptx **## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF** INSERT YOUR NAME HERE In-text cita…
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**files (3)**
– ## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF
– ## JHEBPModelforNursingHierarchyEvidenceGuide_11436855.PDF
– ## Presentation927641204.pptx
**## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF**
INSERT YOUR NAME HERE
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
2
3
4
5
Articles/resources #6 -10 in the table need to demonstrate support for the intervention you have selected to address the identified problem.
6
7
8
INSERT YOUR NAME HERE
9
10
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.
11
12
13
14
15
References
**## JHEBPModelforNursingHierarchyEvidenceGuide_11436855.PDF**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Hierarchy of Evidence Guide
Appendix D
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | 1
Note: Refer to the appropriate Evidence Appraisal Tool (Research [Appendix E] or Nonresearch [Appendix F]) to determine quality ratings.
Evidence Level Types of Evidence
R
es
ea
rc
h
E
vi
de
nc
e
(A
pp
en
di
x
E
)
Level I
• Experimental study, randomized controlled trial (RCT)
• Explanatory mixed methods design that includes only a Level I quaNtitative study
• Systematic review of RCTs, with or without meta-analysis
Level II
• Quasi-experimental study
• Explanatory mixed methods design that includes only a Level II quaNtitative study
• Systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental
studies only, with or without meta-analysis
Level III
• Nonexperimental study
• Systematic review of a combination of RCTs, quasi-experimental and nonexperimental studies, or
nonexperimental studies only, with or without meta-analysis.
• Exploratory, convergent, or multiphasic mixed methods studies
• Explanatory mixed methods design that includes only a Level III quaNtitative study
• QuaLitative study
• Systematic review of quaLitative studies with or without meta-synthesis
N
on
re
se
ar
ch
E
vi
de
nc
e
(A
pp
en
di
x
F)
Level IV
Opinion of respected authorities and/or nationally recognized expert committees or consensus panels based
on scientific evidence. Includes:
• Clinical practice guidelines
• Consensus panels/position statements
Level V
Based on experiential and non-research evidence. Includes:
• Scoping reviews
• Integrative reviews
• Literature reviews
• Quality improvement, program or financial evaluation
• Case reports
• Opinion of nationally recognized expert(s) based on experiential evidence
**## Presentation927641204.pptx**
Self-Care Deficit Nursing Theory (SCDNT)
Student’s name
Institution affiliation
Course
Instructor’s name
Date
Introduction
Nursing theories guide practice and research
Orem’s Self-Care Deficit Nursing Theory (SCDNT) focuses on self-care and nursing interventions
Used widely in clinical settings to assess patient needs
Highlights patient dependency levels
Provides a structured framework for nursing care
The introduction introduces a concise summary about how nursing theories affect nursing research together with practice. According to various sources the Orem's Self-Care Deficit Nursing Theory (SCDNT) stands among the theories that emphasize nursing intervention combined with self-care practices (Yip, 2021). The healthcare team primarily applies this method in clinical environments to measure patient requirements along with identifying their dependence needs. This theory demonstrates how registered nurses promote patient care for partially self-attending patients to produce better results. The scientific framework in this model delivers a method for practicing nursing care thus making it essential for healthcare practice. Nurses implement personalized care plans when combining this theory to support patient independence goals during healing alongside optimal healthcare delivery
2
Overview of the Theory
Dorothea Orem developed the Self-Care Deficit Nursing Theory (SCDNT) in the 1950s
She was a nursing theorist, educator, and researcher
Her work focused on defining nursing as an independent field of practice
Orem refined and expanded her theory over several decades
The theory has been widely applied in nursing education and practice
During the 1950s Dorothea Orem developed the Self-Care Deficit Nursing Theory as one of the leading nursing theorists. Through her work she sought to demonstrate nursing as an independent required practice field. As the theorist stated nursing exists to help those who fail to perform their personal self-care tasks independently. Through continuous development and enhancement of her theory Orem made it relevant for diverse healthcare institutions throughout multiple years (Isik & Fredland, 2023). Her theory now functions as a basis for nursing practice and education which enables appropriate nursing intervention selection according to patient dependency degrees. Her valuable contributions to nursing practice have remained active in healthcare delivery systems
3
Basic Concepts and Assumptions of the Theory
Self-care: The ability of individuals to meet their own health needs
Self-care deficit: When individuals cannot meet their own health needs
Nursing system: The structure for nursing interventions to assist patients
Assumes individuals should be responsible for their self-care when possible
Nurses intervene when self-care deficits occur
The Self-Care Deficit Nursing Theory is derived from three primary concepts, namely self-care, self-care deficit, and the nursing system. Self-care refers to the ability of a person to maintain their own health and well-being. But whenever a self-care deficit is present, the person is not able to provide their own health needs due to illness, injury, or other factors. This is where nursing intervention becomes necessary (Yip, 2021). The nursing system provides a structured method of care in a way that the patient receives the degree of care based on their dependency. The theory holds the view that individuals should be accountable for their own care to the extent possible. But whenever they do experience a self-care deficit, nurses do have a significant role in terms of support, teaching, and intervention to enable them to recuperate and become independent again.
4
Levels of Nursing Assistance in the Theory
Wholly compensatory system: Full nursing care for dependent patients
Partially compensatory system: Shared responsibility between nurse and patient
Supportive-educative system: Patient receives guidance and education
Helps determine the level of intervention required
Encourages patient participation in their own care
The three levels within Orem’s theory classify nursing interventions based on patient dependency extent. Patients under the wholly compensatory system receive nursing care for their complete dependency such as those found in critical care and severe disability situations. Within the partially compensatory framework nursing personnel deliver support alongside guidance to assist patients in performing their self-care practices. When patients need guidance along with education to enhance health outcomes nurses implement the supportive-educative system. The health status levels help nurse’s select appropriate intervention approaches which match individual patient requirements. The model stimulates patient interaction which leads to recovery success while maximizing nursing staff use. The framework functions as a dependable resource to provide person-centered care throughout different health service locations.
5
Overall Focus of the Theory
Addresses self-care deficits in patients
Applicable to acute, chronic, and rehabilitation settings
Used in hospitals, long-term care, home health, and community settings
Supports patient-centered care
Helps identify levels of nursing intervention required
Orem's theory focuses primarily on the fulfillment of self-care deficits in the patient. The theory can be used in all settings of healthcare, including acute, chronic, and rehabilitation settings. The theory is utilized in hospitals, long-term care facilities, home care, and community nursing. It is congruent with patient-centered care principles that emphasize the assessment of a patient's ability for self-care and the development of interventions according to that assessment (Yip, 2021). By defining levels of nursing intervention required, it ensures that the patients are given adequate support while encouraging independence. The theory finds its greatest practical use in managing patients with chronic diseases and elderly adults along with surgical procedure patients since it outlines the best methods to promote self-care while increasing their life quality
5
Example of Knowledge the Theory Adds to Nursing
Provides a structured assessment tool for self-care deficits
Enhances nurse-patient relationships through individualized care
Encourages autonomy and patient involvement
Improves continuity of care and interdisciplinary collaboration
Supports evidence-based interventions
ThePhoto by PhotoAuthor is licensed under CCYYSA.
With Orem's theory nurses receive concrete guidelines to evaluate care deficits and create appropriate interventions. Nurses use this method to establish superior patient-provider bonds because it personalizes care according to each patient's exclusive needs. Nurses who use this theory create conditions to develop patient independence and healthcare participation leading to better health results (Wayne, 2024). This theoretical framework creates favorable conditions for patient care continuity because it allows various healthcare professionals to work together to resolve patient needs. Establishing methodical evidence-based nursing interventions allows healthcare staff to validate their care plans' effectiveness and individualized nature. SDNT offers substantial value to nursing knowledge through its established method for delivering patient treatment
6
Example of How the Theory Supports Practice
Guides nurses in assessing patient self-care needs
Helps determine appropriate interventions (full care, partial assistance, or education)
Supports the creation of personalized care plans
Useful in geriatric and chronic disease management
Enhances patient safety and recovery outcomes
Nurses can evaluate patient self-care requirements through application of the Self-Care Deficit Nursing Theory. Nurses use this framework to establish what degree of help the patient requires between complete assistance and supplemental knowledge about self-care practices. The theory enables nurses to construct customized patient care plans which cater to individual patient circumstances and personal requirements (Isik & Fredland, 2023). The theory provides valuable assistance to healthcare providers when dealing with older adult and persistent illness patients with different service needs. Nurses can improve patient safety along with promoting recovery and overall quality of care through the use of this theory. Through systematic assessment this theory helps nurses achieve higher intervention efficiency along with better patient results.
7
Example of How the Theory Could Innovate Nursing
Can be integrated into electronic health records (EHRs) for better assessment tools
Supports development of nursing protocols for self-care education
Enhances telehealth strategies for remote patient support
Provides framework for new training programs for nursing students
Helps improve discharge planning and transitional care models
Electronic Health Records systems implement Orem's theory for enhancing the operation of self-care evaluation and record documentation. Such a system would enable better patient need tracking along with nursing intervention documentation. The theory enables development of new nursing protocols for self-care education which healthcare organizations can use in their settings. Remote patient support along with monitoring services can benefit from the use of this theory to achieve higher telehealth quality. Future nurses will acquire better understanding of self-care principles and their practical implementation because of the theory implementation in nursing education curricula (Walker & Avant, 2019). Patients benefit from sustained care through the application of the theory within discharge planning protocols that continue their support beyond healthcare facilities.
8
Major Strengths and Limitations
Strengths:
Clear and structured model for nursing care
Applicable to various healthcare settings
Promotes patient independence and holistic care
Supports evidence-based nursing interventions
Limitations:
Not always applicable in emergency/critical care situations
Requires patient cooperation and cognitive ability
Limited focus on emotional and social aspects of care
Can be time-consuming to implement fully
ThePhoto by PhotoAuthor is licensed under CCYYSA.
Orem's theory stands out for its structured format of nursing care delivery. This theory functions widely across various healthcare locations while helping patients adopt independent care practices. Through its organized framework the theory enables nurses to use evidence-based care approaches along with comprehensive health care which accounts for physical, psychological and social health elements. The theory carries several limitations among its framework. Medical assistance should be provided immediately in critical or emergency situations where this concept may not apply. Patients' collaboration and mental state are central aspects of this theory but may be missing in some patient populations. The theory lacks in placing significant emphasis on emotional and social practice care even though these aspects carry inherent meaning to the provision of holistic nursing care.
9
Conclusion
Orem’s SCDNT is a foundational nursing theory
Helps nurses assess and address patient self-care deficits
Promotes patient independence and recovery
Supports structured and individualized nursing care
Continues to be relevant in modern healthcare settings
The Orem Self-Care Deficit Nursing Theory represents a fundamental nursing theory with a scientific program for generating patient care. Therapeutic plans for patient independence begin after nurses perform assessments which evaluate patient needs through self-care deficit evaluation. This theory provides individualized medical treatments which build superior nursing practices within various care environments. Nursing practice based on evidence makes use of this theory through its development of assessment instruments and therapeutic protocols. The theory maintains its usefulness within present-day healthcare delivery even though it faces challenges due to ongoing effects on educational research about nursing and clinical tasks and research projects. The present healthcare system supports self-care practice which recognizes patient-led strategies and comprehensive health services.
10
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](https://journals.sagepub.com/doi/abs/10.1177/10598405211050062)
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (Vol. 4). Upper Saddle River, NJ: Pearson/Prentice Hall..
Wayne, G. (2024). Nursing theories and theorists: An ultimate guide for nurses. Nurseslabs.
[https://nurseslabs.com/nursing-theories/](https://nurseslabs.com/nursing-theories/)
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/10.1177/23779608211011993)
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## image3.jpeg
## image4.jpeg
## image5.jpeg
## image6.jpeg
## image7.jpeg
## image8.jpeg
## image9.jpeg
## image10.jpeg
## image11.jpeg
**## Presentation927641204.pptx**
Self-Care Deficit Nursing Theory (SCDNT)
Student’s name
Institution affiliation
Course
Instructor’s name
Date
Introduction
Nursing theories guide practice and research
Orem’s Self-Care Deficit Nursing Theory (SCDNT) focuses on self-care and nursing interventions
Used widely in clinical settings to assess patient needs
Highlights patient dependency levels
Provides a structured framework for nursing care
The introduction introduces a concise summary about how nursing theories affect nursing research together with practice. According to various sources the Orem's Self-Care Deficit Nursing Theory (SCDNT) stands among the theories that emphasize nursing intervention combined with self-care practices (Yip, 2021). The healthcare team primarily applies this method in clinical environments to measure patient requirements along with identifying their dependence needs. This theory demonstrates how registered nurses promote patient care for partially self-attending patients to produce better results. The scientific framework in this model delivers a method for practicing nursing care thus making it essential for healthcare practice. Nurses implement personalized care plans when combining this theory to support patient independence goals during healing alongside optimal healthcare delivery
2
Overview of the Theory
Dorothea Orem developed the Self-Care Deficit Nursing Theory (SCDNT) in the 1950s
She was a nursing theorist, educator, and researcher
Her work focused on defining nursing as an independent field of practice
Orem refined and expanded her theory over several decades
The theory has been widely applied in nursing education and practice
During the 1950s Dorothea Orem developed the Self-Care Deficit Nursing Theory as one of the leading nursing theorists. Through her work she sought to demonstrate nursing as an independent required practice field. As the theorist stated nursing exists to help those who fail to perform their personal self-care tasks independently. Through continuous development and enhancement of her theory Orem made it relevant for diverse healthcare institutions throughout multiple years (Isik & Fredland, 2023). Her theory now functions as a basis for nursing practice and education which enables appropriate nursing intervention selection according to patient dependency degrees. Her valuable contributions to nursing practice have remained active in healthcare delivery systems
3
Basic Concepts and Assumptions of the Theory
Self-care: The ability of individuals to meet their own health needs
Self-care deficit: When individuals cannot meet their own health needs
Nursing system: The structure for nursing interventions to assist patients
Assumes individuals should be responsible for their self-care when possible
Nurses intervene when self-care deficits occur
The Self-Care Deficit Nursing Theory is derived from three primary concepts, namely self-care, self-care deficit, and the nursing system. Self-care refers to the ability of a person to maintain their own health and well-being. But whenever a self-care deficit is present, the person is not able to provide their own health needs due to illness, injury, or other factors. This is where nursing intervention becomes necessary (Yip, 2021). The nursing system provides a structured method of care in a way that the patient receives the degree of care based on their dependency. The theory holds the view that individuals should be accountable for their own care to the extent possible. But whenever they do experience a self-care deficit, nurses do have a significant role in terms of support, teaching, and intervention to enable them to recuperate and become independent again.
4
Levels of Nursing Assistance in the Theory
Wholly compensatory system: Full nursing care for dependent patients
Partially compensatory system: Shared responsibility between nurse and patient
Supportive-educative system: Patient receives guidance and education
Helps determine the level of intervention required
Encourages patient participation in their own care
The three levels within Orem’s theory classify nursing interventions based on patient dependency extent. Patients under the wholly compensatory system receive nursing care for their complete dependency such as those found in critical care and severe disability situations. Within the partially compensatory framework nursing personnel deliver support alongside guidance to assist patients in performing their self-care practices. When patients need guidance along with education to enhance health outcomes nurses implement the supportive-educative system. The health status levels help nurse’s select appropriate intervention approaches which match individual patient requirements. The model stimulates patient interaction which leads to recovery success while maximizing nursing staff use. The framework functions as a dependable resource to provide person-centered care throughout different health service locations.
5
Overall Focus of the Theory
Addresses self-care deficits in patients
Applicable to acute, chronic, and rehabilitation settings
Used in hospitals, long-term care, home health, and community settings
Supports patient-centered care
Helps identify levels of nursing intervention required
Orem's theory focuses primarily on the fulfillment of self-care deficits in the patient. The theory can be used in all settings of healthcare, including acute, chronic, and rehabilitation settings. The theory is utilized in hospitals, long-term care facilities, home care, and community nursing. It is congruent with patient-centered care principles that emphasize the assessment of a patient's ability for self-care and the development of interventions according to that assessment (Yip, 2021). By defining levels of nursing intervention required, it ensures that the patients are given adequate support while encouraging independence. The theory finds its greatest practical use in managing patients with chronic diseases and elderly adults along with surgical procedure patients since it outlines the best methods to promote self-care while increasing their life quality
5
Example of Knowledge the Theory Adds to Nursing
Provides a structured assessment tool for self-care deficits
Enhances nurse-patient relationships through individualized care
Encourages autonomy and patient involvement
Improves continuity of care and interdisciplinary collaboration
Supports evidence-based interventions
ThePhoto by PhotoAuthor is licensed under CCYYSA.
With Orem's theory nurses receive concrete guidelines to evaluate care deficits and create appropriate interventions. Nurses use this method to establish superior patient-provider bonds because it personalizes care according to each patient's exclusive needs. Nurses who use this theory create conditions to develop patient independence and healthcare participation leading to better health results (Wayne, 2024). This theoretical framework creates favorable conditions for patient care continuity because it allows various healthcare professionals to work together to resolve patient needs. Establishing methodical evidence-based nursing interventions allows healthcare staff to validate their care plans' effectiveness and individualized nature. SDNT offers substantial value to nursing knowledge through its established method for delivering patient treatment
6
Example of How the Theory Supports Practice
Guides nurses in assessing patient self-care needs
Helps determine appropriate interventions (full care, partial assistance, or education)
Supports the creation of personalized care plans
Useful in geriatric and chronic disease management
Enhances patient safety and recovery outcomes
Nurses can evaluate patient self-care requirements through application of the Self-Care Deficit Nursing Theory. Nurses use this framework to establish what degree of help the patient requires between complete assistance and supplemental knowledge about self-care practices. The theory enables nurses to construct customized patient care plans which cater to individual patient circumstances and personal requirements (Isik & Fredland, 2023). The theory provides valuable assistance to healthcare providers when dealing with older adult and persistent illness patients with different service needs. Nurses can improve patient safety along with promoting recovery and overall quality of care through the use of this theory. Through systematic assessment this theory helps nurses achieve higher intervention efficiency along with better patient results.
7
Example of How the Theory Could Innovate Nursing
Can be integrated into electronic health records (EHRs) for better assessment tools
Supports development of nursing protocols for self-care education
Enhances telehealth strategies for remote patient support
Provides framework for new training programs for nursing students
Helps improve discharge planning and transitional care models
Electronic Health Records systems implement Orem's theory for enhancing the operation of self-care evaluation and record documentation. Such a system would enable better patient need tracking along with nursing intervention documentation. The theory enables development of new nursing protocols for self-care education which healthcare organizations can use in their settings. Remote patient support along with monitoring services can benefit from the use of this theory to achieve higher telehealth quality. Future nurses will acquire better understanding of self-care principles and their practical implementation because of the theory implementation in nursing education curricula (Walker & Avant, 2019). Patients benefit from sustained care through the application of the theory within discharge planning protocols that continue their support beyond healthcare facilities.
8
Major Strengths and Limitations
Strengths:
Clear and structured model for nursing care
Applicable to various healthcare settings
Promotes patient independence and holistic care
Supports evidence-based nursing interventions
Limitations:
Not always applicable in emergency/critical care situations
Requires patient cooperation and cognitive ability
Limited focus on emotional and social aspects of care
Can be time-consuming to implement fully
ThePhoto by PhotoAuthor is licensed under CCYYSA.
Orem's theory stands out for its structured format of nursing care delivery. This theory functions widely across various healthcare locations while helping patients adopt independent care practices. Through its organized framework the theory enables nurses to use evidence-based care approaches along with comprehensive health care which accounts for physical, psychological and social health elements. The theory carries several limitations among its framework. Medical assistance should be provided immediately in critical or emergency situations where this concept may not apply. Patients' collaboration and mental state are central aspects of this theory but may be missing in some patient populations. The theory lacks in placing significant emphasis on emotional and social practice care even though these aspects carry inherent meaning to the provision of holistic nursing care.
9
Conclusion
Orem’s SCDNT is a foundational nursing theory
Helps nurses assess and address patient self-care deficits
Promotes patient independence and recovery
Supports structured and individualized nursing care
Continues to be relevant in modern healthcare settings
The Orem Self-Care Deficit Nursing Theory represents a fundamental nursing theory with a scientific program for generating patient care. Therapeutic plans for patient independence begin after nurses perform assessments which evaluate patient needs through self-care deficit evaluation. This theory provides individualized medical treatments which build superior nursing practices within various care environments. Nursing practice based on evidence makes use of this theory through its development of assessment instruments and therapeutic protocols. The theory maintains its usefulness within present-day healthcare delivery even though it faces challenges due to ongoing effects on educational research about nursing and clinical tasks and research projects. The present healthcare system supports self-care practice which recognizes patient-led strategies and comprehensive health services.
10
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](https://journals.sagepub.com/doi/abs/10.1177/10598405211050062)
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (Vol. 4). Upper Saddle River, NJ: Pearson/Prentice Hall..
Wayne, G. (2024). Nursing theories and theorists: An ultimate guide for nurses. Nurseslabs.
[https://nurseslabs.com/nursing-theories/](https://nurseslabs.com/nursing-theories/)
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/10.1177/23779608211011993)
## image1.jpeg
## image2.png
## image3.jpeg
## image4.jpeg
## image5.jpeg
## image6.jpeg
## image7.jpeg
## image8.jpeg
## image9.jpeg
## image10.jpeg
## image11.jpeg
**## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF**
INSERT YOUR NAME HERE
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
2
3
4
5
Articles/resources #6 -10 in the table need to demonstrate support for the intervention you have selected to address the identified problem.
6
7
8
INSERT YOUR NAME HERE
9
10
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.
11
12
13
14
15
References
**## JHEBPModelforNursingHierarchyEvidenceGuide_11436855.PDF**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Hierarchy of Evidence Guide
Appendix D
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | 1
Note: Refer to the appropriate Evidence Appraisal Tool (Research [Appendix E] or Nonresearch [Appendix F]) to determine quality ratings.
Evidence Level Types of Evidence
R
es
ea
rc
h
E
vi
de
nc
e
(A
pp
en
di
x
E
)
Level I
• Experimental study, randomized controlled trial (RCT)
• Explanatory mixed methods design that includes only a Level I quaNtitative study
• Systematic review of RCTs, with or without meta-analysis
Level II
• Quasi-experimental study
• Explanatory mixed methods design that includes only a Level II quaNtitative study
• Systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental
studies only, with or without meta-analysis
Level III
• Nonexperimental study
• Systematic review of a combination of RCTs, quasi-experimental and nonexperimental studies, or
nonexperimental studies only, with or without meta-analysis.
• Exploratory, convergent, or multiphasic mixed methods studies
• Explanatory mixed methods design that includes only a Level III quaNtitative study
• QuaLitative study
• Systematic review of quaLitative studies with or without meta-synthesis
N
on
re
se
ar
ch
E
vi
de
nc
e
(A
pp
en
di
x
F)
Level IV
Opinion of respected authorities and/or nationally recognized expert committees or consensus panels based
on scientific evidence. Includes:
• Clinical practice guidelines
• Consensus panels/position statements
Level V
Based on experiential and non-research evidence. Includes:
• Scoping reviews
• Integrative reviews
• Literature reviews
• Quality improvement, program or financial evaluation
• Case reports
• Opinion of nationally recognized expert(s) based on experiential evidence
**## Presentation927641204.pptx**
Self-Care Deficit Nursing Theory (SCDNT)
Student’s name
Institution affiliation
Course
Instructor’s name
Date
Introduction
Nursing theories guide practice and research
Orem’s Self-Care Deficit Nursing Theory (SCDNT) focuses on self-care and nursing interventions
Used widely in clinical settings to assess patient needs
Highlights patient dependency levels
Provides a structured framework for nursing care
The introduction introduces a concise summary about how nursing theories affect nursing research together with practice. According to various sources the Orem's Self-Care Deficit Nursing Theory (SCDNT) stands among the theories that emphasize nursing intervention combined with self-care practices (Yip, 2021). The healthcare team primarily applies this method in clinical environments to measure patient requirements along with identifying their dependence needs. This theory demonstrates how registered nurses promote patient care for partially self-attending patients to produce better results. The scientific framework in this model delivers a method for practicing nursing care thus making it essential for healthcare practice. Nurses implement personalized care plans when combining this theory to support patient independence goals during healing alongside optimal healthcare delivery
2
Overview of the Theory
Dorothea Orem developed the Self-Care Deficit Nursing Theory (SCDNT) in the 1950s
She was a nursing theorist, educator, and researcher
Her work focused on defining nursing as an independent field of practice
Orem refined and expanded her theory over several decades
The theory has been widely applied in nursing education and practice
During the 1950s Dorothea Orem developed the Self-Care Deficit Nursing Theory as one of the leading nursing theorists. Through her work she sought to demonstrate nursing as an independent required practice field. As the theorist stated nursing exists to help those who fail to perform their personal self-care tasks independently. Through continuous development and enhancement of her theory Orem made it relevant for diverse healthcare institutions throughout multiple years (Isik & Fredland, 2023). Her theory now functions as a basis for nursing practice and education which enables appropriate nursing intervention selection according to patient dependency degrees. Her valuable contributions to nursing practice have remained active in healthcare delivery systems
3
Basic Concepts and Assumptions of the Theory
Self-care: The ability of individuals to meet their own health needs
Self-care deficit: When individuals cannot meet their own health needs
Nursing system: The structure for nursing interventions to assist patients
Assumes individuals should be responsible for their self-care when possible
Nurses intervene when self-care deficits occur
The Self-Care Deficit Nursing Theory is derived from three primary concepts, namely self-care, self-care deficit, and the nursing system. Self-care refers to the ability of a person to maintain their own health and well-being. But whenever a self-care deficit is present, the person is not able to provide their own health needs due to illness, injury, or other factors. This is where nursing intervention becomes necessary (Yip, 2021). The nursing system provides a structured method of care in a way that the patient receives the degree of care based on their dependency. The theory holds the view that individuals should be accountable for their own care to the extent possible. But whenever they do experience a self-care deficit, nurses do have a significant role in terms of support, teaching, and intervention to enable them to recuperate and become independent again.
4
Levels of Nursing Assistance in the Theory
Wholly compensatory system: Full nursing care for dependent patients
Partially compensatory system: Shared responsibility between nurse and patient
Supportive-educative system: Patient receives guidance and education
Helps determine the level of intervention required
Encourages patient participation in their own care
The three levels within Orem’s theory classify nursing interventions based on patient dependency extent. Patients under the wholly compensatory system receive nursing care for their complete dependency such as those found in critical care and severe disability situations. Within the partially compensatory framework nursing personnel deliver support alongside guidance to assist patients in performing their self-care practices. When patients need guidance along with education to enhance health outcomes nurses implement the supportive-educative system. The health status levels help nurse’s select appropriate intervention approaches which match individual patient requirements. The model stimulates patient interaction which leads to recovery success while maximizing nursing staff use. The framework functions as a dependable resource to provide person-centered care throughout different health service locations.
5
Overall Focus of the Theory
Addresses self-care deficits in patients
Applicable to acute, chronic, and rehabilitation settings
Used in hospitals, long-term care, home health, and community settings
Supports patient-centered care
Helps identify levels of nursing intervention required
Orem's theory focuses primarily on the fulfillment of self-care deficits in the patient. The theory can be used in all settings of healthcare, including acute, chronic, and rehabilitation settings. The theory is utilized in hospitals, long-term care facilities, home care, and community nursing. It is congruent with patient-centered care principles that emphasize the assessment of a patient's ability for self-care and the development of interventions according to that assessment (Yip, 2021). By defining levels of nursing intervention required, it ensures that the patients are given adequate support while encouraging independence. The theory finds its greatest practical use in managing patients with chronic diseases and elderly adults along with surgical procedure patients since it outlines the best methods to promote self-care while increasing their life quality
5
Example of Knowledge the Theory Adds to Nursing
Provides a structured assessment tool for self-care deficits
Enhances nurse-patient relationships through individualized care
Encourages autonomy and patient involvement
Improves continuity of care and interdisciplinary collaboration
Supports evidence-based interventions
ThePhoto by PhotoAuthor is licensed under CCYYSA.
With Orem's theory nurses receive concrete guidelines to evaluate care deficits and create appropriate interventions. Nurses use this method to establish superior patient-provider bonds because it personalizes care according to each patient's exclusive needs. Nurses who use this theory create conditions to develop patient independence and healthcare participation leading to better health results (Wayne, 2024). This theoretical framework creates favorable conditions for patient care continuity because it allows various healthcare professionals to work together to resolve patient needs. Establishing methodical evidence-based nursing interventions allows healthcare staff to validate their care plans' effectiveness and individualized nature. SDNT offers substantial value to nursing knowledge through its established method for delivering patient treatment
6
Example of How the Theory Supports Practice
Guides nurses in assessing patient self-care needs
Helps determine appropriate interventions (full care, partial assistance, or education)
Supports the creation of personalized care plans
Useful in geriatric and chronic disease management
Enhances patient safety and recovery outcomes
Nurses can evaluate patient self-care requirements through application of the Self-Care Deficit Nursing Theory. Nurses use this framework to establish what degree of help the patient requires between complete assistance and supplemental knowledge about self-care practices. The theory enables nurses to construct customized patient care plans which cater to individual patient circumstances and personal requirements (Isik & Fredland, 2023). The theory provides valuable assistance to healthcare providers when dealing with older adult and persistent illness patients with different service needs. Nurses can improve patient safety along with promoting recovery and overall quality of care through the use of this theory. Through systematic assessment this theory helps nurses achieve higher intervention efficiency along with better patient results.
7
Example of How the Theory Could Innovate Nursing
Can be integrated into electronic health records (EHRs) for better assessment tools
Supports development of nursing protocols for self-care education
Enhances telehealth strategies for remote patient support
Provides framework for new training programs for nursing students
Helps improve discharge planning and transitional care models
Electronic Health Records systems implement Orem's theory for enhancing the operation of self-care evaluation and record documentation. Such a system would enable better patient need tracking along with nursing intervention documentation. The theory enables development of new nursing protocols for self-care education which healthcare organizations can use in their settings. Remote patient support along with monitoring services can benefit from the use of this theory to achieve higher telehealth quality. Future nurses will acquire better understanding of self-care principles and their practical implementation because of the theory implementation in nursing education curricula (Walker & Avant, 2019). Patients benefit from sustained care through the application of the theory within discharge planning protocols that continue their support beyond healthcare facilities.
8
Major Strengths and Limitations
Strengths:
Clear and structured model for nursing care
Applicable to various healthcare settings
Promotes patient independence and holistic care
Supports evidence-based nursing interventions
Limitations:
Not always applicable in emergency/critical care situations
Requires patient cooperation and cognitive ability
Limited focus on emotional and social aspects of care
Can be time-consuming to implement fully
ThePhoto by PhotoAuthor is licensed under CCYYSA.
Orem's theory stands out for its structured format of nursing care delivery. This theory functions widely across various healthcare locations while helping patients adopt independent care practices. Through its organized framework the theory enables nurses to use evidence-based care approaches along with comprehensive health care which accounts for physical, psychological and social health elements. The theory carries several limitations among its framework. Medical assistance should be provided immediately in critical or emergency situations where this concept may not apply. Patients' collaboration and mental state are central aspects of this theory but may be missing in some patient populations. The theory lacks in placing significant emphasis on emotional and social practice care even though these aspects carry inherent meaning to the provision of holistic nursing care.
9
Conclusion
Orem’s SCDNT is a foundational nursing theory
Helps nurses assess and address patient self-care deficits
Promotes patient independence and recovery
Supports structured and individualized nursing care
Continues to be relevant in modern healthcare settings
The Orem Self-Care Deficit Nursing Theory represents a fundamental nursing theory with a scientific program for generating patient care. Therapeutic plans for patient independence begin after nurses perform assessments which evaluate patient needs through self-care deficit evaluation. This theory provides individualized medical treatments which build superior nursing practices within various care environments. Nursing practice based on evidence makes use of this theory through its development of assessment instruments and therapeutic protocols. The theory maintains its usefulness within present-day healthcare delivery even though it faces challenges due to ongoing effects on educational research about nursing and clinical tasks and research projects. The present healthcare system supports self-care practice which recognizes patient-led strategies and comprehensive health services.
10
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](https://journals.sagepub.com/doi/abs/10.1177/10598405211050062)
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (Vol. 4). Upper Saddle River, NJ: Pearson/Prentice Hall..
Wayne, G. (2024). Nursing theories and theorists: An ultimate guide for nurses. Nurseslabs.
[https://nurseslabs.com/nursing-theories/](https://nurseslabs.com/nursing-theories/)
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/10.1177/23779608211011993)
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**## SynthesisMatrixTableUpdate2025SpringBTerm_11359641.PDF**
INSERT YOUR NAME HERE
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
2
3
4
5
Articles/resources #6 -10 in the table need to demonstrate support for the intervention you have selected to address the identified problem.
6
7
8
INSERT YOUR NAME HERE
9
10
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.
11
12
13
14
15
References
**## JHEBPModelforNursingHierarchyEvidenceGuide_11436855.PDF**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Hierarchy of Evidence Guide
Appendix D
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing P a g e | 1
Note: Refer to the appropriate Evidence Appraisal Tool (Research [Appendix E] or Nonresearch [Appendix F]) to determine quality ratings.
Evidence Level Types of Evidence
R
es
ea
rc
h
E
vi
de
nc
e
(A
pp
en
di
x
E
)
Level I
• Experimental study, randomized controlled trial (RCT)
• Explanatory mixed methods design that includes only a Level I quaNtitative study
• Systematic review of RCTs, with or without meta-analysis
Level II
• Quasi-experimental study
• Explanatory mixed methods design that includes only a Level II quaNtitative study
• Systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental
studies only, with or without meta-analysis
Level III
• Nonexperimental study
• Systematic review of a combination of RCTs, quasi-experimental and nonexperimental studies, or
nonexperimental studies only, with or without meta-analysis.
• Exploratory, convergent, or multiphasic mixed methods studies
• Explanatory mixed methods design that includes only a Level III quaNtitative study
• QuaLitative study
• Systematic review of quaLitative studies with or without meta-synthesis
N
on
re
se
ar
ch
E
vi
de
nc
e
(A
pp
en
di
x
F)
Level IV
Opinion of respected authorities and/or nationally recognized expert committees or consensus panels based
on scientific evidence. Includes:
• Clinical practice guidelines
• Consensus panels/position statements
Level V
Based on experiential and non-research evidence. Includes:
• Scoping reviews
• Integrative reviews
• Literature reviews
• Quality improvement, program or financial evaluation
• Case reports
• Opinion of nationally recognized expert(s) based on experiential evidence
**## Presentation927641204.pptx**
Self-Care Deficit Nursing Theory (SCDNT)
Student’s name
Institution affiliation
Course
Instructor’s name
Date
Introduction
Nursing theories guide practice and research
Orem’s Self-Care Deficit Nursing Theory (SCDNT) focuses on self-care and nursing interventions
Used widely in clinical settings to assess patient needs
Highlights patient dependency levels
Provides a structured framework for nursing care
The introduction introduces a concise summary about how nursing theories affect nursing research together with practice. According to various sources the Orem's Self-Care Deficit Nursing Theory (SCDNT) stands among the theories that emphasize nursing intervention combined with self-care practices (Yip, 2021). The healthcare team primarily applies this method in clinical environments to measure patient requirements along with identifying their dependence needs. This theory demonstrates how registered nurses promote patient care for partially self-attending patients to produce better results. The scientific framework in this model delivers a method for practicing nursing care thus making it essential for healthcare practice. Nurses implement personalized care plans when combining this theory to support patient independence goals during healing alongside optimal healthcare delivery
2
Overview of the Theory
Dorothea Orem developed the Self-Care Deficit Nursing Theory (SCDNT) in the 1950s
She was a nursing theorist, educator, and researcher
Her work focused on defining nursing as an independent field of practice
Orem refined and expanded her theory over several decades
The theory has been widely applied in nursing education and practice
During the 1950s Dorothea Orem developed the Self-Care Deficit Nursing Theory as one of the leading nursing theorists. Through her work she sought to demonstrate nursing as an independent required practice field. As the theorist stated nursing exists to help those who fail to perform their personal self-care tasks independently. Through continuous development and enhancement of her theory Orem made it relevant for diverse healthcare institutions throughout multiple years (Isik & Fredland, 2023). Her theory now functions as a basis for nursing practice and education which enables appropriate nursing intervention selection according to patient dependency degrees. Her valuable contributions to nursing practice have remained active in healthcare delivery systems
3
Basic Concepts and Assumptions of the Theory
Self-care: The ability of individuals to meet their own health needs
Self-care deficit: When individuals cannot meet their own health needs
Nursing system: The structure for nursing interventions to assist patients
Assumes individuals should be responsible for their self-care when possible
Nurses intervene when self-care deficits occur
The Self-Care Deficit Nursing Theory is derived from three primary concepts, namely self-care, self-care deficit, and the nursing system. Self-care refers to the ability of a person to maintain their own health and well-being. But whenever a self-care deficit is present, the person is not able to provide their own health needs due to illness, injury, or other factors. This is where nursing intervention becomes necessary (Yip, 2021). The nursing system provides a structured method of care in a way that the patient receives the degree of care based on their dependency. The theory holds the view that individuals should be accountable for their own care to the extent possible. But whenever they do experience a self-care deficit, nurses do have a significant role in terms of support, teaching, and intervention to enable them to recuperate and become independent again.
4
Levels of Nursing Assistance in the Theory
Wholly compensatory system: Full nursing care for dependent patients
Partially compensatory system: Shared responsibility between nurse and patient
Supportive-educative system: Patient receives guidance and education
Helps determine the level of intervention required
Encourages patient participation in their own care
The three levels within Orem’s theory classify nursing interventions based on patient dependency extent. Patients under the wholly compensatory system receive nursing care for their complete dependency such as those found in critical care and severe disability situations. Within the partially compensatory framework nursing personnel deliver support alongside guidance to assist patients in performing their self-care practices. When patients need guidance along with education to enhance health outcomes nurses implement the supportive-educative system. The health status levels help nurse’s select appropriate intervention approaches which match individual patient requirements. The model stimulates patient interaction which leads to recovery success while maximizing nursing staff use. The framework functions as a dependable resource to provide person-centered care throughout different health service locations.
5
Overall Focus of the Theory
Addresses self-care deficits in patients
Applicable to acute, chronic, and rehabilitation settings
Used in hospitals, long-term care, home health, and community settings
Supports patient-centered care
Helps identify levels of nursing intervention required
Orem's theory focuses primarily on the fulfillment of self-care deficits in the patient. The theory can be used in all settings of healthcare, including acute, chronic, and rehabilitation settings. The theory is utilized in hospitals, long-term care facilities, home care, and community nursing. It is congruent with patient-centered care principles that emphasize the assessment of a patient's ability for self-care and the development of interventions according to that assessment (Yip, 2021). By defining levels of nursing intervention required, it ensures that the patients are given adequate support while encouraging independence. The theory finds its greatest practical use in managing patients with chronic diseases and elderly adults along with surgical procedure patients since it outlines the best methods to promote self-care while increasing their life quality
5
Example of Knowledge the Theory Adds to Nursing
Provides a structured assessment tool for self-care deficits
Enhances nurse-patient relationships through individualized care
Encourages autonomy and patient involvement
Improves continuity of care and interdisciplinary collaboration
Supports evidence-based interventions
ThePhoto by PhotoAuthor is licensed under CCYYSA.
With Orem's theory nurses receive concrete guidelines to evaluate care deficits and create appropriate interventions. Nurses use this method to establish superior patient-provider bonds because it personalizes care according to each patient's exclusive needs. Nurses who use this theory create conditions to develop patient independence and healthcare participation leading to better health results (Wayne, 2024). This theoretical framework creates favorable conditions for patient care continuity because it allows various healthcare professionals to work together to resolve patient needs. Establishing methodical evidence-based nursing interventions allows healthcare staff to validate their care plans' effectiveness and individualized nature. SDNT offers substantial value to nursing knowledge through its established method for delivering patient treatment
6
Example of How the Theory Supports Practice
Guides nurses in assessing patient self-care needs
Helps determine appropriate interventions (full care, partial assistance, or education)
Supports the creation of personalized care plans
Useful in geriatric and chronic disease management
Enhances patient safety and recovery outcomes
Nurses can evaluate patient self-care requirements through application of the Self-Care Deficit Nursing Theory. Nurses use this framework to establish what degree of help the patient requires between complete assistance and supplemental knowledge about self-care practices. The theory enables nurses to construct customized patient care plans which cater to individual patient circumstances and personal requirements (Isik & Fredland, 2023). The theory provides valuable assistance to healthcare providers when dealing with older adult and persistent illness patients with different service needs. Nurses can improve patient safety along with promoting recovery and overall quality of care through the use of this theory. Through systematic assessment this theory helps nurses achieve higher intervention efficiency along with better patient results.
7
Example of How the Theory Could Innovate Nursing
Can be integrated into electronic health records (EHRs) for better assessment tools
Supports development of nursing protocols for self-care education
Enhances telehealth strategies for remote patient support
Provides framework for new training programs for nursing students
Helps improve discharge planning and transitional care models
Electronic Health Records systems implement Orem's theory for enhancing the operation of self-care evaluation and record documentation. Such a system would enable better patient need tracking along with nursing intervention documentation. The theory enables development of new nursing protocols for self-care education which healthcare organizations can use in their settings. Remote patient support along with monitoring services can benefit from the use of this theory to achieve higher telehealth quality. Future nurses will acquire better understanding of self-care principles and their practical implementation because of the theory implementation in nursing education curricula (Walker & Avant, 2019). Patients benefit from sustained care through the application of the theory within discharge planning protocols that continue their support beyond healthcare facilities.
8
Major Strengths and Limitations
Strengths:
Clear and structured model for nursing care
Applicable to various healthcare settings
Promotes patient independence and holistic care
Supports evidence-based nursing interventions
Limitations:
Not always applicable in emergency/critical care situations
Requires patient cooperation and cognitive ability
Limited focus on emotional and social aspects of care
Can be time-consuming to implement fully
ThePhoto by PhotoAuthor is licensed under CCYYSA.
Orem's theory stands out for its structured format of nursing care delivery. This theory functions widely across various healthcare locations while helping patients adopt independent care practices. Through its organized framework the theory enables nurses to use evidence-based care approaches along with comprehensive health care which accounts for physical, psychological and social health elements. The theory carries several limitations among its framework. Medical assistance should be provided immediately in critical or emergency situations where this concept may not apply. Patients' collaboration and mental state are central aspects of this theory but may be missing in some patient populations. The theory lacks in placing significant emphasis on emotional and social practice care even though these aspects carry inherent meaning to the provision of holistic nursing care.
9
Conclusion
Orem’s SCDNT is a foundational nursing theory
Helps nurses assess and address patient self-care deficits
Promotes patient independence and recovery
Supports structured and individualized nursing care
Continues to be relevant in modern healthcare settings
The Orem Self-Care Deficit Nursing Theory represents a fundamental nursing theory with a scientific program for generating patient care. Therapeutic plans for patient independence begin after nurses perform assessments which evaluate patient needs through self-care deficit evaluation. This theory provides individualized medical treatments which build superior nursing practices within various care environments. Nursing practice based on evidence makes use of this theory through its development of assessment instruments and therapeutic protocols. The theory maintains its usefulness within present-day healthcare delivery even though it faces challenges due to ongoing effects on educational research about nursing and clinical tasks and research projects. The present healthcare system supports self-care practice which recognizes patient-led strategies and comprehensive health services.
10
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](https://journals.sagepub.com/doi/abs/10.1177/10598405211050062)
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (Vol. 4). Upper Saddle River, NJ: Pearson/Prentice Hall..
Wayne, G. (2024). Nursing theories and theorists: An ultimate guide for nurses. Nurseslabs.
[https://nurseslabs.com/nursing-theories/](https://nurseslabs.com/nursing-theories/)
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/10.1177/23779608211011993)
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**Identify the different theories and their implications on the aging process.** 1. Define aging from biologic, sociologic, and psychological theories. 2. Develop nursing interventions based on the psychosocial issues and biologic changes associated with older adulthood. 3. Discuss several nursing i…
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1. Define aging from biologic, sociologic, and psychological theories.
2. Develop nursing interventions based on the psychosocial issues and biologic changes associated with older adulthood.
3. Discuss several nursing implications for each of the major biologic, sociologic, and psychological theories of aging.
4. Based on your experience what health promotion strategies would you recommend to facilitate successful aging?
Instruction
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Can someone help me with this assignment? I don't know what to do. – 2 years ago **files (2)** – ## RequireReferencesforweek4assignments.docx – ## AnAuthorStudyweek4assignment.docx **## RequireReferencesforweek4assignments.docx** Require References: **Creating Literacy Instruction for All Students**…
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**files (2)**
– ## RequireReferencesforweek4assignments.docx
– ## AnAuthorStudyweek4assignment.docx
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## RequireReferencesforweek4assignments.docx**
Require References:
**Creating Literacy Instruction for All Students**
**Required**
Gunning, T. G. (2024).
_Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13: 9780138161637
[https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/](https://bibliu.com/app/?bibliuMagicToken=bHQ8K2OxqjT4RmHrfIFWXI2rj52DrA9G#/view/books/B1B5ZEFI40AZ3/)
Assistive Technology for Decoding, Vocabulary, and Comprehension
**Required**
Read “Assistive Technology for Decoding, Vocabulary, and Comprehension,” by Cunningham and McNaughtan, located on the Reading
… Read More
https://www.readingrockets.org/topics/assistive-technology/articles/assistive-technology-decoding-vocabulary-and-comprehension
Seven Strategies to Teach Students Text Comprehension
**Required**
You can read “Seven Strategies to Teach Students Text Comprehension” by Adler on the Reading Rockets website.
https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-students-text-comprehension
The Author Study Toolkit
**Required**
Read “The Author Study Toolkit” on the Reading Rockets website.
https://www.readingrockets.org/books-and-authors/author-study-toolkit
How to do an Author Study
**Required**
Explore “How to do an Author Study,” located on the AdLit website.
https://www.adlit.org/books-and-authors/author-study-toolkit/how-do-author-study
Choosing Words to Teach
**Required**
Read “Choosing Words to Teach,” by Beck et al. on the Reading Rockets website.
https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach
Reading Fluently Does Not Mean Reading Fast
**Required**
Read "Reading Fluently Does Not Mean Reading Fast," located on the International Literacy Association website (2018).
https://literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Gradual Release of Responsibility Creates Independent Learners
**Required**
Read “Gradual Release of Responsibility Creates Independent Learners,” by Bennett, located on the ThoughtCo. Website (2020).
… Read More
https://www.thoughtco.com/gradual-release-of-responsibility-4153992
Featured Books
**Required**
Explore “Featured Books,” located on the Funbrain website.
https://www.funbrain.com/books
CLCD Enterprise
**Required**
Utilize the CLCD Enterprise website to find books for the topic assignment.
https://enterprise-clcd-com.lopes.idm.oclc.org/#/advancedsearch
Optional: What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate
**Optional**
Read “What Research Has Revealed About Readers' Struggles with Comprehension in the Digital Age: Moving Beyond the Phonics Versus W
… Read More
https://lopes.idm.oclc.org/log
**## AnAuthorStudyweek4assignment.docx**
Assessment Description
Fluency and vocabulary support comprehension skills. Students need to master skills in fluency and vocabulary to be able to comprehend and make meaning of the text they read. A way to integrate fluency, vocabulary, and comprehension skills is by planning and implementing an author study. The benefits begin with the notion that good readers study good writers. Additional benefits of author studies include cross-curricular integration, building critical thinking skills, and exposure to various literary styles in both fiction and nonfiction. As discussed in the Science of Reading, systemic and explicit instruction will best support readers as they engage with more complex texts.
Choose 3rd grade level and identify 3-5 books that are written by the same author to develop an author study text set that would be appropriate for the grade level. Create a 750-1,000 word digital resource ( virtual bulletin board) to share with other grade-level teachers. Include the following in your resource:
**Part 1: Supporting Fluency and Comprehension Strategies**
· For 3rd grade level, the author, and titles of all books in the author study.
· Brief biography of the author and rationale for why this author and books chosen are appropriate for the grade level.
· Identify two comprehension strategies that can be taught using the author study text set. Provide a detailed example of how you would teach each strategy.
· Describe two research-based fluency activities to incorporate into your author study.
**Part 2: Supporting Vocabulary**
Choose one of the books from the author study text set and describe the following:
· Identify vocabulary words for all three tiers of vocabulary.
· Identify a research-based vocabulary strategy to explicitly teach each tier of words and provide a detailed example of how you would teach each strategy.
**Part 3: Fluency, Comprehension, and Vocabulary Culminating Activity**
Create a culminating activity or project that will engage students in reviewing the comprehension, vocabulary, and fluency strategies learned throughout the author study. The final activity or project should include the following information:
· Brief description of the activity or project, including how the comprehension, vocabulary, and fluency strategies will be reviewed and used in the project.
· At least one technology tool and a brief description of how it will be integrated into the activity or project.
· Grade-level cross-curricular content and/or skills that can be integrated into the activity or project.
· At least one strategy for integrating listening and speaking skills into the activity or project.
· Suggestions for differentiating the activity or project to support students, including ELLs, early finishers, gifted students, and students with disabilities, such as dyslexia.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Your references must be formatted appropriately using the APA 7 formatting guide. Responses also must be current and reliable.
·
**Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
**_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.
·
**Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
**_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.
·
**References:**
**_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.
·
**Helpful Resources**: The GCU library is located at
[https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
[https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
[https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
[www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Grade Level, Author, and Book Titles**
7 points
**Criteria Description**
Grade Level, Author, and Book Titles
**5. Target**
7 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is thorough. Rationale for why the author and books chosen are appropriate for the grade level chosen is sophisticated.
**4. Acceptable**
6.09 points
Author study information, including the appropriate grade-level, full name of author, brief biography of the author, and titles of all books in the author study, is complete. Rationale for why the author and books chosen are appropriate for the grade level chosen is reasonable.
**No Submission**
0 points
Not addressed.
**Comprehension Strategies**
10.5 points
**Criteria Description**
Comprehension Strategies
**5. Target**
10.5 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are ideal.
**4. Acceptable**
9.14 points
Comprehension strategies to be taught through the author study and examples of how the strategies will be taught to students are suitable.
**No Submission**
0 points
Not addressed.
**Fluency Strategies**
7 points
**Criteria Description**
Fluency Strategies
**5. Target**
7 points
Fluency activities that can be incorporated into the author study are superior.
**4. Acceptable**
6.09 points
Fluency activities that can be incorporated into the author study are credible.
**No Submission**
0 points
Not addressed.
**Vocabulary Words and Strategies**
10.5 points
**Criteria Description**
Vocabulary Words and Strategies
**5. Target**
10.5 points
Vocabulary words identified for each tier are advanced. A vocabulary strategy for each tier and an example of how to teach each strategy are creative.
**4. Acceptable**
9.14 points
Vocabulary words identified for each tier are accurate. A vocabulary strategy for each tier and an example of how to teach each strategy are credible.
**No Submission**
0 points
Not addressed.
**Culminating Activity or Project**
7 points
**Criteria Description**
Culminating Activity or Project
**5. Target**
7 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is comprehensive.
**4. Acceptable**
6.09 points
Description of the culminating activity or project including how comprehension, vocabulary, and fluency strategies will be reviewed is solid.
**No Submission**
0 points
Not addressed.
**Integration**
7 points
**Criteria Description**
Integration
**5. Target**
7 points
Technology tool and explanation of how the tool will be used in the activity or project is creative. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are meaningful.
**4. Acceptable**
6.09 points
Technology tool and explanation of how the tool will be used in the activity or project is apt. Grade-level cross-curricular content and listening and speaking skills are integrated into the activity or project are competent.
**No Submission**
0 points
Not addressed.
**Differentiation**
7 points
**Criteria Description**
Differentiation
**5. Target**
7 points
Suggestions for differentiating the project or activity are exceptional for supporting a variety of student needs.
**4. Acceptable**
6.09 points
Suggestions for differentiating the project or activity are appropriate for supporting a variety of student needs.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
7 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
7 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
why do you think algebra – [\ \ Image-1.jpeg](https://www.sweetstudy.com/files/image-1-jpeg-10230237 "Image-1.jpeg") – 2 years ago
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