A Theory-Guided Literature Review

A Knowledge Synthesis Methodology

Opalinski, Andra S. PhD, CPNP-PC, NC-BC
Martinez, Laurie A. PhD, RN, MSN-MBA, AHN-BC
Butcher, Howard PhD, RN, FAAN
Bertulfo, Tara DNP, WHNP, CNE
Stewart, Daphnee DNP, CPNP-PC
Gengo, Rita PhD, RN, MSc, FNI

From Georgia Baptist College of Nursing, Mercer University, Atlanta, Georgia (ASO, TB, DS); and Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, Florida (LAM, HB, RG).

Disclosure: HB has received royalties from textbooks published by Elsevier. RG has received grants from Sigma Theta Tau International, Christine E. Lynn Award, College of Nursing, Florida Atlantic University, and The Association for Common European Nursing Diagnoses, Interventions and Outcomes; and is a counselor of Sigma Theta Tau, Iota Xi at-Large Chapter, a founding member of Brazilian Nursing Process Research Network (RePPE), and a Florida liaison for Southern Nursing Research Society. The remaining authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Andra S. Opalinski, PhD, CPNP-PC, NC-BC, Mercer University, Georgia Baptist College of Nursing, 3001 Mercer University Drive, Atlanta, GA 30341; email: [email protected].

Received January 02, 2024

Accepted August 01, 2024

Journal of Nursing Education 64(5):p 279-285, May 01, 2025. | DOI: 10.3928/01484834-20240827-02

Background

There are no detailed, step-by-step descriptions of a process for conducting rigorous literature reviews for Doctor of Nursing Practice (DNP) projects.

Method

After a search for a theory-guided literature review (TGLR) process for practice projects resulted in no established process, authors created a methodology by review of PRISMA guidelines, nursing theory experts' feedback, and a Think-Aloud process.

Results

A 10-step formal process for conducting a TGLR to support practice change was established.

Conclusion

The aims of developing this methodology include providing a formal process for DNP students to apply nursing theories to guide literature reviews and building nursing knowledge from a nursing disciplinary perspective to support practice change projects. [J Nurs Educ. 2025;64(5):279–285.]