Subject Title : N504 Theoretical Framework For Nursing Practice

Course Description : Theoretical Framework for Nursing practice deals with nursing theories,
concepts, framework and models for nursing. It also includes a review of
development of the discipline of nursing, origin, development and
progress of nursing theories and their applicability to current practice. A
discussion of grand theories and middle range nursing theories, and some
examples are added. Application of theory in nursing practice, nursing
research and in nursing education are also presented

General Objectives : At the end of this course, the student should have achieved an optimal
level of knowledge and understanding of the theoretical bases of nursing practice as well as an
appreciation of the role and functions of theories.

Topics:
Unit I - Introduction to Theory
1. Definition of Theory and Nursing Theory
2. Reasons and Importance of Theory in Nursing
3. Profession and Discipline
3.1 Definition of Profession and Discipline
3.2 Describe Nursing as a Profession and as a Discipline
3.3 Knowledge Development and Nursing Science
3.3.1 purposes of knowledge development
3.3.2 approaches to knowledge development
3.4. Significance of Theory for Nursing as a Profession
3.5 Significance of Theory for Nursing Practice
4. Components of Theory
5. Levels of Theory
6. Classification of Theories in Nursing
7. Forms of Theory Organizations
8. Stages in the Development of Nursing Theory

LEARNING ACTIVITIES:
This is an individual task. Upload (thru my email add [email protected]) the answers to Unit
I on or before February 19 2022 and Unit II on or before 19 March 2022. These will be the coverage
for the Midterm examination.
 A. Research on the answers of all the topics in Unit I. Don’t forget to expound/explain the
answers. Include the authors of the book, journals, etc., in each of the answers. Follow
the format in acknowledging the authors.
B. How does Nursing Theory assist the practicing nurse in the delivery of care to patients?
Explain your answer.
C. Differentiate metatheory from macro theory.
D. Differentiate factor-isolating theories from factor-relating theories.
E. Differentiate situation-relating theories from situation-producing theories.

Unit II - Concept Development

1. Definition and Description of Concept

CONCEPT – there is no consensus definition of a concept. However, it could be defined as an idea

of an idea of what something is or how it works; something conceived in the mind or a thought or
notion (Merriam-Webster Dictionary).

Concepts are words that describe objects, properties, or events and are basic components of theory (So
Woo Lee).

Concepts are described as abstraction, mental formulations, mental images, and words that
represent mental images.

A concept is considered an ideal or mental construction elaborated with regard to a phenomenon

that is essential for research development and construction of theories.

Concepts comprise abstract attributes of reality and, as a consequence, represent more than
words and mental images because those do not capture the complex nature of these attributes
(Rev Esc Enferm USP 2013; 48(1):141-5 145).

 Rev Esc Enferm USP 2013; 48(1):141-5 145

www.ee.usp.br/reeus

2. Types of Concept
a. Empirical concepts – relying on or derived from observation or experiment. Verifiable or provable
by means of observation or experiment.

b. Inferential Theories of Concept – hold that they are individuated by reference by their relationship
with other concepts. These may be causal, functional, computational or associative.
For Example:
 A concept such as water is individuated by its reference to concepts such clear, drinkable and
liquid

c. Abstract Ideas – concepts that need to be visualized, as they cannot be illustrated through concrete
(real) examples.
For Example:
Explaining the progression of logic in a (computer) program will be possible only if the reader can
correctly visualize (imagine) it in his mind.

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3. Sources of Concepts
a.
b.
4. Concept Development and Concept Analysis

While Concept Analysis has often considered a form of theoretical assessment based on the
literature, Concept Development proposes a theoretical analysis and field work enabling a deep
understanding of concepts.

4.1 Purposes of concept development

4.2 Steps in concept analysis
4.3 Steps in concept synthesis

Concept synthesis is a useful strategy for developing a standard language about our practice. This
method is used to generate new ideas.it provides a method of examining data for new insights that
can add to theoretical development. Whenever a new phenomenon or cluster of phenomena are
described, the process of concept synthesis has already begun. At three times, conceptual synthesis is
required. In the areas, where there is little or no concept development, in the areas where concept
development is present but has had no real impact on theory or practice, in areas where observations
of phenomena are available but not yet classified or named( Lenz et al,1995).

Concept synthesis steps:

a. Selecting Focal or Sentinel Concept
- It is often the beginning of a conceptual synthesis by a word. But in the absence of a word, one can
express a mental concept without a word for it, and this causes synthesis to be done around the
concept of mind. So the first step is to choose a concept or a word.

b. Primary literature review around Focal or Sentinel Concept

 - In the literature review, it is better to look for abstract texts. So, in the development of Semantic
Network, it is better to use strategies to achieve abstract literature. In reviewing the texts, no
systematic review method is used at all. That is important to find the main contributions to this
topic. This is a very important and time consuming step. And; is an iterative process.

d. Arriving at (finding & developing) Set of Terms, Meanings, & Referents related to Sentinel Concept
- First, all the words are listed, respectively, then they are separated from each other based on their
abstract amount. Those that are more abstract are used in the domain of the Term and those that
are more operational are used in the referents domain.The starting point can be a referent, it can
also be a word, or in some cases it is a meaning. This is a kind of mental game. We introduced a
model at this stage, which is in the form of a triangle with three angles of the term, meaning and
Referent (Fig 2).

e. Explication/ Boundary Clarification

- In this part of the work, the definitional attributes are used. For example, in the definition of critical
thinking: it is a hierarchical concept, universal in various matters and critical. These attributes are
meaningful together, this means an analytical definition, and each of these words is a definitional
attributes. And when one of them is removed, the definition is defaced, and a change in the concept
of definition is created. In the previous step, there was a term, meaning, and a referent, at this
stage, the definitional attributes is introduced. This means that the definitional attributes are
specified for focal concepts. For example, in the field of educational development, we must look for
the definitional attributes about educational development and along with there is a need to look for
discriminant attributes of neighbor concepts, which may be a part of the definitional attributes for
focal concepts.

f. Secondary literature review about Attributes of Concepts:

- At this point, there should be an over review on the definitional attributes. The purpose of this work
is to achieve the definitions for the main concept its analytic definition, to achieve the Discriminant
attributes for neighbor concepts and provide boundary definitions for them.

g. Developing a Semantic Network / Model / Theory around Sentinel Concept:

- In the previous stages, Terms, Meanings, and Referents were created. The boundary between the
concepts became clear, by Discriminant attributes, neighbor concepts are defined, and through
definitional attributes, analytic definitions for the main concepts were provided. In this section,
there is a need to examine the relationship of concepts individually. This connection can be in two
forms: 3- semantic model or semantic theory: there is semantic arrangement and not based on
causality, in this kind of model, meanings are placed together, that is, when similarities and their
proximities were visually evident. 2- Based on causality.3- Hierarchical.

International Journal of Quantitative and Qualitative Research Methods Vol.8, No.2, pp.11-18
4.4 Steps in concept derivation
4.5 Three-phase process of SWARTZ- BARCOTT and KIM concept development

One hybrid approach to concept development which does exist, was introduced by
SchwartzBarcott & Kim (1986) to the discipline of nursing (See Figure 4.). It combines literature-based
and qualitative approaches to concept development. The hybrid model of concept development as it
is known, was designed to interface “theoretical analysis with empirical observation” (Schwartz-
Barcott & Kim, 1993, p. 108).

The hybrid model of concept development consists of three phases. First, in the theoretical
phase a literature review is used to analyze existing definitions, investigate methods of measurement,
and uncover the essential nature of the concept, resulting in a working definition of the concept. In
the second phase which overlaps with the first phase, interpretive methods are used to collect and
analyze primary qualitative data for further development of the concept. The third phase interfaces
the first two phases, drawing together the results of both the literature review and the interpretive
methods

Schwartz-Barcott & Kim’s model of concept development, however, has been criticized harshly
by others. Hupcey et al. (1996) argued that the limited number of cases which were used by Schwartz-
Barcott & Kim raises doubts over the representativeness of the concept of interest and limits its
applicability to other situations. Morse et al. (1996) expanded this view, suggesting that, while this
method may be appropriate as a classroom demonstration, it has limited use for the advancement of
knowledge, as the model lacks rigor, an adequate database, generalizability, and utility (p. 260).
The Hybrid Model of Concept Development

Theoretical Phase

1. Selecting a concept
2. Searching the literature
3. Dealing with meaning and
measurement
4. Choosing a working definition
Fieldwork Phase

1. Setting the stage

2. Negotiating entry
3. Selecting cases
4. Collecting analyzing
data

Final Analytical Phase

Weighing, working, and writing up findings

Schwartz-Barcott, D.; & Kim, H. “A Hybrid Model for Concept Development.” In: Chinn, P. (Ed.).
Nursing Research Methodology: Issues and Implementations. Rockville, U.S.A.: Aspen Publishing, 1986, pp. 91-
101.
4.6 Steps in Rodgers’ Process of Concept Analysis

Rodgers, B. “Concepts, Analysis, and the Development of Nursing Knowledge: The Evolutionary
Cycle.”
LEARNING ACTIVITIES:
1. Look for a literature study (from 2010 to present only). Enumerate the different concepts that
the researcher used.
Attached the full content;
a. Give the conceptual definition of the concepts.
b. Explain the meaning of the different concepts based on how the author used in his/her
study.
2. From the above list of concepts, choose two (2) and apply Rodger’s Process of Concept Analysis
3. Enumerate and explain the different ways in which concepts can occur.
4. Give one (1) example of concept derivation and explain.

Reminders:
1. Learning activities for the finals will be posted right after the midterm examination.
2. How to acknowledge the authors;
Example:
Theory is defined as a logically interrelated sets of confirmed hypothesis. It is coherent
set of hypothetical, conceptual, and pragmatic principles forming a general frame of reference
for a field of inquiry (Ellis, 2012).
Or
According to Meleis (2011), there are four important defining characteristics that
determine nursing perspective,
Then, at the end of every unit, summarize all references in alphabetical order.

Examples:
1. From the book
Ellis, Julia B. (2012) Nursing Theories, 7th ed.,Elsevien.

2. From the Journals

Meleis, Anne (2011), “The Effect of Nightingale Theory in Today’s Nursing”, American
Journal of Nursing, Vol. 12 (3) pp. 12-15.
 3. From the internet.
Include the author and date it was retrieved

Prepared by:

DR. MICHELLE A ARBAN

Professor III– MA in Nursing

REFERENCES

A. BOOKS
Black, Beth Perry (2014) Professional Nursing, 7th ed., Elsevier.

George, Julia B. (2011) Nursing Theories, 6th ed., Pearson.

Johnson, Betty M. and Pamela B. Webber (2005) An Introduction to Theory and Reasoning in Nursing,
2nd ed., Lippincott Williams and Wilkins.

Parker Marilyne W. and Marlaine C. Smith (2010) Nursing Theories and Nursing Practice, 3rd ed., F.A.
Davis Company.

Parker Marilyn (2001) Nursing Theories and Nursing Practice. F.A. Davis and Company.

Tomey, Ann Marriner and Martha RaileAlligood (2004) Nursing Theorists and Their Work, 5th ed.,
Mosby.

Walker, Lorraine O.and Kay Coalson Avant (2011) Strategies for Theory Construction in Nursing, 5th
ed., Prentice Hall.
Walker, Lorraine O.and Kay Coalson Avant (2005) Strategies for Theory Construction in Nursing, 4 th
ed., Prentice Hall.

B. ELECTRONICS

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