Copyright 2012 Wolters Kluwer Health Lippincott Willi 300196

Copyright 2012 Wolters Kluwer Health Lippincott Williams Wilkins

Identify the core assignment: discuss whether various statements about theories, models, and frameworks in nursing and qualitative research are true or false, and explain foundational concepts related to theories and models in nursing research.

Paper For Above instruction

The realm of nursing research and practice heavily relies on various theoretical frameworks and models to understand, explain, and predict phenomena. The development and application of theories, models, and frameworks serve as the backbone for scientific inquiry, guiding research methodology, data interpretation, and clinical interventions. This paper explores fundamental concepts related to theories and models in nursing, including definitions, types, development processes, and their application in qualitative and quantitative research, with a focus on understanding their roles in advancing nursing knowledge.

Understanding Theories and Models in Nursing

A theory, fundamentally, is an abstraction that seeks to explain or account for phenomena (Polit & Beck, 2017). The statement that a theory explains phenomena is accurate because theories provide a systematic way to understand complex human experiences and interactions. Theories can be broad or narrow and are instrumental in organizing knowledge within the discipline of nursing. For example, classical theories are generalizations that explain relationships among phenomena, whereas descriptive theories focus on thoroughly describing phenomena based on detailed observations (Meleis, 2011).

The categorization of theories into grand theories and middle-range theories is essential in nursing. Grand theories aim to explain large aspects of human experience and offer broad conceptual frameworks, whereas middle-range theories focus more narrowly on specific phenomena or areas of practice (Fawcett, 2013). Descriptive theories, in particular, serve to systematically describe phenomena, providing rich observational accounts without necessarily explaining causation. These are valuable in developing a foundational understanding of specific phenomena before more complex theories are constructed.

Models and Frameworks in Nursing

Models, including schematic and conceptual models, are critical tools in nursing research. Schematic models are graphic, theory-driven representations using symbols and minimal words to depict phenomena and their interrelationships (Rolfe, 2009). These visual representations facilitate understanding of complex relationships and guide research design. Conceptual models deal with abstractions, organizing phenomena in a coherent scheme, but are generally less formal and lack explicit propositions about relationships (Chinn & Kramer, 2011).

Theoretical frameworks and conceptual frameworks differ slightly; frameworks are often based on theories or models. Theoretical frameworks, grounded in existing theories, and conceptual frameworks, based on conceptual models, serve to guide research (Moran & Mohamad, 2011). Both utilize concepts as foundational building blocks, requiring clear conceptual definitions and schematic representation, supporting hypothesis generation and research development.

Development of Conceptual Definitions and Models

The development of conceptual definitions involves a systematic process: starting with preliminary definitions, conducting thorough literature reviews, identifying exemplary cases, and mapping the concept’s meaning before finalizing with a revised definition (Walker & Avant, 2011). This rigorous process ensures clarity and consistency of key concepts crucial to theory testing and model development.

Theories and Models in Nursing Practice and Research

In nursing practice, conceptual models such as Roy’s Adaptation Model and Rogers’ Science of Unitary Human Beings offer formal explanations guiding practice and research in areas like adaptation, health promotion, and environmental health (Fawcett, 2013). These models often encompass essential concepts like Person, Environment, Health, and Nursing. Additionally, nursing scholars utilize models such as Pender’s Health Promotion Model and Mishel’s Uncertainty in Illness Theory to examine specific phenomena and guide interventions (Pender, Murdaugh, & Parsons, 2011).

The use of models extends beyond nursing; non-nursing models like Bandura’s Social Cognitive Theory, Lazarus and Folkman’s Stress and Coping Theory, or Ajzen’s Theory of Planned Behavior have been employed by nurse researchers to understand health behavior and psychological processes (Bandura, 1986; Lazarus & Folkman, 1984; Ajzen, 1991). These theories inform interventions, policy, and further inquiry, illustrating the interconnection between broader social science theories and nursing research.

Qualitative Research and Theory Development

Qualitative researchers often aim to develop theories that are data-driven explanations of phenomena (Creswell, 2013). Unlike quantitative research, which tests hypotheses, qualitative research emphasizes understanding human experiences, often through ethnography and phenomenology. Ethnography explores cultural contexts and interrelations, while phenomenology seeks to describe the essence of lived experiences (van Manen, 1990).

Among qualitative methods, grounded theory is particularly significant. Grounded theory involves generating a substantive, data-driven theory that explains processes or phenomena relevant to the study (Glaser & Strauss, 1967). It employs inductive processes, creating theory from the data rather than testing existing theories. This approach is invaluable in nursing when exploring complex, under-researched phenomena, providing models that are grounded in empirical data (Charmaz, 2014).

Assessing Models and Theories

Evaluating the utility of a model or theory involves examining certain criteria. Clarity is crucial—are key concepts well-defined and understandable? Complexity assesses if the theory is sufficiently rich to explain phenomena without being overly complicated. Grounding refers to empirical support—does the theory have a basis in real-world data? Appropriateness considers whether the concepts are relevant within the domain of nursing. Finally, importance relates to whether testing the theory can significantly contribute to the evidence base and improve practice (Chinn & Kramer, 2011).

Conclusion

The integration of theories, models, and frameworks in nursing research provides essential scaffolding for knowledge development, clinical practice, and policy-making. From broad grand theories to specific middle-range theories and descriptive models, each plays a role in enhancing understanding and guiding inquiry. Particularly in qualitative research, theories like grounded theory enable rich, data-driven explanations of complex phenomena, fostering innovations in nursing science. As the discipline continues to evolve, rigorous development, assessment, and application of these frameworks will remain fundamental to advancing nursing knowledge and improving patient outcomes.

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Chinn, P. L., & Kramer, M. K. (2011). Integrated theory and knowledge development in nursing. Elsevier.
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage.
• Fawcett, J. (2013). Analysis and evaluation of conceptual models of nursing. F.A. Davis Company.
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
• Meleis, A. I. (2011). Theoretical nursing: Development and progress. Lippincott Williams & Wilkins.
• Moran, M., & Mohamad, M. (2011). The importance of conceptual frameworks in nursing research. Nursing Science Quarterly, 24(4), 441-448.
• Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice. Wolters Kluwer.
• Rolfe, G. (2009). Theory and General Nursing Practice: Contradiction or possibility?. Nursing Philosophy, 10(2), 58-70.
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
• Walker, L. O., & Avant, K. C. (2011). Strategies for theory construction in nursing. Pearson.