Postan Explanation Of The Role Of Theory In Research 402083

Postan Explanation Of The Role Of Theory In Research Next Identify A

Post an explanation of the role of theory in research. Next, identify a theory in your discipline and explain its basic tenets. Then, with this theory in mind, consider your answer to the following question posed by Drs. Burkholder and Burbank in last week's reading: "What do I have to believe about the world and about human beings in order for me to accept or use this theory?" (p. 27). Finally, describe the extent to which the epistemological and ontological assumptions of your chosen theory align with the philosophical orientation that reflects your worldview. Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Paper For Above instruction

The role of theory in research is fundamental as it provides the foundational framework that guides the entire investigative process. Theories help researchers understand phenomena, establish relationships between variables, and develop hypotheses to test these relationships (Creswell, 2014). They serve as cognitive blueprints that inform the design, methodology, and interpretation of research findings. By offering an explanatory structure, theories facilitate the organization of knowledge and support the development of new insights, thus advancing the scholarly inquiry within a discipline (Merriam & Tisdell, 2015).

In my discipline of nursing, one prominent theory is the Health Belief Model (HBM). Developed in the 1950s by social psychologists Hochbaum, Rosenstock, and Kegels (Janz & Becker, 1984), the HBM posits that individuals' health-related behaviors are influenced by their perceptions of susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. The model suggests that a person's readiness to act is determined by their beliefs about health problems and the evaluations of the outcomes of behavior change. Its basic tenets emphasize the importance of perceived threats and perceived gains in motivating health behaviors (Champion & Skinner, 2008).

Considering the question posed by Drs. Burkholder and Burbank—"What do I have to believe about the world and about human beings in order for me to accept or use this theory?"—it becomes clear that acceptance of the HBM requires a certain worldview. To embrace this theory, one must believe that humans are rational beings capable of evaluating information about health risks and benefits, which guide their decision-making processes. This reflects a belief in free will, rational agency, and the capacity for self-regulation. It assumes that behavior change can be initiated through the modification of perceptions and beliefs, which presupposes that individuals are active agents capable of deliberate thought and reasoning about their health (Rosenstock, 1974).

In terms of epistemological and ontological assumptions, the HBM aligns with a post-positivist perspective, which recognizes that knowledge about health behaviors is attainable through systematic inquiry but acknowledges that this knowledge is probabilistic rather than absolute. The model assumes that reality, in this case, individuals' health beliefs and behaviors, can be observed and measured, but these are influenced by subjective perceptions and external cues. Ontologically, the HBM reflects a view that health behaviors are observable phenomena influenced by internal cognitive states, thus situating it within a realist paradigm that recognizes the existence of tangible health-related attitudes and perceptions (Norman & Sloan, 2001).

My personal worldview aligns with this epistemological stance, as I believe that understanding human behavior, especially in the context of health, necessitates a recognition of both observable phenomena and subjective experiences. I hold that individuals’ perceptions influence their actions, and therefore, interventions should consider cognitive and emotional factors. This alignment reinforces my acceptance of the HBM as a useful tool in designing health promotion strategies, emphasizing the importance of understanding individual beliefs to effect change (Becker, 1974; Rosenstock et al., 1988).

References

• Becker, M. H. (1974). The health belief model and illness behaviour. Health Education Monographs, 2(4), 324–508.
• Champion, V. L., & Skinner, C. S. (2008). The health belief model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 45–65). Jossey-Bass.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
• Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1–47.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Norman, G., & Sloan, J. (2001). The health belief model: An updated review. Journal of Advanced Nursing, 33(5), 627–638.
• Rosenstock, I. M. (1974). Historical origins of the health belief model. Health Education Monographs, 2(4), 328–335.
• Rosenstock, I. M., Strecher, V. J., & Becker, M. H. (1988). Social learning theory and the Health Belief Model. Health Education Quarterly, 15(2), 175–183.