1

SEMINAR
ON

THEORETICAL
AND
CONECPTUAL
FRAMEWORK
SUBMITTED TO SUBMITTED BY
Mrs. MEERA LAKSHMI. G SUMI. G

Asst. Professor 1st MSc (N)

NIMS CON

SUBMITTED ON

CENTRAL OBJECTIVE
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At the end of the class, the students will be able to get adequate
knowledge regarding theoretical and conceptual framework and can apply
skills while doing research studies.

SPECIFIC OBJECTIVE
 define theoretical and conceptual models
 explain the nature of theories and conceptual frameworks
 enlist purposes of theory in research
 enumerate uses of theory
 narrate classification of nursing theories
 explain concepts of conceptual framework
 discuss conceptual models used in nursing research
 explain conceptual models and theories of nursing used by nurse
researchers
 enumerate the models and middle ranged theories developed by nurses
 enlist the steps for development of conceptual framework
 explain the relationship of theory, research and practice
 narrate the practical considerations for formulating the theoretical
framework
 explain the theories of quantitative and qualitative research
 narrate the critiquing framework in research

SL.No CONTENTS PAGE No

3

1 INTRODUCTION
2 TERMINOLOGIES
3 NATURE OF THEORIES AND
CONCEPTUAL FRAMEWORKS
4 PURPOSES OF THEORY IN
RESEARCH
5 USES OF THEORY IN NURSING
RESEARCH
6 CLASSIFICATION OF NURSING
THOERIES
7 CONCEPTUAL
MODEL/CONCEPTUAL
FRAMEWORK
8 CONCEPTS OF CONCEPTUAL
MODEL
9 CONCEPTUAL MODELS USED IN
NURSING RESEARCH
1 CONCEPTUAL MODELS AND
THEORIES OF NURSING USED BY
NURSE RESEARCHERS
11 OTHER MODELS AND MIDDLE
RANGED THEORIES DEVELOPED BY
NURSES
12 OTHER THEORIES AND MODELS
USED BY NURSE RESEARCHERS
13 DEVELOPMENT OF CONCEPTUAL
OR THEORETICAL FRAMEWORK
AND MODELS
14 STEPS FOR DEVELOPMENT OF
CONCEPTUAL FRAMEWORK
15 RELATIONSHIPS OF THEORY,
RESEARCH AND PRACTICE
16 SELECTING A THEORY OR MODEL
FOR NURSING RESEARCH
17 CRITIQUING FRAMEWORKS IN
RESEARCH REPORTS
18 CONCLUSION
19 BIBLIOGRAPHY
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INTRODUCTION
In nursing, theory and research provides essential foundation for
practice. Conceptual and theoretical frame work helps researchers organise
findings into a broader conceptual context. Theoretical framework supports a
research is much the same way how the skeleton supports the human body. A
theoretical framework provides rationale for predictions about the
relationships among variables of a study.

TERMINOLOGIES
CONCEPTS: concepts are building blocks of a theory that abstractly describe an
object or phenomenon, e.g.: health, anxiety.

CONSTRUCTS: are abstractions that are deliberately and systematically

invented. Constructs cannot be pragmatic and must be inferred. It is a symbolic
representation of an abstract idea that is adopted for a scientific purpose.

PROPOSITIONS: are statements that elucidate the relationship between

concepts.

GENERAL PROPOSITIONS: are statements that are of high level of abstractions.

SPECIFIC PROPOSITIONS: refers to statements that are at moderate level of

abstraction.

MODELS: are representations of the interaction among concepts showing a

pattern

THEORY

The term theory has lot of meanings and definitions. Theory is a set of
related statements that describes or explains a phenomenon in a systematic
way. Theory is defined as an abstract generalization that offers a systematic
explanation about how the phenomenon is interrelated. Theories are abstract
rather than concrete.

FRAMEWORK

A framework is the overall conceptual foundation of a study. Every study

has got a framework that guides the research to proceed. If the framework in a
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study was developed based on theory, it is referred to as the theoretical

framework. A study that has its root in a specified conceptual model is referred
to as conceptual framework.

NURSING THEORY

Nursing theory is an organised framework of concepts and purposes

designed to guide the practice.

THEORETICAL FRAMEWORK

Theoretical framework is a frame of reference that is a basis for

observations, definitions of concepts, research design, interpretations and
generalizations. It gives guide to systematically identifying logical, precisely
defined relationships among and between variables.

CONCEPTUAL MODEL

A model is a representation of interaction among and between concepts

showing a pattern. A conceptual model is made up of concepts and
propositions. As defined by Fawcett, a conceptual model “gives direction to the
search for relevant questions about the phenomena of central interest to a
discipline and suggests solutions to practical problems.”

NATURE OF THEORIES AND CONCEPTUAL FRAMEWORKS

Theories and conceptual models have much in common, including their
origin, general nature, purposes and role in research. Theories, conceptual
frameworks and models are not discovered; they are created an invented.
Theory building depends not only on facts and observable evidence, but also
on the originators ingenuity in pulling facts together and making sense of
them. Theory construction is a creative and intellectual enterprise that can be
undertaken by anyone who is insightful, has a firm grounding in existing
evidence, and has the ability to knit together evidence into an intelligible
pattern.
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PURPOSES OF THEORY IN RESEARCH

The major researchers of theory are to make research findings
meaningful and helpful for generalizability.

1. To help researchers to compile observations and facts into an orderly

format.
2. To identify meaningful and relevant areas for research.
3. To guide a researcher about the natural phenomenon and reasons for
occurrence of the phenomenon.
4. To provide a foundation for predicting the occurrences of a
phenomenon.
5. Helps to stimulate research and extension of knowledge by providing
both direction and motivation.
6. Acts as an important resource for the development of nursing
intervention and to develop clinical practice protocol.
7. Helps to define concepts and proposed relationship between concepts.
8. To serve as a spring board for advances in knowledge and the
accumulation of evidence for practice.
9. To propose credible approaches to health problems.

USES OF THEORY IN NURSING RESEARCH

Theory is used in nursing research in three different ways. They are

Theory generation Theory testing

Formal practice
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1. In research studies, there will be minimum use of theory; it is clearly

identified as the framework. The researcher neglects the application of
theory as a guide to test research variables into practice.
2. Theory is used in moderate amount. Theory is used for descriptive
purpose. Theory is incorporated with variables.
3. Theoretical model is adequately used. Hypotheses are derived from
assumptions and tested in an appropriate manner. Research results are
also analyzed and they offer for or against the theory and possible
revision to the theory.

Research is a complex process. Research topics are generated from

current, formal nursing practice. Answers to research questions give theory
generation via inductive research. The newly generated knowledge will be
practiced in nursing service. Then new research questions will arise and this
cycle repeats.

CLASSIFICATION OF NURSING THOERIES

BASED ON FUNCTION

DESCRPTIVE THEORY

It defines the properties and components of a discipline. It explains

specific dimensions or characteristics of individuals, groups, relations or events
by summarizing the commonalities found in distinct observation. It identifies
meaning and observations and describes what exist in that discipline.

EXPLANATORY THEORY

It defines the properties and components relate to each other and

accounts for how the discipline functions.

PREDICTIVE THEORY (PRACTICE THEORY)

It predicts the relationships between components of a phenomenon and

predicts under what conditions it will occur.

PRESCRIPTIVE THEORY

It addresses nursing therapeutics and consequences of interventions.

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BASED ON GENERALIZABILITY OF THEIR PRINCIPLES

META THEORY

It is most abstract and not easy to test. It identifies specific phenomenon

through abstract concepts.

GRAND THEORY

It explains large segments of human experience. It is broadest in scope.

It is a conceptual framework that defines the broad perspective for nursing
practice.eg: nursing theories

BASED ON PRINCIPLES OF DISCIPLINE

MIDDLE RANGE THEORY

It is moderately abstract and has a limited number of variables, and can

be tested directly. It focuses on a narrow range of experience. Theories with
fewer concepts implying to explain a smaller part of the universe are labelled
middle range theories.

PRACTICE THEORY

It traces the outline for practice. Objectives are set and actions are set to
meet the objectives. It explores one particular situation found in nursing.
Theories hold the background for observing facts in a sequential manner.

CONCEPTUAL MODEL/CONCEPTUAL FRAMEWORK

A model, as an abstraction of reality, provides a way to visualize reality
to simplify thinking. Conceptual models, like theories, deal with abstractions
that are assembled by virtue of their relevance to a theme. It provides a
perspective regarding interrelated phenomena that are more loosely
structured than theories. It broadly presents an understanding of the
phenomena of interest and reflects the assumptions and philosophic views of
the model’s designer.

Some common concepts used in nursing research are:

9

Health Self care Stress

Individual, group or situation

Education Quality of life

Change

Adaptation Exercise

According to Fawcett, a conceptual model gives direction to the research for

relevant questions about the phenomenon and suggests solutions to practical
problems. These models represent conceptualizations of the nursing process
and the nature of nurse-client relationship.

When the models are used in connection with symbolic representation of a

conceptualization, it is termed schematic models. Schematic models are visual
representation of some aspect of reality. It helps to express abstract ideas in a
concise and readily understandable form.

CONCEPTS OF CONCEPTUAL MODEL

10

HEALTH

Critical thinking

Professional role
of nurse
en Safe effective case
vir envt

o Health promotion
n CLIENT and maintenance PERSONAL
Psychosocial
m
integrity
en
t Psychological
integrity

Nursing

Cultural sensitivity, nsg process

CONCEPTUAL MODELS USED IN NURSING RESEARCH

Nursing researchers have used both nursing and non-nursing
frameworks to provide a conceptual context for their studies. According to
Fawcett, four concepts are generally considered central to the discipline of
nursing:

1. Person who receives nursing care

2. Environment(society)
3. Nursing (goals, roles and functions)
4. Health

The various conceptual models define these concepts differently and give
different emphasis to relationships among them. For example, Sister Callista
11

Roy’s adaptation Model identifies adaptation of patient as a critical

phenomenon.

A conceptual framework helps nurse researchers in formulating research

questions and hypothesis. It is used in research to outline the possible courses
of action or to present a preferred approach to an idea or thought.

According to Bordage, the use of conceptual framework in research:

1. Allows researchers to build upon one another’s work, thereby building a

body of knowledge
2. Helps accumulate deeper understanding over time and moevs a
discipline forward.

In the past few decades, several nurses have formulated theories and models
of nursing practice. These models constitute formal explanation of what
nursing is and what nursing process entails. As Fawcett has noted, 4 concepts
are central to models of nursing: human beings, environment, health, and
nursing. The various conceptual models define these concepts differently and
emphasise different relationship among them. Moreover, different models
view different processes as central to nursing. For example, Sister Callista Roy’s
Adaptation Model identifies adaptation of patients as a critical. Martha Rogers
emphasised the centrality of the individual as a unified whole , and her model
views nursing as a process in which clients are aided in achieving maximum
well being within their potential.

The conceptual models were not developed primarily as a base for

nursing research. Indeed most models have had more impact on nursing
education and clinical practice that on research.

CONCEPTUAL MODELS AND THEORIES OF NURSING USED BY NURSE

RESEARCHERS
THEORIST NAME OF KEY THESIS OF THE RESEARCH EXAMPLE
AND MODEL / MODEL
REFERNECE THEORY
F. Moyra Mc Gill Model Nursing is the science of Cossette et al included
Allen of Nursing health promoting elements of Mc Gill in
2002 interactions. Health their study to
12

promotion is a process of document the types of

helping people cope and nursing approaches
develop; the goal of that were associated
nursing is to actively with reductions in
promote patient and psychological distress
family strengths and the among patients with
achievement of life post MI.
goals.
Madeline Theory of Caring is a universal Guided by Leininger’s
Leininger Culture Care phenomenon but varies theory, Schumacher
2006 Diversity and transculturally. explored the meanings
Universality Fundamental belief that beliefs and practices of
people in different care for rural residents
cultures can inform and in the Domanican
are capable of guiding Republic.
health care professionals
to receive the kind of
care they need and
desire.
Myra Levine, Conservation Conservation of energy, Mock et al. (2007) used
1996 Model structural integrity, concepts from Levine’s
personal integrity and model to examine the
social integrity by nurses effects of exercise on
contributes to fatigue and physical
maintenance of a functioning in cancer
person’s wholeness patients.
Betty Health Care Each person is a Yarcheski et al. (2010)
Neuman Systems complete system ; the used Neuman’s model
2001 Model goal of nursing is to as the framework for
assist in maintaining their study of stress and
client system stability wellness in early
adolescence.
Margaret Health as Health is viewed as an Ness (2009) used
Neuman Explaining expansion of Neuman’s theory to
1994, 1997 Consciousnes consciousness with study pain in expression
s health and disease parts in the perioperative
of the same whole; period among Somali
health is seen in an women.
evolving pattern of the
whole in time, space and
13

movement
Dorothea Self Care Self care activities are Moore et al. (2009)
Orem, Deficit what people do on their tested the effect of
2003 Nursing own behalf to maintain community based
Theory health and well being; nutrition education
the goal of nursing is to programme on
help people meet their nutrition outcomes in
own therapeutic self care Nicaraguan adolescent
demands girls , using concepts
from Orem’s model
Marthe Science of The individual is a unified Shearer et el. Studied
Rogers Unitary whole in constant the rhythm of health in
1999 Human Beings interaction with the 51 older women with
environment ; nursing chronic illness, using a
individual s to achieve Rogerian perspective.
maximum well being
within their potential
Sr. Callista Adaptation Humans are adaptive Weiss et al used Roy’s
Roy model systems that cope with model in the study of
1999, 2006 change through women’s physical ,
adaptation; nursingemotional functional
helps to promote health and social daptation
adaptation during health during the first two
and illness weeks following
caesarean birth
Jean Watson, Theory of Caring is the model Watsons conceptual
2005 caring ideal , and entails mind- theory of caring
body-soul engagement underpinned a study of
with one another patients perception s of
being cared for within a
multicultural context in
Saudi Arabia

OTHER MODELS AND MIDDLE RANGED THEORIES DEVELOPED BY

NURSES
14

In addition to conceptual models that are designed to describe and

characterise the nursing process, nurses have developed middle range theories
and models that focus on more specific phenomena of interest to nurses.
Examples include:

 Beck’s theory of post partum depression

 Kolcaba’s comfort theory
 Reed’s self –transcendence theory
 Symptom management model
 Theory of transitions
 Theory of unpleasant symptoms
 Peplau’s theory of interpersonal relations
 Peder’s health promotion model
 Mishel’s uncertainty in illness theory

OTHER THEORIES AND MODELS USED BY NURSE RESEARCHERS

Many concepts in which nurse researchers are interested are not unique
to nursing; therefore their studies are sometimes linked to frameworks that
are not models from the nursing profession. Several of these alternative
models have gained special prominence in the development of nursing
interventions to promote health enhancing behaviours.

Bandura’s social cognitive theory

It is sometime s called self efficacy theory, offers an explanation of

human behaviour using the concepts of self efficacy and outcome
expectations. Self efficacy expectations are focussed on people’s belief in their
own capacity to carry out particular behaviours.

The trans theoretical model

It includes several dimensions, a model that has been the basis of

numerous interventions that designed to change people’s behaviour such as
smoking. The core construct around which the other dimensions are organised
are the stages of change, which conceptualises a continuum of motivational
readiness to change problem behaviour. The five stages of change are
precontemplation, contemplation, preparation, action and maintenance.
15

Transition from one stage to next is affected by processes of change. Studies

have shown that successful self changers use different processes at each
particular stage, thus suggesting the desirability of interventions that are
individualized to the person’s stage of readiness for change.

Basic processes in the development of nursing theories

Nursing theories are often based on & influenced by broadly applicable

processes & theories. Following theories are basic to many nursing concepts.

General System Theory

 It describes how to break whole things into parts & then to learn how
the parts work together in “systems”. These concepts may be applied to
different kinds of systems, e.g. Molecules in chemistry, cultures in
sociology, and organs in Anatomy & Health in Nursing.

Adaptation Theory

 It defines adaptation as the adjustment of living matter to other living

things & to environmental conditions.
 Adaptation is a continuously occurring process that effects change &
involves interaction & response.

Human adaptation occurs on three levels :

 1. The internal (self)

 2. The social (others) &
 3. the physical (biochemical reactions)

Developmental Theory

 It outlines the process of growth & development of humans as orderly &

predictable, beginning with conception & ending with death.
 The progress & behaviors of an individual within each stage are unique.
 The growth & development of an individual are influenced by heredity,
temperament, emotional, & physical environment, life experiences &
health status.

DEVELOPMENT OF CONCEPTUAL OR THEORETICAL FRAMEWORK

AND MODELS
16

A conceptual and theoretical framework acts as an outline to represent

a concept or research idea. The basic intellectual process underlying theory
development is induction, i.e. reasoning from particular observation and facts
to broader into some organised scheme.

For qualitative research, the observations used in the inductive process

usually are findings from other studies. The first step in the development of a
frame work is formulation of a concept.

DEVELOPING CONCEPTUAL OR THEORETICAL FRAMEWORK AND

MODELS
Construction of a framework requires researcher’s knowledge of theories,
findings of the previous similar research studies, and related field experience.
In addition, it requires skills of creativity in identifying and established the
relationship between two or more study concepts. Study framework helps to
understand the study concepts and their relationship with each other to
provide foundation for theory testing or theory development research. Facts
about the framework development are as follows:

 Development of a framework depends on the power of observation,

understanding of a problem, imagination and conceptualization about
abstract ideas and ability of linking the abstract ideas with logical
scheme to generalize the facts.
 Frameworks are usually developed through inductive reasoning, where
the researcher has the ability to observe and conceptualize to
generalize the facts. Inductive reasoning involves integrating the
observed or experienced facts to draw a conclusion. For example,
researcher observes that different individuals are reacting differently to
a similar type of stress or stimuli. In this instance, he or she
conceptualizes this idea and draws a conclusion that each individual has
a different adaptation level with similar stimuli which depends on
several factors.
 To develop a framework, concepts may be borrowed from personal
real-life experiences, findings of the previous research, and concepts of
exiting theories or theoretical models.
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 A theoretical framework is developed on the basis of theoretical

concepts which are related to particular research study variables.
 Conceptual frameworks are constructed on the basis of the researcher’s
own experience in respective field, and findings of the previous study or
the concepts of the several existing theories.

Conceptual or theoretical framework of the study may be developed by

using following steps (figure 6.3):

Identification of the general concepts: Initially, the researcher identifies the

general concepts of the study; these concepts may be based on study
variables, previous research findings, or existing theories and models. Some
concepts may be identified from a real-life observation or experience.

Gathering relevant information: Once the researcher identifies the concepts,

the next step involves gathering the relevant information about the concepts
from the relevant existing theories, previous research findings, etc. This
information helps the researcher to understand the concepts more empirically
to establish the relationship between concepts for development of framework.
A framework is based on a specific theory or theoretical model; researcher
must read about them from primary soures. Gathering relevant information
about concepts enables the researcher to judge the amount of empirical
support the theory has received and perhaps also the way the theory must be
adapted in framework.

Formulation of general scheme of relevant concept: after learning in-depth

about the concepts, the researcher starts establishing the general relationship
between the different related and relevant concepts. This schematic
relationship is established through brainstorming and logical areas. If a
researcher has identified the problem statement and later develops a
conceptual framework, it requires a iterative approach.

Development of a logical construct: after establishing the logical relationship

between two more variables, the researcher develops a final construct.
Construct is a highly abstract, complex description of a phenomenon and is
denoted by a made up or construct term. Construct term is used to indicate a
phenomenon that cannot be directly observed but must be inferred by certain
concrete or less abstract indicators of the phenomenon.
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Evaluation and revision: concepts and constructs act as the building blocks for
the framework, which are later evaluated for their relevance and relationship
to conclude or generalize the facts. After the evaluation, revisions may be
made before development of a framework.

Establishment of the congruity: once a researcher develops a framework, it is

important to establish the congruity between conceptual model and its
components, the research problem, hypothesis, the description of the
operationalisation of concepts, and the selection of research design. In the real
sense, congruity of framework may only be established, if most of the research
decision sand interpretations of the study findings are based on the
framework.
IDENTIFY
THE
GENERAL
CONCEPTS

GATHERING
ESTABLISHING THE
RELEVANT
CONGRUITY
INFORMATION

FORMULATE
EVALUATION AND GENERAL SCHEME
REVISION OF RELEVANT
DEVELOP CONCEPTS
A
LOGICAL
CONCEP
T

STEPS FOR DEVELOPMENT OF CONCEPTUAL FRAMEWORK

DEFINING THE CONCEPT

A researcher formulates a generalized scheme of relevant concepts

firmly grounded in research literature. These concepts may be based on
research problem, variables, previous research findings, existing theories and
models. It is also possible to identify concepts from real life situations or
clinical experience.

PREDICT THE RELATIONSHIP AMONG VARIABLES

19

General concepts and information help the researcher identify the

concepts more empirically in order to establish the relationship between
concepts for development of framework. The researcher must read details of
the concepts from primary sources, and then a framework based on specific
theory can be developed.

CONCEPT MAPPING

A concept map is a band of diagram that lays out key ideas related to
your area and indicates relationships between these areas. Without some kind
of ‘map’ or conceptualisation of what might be going on, it would be difficult to
design a strong study. Mapping is useful in foreseeing and thinking about
information and relationships in differentiation.

TESTING THE RELATIONSHIP BETWEEN VARIABLES

In this step, the relationship between variables is tested.

EVALUATING THE RESULT

The concepts and constructs act as building blocks for frameworks which
are later evaluated for their relevance and relationship to conclude or
generalize the facets. A revision may be made before the development of a
frame.

RELATIONSHIPS OF THEORY, RESEARCH AND PRACTICE

Practice truly relies on theory and research; each one is interrelated.
Deckoff et al. claims that, in order for theory to be useful, it must be
determined whether it rests reality. In a practice- based discipline such as
nursing, as clinical practice and reality is consulted through research. In other
words, theory provides knowledge about the world of clinical health practice
through research.

Maas describes that when theory, research and practice are in harmony, the
discipline is best served, ultimately resulting in better patient outcome.
20

Rolfe claims that all practices should be based on research or evidence. There
is a hierarchical relationship between theory and practice where research
generates knowledge that builds supports or tests theory. The theory must be
tested by subjecting deductions from it to further systematic enquiry. Their
research plays a dual role in theory, building and testing. Those guides
generate ideas for research. Research assesses the worth of a theory and
provides a foundation for new theories.

Practice should be based on a theory tested through research that is well

documented. Parahoo states “practice without research that is like building
castles on slippery ground” and “research without practice is like building
castles in air.”

Practice

Theory Research

According to Pryjmachuk, research is a link between theory and practice. He

believes it to be the key for development of a discipline. He argues that theory
is seen as objective evidence derived from research investigations, the results
of which are used to guide and regulate practice. Practice based on research
evidence helps to render quality care to the patients. Research without theory
may result in information or data which does not add to the accumulated
knowledge of the discipline. Theory guides the research process, forms
research questions and helps in design analysis and interpretation.

PRACTICAL CONSIDERATIONS FOR FORMULATING THEORETICAL

FRAMEWORK
1. Explain why it is suitable for a particular research problem.
2. Select the framework only after reviewing sufficient literature.
21

3. Critically analyse and write the framework and describe its application to
the present study.
4. Refer how the framework has been used in the previous studies.
5. Clearly describe the method of utilization of particular framework in the
study.
6. Data collection methods should be outlined and depicted.
7. Offer suggestions for practice and further research that are congruent
with framework, concepts and proposition.
8. The details may be shown dramatically.

SELECTING A THEORY OR MODEL FOR NURSING RESEARCH

Theory can be used quantitative and qualitative researchers in various
ways. A task common to many efforts to develop a study with a conceptual
context, however, is the identification of an appropriate model or theory - a
task made especially daunting because of the burgeoning number available.

Many writers have offered advice on how to do an analysis and

evaluation of a theory for use in nursing practice and nursing research. In
addition to evaluating the general integrity of the model or theory, it is
important to make sure that there is a proper fit between the theory and the
research question to be studied. A critical issue is whether the theory has done
a good job of explaining, predicting or describing constructs that are key to
research problem.

THEORIES AND QUALITATIVE RESEARCH

Theory is always present in studies that are embedded in a qualitative
research tradition such as ethnography, phenomenology or grounded theory.
These research traditions inherently provide an overarching framework that
gives qualitative studies a theoretical grounding.

Sandelowski made a useful distinction between substantive theory and

theory that reflects a conceptualization of human inquiry. Some qualitative
researchers insist on an atheoretical stance the phenomenon of interest, with
22

the goal of suspending a priori conceptualisations that might bias their

collection and analysis of data.

Ethnographers typically bring a strong cultural perspective to their

studies, and this perspective shapes their initial field work. Fetterman has
observed that most ethnographers have adopt one of two cultural theories:
ideation theories, which suggest that cultural conditions and adaptation stem
from mental activity and ideas or materialistic theories, which view material
conditions as the cultural developments

The theoretical underpinning o f grounded theory is a melding of

sociological formulations. The most prominent theoretical system is grounded
theory is symbolic interaction which has 3 underlying premises. First, humans
act toward things based on the meanings that the things have for them.
Second, the meaning of things arises out of the interaction humans have with
other fellow humans. Last, meanings are handled in and modified through an
interpretive process in dealing with the things human encounter.

Grounded theory methods are designed to facilitate the generation of

theory that is conceptually dense, that is , with many conceptual patterns and
relationships. Grounded theory researchers seek to develop a
conceptualization of a phenomenon that is grounded in actual observations-
that is, to explicate an empirically based conceptualization for integrating and
making sense of a process or phenomenon. During the ongoing analysis of
data, the researchers move from specific pieces of data to abstract
generalizations that synthesise and give structure to the observed
phenomenon. The goal is to use the data to provide a description or an
explanation of events as they occur- not as they have been conceptualised in
existing theories.

In recent years, some qualitative nurse researchers have adopted a

perspective known as critical theory as their framework. Critical theory is a
paradigm that involves a critique of society and societal processes and
structures.

THEORIES AND MODELS IN QUANTITATIVE RESEARCH

23

Quantitative researchers, like qualitative researchers, link research to

theory or models in several ways. The classic approach is to test hypotheses
deduced from an existing theory.

TESTING AN EXISTING THEORY

Theories sometimes stimulate new studies. In testing a theory or model,

quantitative researchers deduce implications and develop hypotheses, which
are predictions about the manner in which variables would be interrelated if
the theory were valid. The hypotheses are then subjected to testing through
systematic data collection and analysis.

The testing process involves a comparison between observed outcomes

with those predicted in the hypotheses. Through this process, a theory is
continually subjected to potential disconfirmation. If studies repeatedly fail to
disconfirm a theory, it gains support and acceptance. Testing continues until
pieces of evidence cannot be interpreted within the context of the theory but
can be explained by a new theory that also accounts for previous findings.

Researchers sometimes combine elements from more than one theory

as a basis for generating hypotheses. In doing this, researchers need to be
thoroughly knowledgeable about both theories to see if there is an adequate
conceptual basis for conjoining them.

USING A MODEL OR THEORY AS AN ORGANIZING STRUCTURE

Many researchers who cite a theory or model as their framework are not
directly testing it. The most common use of the models was to provide an
organising structure for the studies. In such an approach, researchers begin
with a broad conceptualization of nursing that is consistent with that of the
model developers. The researchers assume that the models they expose are
valid, and then use the model’s constructs or schemas to provide an
organisational or interpretive context. Using models in this fashion can serve a
valuable organising purpose.

CRITIQUING FRAMEWORKS IN RESEARCH REPORTS

24

It is often challenging to critique the theoretical context of a published

research report.

In a qualitative study in which a grounded theory is developed and

presented, we probably will not be given enough information to refute the
proposed theory because only evidence supporting it is present. However we
can assess whether the conceptualization is insightful, and whether the
evidence in support of it is persuasive. In a phenomenological study, the
researcher should briefly discuss the philosophy of phenomenology upon
which the study was based.

Critiquing a theoretical framework in a quantitative report is also difficult,

especially because we are not familiar with a range of relevant theories and
models. The first task is to determine whether the study have a theoretical or
conceptual framework. If there is no mention of theory, model or framework,
consider whether the study’s contribution is weakened by the absence of a
conceptual context.

If the study does not have an explicit framework, check whether the particular
framework is appropriate. We are not in a position to challenge the
researcher’s use of a particular theory or to recommend an alternative, but we
can evaluate the logic of using that framework and assess whether the link
between the problem and the theory is genuine.

CONCLUSION
Theoretical and conceptual models guide in understanding the
relationship between variables in a scientific way. This rationale provides a
clear road map for appraising problems and developing and testing hypothesis.
It gives meaning to the research topic and study findings. For developing these
frameworks, knowledge may be derived from other disciplines also.

It is also significant to consider not only clarity and logic of theoretical

rationale itself but also whether the operational definitions, tools, methods of
data collection, hypothesis and results are consistent with theory.

BIBLIOGRAPHY
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BOOK REFRENCE

 Denise F. Polit, Cheryl Tatana Beck (2011) Nursing Research (9 th edition)

published by Wolters Kluwer, new Delhi. Page No.126-148
 Dr. R. Bincy (2012) Nursing Research (1 st edition) viva books, new Delhi
Page no:95-109
 BT Bsavanthappa (2007) Nursing Research (2nd edition) Jaypee Medical
Publishers, New Delhi. Page No.104- 124
 Nancy Burns and Susan K. Grove (2007) Understanding Nursing Research
(4th edition) Page No. 165-177
 Suresh K Sharma (2011) Nursing Research and Statistics (1 st edition)
Elseiver publications Page no.81-91

NET REFERENCE

 http:/conceptual framework. Wiki

 http:/critiques in theoretical framework

NET REFERENCE

What is the Difference Between the

Theoretical and the Conceptual
Framework?

Patrick Regoniel
Ranked #5 in College & College Life

FOLLOW
Many students, both in the undergraduate and graduate levels, have difficulty discriminating
the theoretical from the conceptual framework. This requires a good understanding of both
frameworks in order to conduct a good investigation. This article explains the two concepts in
easily understandable language. Read on to find out.

Many graduating college students and even graduate students have difficulty coming up with
the conceptual framework and the theoretical framework of their thesis, a required section in
thesis writing that serves as the students' map on their first venture into research. The
conceptual framework is almost always confused with the theoretical framework of the study.
26

What is the difference between the conceptual and the theoretical framework?

A conceptual framework is the researcher’s idea on how the research problem will have to be
explored. This is founded on the theoretical framework, which lies on a much broader scale
of resolution. The theoretical framework dwells on time tested theories that embody the
findings of numerous investigations on how phenomena occur.

The theoretical framework provides a general representation of relationships between things

in a given phenomenon. The conceptual framework, on the other hand, embodies the specific
direction by which the research will have to be undertaken. Statistically speaking, the
conceptual framework describes the relationship between specific variables identified in the
study. It also outlines the input, process and output of the whole investigation. The
conceptual framework is also called the research paradigm.

Examples of the Theoretical and the Conceptual Framework

The difference between theoretical framework and conceptual framework can be further
clarified by the following examples on both concepts:

 Theoretical Framework: Stimulus elicits response.

 Conceptual Framework: New teaching method improves students’ academic
performance.

Notice in the illustrative example that the theoretical framework basically differs from the
conceptual framework in terms of scope. The theoretical framework describes a broader
relationship between things. When stimulus is applied, response is expected. The conceptual
framework is much more specific in defining this relationship. The conceptual framework
specifies the variables that will have to be explored in the investigation. In this example, the
variable “teaching method” represents stimulus while the “students’ academic performance”
represents the response. The variables make clear the kind of statistical treatment that will
have to be used to analyze the relationship.

Image Source

How can students come up with their theoretical and conceptual framework?
27

In order to come up with their own set of theoretical and conceptual framework that will
guide the conduct of the research, students have to review literature pertaining to their chosen
research topic. Students need to read a lot and find out what has been studied so far in their
respective fields and come up with their own synthesis of the literature. They should look for
gaps in knowledge and identify what questions need to be answered or what problems need to
be given solutions. Thus, they will be able to formulate their own conceptual framework to
serve as guide in their research venture.

For more information on examples of variables, visit simplyeducate.me, a free website

devoted to research and statistics topics.