FORMULATING

THEORETICAL/CONCEP
TUAL FRAMEWORKS
 FORMULATE THEORETICAL/CONCEPTUAL
FRAMEWORKS
 THEORY- is a set of interrelated construct, definitions, and
prepositions that present a systematic view of
phenomena by specifying relations among variables with
the purpose of explaining and predicting the phenomena
(kerlinger, 1973
 Theories refer to a hypothetical universe- hypothetical in
the sense that it encompasses all past, present and future
cases o which theory applies.
 RELATION OF THEORY TO THE
RESEARCH PROCESS
 A theory, conceptual model or theoretical framework
identifies parameters for the study, guides data
collection and provides a perspective in the
interpretation of data to enable the researchers to
structure facts into an orderly system.
 Fawcett (1984) describes the relationship between
theory and research as a double helix,
 With the theory serving as the impetus of scientific
investigations and findings from research shaping the
development of theory.
 CONCEPTS
 Are abstractions that categorize observations based on
commonalities and differences.
 They are building blocks of theories and they vary in level
of abstraction.
Example of highly abstract
Stress
Pain
Grief
wellness
 Continues….
Examples of less abstract and more concrete concepts:
Blood
Temperature
Weight
Height
 Construct
 Is a group of concepts that are directly or indirectly
observable.
 They are derived from a combination of academic and
clinical knowledge and add meaning and scope to a
theory.
Examples:
Society
Social status
Health
Not observable are theoretical constructs:
Superego
Oedipus complex from psychoanalytical theory
 PREPOSITIONS
 Are statements that describes the relationship of two or
more concepts.
 Theory development begins with the identification and
description of concepts and constructs and proceeds to
formulate relationships between the two concepts.
CONCEPTUAL MODEL OR PARADIGM

 Are concepts that provide a structure or pattern for organizing

phenomena of interest in the practice or research.
 Paradigm is also used to mean a model or worldview about a
major phenomena of concern to a discipline.
 The term conceptual model or paradigm mean the same thing.
Examples
 Orem
King
Levine’s
Neuman’s
Roger’s
A model represents some aspects of reality, concrete or
abstract, by means of a likeness that may be structural,
pictorial, diagrammatic or mathematical.
It does not focus on the relationship among phenomena
but rather on their structure or function.
 THEORETICAL FRAMEWORK
 Is derived from one or more theories or paradigms
through the processes of induction and deduction.
 It postulates relationships among concepts and permits
empirical testing.
 THEORETICAL MODEL refers to a group of interrelated
theories that provide rationale for the hypotheses, policies
and curricula of a science, whereas a theory encompasses
fewer phenomena.
 DIFFERENCES BETWEEN CONCEPTUAL AND
THEORITICAL MODELS
Conceptual Model or Paradigm Theoretical Model or Framework
1. It is a pretheoretic basis from which 1. It proposes a framework derived
substantive theories may be derived from theories.
2. It is highly abstract 2. It is less abstract than conceptual
models
3. Concepts are related and 3. Concepts are narrowly bounded,
multidimensional specific, and explicitly interrelated
4. It provides a perspective for 4. It postulates relationships. It is
science descriptive, explanatory or predictive.
In applied science it is prescriptive.
5. It is derived from systematic 5. It is constructed from available
observation and intuition theories and findings of empirical
research.
6. It is developed through the process 6. It is developed through the process
of intuition. of induction and deduction.
7. It may be evaluated through logical 7. It permits empirical tests.
grounds and cannot be empirically
tested.
 NATURE OF THEORIES AND
MODELS
 Theorist best effort to describe and explain phenomena.
 Today’s flourishing theory may be discredited or revised
tomorrow.
 New theory might integrate new observations into an
existing theory to yield a more accurate explanation of a
phenomena.
 Theories and models that are not congruent with a
culture’s values also may fail into disfavor over time.
 Thus, theories and models are never considered final and
verified.
 we have no way of knowing the ultimate accuracy and
utility of any theory and so should treat all theories as
tentative.
 CONCEPTUAL MODELS AND
THEORIES USED IN NURSING
 Fawcett, 2005 noted four concepts are central to
models of nursing:
1. Human beings
2. Environment
3. Health
4. Nursing
Examples:
Sister calista roy’s adaptation model identifies
adaptation of patients as a critical phenomenon
Martha rogers by contrast, emphasized the centrality
of the individual as a unified whole
TESTING AND DEVELOPING THEORIES
AND FRAMEWORKS
 Theories sometimes stimulate new studies.
 In testing a theory or model, quantitative researchers
deduce implications and develop hypothesis, which
are predictions about the manner in which variables
would be interrelated if the theory were valid.
 The hypothesis are then subjected to testing through
systemic data collection and analysis.
 The testing process involves a comparison between
observed outcomes with those predicted in the
hypothesis.
 Different methods in testing
theories/framework
 Researchers base a new study on a theory in an effort to
explain earlier descriptive findings.
 Researchers sometimes combine elements from more
than one theory as a basis for generating hypothesis.
 Another strategy sometimes used in theory –testing
researcher is to test two competing theories directly-
that is to test alternative explanations of a
phenomenon.
 Developing a Framework
 The basic intellectual process underlying theory
development is induction.
 Induction- reasoning from particular observation and
facts to broader generalizations.
 The inductive process involves integrating what one
has experienced or learned into an organized scheme.
 The first step in the development of a framework is to
formulate a generalized scheme of relevant concepts
that is firmly grounded in the research literature.
 Concept map represents an attempt to put the pieces of
the puzzle together for a study involving a test.
 FORMULATING THE HYPOTHESIS
PURPOSE
 [HYPOTHESIS- is a shrewd guess or inference that is
formulated and provisionally adopted to explain
observed facts or conditions and to guide further
investigations.
 A hypothesis is also a statement of the relationships
between the phenomenon and the variables being
studied.
 It translate problem statements into predictions of
expected outcomes and is thus a technique in
answering a problem.
 Hypothesis is not proved, it is only tested.
ATTRIBUTES OF A GOOD HYPOTHESIS
1. It is strong enough to compel an injury and serves as its
focus.
2. When substantiated through research, it moves to the realm
of outcomes.
3. It can be used to explain phenomena, guide actions, and
predict outcomes.
4. It adequately explains observed facts.
5. It offers the simplest explanation under the circumstances.
6. It offers an explanation that is as complex as necessary
under the circumstances.
7. It can be brought into an agreement or disagreement with
observations.
 SOURCE OF HYPOTHESIS
 The hypothesis may be based on astute observation
of some phenomenon within the environment, or on
other hypotheses that have been tested.
 Experience may be also be a source.
 TYPES OF HYPOTHESIS
 Simple hypothesis- predicts the relationship between
one independent variable and one dependent variable.
 Complex hypothesis- predicts the relationship
between two or more independent variables and two
or more dependent variables.
 Directional/Predictive Hypothesis- specifies the
direction of the relationship between the variables
being studied.
 Non Directional Hypothesis- predicts only that there is
a relationship between the variables being studied but
does not specify what it is.
 Continues…..
 Null Hypothesis- an assumption that there is no
difference between the studied variables.
 VARIABLES
 Is a quality, property or characteristics of the person or
thing to be studied that can be quantitatively
measured.
Independent Variable (cause)- is one manipulated by the
researcher.
Dependent Variable (effect)- is the response and effect
or the criterion measure.
Target Population- subjects to be studied.
OTHER VARIABLES
Confounding or extraneous or uncontrolled variables
Identify the independent variable in the
following hypothesis:
 "Cancer patients who receive music therapy complain
less frequently of pain and require less pain
medication than cancer patients not receiving music
therapy."
 "Structured preoperative support is more effective
in reducing surgical patients' perception of pain and
request for analgesics than structured postoperative
support."

 Question: "Request for analgesics" is

the?
 Continues….
 Dichotomous variable- one that has only two
categories, such as male or female.
 Polychotomous variable- more than two categories
such as race.
 Categorical variables- are those that represents
unordered categories, groups or classes.
 Continuous variables- are those that have a range of
variety such as weight, height, and temperature.
Examples of variables for different
types of hypothesis
1. Non- directional hypothesis- There is a difference in the
level of anxiety of pre-surgical patients who received
preoperative instruction and patients who receives no
instruction pre-operatively.
IV TP DV
Presence or Surgical patients Level of anxiety
absence of preop high or low
instruction
 Continues….
2. Directional or Predictive Hypothesis- There is a more
significant increase in the rate of healing of decubitus
ulcer among subjects who receives regular application of
topical insulin than in those who do not.
IV TP DV
Use or non-use of Patients with Rate of healing
topical insulin decubiti (increased or not)
 "Cancer patients who receive music therapy
complain less frequently of pain and require less
pain medication than cancer patients not receiving
music therapy."
 "Normal saline flush with heparin is more effective
than normal saline flush alone in maintaining
patency of an intermittent intravenous site."
 Continues…
3. Null hypothesis- There is no significant difference in
test means between students having a hospital
laboratory experience and students having a free day
preceding the day of test administration.
IV TP DV
Kind of day Students taking Rate in test
preceding exam exam measure
- With laboratory
experience
- Free day
Which of the following is not a null hypothesis?

1. There is no relationship between the level of knowledge

and practice of prevention of needle prick injuries
2. There is no relationship between the practice of prevention
of needle prick injuries and sociodemographic profile of staff
nurses
3. There is a significant relationship between the knowledge
and sociodemographic profile of staff nurses
4. All of the above.
 Continues…
 OTHERS:
1. Hypothesis- Graduate of the baccalaureate degree
program are more proficient at the bedside than
graduates of the diploma program
IV TP DV
Type of educational Graduates of both Degree of
program BSN and GN proficiency at the
program bedside
 Continues…
2. Hypothesis- The use of tranquilizers is more effective
than shock therapy in treating disturbed, mentally ill
patients.
IV TP DV
Kind of treatment Disturbed, Effectivity rate
- Tranquilizers mentally ill
- Shock therapy patients
THANK YOU