Concept Development PG

Concepts, Theoretical
Models
and Theories in Nursing
By:
Wubshet Estifanos(BSc, Msc.N Ass. Prof)
11/17/2021 1
Learning Objectives
 Summarize the key terminology for nursing theory.
 Compare types and distinguish scopes of nursing

theories.
 Describe how theory is integrated into nursing research.
 Summarize how nursing theory is developed, tested, and

critiqued.
11/17/2021 Ethics & Theoretical aspects of Nursing 2

Philosophy of Nursing Theory
 Philosophy is defined as the study of the truths and
principles of knowledge, or conduct.
 A more literal translation, based on the Greek root words,

means the “love of wisdom”.
 It is a set of beliefs and attitudes that direct the behaviour

of individuals to the achievement of a goal.
11/17/2021 3
Philosophies of Nursing
Philosophies of nursing are statements of beliefs about nursing

and expressions of values in nursing that are used as bases for
thinking and acting.
Most philosophies of nursing are built on a foundation of

beliefs about People, Environment, Health, and Nursing.
Every nurse has a philosophy of a set of beliefs upon which to

base nursing action.
11/17/2021 4
Philosophies of Nursing…
 Nurses’ personal philosophies influence professional behaviours.
 An important point about philosophies of nursing is that they are

dynamic in nature.
 Developing a philosophy of nursing is not merely an academic

exercise required by accrediting bodies.
 Having a written philosophy can help guide nurses in the daily

discussions they must make in nursing practice.
11/17/2021 5
Common Terminology
A concept is the basic building block of a theory.
 A concept is a vehicle of thought.
Are complex mental formulations of one’s
perceptions of the world.
A concept assists us in formulating a mental

image about an object or situation.

Common Terminology…
Phenomenon: is an observable fact that can be

perceived through the senses and explained.
Conceptual framework: Is a structure that links

global concepts together and represents the
unified whole of a larger reality.

Conceptual model: is often used interchangeably

with conceptual framework, and sometimes with
grand theories.
Proposition: Structural element of a theory and it

is a statement that proposes a relationship between
concepts.

A meta-paradigm: is the unifying force in a discipline

that names the phenomena of concern to that discipline.
 It refers to a pattern of shared understandings and

assumptions about reality and the word.
 Paradigms include our notions of reality that are largely

unconscious or taken for granted.

The Meta-paradigm For Nursing
 Because these four concepts can be superimposed on

almost any work in nursing.
 They are sometimes collectively referred to as a meta-
paradigm for nursing and key concepts of all theories.
Person
Environment
Health
Nursing

11
 Theory : Is defined as a hypothesis or system of ideas
that is proposed to explain a given phenomenon or
idea.
 It is a set of concepts and propositions that provide an

orderly way to view phenomena.
 A theory can be considered as a major, well-

articulated idea about something important to a
particular individual or group.

Nursing Theory
 Nursing theory attempts to describe or explain the

phenomenon of nursing.
 It is general concepts used to explain, predict, control,
and understand commonly occurring events.
 Theories provide a method of classifying and

organizing data in a logical, meaningful manner.
A theory is a set of systematically interrelated

concepts or hypothesis that seeks to explain and
predict phenomena.
11/17/2021 13
The importance of theory in Nursing Profession
Theory contributes to knowledge building and is seen as

a means of establishing nursing as a profession.
Theory helps practicing nurses categorize and

understand what is going on in nursing practice.
It helps them to predict client's response to nursing

services and is helpful in clinical decision making.
11/17/2021 14
Characteristics of Theories
 Interrelating concepts used to observe at a
particular phenomenon.
 Logical in nature
 Generalizable most of the time
 Bases for hypotheses that can be tested.

Cont.…
 Used by the practitioners to guide and improve
their practice.
 Consistent with other validated theories, laws,

and principles but will leave open unanswered
questions that need to be investigated.
16
17
Purpose of Theory
 Support the development of knowledge through
hypothesis.
 Explains and predicts outcomes
 Supports Decision making
 Used to set goals and outcomes for the client.
 Supports modeling of processes of nursing
 Enables nurses to know WHY they are doing

WHAT they are doing

Types of Nursing Theory
 Meta theory
 Grand theory
 Mid-range theory
 Practice theory

Meta Theory
Meta theorists they do not formulate theory by

themselves.
They discuss, debate, describe, analyse, categorise,
classify and explain what theorists are developing
and how practitioners and patients are affected by
such developments.
In essence, they develop theories about theories.

Grand Theories
Have the broadest scope and present general concepts
and propositions.
Theories at this level may both reflect and provide
insights useful for practice but are not designed for
empirical/experimental testing.
This limits the use of grand theories for directing,
explaining, and predicting nursing in particular
situations.
Cont..
Theories at this level are intended to be pertinent
to all instances of nursing
Ex. Leininger’s : Theory of culture care diversity

and universality,
Newman’s : Theory of health as expanding
consciousness,
Rogers’ Science of unitary human beings, and
parse’s theory of human becoming
22
Middle-range Theory
This theory was proposed by Robert Merton (1968)

in the field of sociology to provide theories that are
both broad enough to be useful in complex situations
and appropriate for empirical testing.
Middle-range theories are more narrow in scope
than grand theories and offer an effective bridge
between grand theories and nursing practice.

Cont..
They present concepts and propositions at a lower

level of abstraction than grand theories.
Hold great promise for increasing theory-based
research and nursing practice strategies
Ex. Hildegard Peplau's theory of Interpersonal
Relations
24
Nursing Practice Theory
 It has the most limited scope and level of abstraction and

is developed for use within a specific range of nursing
situations.
 Provide frameworks for nursing interventions, and predict
 outcomes and the impact of nursing practice.
 At the same time, nursing questions, actions, and
procedures may be described or developed as nursing
practice theories.

Cont..
They are seldom associated with research
Theory developed at this level is also termed
prescriptive theory (Dickoff, James, &
Wiedenbach, 1968; Crowley, 1968),
Situation-specific theory (Meleis, 1997), and
Micro theory (Chinn & Kramer, 1995)
The day-to-day experience of nurses is a major
source of nursing practice theory. 26
Overview of selected Nursing theories
Nightingale's environmental theory
Florence Nightingale often considered the first
theorist in Nursing. She linked health with five
environmental factors:
1. Pure or fresh air
2. Pure water
3. Efficient drainage
4. Cleanliness
5. Light, especially direct sunlight.

Florence Nightingale
An English lady from a wealthy
family during.
During the Crimean War known to
be the “Lady with the Lamp”
A nursing theorist, writer and
statistician.

Major
Theorist nursing
and reference theories used orfor
Name of model nursing
theory practice
Key thesis of the model
/theory
Madeline Leininger, Theory of Culture Care Caring is a universal
2006 Diversity and Universality phenomenon but varies
transculturally.
Fundamental belief that
people in different
cultures can
inform and are capable of
guiding healthcare
professionals to receive
the
kind of care they need and
desire
Betty Neumann, Health Care Systems Each person is a complete

2001 Model system; the goal of
nursing
is to assist in maintaining
client system stability
29
Dorothea Orem, Self-Care Deficit Self-care activities are
2003 Nursing Theory what
people do on their own
behalf to maintain health
and well-being; the goal
of
nursing is to help people
meet their own
therapeutic
self-care demands
Martha Rogers, Science of Unitary The individual is a unified

1990, 1994 Human Beings whole in constant
interaction with the
environment; nursing
helps
individuals achieve
maximum well-being
within
their potential.
30
Sr. Callista Roy, Adaptation Model Humans are adaptive
1999, 2006 systems that cope with
change through
adaptation; nursing
helps to promote client
adaptation during
health and illness.
Jean Watson, 2005 Theory of Caring Caring is the moral ideal,

and entails mind–body–
soul
engagement with one
another.
31
Non-nursing theories used for nursing practice
Theorist and reference Name of model or theory Key thesis of the model
/theory
Bandura, 1985, 1997, Social Cognitive Theory Self-efficacy and

2001 (self-efficacy theory) expectations are focused
on people’s belief in their
own capacity to carry out
particular behaviors.
Becker, 1976, 1978 The Health Belief Model health-seeking behavior

is influenced by a
person’s
perception of a threat
posed by a health
problem and the value
associated with actions
aimed at reducing the
threat
32
Prochaska & Velicer, The Trans-theoretical The core construct
1997, Prochaska et al., (Stages of Change) around which the other
2002 Model dimensions are
organized
are the stages of change,
which conceptualizes a
continuum of
motivational readiness
to change problem
behavior
Lazarus, 2006; Theory of Stress and a person’s perception of

Lazarus & Folkman, 1984 Coping mental and physical
health is
related to the ways he or
she evaluates and copes
with the stresses of living.
33
Relationship of Theory to Education, Practice and Research
Many nursing programs identified the major

concepts into a conceptual framework and then
attempted to organize the entire curriculum
around that framework.

In research
 Nurse scholars have repeatedly insisted that nursing
research identifies the philosophical assumptions or
theoretical frameworks on which it is based.
 That is because all thinking, writing, and speaking is
based on previous assumptions about people and the
world.
 1. Theory provides direction for nursing research
 2. Relationships of components in a theory help to
drive the research questions for understanding nursing.
In clinical practice
Nursing theory has been utilized in a clinical setting
as:
 Facilitation of reflection, questioning and thinking
about what nurses do.
 Encourage the profession to move and focus from
individuals to families then to social structures.
 Provide evidence about nursing as an academic
discipline and clinical profession.

Relationship of Theory to Nursing Process
 Models and theories of nursing may be seen as part of the
nursing process in order to assess and manage the care of
the patients.
 In nursing process, nurses should develop a problem-
solving approach in which the nurse and patient undertake
four steps of care by:
1. Identifying problems and the required intervention.
2. Make plans to solve the already identified problems.
3. Take the steps necessary to alleviate the problems.
4. Reflect upon what has been happened.

38
Concept development
By:
Wubshet Estifanos(BSc, Msc.N Ass. Prof)
39
Outline
Introduction
Types of concepts
Definition of concept analysis
Importance of concept analysis
Steps of concept analysis
40
Learning objectives
At the end of this session, the learners are expected to
 Describe the importance of concept analysis for theory
development
 Indentify the activities performed in each steps of
concept analysis
 Practice concept analysis by selecting a phenomenon
which is important to nursing profession
41
Introduction
 The main component of theory is concept.
 A concept is an idea, thought, or notion conceived
in the mind.
 Concepts may be empirical or abstract, depending
on their ability to be observed in the real world
42
Introduction cont’d…
 Empirical concepts - observed or experienced

through the senses.
 Abstract concepts - not observable which
measured indirectly.
 Such as self-esteem. Caring, hope, and infinity.
43
 Concepts, whether incorporated within a theory or

not, explain and describe phenomena
 Many of the concepts used in nursing are abstract

and nebulous (vague)
44
 Good concepts are essential to formulate good
theory
 But you also need good theory to provide you
with good concepts.
 The better our concepts, the better the theory we
can generate with them and in turn the better the
concepts available for future theory development
45
 When nurses and non-nurses observe the same

phenomena they may perceive and experience
them differently
 Concept analysis should reduce some conceptual
confusion
46
Types of concepts
There are three levels of concepts:
Global concepts: these are those represented by the

metaparadigm: person, nursing , environment and health
Middle-range concepts: such concepts as self-care, energy

fields, adaptation, etc., and may be related to one or more of
the global concepts.
Empirical concepts: more precise and include measurable

concepts such as hours of sleep, body temperature, etc.
These may be included under the middle-range concepts of

adaptation or self-care 47
Concept development
Refers to approaches used to advance concepts for

theory development, and is aimed at clarifying
existing concepts or explicating new ones.
For any scientific discipline there is a set of

essential, key concepts that are the objects of
knowledge development in that field
48
Strategies for concept development
 Concept exploration
 Concept clarification
 Concept analysis
49
Strategies cont’d. . .
Concept exploration - Used when new concepts
are identified and before they become an
accepted component of nursing dictionary
Concept clarification – used to refine concepts
that have been used in nursing without clear and
shared agreement on the properties or meanings
given to them
Goal - To refine existing definition
- Sharpen theoretical definitions
- Discover new relationships
50
Concept analysis
A technique or mental activity that requires

critical approaches to uncovering delicate
elements of meaning that can be embedded in
concepts.
It is a core activity in the development of theory
In order to extend the knowledge base of nursing,

a concept analysis needs to focus on concepts
relevant to the metaparadigm.
51
Importance of concept analysis
Helps to refine and define an ambiguous concept that
has originated in practice, research or theory
It helps us to differentiate it from similar and dissimilar

concepts (clarify those over used vague concepts)
To operationalize the existence of that concept in

nursing practice
To understand the theory better and to put it in to
practice
52
Steps of concept analysis
Step 1: select the concept of interest
Step 2: define the aims of the analysis
Step 3: identify meanings of the concept
Step 4: determine the defining attributes
Step 5: identify a model case
53
Steps cont’d…
Step 6: identify alternative cases
Step 7: identify antecedents and consequences
Step 8: consider context and values
Step 9: identify empirical indicators
54
Step 1: select the concept of interest
A concept may be selected which originates from an
intuitive feeling or an area of concern.
The best concept analyses tend to have their roots in

clinical phenomena
 This helps to bridge the theory– practice gap in that the
end result has more credibility and relevance for practice.
 The developed theory can be more easily used and tested
in practice
55
Step 1 cont’d…
While giving care a practitioner’s attention may be

attracted to a particular phenomenon
 Attention grabbing
Then attention giving
Example of attention giving question: ‘what are

the properties of pre-operative anxiety?’
56
Step 1 cont’d…
To ensure that the nursing focus is not
inadvertently ignored probing questions such as:
How is the phenomenon related to nursing’s

body of knowledge?
Would understanding the phenomenon contribute

to better understanding of a patient care issue?
How would questions relating to the

phenomenon be significant for nursing?
57
Step 1 cont’d…
Once these questions have been answered, label
the phenomenon with a word or a short phrase.
Contain one cardinal idea and be fundamental to

the definition/description of the phenomenon;
 This label is a concept
58
Step 1 cont’d…
Example: intuition, caring, compassion, spirituality,
loneliness, loss…
It may be helpful to categorize the concept requiring

analysis within the metaparadigm.
E.g.
 ‘well-being’ may be subsumed under health
 ‘identity’ or ‘body image’ under person
 ‘caring’ or ‘empathy’ under nursing

 ‘energy field’ under environment
59
Step 1 cont’d…
For the first analysis we undertake it may also be a

good idea to avoid broad concepts: e.g.
communication
A range of concepts can be selected analysis:

sorrow, hope, intuition, caring, grief, restlessness,
trust, quality of life, dignity, comfort, feeling,
burnout, etc.
60
Step 2: Define the aims of the analysis
Among many reasons to undertake concept analysis
To reduce a complex concept to its component parts for
examination of its internal structure to increase its
explanatory power
To examine and clarify confusing or unclear concepts in an
existing theory and provide the basis for operational
definitions
For refining and generating research questions and
hypotheses
Allow the operationalization of variables for testing a
theory or hypothesis through a research study
61
Step 2 cont’d…
 Clarifies overused concepts

 Differentiates a concept from other similar yet
different concepts
 Lays the foundation for theory development
 The outcome of a successful concept analysis is
the identification of empirical indicators to
reliably inform the presence or absence of the
concept.
62
Step 2 cont’d…
This Step should provide a good rationale as to
why we are undertaking the process at all.
Research-based justification for selecting a

particular concept may be provided.
The prime purpose for undertaking an analysis is

to clarify and to create conceptual meaning for a
clinical phenomenon.
63
Step 2 cont’d…
This step will also set the parameters for later

steps in the process
If the purpose was to investigate fear or

hopelessness among coronary care patients then
this will guide us towards those indicators and
attributes identified as an aid to recognizing and
investigating these concepts.
64
Step 3: Identify meanings of the concept
Involves trawling (searching) the literature to find

as many pertinent meanings of the concept as
possible
Depending on the concept, this could be a major

undertaking and, as a result, the search should be
limited to the purpose identified in Step 2.
65
Step 3 – meaning cont’d…
If the concept was ‘caring’, note that it could be
perceived as a noun or an adjective, whereas ‘care’
could be a verb
‘Care’ could also mean caution or attention or

protection.
It is a good idea to keep searching until you reach

the stage of ‘diminishing returns’, where no new
meanings are being uncovered.
66
Definitions are often unclear and ambiguous, so

simply providing a list of definitions of a concept
should not be interpreted as undertaking an analysis.
It is also recommended to examine what theorists or

researchers have said about the concept.
Do not confine the search to nursing, but include all

those who have attempted to use the concept within
their theory or study.
67
Sources that may give you an insight into the use
of the concept:
Professional, popular, classical and
philosophical literature
Poetry
Books of quotations
Music
Paintings
Photographs
Dictionary
Colleagues
68
For Step 3 it must be remembered that the objective

is to uncover meaning,
 Not to describe, explain or predict relationships
between the concept of interest and other similar
or dissimilar concepts
69
Step 4: Determine the defining attributes
 The meanings of the concept identified in Step 3 explicate
(clarify) the particular characteristics of the concept that
occur again and again.
 These refer to as the ‘defining attributes’ of the concept.
 In essence, the defining attributes distinguish the concept
from similar or related concepts.
 For each concept there may be a list of several defining
attributes
70
Step 4: Defining attribute cont’d…
 It is better to have 3 or 4 defining attributes that really
characterize the concept well
 E.g. Of a defining attribute of :
Caring - providing for another
Empathy - demonstrating concern
Attachment - visual contact

 Ensure that the defining attributes are examined for their
degree of consistency with nursing’s perspective.
 Differentiate the concept being analyzed from dissimilar
ones
71
Test for necessity – checking the ability of the
attributes to differentiate the concept from
dissimilar concepts
Test of sufficiency - the entire list of defining

attributes is considered
72
 When undertook a concept analysis of ‘caring’. It
identified the following defining attributes of
caring:
Serious attention
Concern
Providing for
Regard, respect, or liking
73
Step 5: Identify a model case
A model case is a pure example of the concept being used
and should include all the defining attributes.
Extract from the literature illustrating a real-life event or a

clinical example that accurately describes the concept
Model case enhances the degree of clarification and

credibility of the concept
There must be no contradictions between the model case

and the defining attributes
74
Model case for ‘self-care’
A 30 year old woman has just been diagnosed with Type I
diabetes. She returns from her health clinic armed with
literature she received after educational sessions with the
diabetes nurse educator and dietician. Included in this
literature is a phone number that she may call for additional
support, should she have questions. She also has a follow-
up appointment to reinforce the new knowledge she
received at today's’ session. Over the next several days and
weeks, she begins to make lifestyle changes.
75
Model case cont’d…
Her eating habits are changing based on self-selected choices.

She begins an exercise program. With the assistance of her
diabetes nurse educator she becomes adept at giving herself
insulin injections. Four times a day she checks her blood sugar.
When she returns to the clinic one month later for one of her
follow up visits she feels confident that she is able to manage
this disease. Her lab results reflect this also. This individual
has been empowered to successfully implement self-care.
76
Model case cont’d…
The above model case illustrates the defining characteristics
of self-care through the inclusion of specific behaviors such
as:
Dietary changes
Blood glucose monitoring and
Exercise
Additional defining characteristic of self-care is the inclusion

of a nurse or other health care professional to facilitate the
process.
77
Step 6: Identify alternative cases
Provide examples of what is not the concept
Alternative cases include

Related cases
Borderline cases
Contrary cases
78
Related case
In a related case all the defining critical attributes
are missing but the concept is still seen as similar
in meaning to the concept
Related cases may represent concepts that are
often confused with the concept under study
E.g. the concept stress with burnout

Fear with anxiety
Adaptation with coping
Comfort with care
79
Related case cont’d…
 E.g. of related case ‘self-care’
 An individual with chronic fatigue syndrome attends
a self-help group meeting with the intent to learn
how to cope with his illness and receive support
from fellow chronic fatigue patients. By attending
this meeting the individual will gain knowledge into
his disease process and be empowered to do more to
help himself.
80
Related case cont’d…
 However, there is no evidence of any actual self-

care behaviors or activities occurring,
 Although there is similarity in the two concepts of
self-help and self-care.
81
Borderline case
This example is very similar to a model case but
some of the defining attributes are missing
Identifying borderline cases helps to clarify the

attributes which are an essential prerequisite of the
model case and helps to reduce the blurring of the
boundaries between cases.
82
Borderline case cont’d…
E. g. of border line case ‘self-care’
At the end of a weekend, a college student packs to

return to his campus dorm. As he prepares to leave
in his car, his parents call out “take care of
yourself”. He responds with “I will”.
This demonstrates the parents concern for their

child’s welfare and safety.
83
Borderline case cont’d…
The parents are implicitly suggesting to their son to
utilize self-care measures like
Use of seat belts
Driving within the speed limit and
Getting adequate sleep and exercise
However, there is no evidence of whether the son

is actually performing these behaviors
84
Contrary case
This case represents what is not the concept being
analyzed
Chinn and Kramer (1995) warn against simply

identifying an opposite case to the model case
When examining the concept of ‘self-care’, a

contrary case would be an example of an
interaction where a individuals were consciously
harming a themselves.
85
Contrary case cont’d…
 E.g. of contrary case of ‘self-care’
 A 35 year old woman who has felt an enlarging breast lump
for over a year. It has now enlarged to the size of a golf ball.
She consumes 3-4 alcohol drinks daily, smokes 2 packages
of cigarettes daily, doesn’t exercise, and her last visit for a
physical examination was after the birth of her last child 10
years ago. She doesn’t trust the news media and therefore
pays no attention to health news reported in newspapers and
on television.
86
Step 7: identify antecedents and
consequences
Antecedents
 An antecedent contribute to the occurrence of the
concept/the predisposing factors certain concept
 It gives an indication of the purpose of the analysis and the
clinical arena
 Consider that something cannot be an antecedent and a
defining attribute at the same time.
87
Step 7: Antecedents cont’d…
 E.g. of antecedents of ‘self-care”

 Need to maintain health and prevent disability
Patient with chronic illness
 Need to alleviate the symptoms of a disease
process
88
Step 7: Consequences
Consequences are those events or outcomes that

happen after the occurrence of the concept.
Example for ‘self-care’ positive/negative
Pregnant women may practice negative self-care

behaviors. Examples include using alcohol or
drugs and smoking during pregnancy (Negative)
89
Step 7: Consequences cont’d…
 Self-care activities modify and improve on

achievements made during the course of
rehabilitation for patients following stroke disease.
 Self-care is viewed as enabling these individuals to
maintain and comply with treatments consistently
(positive)
90
Step 8: consider context and values
Concepts have different meanings depending on

the context in which they are used.
E.g. Caring in an ICU may be perceived differently

from caring in an elderly rehabilitation unit or in
Africa compared to Japan.
Contextually, language and culture play a major

role in how concepts are viewed.
91
Step 8: Contexts and value cont’d…
Values and beliefs are also important considerations
Dependency may be seen as a normal social need

in some communities but as a burden on society in
others
Clients’ self-care may be seen as important and

valuable by some nurses but as upsetting to the
ward routine by others.
92
Step 9: identify empirical indicators
 These are clear referents for measuring or
appraising the existence of the concept.
 Referred to as the operationalization of a concept
 In some cases, the empirical indicators will be the
same as the defining attributes identified in step 4
above.
93
Step 9: Empirical indicators cont’d…
 Such indicators are useful in research and practice
 Because they can provide criteria by which a
concept can be measured
 The foregoing stepwise concept analysis has not
been without its detractors.
94
95

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Concepts, Theoretical

 Compare types and distinguish scopes of nursing

 Describe how theory is integrated into nursing research.

 Summarize how nursing theory is developed, tested, and

11/17/2021 Ethics & Theoretical aspects of Nursing 2

 A more literal translation, based on the Greek root words,

 It is a set of beliefs and attitudes that direct the behaviour

Philosophies of nursing are statements of beliefs about nursing

Most philosophies of nursing are built on a foundation of

Every nurse has a philosophy of a set of beliefs upon which to

 An important point about philosophies of nursing is that they are

 Developing a philosophy of nursing is not merely an academic

 Having a written philosophy can help guide nurses in the daily

A concept assists us in formulating a mental

11/17/2021 Ethics & Theoretical aspects of Nursing 6

Phenomenon: is an observable fact that can be

Conceptual framework: Is a structure that links

11/17/2021 Ethics & Theoretical aspects of Nursing 7

Conceptual model: is often used interchangeably

Proposition: Structural element of a theory and it

11/17/2021 Ethics & Theoretical aspects of Nursing 8

A meta-paradigm: is the unifying force in a discipline

 It refers to a pattern of shared understandings and

 Paradigms include our notions of reality that are largely

11/17/2021 Ethics & Theoretical aspects of Nursing 9

 Because these four concepts can be superimposed on

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 It is a set of concepts and propositions that provide an

 A theory can be considered as a major, well-

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 Nursing theory attempts to describe or explain the

 Theories provide a method of classifying and

A theory is a set of systematically interrelated

Theory contributes to knowledge building and is seen as

Theory helps practicing nurses categorize and

It helps them to predict client's response to nursing

 Interrelating concepts used to observe at a

 Generalizable most of the time

 Bases for hypotheses that can be tested.

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 Consistent with other validated theories, laws,

 Enables nurses to know WHY they are doing

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Meta theorists they do not formulate theory by

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Ex. Leininger’s : Theory of culture care diversity

This theory was proposed by Robert Merton (1968)

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They present concepts and propositions at a lower

 It has the most limited scope and level of abstraction and

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Betty Neumann, Health Care Systems Each person is a complete

Martha Rogers, Science of Unitary The individual is a unified

Jean Watson, 2005 Theory of Caring Caring is the moral ideal,

Bandura, 1985, 1997, Social Cognitive Theory Self-efficacy and

Becker, 1976, 1978 The Health Belief Model health-seeking behavior

Lazarus, 2006; Theory of Stress and a person’s perception of

Many nursing programs identified the major

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