1ST YR M.

SC (N)
2ND BATCH
UNIT - 7

Conceptual Models of
Nursing Theories

Prof.Dr.Chinna Chadayan.N
RN.RM., B.Sc (N)., M.Sc (N)., Ph.D (N).,
Professor,
Adult and Elderly Health Nursing Department,
Enam Nursing College – Savar,
Bangladesh.
 The structure of the presentation
3

 Introduction/ key terms

 Theory and theoretical framework
 Definition of a conceptual framework.
 Where the conceptual framework appears in the
research.
 Developing the conceptual framework.
 The limitation, problems and critiques
of conceptual frameworks.
 The presentation the conceptual
offramework.
 Conclusion.
 Introduction
4

Frameworks and Theories

 A framework is a brief explanation of a theory to

be tested in a study. A theory is abstract rather than

concrete. It focuses on the general. The framework
may be unspoken or indirect.
Conceptual model
 These are more abstract than theories. Operational

definitions are often found in these models.

 key terms
5
 Theroy: is a set of interrelated concepts and
predicting the phenomenon.
 Model: a symbolic representation of some

phenomenon.
 Framework: is brief portion of theory, which is

going to be tested in quantitative study.

 Conceptual model: made up of concepts and

its relationship, shows variables, logical and

quantitative relationship.
 key terms
6

 Theoretical framework: it represent broad,

general explanation of relationship between the
concepts of the research study based on an
existing theory.

 Conceptual framework: it is constructed by

researcher’s own experience, previous research
findings or conceps of theories and model
 Theory
7

 Theories are constructed in order

to explain, predict the master
(e.g. relationships, events, or the
phenomena
behavior). In many instances we are
constructing models of reality.
 A theory makes generalizations
observations
about and consists of an
interrelated, coherent set of ideas and
models.
 “Traditional” Types of Theories
8

 “Grand or macro-theories” attempt to describe &

explain large segments of phenomenon (e.g., chaos
theory, theory of evolution, Roger’s, Orem’s,
Newman’s)-

 “Middle-range” are more narrow/ restricted in scope

(e.g., decision-making, infant bonding)

 “Micro-range” link concrete concepts into a

statement that can be examined in practice &
research (hypotheses are examples here)
 Conceptual Models/ Frameworks: An example
9

Host Agent

Chain of Infection

Environment

Proposed relationships depicting 3 necessary concepts

for chain of infection
 Definition
10

 A written or visual presentation that:

– “explains either graphically, or in narrative form,

the main things to be studied – the key factors,
concepts or variables -

– and the presumed relationship among them”.

(Miles and Huberman, 1994, P18)

 Where does the conceptual framework fit in -
quantitative?
11
 Research problem:
 Aims and objectives:
 Literature review:
 Conceptual framework:
 Research questions:
 Data collection and analysis:
 Interpretation of the results:
 Evaluation of the research:
The issue of theoretical or practical interest.
What we want to know and how the answer
may be built up.
A critical and evaluative review of the thoughts
and experiences of others.
Provides the structure/content for the whole
study based on literature and personal
experience
Specific questions that require answers.
Methodology, methods and analysis.
Making sense of the results.
Revisit conceptual framework.
 Where does the conceptual framework fit in -
qualitative?
12

 Research problem: The issue of theoretical or practical interest.

 Paradigm: The philosophical assumptions about the

 Aims and objectives:
 Literature review:
 Research questions:
nature of the world and how we understand it
– e.g. interpretivism.
What we want to know and how the answer
may be built up.
A critical and evaluative review of the
thoughts and experiences of others.
Specific questions that require answers.

Data collection and analysis: Methodology, methods and analysis.


 Interpretation of the results:
 Evaluation of the research:
Conceptual framework develops as
participants’ views and issues are gathered and
analysed.
Revisit conceptual 7f/r2a3m/20e2w0 ork.
 Purposes:
13

 To make findings meaningful and

scientific
generalizable
 To summarize existing knowledge into coherent
systems and stimulate new research by providing
both direction and movement
 All theories and frameworks are considered
tentative
 It is essential in preparing a research proposal
using descriptive and experimental methods.
 Purposes:
14

 Efficient mechanisms for drawing together

accumulated facts, sometimes from separate
and isolated investigations.
 Guide a researcher’s understanding of not only

the what of natural phenomena but also the

‘why’ of their occurrence.
 Theories provide a basis for predicting the

occurrence of phenomena.
 Prediction, in turn, has implications for the

control of the phenomena.

 Conceptual model of nursing used by
15
nurse researcher
Sr.N Name of Name of model /theory
o. Theorist
1 Dorothea Orem Self care deficit model

2 Betty Neuman Health Care System Model

3 Sr.Callista Roy Adaptation Model

4 Pender Health Promotion Model

5 Rosenstoch Health Belief Model

Theoretical Framework (Example)

Conditioning factors
Conditioning factors

Self care R
R

R Self care
Self care
agency
demands
R R
Conditioning factors

Deficit

Nursing

agency

A conceptual Framework for nursing

Health belief model
 Health Promotion Model
18
 CONCEPTUAL FRAMEWORK
19
 How should a theoretical framework
formulated?
20

 Specifies the theory used as basis for the study

 Mentions the proponents of the theory
 Mention the main points emphasized in
the theory
 Supports his exposition of the theory by
ideas from other experts;
 Illustrates his theoretical framework by
means of a diagram; and,
 Restate his theoretical proposition in the study.
 Concept
21

 After formulating the theoretical framework, the

researcher has to develop the conceptual framework of
the study.
 A conceptual framework is an image or symbolic
representation of an abstract idea. Chinn and Kramer
(1999) define a concept as a “complex mental
formulation of experience”.
 While the theoretical framework is the theory on
which the study is based, the conceptual framework is
the operationalization of the theory.
 Conceptual framework
22

 Conceptual frameworks (theoretical frameworks) are

a type of intermediate theory that attempt to connect
to all aspects of inquiry (e.g., problem definition,
purpose, literature review, methodology, data
collection and analysis).
 Conceptual frameworks can act like maps that give
coherence to empirical inquiry.
 Because conceptual frameworks are potentially so
close to empirical inquiry, they take different forms
depending upon the research question or problem.
 Conceptual framework
23

 Conceptual framework are constructed by

using researcher’s own experiences, previous
research finding and concepts of several
theories and models
 DEVELOPING CONCEPTUAL
24
FRAMEWORK

 Developing conceptual framework requires five main

steps:

1. Identifying the relevant concepts.

2. Defining those concepts.
3. Operationalising the concepts.
4. Identifying any moderating or intervening variables.
5. Identifying the relationship between variables.
 What inputs go into developing a conceptual
framework?
25

 Experiential knowledge of student and supervisor:

– Technical knowledge.
– Research background.
– Personal experience.
– Data (particularly for qualitative).

 Literature review:
– Prior ‘related’ theory – concepts and relationships that are used
to represent the world, what is happening and why.
– Prior ‘related’ research – how people have tackled ‘similar’
problemstheory
– Other
and what they research
and have learned.
- approaches, linesof
investigation andtheory that are not obviously
relevant/previously used.
 Types of conceptual framework
26

 Process frameworks

– Set out the stages through which an action moves

from initiation to conclusion. These relate to the
‘how?’ question.

 Content frameworks

– Set out the variables, and possibly the relationship

(with relative strengths) between them, that
together answer the ‘why?’ question.
 What specific forms might a conceptual framework
take?
27

 The possibilities include:

– Flow charts.

– Tree diagrams.

– Shape based diagrams – triangles, concentric

circles, overlapping circles.

– Mind maps.
 A ‘flow chart’ of innovation decision making
28
PRIOR CONDITIONS
1. Previous practice
2. Felt needs/problems
3. Innovativeness
4. Norms of the social
system COMMUNICATION CHANNELS

1. KNOWLEDGE 2. PERSUASION 3. DECISION 4. IMPLEMENTATION 5. CONFIRMATION

Observations of the Perceived characteristics

decision making unit of innovation
1. Adoption Confirmed Adoption
1. Socio-economic 1. Relative advantage
characteristics Later Adoption
2. Compatibility
2. Personality Discontinuance
3. Complexity
variables Continued Rejection
2. Rejection
4. Trialability
3. Communication
behaviour 5. Observability 7/23/2020
Rogers 2003
 A ‘tree chart’ of changing consumer behaviour
29
Customers

Cha nging Product

cu sto mers ex pec ta ti o ns

Experience Va lu e s Li fe sty le s De mo g ra p h ics Price Purchasing Information

Quality

Ra n ge Kn o wle d g e Priorities Health Acce ss

Ph ysica l Service

C u rre nc y

Va lu e Ima g e
Loss of
Ind i v id ua lity Expectations Variety
loya lty

Age
co mp o siti o n
E a se
Fle xi b ility Se c u rity
 A ‘triangle’ of needs
30

Self actualisation

Esteem

Affiliation

Security

Physiological

Maslow 1954
 A mind map of cruise travel and impacts
31

Travel

Why not
mass tourism

SOCIAL CONTINGENCY
THEORY
Who gets to go?
He ge mony class Adv antage Disadv antage s
Types of Indiv idual not part of s
tourists/ mass
trav e lle
rs

POST STRUCTURALISM
Type s Foucault - fre e dom and control Cruise r impacts
of Knowle dge - powe rs
tourism

POST M ODERNISM
Baudsilard - Hypes reality

Culture
Goffman - frontstage /

places
/
Backstage authe nticity

t
Environmen
e
Peopl
Are cruise rs
tourists or not?

What type of impact

and
what type of tourist?

Jennings 2001
 Problem
Statement

Theoretical/Conceptual Model

32 7/23/2020
 INPUTS/ OUTPUTS OUTCOMES
RESOURCES Activities Target Short-term Medium-term Long-term

Community Partners Community Development

- Suquamish Tribe - Community Advisory Council
- Port Gamble Tribe (CAC) meetings - Increased community
- Tribal Councils - Presentations to Tribal awareness of ATOD
- Tribal Communities Councils issues
- Advisory Councils - Regular Community Tribal - Increased community - Development of more
- Suquamish Meetings Communities readiness to implement ATOD-free social
Cultural Co-Op - Conduct Community and Academic ATOD prevention activities for youth in
- PGST ATOD Readiness assessments Researchers programs community
Prevention in both communities - Community acceptance - Development of Elder-
Committee - Conduct needs & resources of culturally tailored youth mentoring
- Elders Councils assessment in PGST substance abuse programs
- Youth Councils community prevention interventions - Increased communication
- Wellness - Regular cross-training - Increased cultural between Elders and youth - Integration of HOC &
Programs sessions competence among - Increased acceptance of culturally tailored ATOD
- Tribal Cultural researchers research & partnership by prevention programs into
Programs tribal communities Suquamish & PGST
- Tribal Educational Curriculum Adaptation - Increased use of CBPR communities
Programs - Refine HOC curriculum by tribal communities to - Increase in community-
- Tribal mentors - Refine assessment instrument - Shift in attitude toward establish culturally level protective factors
- Community - Adapt curriculum for PGST cultural identity tailored - Designation of such
Volunteers - Prepare curriculum materials - Increased identification “evidence-based programs as “evidence-
- In-kind support from with tribal culture & based” to increase
community practices” based on
Tribes likelihood of continued
- Increased knowledge of: “practice-based
-Space for staff and funding & sustainability
Participating - Tribal history evidence”
for in the communities
Curriculum Delivery Tribal Youth - Rules of the Canoe
conducting - Dissemination of HOC
interventions - Train curriculum/group - Increased youth curriculum, assessment
-Developing research facilitators awareness of alcohol battery, and guidelines
- Arrange community & drug issues - Increased participation
infrastructure for community
speakers - New or increased in ATOD-free activities
University Partners adaptation to
- Arrange logistics skills for youth to refuse - Increased participation
- ADAI other tribal communities
- ABRC - Recruit participants alcohol & drug use in tribal cultural events - Reduced substance
- IWRI - Deliver intervention - Increased accurate by youth
use/abuse among tribal
information about - Involvement of youth in
- ADAI, Suquamish, youth in Suquamish and
alcohol & drugs positive peer/social
& PGST research PGST communities
- Increased self- networks - “Healthier” tribal
teams Evaluation
- Expertise in ATOD, - Assess participants at baseline, 6- efficacy communities as defined
CBPR, & TPR & 12-month follow-ups - Accurate & reliable - Accumulation of by Suquamish & PGST
Participating
- Grant support for - Focus groups with constituents at assessment of changes in empirical support for
Tribal Youth
program project end communities, HOC intervention as
and Tribal
development, - Repeat Community Readiness participants & “evidence-based”
Communities
implementation, & assessments in both communities - Evidence for effectiveness
collaborative
evaluation in Years 1 & 5 of collaborative
- Ongoing assessment of relationships
- Computer & - Continued refinement of partnership
collaborative relationships
communications assessment methods
infrastructure
-Research to assure cultural
appropriateness 7/23/2020
33infrastructure
 Treatment Component
 Conflict Resolution/Problem
Solving Workshop with Elders
 Actual Involvement in
Community Cultural Activities
 Actual Involvement in
Individual Cultural Activities
Goal Setting Workshop with
Elders
 Coping/Resilience
Workshop with Elders
 Jeopardy Game to Increase
Knowledge of Substances/Risks
 Knowing and Telling one’s
own Story
 Cultural Mentoring
 Health and Nutrition
Workshop and Physical
Exercises/Canoe Pulling
 Spiritual Enhancement
Workshop with Elders
 Honoring Ceremony
34
The Healing of the Canoe: A Model of Treatment Components, Protective Factors,
and Outcome Measures
Promotes Protective Factor or Assessed Via Measure
Outcome
Native/Community Pride, Cultural Identity and
Respect, Involvement, & Participation Scale
Knowledge, Identity
Self-esteem/Self-efficacy Measure of Self-esteem
and Belief in the Future or Self-efficacy?
Goal Setting & Attainment Questions about Goals
Coping Skills Coping Scale or
questions
Social/Community Social/Community
Support Support Scale or questions
Accurate Risk Perception Test questions regarding
regarding Substance Use Substance Use (& Other
Risky Behaviors?)
Communication Skills
Not assessed? unsure
Conflict Resolution and
Problem Solving Skills
Some questions about
Exercise and Diet
Exercise & Good Nutrition
Not assessed
Spiritual Fulfillment
Use Frequency Questions
Increased Healthy
Behaviors ( less sub use)
Some questions about
Bonding with Family?
Family Bonding ?
Grades, Job Status, and
Other Prosocial Outcomes? Volunteerism Questions?
7/23/2020
35 The deeper the roots, the stronger the bran7c2/ h3e2/ s020
 Why are conceptual frameworks useful?
36

 Conceptual frameworks provide researchers with:

– The ability to move beyond descriptions of ‘what’ to explanations of

‘why’ and ‘how’.
– A means of setting out an explanation set that might be used to
define and make sense of the data that flow from the research
question.

– An filtering tool for selecting appropriate research questions and

related data collection methods.

– A reference point/structure for the discussion of the literature,

methodology and results.

– The boundaries of the work.

 What are the limitations of a conceptual
framework?
37

 Conceptual frameworks, however, also have problems in that the

framework:

– Is influenced by the experience and knowledge of the individual –

initial bias.

– Once developed will influence the researcher’s thinking and may

result in some things being given prominence and others being
ignored – ongoing bias.

 The solution is to revisit the conceptual framework, particularly at the end

when evaluating your work.
 Problems with Frameworks
 Inappropriate framework
 Disconnected framework
 Multiple frameworks
 Unidentified framework

38 7/23/2020
 Critiquing Criteria For Theories, Conceptual
Models & Frameworks
39

 Is it clearly identified & transparent to the reader?

 Is it consistent with a nursing perspective?
 Is it appropriate to guide the research question(s)
of interest?
 Are concepts/ variables clearly defined?
 Are the links consistent with concepts being studied
and the methods of measurements?
 Are the results (data, findings) examined &
interpreted employing these theories, conceptual
models or frameworks?
41
42
CONCLUSION

Theories and conceptual frameworks provide

direction and guidance for structuring professional
nursing practice, education and research
 References
1. Botha, M.E. (1989) Theory Development in perspective : The
role of conceptual frameworks and models in theory
development, Journal of Advanced Nursing, 14(1), 49-55
2. Bwens N. & Grove, S.K. (1997). The practice of Nursing
Research, 3rd Ed. Philadelphia : W.B. Saunders Company.
3. Heath, D.L. & Reid-Finlay, M.M. (1988). A Conceputal
framework for Nursing Management of Pain, Contemp Nurse,
June, 7(2); 68-71 (Abstract)
4. Meleis, A.L. (1997), Theoretical Nursing : Development and
progress, 3rd Ed. Philadelphia; Lippincott.
5. Stulbergen, A.K. & Sarephire, A. & Roberta.G. (2000) An
explanatory model of health promotion and quality of life in
chronic disabling conditions. Nursing Research, 49, 122-129.
THANK
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