Structure of Nursing Knowledge
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| These are regarded as interdependent components of the scientific process | Theory and Research
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| These are known to have a relative system of ideas that is intended to explain a given phenomenon or fact. | Theories
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| This involves testing a given theory, developing new applications of a theory, or extending a theory | Scientific Questioning
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| It is an important process and the first step in applying nursing theoretical works to education research administration or practice | Analysis of Theory
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| Refers to the consistency in terms of terminology and structure | Clarity
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| - sufficient, comprehensive, provides guidance - have as few concepts possible - simplistic to aid clarity | Simplicity
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| It speaks to the scope of application and the purpose within the theory ( Chinn & Krammer, 2015) | Generality
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| addresses to what extent the concepts and purposes of the theory can be attained | Accessibility
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| "Does this theory create understanding that is important to nursing?" (Chinn & Krammer, 2015) | Importance
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| These are a set of statements that tentatively describe, explain or predict relationships among concepts that have been systematically selected as an abstract representation of some phenomenon (McEwen & Wils, 2019.) | Theory
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| - Organized bodies of knowledge to define what nursing is, what nurses do, and why do they do it. - Provide a way to define nursing as a unique discipline that is separate from other disciplines (ex. medicine). | Nursing Theories
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| Stages in the Development of Nursing Theory | Stages in the Development of Nursing Theory
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| - Blind obedience to medical authority. - Little attempt to develop theory. - Research was limited to collection of epidemiologic data. | Silent Knowledge
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| - Learning through listening to others. - Theories were borrowed from other disciplines - they relied on the authority of educators, sociologists, psychologists and anthropologists to provide answers to nursing problems | Received Knowledge
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| - Authority was internalized to foster a new sense of self. - A negative attitude toward borrowed theories and science emerged. - Nursing research focused on the nurse rather than on clients and clinical situations. | Subjective Knowledge
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| Includes both separate and connected knowledge. Emphasis was placed on the procedures used to acquire knowledge, with focused attention to the appropriateness of methodology, the criteria for evaluation, and statistical procedures for data analysis. | Procedural Knowledge
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| Combination of different types of knowledge Recognition that nursing theory should be based on prior empirical students, theoretical literature, client reports and the nurse scholar's related knowledge about the phenomenon of concern. | Constructed Knowledge
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| Assimilation and application of "evidence" from nursing and other health care disciplines. Incorporates information from published literature with emphasis on clinical application on situation-specific/practice theories and middle range theories. | Integrated Knowledge
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| Components of Theory | Components of Theory
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| - Often called the building blocks of theories. - Used to help describe or label a phenomenon. - Maybe abstract or concrete. | Concept
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| It conveys the general meaning of the concepts in a manner that fits the theory. | Definition
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| A type of definition in which concepts are define in the dictionary/or based on the theorist's perspective | Theoretical definition
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| A type of definition based on how these concepts are used within the context of the phenomenon being observed or experienced. | Operational definition
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| - statements that describe concepts or connect two concepts that are factual. - "taken for granted" statements that determine the nature of the concepts, definitions, purpose, relationships and structure of the theory | Assumption
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| it is the term given to describe an idea or response about the event, a situation, a process, a group of events, or a group of situations | Phenomenon
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| A set of interrelated concepts that symbolically represents and conveys a mental image of a phenomenon | Conceptual Framework
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| - It is an educated guess based upon observation. - Can be supported or proven false by experimentation or continued observation. | Hypothesis
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| Representations of the interaction among and between the concepts showing patterns; typically accompanied by a pictorial representation of the variables and their interrelationships | Theoretical Model
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| Types of Theories Based on Scope (from Most to Least Abstract) | Metatheory, Grand Theory, Middle Range Theory, Practice Theory
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| - These are theories whose subject matters some other theories (theories about theories) - It describes the philosophical basis of the disciple | Meta Theory
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| It describes comprehensive conceptual frameworks. Focus on broad, nonspecific and general areas and concepts. They lack operational definitions. | Grand Theory
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| They have more limited scope, less abstraction, address specific phenomena or concepts and reflect practice (e.g. pain, stress, adaptation). They are more precise and highly specific in nursing. They are easier to apply for research studies. | Middle Range Theory
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| They are also called situation-specific theories, prescriptive theories and are the least complex and "action-oriented". | Practice Theory
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| Types of Theories Based on Purpose | descriptive, explanatory, predictive
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| These describe, observe and name concepts, properties, and dimensions but do not explain how or why the concepts are related. It is generated and tested by descriptive research techniques (case studies, literature review, phenomenology, ethnography). | Factor-isolating theories (descriptive theories)
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| They relate concepts and describe the interrelationships; deal with cause and effect and correlations that regulate interactions. | Factor-relating theories (explanatory theories)
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| This predicts occurrence of a phenomenon when the cause is Experimental research is used to generate and test them | Situation-relating theories (predictive or promoting or inhibiting theories)
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