CONCEPTUAL FRAMEWORK HOW TO DEVELOPE CONCEPTUAL FRAMEWORK AND THEORIES

conceptual framework

1. RESEARCH SEMINAR ON DEVELOPING CONCEPTUAL FRAMEWORK/THEORETICAL FRAMEWORK SUBMITTED TO: DR.SHARMILA GHODAKE MADAM HOD M.S.N INSTITUTE OF NURSING EDUCATION MUMBAI -08. SUBMITTED BY: MR. ROSHAN Y. MHAISKAR . M.SC.NURSING FIRST YEAR, INSTITUTE OF NURSING EDUCATION, MUMBAI- 08.

2. AIM - At the end of seminar students will be able to understand about Nursing theories, conceptual and theoretical framework, and will be able to apply knowledge in professional practice.

3. OBJECTIVE- At the end of seminar students will be able to - Introduce about Nursing theories, conceptual framework. Define Nursing theories and conceptual framework. Explain the historical perspectives. Discuss importance of Nursing theories.

4. CONT.. Discuss the uses of theory. Purposes of Nursing theories. Characteristics of Theories. Explain the conceptual framework and theoretical framework.

5. DEFINITION Nursing theory is an organized and systematic articulation of a set of statements related to questions in the discipline of nursing.

6. HISTORICAL PERSPECTIVES

7. PAPLAU 1952 THEORY THREE PHASES :

8. 3) HENDERSON THEORY (1955)

9. 4) ABDELLAH THEORY 1960: THE KEY COMPONENT

10. 5) JOHNSON'S THEORY 1968

11. 6) ROGERS THGEORY 1970 7 ) OREM THGEORY 1971 To maintain and promote health, prevent illness, and care for and rehabilitate ill and disabled client through "humanistic science of nursing". This is self-care deficit theory. Nursing care becomes necessary when client is unable to fulfill biological, psychological, developmental, or social needs.

12. 8) KING THEORY 1971 The King's Theory of Goal Attainment (TGA) was proposed by Imogene M. King in 1981, a process of interaction between nurse and patient, setting goals. To use communication to help client re-establish positive adaptation to environment. 9) NEUMAN 1972 Stress reduction is goal of system model of nursing practice.

13. 10) ROY THEORY 1979 This adaptation model is based on the physiological, psychological, sociological and dependence-independence adaptive modes. 11) WATSON'S THEORY 1971 According to Watson's theory, the primary concern of nursing is “promoting health, preventing illness, caring for the sick, and restoring health.”

14. IMPORTANCE OF NURSING THEORIES

15. Nursing theory aims to describe, predict and explain the phenomenon of nursing. It should provide the foundations of nursing practice, help to generate further knowledge and indicate in which direction nursing should develop in the future. Theory is important because it helps us to decide what we know and what we need to know. It helps to distinguish what should form the basis of practice by explicitly describing nursing.

16. The benefits of having a defined body of theory in nursing include better patient care, enhanced- professional status for nurses, improved communication between nurses, and guidance for research and education. The main exponent of nursing "caring" cannot be measured, it is vital to have the theory to analyse and explain what nurses do. As medicine tries to make a move towards adopting a more multidisciplinary approach to health care, nursing continues a unique body of knowledge. auto strive to establish. This can be seen as an attempt by the nursing profession to maintain its professional boundaries.

17. NATURE AND CHARACTERISTICS OF THEORIES Nature and characteristics of theories of bellow;- 1.theories are created. 2.theories are basis of understanding and predicting the phenomena. 3.scope of revision 4.theory and research are reciprocal and mutually beneficial 5.theories are developed and tested through research 6.theories are foundation for progression of science.

18. USES OF THEORY

19. USES OF NURSING THEORY Define relationships among the variables of a given field of inquiry. Guide research, practice and communication. Allow the prediction of the consequences of care. Allow the prediction of a range of patient responses.

20. CONT.. Theories allow research to knit observations and facts together into an orderly scheme or system. Theories help to stimulate research and extension of knowledge by providing both direction and impetus. Theories can guide and generate ideas for research.

21. LEVELS OF THEORY

22. PURPOSES OF NURSING THEORIES IN PRACTICE IN EDUCATION IN RESEARCH

23. DEFINITION –CONCEPTUAL FRAMEWORK A conceptual framework can be defined as a basic structure in which complex ideas are united to portray a large general idea. According to Chris Jordan : A conceptual framework is used in research to outline possible courses of action or to present a preferred approach to an idea or thought.

24. OF CONCEPTUAL FRAMEWORK

25. PRIMARY MECHANISM . HELPS TO STIMULATE RESEARCH AND EXTENT OF KNOWLEDGE. CLARIFYING CONCEPTS . PROVIDES STRUCTURE FOR EXAMINING A PROBLEM. A GUIDE TO EXAMINE RELATIONSHIPS AMONG VARIABLES.

26. CONT.. CLARIFIES THE CONTEXT OF THE STUDY. JUSTFIES THE STUDY TO THE READER. HELPS YOU CHECK YOUR OWN UNDERSTANDING OF THE PROBLEM. DEFINES THE OBJECTIVES FOR THE RESEARCH. REFINE THE STUDY OBJECTIVES .

27. DEVELOPING A CONCEPTUAL FRAMEWORK

28. STEPS

29. IDENTIFY OTHER INFLUENCING VARIABLES

30. Step 1: Choose your research question Example: Research question Let’s say you want to study whether students who study more hours get higher exam scores. To investigate this question, you can use methods such as an  experiment  or a  survey  to test the relationship between variables.

31. Step 2: Select your independent and dependent variables Example: Variables Following our example: The expected cause, “hours of study,” is the  independent  variable (the predictor, or explanatory variable) The expected effect, “exam score,” is the  dependent  variable (the response, or outcome variable).

32. Step 3: Visualize your cause-and-effect relationship

33. Step 4: Identify other influencing variables Moderating variables Mediating variables Control variables

34. Moderating variables Moderating variable  (or moderators) alter the effect that an independent variable has on a dependent variable. We expect that the number of hours a student studies is related to their exam score—i.e., the more you prepare, the higher your score will be.

35. Let’s add the moderator “IQ.” Here, a student’s IQ level can change the effect that the variable “hours of study” has on the exam score. The higher the IQ, the fewer hours of study are needed to do well on the exam. We expect that the “IQ” moderator moderates the effect that the number of study hours has on the exam score.

36. Let’s take a look at how this might work. The graph below shows how the number of hours spent studying affects exam score. As expected, the more hours you study, the better your results. Here, a student who studies for 20 hours will get a perfect score.

37. But the graph looks different when we add our “IQ” moderator of 120. A student with this IQ will achieve a perfect score after just 15 hours of study.

38. Below, the value of the “IQ” moderator has been increased to 150. A student with this IQ will only need to invest five hours of study in order to get a perfect score.

39. Mediating variables Now we’ll expand the framework by adding a  mediating variable . Mediating variables link the independent and dependent variables, allowing the relationship between them to be better explained. Example: Mediator The mediating variable of “number of practice problems completed” comes between the independent and dependent variables.

40. Hours of study impacts the number of practice problems, which in turn impacts the exam score. Here’s how the conceptual framework might look if a mediator variable were involved

41. In this case, the mediator helps explain why studying more hours leads to a higher exam score. The more hours a student studies, the more practice problems they will complete; the more practice problems completed, the higher the student’s exam score will be.

42. Control variables These are variables that are held constant so that they don’t interfere with the results. Even though you aren’t interested in measuring them for your study, it’s crucial to be aware of as many of them as you can be. Example: Control variable It is very possible that if a student feels ill, they will get a lower score on the exam. However, we are not interested in measuring health outcomes a part of our research.

43. This makes “health” a good candidate for a control variable. It still impacts our results, but we aren’t interested in studying it. Now, we add “health” to our conceptual framework, but decide to keep it constant. This means we’ll only include participants who are in good health on the day of the exam.

44. Control variables

45. THEORETICAL FRAMEWORK A framework is a brief explanation of theory. A framework is a portion theory which are to be tested in study. Theoretical and conceptual framework are commonly used in quantitative study. Theoretical and conceptual framework are used interchangeably , but actually they differ.

46. CONT.. It present broad explanation of relationship between the concept of research study based on existing theory.

47. FLORENCE NIGHTINGALE'S ENVIRONMENTAL THEORY Florence Nightingale's environmental theory is  based on five points , which she believed to be essential to obtain a healthy home, such as clean water and air, basic sanitation, cleanliness and light, as she believed that a healthy environment was fundamental for healing.

48. NIGHTINGALE ENVIRONMENTAL THEORY (1860)

49. Roy’s adaption model To construct a theoretical framework, an existing theory use. Ex: A study on adaption of patient with chronic pain.(Roy’s adaption model)

50. Theory is a set of interrelated concepts that provide a systematic view of a phenomenon that can be used to describe, explain, predict and control that phenomenon. Conceptual model is a theoretical construct that represents something with a set of variables, and the logical and quantitative relationship between them. The theoretical framework is a collection of interrelated concepts that depict a piece of a theory to be examined as the basis of research studies. Conceptual framework presents logically constructed concepts to provide general explanation of the relationship among the concepts of the research study, without using a single existing theory. Conceptual frameworks are usually constructed by using researcher's own experiences, previous research findings or concepts of several theories or models.

51. Theories and conceptual frameworks provide direction and guidance for structuring professional nursing practice, education and research.

52. 1.  Nursing research and statics 3 rd edition, DR.SURESH.K.SHARMA by ELSEVIER publication theory , model ,framework page no-139 2. Nursing research and statistics 3 rd Edition , BT BASAVANTHAPPA ,by Jaypee publication. Ch-theory and theoretical framework page no -123     3.  What is a Conceptual Framework and How to Make It, https ://researcher.life/blog/article/what-is-a-conceptual-framework-and-how-to-make-it-with-examples/ 4. https://www.scribbr.com/methodology/conceptual-framework/ 5. https://typeset.io/questions/what-are-the-different-approaches-to-theory-development-in-4wonw9ckn8 6.https://www.jaypeedigital.com/eReader/chapter/9789350250549/ch1#ch2

53. QUESTION ASK IN MUHS 1.Write short note on conceptual frame work?--may2007 2.Explain the steps of developing conceptual framework and its uses in research? May2014 3. Conceptual framework –winter 2015 4. Purpose of using theoretical framework in nursing research?-summer 2017 5. Explain the steps of developing conceptual framework and it uses?-summer 2019