Development of conceptual framework in Nursing Research

Conceptual Framework in Research

Conceptual framework: it is constructed by researcher’s own experience, previous research findings or conceps of theories and model
Conceptual Framework in Nursing Research
Developing Conceptual Framework
Types
Purposes
Health Belief Model
Health Promotional Model
Advantage of Conceptual Framework
Limitation of Conceptual Framework
Problems with the Framework

1. Thinking of trip 2/19/2018 1

2. Conceptual Framework Presented By, Ms.Dhara Vyas Assistant Professor Dinsha Patel College of Nursing, Nadiad 2/19/2018 2

3. The structure of the presentation 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 of the conceptual framework. Conclusion. 2/19/2018 3

4. Introduction 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. 2/19/2018 4

5. key terms 2/19/2018 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.

6. key terms 2/19/2018 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

7. Theory Theories are constructed in order to explain, predict the master phenomena (e.g. relationships, events, or the behavior). In many instances we are constructing models of reality. A theory makes generalizations about observations and consists of an interrelated, coherent set of ideas and models. 2/19/2018 7

8. “Traditional” Types of Theories “ 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) 2/19/2018 8

9. Conceptual Models/ Frameworks: An example Chain of Infection Proposed relationships depicting 3 necessary concepts for chain of infection 2/19/2018 9

10. Definition 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) 2/19/2018 10

11. Where does the conceptual framework fit in - quantitative? 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. 2/19/2018 11

12. Where does the conceptual framework fit in - qualitative? Research problem: Paradigm: Aims and objectives: Literature review: Research questions: Data collection and analysis: Interpretation of the results: Evaluation of the research: The issue of theoretical or practical interest. The philosophical assumptions about the 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. Methodology, methods and analysis. Conceptual framework develops as participants’ views and issues are gathered and analysed. Revisit conceptual framework. 2/19/2018 12

13. Purposes: To make scientific findings meaningful and 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. 2/19/2018 13

14. Purposes: 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. 2/19/2018 14

15. Conceptual model of nursing used by nurse researcher 2/19/2018 15 Sr.No . Name of Theorist Name of model /theory 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

16. Theoretical Framework (Example)

17. Health belief model 2/19/2018 17

18. Health Promotion Model 2/19/2018 18

19. CONCEPTUAL FRAMEWORK 2/19/2018 19

20. How should a theoretical framework formulated? 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. 2/19/2018 20

21. Concept 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. 2/19/2018 21

22. Conceptual framework 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 . 2/19/2018 22

23. Conceptual framework 2/19/2018 23 Conceptual framework are constructed by using researcher’s own experiences, previous research finding and concepts of several theories and models

24. DEVELOPING CONCEPTUAL 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. 2/19/2018 24

25. What inputs go into developing a conceptual framework? 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’ problems and what they have learned. Other theory and research - approaches, lines of investigation and theory that are not obviously relevant/previously used. 2/19/2018 25

26. Types of conceptual framework 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. 2/19/2018 26

27. What specific forms might a conceptual framework take? The possibilities include: Flow charts. Tree diagrams. Shape based diagrams – triangles, concentric circles, overlapping circles. Mind maps. 2/19/2018 27

28. A ‘flow chart’ of innovation decision making PRIOR CONDITIONS Previous practice Felt needs/problems Innovativeness Norms of the social system COMMUNICATION CHANNELS 1. KNOWLEDGE 2. PERSUASION 4. IMPLEMENTATION 3. DECISION 1. Adoption 2. Rejection Confirmed Adoption Later Adoption Discontinuance Continued Rejection Perceived characteristics of innovation Relative advantage Compatibility Complexity Trialability Observability Observations of the decision making unit Socio-economic characteristics Personality variables Communication behaviour 5. CONFIRMATION Rogers 2003 2/19/2018 28

29. A ‘tree chart’ of changing consumer behaviour 2/19/2018 29

30. A ‘triangle’ of needs Self actualisation Esteem Affiliation Security Physiological Maslow 1954 2/19/2018 30

31. A mind map of cruise travel and impacts Jennings 2001 2/19/2018 31

32. Problem Statement Theoretical/Conceptual Model 2/19/2018 32

33. Community Partners - Suquamish Tribe - Port Gamble Tribe - Tribal Councils - Tribal Communities - Advisory Councils - Suquamish Cultural Co-Op - PGST ATOD Prevention Committee - Elders Councils - Youth Councils - Wellness Programs - Tribal Cultural Programs - Tribal Educational Programs - Tribal mentors - Community Volunteers - In-kind support from Tribes - Space for staff and for conducting interventions -Developing research infrastructure University Partners - ADAI - ABRC - IWRI - ADAI, Suquamish, & PGST research teams - Expertise in ATOD, CBPR, & TPR - Grant support for program development, implementation, & evaluation - Computer & communications infrastructure -Research infrastructure Community Development - Community Advisory Council (CAC) meetings - Presentations to Tribal Councils - Regular Community Meetings - Conduct Community Readiness assessments in both communities - Conduct needs & resources assessment in PGST community - Regular cross-training sessions Tribal Communities and Academic Researchers Curriculum Adaptation - Refine HOC curriculum - Refine assessment instrument - Adapt curriculum for PGST - Prepare curriculum materials Participating Tribal Youth - Increased community awareness of ATOD issues - Increased community readiness to implement ATOD prevention programs - Community acceptance of culturally tailored substance abuse prevention interventions - Increased cultural competence among researchers INPUTS/ RESOURCES OUTPUTS Activities Target OUTCOMES Short-term Medium-term Long-term Curriculum Delivery - Train curriculum/group facilitators - Arrange community speakers - Arrange logistics - Recruit participants - Deliver intervention Evaluation - Assess participants at baseline, 6- & 12-month follow-ups - Focus groups with constituents at project end - Repeat Community Readiness assessments in both communities in Years 1 & 5 - Ongoing assessment of collaborative relationships - Increased participation in ATOD-free activities - Increased participation in tribal cultural events by youth - Involvement of youth in positive peer/social networks - Shift in attitude toward cultural identity - Increased identification with tribal culture & community - Increased knowledge of: - Tribal history - Rules of the Canoe - Increased youth awareness of alcohol & drug issues - New or increased skills for youth to refuse alcohol & drug use - Increased accurate information about alcohol & drugs - Increased self-efficacy - Accurate & reliable assessment of changes in communities, participants & collaborative relationships - Continued refinement of assessment methods to assure cultural appropriateness Participating Tribal Youth and Tribal Communities - Development of more ATOD-free social activities for youth in community - Development of Elder- youth mentoring programs - Increased communication between Elders and youth - Increased acceptance of research & partnership by tribal communities - Increased use of CBPR by tribal communities to establish culturally tailored “evidence-based practices” based on “practice-based evidence” - Integration of HOC & culturally tailored ATOD prevention programs into Suquamish & PGST communities - Increase in community- level protective factors - Designation of such programs as “evidence- based” to increase likelihood of continued funding & sustainability in the communities - Dissemination of HOC curriculum, assessment battery, and guidelines for community adaptation to other tribal communities - Reduced substance use/abuse among tribal youth in Suquamish and PGST communities - “Healthier” tribal communities as defined by Suquamish & PGST - Accumulation of empirical support for HOC intervention as “evidence-based” - Evidence for effectiveness of collaborative partnership 2/19/2018 33

34. Treatment Component Promotes Protective Factor or Outcome Assessed Via The Healing of the Canoe: A Model of Treatment Components, Protective Factors, and Outcome Measures 2/19/2018 34

35. The deeper the roots, the stronger the branches 2/19/2018 35

36. Why are conceptual frameworks useful? 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. 2/19/2018 36

37. What are the limitations of a conceptual framework? 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. 2/19/2018 37

38. Inappropriate framework Disconnected framework Multiple frameworks Unidentified framework Problems with Frameworks 2/19/2018 38

39. Critiquing Criteria For Theories, Conceptual Models & Frameworks 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? 2/19/2018 39

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

45. 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.

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