Theory analysis

This slide will teach you on how to properly analyze a theory

1. Theory Analysis Marie Gretzen D. Suabayco RN, MN Humbert Simon A. Dumagat RN, MAN

2. Objectives A t the end of the 30-minute presentation, the PhD students will be able to: Discuss the different steps of theory analysis. Determine the advantages and limitations of theory analysis. Criticize a theory using the different steps in theory analysis.

3. DEFINITION OF TERMS : (Walker and Avant, 2005) ABSTRACT CONCEPTS are concepts not limited by time or space and may not be directly measurable . CONCRETE CONCEPTS are concepts directly measurable and are restricted by time and space . PRIMITIVE CONCEPTS are concepts that derive their meanings from common experience in the discipline and can only be defined by using examples . EMPIRICAL DATA : any information acquired through experimentation and observation

4. DEFINITION OF TERMS : DESCRIPTIVE DEFINITION simply lists or describes the attributes of a concept OPERATIONAL DEFINITION is used to define something in terms of a process or set of validation tests needed to determine its existence, duration and quantity . THEORETICAL DEFINITION defines a concept using theoretical terms.

5. Theory - constructed to express a unique, unifying idea about a phenomenon that answers previously unanswered questions and provides insights into the nature of the phenomenon. - attempts to establish a parsimonious precise example of the real world as it is experienced.

6. -defined as a set of interrelated statements about a phenomenon which are useful for: DESCRIPTION EXPLANATION

7. PREDICTION PRESCRIPTION CONTROL

8. A theory purporting to describe, explain or predict something should provide a reader with a clear idea of what the phenomenon is and does, what events affect it, and how it affects other phenomena.

9. THEORY ANALYSIS is the systematic and objective examination of the theory for meaning, logical adequacy, usefulness, generalizability, parsimony and testability that may lead to insights and formulations previously undiscovered. In theory analysis, as in all analysis strategies, the theory is broken down into parts and each part is examined individually as it relates to each other.

10. PURPOSE AND USES allows examination of both the strengths and weaknesses of a theory. determines the need for additional development or refinement of the original theory . Provides a systematic, objective way of examining a theory that may lead to insights and formulations previously undiscovered. This then adds to the body of knowledge in the nursing discipline. Offers one way of determining “what” needs to be put to the test and often suggests “how” it can be done . In theory analysis, as in all analysis strategies, the theory is broken down into parts and each part is examined individually as it relates to each other.

11. ANALYSIS aims for an understanding of the theory puts aside one’s own values and biases EVALUATION aims for a decision and/or action considers one’s own values and biases as important to the outcome.

12. Theory Analysis ORIGINS MEANING LOGICAL ADEQUACY USEFULNESS GENERALIZABILITY and PARSIMONY TESTABILITY

13. ORIGINS Refer to the initial development MEANING Has to do with the theory’s concepts and how they relate to each other. LOGICAL ADEQUACY Denotes the logical structure of the concepts and statements independent of their meaning. USEFULNESS Concerns on how practical and helpful the theory is to the discipline in providing a sense of understanding or predictable outcomes.

14. GENERALIZABILITY Explains the extent to which generalizations can be made from the theory. PARSIMONY Refers to how simply and briefly a theory can be stated while being complete in its explanation of the phenomenon in question. TESTABILITY Has to do with whether the theory can be supported by empirical data.

15. ORIGINS The analyst determines what prompted the initial development of the theory, how it was put together and the purpose for which it was developed. Can be developed deductively or inductively. It begins by reading the theory carefully, identifying the major ideas or concepts, isolating the relational statements and identifying any underlying assumptions on which the theory is built.

16. MEANING Refers to the semantics of the theory. An analyst examines the language used in the theory by looking at the concepts and statements within it. STEPS: Identify concepts L ook for the major ideas in the theory. All relevant terms that reflect those ideas should be clearly stated and defined. Best approach is to read with a pencil and paper at hand and as new terms appear, write them down with their definitions, if given. Determine whether each concept is primitive, concrete, or abstract.

17. Examine Definitions and Use There are four possible options in regard to definitions: theoretical definition, an operational, descriptive and no definition. The major concern in considering the way in which the concepts are used is with consistency of use, that is, whether or not the theorist uses the concepts consistently, as they are defined all throughout the theory. Identify Statements Once the major concepts and definitions in the theory have been identified and examined, the analyst then concentrates specifically on relational statements by carefully seeing to it if association between any of the concepts are mentioned.

18. Examine Relationships The analyst determines the types of relationships specified (whether causal, associational or linearity),what boundaries are present, whether the statements are used consistently and assesses the empirical support for the statements.

19. Supporting evidence for a statement must be evaluated quantitatively or qualitatively. A brief series of questions is sufficient to give the analyst a general idea of the validity of the research.(Kerlinger,1986). 1. Do the research questions or hypotheses accurately reflect the theoretical concepts? 2.Are the sampling and sample size adequate for the method chosen? 3.Is the methodology sound and appropriate for the questions or hypotheses proposed? 4.Is the data analysis accurate and appropriate? 5. Are the results reported accurately? 6.Are the conclusions justified? 7.Is the study replicable? If the answers to these questions are satisfactory, the support is sound .

20. Logical Adequacy Considerations in logical adequacy: Is there a system whereby predictions can be made from the theory dependent of its content? Can scientist in the discipline in which the theory is developed agree on those predictions? Does the actual content make sense? Are there obvious logical fallacies?

21. Predictions Independent of Content Use of letters of the alphabet and arrows with pluses or minuses over them to denote symbolically how concepts are related to each other. Each concept is given a meaningless label such as A, B or C and then the relationships are diagrammed as to the predictions that can be made from those relationships. This step is important when you are concerned with the logical structure of the theory. Points out unclear or unstudied relationships among concepts that are useful for further theory development or research.

22. Example: An owl’s strike accuracy deteriorates with increases in angle between sound source and head orientation. An owl’s ability to locate the origin of a sound is dependent on the presence of high frequencies in the sound. The amount of sound amplification provided by the feathers of the facial ruff varies with the sound frequency. The strike accuracy of the owl increases sharply as the number of frequencies in a sound is increased. Relationship statements from a theory about the hearing accuracy of a barn owl. (Knudsen, 1981 as cited in the book of Walker and Avant, 2005)

23. Restatement of the statements Angle of sound source and head orientation (ASH) - strike accuracy (SA). High frequencies in the sound (HF) + location of origin (LO). Amount of sound amplification (AMP) + sound frequency (SF). Number of sound frequencies + strike accuracy (SA). Figure 11-1 (Walker and Avant, 2005) Figure 11-2 (Walker and Avant, 2005)

24. Agreement of Scientists A theory must be sufficiently precise in its representation for scientist to agree on the predictions that can be made from it. If the scientist cannot agree on the possible predications, the theory is not useful in any sense. If the theory is not scientifically useful, it cannot be added to any body of knowledge.

25. Making Sense A theory may make a great deal of sense to one scientist and make no sense to another with a different background. If scientists with relevant or similar backgrounds all say the theory makes no sense, then probably it doesn’t. For a theory to make sense, it must provide insights or understanding about a phenomenon.

26. Logical Fallacies Determine whether or not the premises of the theory are true. This is where inductive and deductive origins of a theory become important. Involves a brief review of the literature and an evaluation of any supporting evidence to determine the truth of the premise.

27. Usefulness If the theory provides new insights into a phenomenon, if it helps the scientist explain the phenomenon better or differently, or if it helps the scientist make better predictions, then it is a useful theory (Berthold, 1968 as cited in the book of Walker and Avant, 2005). It adds significantly to the body of knowledge. Has to do with how helpful the theory is to the scientist in providing a sense of understanding about the phenomenon in question (Reynolds, 1971 as cited in the book of Walker and Avant, 2005).

28. Considerations in determining the usefulness of a theory : How much research has the theory generated (Reynolds, 1971 as cited in the book of Walker and Avant, 2005)? To what clinical problem is the theory relevant (Barnum, 2000 as cited in the book of Walker and Avant, 2005)? Does the theory have the potential to influence nursing practice, education, administration, or research ( Meleis , 1990 as cited in the book of Walker and Avant, 2005)?

29. Generalizability How widely the theory can be used in explaining or predicting phenomena reflects the criterion of generalizability (Lincoln & Guba , 1985 as cited in the book of Walker and Avant, 2005) The wider the focus of the theory, the more generalizable it is likely to be. The more broadly it can be applied, the more generalizable it is.

30. Parsimony Explains a complex phenomenon simply and briefly without sacrificing the theory’s content, structure, or completeness. Theories that cannot be reduced to a mathematical model should be examined to see if the formulations are as clear and as brief as they can be. If such a model is provided, it should accurately reflect the verbal material in the theory and make the theory clearer.

31. Testability Hypotheses can be generated from the theory, research carried out, and the theory supported by evidence or modified because of it. A theory that has strong empirical evidence to support it is a strong theory than the one that does not.

32. Advantages and Limitations Advantages Major advantages of theory analysis is the insight into relationships among the concepts and their linkages to each other that the strategy provides. Analysis strategy allows the theorist to see the strengths of the theory as well as its weaknesses. Limitations The major limitation of theory analysis is that analysis examines only parts and their relationship to the whole. Only exposes what is missing, but cannot generate new information.

33. Utilizing the Results of Theory Analysis Can be used very effectively in the classroom to teach students how to examine theories critically. Can be used in preparing student’s paper to define gaps or inconsistencies in the knowledge about some phenomenon which they are interested. Can also be used in faculty development through generation of useful ideas to be used in curriculum design or in generating faculty research. Provide clinicians with knowledge about the soundness of a theory being considered for adoption in practice. Assist clinicians determine the appropriateness of a theory in their practice.

34. Summary Theory analysis consists of systematically examining a theory for its origins, meaning, logical adequacy, usefulness, generalizability/parsimony, and testability. Each step stands alone in theory analysis and yet each is related to the other. Each of the steps are interdependent on the results of the others. The steps of theory analysis is iterative: one must go back and forth among the steps during the analysis in addition to moving sequentially through them.

35. Summary If the meaning is adequately handled but the logical structure is missing or fallacious, the usefulness, generalizability, parsimony and testability will be severely limited. Linkages that have not been examined become obvious which should lead to additional testing thus adding support to the theory and pointing out where modifications need to be made. Does not generate new information outside the confines of the theory. Finally, theory analysis is a way of promoting additional theory construction.

36. The End!

37. Practice Exercise Read Younger’s (1991) “A Theory of Mastery” it is relatively a new theory and is substantially middle range in focus. It is therefore suitable to use for the practice exercise.

38. Origins Younger developed the theory of mastery in an effort to explain “how individuals who experience illness or other stressful health conditions and enter into a state of stress may emerge, not demoralized and vulnerable, but healthy and possibly stronger ”. In addition, the second purpose was to explicate the theory base for the new instrument that the author is developing.

39. Meaning The major concepts identified by Younger in addition to mastery are: Certainly Change Acceptance Growth The major concepts are carefully defined and have descriptive and theoretical definitions but do not have operational definition. Each concept in the theory is described as a process that must be completed before mastery can be achieved.

40. Below are the statements Younger makes explicitly about the relationship s among the concepts: A critical dose of certainty is necessary for change and acceptance. Change and acceptance are necessary for growth to occur. Change, acceptance and growth feed back to increase certainty. Change is sufficient for growth Change and acceptance are dynamically interrelated. Acceptance, qualified is sufficient for growth. Stress initiates the process of mastery. Mastery affects quality of life and wellness.

41. Each of the statements indicates a positive relationship. The boundaries are moderately wide. The theory is abstract but is sufficiently circumscribed to be considered a middle-range theory. There is no empirical support given for any statements. There is some philosophical and historical background given as justification for them but no testing has been done yet using the new theory.

42. Logical Adequacy Certainty (CT) Stress (S) Change (CG) Quality of Life (QOL) Acceptance (A) Wellness (W) Growth (G) Figure 11-3 (Walker and Avant, 2005)

43. There are many implied, but unspecified relationships in the theory. Some of the implied relationships are supported in other research in the field but are not indicated in Younger’s article. The Theory is relatively new and so agreement of scientist is probable but not confirmed by the use of the theory in others’ work to date. The theory make sense as it is built on several sound philosophical and scientific traditions. There are no logical fallacies, although there are some logical relationships that as yet go unspecified and are only implied in the theory.

44. Usefulness The theory has the potential to be useful. Even though it is somewhat similar to other theories of coping and self-efficacy, it is specially focused on threats to health as a primary stressor. For this reason alone it may prove very helpful to practitioners and researchers is nursing.

45. Generalizability The theory has relatively wide boundaries, but so far has not been tested or verified through research. Certainly it would apply to anyone experiencing stress, particularly health-related stress. Its potential for exploratory power is excellent.

46. Parsimony The theory is relatively new and therefore is probably too parsimonious. It seems that there is natural evolution or progression of new theories such that they often start small and parsimonious, grow substantially during the justification phases, and then are reduced to smaller and more parsimonious models over time.

47. Testability Given appropriate, reliable, and valid instruments to measure the concepts in this theory as they are defined, the theory is testable. The concepts are carefully defined, so any instruments being considered for testing them should be examined carefully to be sure that they reflect the defining attributes of each of the concepts.