Thinking of trip

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7/23/2020 Dinsha Patel College of Nursing, Nadiad

 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 of the conceptual
framework.
 Conclusion.
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 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.
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 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.
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 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

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 Theory
7

 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.
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 “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)
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 Conceptual Models/ Frameworks: An example
9

Host Agent

Chain of Infection

Environment

Proposed relationships depicting 3 necessary concepts

for chain of infection
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 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)

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 Where does the conceptual framework fit in -
quantitative?
11

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

 Aims and objectives: What we want to know and how the answer
may be built up.
 Literature review: A critical and evaluative review of the thoughts
and experiences of others.
 Conceptual framework: Provides the structure/content for the whole
study based on literature and personal
experience
 Research questions: Specific questions that require answers.
 Data collection and analysis: Methodology, methods and analysis.
 Interpretation of the results: Making sense of the results.
 Evaluation of the research: Revisit conceptual framework.

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 Where does the conceptual framework fit in -
qualitative?
12

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

 Paradigm: The philosophical assumptions about the

nature of the world and how we understand
it – e.g. interpretivism.
 Aims and objectives: What we want to know and how the answer
may be built up.
 Literature review: A critical and evaluative review of the
thoughts and experiences of others.
 Research questions: Specific questions that require answers.
 Data collection and analysis: Methodology, methods and analysis.
 Interpretation of the results: Conceptual framework develops as
participants’ views and issues are gathered
and analysed.
Evaluation of the research: Revisit conceptual framework.
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
 Purposes:
13

 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.
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 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.
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 Conceptual model of nursing used
15
by 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

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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
17

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 Health Promotion Model
18

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 CONCEPTUAL FRAMEWORK
19

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 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.
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 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.

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 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.
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 Conceptual framework
23

 Conceptual framework are constructed by

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

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 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 7/23/2020
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’
problems and what they have learned.
– Other theory and research - approaches, lines of
investigation and theory that are not obviously
relevant/previously used.
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 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.
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 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.
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 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

Changing Product
customers expectations

Experience Values Lifestyles Demographics Price Purchasing Information

Quality

Range Knowledge Priorities Health Access

Physical Service

Currency

Value Image
Loss of
Individuality Expectations Variety
loyalty

Age
composition
Ease Flexibility Security

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 A ‘triangle’ of needs
30

Self actualisation

Esteem

Affiliation

Security

Physiological

Maslow 1954

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 A mind map of cruise travel and impacts
31

Travel

Why not
mass tourism

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

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

POST M ODERNISM
Baudsilard - Hype s re ality

Culture/
places
Goffman - frontstage /

Environment
Backstage authe nticity

People
Are cruise rs
tourists or not?

What type of impact

and
what type of tourist?

Jennings 2001
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 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 Meetings Tribal - Increased community - Development of more
- Suquamish - Conduct Community Communities readiness to implement ATOD-free social
Cultural Co-Op Readiness and Academic ATOD prevention activities for youth in
- PGST ATOD assessments in both Researchers programs community
Prevention 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
- Wellness Programs - Regular cross-training - Increased cultural communication between - Integration of HOC &
- Tribal Cultural sessions competence among Elders and youth culturally tailored ATOD
Programs researchers - Increased acceptance of prevention programs
- Tribal Educational research & partnership into Suquamish &
Programs Curriculum Adaptation by tribal communities PGST communities
- Tribal mentors - Refine HOC curriculum - Increased use of CBPR - Increase in community-
- Community - Refine assessment instrument - Shift in attitude toward by tribal communities to level protective factors
Volunteers - Adapt curriculum for PGST cultural identity establish culturally - Designation of such
- In-kind support from - Prepare curriculum materials - Increased identification tailored programs as “evidence-
Tribes with tribal culture & “evidence-based based” to increase
- Space for staff and community likelihood of continued
- Increased knowledge of: practices” based on
for funding & sustainability
Participating - Tribal history “practice-based
conducting in the communities
Curriculum Delivery Tribal Youth - Rules of the Canoe evidence”
interventions - Dissemination of HOC
-Developing research - Train curriculum/group - Increased youth curriculum, assessment
infrastructure facilitators awareness of alcohol battery, and guidelines
- Arrange community speakers & drug issues - Increased participation
University Partners for community
- Arrange logistics - New or increased in ATOD-free activities
- ADAI adaptation to
- Recruit participants skills for youth to refuse - Increased participation
- ABRC other tribal communities
- Deliver intervention alcohol & drug use in tribal cultural events
- IWRI - Reduced substance
- Increased accurate by youth
- ADAI, Suquamish, use/abuse among tribal
information about - Involvement of youth in
& PGST research youth in Suquamish and
alcohol & drugs positive peer/social
teams PGST communities
- Increased self-efficacy networks
- Expertise in ATOD, Evaluation - “Healthier” tribal
CBPR, & TPR - Assess participants at baseline, communities as defined
- Grant support for 6- & 12-month follow-ups - Accurate & reliable - Accumulation of by Suquamish & PGST
program - Focus groups with constituents assessment of changes empirical support for
Participating
development, at project end in communities, HOC intervention as
Tribal Youth
implementation, & - Repeat Community Readiness participants & “evidence-based”
and Tribal
evaluation assessments in both collaborative - Evidence for
Communities
- Computer & communities in Years 1 & 5 relationships effectiveness of
communications - Ongoing assessment of - Continued refinement of collaborative partnership
infrastructure collaborative relationships assessment methods
-Research to assure cultural
33infrastructure appropriateness 7/23/2020
 Protective Factor
Treatment Component Promotes Assessed Via
or Outcome
Treatment Component Promotes Protective Factor or Assessed Via Measure
Outcome
Native/Community Pride, Cultural Identity and
 Conflict Resolution/Problem Respect, Involvement, & Participation Scale
Knowledge, Identity
Solving Workshop with Elders

 Actual Involvement in Self-esteem/Self-efficacy Measure of Self-esteem

and Belief in the Future or Self-efficacy?
Community Cultural Activities
Goal Setting & Attainment Questions about Goals
 Actual Involvement in
Individual Cultural Activities
Coping Skills Coping Scale or
Goal Setting Workshop with questions
Elders
Social/Community Social/Community
 Coping/Resilience Workshop Support Support Scale or questions
with Elders
Accurate Risk Perception Test questions regarding
 Jeopardy Game to Increase regarding Substance Use Substance Use (& Other
Knowledge of Substances/Risks Risky Behaviors?)

Communication Skills
 Knowing and Telling one’s
Not assessed? unsure
own Story Conflict Resolution and
Problem Solving Skills
 Cultural Mentoring Some questions about
Exercise and Diet
Exercise & Good Nutrition

Not assessed
 Health and Nutrition Spiritual Fulfillment
Workshop and Physical
Exercises/Canoe Pulling Use Frequency Questions
Increased Healthy
Behaviors ( less sub use)
 Spiritual Enhancement Some questions about
Workshop with Elders Bonding with Family?
Family Bonding ?

 Honoring Ceremony Grades, Job Status, and

Other Prosocial Outcomes? Volunteerism Questions?

34 7/23/2020
The Healing of the Canoe: A Model of Treatment Components, Protective Factors, and Outcome Measures
35
The deeper the roots, the stronger the branches
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 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.

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 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.

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 Problems with Frameworks
 Inappropriate framework
 Disconnected framework
 Multiple frameworks
 Unidentified framework

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 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?

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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 YOU