Nsg 107 tfn statement development

Why study?
Great power comes with great responsibility
We are equally responsible for our own learning and the learning of others

Statement Development Strategies
Types of statement :
• Relational Statement:
is the skeleton of theory.
• Non relational Statement :
is the way by which the theorist clarifies
meanings in the theory by either;
Its simply are an assertion that something
is so
Describes the characteristics of a concept
Theoretical Definition
-definition in dictionary
Operational Definition
-Method of measurement is clearly
2 logical operation
1. From observation to inferences
2. Generalizing from specific inferences to
more abstract ones
2 fields in Analogy
1. Substantive Analogy
likeliness of content/concepts in 2
fields
2. Formal Analogy
logical structure linking together
concepts in one field that is like to
second field
Statement Analysis Statement Synthesis Statement Derivation
Description cont.

>classify statement as to form
>examine relationship between concept
>provides information structure and
function of statements
>deficiencies is flaunted
>to discover relationship among
phenomenon
>compress large information
>used in to develop and test hypothesis
>formulate statement/s about a
phenomenon that is not well understood
>clarify how phenomenon are related
Purpose/Use

1. Select the statement to be
analyzed
2. Simplify the statement
3. Classify the statement
4. Examine the concepts within the
statement for definition and
validity
5. Specify relationships between
concepts by type, sign and
symmetry
6. Examine the logic
7. Determine testability
1. Qualitative methods
2. Quantitative methods
3. Literary methods
1. Become thoroughly familiar with
any existing literature on one's
topic of interest
2. Search other fields for new ways
of looking at the topic of interest.
3. Select the parent field to be used
4. Develop new statements about
the topic of interest
5. Redefine any new concepts
Steps/Procedure

Consideration in selecting statement
1. Clear
2. Purpose
3. Commitment
4. Relevant
1. Select the statement to be analyzed
Steps/Procedure In Statement Analysis

break the concept linkages into
several shorter, more manageable
simple statement
2. Simplify the Statement lf Necessary

1.Existence statements
2.Definitions
3.Relational statements
3.Classify the Statement
1. Existence Statements
•Claims existence of
concepts.
• Is not definitions.
• Does not describe
characteristics of the
concepts.
• Can be accurate or
inaccurate
example
"That object is called a
refrigerator“
2. Definition
describes the accepted meaning for a term
Example;
patient is any recipient of health care
services.
-are specifically formulated only for use of
author
-considered either accurate or inaccurate
Example;
For the purposes of this study, patient
shall be an ill or injured and in need of
treatment
Specific, precise, can be measure and can
be used repeatedly
Example
For the purposes of this study, patient
shall be an ill or injured and in need of
treatment who is is "admitted" to the
hospital and stays overnight or for an
indeterminate time, usually several days
or weeks or months
3.Relational statement
specifies relationships
between concepts
Function as
Well supported
empirically and logically
Unsupported data and
appear reasonable logic

Identify concepts by scanning the
statement for
the major expressed ideas.
• Examine concepts by 2 actions:
1- Determine definition of Terms
that reflect the concepts
2- Determine if concepts they are
defined are theoretically valid
4. Examine the Concept within the Statement

1.Causal Statements
2.Probabilistic Statements
3.Concurrent Statements
4.Conditional Statements
5.Time-order Statements
6.Necessary Statements
7.Sufficient types of statements
1. Positive Sign
2. Negative Sign
3. Unknown Sign
1. Asymmetrical Symmetry
2. Symmetrical Symmetry
1. Types of Relational Statements 2.Sign Symmetry
Steps/Procedure in Statement Analysis
5. Specify the Relationship by Type, Sign and Symmetry

Is one in which the first concept is said to be the “cause” of the other .
For example:
Raising the temperature of gas held under constant pressure will increase its volume.
Using the symbol
GP for gas under pressure,
T for temperature
GV for gas volume
The diagram is :
5. Specify the Relationship by Type
1.Causal Statements
If T Gp then always GV

-Usually derived from statistical data.
-They assert that if one event occurs, the second event probably will so.
Example:
Cigarette smoking (CS) is highly likely to lead to lung cancer (LC)
2. Probabilistic Statement
If CS then probably LC

Relationship demonstrate if that if event A occurs, event B also occurs.
There may or may not be any correlation or causation between the tow events, they simply exist together.
Example:
One study found the nurse (N),have personality characteristic which are highly feminine rather than masculine.
Both (N) and (FP) occur together it make no other claim.
3.Concurrent Relationships
If N, also FP

is one that demonstrates a relationship between two concepts or events but that requires the presence of a third
concept or event before the relationship can come about.
Example naproxen sodium (nNa) can be given to patient to relieve pain (RP) without causing heart burn (HB) if taken
with food (WF).
A diagram of statement would be:
4.Conditional Statement
if nNa given then no HB, but only if taken WF

Indicate that some amount of time intervenes between the first concept or event and the second.
Example:
If a person experiences numerous stressful life events (SLE) within the year the likelihood of that person becoming ill (I).
5. Time-order Statement
If (SLE), Then later I

Relation that shown by a statement which indicates that one and only one concept or event can lead to the second
concept or event.
Example:
Roy’s (1976)and Neuman's (1980) models of nursing have stated that adaption (A) occur as a response to stressors (S).
Stressors then become necessary before adaptation occur.
6. Necessary Statement
If and only if S, then A

-Reflected in statements in which the first concept or event and the second concept or event are related regardless of
any thing else.
-The presence of first concept guarantees the presence of the second concept.
Example :
Using the stressor/ adaptation on the previous example
7. Sufficient Relationship Statement
If S, then A regardless of any thing else

If concepts vary in the same
direction, both concepts increase or
decrease
Example
When there is an increase demand
for nurses abroad, the local nursing
enrollees increases
NA+NE
5. Specify the Relationship by Sign
1.Positive (Sign) 2.Negative (Sign)
If there is no information about the
way, the concepts vary
Example
Base in the above statement
logically we don’t know if there is a
relationship between demand for
nurses abroad and locally
NA ? NL
3.Unknown (Sign)
If concepts vary in the opposite
direction, one increases the other
decreases
Example
As the local nursing school produced
more graduates the demand
decreases locally
LN-L

• Two ways relationship
• Each concept affect the other
Example:
High attachment (At) scores were associated
with low anxiety scores ( Ax) and
high anxiety scores were associated
with low attachment scores.
5. Specify the Relationship by Symmetry
Symmetrical
Asymmetrical
• One way relationship
• Relationship only goes from one concept
to the next but is never reciprocated.
Example:
Anxiety is negatively related to group
cohesiveness.

Is the statement constructed
deductively or inductively?
• If it is deductive in origin
-Its logic is adequate.
• If it is inductive in origin
-logic can’t be judged except after
empirical support and comparison
to existing knowledge.
6. Examine the Logic
Examine the logic for origin Examine the logic for reasonableness
• Draw a simple diagram labeling
concepts by letters or numbers and
determine types and signs that are
relevant.
Examine the logic for adequacy
• Is the statement seems reasonable?
• Is the statement gives what we
already know on the subject?
• Does the statement makes sense in
the light of existing knowledge?
Note: if you are unable to do any one of the three examination , that mean there is some fault in the statement

The final step in the analysis is to determine if the statement is empirically testable .
Testability-in-principle by Hampel
Determine whether or not there are operational measures which can be used in the “real word” to obtain data which
will support or refute the statement.
This is not to imply that all statements are testable to meet the criterion of testability but it must render some test
implication
7. Determine the Testability

Steps/Procedure in Statement Synthesis
Qualitative Quantitative Literary
1. Single subject experimental.
2. Single subject non experimental.
3. Group experimental.
4. Group non experimental.

•Do not use measurement.
• Fixable or modifiable approach utilized in data collection.
• Typically rely on interview (listening and questioning) and observation(watching) as source of data.
• Basic assumption of the field method is that the theorist can gain a better understanding of phenomena when began
from general idea about it.
Examples are ground theory and field research. The later one is widely use qualitative research
Qualitative

used to quantify the problem by way of generating numerical data or data that can be transformed into usable
statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables and generalize results from a
larger sample population.
Quantitative
Single Subject experimental
data collected from only one individual of a group
prevent the masking of individual patterns
researcher is able to manipulate the predictor variable and subjects
to identify a cause-and-effect relationship.
Single Subject Nonexperimental
prevent the masking of individual patterns
researcher cannot control, manipulate or alter the predictor variable
or subjects, but instead, relies on interpretation, observation or
interactions to come to a conclusion.

used to quantify the problem by way of generating numerical data or data that can be transformed into usable
statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables and generalize results from a
larger sample population.
Quantitative
Group Experimental Design
data collected from group
Offer great external generalizability
researcher is able to manipulate the predictor variable and subjects
to identify a cause-and-effect relationship.
Group Nonexperimental Design
Offer great external generalizability
researcher cannot control, manipulate or alter the predictor variable
or subjects, but instead, relies on interpretation, observation or
interactions to come to a conclusion.

1. Become thoroughly familiar with any existing literature on one's topic of interest
2. Search other fields for new ways of looking at the topic of interest
3. Select the parent field to be used in the derivation process, and carefully identify the structural and content features
of the parent statements to be used in derivations.
4. Develop new statements about the topic of interest from the content and structure of statements in the parent field.
5. Redefine any new concepts or terms in the derived statement to fit the specific subject matter of the topic of
interest.
Steps/Procedure in Statement Derivation
Literary Methods

•start out with statements derived from extant research
•only those statements in scientific literature that are derived or supported by empirical evidence
Literary Methods

Provides systematic way of
examining
Aids in examining structure and
function of statements
Aids in discovering linkages
can easily make assumption
Less rigorous
Economical
Expeditious
Not limited
Advantages

Difficulties rise when analyzing one
statement that is part of a
theoretical whole.
Removing the statement from the
theoretical whole losses its logic
Rigorous and consumes time
Assumptions made are more of
philosophical thus not amendable to
resolution by scientific methods
Strategy for discovery not for
justification
requires independent empirical
support
Limitation

In education
springboard for discussion
-which concepts are clear
-which concepts are related
In practice
-guide practitioners in
judicious
use
In research
-allows to see were are the
gaps
Utilization
In education
In practice
In research
substantive reviewing literature
for inferences
enrichment of knowledge
In education
instructional strategy
In practice
In research
for testing studies

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