This document discusses concept analysis, which is defined as an activity to clarify concepts, their characteristics, and relationships to other concepts. It outlines several methods of concept analysis, including Rodgers' evolutionary paradigm, Walker and Avant's strategic method, and Wilson's ordinary language philosophy approach. The document provides details on the steps in Walker and Avant's method, which involves selecting a concept, identifying its uses and attributes, developing examples, and determining antecedents and consequences to develop a theoretical definition.

1. Concept
analysis
A u g u s t i n e N d a i m a n i
D P h i L S t u d e n t
U Z C H S

2. CONCEPT ANALYSIS
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3. OBJECTIVES
1. Define concept analysis
2. Discuss the steps in concept analysis
3. Outline the structure of a CA article
4. Apply CA to a nursing phenomenon
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4. DEFINITION
• Concept – word which describes mental images of phenomena
• Abstraction expressed in some form
• Can be verbs, adjectives, nouns….
• Dynamic – new knowledge can change interpretation of concepts
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5. MENTAL IMAGES
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6. CONCEPTS
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7. EXAMPLES
• Comfort
• Surgical nursing
• Seclusion
• Maternal health
• Patient satisfaction
• Self care
• Quality nursing care
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8. CONCEPT ANALYSIS
• An activity where concepts, their characteristics and relations to other concepts are
clarified.
• Method for looking at the state of a discipline
• Enlightens on what is known and unknown about a concept
• Enables development of a theoretical definition.
• Then operational definitions can be derived from theoretical definitions
• Goal = all nurses use the same language for the same concept
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9. PURPOSES
• To distinguish between the defining attributes of a concept and its irrelevant structure
• To determine its internal structure by breaking it into simpler elements
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10. REASONS FOR DOING CA
• Vague terminology
• Ambiguous definition of terms
• Inconsistencies among theories
• To classify nursing phenomena
• Need to accurately describe a nursing or health care situation
• Need to expand traditional analysis using qualitative methods
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11. SIGNIFICANCE
• First step in developing a study
• Develop a common language for communication
• Define terms theoretically (improves construct validity)
• Construct measurement tools
• Develop concepts which can build theory
• Acknowledge change
• Build nursing knowledge
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12. METHODS OF CA
• Methods = step by step process to analyse the concepts and provide a theoretical
definition
– Rodgers (evolutionary paradigm)
– Walker and Avant (strategic method)
– Wilson (ordinary language philosophy)
– Meleis (concept clarification)
– Schwartz-Barcott & Kim (Hybrid Model)
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13. WILSONIAN METHOD
• Analyses concepts through rigorous scientific inquiry to clarify, identify and establish
meanings of terms – key to update knowledge (EBP)
1. Identify a concept
2. Determine questions about a concept
3. Examine definitions
4. Construct cases [model, contrary, borderline, invented]
5. Identify the social context of the concept
6. Enhance language [meaning of the concept]
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14. WALKER AND AVANT
• Derived from Wilsonian but dos not emphasize social context
• Focuses on [justified/explained] attributes of a concept
– Select a concept (area of research interest)
– Determine the purposes of analysis [clarify, develop operational definition, distinguish
concept from ordinary language, personal interest)
– Identify all uses of the concept (dictionary, thesaurus, colleagues, literature, other disciplines)
– Determine attributes/characteristics of the concept
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15. WALKER/AVANT CONT.
• Develop a model case – a real life example which includes all the critical attributes
• Construct additional cases
– Model case
– Borderline case
– Related case
– Contrary case
– Invented case
– Illegitimate case
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16. WALKER AND AVANT
• Identify antecedents – events/situations which must occur before the concept
• Identify consequences – events/situations which result from occurrence of the concept
• Determine empirical referents/diagnostic criteria for the concept to occur
– Critical attributes which by their existence/presence demonstrate occurrence of the concept
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17. TYPES OF CASES
• Model case – real life example; contains all the attributes
• Borderline – contains some attributes but not all
• Related – contain related concepts but not critical attributes [e.g.
conflict/negotiation/freedom or grief/mourning/loss]
• Contrary case – what something is not - example is not the concept [birth/death]
• Invented case - a fictional case which does not exist in real life & which does not
contain any critical attribute [death/paused animation]
• Illegitimate case – used out of context/improperly and the meaning is opposite to
concept being examined[nursing – breast feeding]
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18. RODGERS EVOLUTIONARY CA
• Concepts are viewed as dynamic entities which depend on context - “ words get their
meaning from use”
• Concept should be understood in the context of discipline [mouse –
veterinary/electronics]
• Concept depend on their significance, use and application
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19. RODGERS STEPS
• Identify the concept
• Identify the surrogate terms
• Select an appropriate sample/realm for data collection
• Collect data to identify attributes of the concept (interdisciplinary or socio-cultural
concept)
• Analyse the data regarding the characteristics of the concept
• Identify an exemplar of the concept
• Identify hypotheses and implications for further concept development
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20. PRESENTATION
• Abstract (problem, purpose/objective, methodology, results, conclusion/way forward)
• Introduction- - identify and give significance
• Methodology – method used, reasons for using the method. Steps in the method
• Results – literature used, attributes, antecedents, consequences
• Discussion – cases and analysis/implications, conclusion [so what/way forward]
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21. CONCLUSION
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22. REFERENCES
Rodgers, B.L., & Knafl, K.A. (1993). Concept Development in Nursing: Foundations,
Techniques and Applications. London: W.B. Saunders.
Ndaimani, A., Haruzivishe, C., Chitsike, I., & Stray-Pedersen, B. (2016). Retention in
elimination of mother-to-child transmis-sion of HIV [eMTCT] care: an evolutionary
concept analysis. Annals of British Medical Sciences, 2 (1): 3-7.