research conceps

2. BASIC TERMINOLOGIES
CONCEPT:
 A concept is an idea or complex mental image of a
phenomenon (Ann Marriner &Alligood).
Ex – Anxiety or stress or pain etc
 Concepts are the building blocks of theories and
conceptual models.
 Concepts that have very general meaning are called as
Constructs.

3. ABSTRACT CONCEPTS:
Abstract concepts are independent of time or place
and they are indirectly observable . E.g.. Hope.
CONCRETE CONCEPTS:
Concrete concepts are specific to time and place and
are observable. E.g.. A person’s features such as eye
color, height, or weight.

4. INDUCTIVE REASONING:
A form of reasoning that is loosely described as
moving from specific to the general.
DEDUCTIVE REASONING:
A form of reasoning that is loosely described as
progressing from general to specific .

5. RETRODUCTIVE REASONING:
A type of reasoning which combines induction and
deduction to originate ideas
PROPOSITIONS:
Propositions are statements that specify the proposed
relationship of the concepts.
The linking words are used to join two or more
concepts, thereby forming propositions.

6. Example-

7. THEORY:
A set of interrelated concepts, definitions and
Propositions that present a systematic view of
phenomenon.
Conceptual Framework
 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)

8. FRAME WORK
Frame work is the overall conceptual underpinnings
of the study. Not every study is based on a conceptual
model or a theory, but every study has a frame work.
A frame work that has its root in theory are called
Theoretical framework.
A frame work that has its root in conceptual model
are called as conceptual framework .But both the
terms used interchangeably

10. Where the conceptual framework
appears in the research

11. Where does the conceptual framework fit?
 Preparing a conceptual framework can be likened to planning a holiday.
 The purpose of the pre-planning of the holiday is to:
– Know how to get to, and return from, your holiday destination.
– Know what to do when you are at the destination.
– To be better prepared, and able to make the most of your holiday,
because you can be guided by your previous experiences and by any
information provided by others.
 But is this pre-planning metaphor applicable to both quantitative and
qualitative research in terms of the conceptual framework and the
research process?

12. Where does the conceptual framework fit in -
quantitative?
 Research problem:
 Paradigm:
 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.
The philosophical assumptions about the
nature of the world and how we understand
it - positivism.
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.

13. 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.

14. Qualitative research - the position of the conceptual
framework
 Normally qualitative work is described as starting from an inductive
position, seeking to build up theory, with the conceptual framework
being ‘emergent’, because existing literature/theories might mislead.
 However some researchers note that-
– Researchers generally have some idea of what will feature in the study,
a tentative rudimentary conceptual framework, and it is better to have
some idea of what you are looking for/at even if that idea changes over
time. This is particularly true for inexperienced and/or time
constrained researchers.

15. Inputs needed for developing conceptual
frameworks
 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.

16. How might a conceptual framework be
developed?
 The pieces of the conceptual framework are borrowed but the
researcher provides the structure. To develop the structure you could:
– Identify the key words used in the subject area of your study.
– Draw out the key things within something you have already written
about the subject area – literature review.
– Take one key concept, idea or term at a time and brainstorm all the
other things that might be related and then go back and select those
that seem most relevant.

17. 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.
– Soft systems.

18. A ‘flow chart’ of innovation decision making
PRIOR CONDITIONS
1. Previous practice
2. Felt needs/problems
3. Innovativeness
4. 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
1. Relative advantage
2. Compatibility
3. Complexity
4. Trialability
5. Observability
Observations of the
decision making unit
1. Socio-economic
characteristics
2. Personality
variables
3. Communication
behaviour
5. CONFIRMATION
Rogers 2003

19. A ‘tree chart’ of changing consumer behaviour
Customers
Changing
customers
Experience Values Lifestyles Demographics
Product
expectations
Quality Price Purchasing Information
Physical Service
Ease Flexibility
Range
Individuality
Health
Age
composition
Security
Loss of
loyalty
Value Image
Priorities
Expectations
Knowledge Access
Currency
Variety

20. A ‘triangle’ of needs
Self actualisation
Esteem
Affiliation
Security
Physiological
Maslow 1954

21. A mind map of cruise travel and impacts
Travel
Types of
tourists/
travellers
Types of
tourism
Are cruisers
tourists or not?
SOCIAL CONTINGENCY
THEORY
Who gets to go?
Hegemony class
Individual not part of mass
POST STRUCTURALISM
Foucault - freedom and control
Knowledge - powers
POST MODERNISM
Baudsilard - Hypes reality
Goffman - frontstage/
Backstage authenticity
Culture/
places
People
Environment
Cruiser impacts
Advantages Disadvantages
Why not
mass tourism
What type of impact
and
what type of tourist?
Jennings 2001

22. Soft systems framework of tourism business
activity
Process
Content
Output
Outcome
Institutional
Environment
Business
Environment
Behaviour Motivation
1
6
7
2 3
4 5

23. MAJOR CONCEPTS IN NURSING
 Human beings
 Environment
 Health
 Nursing
The various conceptual models define these concepts
differently, link them in diverse ways and give different
emphases to relationships among them.

24. COMMONALITIES BETWEEN THEORETICAL
FRAME WORKS AND CONCEPTUAL FRAMEWORK
 Both uses concepts as building blocks
 Both Requires conceptual definitions of key concepts
 Both can be depicted in a schematic model
 Both are created by humans
 Both are developed inductively
 Both cannot be proven
 Both can be used to generate hypotheses
 Both can serve as a stimulus to research

25.  Often used interchangeably but they differ in
their levels of abstraction.
 In a conceptual model the interrelated
phenomena are more loosely structured and less
formal attempt is made to explain phenomena
than theories.
 Conceptual model do not have formal
propositions about relationships among
phenomena
DIFFERENCE BETWEEN CONCEPTUAL
MODEL&THEORY

26.  All theories are models .But all models are not
theories
 A conceptual model is more abstract and less specific
than theories but can provide direction to the study
 A theory in contrast deals with one or more specific,
concrete concepts and propositions
 A theory goes one step beyond a conceptual model

27. ORIGIN OF CONCEPTUAL MODELS
 Theories and conceptual models are not
discovered
 They are created and invented.
 Theories or conceptual model can be
constructed by anyone who is insightful, has a
firm grounding in existing evidence and has
ability to knit together observations and
evidence into an intelligence pattern.

28. TENTATIVE NATURE OF CONCEPTUAL
MODELS
 Theories and conceptual models are never considered
as final .
 Though they are invented by humans, they are not
totally free from human values and ideas which can
change over time.
 There always remains the possibility that a theory or
a conceptual model will be modified and discarded .

29. PURPOSES OF CONCEPTUAL MODELS
 To make research findings meaningful and
generalizable
 To assist individuals in organizing their thinking in
order to select a focus of the study and in
interpreting findings.
 To provide base for predicting the occurrence of
phenomena

30.  To link findings into a coherent structure that
makes the body of knowledge more accessible and
useful.
 Guide a researchers understanding of not only the
what of natural phenomena but also the why of
their occurrence.
 To stimulate research and the extension of the
knowledge by providing both direction and impetus

31. STEPS FOR DEVELOPING CONCEPTUAL
FRAME WORKS
1. Selecting and defining the concepts
2. Developing statements relating the concepts
3.Arrange the statements in hierarchical
fashion.

32. 4. Constructing a conceptual map based on the following
information
 A clear problem and purpose statement
 The concepts of interest, including conceptual definitions
 Results of an integrative review of the theoretical and empirical
literature
 Relational statements linking the concepts
 Identification and analysis of existing theories that address the
relationship of interest
 Identification of existing model congruent with the developing
framework
 Linking of proposed relationships with hypothesis questions or
objectives

33. Major conceptual models in Nursing
(Pollit &Beck)
Imogene King (Open Systems Model)
Key points:
Personal systems, interpersonal systems and
social systems are dynamic and interacting,
within which transactions occur.

34. Madeline Leininge (Theory of culture care
diversity and universality)
Key points:
Caring is a universal phenomenon but varies
tran culturally.

35. Myra Levine (Conservation Model)
Key points:
Conservation of integrity contributes to maintenance
of a person’s wholeness.
Betty Neuman (Health care systems Model)
Key points:
Each person is a complete system; the goal of nursing
is to assist in maintaining client system stability.

36. Margaret Newman (Health as expanding
consciousness)
Key points:
Health is viewed as an expansion of consciousness with
health and disease parts of the same whole; health is
seen in an evolving pattern of the whole in time, space
and movement.

37. Dorothea Orem (Self care model)
Key points:
Self care activities are what people do on their own
behalf to maintain health and well-being; the goal
of nursing is to help people to meet their own
therapeutic self care demands

38. Rosemarie Rizzo parse (Theory of human becoming)
Key points
Health and meaning are co- created by indivisible
humans and their environment; nursing involves
having clients share views about meanings .

39. Martha E. Rogers (Science of Unitary Human beings)
Key points:
The individual is a unified whole in constant
interaction with the environment ;nursing helps
individual to achieve maximum well-being within their
potential

40. Callista Roy (Adaptation model)
Key points:
Humans are adaptive system that copes with change
through adaptation; nursing helps to promote client
adaptation during health and illness.

41. Jean Watson (Theory of caring)
Key points:
Caring is the moral ideal, and entails mind –body-
soul engagement with one another.

42. OTHER MODELS USED BY NURSE RESEARCHERS
 Health belief Model (Becker,1978)
 Theory of Stress and Coping. (Folkman
&Lazarus)
 Social Cognitive Theory (Bandura)

43. IMPLICATIONS OF CONCEPTUAL FRAME WORKS IN
NURSING
Research:
 It guides all phases of the research process
 contributes to the development of the discipline’s
body of knowledge.
Practice:
 It helps to determine the individuals’ role as well as
nurse’s role in attaining, maintaining and promoting
health.

44. Education:
 It guides curriculum development
 Determines philosophy, programme objectives,
course objectives, content, types of clinical
experience offered, and teaching methodologies,
role of teacher, student and environment.
Administration:
 It guides Administrative activities
 Explain the role client and other health care
providers.
 Helps to determine the role of Institutions and
preferred ways to achieve goals

45. CONCLUSION
 Conceptual models of nursing give meaning and
direction to nursing research.
 It depends not only on facts and observable evidence,
but also on the originator’s ingenuity in pulling facts
together and making sense of them.

46. Thank You