Chapter 05

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Chapter 5Chapter 5
Theory Analysis and EvaluationTheory Analysis and Evaluation

Theory Evaluation
• The process of systematically examining a theory
• Criteria vary but generally include examination of:
– Origins
– Meaning
– Logical adequacy
– Usefulness
– Generalizability
– Testability

Theory Evaluation—(cont.)
• Purposes of theory evaluation
– To identify a theory’s usefulness in guiding
• Practice
• Research
• Education
• Administration
– Gives insight into relationships among concepts
– Allows the reviewer to identify strengths and
weakness of the theory

Question
Tell whether the following statement is true or false:
The purpose of theory evaluation is to generate new
information from the theory.

Answer
False
Rationale: The purpose of theory evaluation is not to
generate new knowledge but to examine the theory
origins and the relationships of the concepts in the
theory.

Historical Views on Theory Evaluation
• Processes for theory evaluation first published in the
1960s with the work of Rosemary Ellis.
• Others followed in the 1970s, 1980s, and 1990s.
• Began with a perceived need to evaluate the new grand
theories
• Recently, emphasis on evaluation has moved to include
middle range theories.

Question
In what decade did nursing scholars first publish theory
evaluation methods?
A.1930s
B.1940s
C.1950s
D.1960s

Answer
D. 1960s
Rationale: Nursing scholars first published models and
methods for nursing theory evaluation in the 1960s.

Theory Evaluation—Three Phases
• Theory description
• Theory analysis
• Theory evaluation

Theory Evaluation—Three Phases—(cont.)
• Theory description—initial step; works of the theorist are
reviewed to understand the theory’s:
– Structural components (assumptions, concepts,
propositions)
– Functional components (how linkages are made and
used to describe, explain, predict, or prescribe)
• Theory analysis

• Theory analysis—second step of evaluation
– Process of nonjudgmentally examining the content,
structure, and function of the theory
– Goal is to understand the theory.
– Helps determine if the theory has potential for use in
practice, research, education, or administration

• Theory analysis
• Theory evaluation—final step of the process
– Assesses the theory’s potential contribution
– Determines how well a theory serves its purpose
(describe, explain, etc.)
– Decision or action regarding use of the theory

Theory Evaluation Methods
• Ellis (1968)—focused on characteristics of significant
theories (e.g., scope, complexity, testability, usefulness)
• Hardy (1974)—detailed description of criteria for theory
evaluation (e.g., meaning, empirical adequacy,
testability, contribution)

Theory Evaluation Methods—(cont.)
• Duffey and Muhlenkamp (1974)—first two-phase
approach (theory analysis and theory evaluation)
• Barnum (1979, 1998, 2005)—differentiates internal
criticism (how theory components fit with each other)
and external criticism (how theory relates to the world)

• Fawcett (1980, 2000)—two-phase approach
– Analysis (nonjudgmental, detailed examination)
– Evaluation (requires judgments about practical
application)
• Walker and Avant (1983, 2005)—Theory analysis is a
multistep process (origins, meaning, logical adequacy,
usefulness, generalizability, testability).

• Whall (1989, 2005)
– Provides different criteria based on level of the
theory (grand, middle range, and practice theories)
– Examines basic considerations, internal
analysis/evaluation, and external analysis/evaluation
• Dudley-Brown (1997)—examined several issues
(accuracy, consistency, fruitfulness,
simplicity/complexity, scope, acceptability, and
sociocultural utility)

Question
Who among the following nurse scholars was the only one
to outline three separate criteria for analysis and
evaluation for the three levels of nursing theory?
A.Whall
B.Chinn
C.Fawcett
D.Kuhn

Answer
A. Whall
Rationale: Whall was the only nursing scholar to outline
three different levels of evaluation for the three levels of
nursing theory.

Summary of Evaluation Methods
• Most common criteria for evaluation
– Complexity/simplicity
– Scope/generality
– Conceptual definitions
– Consistency
– Contribution
– Usefulness
– Testability

Synthesized Method for Theory Evaluation
– What is the purpose (describe, explain, etc.)?
– What is the scope/level (grand, middle range)?
– What are the origins of the theory?
– What are the major concepts?
– What are the propositions?
– What are the major assumptions?
– Is the context for use described?

Synthesized Method for Theory Evaluation—
(cont.)
• Theory analysis
– Are concepts theoretically and operationally
defined?
– Are statements theoretically and operationally
defined?
– Are linkages explicit?
– Is the theory logically organized?
– Is there a model or diagram? Is it helpful?
– Are components used consistently?
– Are outcomes or consequences stated or
predicted?

Synthesized Method for Theory Evaluation—
(cont.)
– Is the theory congruent with current standards?
– Is the theory congruent with nursing
interventions?
– Has the theory been tested in research? Is it
supported?

Synthesized Method for Theory Evaluation
—(cont.)
• Theory evaluation—(cont.)
– Is there evidence the theory has been used in
research, education, or administration?
– Is the theory socially relevant?
– Is the theory relevant cross-culturally?
– Does the theory contribute to nursing?

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