This document discusses the development of a conceptual framework for research. It begins with an outline of key topics to be covered, including the differences between theories, models, frameworks and conceptual models. It then provides examples of different types of theories and how conceptual frameworks fit within the research process. The document discusses how to develop a conceptual framework, including identifying concepts and relationships. It provides examples of different forms a conceptual framework can take, such as flow charts, diagrams and mind maps. Finally, it includes examples of conceptual frameworks developed for specific studies.

1. Thinking of trip
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2. Dinsha Patel College of Nursing, Nadiad7/23/2020
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3. The structure of the presentation
 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. 7/23/2020
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4. Introduction
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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5. key terms
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 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.

6. key terms
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 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

7. Theory
 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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8. “Traditional” Types of Theories
 “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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9. Conceptual Models/ Frameworks: An example
Agent
Environment
Host
Chain of Infection
Proposed relationships depicting 3 necessary concepts
for chain of infection
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10. Definition
 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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11. Where does the conceptual framework fit in -
quantitative?
 Research problem:
 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.
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.
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12. 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.7/23/2020
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13. Purposes:
 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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14. Purposes:
 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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15. Conceptual model of nursing used
by nurse researcher
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Sr.N
o.
Name of
Theorist
Name of model /theory
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

16. Theoretical Framework (Example)
Self care
Self care
agency
Self care
demands
Deficit
Nursing
agency
ConditioningfactorsConditioningfactors
Conditioningfactors
A conceptual Framework for nursing
R
R
R
R
R

17. Health belief model
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18. Health Promotion Model
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19. CONCEPTUAL FRAMEWORK
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20. How should a theoretical framework
formulated?
 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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21. Concept
 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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22. Conceptual framework
 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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23. Conceptual framework
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 Conceptual framework are constructed by
using researcher’s own experiences,
previous research finding and concepts of
several theories and models

24. DEVELOPING CONCEPTUAL
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 variables.7/23/2020
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25. What inputs go into developing a conceptual
framework?
 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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26. Types of conceptual framework
 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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27. 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.
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28. 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. IMPLEMENTATION3. 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
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29. 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
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30. A ‘triangle’ of needs
Self actualisation
Esteem
Affiliation
Security
Physiological
Maslow 1954
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31. 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
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32. Problem
Statement
Theoretical/Conceptual Model
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33. Community Partners
- Suquamish Tribe
- Port Gamble Tribe
- Tribal Councils
- Tribal Communities
- Advisory Councils
- Suquamish
Cultural Co-Op
- PGST ATOD
Prevention
Committee
- Elders Councils
- Youth Councils
- Wellness Programs
- Tribal Cultural
Programs
- Tribal Educational
Programs
- Tribal mentors
- Community
Volunteers
- In-kind support from
Tribes
- Space for staff and
for
conducting
interventions
-Developing research
infrastructure
University Partners
- ADAI
- ABRC
- IWRI
- ADAI, Suquamish,
& PGST research
teams
- Expertise in ATOD,
CBPR, & TPR
- Grant support for
program
development,
implementation, &
evaluation
- Computer &
communications
infrastructure
-Research
infrastructure
Community Development
- Community Advisory Council
(CAC) meetings
- Presentations to Tribal
Councils
- Regular Community Meetings
- Conduct Community
Readiness
assessments in both
communities
- Conduct needs & resources
assessment in PGST
community
- Regular cross-training
sessions
Tribal
Communities
and Academic
Researchers
Curriculum Adaptation
- Refine HOC curriculum
- Refine assessment instrument
- Adapt curriculum for PGST
- Prepare curriculum materials
Participating
Tribal Youth
- Increased community
awareness of ATOD
issues
- Increased community
readiness to implement
ATOD prevention
programs
- Community acceptance
of culturally tailored
substance abuse
prevention interventions
- Increased cultural
competence among
researchers
INPUTS/
RESOURCES
OUTPUTS
Activities Target
OUTCOMES
Short-term Medium-term Long-term
Curriculum Delivery
- Train curriculum/group
facilitators
- Arrange community speakers
- Arrange logistics
- Recruit participants
- Deliver intervention
Evaluation
- Assess participants at baseline,
6- & 12-month follow-ups
- Focus groups with constituents
at project end
- Repeat Community Readiness
assessments in both
communities in Years 1 & 5
- Ongoing assessment of
collaborative relationships
- Increased participation
in ATOD-free activities
- Increased participation
in tribal cultural events
by youth
- Involvement of youth in
positive peer/social
networks
- Shift in attitude toward
cultural identity
- Increased identification
with tribal culture &
community
- Increased knowledge of:
- Tribal history
- Rules of the Canoe
- Increased youth
awareness of alcohol
& drug issues
- New or increased
skills for youth to refuse
alcohol & drug use
- Increased accurate
information about
alcohol & drugs
- Increased self-efficacy
- Accurate & reliable
assessment of changes
in communities,
participants &
collaborative
relationships
- Continued refinement of
assessment methods
to assure cultural
appropriateness
Participating
Tribal Youth
and Tribal
Communities
- Development of more
ATOD-free social
activities for youth in
community
- Development of Elder-
youth mentoring
programs
- Increased
communication between
Elders and youth
- Increased acceptance of
research & partnership
by tribal communities
- Increased use of CBPR
by tribal communities to
establish culturally
tailored
“evidence-based
practices” based on
“practice-based
evidence”
- Integration of HOC &
culturally tailored ATOD
prevention programs
into Suquamish &
PGST communities
- Increase in community-
level protective factors
- Designation of such
programs as “evidence-
based” to increase
likelihood of continued
funding & sustainability
in the communities
- Dissemination of HOC
curriculum, assessment
battery, and guidelines
for community
adaptation to
other tribal communities
- Reduced substance
use/abuse among tribal
youth in Suquamish and
PGST communities
- “Healthier” tribal
communities as defined
by Suquamish & PGST- Accumulation of
empirical support for
HOC intervention as
“evidence-based”
- Evidence for
effectiveness of
collaborative partnership
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34.  Conflict Resolution/Problem
Solving Workshop with Elders
 Actual Involvement in
Community Cultural Activities
 Actual Involvement in
Individual Cultural Activities
Goal Setting Workshop with
Elders
 Coping/Resilience Workshop
with Elders
 Jeopardy Game to Increase
Knowledge of Substances/Risks
 Knowing and Telling one’s
own Story
 Cultural Mentoring
 Health and Nutrition
Workshop and Physical
Exercises/Canoe Pulling
 Spiritual Enhancement
Workshop with Elders
 Honoring Ceremony
Native/Community Pride,
Respect, Involvement, &
Knowledge, Identity
Self-esteem/Self-efficacy
and Belief in the Future
Goal Setting & Attainment
Social/Community
Support
Communication Skills
Conflict Resolution and
Problem Solving Skills
Exercise & Good Nutrition
Spiritual Fulfillment
Accurate Risk Perception
regarding Substance Use
Increased Healthy
Behaviors ( less sub use)
Coping Skills
Cultural Identity and
Participation Scale
Questions about Goals
Measure of Self-esteem
or Self-efficacy?
Coping Scale or
questions
Test questions regarding
Substance Use (& Other
Risky Behaviors?)
Social/Community
Support Scale or questions
Not assessed? unsure
Some questions about
Exercise and Diet
Not assessed
Some questions about
Bonding with Family?
Family Bonding ?
Other Prosocial Outcomes?
Grades, Job Status, and
Volunteerism Questions?
Use Frequency Questions
Treatment Component Promotes Protective Factor or
Outcome
Assessed Via Measure
Treatment Component Promotes
Protective Factor
or Outcome Assessed Via
The Healing of the Canoe: A Model of Treatment Components, Protective Factors, and Outcome Measures
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36. Why are conceptual frameworks useful?
 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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37. What are the limitations of a conceptual
framework?
 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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38.  Inappropriate framework
 Disconnected framework
 Multiple frameworks
 Unidentified framework
Problems with Frameworks
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39. Critiquing Criteria For Theories, Conceptual
Models & Frameworks
 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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44. CONCLUSION
Theories and conceptual frameworks provide
direction and guidance for structuring
professional nursing practice, education and
research

45. 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.

46. THANK YOU