ENC Msc 5 Unit Research Concept framework.pptx

Prof.Dr.Chinna Chadayan.N
Ph.D (N).,
Professor,
Enam Nursing College – Savar,
UNIT-5
M.Sc(N)
Theoretical /
Conceptual Framework
1

Meaning of Theory
• A theory, as a general term, is a notion / belief
or an idea that explains experience, interprets
observation, describes relationships, and
projects outcomes.
2

Definition of Theory
 A theory is an imaginative grouping of
knowledge, ideas, and experience that are
represented symbolically and seek to
illuminate a given phenomenon.”
(Watson,1985, p. 1).
 Theory is a creative and rigorous
structuring of ideas that projects a
tentative, purposeful, and systematic view
of phenomena (Chinn & Kramer, 2004, p.
268). 3

Defining Terms
 Philosophy. These are beliefs and values that define a way of thinking and are generally known and
understood by a group or discipline.
 Phenomena. A fact or situation that is observed to exist or happen, especially one whose cause or
explanation is in question
 Theory. A belief, policy, or procedure proposed or followed as the basis of action. It refers to a logical
group of general propositions used as principles of explanation. Theories are also used to describe,
predict, or control phenomena.
 Concept. Concepts are often called the building blocks of theories. They are primarily the vehicles of
thought that involve images.
 Models. Models are representations of the interaction among and between the concepts showing patterns.
They present an overview of the theory’s thinking and may demonstrate how theory can be introduced
into practice.
 Conceptual framework. A conceptual framework is a group of related ideas, statements, or concepts. It
is often used interchangeably with the conceptual model and with grand theories. 4

 Proposition. Propositions are statements that describe the relationship between the
concepts.
 Domain. The domain is the perspective or territory of a profession or discipline.
 Process. Processes are organized steps, changes, or functions intended to bring about
the desired result.
 Paradigm. A paradigm refers to a pattern of shared understanding and assumptions
about reality and the world, worldview, or widely accepted value system.
 Metaparadigm. A metaparadigm is the most general statement of discipline and
functions as a framework in which the more restricted structures of conceptual models
develop. Much of the theoretical work in nursing focused on articulating relationships
among four major concepts: person, environment, health, and nursing.
5

Components of Nursing
Theories
COMPONENTS OF NURSING THEORIES
• For a theory to be a theory, it has to contain concepts, definitions, relational statements, and
assumptions that explain a phenomenon. It should also explain how these components relate to
each other.
PHENOMENON
• A term given to describe an idea or response about an event, a situation, a process, a group of
events, or a group of situations. Phenomena may be temporary or permanent. Nursing theories
focus on the phenomena of nursing.
CONCEPTS
• Interrelated concepts define a theory. Concepts are used to help describe or label a
phenomenon. They are words or phrases that identify, define, and establish structure and
boundaries for ideas generated about a particular phenomenon. Concepts may be abstract or
concrete.
1. Abstract Concepts. Defined as mentally constructed independently of a specific time or
place.
2. Concrete Concepts. Are directly experienced and related to a particular time or place.
6

DEFINITIONS
• Definitions are used to convey the general meaning of the concepts of the theory. Definitions
can be theoretical or operational.
1. Theoretical Definitions. Define a particular concept based on the theorist’s perspective.
2. Operational Definitions. States how concepts are measured.
RELATIONAL STATEMENTS
• Relational statements define the relationships between two or more concepts. They are the
chains that link concepts to one another.
ASSUMPTIONS
• Assumptions are accepted as truths and are based on values and beliefs. These statements
explain the nature of concepts, definitions, purpose, relationships, and structure of a theory. 7

• There are three major categories when classifying nursing theories based on their level of abstraction: grand theory,
middle-range theory, and practice-level theory.
Grand Nursing Theories
 Grand theories are abstract, broad in scope, and complex, therefore requiring further research for clarification.
 Grand nursing theories do not guide specific nursing interventions but rather provide a general framework and nursing ideas.
 Grand nursing theorists develop their works based on their own experiences and their time, explaining why there is so much
variation among theories.
 Address the nursing metaparadigm components of person, nursing, health, and environment.
Middle-Range Nursing Theories
 More limited in scope (compared to grand theories) and present concepts and propositions at a lower level of abstraction. They
address a specific phenomenon in nursing.
 Due to the difficulty of testing grand theories, nursing scholars proposed using this level of theory.
 Most middle-range theories are based on a grand theorist’s works, but they can be conceived from research, nursing practice, or
the theories of other disciplines. 9

• Practice-Level Nursing Theories
 Practice nursing theories are situation-specific theories that are narrow in scope and focuses
on a specific patient population at a specific time.
 Practice-level nursing theories provide frameworks for nursing interventions and suggest
outcomes or the effect of nursing practice.
 Theories developed at this level have a more direct effect on nursing practice than more
abstract theories.
 These theories are interrelated with concepts from middle-range theories or grand theories.
10

Four major concepts are frequently interrelated and fundamental to
nursing theory: person, environment, health, and nursing. These four
are collectively referred to as metaparadigm for nursing.
Person
• Person (also referred to as Client or Human Beings) is the recipient of nursing
care and may include individuals, patients, groups, families, and communities.
Environment
• Environment (or situation) is defined as the internal and external surroundings
that affect the client. It includes all positive or negative conditions that affect the
patient, the physical environment, such as families, friends, and significant others, and
the setting for where they go for their healthcare.
Health
• Health is defined as the degree of wellness or well-being that the client
experiences. It may have different meanings for each patient, the clinical setting, and
the health care provider.
Nursing
• The nurse’s attributes, characteristics, and actions provide care on behalf of or in
conjunction with the client. There are numerous definitions of nursing, though nursing
scholars may have difficulty agreeing on its exact definition. The ultimate goal of
nursing theories is to improve patient care.
12

Models and Frame works
In 1860, Florence Nightingale defined nursing in her “Environmental
Theory” as “the act of utilizing the patient’s environment to assist him in
his recovery.”
In the 1950s, there is a consensus among nursing scholars that nursing
needed to validate itself through the production of its own scientifically
tested body of knowledge.
In 1952, Hildegard Peplau introduced her Theory of Interpersonal
Relations that emphasizes the nurse-client relationship as the foundation
of nursing practice.
In 1955, Virginia Henderson conceptualized the nurse’s role as assisting
sick or healthy individuals to gain independence in meeting 14
fundamental needs. Thus her Nursing Need Theory was developed.
In 1960, Faye Abdellah published her work “Typology of 21 Nursing
Problems,” which shifted the focus of nursing from a disease-centered
approach to a patient-centered approach.
14

 In 1962, Ida Jean Orlando emphasized the
reciprocal relationship between patient and nurse
and viewed nursing’s professional function as
finding out and meeting the patient’s immediate
need for help.
 In 1968, Dorothy Johnson pioneered
the Behavioral System Model and upheld the
fostering of efficient and effective behavioral
functioning in the patient to prevent illness.
 In 1970, Martha Rogers viewed nursing as both a
science and an art as it provides a way to view the
unitary human being, who is integral with the
universe.
15

 In 1971, Dorothea Orem stated in her theory that nursing care is
required if the client is unable to fulfill biological, psychological,
developmental, or social needs.
 In 1971, Imogene King‘s Theory of Goal attainment stated that the
nurse is considered part of the patient’s environment and the nurse-
patient relationship is for meeting goals towards good health.
 In 1972, Betty Neuman, in her theory, states that many needs exist,
and each may disrupt client balance or stability. Stress reduction is the
goal of the system model of nursing practice.
 In 1979, Sr. Callista Roy viewed the individual as a set of interrelated
systems that maintain the balance between these various stimuli.
 In 1979, Jean Watson developed the philosophy of caring,
highlighted humanistic aspects of nursing as they intertwine with
scientific knowledge and nursing practice.
16

Florence Nightingale: Environmental Theory and Biography
 Founder of Modern Nursing and Pioneer of
the Environmental Theory.
 Defined Nursing as “the act of utilizing the environment of
the patient to assist him in his recovery.”
 Stated that nursing “ought to signify the proper use of
fresh air, light, warmth, cleanliness, quiet, and the proper
selection and administration of diet – all at the least
expense of vital power to the patient.”
 Identified five (5) environmental factors: fresh air, pure
water, efficient drainage, cleanliness or sanitation, and
light or direct sunlight.
17

Florence Nightingale: Environmental Theory and
Biography
18

Hildegard Peplau: Interpersonal
Relations Theory
 Pioneered the Theory of Interpersonal Relations
 Peplau’s theory defined Nursing as “An interpersonal
process of therapeutic interactions between an individual
who is sick or in need of health services and a nurse
specially educated to recognize, respond to the need for
help.”
 Her work is influenced by Henry Stack Sullivan, Percival
Symonds, Abraham Maslow, and Neal Elgar Miller.
 It helps nurses and healthcare providers develop more
therapeutic interventions in the clinical setting.
19

Hildegard Peplau: Interpersonal
Relations Theory
20

Virginia Henderson: Nursing
Need Theory
 Developed the Nursing Need Theory
 Focuses on the importance of increasing the patient’s
independence to hasten their progress in the hospital.
 Emphasizes the basic human needs and how nurses can
assist in meeting those needs.
 “The nurse is expected to carry out a physician’s
therapeutic plan, but individualized care is the result of
the nurse’s creativity in planning for care.”
21

Faye Glenn Abdellah: 21 Nursing
Problems Theory
 Developed the 21 Nursing Problems Theory
 “Nursing is based on an art and science that molds the
attitudes, intellectual competencies, and technical skills of
the individual nurse into the desire and ability to help
people, sick or well, cope with their health needs.”
 Changed the focus of nursing from disease-centered to
patient-centered and began to include families and
the elderly in nursing care.
 The nursing model is intended to guide care in hospital
institutions but can also be applied to community health
nursing, as well.
23

Faye Glenn Abdellah: 21 Nursing Problems
Theory
1. To maintain good hygiene and physical comfort.
2. To promote optimal activity: exercise, rest, sleep
3. To promote safety by preventing accidents, injuries, or other trauma and preventing the spread of infection.
4. To maintain good body mechanics and prevent and correct the deformity.
5. To facilitate the maintenance of a supply of oxygen to all body cells.
6. To facilitate the maintenance of nutrition for all body cells.
7. To facilitate the maintenance of elimination.
8. To facilitate the maintenance of fluid and electrolyte balance.
9. To recognize the physiologic responses of the body to disease conditions—pathologic, physiologic, and
compensatory.
10. To facilitate the maintenance of regulatory mechanisms and functions.
11. To facilitate the maintenance of sensory function.
12. To identify and accept positive and negative expressions, feelings, and reactions.
13. To identify and accept interrelatedness of emotions and organic illness.
14. To facilitate the maintenance of effective verbal and nonverbal communication.
15. To promote the development of productive interpersonal relationships.
16. To facilitate progress toward achievement and personal spiritual goals.
17. To create or maintain a therapeutic environment.
18. To facilitate awareness of self as an individual with varying physical, emotional, and developmental needs.
19. To accept the optimum possible goals in the light of limitations, physical and emotional.
20. To use community resources as an aid in resolving problems that arise from an illness. 24

Lydia Hall: Care, Cure, Core Theory
 Developed the Care, Cure, Core Theory is also known as
the “Three Cs of Lydia Hall.“
 Hall defined Nursing as the “participation in care, core and
cure aspects of patient care, where CARE is the sole function
of nurses, whereas the CORE and CURE are shared with other
members of the health team.”
 The major purpose of care is to achieve an interpersonal
relationship with the individual to facilitate the development
of the core.
 The “care” circle defines a professional nurse’s primary role,
such as providing bodily care for the patient. The “core” is the
patient receiving nursing care. The “cure” is the aspect of
nursing that involves the administration of medications and
treatments.
25

Lydia Hall: Care, Cure, Core Theory
26

Ida Jean Orlando: Nursing Process
Theory
 She developed the Nursing Process Theory.
 “Patients have their own meanings and interpretations of
situations, and therefore nurses must validate their inferences
and analyses with patients before drawing conclusions.”
 Allows nurses to formulate an effective nursing care plan that
can also be easily adapted when and if any complexity comes
up with the patient.
 According to her, persons become patients requiring nursing
care when they have needs for help that cannot be met
independently because of their physical limitations, negative
reactions to an environment, or experience that prevents
them from communicating their needs.
 The role of the nurse is to find out and meet the patient’s
immediate needs for help.
27

Ida Jean Orlando: Nursing Process Theory
28

Jean Watson: Theory of Human
Caring
 She pioneered the Philosophy and Theory
of Transpersonal Caring.
 “Nursing is concerned with promoting health, preventing
illness, caring for the sick, and restoring health.”
 Mainly concerns with how nurses care for their patients
and how that caring progresses into better plans to
promote health and wellness, prevent illness and restore
health.
 Focuses on health promotion, as well as the treatment of
diseases.
 Caring is central to nursing practice and promotes health
better than a simple medical cure.
29

Jean Watson: Theory of Human Caring
30

Martha Rogers: Theory of Unitary
Human Beings
 In Roger’s Theory of Human Beings, she defined Nursing
as “an art and science that is humanistic and
humanitarian.
 The Science of Unitary Human Beings contains two
dimensions: the science of nursing, which is the
knowledge specific to the field of nursing that comes from
scientific research; and the art of nursing, which involves
using nursing creatively to help better the lives of the
patient.
 A patient can’t be separated from his or her environment
when addressing health and treatment.
31

Martha Rogers: Theory of Unitary Human
Beings
32

Dorothea E. Orem: Self-Care Theory
 In her Self-Care Theory, she defined Nursing as “The act
of assisting others in the provision and management of
self-care to maintain or improve human functioning at the
home level of effectiveness.”
 Focuses on each individual’s ability to perform self-care.
 Composed of three interrelated theories: (1) the theory of
self-care, (2) the self-care deficit theory, and (3) the theory
of nursing systems, which is further classified into wholly
compensatory, partially compensatory, and supportive-
educative.
33

Dorothea E. Orem: Self-Care Theory
34

Imogene M. King: Theory of Goal
Attainment
 Conceptual System and Middle-Range Theory of Goal
Attainment
 “Nursing is a process of action, reaction and interaction by
which nurse and client share information about their
perception in a nursing situation” and “a process of human
interactions between nurse and client whereby each perceives
the other and the situation, and through communication,
they set goals, explore means, and agree on means to achieve
goals.”
 Focuses on this process to guide and direct nurses in the
nurse-patient relationship, going hand-in-hand with their
patients to meet good health goals.
 Explains that the nurse and patient go hand-in-hand in
communicating information, set goals together, and then take
actions to achieve those goals.
35

Imogene M. King: Theory of Goal Attainment
36

Betty Neuman: Neuman’s Systems
Model
 In Neuman’s System Model, she defined nursing as a
“unique profession in that is concerned with all of the
variables affecting an individual’s response to stress.”
 The focus is on the client as a system (which may be an
individual, family, group, or community) and on the
client’s responses to stressors.
 The client system includes five variables (physiological,
psychological, sociocultural, developmental, and spiritual).
It is conceptualized as an inner core (basic energy
resources) surrounded by concentric circles that include
lines of resistance, a normal defense line, and a flexible
line of defense.
38

Betty Neuman: Neuman’s Systems Model
39

Sister Callista Roy: Adaptation
Model of Nursing
 In Adaptation Model, Roy defined nursing as a “health
care profession that focuses on human life processes and
patterns and emphasizes the promotion of health for
individuals, families, groups, and society as a whole.”
 Views the individual as a set of interrelated systems that
strives to maintain a balance between various stimuli.
 Inspired the development of many middle-range nursing
theories and adaptation instruments.
40

Sister Callista Roy: Adaptation Model of Nursing
41

Dorothy E. Johnson: Behavioral
Systems Model
 The Behavioral System Model defined Nursing as “an
external regulatory force that acts to preserve the
organization and integrate the patients’ behaviors at an
optimum level under those conditions in which the behavior
constitutes a threat to the physical or social health or in
which illness is found.”
 Advocates to foster efficient and effective behavioral
functioning in the patient to prevent illness and stresses the
importance of research-based knowledge about the effect of
nursing care on patients.
 Describes the person as a behavioral system with seven
subsystems: the achievement, attachment-affiliative,
aggressive-protective, dependency, ingestive, eliminative, and
sexual subsystems.
42

Dorothy E. Johnson: Behavioral Systems
Model
43

Nola Pender: Health Promotion
Model
 Health Promotion Model
 Describes the interaction between the nurse and the
consumer while considering the role of the health
promotion environment.
 It focuses on three areas: individual characteristics and
experiences, behavior-specific cognitions and affect, and
behavioral outcomes.
 Describes the multidimensional nature of persons as they
interact within their environment to pursue health.
44

Nola Pender: Health Promotion Model
45

Kristen M. Swanson Theory of
Caring
 “Caring is a nurturing way of relating to a valued other
toward whom one feels a personal sense of commitment
and responsibility.”
 Defines nursing as informed caring for the well-being of
others.
 Offers a structure for improving up-to-date nursing
practice, education, and research while bringing the
discipline to its traditional values and caring-healing roots.
46

Kristen M. Swanson Theory of Caring
47

Application of conceptual
framework in Research
48

Problem 1
Majority of the person with alcohol use disorder had
started to drink during their undergraduate period.
Whether educating this age group will reduce number of
person with alcohol use disorders?
Step 1: State the problem
• Effectiveness of STP on knowledge and attitude regarding alcohol
use among under graduate students in selected colleges, Dhaka
49

Step 2: Define the
concept
• STP
• Knowledge
• Attitude
Step 3: Relational
statement
• STP improves Knowledge
• Knowledge positively modifies Attitude
50

Step 4 & 5: Review
literature
• General system theory
• Roy’s adaptation theory
• Orem’s self care theory
• Betty numen stress theory
• Health belief model
• Goal attainment theory
• Health promotion model etc
Step 6: Select
theory
• Health belief model
51

Individual perceptions
Feed back
Demographic variables
Perceived threat
Cues to action
Modifying
Factors
Perceived benefits of action:
Perceived barriers to action
Likelihood
Of Actions
Figure 1: Rosenstocks Health belief Model (1950)
52

Individual
perceptions
Students perceived
susceptibility to Alcohol
 Students knowledge
about Alcohol
 Students attitude
towards Alcohol
Perceived seriousness
Adverse effects of Alcohol
on body, mind, family,
social relationship and
academic performance.
Feed back
Demographic variables
Age, Gender, Income,
Education of parents etc
Perceived threat
Complications due
to Alcohol abuse
Cues to action
Exposure to mass media Advice from
others, Health Education
Modifying
Factors
Perceived benefits of action:
Good knowledge, right
attitude, towards Alcohol.
Preventing complications
Perceived barriers to action
Poor knowledge, negative
attitude
Likelihood
Of Actions
Figure 2: Conceptual Frame Work based on Rosenstocks Health belief Model (1950)
Link with theory
53

Relationship
among
Theory, Research
and
Practice
54

Theory
• is a product of knowledge
• is a group of concepts that describe a pattern of reality which
can be tested, changed, or used to guide a research
Research
• is a process of inquiry
• is a method used to gather data needed for the theory
Practice
• To do or perform (something) repeatedly in order to acquire or
polish a skill 55

Nursing Theory
• is a set of concepts, definitions, relationships, and assumptions or
propositions derived from nursing models or from other
disciplines and project a purposive, systematic view of
phenomena by designing specific inter-relationships among
concepts for the purposes of describing, explaining, predicting,
and/or prescribing
56

Nursing Research
• is a scientific process that validates and refines existing
knowledge and generates new knowledge that directly and
indirectly influences nursing practice
Nursing Practice
• is the actual provision of nursing care
57

• Nursing theory is used to predict patient responses to treatment and
overall improvement outcomes using observation and analysis throughout
the course of treatment. Theory approaches come in four general
categories: descriptive, explanatory, predictive and prescriptive.
• Descriptive frameworks rely on concrete variables to analyze and predict
treatment progress and outcome.
• Explanatory frameworks focus on how a patient's physical, emotional and
environmental characteristics relate to an assigned course of treatment.
• Predictive theories are based on expected treatment outcomes based on a
patient's existing condition.
• Prescriptive theories emphasize the therapeutic impact of the nurse-
patient relationship and how it affect the treatment outcomes. 59

• First, theory is often based on observations that are taken from
practice. Then it will be tested in clinical practice by clinical
research.
• The research process can validate the theory, cause it to be
modified, or invalidate it. The more research that is conducted
about a theory, the more useful the theory is to practice.
• Practice is based on the theories of the discipline that are validated
through research. Theory guides the research process, forms the
research questions, aids in design, analysis and interpretation.
60

• Second, decisions made in practice are often determined by drawing
on nursing theories.
• In some cases, the relationship between nursing theory and nursing
practice is that of a theory being used as a tool in practice.
61

• For example, if a patient with a certain condition or illness is taken
under a nurse's care, the nurse may look to nursing theory to figure
out which pharmaceuticals to describe, which reactions to expect,
and even how to speak to the patient.
• A nurse can have faith that a nursing theory is accurate because it is
probably based on years of observation.
62

• The relationship between nursing theory and nursing practice can
also work the other way.
• As nurses work with different kinds of patients who may be
experiencing new conditions or displaying unfamiliar behaviors,
new nursing theory can be produced, and existing nursing theory
can change.
• Many experts believe that a theory can only be successful if it
accurately describes real life situations with consistency.
•
63

• Nursing theory is also often used to explain nursing practice.
• In this sense, the relationship between nursing theory and nursing
practice is most visible in the context of nursing education.
• Students learning nursing procedures consult theory to better
understand why certain practices are performed.
64

• Systematization of nursing practice is another key component of the
relationship between theory and practice.
• When research determines the optimal care protocols for a particular
condition, it is important that nurses provide that same care to care
when dealing with all patients suffering from the condition.
• A theory can act as a guide for nurses so that they can know which
treatments already have been provided and which steps should come
next.
65

• Theory also can be helpful in predicting the behaviors and reactions of
patients. In nursing practice, a professional can predict how patients from
different age groups and with different conditions might behave according
to established nursing theories.
• This function of theory also can allow nurses to determine which kinds of
preventative measures they should take prior to treating a patient so as to
avoid accidents and miscalculations.
66

USING THEORIES
Silvia 1986 identified three different ways in
which nursing theories can be incorporated
in nursing research:
⦿ First manner was minimal use of theory; in
this the theory is explicitly identified as a
research framework but minimally integrated
into the study.
67

USING THEORIES
⦿ Second approach was, concepts from theories
were used to organize the research usually for
the descriptive rather than the theory testing
purpose.
⦿ Third way was adequate use of model for
theory testing, characterized by explicit
indication of model use along with a study
purpose for determining the model’s validity
68

TESTING THEORIES
⦿ Theory testing is done through deductive
reasoning approach, where researcher
proceeds from general (theory) to more specific
(empirical findings).
⦿ The researcher deduces / traces implications
and develops research hypotheses.
⦿ The hypotheses are then subjected to
empirical testing through systematic
research. 69

TESTING THEORIES
⦿ Comparisons’ between the observed outcome
of research and the predicted relationships of
hypotheses are the major focus of testing
process.
⦿ The testing process continues until pieces of
evidences cannot be interpreted within the
context of the theory.
70

PURPOSES OF TESTING
THEORIES
⦿ To devise logically adequate deductions from
theories.
⦿ To develop a research design that reduces the
credibility of alternative explanations of observed
relationship.
⦿ To select the methods that assess the theory’s
validity under maximally heterogeneous situations,
so that potentially competing theories can be ruled
out. 71

DEFINITION
⦿ A written or visual presentation that explains
either graphically, or by narration, the main
things to be studied, the key factors,
concepts or variables and the presumed
relationship among them”.
- (Miles and Huberman, 1994)
73

PREREQUISITES
⦿Knowledge of theories
⦿ Findings of the previous similar research
studies and related field experience
⦿ Skills of creativity in identifying and
establishing the relationship among two or
more study concepts
74

PREREQUISITES
⦿ Power of observation, understanding the
problem, imagination and conceptualizing
about abstract ideas
⦿ Ability to link the ideas with a logical scheme
to generalize facts
⦿Ability of inductive reasoning
75

HOW TO DEVELOP A
CONCEPTUAL FRAMEWORK
⚫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. 76

SOURCES OF CONCEPTS
•The pieces of the conceptual framework
are borrowed but the researcher provides
the structure.Concepts may be borrowed
from:-
⚫existing theories
⚫previous research models
⚫personal real life experiences
⚫findings of the previous study
⚫concepts of the several theories and models
77

THEORETICAL FRAMEWORK
VS
78

THEORITICAL FRAMEWORK CONCEPTUAL FRAMEWORK
A theoretical framework
provides a broad explanation
of relationships that exists
between concepts
A conceptual framework is
not as well developed as is a
theoretical framework
A theoretical framework is
based on ONE theory
When no existing theory fits
the concepts that the
researcher wishes to study,
the researcher may construct
a conceptual framework
The concepts of the study
relate back to the theory.
can be used to describe
and begin to explain the
relationships of the
concepts
Theoretical frameworks start
out as a conceptual framework
and with much research;
develop into a research-based
theoretical framework
79

STEPS OF DEVELOPING
IDENTIFY
GENERAL
CONCEPTS
GATHERING
RELEVANT
INFORMATION
FORMULATE
GENERAL
SCHEME
DEVELOP A
LOGICAL
CONSTRUCT
EVALUATION
AND
REVISION
80

SPECIFIC FORMS OF
⦿flow charts
⦿tree diagrams
⦿ shape based diagrams – triangles,
concentric circles, overlapping circles
⦿ mind maps
81

QUANTITATIVE RESEARCH FLOWCHART
83
Statement of the Problem
Hypothesis
Research Design
Selecting Respondents
Collecting Data
Data Processing
Data Analysis
Findings & Interpretation
Publishing Results

UTILITY
1. Defining the research problem
2. Establishing theoretical coherence
3. Organising research design and
implementation
4. Framing conceptual conclusions
93

5.Conceptual frameworks provide researchers with:
⦿ 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.
94

LIMITATIONS
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 95

Critique: Theoretical/Conceptual
Framework:
•  Check if conceptual framework described?
•  If not, does it detract from the research?
•  Are the concepts to be studied identified and
defined?
•  Are measures for each of the concepts identified
and described?
•  Does the research problem flow naturally from
the conceptual framework?
96

ENC Msc 5 Unit Research Concept framework.pptx

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ENC Msc 5 Unit Research Concept framework.pptx