This slide will teach you on how to properly analyze a theory

1. Theory Analysis
Marie Gretzen D. Suabayco RN, MN
Humbert Simon A. Dumagat RN, MAN

2. Objectives
At the end of the 30-minute presentation, the PhD
students will be able to:
1.Discuss the different steps of theory analysis.
2.Determine the advantages and limitations of theory
analysis.
3.Criticize a theory using the different steps in theory
analysis.

3.  DEFINITION OF TERMS: (Walker and Avant, 2005)
 ABSTRACT CONCEPTS are concepts not limited by time or space
and may not be directly measurable.
 CONCRETE CONCEPTS are concepts directly measurable and
are restricted by time and space.
 PRIMITIVE CONCEPTS are concepts that derive their meanings
from common experience in the discipline and can only be defined
by using examples.
 EMPIRICAL DATA: any information acquired through
experimentation and observation

4.  DEFINITION OF TERMS:
 DESCRIPTIVE DEFINITION simply lists or describes the
attributes of a concept
 OPERATIONAL DEFINITION is used to define something in
terms of a process or set of validation tests needed to
determine its existence, duration and quantity.
 THEORETICAL DEFINITION defines a concept using
theoretical terms.

5.  Theory - constructed to express a unique, unifying idea
about a phenomenon that answers previously unanswered
questions and provides insights into the nature of the
phenomenon.
- attempts to establish a parsimonious precise
example of the real world as it is experienced.

6. -defined as a set of interrelated statements about a
phenomenon which are useful for:
 DESCRIPTION
EXPLANATION

7.  PREDICTION
PRESCRIPTION
CONTROL

8. A theory purporting to describe, explain or predict
something should provide a reader with a clear
idea of what the phenomenon is and does, what
events affect it, and how it affects other
phenomena.

9. THEORY ANALYSIS
is the systematic and objective examination of the theory for meaning,
logical adequacy, usefulness, generalizability, parsimony and testability
that may lead to insights and formulations previously undiscovered.
In theory analysis, as in all analysis strategies, the theory is broken down into
parts and each part is examined individually as it relates to each other.

10.  PURPOSE AND USES
allows examination of both the strengths and weaknesses of a theory.
determines the need for additional development or refinement of the original
theory.
Provides a systematic, objective way of examining a theory that may lead to
insights and formulations previously undiscovered. This then adds to the body of
knowledge in the nursing discipline.
Offers one way of determining “what” needs to be put to the test and often
suggests “how” it can be done.
In theory analysis, as in all analysis strategies, the theory is broken down into
parts and each part is examined individually as it relates to each other.

11. ANALYSIS
aims for an understanding of
the theory
puts aside one’s own values
and biases
EVALUATION
aims for a decision and/or action
considers one’s own values and biases as
important to the outcome.

12. Theory Analysis
ORIGINS
MEANING
LOGICAL ADEQUACY
USEFULNESS
GENERALIZABILITY and
PARSIMONY
TESTABILITY

13. ORIGINS
Refer to the initial development
MEANING
Has to do with the theory’s concepts and how they relate to each other.
LOGICAL ADEQUACY
Denotes the logical structure of the concepts and statements independent
of their meaning.
USEFULNESS
Concerns on how practical and helpful the theory is to the discipline in
providing a sense of understanding or predictable outcomes.

14. GENERALIZABILITY
Explains the extent to which generalizations can be made from
the theory.
PARSIMONY
Refers to how simply and briefly a theory can be stated while
being complete in its explanation of the phenomenon in question.
TESTABILITY
Has to do with whether the theory can be supported by empirical
data.

15. ORIGINS
The analyst determines what prompted the initial
development of the theory, how it was put together and the
purpose for which it was developed.
Can be developed deductively or inductively.
It begins by reading the theory carefully, identifying the
major ideas or concepts, isolating the relational statements
and identifying any underlying assumptions on which the
theory is built.

16. MEANING
Refers to the semantics of the theory.
An analyst examines the language used in the theory by looking at the
concepts and statements within it.
STEPS:
Identify concepts
Look for the major ideas in the theory. All relevant terms that reflect
those ideas should be clearly stated and defined. Best approach is to
read with a pencil and paper at hand and as new terms appear, write them
down with their definitions, if given. Determine whether each concept is
primitive, concrete, or abstract.

17. Examine Definitions and Use
There are four possible options in regard to definitions: theoretical
definition, an operational, descriptive and no definition.
The major concern in considering the way in which the concepts are
used is with consistency of use, that is, whether or not the theorist uses
the concepts consistently, as they are defined all throughout the theory.
Identify Statements
Once the major concepts and definitions in the theory have been
identified and examined, the analyst then concentrates specifically on
relational statements by carefully seeing to it if association between any of
the concepts are mentioned.

18. Examine Relationships
The analyst determines the types of relationships
specified (whether causal, associational or linearity),what
boundaries are present, whether the statements are used
consistently and assesses the empirical support for the
statements.

19. Supporting evidence for a statement must be evaluated quantitatively or
qualitatively. A brief series of questions is sufficient to give the analyst a
general idea of the validity of the research.(Kerlinger,1986).
1. Do the research questions or hypotheses accurately reflect the
theoretical concepts?
2.Are the sampling and sample size adequate for the method chosen?
3.Is the methodology sound and appropriate for the questions or
hypotheses proposed?
4.Is the data analysis accurate and appropriate?
5. Are the results reported accurately?
6.Are the conclusions justified?
7.Is the study replicable?
If the answers to these questions are satisfactory, the support is sound.

20. Logical Adequacy
Considerations in logical adequacy:
1.Is there a system whereby predictions can be made
from the theory dependent of its content?
2.Can scientist in the discipline in which the theory is
developed agree on those predictions?
3.Does the actual content make sense?
4.Are there obvious logical fallacies?

21. Predictions Independent of Content
 Use of letters of the alphabet and arrows with pluses or
minuses over them to denote symbolically how concepts are
related to each other.
 Each concept is given a meaningless label such as A, B or C
and then the relationships are diagrammed as to the
predictions that can be made from those relationships.
 This step is important when you are concerned with the
logical structure of the theory.
 Points out unclear or unstudied relationships among concepts
that are useful for further theory development or research.

22. Example:
1. An owl’s strike accuracy deteriorates with increases in angle
between sound source and head orientation.
2. An owl’s ability to locate the origin of a sound is dependent on
the presence of high frequencies in the sound.
3. The amount of sound amplification provided by the feathers of
the facial ruff varies with the sound frequency.
4. The strike accuracy of the owl increases sharply as the
number of frequencies in a sound is increased.
Relationship statements from a theory about the hearing accuracy of a barn owl.
(Knudsen, 1981 as cited in the book of Walker and Avant, 2005)

23. Restatement of the statements
1. Angle of sound source and head orientation (ASH) - strike accuracy
(SA).
2. High frequencies in the sound (HF) + location of origin (LO).
3. Amount of sound amplification (AMP) + sound frequency (SF).
4. Number of sound frequencies + strike accuracy (SA).
Figure 11-1 (Walker and Avant, 2005) Figure 11-2 (Walker and Avant, 2005)

24. Agreement of Scientists
A theory must be sufficiently precise in its
representation for scientist to agree on the
predictions that can be made from it.
If the scientist cannot agree on the possible
predications, the theory is not useful in any sense.
If the theory is not scientifically useful, it cannot be
added to any body of knowledge.

25. Making Sense
A theory may make a great deal of sense to one
scientist and make no sense to another with a
different background.
If scientists with relevant or similar backgrounds all
say the theory makes no sense, then probably it
doesn’t.
For a theory to make sense, it must provide insights
or understanding about a phenomenon.

26. Logical Fallacies
 Determine whether or not the premises of the theory are true.
 This is where inductive and deductive origins of a theory
become important.
 Involves a brief review of the literature and an evaluation of
any supporting evidence to determine the truth of the
premise.

27. Usefulness
 If the theory provides new insights into a phenomenon, if it helps
the scientist explain the phenomenon better or differently, or if it
helps the scientist make better predictions, then it is a useful
theory (Berthold, 1968 as cited in the book of Walker and Avant,
2005).
 It adds significantly to the body of knowledge.
 Has to do with how helpful the theory is to the scientist in
providing a sense of understanding about the phenomenon in
question (Reynolds, 1971 as cited in the book of Walker and
Avant, 2005).

28. Considerations in determining the
usefulness of a theory:
1.How much research has the theory generated (Reynolds,
1971 as cited in the book of Walker and Avant, 2005)?
2.To what clinical problem is the theory relevant (Barnum,
2000 as cited in the book of Walker and Avant, 2005)?
3.Does the theory have the potential to influence nursing
practice, education, administration, or research (Meleis,
1990 as cited in the book of Walker and Avant, 2005)?

29. Generalizability
 How widely the theory can be used in explaining or predicting
phenomena reflects the criterion of generalizability (Lincoln &
Guba, 1985 as cited in the book of Walker and Avant, 2005)
 The wider the focus of the theory, the more generalizable it is
likely to be.
 The more broadly it can be applied, the more generalizable it
is.

30. Parsimony
 Explains a complex phenomenon simply and briefly without
sacrificing the theory’s content, structure, or completeness.
 Theories that cannot be reduced to a mathematical model
should be examined to see if the formulations are as clear
and as brief as they can be.
 If such a model is provided, it should accurately reflect the
verbal material in the theory and make the theory clearer.

31. Testability
 Hypotheses can be generated from the theory, research
carried out, and the theory supported by evidence or modified
because of it.
 A theory that has strong empirical evidence to support it is a
strong theory than the one that does not.

32. Advantages and Limitations
Advantages
 Major advantages of theory analysis is the insight into
relationships among the concepts and their linkages to each
other that the strategy provides.
 Analysis strategy allows the theorist to see the strengths of
the theory as well as its weaknesses.
Limitations
 The major limitation of theory analysis is that analysis
examines only parts and their relationship to the whole.
 Only exposes what is missing, but cannot generate new
information.

33. Utilizing the Results of Theory Analysis
 Can be used very effectively in the classroom to teach
students how to examine theories critically.
 Can be used in preparing student’s paper to define gaps or
inconsistencies in the knowledge about some phenomenon
which they are interested.
 Can also be used in faculty development through generation
of useful ideas to be used in curriculum design or in
generating faculty research.
 Provide clinicians with knowledge about the soundness of a
theory being considered for adoption in practice.
 Assist clinicians determine the appropriateness of a theory in
their practice.

34. Summary
Theory analysis consists of systematically examining a
theory for its origins, meaning, logical adequacy,
usefulness, generalizability/parsimony, and testability.
Each step stands alone in theory analysis and yet each
is related to the other.
Each of the steps are interdependent on the results of
the others.
The steps of theory analysis is iterative: one must go
back and forth among the steps during the analysis in
addition to moving sequentially through them.

35. Summary
 If the meaning is adequately handled but the logical structure
is missing or fallacious, the usefulness, generalizability,
parsimony and testability will be severely limited.
 Linkages that have not been examined become obvious
which should lead to additional testing thus adding support to
the theory and pointing out where modifications need to be
made.
 Does not generate new information outside the confines of
the theory.
 Finally, theory analysis is a way of promoting additional theory
construction.

37. Practice Exercise
 Read Younger’s (1991) “A Theory of Mastery” it is relatively a
new theory and is substantially middle range in focus. It is
therefore suitable to use for the practice exercise.

38. Origins
- Younger developed the theory of mastery in an effort to
explain “how individuals who experience illness or other
stressful health conditions and enter into a state of stress may
emerge, not demoralized and vulnerable, but healthy and
possibly stronger”.
- In addition, the second purpose was to explicate the theory
base for the new instrument that the author is developing.

39. Meaning
 The major concepts identified by Younger in addition to
mastery are:
1. Certainly
2. Change
3. Acceptance
4. Growth
 The major concepts are carefully defined and have
descriptive and theoretical definitions but do not have
operational definition.
 Each concept in the theory is described as a process that
must be completed before mastery can be achieved.

40. Below are the statements Younger makes
explicitly about the relationship s among the
concepts:
a. A critical dose of certainty is necessary for change and acceptance.
b. Change and acceptance are necessary for growth to occur.
c. Change, acceptance and growth feed back to increase certainty.
d. Change is sufficient for growth
e. Change and acceptance are dynamically interrelated.
f. Acceptance, qualified is sufficient for growth.
g. Stress initiates the process of mastery.
h. Mastery affects quality of life and wellness.

41.  Each of the statements indicates a positive relationship. The
boundaries are moderately wide.
 The theory is abstract but is sufficiently circumscribed to be
considered a middle-range theory.
 There is no empirical support given for any statements. There
is some philosophical and historical background given as
justification for them but no testing has been done yet using
the new theory.

42. Logical Adequacy
- Certainty (CT)
- Stress (S)
- Change (CG)
- Quality of Life (QOL)
- Acceptance (A)
- Wellness (W)
- Growth (G)
Figure 11-3 (Walker and Avant, 2005)

43. There are many implied, but unspecified
relationships in the theory. Some of the implied
relationships are supported in other research in the
field but are not indicated in Younger’s article.
The Theory is relatively new and so agreement of
scientist is probable but not confirmed by the use of
the theory in others’ work to date.
The theory make sense as it is built on several
sound philosophical and scientific traditions.
There are no logical fallacies, although there are
some logical relationships that as yet go unspecified
and are only implied in the theory.

44. Usefulness
The theory has the potential to be useful. Even
though it is somewhat similar to other theories of
coping and self-efficacy, it is specially focused on
threats to health as a primary stressor. For this
reason alone it may prove very helpful to
practitioners and researchers is nursing.

45. Generalizability
The theory has relatively wide boundaries, but
so far has not been tested or verified through
research. Certainly it would apply to anyone
experiencing stress, particularly health-related
stress. Its potential for exploratory power is
excellent.

46. Parsimony
 The theory is relatively new and therefore is probably too
parsimonious. It seems that there is natural evolution or
progression of new theories such that they often start small
and parsimonious, grow substantially during the justification
phases, and then are reduced to smaller and more
parsimonious models over time.

47. Testability
 Given appropriate, reliable, and valid instruments to measure
the concepts in this theory as they are defined, the theory is
testable. The concepts are carefully defined, so any
instruments being considered for testing them should be
examined carefully to be sure that they reflect the defining
attributes of each of the concepts.