Evaluation Of-a-nursing-theory-nursing-theory-ppt Presentation Transcript

Title: Evaluation of a Nursing Theory

Six Questions are Propose for Complete

Describing Theory. Guide for the Description of Theory

1. What is the

purpose of this

theory?

This question addresses

why the theory was

formulated and reflects

the contexts and

situations to which the

theory can be applied.

 Why is this theory formulated?

 Is there an overall purpose for the theory?

 The purpose is positive, negative, neutral?

 is there is specific purpose for the theory

 Is there a hierarchy of theory ?

 Is the all metapradigm element receiving care, nursing, the person, ,

Society and Environment?

 What is the value orientation of the purpose?

 Does achieving the theoretic purpose require a nursing context?

 Does the purpose reflect understanding, creation of meaning,

explanation, and prediction of phenomena?

 When would the theory cases to be applicable? what is the end point?

 what purpose not explicitly, embedded in the matrix of the theory can

be identified?

2. What are the

concepts of this

theory?

This question identifies

the ideas that are

structured and related

within the theory. It

questions the qualitative

and quantitative

dimensions of concepts.

 Is there one major concept with sub-concepts organized under it?

 How many concepts are there ?

 How many major (or minor) ones? ?

 can the concepts be ordered, related? Arranged into any configuration?

 Are there concepts that cannot be interrelated?

 Are concepts broad in scope? Narrow?

 How abstract or empiric are the concepts broad in scope? Narrow?

What is the balance between highly abstract and highly empiric are concepts?

are defined?

3. How are the This question clarifies  Which concepts are defined?

concepts

defined?

the meaning for

concepts within the

theory. It questions how

empiric experience is

represented by the ideas

within the theory.

 Which concepts are defined explicitly? Which are implied ?

 How much meaning needs to be inferred?

 which concepts are defined specifically? generally?

 are there competing definitions for some concepts?

 Are there similar definitions for different concepts?

Are any concepts defined contrary to common convention?

4. What is the

nature of

relationships?

 This question

addresses how

concepts are linked

together. It focuses

on the various forms

relationship

statements can take

and how they give

structure to the

theory.

 What are the major relationships within the theory?

 Which relationships are obvious? Which are implied?

 Do relationships include all concepts? Which are not included?

 Are some concepts included in multiple relationships?

 Is there a hierarchy of relationships? Do relationships create

relationships? meaning and understanding? describing, explaining?

predicting? What mix of each?

are relationships illustrated?

5. What is the

structure of the

theory?

 This question

addresses the overall

form of the

conceptual

interrelationships.

 It discerns whether

the theory contains

partial structures or

has one basic form.

 How are overall and individual ideas organized?

 If outlined, what would the theory look like?

 do relationships expand concepts into large wholes or vice versa?

 do they link concepts in a linear fashion?

 does the structure move concepts away from or toward the purposes?

 Are there several structures that emerge? What is their form? Do they

fit together?

6. On what

assumptions does the theory

build?

 This question

addresses the basic

truths that underlie

theoretic reasoning.

 It questions whether

assumptions reflect

philosophic values

 What assumptions underlie the theory?

 Are assumptions explicit, implicit, or derivable from context and

meanings?

 What are the individual, nurse, society, environment, and health

assumed to be like?

 Do assumptions be factually verified?

or factual assertions

factual assertions

 Can assumptions be hierarchically arranged or otherwise? ordered?

Guide for the Description of Theory



. PURPOSE  Why is this theory formulated?

 Is there an overall purpose for the theory?

 The purpose is positive, negative, neutral?

 is there is specific purpose for the theory

 Is there a hierarchy of theory ?

 Is the all metapradigm element receiving care, nursing, the person, , Society and Environment?

 What is the value orientation of the purpose?

 Does achieving the theoretic purpose require a nursing context?

 Does the purpose reflect understanding, creation of meaning, explanation, and prediction of

phenomena?

 When would the theory cases to be applicable? what is the end point?

 what purpose not explicitly, embedded in the matrix of the theory can be identified?

2. Concepts  Is there one major concept with sub-concepts organized under it?

 How many concepts are there ?

 How many major (or minor) ones? ?

 can the concepts be ordered, related? Arranged into any configuration?

 Are there concepts that cannot be interrelated?

 Are concepts broad in scope? Narrow?

 How abstract or empiric are the concepts broad in scope? Narrow?

 What is the balance between highly abstract and highly empiric are concepts? are defined?

3. Definitions  Which concepts are defined?

 Which concepts are defined explicitly? Which are implied ?

 How much meaning needs to be inferred?

 which concepts are defined specifically? generally?

 are there competing definitions for some concepts?

 Are there similar definitions for different concepts?

 Are any concepts defined contrary to common convention?

4. Relationships  What are the major relationships within the theory?

 Which relationships are obvious? Which are implied?

 Do relationships include all concepts? Which are not included?

 Are some concepts included in multiple relationships?

 Is there a hierarchy of relationships? Do relationships create relationships? meaning and understanding?

describing, explaining? predicting? What mix of each?

 are relationships illustrated?

5. Structure  How are overall and individual ideas organized?

 If outlined, what would the theory look like?

 do relationships expand concepts into large wholes or vice versa?

 do they link concepts in a linear fashion?

 does the structure move concepts away from or toward the purposes?

 Are there several structures that emerge? What is their form? Do they fit together?



6. Assumptions  What assumptions underlie the theory?

 Are assumptions explicit, implicit, or derivable from context and meanings?

 What are the individual, nurse, society, environment, and health assumed to be like?

 Do assumptions be factually verified?

 Can assumptions be hierarchically arranged or otherwise? ordered?

Criteria for the evaluation of theory

Accuracy  As a noun, Accuracy defined as exactness or precision, while

as an adjective, as without mistakes or errors, perfect, correct

 In relation to nursing theory, accuracy pertains to describing

nursing as it exists today, not the nursing of the future or of

the past.

Consistency  Kuhn (1977) describes consistency in terms of the theory

being internally consistent as well as being consistent with accepted theories.

 Internal consistency described as consistency in language , the

existence of logical order, and connectedness



 Inconsistencies should be avoided, a theory with an

inconsistency does not necessitate that the whole theory be

scrapped.

 operational definition should be used for concepts, assumptions

and propositions.

 It must uses the terms coherent and logically presented to

describe clarity.

Fruitful  Fruitful, is related conceptually to criteria to criteria proposed

by others

 (Synonymous with fertile, bountiful, productive, and prolific



 Kuhn (1977), in describing fruitful, states that theory should

expose new feelings, new phenomenon, or previously

unknown relationships among

 Fruitful refers to success in explaining observable

phenomenon and the evlautionon of emperical work resulting

from a theory

 Newton-Smith (1981) describes (fertile) as the scope for .

further development.



 Consistent with this is Ellis‟s (1968) criteria of generation of

information-the theory should generate hypotheses.



 A theory that generate many hypotheses, even some without

high probability, or some that are difficult to test, can

contribute to understanding.

Simplicity  Simplicity as an important evaluative criterion not complexity

 Meleis (1985) takes a more pragmatic complexity approach:

whether the theory has a lot of phenomena and relationships

(complexity) or if it focuses on fewer concepts and few

(simplicity)?

 Simplicity is useful characteristic of a good theory in nursing,

and important in the evaluation of nursing theory.



Scope  Scope has been dichotomized as either broad or narrow

 “The broader the scope, in terms of the number and variety of

facts or concepts related, the greater is the significance of the

theory

 Hardy (1974) states “the more general a theory, the more useful

it is Broad vs. narrow scope can also be dichotomized in

relation to its generalities, or the use of the term theory and

conceptual framework/ model.

 Scope may be conceptualized in relation to the level of theory,

e.g. a grand theory or middle range theory.

Acceptance  Meleis (1985)states acceptance “when the theory begins to

cross several concentric circles from where it originated, its

circle of contagiousness increases and we can infer that the

theory is receiving.



 Laudan (1977) discusses the importance of acceptance and

pursuit by other members of the discipline in that the theory

shows promise if others are accepting and „buying into‟ the

theory.

 It is important for the advancement of nursing as a profession

to have members of the discipline communicate regarding its

multicultural acceptance and adoption by others.

Testability  Testability refers to the theory‟s research potential or empirical

adequacy.

 Testability has been long felt to be an important criterion for

the evaluation of nursing theory, and touted as a method to

advance the science of nursing.

 lack of empirical validation of nursing theory has hindered the

development of the nursing science

 have proposed criteria for evaluating theory-testing research,

and discuss important philosophical and methodological issues

in the testing of nursing theory.

Socio-cultural

utility

 Socio-cultural utility encompasses social congruence and

social significance.

 Social congruence encompasses the beliefs, values and

expectations of different cultures that should shape and direct

the type of theory most useful to it.

 Meleis (1985) explains, self-care and independence are goals

consistent with some cultures‟ value systems but not others.

this is inappropriate in some societies and cultures, and should

be avoided.

 Fruitful, is related conceptually to criteria17. Fruitful ( 效果好的，收益多 ) Synonymous with fertile, bountiful,

productive, andproposed by others. Kuhn (1977), in describing fruitful, states that theory should exposeprolific. new

feelings, new phenomenon, or previously unknown relationships among Fruitful refers to success in explaining

observablephenomenon already known. phenomenon, and the evaluation of empirical work resulting from a theory.

 Newton-Smith (1981) describes (fertile) as the scope for18. Fruitful  The theory should contain ideas to further

research.further development. Consistent with this is Ellis‟s (1968) criteria of generation of information-the theory should

generate Ellis (1968) states “A theory that generateshypotheses. many hypotheses, even some without high probability, or

some that are difficult to test, can contribute to understanding.

 Simplicity as an important evaluative criterion19. Simplicity( 單純；簡單 ) (Kuhn, 1977; Newton-Smith, 1981; Chin and

Jacobs, 1983) others propose Meleis (1985) takes a more pragmatic(complexity (Ellis, 1968; Barnum, 1990). 務實的 ) approach: whether the theory has a lot of phenomena and relationships (complexity) or if it focuses on fewer concepts and few

relationships Kuhn‟s, (1977) describes as “bringing order to phenomenon that in(simplicity)? Simplicity is a seemingly(

表面上 )its absence would be isolated and confused”. useful characteristic of a good theory in nursing, and important in the evaluation of nursing theory.

  Scope has been dichotomized as either broad or narrow.20. Scope( 範圍 ) Ellis (1968) and Hardy (1974). “The broader the scope, in terms of the number and variety of facts or concepts related, the greater is the significance of the Hardy (1974) states

“the more general a theory, the more useful ittheory” . Broad vs. narrow scope can also be dichotomized in relation to

itsis.” generalities, or the use of the term theory and conceptual framework/ model. Scope may be conceptualized in

relation to the level of theory, eg. a grand theory or middle range theory.

 Meleis (1985)states acceptance “when the theory begins to21. Acceptance cross several concentric circles from where it

originated, its circle of contagiousness( 蔓延的 ) increases and we can infer that the theory is receiving Laudan (1977)

discusses themore acceptability, uninfluenced by the theorist” . importance of acceptance and pursuit by other members of

the discipline in that the theory shows promise if others are accepting and „buying into‟ the theory. It is important for the

advancement( 促進 ) of nursing as a profession to have members of the discipline communicate regarding its multicultural

acceptance and adoption( 採用 ) by others.

 Testability refers to the theory‟s research potential or22. Testability Testability has been long felt to be an important

criterionempirical adequacy. for the evaluation of nursing theory, and touted ( 招徠 ) as a method to advance Acton et al.

(1991)and Silva (1986) describe how thethe science of nursing. lack of empirical validation of nursing theory has hindered

the development of Silva and Sorrel1 (1992) have proposed criteria for evaluatingnursing science. theory-testing research,

and discuss important philosophical and methodological issues in the testing of nursing theory.

 Socio-cultural utility encompasses( 包圍 ) social23. Socio-cultural utility Johnson (1974), Meleis (1985) andcongruence(

適合 ) and social significance Social congruenceFawcett (1989)in their criteria for the evaluation of theory. encompasses the

beliefs, values and expectations of different cultures that As Meleis (1985)should shape and direct the type of theory most

useful to it. explains, self-care and independence are goals consistent with some cultures‟ Theories with such goals would be

incongruent(value systems but not others. 不一致的 ) and inappropriate in some societies and cultures, and should be avoided.

 Nurses in all roles24. Conclusion of criteria for the evaluation of theory will hopefully use these criteria proposed here to

guide their choice of theory There has been awhen using nursing theory in practice, education and research. dearth ( 缺乏 )

of empirical testing of theories in nursing, testing is only one A set of criteria for the evaluation ofpart of the evaluation of

theory. theory has been proposed here that includes: accuracy, consistency, fruitfulness, simplicity/complexity, scope,

acceptability and socio-cultural utility.

 Meleis, A. I. (2007). Theoretical Nursing: Development25. Theory Critique & Progress (4rd ed.). Philadelphia. PA:

Lippincott.(Ch9)(pp.186- 211)

 26. Table 11-5THEORY CRITIQUE— RELATIONSHIP BETWEENSTRUCTURE AND FUNCTION; DIAGRAM OF

THEORY;AND CIRCLE OF CONTAGIOUSNESSCRITERIA UNITS OF ANALYSISRelationship Claritybetween structure

Consistencyand function Simplicity/Complexity Tautology( 同義反複 )/Teleology( 目的論 )Diagram of theory Visual and graphic presentation Logical representation ClarityCircle of Geographical origin of theory and geographicalcontagiousness

spread influence of theorist vs. theory

 27. Table 11-6THEORY CRITIQUE—USEFULNESSCRITERIA UNITS OF ANALYSISPractice Direction Cost

effectiveness Applicability Relevance GeneralizabilityResearch Consistency Predictability TestabilityEducation Philosophical

statement Concepts ObjectivesAdministration Structure of care Organization of care Guidelines for patient care Patient

classification system

 28. Table 11-7THEORY CRITIQUE—EXTERNAL COMPONENTSOF THEORYCRITERIA UNITS OF

ANALYSISPersonal values Theorist implicit/explicit values Critic implicit/explicit valuesCongruence with other

Complementarity( 補足 )professional values Esotericism( 祕傳性 )Congruence with social Beliefs Competitionvalues Values CustomsSocial significance Value to humanity

 This question29. Forming a complete critical reflection1. Is this clear? Clarity and consistencyaddresses the clarity and

consistency of presentation. This question addressesmay be both semantic and structural.2. Is this simple? Complexitythe

number of structural components and relationships within theory. implies numerous relational components within theory;

simplicity implies fewer relational components.

 This question30. Forming a complete critical reflection3. Is this general? Generality infers a wideaddresses the scope of

experiences covered by theory. scope of phenomena, whereas specificity narrows the range of events included in This

question addresses the extent to whichtheory.4. Is this accessible? concepts within the theory are grounded in empirically

identifiable phenomena.5. This question addresses the extent to which theory leads toIs this important? valued nursing goals

in practice, research, and education.

 31. Guide for the critical reflection of theory 1.HOW CLEAR IS THIS THEORY? Are significant concepts not defined?

Are Are major concepts defined?  Are words coined? Are coineddefinitions clear? Congruent( 適合的 )? Consistent?

Are words borrowed from other disciplines and used differentlywords defined? Is the amount of explanation appropriate?

Too much? Notin this context? Not helpful? Needed Are examples or diagrams helpful? meaningful? enough? and not

present?

 Are basic assumptions consistent with32. 1.HOW CLEAR IS THIS THEORY? Are the Is the view of person and

environment compatible( 能共處 )?purposes? Are Are different terms defined similarly?same terms defined differently?

Are compatible andconcepts used in a manner consistent with their definition? Cancoherent( 協調一致的 ) structures

suggested for different parts of the theory? Are there any ambiguities( 模稜兩可 ) as a result ofthe theory be followed?

Does the theorist accomplish what she or he sets outsequence of presentation? to do?

 How many relationships are contained33. 2.HOW SIMPLE IS THIS THEORY? How many concepts are How are the

relationships organized?within the theory?  Are some concepts differentiated into sub-concepts?contained in the theory?

Is the theoryCan concepts be combined without losing theoretic meaning? Does the theory tend to describe,complex some

areas and not in others? explain, or predict? Impact understanding? Create meaning?

 How specific are the purposes of this34. 3.HOW GENERAL IS THIS THEORY Is thus theorytheory? Do they apply to

all or only some practice areas? When? Is the purposespecific to nursing? If not, who else could use it? Why? If

subpurposes exist, do they reflect nursingjustifiably a nursing purpose? actions? How broad are the concepts within the

theory?

 How Are the concepts broad or narrow?35. 4.HOW ACCESSIBLE IS THIS THEORY Are the concepts‟specific or

general are definitions within the theory? empiric indicators identifiable in reality? Are they within the realm of Do the

definitions provided for the concepts adequately reflect theirnursing? Is a very narrow definition offered for a broad

concept? A broadmeanings? If words are coined, are they defined?meaning for a narrow concept?

 Does the theory have potential to36. 5.HOW IMPORTANT IS THIS THEORY? Does the theory influenceinfluence

nursing actions? If so, to what end? Hoenursing education? research? If so, to what end? Is that end desirable? specific are

the purposes of the theory? Do they provide a general framework Is the theory‟s positionwithin which to act or a means to

predict phenomena? about people, about nursing, and about the environment consistent with nursing‟s Given the purpose of

the theory and its orientation, what ofphilosophy? significance for nursing or health care has been omitted?

 Is the started or implied purpose one37. 5.HOW IMPORTANT IS THIS THEORY? Will use of the theory help or

hinderthat is important to nursing? Why? Will application of this theory resolve any importantnursing in any way? Is the

theory futuristic andissues in nursing? Will it resolve any problems?  Will research based on the theory answer important

questions?forward-looking? Do I like this theory? Why?Are the concepts within the domain of nursing?

 Theory development and evaluation are cyclical, continuous,38. Conclusion Theory evaluationand dynamic process. One

can not exist without the other. including description, concept analysis, theory critique, testing and support. These process are

based on the view that science is a human process that includes not only valid findings but also observation, agreements, useful

Theory evaluation is central to the development ofsolutions to problems. theory; it is the responsibility of each clinician,

academician.

 Kuhn(1977) “we can delineate such criteria and that39. Conclusion accuracy, consistency, broad scope, simplicity and

fruitfulness in research are However, “everyessential as objective criteria for judging competing theories” individuals choice

between competing theories depends on a mixture of objective The subjective factors are dependent on individualsand

subjective factors” Both objective and subjective factors have apreferences and personalities. place in our understanding of

the philosophy of science.

 40. Adaptation Model

 41. Exercise: Application of Roys Adaptation Model in Nursing Practicehttp://currentnursing.com/nursing_theory/applicat1.

What is the purpose of this theory?2. What are the concepts of this theory?3. How are the concepts defined?4. What is the

nature of relationships?5. What is the structure of the theory? .6. On what assumptions does the theory build?

Evaluation of-a-nursing-theory-nursing-theory-ppt from Maria Poly

Evaluation of-a-nursing-theory-nursing-theory-ppt Presentation Transcript

 1. Evaluation of a Nursing Theory

 2. Forming a Complete Description:Six Questions are Propose for Describing Theory.

 3. 1. What is the purpose of this theory? This question addresses why the theory was formu- lated and reflects the contexts and

situations to which the theory can be applied.2. What are the concepts of this theory? This question identifies the ideas that are

structured and related within the theory. It questions the quali- tative and quantitative dimensions of concepts.3. How are the

concepts defined? This question clarifies the meaning for concepts within the theory. It questions how empiric experi- ence is

represented by the ideas within the theory.

 4. 4. What is the nature of relationships? This question addresses how concepts are linked together. It focuses on the various

forms relationship statements can take and how they give structure to the theory.5. What is the structure of the theory? This

question addresses the overall form of the con- ceptual interrelationships. It discerns whether the theory contains partial

structures or has one basic form.6. On what assumptions does the theory build? This question addresses the basic truths that

underlie theoretic reasoning. It questions whether assumptions reflect philosophic values or factual assertions factual

assertions.

 Why is this theory5. Guide for the Description of Theory 1. PURPOSE Is there an overall purpose for the theory? A

hierarchy offormulated? Is there a purpose for the nurse? Thepurposes? Separate numerous purposes? How broad or

narrow is theperson receiving care? Society? Environment? What is the value orientation of the purpose? Positive,

negative,purpose? neutral?

 Does achieving the theoretic purpose require a nursing6. 1. PURPOSE Does the purpose reflect understanding? Creation of

meaning?context? When would the theoryDescription, explanation, and prediction of phenomena? What purpose not

explicitly( 明確地cases to be applicable? What is the end point? ) embedded( 植入 ) in the matrix of the theory can be identified?

 Is there one major concept with sub-concepts organized under7. 2. CONCEPTS Can the How many major (or minor)

ones? How many concepts are there?it? concepts be ordered, related? Arranged into any configuration?

 Are Are there concepts that cannot be interrelated?8. 2. CONCEPTS How abstract( 抽象 ) or empiric( 經驗 ) are

theconcepts broad in scope? Narrow? What is the balance between highly abstract and highly empiricconcepts? concepts?

 Which Which concepts are defined? Which are not?9. 3. DEFINITIONS How much meaningconcepts are defined

explicitly? Which are implied( 隱喻 )? Are Which concepts are defined specifically? Generally?needs to be inferred ?

there competing definitions for some concepts? Are there similar definitions for Are any concepts defined contrary to common

convention( 習俗different concepts? , 常規 )?

  What are the major relationships within the theory?10. 4. RELATIONSHIPS Do relationships includeWhich

relationships are obvious? Which are implied? Are some concepts included in multipleall concepts? Which are not included?

Is there a hierarchy of relationships? Do relationships createrelationships? meaning and understanding? Do they do this by

describing, explaining? Are relationships illustrated?Predicting? What mix of each?

 If How are overall and individual ideas organized?11. 5. STRUCTURE Do relationships expand conceptsoutlined, what

would the theory look like? into large wholes or vice versa( 反之亦然 )? Do they link concepts in a linear  Does the structure

move concepts away from or toward the purposes?fashion? Are there several structures that emerge( 浮現 )? What is their form? Do they fit together?

 What assumptions underlie the theory? Are assumptions12. 6. ASSUMPTIONS What areexplicit, implicit, or derivable(

可推論的 ) from context and meanings? Dothe individual, nurse, society, environment, and health assumed to be like?

Could assumptions beassumptions have an obvious value orientation? What is it? Can assumptions be hierarchically

arranged or otherwisefactually verified? ordered?

 Dudley-Brown, S. L. (1997). The13. Criteria for the Evaluation of Theory evaluation of nursing theory: a method for our

madness. International Journal of Nursing Study, 34(1), 76-83.

 Accuracy, according to Webster‟s, as a noun, is14. Accuracy ( 正確，準確度 ) defined as exactness or precision, while as

an adjective, as without mistakes or Synonyms( Kuhn (1977) accuracy as a characteristic of a good theory.errors. In

relation to同義字 ) of accuracy include perfect, just, truthful, and correct. nursing theory, accuracy pertains( 附屬 ) to describing nursing as it exists today, not the nursing of the future or of the past.

 Consistency is used frequently in describing15. Consistency ( 一致，相容 ) Kuhn (1977) describes consistency incriteria for the evaluation of theory. terms of the theory being internally consistent as well as being consistent with Internal

consistency, however, has been described by anotheraccepted theories. philosopher, Newton- Smith (198 l), as consistency in

language, the existence of logical order, and connectedness.

 Inconsistencies should be avoided, a theory with an16. Consistency inconsistency does not necessitate that the whole

theory be scrapped( 碎片 ). Meleis (1985)describes, is to have consistent operational definitions and Meleis alsoconcepts that are consistent with assumptions and propositions. uses the terms coherent and logically presented to describe clarity.