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INTRODUCTION
Most began constructing a theory as a way to improve the care delivered to clients,
whether through direct clinical practice or through the education of nurses. The theorists were
risk takers with lifelong commitments to the nursing profession. They viewed nursing as a
career rather than as an alternative to marriage, which was the view of many nurses during
the 1940s, 1950s, and 1960s.
Without nursing theory, nursing activities and intervention are guided by rote,
tradition, some outside authority , hunches or they may simply be random
Theories are not discovered, instead they are invented. In the past, nursing leaders saw
theory development as a means of clearly establishing nursing as a profession and developed
models and theories to guide nursing practice.
AIMS OF DEVELOPMENT OF THEORY
Theory development seeks to help the nurse understand the practice in a more complete
and insightful way and provides a method of identifying and expressing key ideas about the
essence of practice
It is a global term to refer to the process and methods used to create, modify or refine
a theory
The process begins with one or more concepts that are derived within a disciplines
metatheory or philosophy
theory construction, on the other hand, is used to describe one of the final steps of
theory development in which the components of the theory are organized and linkages
specified
In the 1970s and 1980s, a number of nursing programs recognized the major concepts
of some nursing models, structuring these concepts into a conceptual framework, and
built the complete curriculum around the framework .
someone. She believes the role of the nurse was seen as placing the client in the best
condition for nature to act upon him.
According to nightingale, formal training for nurses was necessary to teach not only
what is to be done but how to do it. She was the first to advocate the teaching of symptoms
and what they indicate. Further, she taught the importance of rationale for actions and
stressed the significance of trained powers of observation and reflection.
Her framework for nursing emphasized the utility of empirical knowledge, and she
believed that knowledge developed and used by nurses should be distinct from medical
knowledge. She insisted that trained nurses control and staff nursing schools and manage
nursing practice in home s and hospitals.
STAGES IN THE DEVELOPMENT OF NURSING THEORY
Stage
Silent Knowledge
Source of Knowledge
Blind obedience to medical
authority
Received
Knowledge
Subjective
knowledge
Procedural
Knowledge
Constructed
Knowledge
Event
Nightingale published Notes on Nursing
1868
1920
1924
1948
1949
1950
1952
1954
1956
1960-1966
1967
1969
1972
1980s
Books written for nurses on how to critique theory, develop theory and apply
nursing theory
1990s
1999
2000s
CATEGORIES OF THEORY
BASED ON SCOPE OR LEVEL OF ABSTRACTION
1.Metatheory/ Philosophy/ Worldview
-
Deals with processes of generating knowledge and debating broad issues related
to the nature of theory Avant and Walker (2005)
1.Grand Theories
-
Composed of relatively abstract concepts that are not operationally defined and
attempt to reveal all aspects of human experience and response
Conceptual frameworks defining broad perspectives for practice and ways of
looking at nursing phenomena based on these perspectives.
3.Practice Theories
-
BASED ON PURPOSE
1.Descriptive
-
Describe, observe and name concepts, properties and dimensions but they do not
explain the interrelationships among the concepts or propositions and they do not
indicate how changes in one concept affect other concepts
First and most important level of theory development Barnum (1998)
2.Explanatory Theories
-
3.Predictive Theories
-
4.Prescriptive Theories
-
COMPONENTS OF A THEORY
1. Purpose
Explains why the theory was formulated and specifies the context and situation in
which it should be applied
3.Theoretical Statements
-Also called propositions
-Statement about the relationship between two or more concepts and are used to connect
concepts to devise the theory.
Two Types:
a. Existence Statement- relate to specific concepts and make existence claims
about that concept; serve as adjuncts to relational statements and clarify
meaning in the theory; termed nonrelat
b. ional statements and may be right or wrong depending on the circumstance
c. Relational Statement only name and classify objects; may also be classified
as associational or causal relationship
3. Structure and Linkages
- By logical arrangement and specifying linkages of the theoretical concepts and
statements
- Determination of the order of appearance of relationships, identification of central
relationships and delineation of direction, strength and quality of relationships
4. Assumptions
- Notations that are taken to be true without proof
- Beliefs about a phenomenon that one must accept as true to accept a theory and
although they may not be empirically testable, they can be argues philosophically
5. Models
- Schematic representations of some aspect of reality
- Help illustrate the processes through which outcomes occur by specifying the
relationships among the variables in graphic form where they can be examined for
inconsistency, or errors.
REFERENCES:
1. Boorstin, Daniel J. (1983). The Discoverers: A History of Mans Search To Know His
World and Himself, Random House, Inc., 7, 398.
2. McEwen, Melanie & Wills, Evelyn M. (2007). Theoretical Basis for Nursing, Second
Edition, Lippincott Williams & Wilkins, 73-90, 186-190.
3. Mckenna, R. (2005). Nursing Theories and Models, Random House, Inc., 23-25.
4. Octaviano, Eufemia F. & Balita, Carl E. (2008). Theoretical Foundations of Nursing:
The Philippine Perspective, Ultimate Learning Series, 17, 139-150.
5. Sitzman, Kathleen L. & Eichelberger, Lisa W. (2010). Understanding the Work of
Nurse Theorists: A Creative Beginning, Jones and Bartlett Publishers,11-16, 85-89.
6. Kozier, Barbara, Erb, Glenora, Berman, Audrey, Snyder, S. (2004). Fundamentals of
Nursing: Concepts