NCM 111: DEVELOPING THEORETICAL AND CONCEPTUAL FRAMEWORKS

REALITY AND THEORY CHARACTERISTICS OF THEORIES

− Reality is connected with theory and both of these
CONSIST OF CONCEPTS
are interrelated.
− Research usually stands because we need to − The building blocks of a theory or basic idea of
associate the existing phenomenon to the a phenomenon that symbolizes reality
theory. − Abstract or concrete
− Several research outputs are based on certain − In a scientific research, concepts must all be
theory that has been validated and confirmed. interrelated to form a framework that guide and
− Evidence-based research are very much direct the researcher in his investigation.
important in the nursing profession or any medical − In the form of conceptual models that would
allied health profession. provide a perspective regarding interrelated
− Theory offers an abstract generalization that phenomena but are more loosely structured
offers systematic explanation of how than theories
phenomenon is interrelated. 4 metaparadigms in a nursing theorist
− Theory is usually used to explain how reality had • Nurse
occurred or in other words, theory also stands out • Health

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because of the reality that is being presented with • Person

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what we called as phenomenon. • Environment

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e.g. Environmental Theory concepts: pure

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water, pure air, efficient drainage, light, and
cleanliness. The 5 concepts a significant to

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rs e come up with a good environment and a good
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environment also promotes good health
Abstract concept – no physical form
• Nursing
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• Man
• Community
aC s
v i y re

WHAT IS THEORY? Concrete Concept – tangible and specific (used in

Nursing Research)
− “Theoria” a Greek word theoria means “beholding
spectacle or speculation” • Nurse (male or female)
• Speculation means it is not yet proven • Pedro
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• Spectacle means there is something that • Manila

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you need to find out PROCESSES OF CONCEPTS

• Speculate – anything can be created but
make sure that it is supported with I. CONCEPTUALIZATION
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evidences otherwise the theory cannot be

accepted. − Form basic ideas, designs, and plans based
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on a given facts, situations applicable to the

• Theory is supported with phenomena,
present.
observation, or the reality of the situation.
− Need to go back to reality, certain facts it
− Never considered true or proven
should be supported with statistics, relevant
− Can be discarded if not supported by empirical
study that has been done to support.
findings
− “Re-search” means re-studying.
− Organized body of concepts and principles
− Process of making ideas into a good structure,
intended to explain particular phenomena
look into variables to be use in the study
e.g. Birth & Covid-19
e.g. brainstorming
NURSING RESEARCH
II. CONSTRUCTS
• Nightingale’s environmental theory
− Highly abstract, complex phenomena that are
− Everything in the environment had a
not observable, but are inferred from concrete
significant effect on health
or less abstract indicators of a given
phenomenon.
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 NCM 111: DEVELOPING THEORETICAL AND CONCEPTUAL FRAMEWORKS

− Another way of presenting how it would be 2. Give reasons for searching new data and for
used to come up with a theoretical framework. analyzing, interpreting, and synthesizing data.
e.g. wellness, mental health, self-esteem 3. To make finding more meaningful.
4. Cite theories o which the study is premised in
” CONCEPTUAL FRAMEWOK order to establish the relationship among the
• “Backbone of the study” variable of the study.
• System of ideas, beliefs, assumptions, and 5. To summarize the existing knowledge into
theories that inform, support, and cater to the coherent systems to stimulate new research.
study of choice. e.g. The degree of complications during
• Functions like a map or travel plan that will help pregnancy varies directly with maternal
traverse to an unfamiliar territory and help malnutrition, and economic status.
navigate.
VARIABLES
• Consists of specific or well-defined concepts
and constructs • Other name: Concepts
• Helps clarify the overall underpinnings of the − A concept that stands for a variation within
research variables in terms of how these a class of objects or persons (Fraenkel and
Wallen, 1996).

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concepts are defined and operationalized.

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• Help in the direction of the study − Characteristics or property that can take
different values or attributes (Schutt, 1999).

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THEORETICAL FRAMEWORK e.g. weight, anxiety levels. Income, age,
• Presents a theory that explains why a problem body, temp, sex, marital status, location of

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business, type of work, degree of
rs e
under study exists and explains the connection
malnutrition
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between certain factors and the problem.
• Concepts presented are usually abstract and − Central building blocks of quantitative
expressed in general terms. studies.
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• Go back to TFN and look for theories related to TYPES OF VARIABLES

the study.
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e.g. Imogen King’s Goal Attainment Theory, I. INDEPENDENT VARIABLE

Components of Virginia Henderson’s Need
Theory − “Assume cause” of a problem
• Relationship between theory and research is − Assumed reason for any “change”
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receptive and mutually beneficial − Variation in the dependent variable

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• Theories and models are built inductively from II. DEPENDENT VARIABLE
observation
• Concepts and relationships are validated − “Assumed effect” of another variable
empirically through research. Becomes that − The change that occurs in the study
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foundation of theory development. − Sometimes the dependent variable is the problem

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• Theory guides and generate ideas for research. itself

• Research assess the word of the theory and e.g.
provides foundation for the new theories. • “The Relationship Between Exposure to Mass
e.g. Media(IV) and Smoking Habits Among Young
Callista Roy’s Adaptation Model – how person Adults(DV)”
can cope with the COVID experience • “Impact of smoking status(IV) on long-term
Dorothea Orem’s Self-Care Model mortality(DV) in patients with acute myocardial
Nola Pender’s Health Promotion Model – study infarction”
about lifestyle health illnesses • “How different doses of a drug (IV) affect the
Albert Bandura’s Social Cognitive Theory – severity of symptoms, a research could compare
Education and psychology the frequency and intensity of symptoms(DV)
when different doses administered”
PURPOSE OF THEORY IN NURSING PRACTICE
1. Justify the rationale behind the investigation.
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 NCM 111: DEVELOPING THEORETICAL AND CONCEPTUAL FRAMEWORKS

III. INTERVENING VARIABLE

− Factors that works “between” the independent
and dependent variables.
− Can weaken (decrease) or strengthen (increase)
the effect of the independent on the dependent
variables.
− Also called “facilitating variable,” “moderator”
or a “control variable”
e.g.
• “Knowledge of the Dangers of Smoking,
Attitudes Towards Life(IV), and Smoking Habits
of Young Professionals”
IV. ANTECEDENT VARIABLE
− Factors of characteristics which is found before the
independent variable.
− Expected to influence the independent variable/s.

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− Usually irreversible

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e.g. “Extent(AV) of Exposure to Print Media and

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Reading Ability of College Freshmen”

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OPERATIONAL DEFINITION OF VARIABLES
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• Gives a specific meaning to the variable. It clarifies
how a variable or term is used and measured in
the study.
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• Gives a specific meaning to the variable. It clarifies

how a variable or term is used and measured in
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the study.
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Variables Indicators/Operational
Definition
1. Age This refers to the length of time a
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person has lived since he/she was

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born. In this study, it refers to the

age of a respondent on his/her
last birthday.
2. Educational This refers to the highest
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Attainment grade/year completed by the

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respondent.

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