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Theory Terminology Answers
Compare your definitions of these theoretical terms to the ones below. Develop a clear understanding of these terms. If you are still unclear or have questions, I have provided a box at the end to submit your questions and concerns.
Body of knowledge: "structured knowledge" that is used by members of a discipline to guide their practice or work (Chinn & Kramer, 1995, p. 2). Jacqueline Fawcett (1995) has described nursing's "Hierarchy of Knowledge" that contains nursing's metaparadigm, philosophies, conceptual models, theories, and empirical indicators. These elements are placed in the hierarchy from most abstract to most concrete. The definitions of each of the terms are given below.
Conceptual model: (conceptual framework, conceptual system, paradigm); "a set of abstract and general concepts and propositions that integrate those concepts into a meaningful configuration (Lipitt, 1973; Nye & Berardo, 1981)" (as cited in Fawcett, J., 1995, p.2). Conceptual models are frameworks representing how a given theorist views the phenomena of concern to a discipline. How one theorist defines the metaparadigm concepts will differ from another theorist, but both theorist will include all the metaparadigm concepts in their model.
Construct: a theoretical dimension that could be represented in the real world by one or more variables. Sometimes used interchangeably with the term concept. Usually, however, constructs are more abstract than concepts and often a single, global term (pain) while concepts often are two terms that are a modified form of the construct (phantom pain, acute pain, chronic pain).
Concept: idea or complex mental image of a phenomena (object,event, or property). Often described as the building blocks of theory. (Powers & Knapp, 1990, p. 22)
Deduction: a way of reasoning or thinking which generally involves moving from the general to the specific. In theory building language, a deductive strategy may consist of multiple premises from which a conclusion is drawn:
(Powers & Knapp, 1990).
Empirical indicator: synonymous with operational or empirical referent. Very specific and real-world proxies for concepts. They are how we measure the concept. For example, Rosenberg's Self Esteem Scale is a paper and pencil tool used to measure the different aspects of self esteem.
Empirics: described by Carper (1978) as a pattern of knowing in nursing and is traditionally considered "scientific" knowledge. Empirical knowledge, most often generated by hypothesis testing, is that which can be observed through the senses. (as cited in Chinn & Kramer, 1995).
Epistemology: "a concept in philosophy that relates to theories of knowledge or how people come to have knowledge of the world....refer to particular perspectives in scientific methods that led to acquisition of knowledge in a discipline" (Powers & Knapp, 1990, p. 45).
Esthetics: known as the art/act of nursing, and identified as a pattern of knowing by Carper (1978), esthetics encompasses the movement beyond the immediate situation, to sense the meaning of the moment, and visualization of potential outcomes. This perceptual experience is manifested in the nurse's actions, attitudes, and interaction in response to others (as cited in Chinn & Kramer, 1995).
Ethics: described by Carper (1978) as a moral pattern of knowing in nursing. Involves knowing and understanding ethical codes of nursing and other disciplines, as well as application of such knowledge in practice through responsible and right actions (as cited in Chinn & Kramer, 1995).
Grand theory: Theories vary in their scope, the relative level of abstractness of their concepts and propositions. Grand theory is broadest in scope. they are less abstract than conceptual models, but the concepts that compose them are still relatively abstract and general and the relationships cannot be tested empirically. Examples of grand theories of nursing include Leininger's theory of culture care diversity and universality, Newman's theory of health as expanding consciousness, and Parse's theory of human becoming (Fawcett, 1995).
Induction: a form of reasoning or thinking in which one moves from the particular or specific to the general. In theory building and research, empirical level data are transformed to more general statements or propositions (Powers & Knapp, 1990).
Knowing: "individual human processes of experiencing and comprehending the self and the world in ways that can be brought to some level of conscious awareness" (Chinn & Kramer, 1995, p. 5).
Knowledge: product of "knowing" which can be shared or communicated with others (Chinn & Kramer, 1995).
Metaparadigm: "represents the worldview of a discipline (the most global perspective that subsumes more specific views and approaches to the central concepts with which it is concerned). There is considerable agreement that Nursing's' metaparadigm consists of the central concepts of person, environment, health, and nursing." (Powers & Knapp, 1990, p. 87).
Middle range theory:are narrower in scope than grand theories and are composed of a limited number of concepts that relate to a limited aspect of the real world.Middle range theories' concepts and propositions are empirically measurable (Fawcett, 1995). Examples of middle range theories of nursing include Mishel's uncertainty in illness theory and Braden's learned response to chronic illness theory.
Paradigm: term used interchangeably with the term conceptual model (Fawcett, 1995). An organizing framework that contains the concepts, theories, assumptions, beliefs, values, and principles that inform a discipline on how to interpret subject matter of concern. The paradigm also contains the research methods considered best to generate knowledge and suggests that which is open and not open to inquiry at the time (Powers & Knapp, 1990, p. 103).
Personal knowing: described by Carper (1978) as a pattern of knowing in nursing and relates to the "inner experience of becoming a whole, aware self" (Chinn & Kramer, 1995, p. 9). This knowledge of self allows worthwhile shared human experience. Spiritual or metaphysical knowledge forms are encompassed in this pattern of knowing.
Practice theory: first defined by Ada Jacox in 1974 as theory that defines a goal of nursing practice and guidelines for accomplishing that goal. Controversy exists over the term due to its extension of the normal definition of a theory.
Theoretic model: (theoretic framework) "structure comprised of concepts related in some way to form a whole.....less tentativeness than conceptual framework or model" (Chinn & Kramer, 1995, p. 219).
Theory: 1. "a creative and rigorous structuring of ideas that project a tentative, purposeful, and systematic view of phenomenon" (Chinn & Kramer, 1995, p. 72). 2. "systematic abstraction of reality that serves some purpose" (Chinn & Kramer, 1995, p. 20). 3. "A theory is a set of statements that tentatively describe, explain, or predict relationships between concepts that have been systematically selected and organized as an abstract representation of some phenomenon" (Powers & Knapp, 1990, p. 152).
World View: synonymous with the term philosophy. "Refers to a particular social or cultural group's outlook on, and beliefs about it world" (Powers & Knapp, 1990, p. 168).
References
Carper, B.A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.
Chinn, P.L. and Kramer, M.K. (1995). Theory and nursing (4th ed.) St. Louis: Mosby.
Powers, B.A. & Knapp, T.R. (1990). A Dictionary of nursing theory and research. Newbury Park: Sage Publications.
Fawcett, J. (1995). Analysis and Evaluation of Conceptual Models of Nursing (3rd ed.) Philadelphia: FA Davis.