Concept Analysis 

The Wilsonian and Hybrid* Models of Concept Analysis

(*Wilson content is excerpted from John Wilson's Thinking With Concepts book (London: Cambridge University, 1963), and hybrid content is excerpted from Donna Schwartz-Barcott and Hesook Suzie Kim chapter entitled, "A Hybrid Model for Concept Development" in Nursing Research Methodology: Issues and Implementation by Peggy Chinn, Rockville ,MD : Aspen ,1986. )

Wilson is perhaps one of the most recognized names in concept analysis. His process for analyzing concepts was published in 1963 in a small handbook that was designed to help readers gain greater understanding through analysis skills and techniques. Through a systematic process of analyzing everyday terms, Wilson stressed how we should not be concerned with the meaning of a word since words have many meanings. Instead, we seek actual and possible uses of words. 

The Wilsonian method of concept analysis is summarized in Chapter 3 of the Chinn and Kramer Theory and Nursing text. Review Chapter 3 and note how they describe how a concept analysis is done. Later you will critique a concept analysis.  

Schwartz-Barcott and Kim noted how social scientists ^{2- 4} have been depicting concepts as the "building blocks" of theory and conceptual analysis as an essential step in theory development. Yet it is only recently that this step has gained major attention within the nursing literature. In line with this intensified interest, a number of nursing scholars have proposed various approaches to analyzing concepts relevant to nursing. Most of these scholars have approached concept analysis as essentially either a theoretical or an empirical process. For example, approaches to concept analysis by Hardy ^5, Stevens ⁶ Kim ⁷ and Forsyth ⁸ are all basically theoretical. Varying sets of criteria are used to compare, contrast, and evaluate the usefulness of any one concept. The research literature and empirical referents at times are drawn on to augment the analysis. This approach has been used primarily for evaluating or refining existing concepts. In contrast, phenomenological, grounded theory, and ethnographic" field research approaches are basically empirical. Empirical observations - are used as the principal source of data for identifying new concepts, as in the case of grounded theory, or in concept definition and refinement, as in the case of phenomenological and ethnographic approaches. A hybrid model interfaces theoretical analysis with empirical observation, combining the rigors of both approaches. The model involves steps used to identify, analyze, and refine concepts in the initial stage of theory development and is most applicable to applied sciences in general and to nursing specifically.

A HYBRID MODEL   

Below is a diagram of the overall hybrid model and its major components; the model, which combines theoretical and empirical elements, is composed of three phases: a theoretical phase, a fieldwork phase, and an analytical phase. As the label denotes, the initial phase is largely theoretical, although it draws heavily on experiences from clinical practice. During this phase, Reynolds's ¹² analytical approach to concept analysis is used to begin the literature search, the analysis, and the selection of a working definition. The' second phase, which overlaps partly in time with the first phase, emphasizes the empirical component of the process. It uses field research methods to collect qualitative data for further analysis of the selected concept. Schatzman and Strauss's ¹³ guide to field research is used directly for the overall structuring and sequencing of steps in this phase.

Reynolds's analytical approach helps to undergird the collection and analysis of data. Wilson 's` analytical approach is brought forth as potentially useful in steps 3 and 4. (selecting cases, and collecting and analyzing data). Phase three includes the final step in interfacing the initial theoretical analysis with insights gained from the empirical observations. Here again, Reynolds's and Wilson's analytical approaches help in finalizing the analysis and suggesting possible alterations or refinements of the concept.

Theoretical Phase

The principal focus in the theoretical phase is on the development of a foundation for the later phases of refinement and analysis. This includes the selection of a concept, initiation of the literature review, a mapping out of essential elements of definition and measurement, and the delineation of a working definition. The Wilsonian approach to concept analysis outlined in Chapter 3 of Chinn and Kramer's text will be used for the theoretical phase of developing your concept paper and critiquing existing concept analyses. An important step often omitted from the concept analysis process is choosing a working definition that will guide the remainder of the analysis process.

Choosing a Definition

Once major points of agreement and disagreement have become apparent, one needs to select or generate a definition for a further detailed examination. Selecting a definition that seems congruent with one's initial thoughts will help to maintain a nursing perspective; however, a tentative posture with respect to a selected definition can provide open- mindedness in the refinement process. As a conclusion to the definition section of your paper, you should state, "For the purpose of this concept analysis the following working definition of (name the concept/construct) will be used: (define and cite).  

Click here to view the Concept Analysis Part 1 assignment. You can also access for Part 1 from the Calendar and Introduction to Module 2.

Fieldwork Phase

The fieldwork phase is aimed at refining a concept that has been analyzed in the theoretical phase. Refinement at this phase involves an empirical validation of a concept through a method of qualitative research. As outlined in Figure 1, phase two begins with setting the stage and continues through the negotiation of entry, selection of cases, and collection and analysis of data. These steps certainly are not unique. They are the basic steps in any qualitative research that draws heavily on participant observation. Schatzman and Strauss provide an excellent overview of each of these steps in Field Research: Strategies for a Natural Sociology.¹³ The model has adopted these methods of field research for concept development in nursing. This phase involves a transformation of clinical practice into qualitative research.

Setting the Stage

The focus in this step is on the selection of a fieldwork site and identification of major questions to guide the fieldwork phase. The selection of a site is somewhat critical to assuring a nursing perspective. Two essential criteria should guide the selection of a population and a setting: (1) the likelihood of frequent observations of the phenomenon under study and (2) the appropriateness of participant observation as a method of gathering empirical data. Questions guiding the fieldwork phase should address (a) the essential defining elements of a concept; (b) the differentiating elements, separating the central concept from similar concepts; (c) the measurement criteria that may be developed for the concept. The questions may be extended to search for explanatory ideas as the fieldwork progresses.

Negotiating Entry   

It is easy to disregard the subtleties of gaining access and legitimation to the selected population or setting demands until it is too late. In Field Research, Schatzman and Strauss ^{13( pp 18- 33)} cover the intricacies and complexity of this type of negotiation in much detail- especially as it applies to formal and highly complex organizations such as the hospital.

Selecting Cases

Decisions regarding with whom to speak and how to focus one's observations in the field depend on (a) the unit of analysis under study and (b) the degree of clarity and intersubjectivity found in the initial review of literature. The unit of analysis depends on the concept. It most likely would be at the individual level for a study of withdrawal among the elderly or at the dyad level for a study of the use of touch among couples attending Lamaze classes.

Wilson 's" typology for concept analysis as a basis for selection. This typology has been described by a number of nursing scholars. Briefly, the typology begins with the model case- one that absolutely reflects an instance of the concept. As Wilson notes, this is the instance in which we hear ourselves saying, "Well, if that isn't an example of so- and- so, then nothing is." Second is the contrary case. It represents a case that is absolutely not an instance of the concept: "Well, whatever so- and- so is, certainly it is not that." Third is the borderline case. It appears as the "odd" or "queer" case or a metaphorical use of the term. It helps highlight elements that make for a "true" case. The typology ends with the related case. This one helps to clarify the central concept by identifying the criteria for a related concept.

Collecting and Analyzing the Data

As any qualitative research text will attest to, there are innumerable ways of collecting data. Some, however, such as questionnaires or highly structured interviews, are too closed- ended to allow for the probing and the dialogue that are needed in order to clarify the meaning and the nature of the concept. Other methods, like participant observation and unstructured interviews, may be more useful because they tend to facilitate multiple observations and in-depth probing and dialogue. Some combination of participant observation augmented with periodic in- depth interviews has been used successfully in our studies. You will learn more about cultural theories and ethnographic techniques in the last activity of Module 2.  

Final Analytical Phase

During the analytical phase, one steps back from the intensity and details of fieldwork and reexamines the findings in light of the initial focus of interest represented in the Theoretical Phase of the analysis. Here is a sampling of questions you will ask and answer in Part 2 of the Concept Analysis Paper when comparing findings from the theoretical phase and the fieldwork phase:

• How much is the concept applicable and important to nursing?

• Does the initial selection of the concept seem justified?

• To what extent does the review of literature, theoretical analysis, and empirical 
  findings support the presence and frequency of this concept within the population selected for empirical study?

• What inconsistencies occur between what I found in the literature and what I observed and heard people tell me about the concept in my fieldwork ?

REFERENCES

1. Hardy ME: Theoretical Foundations for Nursing. New York, MSS Information Corp, 1973.
2. Hempel CG: Fundamentals of Concept Formation in Empirical Science. Chicago, University of Chicago Press, 1952.
3. Pelto PJ: Anthropological Research: The Structure of Inquiry. New York , Harper & Row, 1970.
4. Hage J: Techniques and Problems of Theory Construction in Sociology. New York ,  John Wiley. 1972.
5. Hardy ME: Theories: Components, development, evaluation. Nurs Res 1974; 23( MarchApril): 100- 107.
6. Stevens B: Nursing Theory: Analysis, Application and Evaluation, ed 2. Boston , Little, Brown, 1984.
7. Kim HS: The Nature of Theoretical Thinking in Nursing. Norwalk , Conn , Appleton- CenturyCrofts, 1983.
8. Forsyth GL: Analysis of the concept of empathy: Illustration of one approach. .- tdv Nurs Sci 1980: 2( January): 33- 42.
9. Lynch- Sauer l: (: sing a phenomenological research method to study nursing phenomena, in Leininger SIM led): Qualitative Research. Methods in Nursing. Orlando , Fla. Grune & Stratton, 1935, pp 93- 108.
10. Atwood JR; The phenomenon of selective neglect, in Bauwens ( led): The Anthropology of Health, St. Louis CV Mosby 1978 192-200.
11. Leininger MM: Ethnography and ethnonursing: Models and modes of qualitative data analysis, to Leininger MM led): Qualitative Research Methods in Nursing. Orlando , Fla , Grune & Stratton, 1985, pp 33- 71.
12. Reynolds PD: A Primer in Theory Construction. New York , Bobbs- Merrill, 1971.
13. Schatzman L, Strauss AL : Field Research: Strategies for a Natural Science. Englewood Cliffs, NJ. Prentice- Hall. 1973.
14. Wilson J: Thinking with Concepts. London , Cambridge University Press, 1969
15. Hardy ME, Conway ME : Role Theory: Perspectives for Health Professionals, New York , Appleton- Century- Crofts, 1978.
16. Panzari ne S: Coping: Conceptual and methodological i ssues. Adv Nurs Sci 1985; 7( July): 495a.
17. Brownell MJ: The concept of crisis: Its utility for nursing. Adv Nurs Sci 1984, 6( July): 10- 21.
18. Norris CM: Concept Clarification in Nursing. Rockville , Md , Aspen Systems, 1982.
19. May R: The nature of creativity, in Anderson HH led): Interdisciplinary Symposia on Creativity. New York , Harper & Row, 1972.
20. Rogers R: Toward a theory of creativity, in Anderson HH led): Interdisciplinary Symposia on Creativity. New York . Harper & Row, 1972.

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