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Articles Review
In his article, Connelly discusses the role of a theoretical framework for research. The author puts a special emphasis on the fact that many researchers fail to provide a consistent theoretical basis for their studies. Hence, it is often unclear why a particular hypothesis is advanced or what determines the choice of the methods (Connelly, 2014).
The author points out that a failure to establish a strong interconnection between theory and practice can have negative consequences – the research might base on an ungrounded hypothesis and, as a result, its findings will be unreliable as well. In other words, Connelly shows that a theoretical framework or model is a critical element of decision-making as it allows nurses to generate new theories based on reliable models.
Green, in his turn, focuses on the importance of a theoretical concept in the context of qualitative studies. In his article, the author tries to determine why novice researchers often fail to ensure a consistent theoretical framework for their studies. The author believes that the terms theoretical framework and conceptual framework might serve to be a confusing factors. Otherwise stated, novice researchers might misunderstand the meaning of these notions and, thus, fail to use them in their studies (Green, 2014).
Therefore, Green comes to the conclusion that the expert community should focus on revealing the meaning of such important terms as theoretical and conceptual frameworks so that novice researchers realize the role they play in generating the research design. The author believes that all qualitative studies, except for grounded theories, should have a concise theoretical frame that will ensure the interconnection between the hypothesis, the set objectives, and the outcomes.
Evidence Review
First and foremost, it should be pointed out that most of the experts agree upon the fact that the learning potential of patients with learning disabilities (PLD) is underestimated critically. Another theme that is present in almost every article is the lack of due consideration of the needs of such patients in healthcare organizations. Therefore, the expert community emphasizes the necessity for change.
In addition, there is a common opinion that the problem of PLD patients should be addressed not only by the healthcare community but by family members as well. Therefore, upon the analysis of the common themes and particular theoretical evidence, a conceptual map was created.
Underpinning Theory
As long as the research targets to point out the ways to design an effective approach to PLDs, its findings might be potentially used to implement change. Hence, it was initially assumed that sociological factor plays a critical role in shaping the learning prospects of a PLD. In other words, the so-called sociological theory was primarily adopted for the research basis. In the meantime, there was only an unclear idea of this theory’s framework at the very beginning.
In the course of the research, it was perceived that many experts relied on the interactional theory. As it might be understood from its name, the theory puts a particular emphasis on the interaction between PLDs and community groups. Therefore, many studies, even though they do not state it openly, imply the significance of the interactional theory and rely on its principles in their research. This theory came up so frequently that it was decided to incorporate it into the general research structure. As a result, the concept of the crossing network was included. This concept is an example of applying interactional theory to practice.
Another theory that would also be commonly used might be characterized as structural. Thus, the idea that historically established trends tend to have a critical impact on the PLDs’ progress could be seen in every other scholarly paper.
This assumption was elucidated by many authors, but Wai-Tong and Lee managed to develop it particularly well. As a result, it was considered rational to integrate this theory into the conceptual map. Hence, the aspect of cultural peculiarities reflects the concept of the structural theory. Meanwhile, the paper does not adopt one leading theory that could shape the entire research design.
Conceptual Map
The conceptual map was created on the basis of the evidence review. Hence, PLD is the main study subject. The research targets to examine the alternative solutions aimed at improving the existing approach to these patients.
The review of the theoretical evidence has helped to distinguish three key areas that need to be addressed in the framework of performing change: talent development, crossing networks, and the analysis of special needs. The first element is talent development. Thus, the talent potential of people with LD is commonly underestimated. In the meantime, these people, as well as others possess different learning talents that need to be identified and developed. This idea was retrieved from Keller, Fisher, Marks, and Hsieh’s research. It revealed that PLDs are likely to possess outstanding skills and talents in different domains. Their development can improve their learning pace significantly. Meanwhile, nurses often ignore these PLDs’ specifics, impeding their learning progress in such a manner (Keller, Fisher, Marks, & Hsieh, 2014). As a result, talent development is considered to be a critical element of the conceptual map.
The second element is the crossing networks concept. This concept was found in Heller, Gibbons, and Fisher’s article. Hence, it is assumed that the improvement of the nursing approach to PLD is possible on the condition that the problems of PLD are equally addressed by the nursing community and family members. The active participation of the latter is considered to be particularly critical as their support is highly beneficial from the psychological perspective (Heller, Gibbons, & Fisher, 2015). For this reason, as it might be seen on the conceptual map, the crossing networks concept comprises two components: nursing community assistance and family assistance.
The third element is the analysis of PLD’s special needs. This problem is discussed by different experts; therefore, it was considered rational to include it on the conceptual map. As it might be seen, this element comprises three components: individual learning pace, communication, and cultural peculiarities. Individual learning pace is determined by LD, and it should be taken into account while approaching these patients. Communication factor is likewise very important. Its significance was described by Gates and Sooden. They believe that in order to improve the learning capacity of PLD, it is essential to ensure that they communicate with other community members (Gates & Sooden, 2013). The importance of cultural peculiarities was elucidated by Wai-Tong and Lee. They believe that the analysis of cross-cultural peculiarities of PLD allows understanding the special needs of this type of patient (Wai-Tong, & Lee, 2013).
Thus, it is assumed that this conceptual map covers all the critical elements and allows studying the target problem complexly.
References
Connelly, L.M. (2014). Use of theoretical frameworks in research. MEDSURG Nursing, 23 (3), 187-188.
Gates, B., & Sooden, R. D. (2013). Experiences of the implementation of a learning disability nursing liaison service within an acute hospital setting: A service evaluation. British Journal of Learning Disabilities, 40(4), 318-327.
Green, H.E., (2014). Use of theoretical and conceptual frameworks in qualitative research. Nurse Researcher, 21(6), 34-38.
Heller, T., Gibbons, H. M., & Fisher, D. (2015). Caregiving and family support interventions: Crossing networks of aging and developmental disabilities. Intellectual and Developmental Disabilities, 53(5), 329-345.
Keller, T., Fisher, D., Marks, B., & Hsieh, K. (2014). Interventions to promote health: Crossing networks of intellectual and developmental disabilities and aging. Disability and Health Journal, 7(1), 24-32.
Wai-Tong, C., & Lee, I. Y. M. (2013). An exploratory study of parents perceived educational needs for parenting a child with learning disabilities. Asian Nursing Research, 7(1), 16-25.
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