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Please use APA format to reply to each post with at least 200 words each and references: Theory development is a systematic review and study of a phenomenon, facts, or observations that combines science and art to form a concept or proposition statement (Butts & Rich, 2018). To begin the process of developing a theory, a researcher must approach the process with an inquisitive mind, questioning either the current theory or empirical observations. The researchers propose a concept or proposition of one or more concepts or ideas and then propose a definition, an association, or influence between the concepts.
There are three types of theories; descriptive, explanatory, and predictive with each having unique characteristics and applications in the concept development or proposition of a theory. Descriptive theories typically give a description of an observation or singular concept. Explanatory theories, are comparative of two or more concepts and offer explanations of relationships of the concepts. While predictive theories attempt to explain how the concepts influence or affect one another (Butts and Rich, 2018).
The structure commonly used in theory development is the conceptual-theoretical-empirical (C-T-E) process (Butts & Rich 2018). The first stage involves the generation of a concept, and then it moves onto the data collection of evidence that supports the theory’s proposition, during this stage the researcher considers the framework (descriptive, explanatory, or predictive) of the theory that is being researched and chooses the empirical indicators that are best indicated for the data collection. From here the theory moves onto the testing phase. During the testing phase the researcher either ties the theory into current nursing concepts and creates a linkage between them or the theory deviates from the current nursing concepts or lastly, when another discipline’s theory is borrowed to apply to a current nursing model (Butts & Rich, 2018).
The critique and evaluation of theories require a methodical five-step process to do such in the most scientific of processes. The steps recommended include understanding the application, linkage, and specificity of the research. The connections of these must be clear, explicitly noted, and rationally connected during this first step. The next step is to review the theory for importance to society, comprehensibility, and a succinctly stated theory with as few concepts as possible that can be measured and tested (Rich & Butts, 2018).
The third step is critiquing the appropriateness of the measurement tools or instruments used in the research, it is called operational adequacy. It is during this stage that the appropriateness of the empirical indicators is reviewed. The replicability, dependability, validity, credibility, and reliability of the instruments and the findings are all critically reviewed (Gray & Grove, 2021). The fourth stage is the evaluation of the theory against the research findings; evaluating if they support, rebuke, or are not linked with one another. The final stage is evaluating the legitimacy of the findings and the usefulness of the concept model of the theory (Rich & Butts, 2018).
In conclusion, an Advanced Practice Nurse (APN) should practice a concerning eye toward the evaluation and application of nursing theories in their practice. When APNs apply the above-mentioned steps to critiquing research and the application of nursing theories, they know they are providing the most current evidence-based care.
Please APA format to reply to each post with at least 200 words each and references : Nursing is a scientific discipline rooted in theory, ongoing research, and evidence. In nursing, the evidence is taken and implemented to improve the quality of care and nursing practice. A theory is made up of concepts and propositions about a phenomenon. It derives from a conceptual model, a more abstract and general concept and proposition that provides an organized structure for the research design and method, guides the development and testing of hypotheses, and places research findings within the context of science (Butts & Rich, 2020).
The Levine Conservation Model provided a helpful framework for investigating the effects of exercise on fatigue and physical functioning in cancer patients. The model’s four conservation principles guided the exercise intervention’s development, identifying salient outcomes for patients and selecting appropriate instruments to measure study variables. The model is also helpful in analyzing and interpreting data about conservation principles. Using a suitable conceptual model facilitates the design and testing of theory-based interventions and the development of science to support nursing practice (Mock et al.,2020). There are three types of theories: descriptive, explanatory, and predictive. Descriptive theories describe a phenomenon, explanatory theories explain phenomena, and predictive theories specify how a concept affects one or more other concepts. These theories must be connected to empirical indicators to be observed or measured. For example, assessment and intervention tools, the sample size of research participants, the research design, and data collection procedures, among others (Butts & Rich, 2020).
The three components mentioned (a conceptual model, a theory, and the empirical indicators) constitute the conceptual–theoretical–observed (C-T-E) structure of theory development. Advanced Practice Nurses (APNs) can conduct research independently or in partnership. APNs can create a C-T-E structure for their studies to generate a new theory or prepare a diagram for existing research. Two different approaches can be used to generate a C-T-E structure: the first approach is the selection of the conceptual model of nursing and the direct derivation of a theory from that conceptual model, which ensures a logical linkage between the conceptual model and theory; the second approach is to pick a conceptual model and link it to an existing nursing theory (Butts & Rich, 2020). To evaluate the C-T-E structures for theory generation and theory testing, a five steps process: evaluation of the conceptual-theoretical and empirical linkages; evaluation of the theory; evaluation of the practical research methods; evaluation of the research findings and assessment of the utility and soundness of the conceptual model.
An example of a CTE structure for a Roy Adaptation Model-guided theory-testing study or practice was explained by Fawcett (2020). The C-T-E structure for theory-testing research and training is constructed deductively, proceeding from the conceptual model to the theory to the empirical indicators. Explains that the Roy Adaptation Model concept of environmental stimuli is represented by the idea of the type of cesarean birth, defined as planned or unplanned cesarean delivery, as measured by an item on the Background Data Sheet (Fawcett, 2020). The cognition coping processes are represented by the concept of perception at the birth experience, defined as feelings about labor or preoperative procedures, delivery, and initial contact with the infant as measured by the perception of the Birth Experience Scale. The concept of modes of adaptation is represented by responses to cesarean birth, defined as women’s responses to the events surrounding cesarean childbirth, as measured by a numerical score based on answers to open-ended questions on the Cesarean Birth Experience Questionnaire.
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