Dear students we many times problems with Advance research theory application so i am just explain by my PPT slides to help the students and application of theories.

1. APPLICATION
OF
THEORIES IN RESEARCH.
Mr. KULTHE VIKRANT R

2. INTRODUCTION
According to Mercer (1984) and
Silva (1986) states that research is
the process through which the
knowledge base for nursing practice
grows. Theory conceptualizes the
abstract nature of the relationship
among concepts. Research,
however, is the systematic inquiry
into the possible relationships
among particular Phenomena.

3.  Theoretical formulations supported by
research findings may potentially
become the foundations of theory-based
practice in nursing. Theoretical
knowledge derived from either a
qualitative or a qualitative source must
have clinical relevance to be useful to
professionals in clinical practice and to
society in general.

4. DEFINITION OF THEORY
“A theory is a statement that purports to account
for or characterize some Phenomenon” and that it
“pulls out the salient parts of a Phenomenon so
that one can separate the Critical and necessary
factors (or relationships) from the accidental and
unessential factors (or relationships)

5. PURPOSE OF THEORY IN RESEARCH
 It serves to make research findings meaningful
and interpretable.
 It allows researchers to knit together
observations into an orderly systems.
 It also serve to explain research findings
 It guides the researcher’s understanding not
only of the ‘what’ of natural phenomena but also
of the ‘why’ of their occurrence.
 It help to stimulate research and the extension
of knowledge by providing both direction and
impetus.

6. DEFINITION OF THEORETICAL FRAMEWOR
A theoretical framework is analogous to the
frame of a house.
A theoretical framework provides a context for
examining a problem, that is, the theoretical
rationale for developing hypotheses, just as a
direction indicator provides a context for using a
road map.

7.  It is also a frame a reference that is a base for
observations, definitions of concepts, research
designs, interpretations, and generalizations,
much as the frame that rests on a foundation
defines the overall design of a house.
 Finally, a theoretical framework serves as a
guide to systematically identifying logical,
precisely defined relationships among
variables.

8. USES OF THEORITICAL FRAMEWORK AS A
GUIDE IN A RESEARCH STUDY
 It bringing meaning to the problem and study
findings.
 It summarizes the existing knowledge in the field of
inquiry and identifies the linkages among defined
concepts, thereby establishing a basis for predicting
specific outcomes or generating hypotheses.
 These linkages or propositions spell out how
concepts are interrelated and lay a foundation for
the development of methods that test the validity
and strength of predicted relationship or
hypotheses.

9. PURPOSE OF THEORETICAL FRAMEWORK IN
A RESEARCH STUDY
 A theoretical rationale serves as a guide or map
to systematically identifying a logical, precisely
defined relationship between variables.
 Provides clear descriptions of variables,
suggesting ways or methods to conduct the study.
 Guiding the interpretation, evaluation and
integration of study findings.

10. MAJOR THEORIES AND CONCEPTUAL
MODELS USED BY NURSE
RESEARCHERS
Nurse researchers have used both nursing and non-
nursing framework which provide a conceptual context
for their qualitative and quantitative studies.
 Sister Callista Roy’s Adaptation Model
 Martha Rogers Unitary human being
 King’s Open Systems Model
 Neuman’s Health Care Systems Model
 Orem’s Model of Self-Care
 Parse’s Theory of Human Becoming.

11. Other than these nurses have developed
other models and theories that focus on
specific phenomena of interest to nurses.
 Nola Pender’s Health Promotion Model
 Mishel’s Uncertainty in illness Theory –
which focuses on the concept of
uncertainty – the in ability of a person to
determine the meaning of illnesss –
related events.
 Becker’s Health Belief Model
 Lazarus and Folkmans theory of stress
and coping
 Azjen and Fishbein’s theory of Reasoned
Action.

13. MAJOR THEORIES USED IN
EXPERIMENTAL RESEARCH
 Orem’s Self-Care Deficit Model
 Bertanlanffy General Systems Theory
 Stuffle Beam’s Programme Evaluation Model
 Kenny’s Open Systems Model
 Rosenstock’s Health Belief Model
 Imogene King’s system’s Theory of Goal
Attainment

14. APPLICATION OF OREM’S SELF CARE
DEFICIT THEORY
The central idea in Orem’s theory is that
the individuals are affected by limitations
from time to time that do not allow them
to meet their self –care needs.

15.  Self-care as the practice of activities that
individual initiate and perform on their
own behalf in marinating life, health and
well-being.

16.  Dependent care is the action
performed by responsible adults to meet
the components of their dependent
therapeutic self-care demand.
 Dependent care agency is the ability of
responsible adults to meet the continuing
demands for self – care of their
dependents.

17. Dependent care deficit is an unequal relationship
between capabilities of responsible adults and the
dependent persons who require therapeutic self-
care demand.
Nursing agency is defined as the complex
property or attributes of persons educated and
trained as nurses that is enabling others to know
their therapeutic self-care demand, for helping
others to meet or in meeting their therapeutic
self-care demand and in helping others to regulate
the exercise or development of their self-care
agency or their dependent care agency.

18.  Effectiveness of a structured teaching
programme among mothers of asthmatic
children on home management of childern with
asthma in a selected hospitals of Udupi district,
Nishe,2000.

20. Application of General Systems Theory by
Bertanlanffy (1968)
Effectiveness of instruction cum treatment on
haemoglobin, serum ferritin and intelligence level
among anaemic adolescent girls in selected schools,
Mangalore district, Karnataka.

21. Theoretical framework selected for this study is
based on General Systems Theory by
Bertanlanffy (1968). In this theory main focus
is on the discrete parts and their
interrelationship, which makes up and
describes the whole. He defines system as a
complex interaction which means that system
consists of two or more converted elements
which form an organized whole and which
interest with each other. The elements in this
study which are organized to get the effect of
treatment I & II in relation to haemoglobin and
serum ferritin.

22. According to him ‘input’ refers to
energy, matter and information. All
systems must receive varying type
and amount of information from
the environment. This system uses
the input to maintain its
homeostasis.

23. According to him ‘throughput’
refers to the process by which
the system process input and
release an output.

24.  According to him ‘output’ refers to matter,
energy and information that leave a system.
 According to him the feed back refers to the
output that is returned to the system that allows
it to monitor itself overtime in an attempt to
move closer to a steady state known as
equilibrium or homeostasis. Feedback may be
positive, negative or neutral.

25.  According to him system as a whole; a
dysfunction of a part causes a symptom
disturbance rather than loss of a single
function. In all system activity can be
resolved in to an aggregation of feedback
circuits such as the input, through put and
output. The feedback circuits helps in the
maintenance of intact system.

27. Application of Context- Input-
Process-Product [CIPP] model
 A study to determine the effectiveness
of need based teaching protocol on
nurses responsibility in ABG Analysis for
the, nursing personal working in critical
care units in a selected hospital in
Karnataka – Sonali, 2003 used this
model.

28. The present study has aimed at developing
and evaluating a teaching protocol on
“Nurses’ Responsibility in ABG Analysis”
for the nursing personnel working in the
critical! care units. The conceptual
framework of this study was based on
Stufflebeam’s, (1973) Context-Input-
Process-Product (CIPP) model. It’s a four-
step model of programme evaluation
developed for obtaining useful
information for taking decisions. It
provides a comprehensive, systematic,
continuous, ongoing framework for
programme-evaluation.

29. Stufflebeam has identified four types of decision.
 Planning decision will determine the objectives of
the programme.
 Structuring the decision in which the procedure
strategies need to achieve the objectives is made.
 The model involves implementing the decision and
lastly, recycling decision to make changes in
response to the outcome of the programme.
 With each step comes a specific type of evaluation,
which Stufflebeam labeled as context, input, process
and output.

30.  Context evaluation defines the
environment in which the programme
will operate in both the actual and
desired conditions, observation,
interview and archival data provide
the basis for context evaluation.

31. Input evaluation is necessary to
make structural decisions. It
includes assessing relevant
capabilities of those involved in
the programme, strategies for
achieving objectives and ways of
implementing the strategies.

32. Both context and input evaluation
begin before the programme
starts but the process evaluation
is a formative evaluation and as
such provides feedback data to
guide programme modification
before implementation.

33. After implementation of the
programme product evaluation is done
which measures programme
achievements, leading to recycling
decisions by determining if they have
met the objectives.

34. Schematic Representation of the CoSchematic
Representation of the Conceptual Framework
nceptual Framework
Context Evaluation Input Evaluation Process Evaluation Product Evaluation
· Critical care nursing
units.
 Nursing personal
with diploma, working
in the critical care units
having working
experience less than 2
years, 2-4 years and
above 4 years.
 Assessed learning
need by a Structured
Knowledge
Questionnaire in all
aspects of “Nurses’
Responsibility in ABG
Analysis”.
 Quality nursing care
 Existing knowledge
and practice of nursi
Existing knowledge
and practice of nursing
personnel assessed by
a Knowledge
Questionnaire and
practice level by
Observation Checklist.
 Developing a
teaching protocolon
“Nurses’ Responsibility
in ABG Analysis”.
 Teaching strategy
Lecture cum
discussions and
demonstration.
 Need Assessment
 Establishing Need
Assessment
 Establishing validity
of the research tools.
 Establishing
reliability of the tools.
 Pilot study.
 Modification of tools
and teaching protocol.
 Conducting pre-test,
teaching and post-test.
 Analysis of the
effectiveness of the teaching
protocol in terms of
effectiveness of the teaching
protocol in terms of gain in
knowledge and practice of
the nursing personnel
 gain in knowledge and
practice of the nursing
personnel
Conceptual framework for development and evaluating of a teaching Protocol on “Nurses’ Responsibility in ABG Analusis”
modified from Stufflebeam’s (1973. CIPFig .1 Conceptual framework for development and evaluating of a teaching Protocol on

35. APPLICATION OF KENNY’S OPEN
SYSTEM MODEL
ASSESS THE EFFECTIVENESS OF PLANNED
NURSING CARE FOR THE PATIENTS WITH
LOWER SEGMENT CESAREAN SECTION IN
K.N RAO HOSPITAL, SALEM, 2006.

36. It was developed based on system
theory of Ludwing Von Bertalanffy
(1968). According to Kenny, all living
systems are open; they are in
continuous exchange of matter, energy,
and information which results in
varying degree of interaction with the
environment from which the system
received input and gives back output in
the form of matter, energy and
information.

37. INPUT
The input can be matter, energy and
information from the environment.
THROUHPUT
The matter, energy and information are
continuously processed through the system
which is also called complex transformation
known as throughput.

39. FEEDBACK
For feedback information and
environmental responses by the system
needs adjustment, correction and
accommodation to the interaction with the
environment.

40. APPLICATION OF ROSENSTOCK’S HEALTH
BELIEF MODEL
 A study to determine the
effectiveness of planned patient
teaching programme on diabetic
diet, prescribed medication and foot
care for diabetic clients in a
selected hospital of Udupi District,
Usha OV, 2001.

41. The present study aims at
developing and evaluating a
planned patient teaching program
on diabetic diet, prescribed
medications and foot care in terms
of their gain in knowledge and
compliance. The conceptual
framework of the study was based
on modified Health Belief Model
of Rosenstock.

42. In this model human behaviour is seen as
being dependent upon two primary
variables. (1). the values placed by a person
upon a particular outcome and (2) the
persons belief that a given action will result
in that outcome. The individual perception
about the susceptibility and occurrence of
the disease will make the person take
preventive action to avoid the disease. The
assumption in this model is that the
perception will always have a personal
implication, that by taking a particular
action the susceptibility of developing
diabetic complications would be reduced or
diabetes can be controlled.

43. The perceptions in the present study are perceived
susceptibility to complications. The attitude of the
diabetic clients which can be influenced by the
teaching program and which will determine their
health behavior i.e. prevention of complications
and reduce the cost of care. It is also assumed that
a particular teaching program will improve the
diabetic client’s knowledge towards their care,
which will result in improvement in compliance.

45. APPLICATION OF IMOGENE KING’S
SYSTEMS THEORY OF GOAL ATTAINMENT
 A study to find the side effects of chemotherapy as
experienced by the cancer patients and the effectiveness of
information guide on the knowledge and practice of cancer
patients regarding its relieving measures in a selected
hospital of Udupi Disk,Jacob JA, 2002
 The framework is adopted from Imogene King’s System’s
Theory of Goal Attainment. King (1989) states that “the
structure of a system interacting with an environment”.

46.  According to King “nursing function include
viewing, recognizing, observing,
synthesizing, interpreting and analyzing
which are within the context of nursing
process. It includes the interpretation of
specific information to plan, implement
and evaluate the nursing care. She further
states that “…the major focus of the theory
is the interpersonal system, because what
nurses do with and for individual is what
makes the difference between nursing and
any other health profession.

47.  Action is based on the perceptions and
judgement of the nurse and the client engaged
in interactions and leads to transaction. Goal
attainment is the transaction phase of the
nursing process which takes place through
mutual goal setting, exploration and agreement
to means to achieve goal and the evidence of
behaviour that moves toward goal attainment