SCOPE AND DELIMITATION o This study aims to..

o Note that the SCOPE is not the same as

 The scope and delimitations of a thesis,
the objective statement.
dissertation or research paper define the topic
 The objective statement is the aim or the final
and boundaries of the research problem to be
result that you wish to achieve by completing
investigated.
the research procedures.
 The scope is just a process that defines the
 The Scope details how in-depth your study is to
extent of the study.
explore the research question and the
parameters in which it will operate in relation to
the population and time frame.

o A good scope statement will answer  The DELIMITATIONS OF A STUDY are the
the following six questions: factors and variables not to be included in the
1. Why – general aims and objectives investigation.
purpose of the research
2. What – the subject to be o In other words, they are the boundaries
investigated and the included the researcher set in terms of study
variables. duration, population size and type of
3. Where – the location or setting of participants.
the study, i.e., where the data will o Delimitations talk about what the
be gathered and to which entity the researcher will not do.
data will belong.
4. When – the timeframe within which  LIMITATIONS
the data is to be collected. o Relate to the validity and reliability of
5. Who – the subject matter of the the study.
study and the population from o They are characteristics of the research
which they will be selected. This design or methodology that are out of
population needs to be large your control but influence your
enough to be able to make research findings.
generalizations o They determine the internal and
6. How – how the research is to be eternal validity of your study and are
conducted, including a description considered potential weakness.
of the research design o Limitations talk about what you can’t
(experimental research, qualitative do.
research or a case study),
methodology, research tools and
analysis techniques.
 HOW TO WRITE THE DELIMITATION
 Since the delimitation parameters are within
 To make things as clear as possible, you should
the researcher’s controls, reader need to know
also state why specific variables were omitted
why they were set, what alternative options
from the research scope and whether this was
were available, and why these alternatives
because this was a delimitation or a limitation.
were rejected.

 HOW TO START WRITING YOUR STUDY SCOPE

 Use the below prompts as an effective way to
 The scope and delimitation of a thesis,
start writing your scope:
dissertation or research paper define the topic
o This study will focus on…
and the boundaries of the research problem to
o This study will investigate the..
be investigated.
 Use the below prompts as an effective way to  What factors can set the limitations in your
start writing your study delimitations: research?
o This study will exclude 1. Issues with sample and selection
o This study is limited to 2. Insufficient sample size, population
o The researchers will not include traits or specific participants for
o The following will be excluded from this statistical significance.
study 3. Lack of previous research studies on
the topic which has allowed for
 What can you delimit in your research? further analysis
1. Research Objectives: 4. Limitations in the
This study will explore on the challenges technology/instruments used to
experienced by Nursing students in doing collect your data
RLE return demonstration virtually, and will 5. Limited financial resources and/or
not include the student’s strategies in funding constraints
dealing with these challenges. 6. Time Frame

2. Research Questions:
To protect the participant’s data privacy,  Factors that affect the scope and delimitation of
the researchers will not be asking questions the study:
about the identity of the participant’s 1. Researcher’s knowledge or expertise on the
sexual partners. subject matter
2. Time allotted to conduct and finish the
3. Research Variables: study
In conducting this study, the researchers 3. Financial support
will be collecting data about the student’s 4. Purpose or aim in conducting the study
academic performance in NCM Subjects,
but will not include the student’s grades in
RLE.  Summary

Scope and Delimitation

4. Target Population:
In this study, the researchers will be 1. Describes the nature, coverage and timeframe
interviewing participants who live within of the study. It represents in brief the subject,
Cagayan de Oro City, but will not include rea of investigation, the place, the time period,
participants who are not registered voters or school year covered.
of Cagayan De Oro City 2. It discusses the variables to be included in the
study, and the exclusion of other variables
5. Statistical Analysis Technique: which are expected to be included.
In identifying the relationship between 3. Scope and Delimitation is an optional part of
sleep deprivation and the students’ the introduction. This may not be included in
academic performance, the data gathered the proposal
in this study will only be analyzed using a
bivariate correlational analysis and will not
undergo multiple regression or multivariate
analysis.
 o The study maybe limited by anticipated
shortfalls and specific constraints such
SCOPE AND DELIMITATIONS
 The researcher must be aware of and should
categorically state certain constraints or
as foreseen weaknesses in methodology
restrictions in the study that may decrease the
and design.
credibility and generalizability of the findings
o The exclusion of certain sectors of the
over which no one has any control.
population, the inaccessibility of data,
statistical treatment and analysis, and
 Uncontrolled variables may affect study results
failure to get a representative sampling
must be clearly stated
 Expected findings should not be beyond what
the study can achieve in terms of the following:
1. Issues – Past and Current
2. Scope or coverage of areas of concern
3. Time frame
4. Type of data such as qualitative, quantitative, or
combined.

 Delimitations sets the parameters of the study

by accepting what should be included and
rejecting what should be excluded.
 In delimiting aspects of the study, the
researcher states specific constraints
such as the following:
1. Scope or Coverage
2. Expected Manageability of the
Problem
3. Limitations of the Study

1. Scope or Coverage
o This spell out the context of the study in
terms of subject, concepts, and specific
characteristics of the phenomenon,
treatment, sampling and time frame.
o The who, what, when, where, how and
the why of the study shall then be
clarified and specifically stated.

2. Expected Manageability of the Problem

o In experimental studies, internal and
external constraints may affect the
validity and reliability of findings, and
should also be taken into account

3. Limitations of the Study

 THEORETICAL FRAMEWORK  The theoretical framework strengthens the
study in the following ways:
 Theories are formulated to explain, predict 1. An explicit statement of theoretical
and understand phenomena and in many assumptions permits the reader to evaluate
cases to challenge and extend existing them critically.
knowledge, within the limits of the critical
bounding assumptions. 2. The theoretical framework connects the
researcher to existing knowledge. Guided
by a relevant theory, you are given a basis
 The theoretical framework is the structure
for your hypotheses and choices of research
that can hold or support a theory of a
methods.
research study.

3. Articulating the theoretical assumptions of a

 The theoretical framework introduces and research study forces you to address
describes the theory which explains why the questions of why and how. It permits you to
research problem under study exists. move from simply describing a
phenomenon observed to generalizing
 A theoretical framework consists of about various aspects of that phenomenon.
concepts, together with their definitions,
and existing theory/theories that are used
4. Having a theory helps you identify the limits
for your particular study.
to those generalizations. A theoretical
framework specifies which key variables
 A theoretical framework must demonstrate influence a phenomenon of interest. It
an understanding of theories and concepts alerts you to examine how those key
that are relevant to the topic of your variables might differ and under what
research paper and that will relate to the circumstances.
broader fields of knowledge in the class
you’re asking
 A good theory in the social sciences is of value
 The theoretical framework is not precisely because it fulfills one primary purpose:
something that is found readily available in to explain the meaning, nature, and challenges
of a phenomenon, often experienced but
the literature
unexplained in the world in which we live, so
you really have read multiple resources, dig-
that we may use that knowledge and
in, multiple references. Analyze the theory. understand to act in more informed and
You have to create your framework coming effective ways.
from an existing theory.

 The selection of a theory should depend on  DEVELOPING THE FRAMEWORK

its appropriateness, ease of application, and  Here are some strategies to develop an
explanatory power. effective theoretical framework:
1. Examine your thesis title and research
problem.
 2. Brainstorm on what you consider to be the questions that need to be answered to
key variables in your research. maximize understanding of the issue
3. Review related literature
4. List the constructs and variables 8. Means of providing members of professional
5. Review the key social science theories discipline with a common language and a frame
6. Discuss the assumptions or propositions of reference for defining boundaries of their
profession

 A theoretical framework is used to limit the 9. Means to guide and inform research so that it
scope of the relevant data by focusing on can, in turn, guide research efforts and improve
specific variables and defining the specific professional practice.
viewpoint (framework) that the researchers will
take in analyzing and interpreting the data to be  The theoretical framework may be rooted in a
gathered, understanding concepts and variables specific theory, in which case you are expected
according to the given definitions and building to test the validity of an existing theory in
knowledge by validating or challenging relation to specific events, issues, or
theoretical assumptions. phenomena. Many social science research
papers fit into this rubric.

 Think of theories as the conceptual basis for

understanding, analyzing, and designing ways to  In writing this part of your research paper, keep
investigate relationship within social systems. in mind the following:
1. Clearly describe the framework, concepts,
 To the end, the following roles served by a models, or specific theories that underpin your
theory can help guide the development of your study.
framework.
1. Means by which new research data can be 2. Position your theoretical framework within a
interpreted and coded for future use. broader context of related frameworks,
concepts, models or theories.

2. Response to new problems that have no 3. The present tense is used when writing theory
previously identified solutions strategy
4. You should make your theoretical assumptions
3. Means for identifying and defining research as explicit as possible
problems.
5. Don’t just take what the theory says as a given.
4. Means of prescribing or evaluating solutions to
research problems WRITING TIP!

5. Way of telling us that certain facts among the  An increasing important trend in the social and
accumulated knowledge are important and behavioral sciences is to think about and
which facts are not. attempt to understand research problem from
an interdisciplinary perspective.
6. Means of giving old data new interpretations
and new meaning.  One way to do this is to not rely exclusively on
the theories developed within your particular
7. Means by which to identify important new discipline, but to think about how an issue
issues and prescribe the most critical research might be informed by theories developed in
other discipline.
  Building theoretical framework based on the
postulates and hypotheses developed in other
disciplinary contexts can be both enlightening
and an effective way to be engaged in the
research topic.

 Do not leave the theory hanging out there in

the introduction never to be mentioned again.
Undertheorizing weakens your paper.

 The theoretical framework you describe should

guide your study throughout the paper. Be sure
to always connect theory to the review of
pertinent literature and to explain in the
discussion part of your paper how the
theoretical framework you chose support
analysis of the research problem or if
appropriate how the theoretical framework was
found to be inadequate in explaining the
phenomenon you were investigating.

 In that case, don’t be afraid to propose your

own theory based on your findings

Indications that theoretical assumption may need to be

modified can include the following:

1. Your findings suggest that the theory does not

explain or account for current conditions or
circumstances.
2. This study reveals a finding that is significantly
incongruent with what the theory attempts to
explain or predict
3. Your analysis reveals that the theory overly
generalizes behaviors or actions without taking
into consideration specific factors.
  Theory comes from the Greek word
“theoria” which means a beholding
spectacle or speculation.
THEORETICAL FRAMEWORK
 Theories are always speculative in
 A framework is simply the structure of the idea nature are never considered as true or
or concept and how it is put together. proven.
 It is a conceptual underpinning of a
study or an essay that is in from of an  Theories provide description and
argument. explanation of a phenomenon and are
 It supports the rationale for developing subject to further development or
the research question revision or may even be discarded if not
supported by empirical findings
 A research framework may be conceptual or (Nieswiadomy, 2008).
theoretical
 According to Wood and Ross-Kerr  Theory is also a general principle, an
(2006) explanation of a phenomenon or an
 A conceptual framework is a abstract generalization that
structure of concepts grouped systematically explains the relationship
together as a map for the study among given phenomena for purposes
 It refers to the explanation of of explaining, predicting and controlling
the variables of the study based such phenomena (Abdella, 2002)
on literature and research
 Theory is a statement that is much
 It is a Theoretical Framework, “When broader and complex than “fact”; the
the variables have been studied before basis of policies and practices in
and have been found to be related to particular discipline that gives specific
one another.” direction to the researcher’s solution to
 A theoretical framework is a the research problem (Polit & Beck,
collection of interrelated but 2008)
may or may not be well worked
out.
 It guides the researcher in  Theory is a set of statements that
determining the variables to be describes or explains phenomena in a
measured and the conclusion to systematic way, pointing out why one
be drawn. event relates to another or what causes
 ” Is an explanation or an essay an event to occur.
that interrelates the concepts
or theories involved in the  Theory likewise provides professional
phenomenon” (Houser, 2008). autonomy and power by guiding and
directing practice, education and
research function of the profession.
 Like other professions, nurses are guided by
theories and models that provides an  Theory helps improve analytical skills,
explanation or rationale of nursing practice. broadens thinking, and clarifies values,
assumptions and accuracy of decisions.

 WHAT IS THEORY?
 CHARACTERISTICS OF THEORY
 concepts such as child or elderly
 To understand a theory, it is important to associated with age, developmental
identify the elements related to theoretical tasks and longevity.
ideas and their application.

1. IT CONSISTS OF A SET OF CONCEPTS. d. Statistical Concepts

o Concepts o These refer to the quantitative property
 The building block of theory of a thing represented in terms of its
 A word picture or basic idea of distribution to the population such as
a phenomenon that symbolizes rise in blood pressure, incidence of
reality. Dengue infection and Swine flu, among
 Concepts may be concrete such others.
as the “nurse”, or abstract such
as “nursing” e. Summative Concepts
 Concepts can be defined or o These represents the global and
specified by a given set of complex embodiments of the
examples. phenomenon such as health, nursing,
 A concept is also a key idea man, and environment, among others.
abstracted from a specific o Such as concepts require the
phenomenon. integration of other concepts such as
EXAMPLES: nursing care, health-illness continuum,
needs and problems of man, in order to
Abstract Concepts: nursing, man, health, community simplify its meaning and use it in a
research study.
Concrete Concepts: nurse, girl, Manila, University of
Santo Tomas In scientific research, concepts must all be interrelated
to form a framework that will guide and direct the
researcher in the investigation.
 There are different kinds of concepts based from ideas,
opinions, observed phenomenon and experiences of
the researcher (Tomey, 2008):  Concept Making Processes to Consider
1. Conceptualization
a. Enumerative Concepts o this is the process of forming basic ideas,
o There are characteristics of phenomena designs, plans or strategies based on
that are always present and universal to given facts, situations and examples
all people such as age, height, weight. applicable to the present study.

2. Fact
b. Associative Concepts o It is the most basic term in research that
o These refer to concepts that exist only is irreducible because it is an established
in some instances in the phenomena and verifiable truth.
which are not common to all conditions o Facts are analyzed to interpret the
such as income, disease, anxiety. meaning and relationships of concepts in
the study.
c. Relational Concepts o Facts are the building blocks of theories,
o These are characteristics of concepts, hypotheses, and propositions.
phenomenon that can be understood o If facts are insufficient, research results
only when they are combined with two will not be conclusive and reliable
or more enumerative and associative
3. Constructs  A research study needs to have a conceptual or
o These are highly abstract, complex Theoretical framework in order to:
phenomena that are not observable. 1. Justify the rationale behind the
o These are deliberately and systematically investigation
created by the researcher for a specific 2. Give the reasons for searching new data
purpose. and for analyzing, interpreting and
synthesizing these data
Examples: Self-care in Orem’s model of 3. Cite theory/ies which the study is premised,
health maintenance and Physiologic needs in in order to establish the relationship among
Maslow’s Hierarchy of Needs. the variables
o The terms concepts and construct may
be used interchangeably, however, a
construct often refers to a slightly more
complex than a concept.
2. THEORY ALSO CONSISTS OF PROPOSITIONS
Examples: wellness, mental health, self-
esteem, assertiveness, concept of care  Propositions, a statement or assertion of the
“continuum of care” is a construct. relationship between concepts derived from
theories or generalizations based on empirical or
4. Conceptual Framework factual data.
o A study based on a specified conceptual
model  A proposition assumes the form of logically
o It consists of specific or well-defined interrelated deductions, which means that the
concepts and constructs, which helps theory must provide a mechanism for logically
clarify the overall underpinning of the arriving at simple statements derived from the
research variables in terms of how original propositions.
these concepts are defined and
operationalized.  Proposition can be taken from several concepts
linked together to form a theoretical framework

5. Theoretical Framework
o A study based on a theory.
o It consists of propositions, concepts, 3. A THEORY IS REPRESENT BY CONCEPTUAL
concept maps or conceptual models and PARADIGM AND CONCEPTUAL MODELS
constructs meaningfully as basis of the  Paradigm
study. o Paradigm represents global issues
o It is also called the conceptual about individuals, groups, situations
framework since the concepts are and events of interest to the profession.
knitted together into a coherent system o It is an over-all belief system that makes
to describe or explain the variables of sense of reality and the basis of
the study. knowledge.
o The terms conceptual framework and o The paradigms used in nursing theories
theoretical framework are frequently reflect two methods such as
used interchangeably. quantitative (based on measurement of
observable phenomenon) or qualitative
(based on the analysis of the meaning
of events as shown in words and action
of others)
 Conceptual Paradigm  Metaparadigm
o This is a diagram that visually presents o Most abstract level of knowledge representing
and interprets the underlying theories, global concepts specific to nursing discipline
principles, and concepts of a research.
o A global proposition that defines and relates
o It is also a visual presentation of these concepts together and organizes nursing
variables that interrelate with one knowledge in a systematic manner for the
another as perceived by the researcher purpose of understanding the phenomenon.
before an actual empirical investigation
is done to prove its relationship o Metaparadigm in nursing include:
1. Person – the recipient of care
o In writing a thesis proposal, the 2. Environment – the internal and external
researcher envisions the relationship of surroundings that affect the person
all the variables to be investigated 3. Health – the degree of wellness or well-being
shown in the conceptual paradigm to that the person experience
provide directions and guidance during 4. Nursing – the attributes, characteristics and
the research process. action of the nurse providing care on behalf of
or in collaboration with other members of the
o A conceptual paradigm is a diagram or health team
a picture that represents the structure
and parts of a theory. o These four embodies the metaparadigm of
nursing education and are contained in the
o While theory focuses on the nursing curriculum.
explanations of relationships between o This is the context, the process and the
given phenomena, a paradigm focuses expected outcome that is used in the training,
in the structure or composition of the formation and wholistic development of nursing
theory. students to become professional nurses

o A conceptual paradigm may be constructed in

the following manner:
1. These are presented in solid lines indicating
 Model
direct relationship and dotted lines indicating
o A model is a symbolic representation of a
indirect relationship.
phenomenon or phenomena using few words to
2. Paradigms are also presented using basic express its meanings that can be easily
shapes and arrows. That indicates flow of understood.
direction, interaction, interdependence and
interrelationship such as linear or cyclical flow o It represents certain aspects of reality, concrete
model, or top-down model or bottom-up or abstract, by means of a likeness which is
model. structural, pictorial, diagrammatic or
mathematical.
3. Paradigm should be properly labeled and must
be accompanied by a textual explanation either
presented in numbered or bullet form or o Models are developed after the conduct of the
paragraph form. study which depicts actual use or application of
concepts or theories into reality by means of
4. Paradigm should be kept short and simple so as hypotheses testing.
not to confuse the readers.
o Models lend support to theory development  It consists of an integrated set of
because they help select relevant concepts to defined concepts, relational statements
represent a phenomenon of interest and the that present a view of phenomenon and
delineation of relationships among concepts. can be used to describe, explain,
predictand control the phenomenon.
o Types of Models
1. Conceptual Models  Theories are theoretical or quantitative
 Conceptual Models are ideas models of reality which are not directly
formulated in the mind. observable, but were deduced after an
empirical investigation.
 The picture of something that actually
exists which consists of patterns,
standards or examples which are
abstract and not generally observable in
4. THEORIES ARE PURPOSELY CREATED AND
the empirical world (Fawcett, 2001).
FORMULATED, NOT DISCOVERED.
 Are interrelated concepts or  The researcher integrates and merges facts to
abstractions fused together because to make a holistic view point this formulating a
their relevance to a common theme theory.
(Polit & Beck, 2008).
 Theory Building is a creative and intellectual
 The primary distinction between process which any individual with sufficient
concept and theory is the level of experience and imagination can do.
abstraction

 Conceptual Model is less concrete and 5. THEORIES ARE TENTATIVE AND SUBJECT TO CHANGE
more abstract than theory  Knowledge is never absolute; changes occur as
research continuous to provide explanations to
 A model is merely the unit from which variables or phenomenon being investigated.
theory is made
 Research on a single variable can generate more
 A conceptual model is a composite and knowledge or theories leading to knowledge
detailed statement that expresses a expansion and theory generation.
general idea of a particular subject or
variable, while theoretical model is a
generalization of a phenomenon that 6. THEORY DEVELOPMENT OCCURS IF NEW EVIDENCE
has global significance. OR OBSERVATIONS UNDERMNE A PREVIOUSLY
ACCPETED THEORY.

 New theories enhance nurses’ knowledge base,

enabling him to increase his ability to weave
2. Theoretical Models together new observations and empirical data
 These represents the real world into an organized and systematic process of
expressed in language (qualitative) or reasoning.
mathematical (quantitative) symbols.
 Knowledge become an efficient mechanism in
 Provide a way to visualize reality and drawing together accumulated facts to fully
simplify thinking, but are not directly understand the meaning and implications of a
observable. phenomenon
 o Theory also predicts conditions under which
complications may occur.
7. THEORY IS INTEGRAL TO RESEARCH
3. Theories stimulate the effort of making new
 Theory explains the basis of the problem that
discoveries.
allows the researcher to formulate the research
design and select tools for data collection and o Theory gives direction and impetus to research
measurement. and draws inferences or hypotheses which re
then subjected to empirical testing
 The outcome or findings of research supports o The outcome may lend to support to theory
the analysis and interpretation of data, and o development or suggest the need for
likewise become new theories which can again modification.
be used as basis for future studies. o Theories therefore, serve as springboards for
scientific advancement

PURPOSES OF THEORIES
o This theory has encouraged many researches to
Below are some of the purposes of theories in a
refine, clarify, and extend the social facilitations
research study.
theory with the following recommendations:
1. Theories summarize existing knowledge a. Extension to non-performance
o Theories are critical to the development situations;
and advancement of scientific b. Basis for testing the effect of the nurse’s
knowledge in the nursing profession. presence on the anxiety levels of
psychiatric patients who watch a
o Theory integrates and summarizes facts stressful film
gathered from isolated c. Various avenues of inquiry researchers
investigations/inquiries. seeking to extend the scientific basis of
nursing practice.
o The sequence of propositions
represents a summary of observations
of the phenomenon under study which
was validly tested and statistically
EVALUATING A THEORY
proven through research.
o To determine whether or not a theory serves
2. Theories explain or interpret observations as well as the purpose of the study, its usefulness and
predict and control outcomes. applicability depend on internal and external
criteria (Tomey, 2008)
Theory is useful in:
1. INTERNAL CRITERIA
a. Guiding and helping understand the “what” of a
natural phenomenon as well as the “why” of its  It deals with how theory component fit with
occurrence. each other.
b. Providing a framework for predicting the
occurrence of the phenomenon a. Semantic and Structural Clarity
c. Forecasting facts and relationships observed (How clear is the theory?
under specific circumstances  A theory should identify major
d. Predicting and controlling the phenomenon concepts and its sub-concepts.
under study. The words contained therein
e. Identifying desired changes in the environment should be chosen carefully to
based on observed situations. elicit its true meaning and use
 nurses in their professional
 Propositions must be clear, endeavor.
assumption are consistent with
the theory goals, and  Knowledge derived rom theory
relationships between concepts must help explain the
are simple and well structured, occurrence of certain
valid and reliable through phenomenon of nursing
testability of its hypothesis. situations.

 A theory also helps plan and

implement accurate
interventions as well as predict
b. Semantic and Structural Simplicity and control undesirable
(How simple is the theory?) outcomes of a nursing
 A theory must be comprehensive intervention specific to a
and concrete. phenomenon.

 The words used must be simple and

depicts reality which enables the f. Complexity and Parsimony
nurse to understand its meaning. (How accurate is the theory?)
 Complexity in a theory examines
the relationship among many
 Paradigms and models are variables.
developed and formulated according  Parsimony is the decision criteria
to its goals and propositions. that when two (2) or more
theoretically sound solutions exist.
 The least complex solution with the
c. Generalizability fewest assumptions should be
(How broad is the theory?) selected.

 The scope and goals of theory

must be broad, yet significant 2. EXTERNAL CRITERIA
enough to state its entire
o It deals with how a particular theory relates to
meaning into one holistic idea.
the world of people, health, environment, and
nursing.
d. Empirical Precision
(How accessible is the theory?)
a. Adequacy
 A theory is limited to its
(How adequate is the theory?)
testability and ultimate use. All
 The theory deals satisfactorily
its major and minor concepts
with the nurse researcher’s
are grounded in observable
perspective of nursing.
reality.
 There is adequacy of principles
and interpretations to elicit
understanding of the meanings
e. Derivable Consequence
and implications of theory to
(How important is the theory?)
practice
b. Utility
 A theory, to be sensible and
(How useful is the theory?)
useful, must develop and guide
  The theory is useful in o Explanation and Rationalization of Research
education, research and Variables or Facts is the function of theory
practice.
 It must fit the work o Research and theory are basic sources in the
environment of nurses and development and expansion of the body of
operationalized for application knowledge in nursing.
and testing in any health care
situations.
 It should help build the 1. Developing a Theory
curriculum, promotes sound
decision making and facilitates o The basic intellectual process involved in theory
hypotheses testing. development is induction, which refers to the
process of reasoning from a particular
observation of given facts and situations to
generalizations.
c. Significance
(How meaningful is the theory?)
o This depends on the researcher’s knowledge of
 The theory must address issues
the research investigation which is expected to
basic and relevant to nursing
create and produce an original conceptual
practice and aims toward
framework of the study.
increasing nursing knowledge.

o The Steps in Theory Development are as

follows:
d. Discrimination
a. The researchers select a phenomenon
(How practical is the theory?)
that occurs in any nursing situation, ten
 The theory must clearly show
list and observe the variables involved
its relatedness to nursing.
in that phenomenon.
 It must discriminate between
what nursing is and what it is
b. The researchers analyze and observe
not.
the phenomenon then formulates
e. Scope
hypothesis using concepts,
(How specific is the theory?)
assumptions, propositions to describe
 It indicates whether the theory
the phenomenon.
has narrow or broad focus and
can simplify relatedness of
c. The researcher then integrates all the
concepts and or variables in the
concepts, assumptions and
study.
interferences to the phenomenon to
form a proposition or a general idea;
and
 RESEARCH AND THEORY d. New theories or knowledge are derived
o Research and theory are interrelated and and developed or reconstructed using
interdependent. the concepts or variables representing
the observed phenomenon
o One cannot operate without the other.
2. Testing a Theory

o The basic intellectual underlying theory testing

o Development and testing of knowledge are the
is deduction which refers to the process of
function of research
reasoning from a general or broad idea to the
observation of a given specific phenomenon.
 o Theory testing induces research investigation
and tests research hypotheses that predict the
manner in which the variables would be
interrelated.

o Hypotheses are then subjected to empirical

testing through the use of statistical tools.

o The primary concern of testing a theory is to

compare the outcome of the research
investigation and the relationship predicted by
the hypotheses derived from the theory used.

o The testing process also provides continual

confirmation or disconfirmation of the
hypotheses which result in its acceptance or
rejection.

o The steps in theory testing are as follows:

a. The researcher chooses a theory of
interest and cite specific propositions
 IMPORTANCE OF THEORY TO NURSING
from the theory to be tested.
PRACTICE
o The importance of theory to nursing practice
b. The researcher then formulates
cannot be emphasized enough. Below are
hypotheses or inferences that must
outlined some of the importance of theory to
have specific and measurable concepts
evidence-based practice.
or variables which reflect the
proposition statement.
1. As basis of nursing practice, theory describes,
predicts, controls and explains phenomena of
c. The researcher conducts the study
interest to nurses.
using the hypotheses derived from the
theory and interprets it findings.
2. It validates, enhances, and improves nursing
practice.
d. He then determines the implications of
research findings for theory validation
3. It promotes explanation and understanding of
and future use in nursing practice.
phenomena and gives rise to a body knowledge.

4. It follows logical progression and contributes to

3. Fitting a Research Problem to a Theory
nursing autonomy and identity.
o Which comes first, research or theory?
 Research problem and theory are 5. It is intrinsic to practice and practice continues
interrelated. to validate theory, hence and practice are
integral to each other.
 There is a need to undertake research
to arrive at a theory or a theory first on
which to base or rationalize research.