Thinking of trip

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 2

Conceptual
Framework
Presented by: Leslie – Anne D. Ymana, MAN,RN
 The structure of the presentation
3

Introduction/ key terms

Theory and theoretical framework
Definition of a conceptual framework.
Where the conceptual framework appears in the
research.
Developing the conceptual framework.
The limitation, problems and critiques of
conceptual frameworks.
The presentation of the conceptual framework.
Conclusion. 02/10/2025
 Introduction
4

Frameworks and Theories

A framework is a brief explanation of a theory to be tested in a study. A

theory is abstract rather than concrete. It focuses on the general. The
framework may be unspoken or indirect.

Conceptual model

These are more abstract than theories. Operational definitions are often
found in these models.

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 key terms
5

Theroy: is a set of interrelated concepts and

predicting the phenomenon.

Model: a symbolic representation of some

phenomenon.

Framework: is brief portion of theory, which is

going to be tested in quantitative study.
Conceptual model: made up of concepts and its
relationship, shows variables, logical and
quantitative relationship.
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 key terms
6

Theoretical framework: it represent Conceptual framework: it is

broad, general explanation of constructed by researcher’s own
relationship between the concepts of the experience, previous research findings
research study based on an existing or conceps of theories and model
theory.

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 Theory

Theories are constructed in order to explain,

predict the master phenomena (e.g.
relationships, events, or the behavior). In many
instances we are constructing models of reality.

A theory makes generalizations about

observations and consists of an interrelated,
coherent set of ideas and models.

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 “Traditional” Types of
8
Theories
“Grand or macro-theories” attempt to
describe & explain large segments of
phenomenon (e.g., chaos theory, theory of
evolution, Roger’s, Orem’s, Newman’s)-
“Middle-range” are more narrow/ restricted
in scope (e.g., decision-making, infant
bonding)

“Micro-range” link concrete concepts into a

statement that can be examined in practice
& research (hypotheses are examples here)
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 Conceptual Models/ Frameworks: An example
9

Host Agent

Chain of
Infection
Environment

Proposed relationships depicting 3 necessary concepts

for chain of infection
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 Definition
10

 A written or visual presentation that:

– “explains either graphically, or in

narrative form, the main things to be
studied – the key factors, concepts or
variables -

– and the presumed relationship among

them”.
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(Miles and Huberman, 1994, P18)
 Where does the conceptual framework
fit in - quantitative?
11

 Research problem: The issue of theoretical or practical

interest.
 Aims and objectives:
What we want to know and how the
 Literature review: answer may be built up.
A critical and evaluative review of the
 Conceptual framework: thoughts and experiences of others.
Provides the structure/content for the
whole study based on literature and
personal experience
 Research questions:
Specific questions that require answers.
 Data collection and analysis:
Methodology, methods and analysis.
 Interpretation of the results:
 Evaluation of the research:Making sense of the results.
Revisit conceptual framework.
02/10/2025
 Where does the conceptual framework
fit in - qualitative?
12

The issue of theoretical or practical

Evaluation
interest.
Research
of the
problem:
research:

The philosophical assumptions about

the nature of the world and how we
Interpretati
on of the Paradigm:
results:

understand it – e.g. interpretivism.

What we want to know and how the
Data
collection
and
Aims and
objectives:
answer may be built up.
analysis:
A critical and evaluative review of the
Research Literature
thoughts and experiences of others.
questions: review:
Specific questions that require
answers.
Methodology, methods and analysis.
Conceptual framework develops as
participants’ views and issues are
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gathered and analysed.
 Purposes:
13

To summarize existing
knowledge into coherent
To make scientific findings
systems and stimulate
meaningful and
new research by providing
generalizable
both direction and
movement

It is essential in preparing
All theories and
a research proposal using
frameworks are
descriptive and
considered tentative
experimental methods.

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 Purposes:
14

Efficient
Guide a
mechanisms for
researcher’s
drawing
understanding
together
of not only the
accumulated
what of natural
facts,
phenomena but
sometimes
also the ‘why’
from separate
of their
and isolated
occurrence.
investigations.

Prediction, in
Theories
turn, has
provide a basis
implications for
for predicting
the control of
the occurrence
the
of phenomena.
phenomena.

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 Conceptual model of nursing used by
nurse researcher
15

Sr.N Name of Name of model /theory

o. Theorist
1 Dorothea Orem Self care deficit model

2 Betty Neuman Health Care System Model

3 Sr.Callista Roy Adaptation Model

4 Pender Health Promotion Model

5 Rosenstoch Health Belief Model

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Theoretical Framework (Example)

Conditioning factors
Conditioning factors

Self care R
R

R Self care
Self care
agency demands

R R
Conditioning factors

Deficit

Nursing
agency

A conceptual Framework for nursing

 Health belief model

17

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 Health Promotion Model
18

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 CONCEPTUAL FRAMEWORK

19

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 How should a theoretical
framework formulated?
20

Specifies the Mention the

Mentions the
theory used as main points
proponents of
basis for the emphasized in
the theory
study the theory

Supports his Illustrates his

Restate his
exposition of the theoretical
theoretical
theory by ideas framework by
proposition in
from other means of a
the study.
experts; diagram; and,

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 Concept
21

After formulating the theoretical framework, the

researcher has to develop the conceptual framework
of the study.

A conceptual framework is an image or symbolic

representation of an abstract idea. Chinn and
Kramer (1999) define a concept as a “complex
mental formulation of experience”.

While the theoretical framework is the theory on

which the study is based, the conceptual framework
is the operationalization of the theory.

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 Conceptual framework
22

Conceptual frameworks (theoretical frameworks) are a

type of intermediate theory that attempt to connect to
all aspects of inquiry (e.g., problem definition, purpose,
literature review, methodology, data collection and
analysis).

Conceptual frameworks can act like maps that give

coherence to empirical inquiry.

Because conceptual frameworks are potentially so close

to empirical inquiry, they take different forms depending
upon the research question or problem.
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 Conceptual framework
23

 Conceptual framework are

constructed by using researcher’s
own experiences, previous research
finding and concepts of several
theories and models

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 DEVELOPING CONCEPTUAL
FRAMEWORK
24

Developing conceptual framework requires five

main steps:
1. Identifying the relevant concepts.

2. Defining those concepts.

3. Operationalising the concepts.

4. Identifying any moderating or intervening
variables.
5. Identifying the relationship between
variables.
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 What inputs go into developing a
conceptual framework?
25

Experiential knowledge of Literature review:

student and supervisor:
Technical knowledge. Prior ‘related’ theory – concepts and
Research background. relationships that are used to
represent the world, what is happening
Personal experience. and why.
Data (particularly for qualitative). Prior ‘related’ research – how people
have tackled ‘similar’ problems and
what they have learned.
Other theory and research -
approaches,02/10/2025
lines of investigation and
theory that are not obviously
 Types of conceptual framework
26

Process Content
frameworks
Set out the stages through which
an action moves from initiation to
frameworks
Set out the variables, and possibly
the relationship (with relative
conclusion. These relate to the strengths) between them, that
‘how?’ question. together answer the ‘why?’
question.

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 What specific forms might a conceptual
framework take?
27

 The possibilities include:

– Flow charts.

– Tree diagrams.

– Shape based diagrams – triangles,

concentric circles, overlapping circles.

– Mind maps.

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 A ‘flow chart’ of innovation decision
making
28
PRIOR CONDITIONS
1. Previous practice
2. Felt
needs/problems
3. Innovativeness
4. Norms of the social COMMUNICATION
system
CHANNELS

1. 2. 3. 4. 5. CONFIRMATION
KNOWLEDGE PERSUASION DECISION IMPLEMENTATION

Observations of the Perceived

characteristics
decision making unit
of innovation 1. Adoption Confirmed
1. Socio-economic Adoption
characteristics 1. Relative advantage
Later Adoption
2. Personality 2. Compatibility
variables Discontinuance
3. Complexity 2. Rejection
3. Communication Continued
4. Trialability Rejection
behaviour
5. Observability 02/10/2025
Rogers 2003
 A ‘tree chart’ of changing consumer
behaviour
29
Customers

Changing Product
customers expectations

Experience Values Lifestyles Demographics Price Purchasing Information

Quality

Range Knowledge Priorities Health Access

Physical Service

Currency

Value Image
Loss of
Individuality Expectations Variety
loyalty

Age
composition
Ease Flexibility Security

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 A ‘triangle’ of needs
30

Self
actualisation
Estee
m
Affiliation

Security

Physiological

Maslow 1954

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 A mind map of cruise travel and
impacts
31

Trav el

Why not
m a s s to u r is m

SO C IAL C O N TIN G EN C Y
TH EO R Y
W h o g e ts to g o ?
H e g e m o n y c la s s Ad v a n ta g e s D is a d v a n ta g e s
Typ e s o f In d iv id u a l n o t p a r t o f m a s s
to u r is ts /
tr a v e lle r s

PO ST STR U C TU R ALISM
Typ e s o f F o u c a u lt - fr e e d o m a n d c o n tr o l C r u is e r im p a c ts
to u r is m K n o w le d g e - p o w e r s

PO ST M O D ER N ISM
B a u d s ila r d - H yp e s r e a lity

C ulture/
G o ffm a n - fr o n ts ta g e /

places
B a c k s ta g e a u th e n tic ity

Environm ent
People
Ar e c r u is e r s
to u r is ts o r n o t?

W h a t typ e o f im p a c t
and
w h a t typ e o f to u r is t?

Jennings 2001
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 Problem
Statement

Theoretical/Conceptual Model

32 02/10/2025
 INPUTS/ OUTPUTS OUTCOMES
RESOURCES Activities Short-term Medium-term
Target Long-term

Community Community Development

Partners - Community Advisory
- Suquamish Tribe Council - Increased community
- Port Gamble Tribe (CAC) meetings
- Tribal Councils - Presentations to Tribal awareness of ATOD
- Tribal Councils Tribal issues - Development of more
Communities - Regular Community Communitie - Increased community
- Advisory Councils Meetings s and ATOD-free social
- Suquamish - Conduct Community Academic readiness to activities for youth in
Cultural Co-Op Readiness Researchers implement community
- PGST ATOD assessments in both ATOD prevention - Development of
Prevention communities programs Elder-
Committee - Conduct needs & resources - Community youth mentoring
- Elders Councils assessment in PGST acceptance programs - Integration of HOC &
- Youth Councils community of culturally tailored - Increased culturally tailored
- Wellness Programs - Regular cross-training substance abuse communication ATOD
- Tribal Cultural sessions prevention between prevention programs
Programs Curriculum Adaptation interventions Elders and youth into Suquamish &
- Tribal Educational - Refine HOC curriculum - Increased cultural - Increased acceptance PGST communities
Programs - Refine assessment - competence
Shift in attitude
among of - Increase in
- Tribal mentors instrument toward
researchers research & community-
- Community - Adapt curriculum for PGST cultural identity partnership level protective
Volunteers - Prepare curriculum - Increased by tribal communities factors
- In-kind support materials identification - Increased use of - Designation of such
from with tribal culture & CBPR programs as
Participatin community
Tribes by tribal communities “evidence-
Curriculum Delivery g Tribal - Increased knowledge
- Space for staff and to based” to increase
- Train curriculum/group Youth of:
for establish culturally likelihood of
conducting facilitators - Tribal history tailored continued
- Arrange community - Rules of the Canoe - Increased
interventions “evidence-based funding &
speakers - Increased youth participation
-Developing sustainability
- Arrange logistics awareness of alcohol practices”
in ATOD-free based on
research in the communities
- Recruit participants “practice-based
activities
infrastructure - Dissemination of HOC
- Deliver intervention & drug issues evidence”
- Increased
University curriculum,
- New or increased participation
Partners assessment
skills for youth to in tribal cultural
- ADAI battery, and
refuse events
- ABRC Evaluation guidelines
alcohol & drug use by youth
- IWRI - Assess participants at for community
-- Increased -- Involvement
Accumulationofofyouth
- ADAI, Suquamish, baseline, Accurate &accurate
reliable inempirical support for
adaptation to
& PGST research information
assessment about
of other tribal
6- & 12-month follow-ups Participatin positive peer/social
teams alcohol & drugs
changes HOC intervention as communities
- Focus groups with g Tribal networks
- Expertise in ATOD, - in
Increased self-
communities, “evidence-based” - Reduced substance
constituents Youth and
CBPR, & TPR efficacy
participants & - Evidence for use/abuse among
at project end Tribal
- Grant support for - Repeat Community collaborative effectiveness of tribal
Communitie
program Readiness relationships collaborative youth in Suquamish
s
development, assessments in both - Continued refinement partnership and
implementation, & communities in Years 1 & 5 of PGST communities
33evaluation - Ongoing assessment of assessment methods 02/10/2025 - “Healthier” tribal
collaborative relationships to assure cultural communities as
- Computer & appropriateness defined
communications by Suquamish &
 Protective Factor
Treatment Component Promotes Assessed Via
or Outcome
Treatment Component Promotes Protective Factor or Assessed Via Measure
Outcome
Native/Community Pride, Cultural Identity and
 Conflict Resolution/Problem Respect, Involvement, & Participation Scale
Knowledge, Identity
Solving Workshop with Elders

 Actual Involvement in Self-esteem/Self-efficacy Measure of Self-esteem

and Belief in the Future or Self-efficacy?
Community Cultural Activities
Goal Setting & Attainment Questions about Goals
 Actual Involvement in
Individual Cultural Activities
Coping Skills Coping Scale or
 Goal Setting Workshop with questions
Elders
Social/Community Social/Community
 Coping/Resilience Workshop Support Support Scale or questions
with Elders
Accurate Risk Perception Test questions regarding
 Jeopardy Game to Increase regarding Substance Use Substance Use (& Other
Knowledge of Substances/Risks Risky Behaviors?)

Communication Skills
 Knowing and Telling one’s
Not assessed? unsure
own Story Conflict Resolution and
Problem Solving Skills
 Cultural Mentoring Some questions about
Exercise and Diet
Exercise & Good Nutrition

Not assessed
 Health and Nutrition Spiritual Fulfillment
Workshop and Physical
Exercises/Canoe Pulling Use Frequency Questions
Increased Healthy
Behaviors ( less sub use)
 Spiritual Enhancement Some questions about
Workshop with Elders Bonding with Family?
Family Bonding ?

 Honoring Ceremony Grades, Job Status, and

Other Prosocial Outcomes? Volunteerism Questions?

34 02/10/2025
The Healing of the Canoe: A Model of Treatment Components, Protective Factors, and Outcome Measures
35
The deeper the roots, the stronger the02/10/2025
branches
 Why are conceptual frameworks
useful?
36
 Conceptual frameworks provide researchers with:

– The ability to move beyond descriptions of ‘what’ to

explanations of ‘why’ and ‘how’.

– A means of setting out an explanation set that might be

used to define and make sense of the data that flow from
the research question.

– An filtering tool for selecting appropriate research

questions and related data collection methods.

– A reference point/structure for the discussion of the

literature, methodology and results.

– The boundaries of the work.

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 What are the limitations of a conceptual
framework?
37

 Conceptual frameworks, however, also have problems in

that the framework:

– Is influenced by the experience and knowledge of the

individual – initial bias.

– Once developed will influence the researcher’s thinking

and may result in some things being given prominence
and others being ignored – ongoing bias.

 The solution is to revisit the conceptual framework,

particularly at the end when evaluating your work.

02/10/2025
 Problems with Frameworks
 Inappropriate framework
 Disconnected framework
 Multiple frameworks
 Unidentified framework

38 02/10/2025
 Critiquing Criteria For Theories,
Conceptual Models & Frameworks
39

Is it clearly identified &

Is it consistent with a
transparent to the
nursing perspective?
reader?

Is it appropriate to guide
Are concepts/ variables
the research question(s)
clearly defined?
of interest?

Are the results (data,

Are the links consistent findings) examined &
with concepts being interpreted employing
studied and the methods these theories,
of measurements? conceptual models or
frameworks?
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40

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41

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42

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43

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CONCLUSION

Theories and conceptual frameworks

provide direction and guidance for
structuring professional nursing practice,
education and research
 References
1. Botha, M.E. (1989) Theory Development in perspective : The
role of conceptual frameworks and models in theory
development, Journal of Advanced Nursing, 14(1), 49-55
2. Bwens N. & Grove, S.K. (1997). The practice of Nursing
Research, 3rd Ed. Philadelphia : W.B. Saunders Company.
3. Heath, D.L. & Reid-Finlay, M.M. (1988). A Conceputal
framework for Nursing Management of Pain, Contemp Nurse,
June, 7(2); 68-71 (Abstract)
4. Meleis, A.L. (1997), Theoretical Nursing : Development and
progress, 3rd Ed. Philadelphia; Lippincott.
5. Stulbergen, A.K. & Sarephire, A. & Roberta.G. (2000) An
explanatory model of health promotion and quality of life in
chronic disabling conditions. Nursing Research, 49, 122-129.
THANK YOU