Chapter 24 theory testing and theory evaluation
- 1. Chapter 24 Theory Testing and Theory Evaluation
- 2. Introduction • Research and theory development are two closely connected processes. • Critical thinking is essential for adequately evaluating theories related to advanced nursing practice. • These ideas are particularly relevant to Essential I and Essential III of the essentials for DNP programs.
- 3. The Science and Art of Theory Development • The term “theory” is used to refer to works that are diverse in their level of abstraction, range, and specificity, though in advanced practice nursing it is most often used to discuss middle-range theory. • Conceptual models refer to the very abstract and general work from which theories are derived.
- 4. Theories • A theory is composed of concepts and propositions about a phenomenon: – Concept: A word or phrase that captures the essence of something – Proposition: A statement about one or more concepts • Nursing theories usually focus on experiences of health conditions and health-related events, and the condition or event of interest provides context for the theory.
- 5. Types of Theories • There are three types of distinguishable theories: – Descriptive: Theories that describe a phenomenon – Explanatory: Theories that provide explanations about a phenomenon – Predictive: Theories that specify how one concept affects one or more other concepts
- 6. Empirical Indicators • Most theory concepts are not directly observable and must be connected to a real- world proxy known as an empirical indicator. • Assessment tools and intervention protocols are two popular empirical indicators. • Simple assessment tools are particularly effective because they do not place undue burden on the patient or nurse.
- 7. Conceptual Models • Conceptual models are frames of reference for nursing practice that are made up of concepts and propositions that are more abstract and general than those of a theory. • Tend to lead to the observation of provocative facts that are converted into new ideas about the discipline.
- 8. Conceptual-Theoretical-Empirical (C-T-E) Structure for Theory Development • C-T-E structure is made up of three components: – A conceptual model – A theory – Empirical indicators • Theory development is the product of research, which is a systematic process of inquiry. • C-T-E structures provide a framework for logical reasoning for a study.
- 9. C-T-E Structures for Theory Generation • Theory generation is theory development from inductive reasoning based on specific observations. • Theory generation is typically accomplished through descriptive research that yields descriptive theories. • C-T-E structure for theory generation proceeds from the conceptual model to the empirical indicators to the new theory.
- 10. C-T-E Structures for Theory Testing • Theory testing is theory development from deduction based on general concepts. • Theory testing is typically accomplished through descriptive, correlational, or experimental research that yields descriptive, explanatory, or predictive theories. • C-T-E structure for theory testing proceeds from the conceptual model to the theory to the empirical indicators.
- 11. Creating C-T-E Structures for Theory Testing • Three approaches to linking a conceptual model with a theory have been identified: – Selection of a model and direct derivation of a theory from it – Selection of a model and linkage of an existing nursing theory to it – Selection of a model and linkage of an existing theory from another discipline to it
- 12. Partnerships for Theory Development • Advanced practice nurses often find greater success in theory development when forming partnerships with nurse researchers. • Partnerships integrate the nurse’s clinical expertise with the researcher’s research expertise. • Partnerships may bring together large groups of people—student nurses, staff nurses, advanced practice nurses, and researchers.
- 13. The Science and Art of Theory Evaluation • Evaluating C-T-E structures for theory generation and theory testing is a five-step process that requires thinking critically and making judgments about the extent to which information about each C-T-E component satisfies a certain set of criteria.
- 14. Step 1: Evaluation of the C-T-E Linkages • Step 1 focuses on the conceptual model component and utilizes two criteria: – Specification adequacy: The amount of information about the conceptual model used to construct the C-T-E structure – Linkage adequacy: The clarity of connections between the conceptual model, the theory, and the empirical indicators
- 15. Step 2: Evaluation of the Theory • Step 2 focuses on the theory component and utilizes four criteria: – Significance of the theory: The extent to which the theory is socially and theoretically important – Internal consistency of the theory: The extent to which the concepts of the theory are comprehensible – Parsimony of the theory: The extent to which content of the theory is stated concisely – Testability of the theory: The extent to which the theory can be empirically tested
- 16. Step 3: Evaluation of the Empirical Research Methods • Step 3 focuses on the operational adequacy of the empirical indicators. • Operational adequacy is the appropriateness of the empirical indicators as measures of the theory concepts. • To be operationally adequate, indicators should yield dependable and credible qualitative data or reliable and valid quantitative data.
- 17. Step 4: Evaluation of the Research Findings • Step 4 focuses on the empirical adequacy of the theory component. • Empirical adequacy is the extent to which data from a study testing a theory agree with the concepts and propositions of that theory. • To be empirically adequate, data must be completely congruent with theory concepts and propositions.
- 18. Step 5: Evaluation of the Utility and Soundness of the Conceptual Model • Step 5 focuses on the legitimacy of the conceptual model. • Legitimacy is the extent to which research findings support the usefulness of the conceptual model as a guide for C-T-E structure construction and the soundness of its content. • To be legitimate, findings must reveal no major flaws in the conceptual model.
- 19. Conclusion • C-T-E structures must be constructed for systematic theory generation and theory testing. • Structures are evaluated using a clearly defined set of criteria. • Criteria go beyond the usual ones used for theory evaluation by including criteria that evaluate conceptual models and empirical indicators.