Natural Sciences
Biology Chemistry
Human Sciences
Sociology, psychology

Components
Metaparadigm
Level of Abstraction
Most Abstract
Conceptual Models
Theories
Empirical Indicators Most Concrete

 Global concepts that identify the phenomena of central interest to a discipline
 Functions to bring unity to the discipline
‘This is what we are about...humankind, nursing, health, environment...

...and this is what we are not about...marine biology, atomic energy, astronomy, equine science...’


...“tool(s) for reasoning, critical thinking, and decisionmaking”
(Allgood, 2005, p. 272).

“Nursing theory ought to guide research and practice, generate new ideas, and differentiate the focus of nursing from other professions”
(Chinn & Jacobs, 1987, p. 145)

 Concept – “a word or phrase that summarizes ideas, observations, and experiences”
(Fawcett, 2005, p.4).
 Propositions – describe the relationship(s) between two or more concepts
(Fawcett, 2005).

 Theory – statement or group of statements that describe, explain, or predict interrelationships among concepts; abstract ideas rather than facts; broad or limited in scope

Models – more loosely associated concepts: “If the purpose of the work is to articulate a body of distinctive knowledge for the whole of the discipline of nursing, the work most likely is a conceptual model”
(Fawcett, 2005, p. 23)
Theory – concrete and specific concepts: “If the purpose of the work is to further develop one aspect of a conceptual model, the work most likely is a theory”
(Fawcett, 2005, p23)

 Grand Theory – broad in scope, less concrete
 Middle Range Theory – narrower in scope, relatively concrete and specific, and applicable to practice...explains, predicts.

 Stress
 Coping
 Locus of Control
 Health Belief
 Self efficacy