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Developing a Roy Adaptation Model Study

Developing a Roy Adaptation Model Study. Jacqueline Fawcett Keville Frederickson. Using a Conceptual Model to Guide Research. 1. Develop a comprehensive understanding of the content and research guidelines of the conceptual model 2. Review existing research guided by the conceptual model

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Developing a Roy Adaptation Model Study

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  1. Developing a Roy Adaptation Model Study Jacqueline Fawcett Keville Frederickson

  2. Using a Conceptual Model to Guide Research • 1. Develop a comprehensive understanding of the content and research guidelines of the conceptual model • 2. Review existing research guided by the conceptual model • 3. Construct a conceptual-theoretical-empirical structure

  3. Using a Conceptual Model to Guide Research • 4. Clearly communicate the conceptual-theoretical-empirical structure in written proposals and study reports • 5. Conclude the report of research findings with an evaluation of the empirical adequacy of the middle-range theory and the legitimacy of the conceptual model

  4. Workshop Objectives • 1. Identify a RAM-based phenomenon that needs to be studied • 2. Analyze the components of conceptual-theoretical-empirical structures for RAM-based theory-generating and theory-testing research • 3. Develop a conceptual-theoretical-empirical structure for the study of a RAM-based phenomenon

  5. Workshop Objective 1 • 1. Identify a RAM-based phenomenon that needs to be studied • Concepts of the RAM • Propositions of the RAM • Research guidelines for the RAM

  6. Using a Conceptual Model to Guide Research: Step 1 Environmental Stimuli Focal Contextual Residual Modes of Adaptation Physiological or Physical Self-Concept or Group Identity Role Function Interdependence Coping Processes Regulator Cognator or Stabilizer Innovator Management of Stimuli

  7. Using a Conceptual Model to Guide Research: Step 1 • Purpose of the research • Study of the phenomena encompassed by the Roy Adaptation Model requires both basic nursing research and clinical nursing research • Basic research--To understand and explain people adapting within their life situations • Clinical research--To develop and test interventions and other strategies designed to enhance positive life processes and patterns

  8. Using a Conceptual Model to Guide Research: Step 1 • Phenomena of interest • Basic life processes and how nursing maintains or enhances adaptive responses or changes ineffective responses to adaptive responses • All concepts and propositions of the RAM are relevant phenomena

  9. Using a Conceptual Model to Guide Research: Step 1 • Problems to be studied • Those stemming from the attempts made by the human adaptive system to meet needs for: • Physiological integrity - individuals • Resource adequacy -groups • Psychic and spiritual integrity - individuals • Identity integrity - groups • Social integrity - individuals • Role clarity - groups • Relational integrity -individuals and groups

  10. Using a Conceptual Model to Guide Research: Step 1 • Research participants • Individuals or groups who are well or who have acute or chronic medical conditions

  11. Using a Conceptual Model to Guide Research: Step 1 • Research methods • Descriptive, correlational, and experimental research designs are needed • Both qualitative and quantitative methods of data collection are appropriate • Data can be gathered in any health care setting in which human adaptive systems are found • Research instruments should reflect the unique focus and intent of the RAM and may include the instruments directly derived from the RAM

  12. Using a Conceptual Model to Guide Research: Step 1 • Data analysis • Data analysis techniques encompass qualitative content analysis and nonparametric and parametric statistical procedures, with an emphasis on statistical techniques that facilitate analysis of nonlinear and reciprocal relations

  13. Using a Conceptual Model to Guide Research: Step 1 • Contributions • Roy Adaptation Model–based research enhances understanding of the human adaptive system and the role of nursing intervention in the promotion of adaptation

  14. Using a Conceptual Model to Guide Research: Step 2 • Review RAM based research • CINAHL Electronic Database • Search terms • Roy adaptation model and research • Roy adaptation model and research and [topic]

  15. Using a Conceptual Model to Guide Research: Step 2 • Review other relevant research literature • Categorize studies using relevant RAM concepts and propositions • CINAHL Electronic Database • Search terms • [Topic] and research

  16. Workshop Objective 2 • 2. Analyze the components of conceptual-theoretical-empirical (CTE) structures for RAM-based theory-generating and theory-testing research • Components of CTE structures for research • CTE structures for theory-generating research • CTE structures for theory-testing research

  17. Using a Conceptual Model to Guide Research: Step 3 • Each study encompasses three major elements that make up the conceptual-theoretical-empirical (CTE) structure • The conceptual model - C • The middle-range theory - T • The empirical research methods - E

  18. Using a Conceptual Model to Guide Research: Step 3 • Conceptual model (C) • A set of relatively abstract and general concepts and propositions about human beings, their environments, their health, and nursing processes

  19. Using a Conceptual Model to Guide Research: Step 3 • Middle-range theory (T) • One or more relatively concrete and specific concepts and propositions about a phenomenon identified by a conceptual model

  20. Using a Conceptual Model to Guide Research: Step 3 • Empirical research methods (E) • Research design • Sample • Instruments • Procedures for collecting data and protecting participants • Data analysis techniques

  21. Descriptive theories Explanatory theories Predictive theories Descriptive research Correlational research Experimental research Using a Conceptual Model to Guide Research: Step 3 Types of Middle-Range Theories and Research

  22. Using a Conceptual Model to Guide Research: Step 3 • Construct the CTE structure • Select the conceptual model • Select the type of CTE structure • Theory-generating • Theory-testing

  23. Using a Conceptual Model to Guide Research: Step 3 • CTE Structures for Theory-Generating Research • Inductive approach • From conceptual model to empirical research methods to middle-range theory

  24. Theory-Generating Research Conceptual Model Concepts Middle-Range Theory Concepts Empirical Research Methods Research Design Sample Instruments Procedures Data Analysis Techniques

  25. Using a Conceptual Model to Guide Research: Step 3 • CTE Structures for Theory-Testing Research • Deductive approach • From conceptual model to middle-range theory to empirical research methods

  26. Theory-Testing Research Conceptual Model Concepts Middle-Range Theory Concepts Empirical Research Methods Research Design Sample Instruments Procedures Data Analysis Techniques

  27. Using a Conceptual Model to Guide Research: Step 4 • State the name of the conceptual model • Provide an overview of the conceptual model • Discuss the conceptual model in sufficient breadth and depth so that the relation of the model to the middle-range theory and the empirical research methods is clear

  28. Using a Conceptual Model to Guide Research: Step 4 • Identify the particular concepts and propositions of the conceptual model that are relevant for your study • Define the conceptual model concepts

  29. Using a Conceptual Model to Guide Research: Step 4 • Draw a diagram of the CTE structure • Write a narrative description of the diagram

  30. Using a Conceptual Model to Guide Research: Step 4 • State the linkages between the conceptual model concepts and propositions that are relevant for your study and the empirical research methods

  31. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • In keeping with the conceptual model, [name of qualitative research design] was used

  32. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • Conceptual model concepta guided the construction of Interview Schedulez • N study participants will be asked to describe …..

  33. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • In keeping with the conceptual model, data were collected [explain the where, when, and who of data collection] • Each participant signed an informed consent form • In keeping with the conceptual model, the data will be analyzed using Interpretative Methody.

  34. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • State the linkages between the empirical research methods and the middle-range theory concept(s) and proposition(s).

  35. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • Analysis of the data obtained from the N study participants who responded to Interview Schedulez revealed the Middle-Range Theory of X. • The Middle-Range Theory of X is made up of n concepts: Concepta, Conceptb, …Conceptn.

  36. Using a Conceptual Model to Guide Research: Step 4 • Theory-generating research • Concepta is defined as …. • Conceptb is defined as …. • Conceptn is defined as ….

  37. Example of Theory-Generating Research Roy’s Adaptation Model Modes of Adaptation Responses to Cesarean Birth Descriptive qualitative design Women having planned or unplanned cesarean birth CBEQ, BDS Naturalistic setting Cross-sectional Content analysis Descriptive statistics

  38. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • State the linkages between the conceptual model concepts and propositions that are relevant for your study and the middle-range theory concepts and propositions.

  39. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • Conceptual model conceptA is represented by theory concepta. Conceptual model conceptB is represented by theory conceptb. …Conceptual model conceptN is represented by theory conceptn.

  40. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • Concepta is defined as …. • Conceptb is defined as …. • Conceptn is defined as ….

  41. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • The conceptual model proposes that conceptA and conceptB are related. Therefore, the middle-range theory asserts that theory concepta is related to theory conceptb.

  42. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • State the linkages between the middle-range theory concepts and the empirical research methods.

  43. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • Research design X will be used as the blueprint for the study • Theory concepta will be measured by Empirical Indicatora’. Theory conceptb will be measured by Empirical Indicatorb’. … Theory conceptn will be measured by Empirical Indicatorn’.

  44. Using a Conceptual Model to Guide Research: Step 4 • Theory-testing research • The sample will include N study participants. • Data will be collected N times by [whom] in [what setting] • The data will be analyzed using Statistical Techniquey.

  45. Using a Conceptual Model to Guide Research: Step 4 Example of Theory-Testing Correlational Research Type of Cesarean Birth Perception of the Birth Experience Responses to Cesarean Birth

  46. Example of Theory-Testing Correlational Research Roy’s Adaptation Model Modes of Adaptation Environmental Stimuli Cognator Coping Mechanism Type of Cesarean Birth Perception of the Birth Experience Responses to Cesarean Birth POBES CBEQ BDS Women having UPCB or PCB Correlational Statistics

  47. Using a Conceptual Model to Guide Research: Step 5 • When the study is completed, comment on the empirical adequacy of the middle-range theory and the legitimacy of the conceptual model.

  48. Workshop Objective 3 • Examples of application of CTE structures to RAM-based research • Develop new CTE structures for RAM-based studies

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