Discussion:Strategies for Concept Development

Discussion:Strategies for Concept Development

Discussion:Strategies for Concept Development

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Strategies for Concept Development and Analysis As indicated in this week’s Learning Resources, concept analysis is an essential step in research and has significant implications for theory development. Concepts may be abstract (e.g., caring) or relatively concrete (e.g., touch)—yet, in either case, the meaning of a concept depends on context. It is therefore critical to clearly define a concept that serves as a component of research or theory so that a shared language and common understanding can be developed. For this Discussion, you will select a concept related to a practice problem of interest to you. You will then have an opportunity to explore how concept analysis applies to research involving this practice problem. Next week, you will consider how concept analysis relates to theory development. To prepare: Brainstorm a list of concepts you use or see in practice that pertain to a practice problem of interest to you. Then select one concept to focus on for this Discussion. Using the concept analysis strategies presented in the Learning Resources, analyze your selected concept and clarify its meaning. With your selected concept in mind, formulate a research topic to address the related practice problem. By Wednesday 6/14/17, post 550 words essay in APA format with 3 references from the list below, that include the level one headings as numbered below: Post a cohesive response that addresses the following: 1) Identify the concept and the related practice problem that you have selected for this Discussion. 2) Provide a summary of your concept analysis (sharing your clarified concept) and the related research topic. 3) Describe the importance of this concept and research topic to nursing practice. Required Readings McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health. Chapter 3, “Concept Development: Clarifying Meaning of Terms” Chapter 3 explains the process of concept development and discusses its application to theory development and research. Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier. Chapter 8, “Frameworks” Chapter 8 examines concepts and relational statements, how theories relate to concepts, and how to use conceptual maps to visually illustrate the interrelationships between concepts and statements. Cronin, P., Ryan, F., & Coughlan, M. (2010). Concept analysis in healthcare research. International Journal of Therapy & Rehabilitation, 17(2), 62–68. Note: You will access this article from the Walden Library databases. The theoretical and philosophical underpinnings of concept analysis are described in this article. In addition, methods used for concept analysis are discussed. Ekeland, E., Heian, F., Hagen, K., Abbott, H., & Nordheim, L. (2008). Exercise to improve self-esteem in children and young people. Cochrane Database of Systematic Reviews, (1). Note: You will access this article from the Walden Library databases. This systematic review examines the influence of exercise on the self-esteem of children and young adults. Parse, R. R. (2006). Concept inventing: Continuing clarification. Nursing Science Quarterly, 19(4), 289. Note: You will access this article from the Walden Library databases. This article provides an overview of concept inventing and describes the process as a nonlinear multidimensional approach that requires simultaneous analysis and synthesis. Penrod, J. (2007). Living with uncertainty: concept advancement. Journal of Advanced Nursing, 57(6), 658–667. Note: You will access this article from the Walden Library databases. This article provides an analysis of a phenomenological study on the concept of uncertainty among family caregivers. Optional Resources Brown, C., Wickline, M., Ecoff, L., & Glaser, D. (2009). Nursing practice, knowledge, attitudes and perceived barriers to evidence-based practice at an academic medical center. Journal of Advanced Nursing, 65(2), 371–3 81. Note: You will access this article from the Walden Library databases. Risjord, M. (2009). Rethinking concept analysis. Journal of Advanced Nursing, 65(3), 684–691. Note: You will access this article from the Walden Library databases.Bottom of Form

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

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