his exercise aims to write the Theoretical Framework for the Practice Chance Pro

his exercise aims to write the Theoretical Framework for the Practice Chance Project. Using the information from the module readings write a nursing theory or a Non-nursing theory that supports the theoretical framework for your practice change project. Present a brief history of the theorist
Describe the Constructs of the theory
Explain how the theory connects with the components of the Practice Change Project. In this assignment we need use the one nursing theoretical they have realtion with my capstone topic. Theories
In nursing education, the term theory is used to refer to content covered in classrooms, as opposed to actual nursing practice. In both lay and scientific language, theory connotes an abstraction. Theory is often defined as an abstract generalization that explains how phenomena are interrelated. As classically defined, theories consist of two or more concepts and a set of propositions that form a logically interrelated system, providing a mechanism for deducing hypotheses. To illustrate, consider reinforcement theory, which posits that behavior that is reinforced (i.e., rewarded) tends to be repeated and learned. The proposition lends itself to hypothesis generation.
The term theory is also used less restrictively to refer to a broad characterization of a phenomenon. A descriptive theory accounts for and thoroughly describes a phenomenon. Descriptive theories are inductive, observation-based abstractions that describe or classify characteristics of individuals, groups, or situations by summarizing their commonalities. Such theories play an important role in qualitative studies. Theories can help to make research findings interpretable. Theories may guide researchers’ understanding not only of the “what” of natural phenomena but also of the “why” of their occurrence. Theories can also help to stimulate research by providing direction and impetus.
Theories vary in their level of generality. Grand theories (or macrotheories) claim to explain large segments of human experience. In nursing, there are grand theories that offer explanations of the whole of nursing and that characterize the nature and mission of nursing practice, as distinct from other disciplines. An example of a nursing theory that has been described as a grand theory is Parse’s Human becoming Paradigm (Parse, 2014). Theories of relevance to researchers are often less abstract than grand theories. Middle-range theories attempt to explain such phenomena as stress, comfort, and health promotion. Middle-range theories, compared to grand theories, are more specific and more amenable to empirical testing.
Models
A conceptual model deals with abstractions (concepts) that are assembled because of their relevance to a common theme. Conceptual models provide a conceptual perspective on interrelated phenomena, but they are more loosely structured than theories and do not link concepts in a logical deductive system. A conceptual model broadly presents an understanding of a phenomenon and reflects the assumptions of the model’s designer. Conceptual models can serve as springboards for generating hypotheses. Some writers use the term model to designate a method of representing phenomena with a minimal use of words. Two types of models used in research contexts are schematic models and statistical models.
Schematic models (or conceptual maps) visually represent relationships among phenomena and are used in both qualitative and quantitative research. Concepts and linkages between them are depicted graphically through boxes, arrows, or other symbols. As an example of a schematic model, Figure 7.1 shows Pender’s Health Promotion Model, which is a model for explaining and predicting the health-promotion component of lifestyle (Murdaugh et al., 2019). Schematic models are appealing as visual summaries of complex ideas.
Penders Health Promotion Model flowchart
Pender’s Health Promotion Model. (Retrieved from https://nolapender.weebly.com/critical-elements.html (Links to an external site.).
Frameworks
A framework is the conceptual underpinning of a study. Not every study is based on a theory or model, but every study has a framework. In a study based on a theory, the framework is called the theoretical framework; in a study that has its roots in a conceptual model, the framework may be called the conceptual framework. However, the terms conceptual framework, conceptual model, and theoretical framework are often used interchangeably.
A study’s framework is often implicit (i.e., not formally stated). Worldviews shape how concepts are defined, but researchers often fail to clarify the conceptual foundations of their concepts. Researchers who clarify conceptual definitions of key variables provide important information about the study’s framework.
Conceptual Models of Nursing
Several nurses have formulated conceptual models representing explanations of what the nursing discipline is and what the nursing process entails. As Fawcett and DeSanto-Madeya (2013) have noted, four concepts are central to models of nursing: human beings, environment, health, and nursing. The various conceptual models define these concepts differently, link them in diverse ways, and emphasize different relationships among them. Moreover, the models emphasize different processes as being central to nursing.
The conceptual models were not developed primarily as a base for nursing research. Indeed, most models have had more impact on nursing education and clinical practice than on research. Nevertheless, some nurse researchers have turned to these conceptual frameworks for inspiration in formulating research questions and hypotheses.
Theories and Qualitative Research
Theory is almost always present in studies that are embedded in a qualitative research tradition such as ethnography or phenomenology. However, different traditions involve theory in different ways.
Sandelowski (1993) distinguished between substantive theory (conceptualizations of a specific phenomenon) and theory reflecting a conceptualization of human inquiry. Some qualitative researchers insist on an atheoretical stance vis-à-vis the phenomenon of interest, with the goal of suspending prior conceptualizations (substantive theories) that might bias their inquiry. For example, phenomenologists are committed to theoretical naiveté and try to hold preconceived views of the phenomenon in check. Nevertheless, phenomenologists are guided by a framework that focuses their inquiry on certain aspects of a person’s lifeworld—i.e., lived experiences.
Ethnographers bring a cultural perspective to their studies, and this perspective shapes their fieldwork. Cultural theories include ideational theories, which suggest that cultural conditions stem from mental activity and ideas, and materialistic theories, which view material conditions (e.g., resources, production) as the source of cultural developments (Fetterman, 2010).
The theoretical underpinning of grounded theory is a melding of sociologic formulations, the most prominent of which is symbolic interaction. Three underlying premises include (1) humans act toward things based on the meanings that the things have for them; (2) the meaning of things is derived from the human interactions; and (3) meanings are handled in, and modified through, an interpretive process (Blumer, 1986).
Despite this theoretical perspective, grounded theory researchers, like phenomenologists, try to hold prior substantive theory about the phenomenon in abeyance until their own substantive theory emerges. The goal of grounded theory is to develop a conceptually dense understanding of a phenomenon that is grounded in actual observations. Grounded theory researchers, who focus on social or psychological processes, often develop conceptual maps to illustrate how a process works or unfolds.
In recent years, some qualitative nurse researchers have used critical theory as a framework in their research. Critical theory is a paradigm that involves a critique of society and societal structures. Qualitative researchers sometimes use conceptual models of nursing or other theories as interpretive frameworks. For example, a number of qualitative nurse researchers acknowledge that the philosophic roots of their studies lie in conceptual models of nursing such as those developed by Roy (Roy & Andrews, 2009), Rogers (1994), or Newman (1997).
Theories in Quantitative Research
When a quantitative study is based on a theory or model, the research article typically states this fact early—often in the abstract or the title. Some reports also have a subsection of the introduction called “Theoretical Framework.” The report usually includes a brief overview of the theory so that all readers can understand, in a broad way, the conceptual context of the study.
Some researchers test theory-based interventions. Theories have implications for modifying people’s attitudes or behavior and hence their health outcomes. Interventions based on an explicit conceptualization of human behavior have a better chance of being effective than ones developed in a conceptual vacuum. Interventions rarely affect outcomes directly—there are mediating factors that play a role in the pathway between the intervention and desired outcomes.
Many researchers who cite a theory or model as their framework are not directly testing the theory but using the theory to provide an organizing structure. In such an approach, researchers assume that the model they adopt is valid and then use its constructs to provide an interpretive context. Some studies claim theoretical linkages that are contrived. This is most likely to occur when researchers first formulate the research problem and then later find a theoretical context to fit it. An after-the-fact linkage of theory to a research question is often artificial. If a research problem is truly linked to a conceptual framework, then the design of the study, the measurement of key constructs, and the analysis and interpretation of data will flow from that conceptualization.