The identification and classification of concepts is the first step in formalizing any theory. Concepts summarize actual observations and experiences that seem to be related. Although the observations and experiences are real, the concepts related to them are purely mental or abstract. Terms associated with concepts are useful tools to help us file, categorize, and communicate. Concepts facilitate observation and understanding of a real phenomenon (Fawcett & Downs, 1992). Concepts only relate to a phenomenon’s properties though, not to the actual phenomenon itself. Concepts help us to categorize, interpret and structure phenomenon, which create a vocabulary for theory building and understanding.
Concepts can be classified according to their variability, observability, and their measurement characteristics. How concepts are conceptualized varies from one person to another, even when two people come from the same background or field of interest. Several different “types” of conceptualisers have been identified in the nursing literature. Gaining an understanding of these various ways of conceptualizing can help you to gain greater awareness of the premises and foundations of various Nursing concepts and theories, and the context in which they were created.
Ends In View
This learning activity is intended to provide learners with the opportunity to:
1. Understand the variety of ways in which nurses and other professionals may engage in the process of conceptualizing as a means of inquiry.
2. Engage in conceptualizing in inquiry scenarios.
3. Recognize the link between conceptualizing and the building of nursing theory and knowledge.
4. Recognize the influence of feminism and critical social theory on the current knowledge related to the process of conceptualization in Nursing science.
1.Participate in class discussion related to the various types of knowers and conceptualizers/ theorizers.
2.With a partner, complete a chart which gives examples of how each of these types can be observed in Nursing, either currently or in the past. Which ways of knowing and conceptualizing have advanced the practice of Nursing? Why?
3.Describe how human living can be used as a metaparadigm concept for nursing. How does Kim tie in some of the nurse theorists into her model?
4.Conceptualize the processes of Health Promotion and Community Development from both a Human Science and a Natural Science perspective. Which of these two worldviews provides the richest and most comprehensive overview of health promotion? Why?
5.Compare and context how conceptualizing helped to establish and explain the context provided in the Voydanoff and the Raeff et al studies.
In Reflection
1.How can you develop your higher order thinking skills to cultivate synthesizer and integrated theorizer skills and abilities? Would this help you as you practice your profession? How?
2.How can you, as an individual Nurse help to enrich the body of knowledge of Nursing, through conceptualizing activities?
References
Kim, H. S. (2000). An integrative framework for conceptualizing clients: A proposal for a nursing perspective in the new century. Nursing Science Quarterly, 13 (1), January, 37 – 44.
Meleis, A. I. (1991). On Knowing and Understanding: Nurses as Knowers. Theoretical Nursing: Development and Progress. 2nd ed. Philadelphia: Lippincott, p. 127- 149.
Raeff, C., Greenfield, P. & Quiroz, B. (2000). Conceptualizing interpersonal relationships in the cultural context of individualism and collectivism. New Directions for Child and Adolescent Development, 87, Spring, 59 – 74.
Voydanoff, P. (2001). Conceptualizing community in the context of work and family. Community, Work & Family, 4(2), 133 – 157. http://tinyurl.com/7gxxm
You are encouraged to begin to think about the type of Nursing Inquiry focus you wish to address as the context for your major assignments in this course. We will build up to this practical application of the content early in the course. Try to make it a meaningful focus that you can actually use in your current or future practice.
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