their definition of theory that was presented in
Chapter 1. The guidelines set forth questions that
clarify the facts about aspects of theory: purpose,
concepts, definitions, relationships, structure, as-
sumptions, and scope. These authors suggest that
the next step in the evaluation process is critical re-
flection about whether and how the nursing theory
works. Questions are posed to guide this reflection:
- Is the theory clearly stated?
- Is it stated simply?
- Can the theory be generalized?
- Is the theory accessible?
- How important is the theory?
Fawcett (2000) developed a framework of ques-
tions that separates the activities of analysis and
evaluation. Questions for analysis in this frame-
work flow from the structural hierarchy of nursing
knowledge proposed by Fawcett and defined in
Chapter 1. The questions for evaluation guide ex-
amination of theory content and use for practical
purposes. Following is a summary of the Fawcett
(2000) framework.
For theory analysis, consideration is given to: - scope of the theory
- metaparadigm concepts and propositions in-
cluded in the theory - values and beliefs reflected in the theory
- relation of the theory to a conceptual model and
to related disciplines - concepts and propositions of the theory
For theory evaluation, consideration is given to: - significance of the theory and relations with
structure of knowledge - consistency and clarity of concepts, expressed in
congruent, concise language - adequacy for use in research, education, and
practice - feasibility to apply the theory in practical con-
texts
Meleis (1997) states that the structural and
functional components of a theory should be stud-
ied prior to evaluation. The structural components
are assumptions, concepts, and propositions of the
theory. Functional components include descrip-
tions of the following: focus, client, nursing, health,
nurse-client interactions, environment, and nurs-
ing problems and interventions. After studying
these dimensions of the theory, critical examina-
tion of these elements may take place, as summa-
rized here:- Relations between structure and function of the
theory, including clarity, consistency, and sim-
plicity - Diagram of theory to further understand the
theory by creating a visual representation - Contagiousness, or adoption of the theory by a
wide variety of students, researchers, and practi-
tioners, as reflected in the literature - Usefulness in practice, education, research, and
administration - External components of personal, professional,
and social values, and significance
Nursing theory, knowledge development
through research, and nursing practice are
closely linked and interrelated. In order to en-
hance both nursing practice and nursing the-
ory, it is incumbent upon the practicing nurse
to study theory, just as it is upon the theorist
to study the practice of nursing. Considering
a commitment to study nursing theory raises
many questions from nurses about to un-
dertake this important work. This chapter
presented some of the questions worth con-
sidering before undertaking extensive study
and deciding on a theory to guide practice.
Analysis and evaluation of nursing theory
are the main ways of studying nursing
theory. Literature presents a number of dif-
ferent guides to analyzing and evaluating
theory.References
Boykin, A., Parker, M., & Schoenhofer, S. (1994). Aesthetic
knowing grounded in an explicit conception of nursing.
Nursing Science Quarterly, 7(4), 158–161.
Carper, B. A. (1978). Fundamental patterns of knowing in nurs-
ing.Advances in Nursing Science, 1(1), 13–23.
Chinn, P., & Jacobs, M. (1987).Theory and nursing: A systematic
approach.St. Louis: C. V. Mosby.
Chinn, P., & Kramer, M. (2004).Integrated knowledge de-
velopment in nursing(6th ed.). St. Louis: Mosby-Year
Book.CHAPTER 2 Studying Nursing Theory: Choosing, Analyzing, Evaluating 21