The Nurse Researcher Is Reading Theoretical and Clinical Articles

Abstract

Background:

Reports of nursing research often do not provide adequate data about whether, and how, researchers practical theory when conducting their studies. Unfortunately, the lack of adequate application and explication of theory in research impedes development of knowledge to guide nursing practice.

Objectives:

To clarify and exemplify how to apply theory in research.

Methods:

First nosotros describe how researchers can employ theory in phases of inquiry. And so nosotros share examples of how 3 inquiry teams practical i theory to these phases of research in iii different studies of preventive behaviors.

Conclusions:

Nurse researchers tin review and refine ways in which they utilize theory in guiding inquiry and writing publications. Scholars can appreciate how one theory tin can guide researchers in edifice knowledge nearly a given condition such as preventive behaviors. Clinicians and researchers tin can collaborate to employ and examine the usefulness of theory.

Clinical Relevance:

If nurses had improved understanding of theory-guided research, they could better appraise, select and apply theory-guided interventions in their practices.

Keywords: centre-range theory, theory-guided research, Theory of Care-Seeking Beliefs, health behaviors, women's health, public health, communicable diseases

Introduction

Theories can be useful to nurse-researchers as guides for conducting research (Bartholomew & Mullen, 2011; Rodgers, 2005). A theory offers a set of concepts and propositions that can be applied consistently and examined systematically beyond studies of clinical bug (Meleis, 2012). Absolutely, not all inquiry should be theory-guided; some inquiry is conducted to generate theory about new phenomena (Goldkuhl, 2012). When appropriate, researchers tin utilize theories as guides across phases of research. When researchers communicate clearly most how they have applied a theory in their studies, others can synthesize show more readily across studies where the same theory was used. By doing so, researchers can build scientific knowledge more efficiently than if they were not theory-guided (Fawcett, 1978; Meleis, 2012; Rothman, 2004).

Many researchers accept not applied theories to their studies when they could have done so (Balfe & Brugha, 2009; Bayrami, Taghipour, & Ebrahimipour, 2014; Heit, Blackwell, & Kelly, 2008). In a review paper, Conn, Cooper, Ruppar, and Russell (2008) sought to narrate the reports of intervention studies conducted by nurses. They constitute that nigh half of authors reported using a theory or framework, slightly less than one-half shared whatever links between theory or framework and their interventions, and only about a quarter of authors reported sufficient item either for future researchers to replicate the interventions or for clinicians to translate them into practice.

Interdisciplinary scholars (Kobrin, 2011; Michie, Fixsen, Grimshaw, & Eccles, 2009; Sales, Smith, Curran, & Kochevar, 2006) accept called for health-care researchers to explicate how theory guides research more conspicuously. Painter and colleagues (2008) investigated the degree to which researchers used theory to comport their studies. They reviewed health beliefs publications in iii disciplines—medicine, public wellness, and psychology—from 2000–2005. Among the 193 publications they identified, only virtually a third of the teams mentioned theory.

Michie and Abraham (2004) examined reviews of studies in which researchers claimed to have assessed the efficacy of theory-guided interventions to promote health behaviors. These authors concluded that researchers often did non (a) explicate how theory guided their studies in their publications or (b) delineate why or how they proposed that their intervention would be constructive, according to their theories.

Some researchers may apply components from theories to their studies, however, they oftentimes apply just one or a few components, rather than all that are relevant (Conn et al., 2008; Michie & Abraham, 2004). The lack of adequate application of theory to research and of clear explication about how theory guides research impede researchers who strive to replicate prior studies and develop knowledge to support nursing practice (Fawcett, 1978; Meleis, 2012). Perhaps many researchers have non clearly understood how and why theory can guide them beyond phases of enquiry.

Our objectives are to clarify and exemplify how researchers can apply theory in health-related enquiry. In the following sections, we explain how three research teams practical one theory in phases of enquiry and we illustrate our points with examples from these three studies. If nurse researchers could amend the adequacy with which nosotros conceptualize, apply, and report both the "why" and "how" of theories guiding our studies, so we could replicate such studies more readily and generate knowledge for nursing do more efficiently.

Groundwork

Three research teams guided their studies with the Theory of Care-Seeking Behavior (TCSB). This theory is a centre-range theory focused on one aspect of human feel (Smith & Liehr, 2008). As a middle-range theory, the TCSB is abstruse enough to guide researchers and clinicians in generalizations, yet specific plenty to guide enquiry (Cody, 1999; Smith & Liehr, 2008). It tin exist used to describe, explain or predict the miracle of care-seeking. Co-ordinate to the TCSB, care-seeking behavior refers to individuals' use of clinical services for health care, including engaging in secondary prevention behaviors (SPBs). SPBs are bear witness-based approaches that people engaged in either to find disease early or to intervene promptly to command disease (Cohen, Chavez, & Chehimi, 2007).

In the TCSB, there are 2 different types of variables that have an bear on on intendance-seeking beliefs: psychosocial variables and external conditions. The psychosocial variables are affect, utility beliefs, normative influences (norms), and habits. Affect refers to feelings related to SPBs, such as feet about a screening process. Utility beliefs refer to values and probabilities of experiencing worthwhile outcomes from particular SPBs. Norms refer to perceived social expectations such as either peers' or professionals' views regarding SPBs. Habits refer to how individuals usually engage in similar behaviors such as having almanac exams. The 2d type of variable is external conditions, which refers to factors typically outside of individuals' command that are influenced past institutional or public policies (Lauver, 1992; Lauver, Settersten, Kane, & Henriques, 2003). This variable has been operationalized as financial affordability, geographic accessibility, and acceptability of staff to patients (Facione & Katapodi, 2000; Lauver et al., 2003). See Table 1 for a summary of these concepts and their definitions.

Table 1

Concepts in the Theory of Care-Seeking Beliefs

Concept	Definition	Examples
Touch on	Feelings associated with care-seeking behavior.	Fearfulness of seeking care. Feeling anxious about results of screening.
Utility	Overall worth of care seeking, expectations & values of seeking care.	Beliefs almost the likelihood of care-seeking behavior yielding relevant outcomes.
Normative Influences	Personal, professional or peer opinions nigh care-seeking behaviors (e.g., secondary preventive behaviors).	Personal: One'south beliefs almost morally right behavior regarding care seeking. Social: Friends' or family'southward behavior about care seeking. Interpersonal agreement to human activity: Promise made with health intendance provider, friend, or family member to engage in intendance seeking.
Habits	I'south usual intendance-seeking behavior, past experience with care seeking, or how ane commonly acts related to care seeking when one experiences symptoms.	Whether or not i seeks care promptly with symptoms. Whether one seeks asymptomatic screening (east.g., screening for sexually transmitted infections before starting new sexual relationship).
External conditions	Specific, objective, conditions that impact ane's ability to seek intendance. Can reflect either facilitators or barriers.	Affordability (e.thousand., having insurance that covers price of screening), accessibility (eastward.g., a screening facility is near one'due south domicile), acceptability (eastward.1000., staff at screening facility are welcoming)

Each of the three authors had identified clinical problems that were conceptually similar while working independently. Each had identified a population that was unlikely to obtain screening tests as recommended by evidence-based guidelines. After careful consideration of theories, we separately chose the same theory to guide studies of our clinical bug. 2 research teams described people'due south utilise of cancer (Lauver et al., 2003; Lor, Khang, Xiong, Moua, & Lauver, 2013) and sexual transmitted infections (STIs) screening (Backonja, Royer, & Lauver, 2014). A third team tested intervention effects on women's employ of breast screening tests (Lauver et al., 2003). In different studies, the three teams sampled college students, Hmong women, and low-income women.

In the following sections, we discuss how phases of inquiry are relevant to theory-guided inquiry. Nosotros exemplify the following phases: Phase 1, Conceptualizing the clinical trouble; Stage two, Describing how to cull a theory; Stage 3, Describing how theory guides study aims; Phase four, Delineating how theory guides methods; Phase 5, Describing how theory guides analyses; Phase 6, Reporting study results; and Phase vii, Incorporating theory in summary discussions.

Phase 1: Conceptualizing the Clinical Problem

Health-related research begins with researchers identifying clinical problems to study. And so researchers review literature to delineate characteristics of such clinical issues (Rodgers, 2005; Rogers, 2000; Walker & Avant, 2005). If scholars understand the conceptual dimensions, antecedents, and consequences of their clinical problems, then they are probable to select theories and methods that are aligned well with their clinical problems.

To illustrate, three enquiry teams conceptualized their clinical problems as secondary prevention behaviors (SPBs). SPBs refer to behaviors that assistance in either the early detection or the early treatment for a condition, regardless of the presence of symptoms (Cohen et al., 2007). The enquiry teams described their clinical issues of involvement as SPBs because this conceptualization is consistent with lay peoples' perceptions of STIs and cancer screening. Typically, lay people do not differentiate between having tests for asymptomatic screening or for diagnostic purposes with symptoms.

One team identified the clinical problem that adolescents and young adults fifteen–24 years old were acquiring most half of all STIs (Weinstock, Berman, & Cates, 2004; Satterwhite et al., 2013). In addition, young people often practice non engage in either asymptomatic screening or symptomatic testing for STIs as recommended (Centers for Disease Control and Prevention, 2010; 2012; National Committee for Quality Assurance, 2007; Tao, Hoover, & Kent, 2012; Tao, Hoover, Leichliter, Peterman, & Kent, 2012). Therefore, this team conceptualized the clinical problem as a SBP.

In some other instance, i squad identified that Hmong women have underused breast and cervical SPBs for cancer. Just xvi% of a sample of Hmong women in California had always had mammograms (Yang, Mills, & Dodge, 2006). In contrast, a Healthy People 2020 goal is to increase the percentage of women who receive asymptomatic screening for breast cancer to 81% (United states Department of Wellness and Human Services, 2013).

Phase 2: Describing How to Cull a Theory

In that location are several strategies that researchers can use to choose a theory to guide their studies. Researchers can consider whether or not a given theory has concepts and propositions that fairly capture the nature of the clinical problem and the proposed relationships among such concepts. They tin can review whether or not culling theories are credible, clear, and parsimonious with regard to their phenomena (Fawcett, 1978; Meleis, 2012). Also, they examine the degree of empirical back up for the theory. This procedure is often iterative of comparing theories for similarities or differences and for the degree of empirical support.

For example, the team concerned about young adults' STIs rates had synthesized current research nearly young adults' appointment in SPBs for STIs. This squad considered whether to guide their study with the TCSB. Chiefly, they reviewed the literature for variables that had the same conceptual definitions every bit those in the TCSB, regardless of whether prior researchers had been guided by the TCSB or had used the aforementioned terms for variables equally in the TCSB. The team found that many definitions of variables in prior STIs research were consistent with definitions of concepts in the TCSB. The team reviewed the literature for empirical back up of the concepts from the TCSB with regard to SPBs for STIs (e.g., beliefs, normative influences; Balfe & Brugha, 2009; Chacko et al., 2008; Head, Crosby, Shrier, & Moore, 2007; Sanders, Nsuami, Cropley, & Taylor, 2007). The squad found these variables had been associated with SPBs for STIs. Together, these conclusions informed the team's decision to guide their study with the TCSB.

Researchers tin consider whether concepts and propositions from promising theories are coinciding not only with their clinical problem just also with the culture of the population to be studied. Nosotros share an analogy of how ane team, who studied Hmong women, had investigated whether the TCSB was conceptually acceptable to guide their study. After identifying that the concepts and propositions in the TCSB were relevant to their clinical problem of interest, the squad decided to seek consultation nigh the appropriateness of the TCSB for the Hmong population with which the researchers were working. The researchers chose three female Hmong students in the health professions to serve as a panel of cultural consultants. Without telling the consultants well-nigh the TCSB, a researcher asked, "What do you think are some possible reasons for why Hmong women would go, or non get, breast or cervical cancer screening?" Merely after the consultants shared all their ideas did researchers introduce the TCSB concepts. The research team asked the consultants in a neutral fashion whether or not their reasons corresponded to the TCSB concepts and they asked what might have been omitted. By consensus, the consultants agreed that the concepts from the TCSB were conceptually consistent with their ideas, the TCSB concepts were logically adequate to explain SPBs, and they could not call up of concepts omitted from TCSB. This process provided fractional support for the initial validity of the TCSB regarding cancer screening among a Hmong population.

Phase 3: Describing How Theory Guides Written report Aims

Theories can guide researchers systematically in many ways. If researchers have aims to draw engagement in SPB, and then a theory can guide the methods. If researchers have an aim to test intervention effects on SPB, as guided by theory, and then the theory can guide the methods and the intervention.

Two research teams planned descriptive studies which were guided by the TCSB. Their aims were to describe SPBs because their phenomena were not well understood in their item populations of interest. Ane team described Hmong women's beliefs, feelings, norms, and external conditions regarding breast and cervical cancer SPBs with an interpretive approach. The 2nd team examined college students' reasons for engaging in SPBs for STIs with a mixed-methods approach. See Tabular array 2 for a summary of the teams' aims and methods in three different studies about SPBs guided past TCSB.

Table 2

Key characteristics of iii different studies, guided past the Theory of care-seeking behavior (TCSB)

Report	Purpose(s)	Design		Sample	How addressed concepts from theory	Information Analysis
Cancer screening report among Hmong women (Lor, Khang, Xiong, Moua, & Lauver, 2013)	To understand Hmong women's underuse of breast and cervical cancer screening, guided by theory	Descriptive Cross-sectional	Group of xvi Hmong women, aged 24 to 73. Principal language for most participants was Hmong.		In a focus grouping, asked open up-ended questions, based on concepts from theory. For each, nosotros asked at least one question.	Conducted directed, content analysis of participants' responses. Coding categories were based primarily on TCSB concepts.
Sexually- transmitted infection screening study (Backonja, Royer, & Lauver, 2014)	To describe people's reasons to seek sexual transmitted infections (STIs) screening, guided by theory	Descriptive, Cross-sectional	330 college students, 216 female and 114 male; ≥18 years. About were White and had never been screened for STIs.		Designed a questionnaire, based on concepts from theory. Asked closed-ended questions with checklists and open-ended. Asked at least one question.	Analyzed responses to airtight-ended questions with descriptive statistics. Conducted directed, content analysis of participants' responses to open-concluded questions. Coding categories were based primarily on TCSB concepts.
Cancer screening intervention study (Lauver, Settersten Kane, & Henriques, 2003)	To examination effects of a nurse-delivered, patient-centered intervention, guided by concepts from theory, on women's breast screening behaviors. To assess whether intervention effects differed past external atmospheric condition, based on proposition from theory.	Randomized, control trial. Women assigned randomly to one of three message conditions (zero initially, usual care, or tailored give-and-take, based on theory.) Example outcomes: Rates of clinical breast examination and mammography employ. Collected data at 3 points in time: baseline, 3–4 months mail-intervention, and thirteen–sixteen months postal service-intervention.	797 women recruited from 3 sources (a hospital including based radiology department serving depression-income urban clients, and control participants from a instance-control study) To control for habit, nosotros excluded women who had had mammograms in prior thirteen months.		Intervener served as a normative influence. Assessed and addressed concepts from theory (e.yard., typical bear upon, utility behavior, and norms) in tailored discussions with participants assigned to theory-based, message condition. Measured external conditions with questionnaire.	Conducted hierarchical regressions. Determined whether message condition influenced rate of breast cancer screening behaviors. Examined as well whether degree of external atmospheric condition moderated rates of screening behaviors.

One team's aims were to predict SPBs for chest cancer because there was empirical support for proposed relationships between TCSB concepts and breast screening behaviors. The TCSB includes a proposition that external weather condition moderate the influence of other explanatory variables. So, this team derived a study aim to examination whether external atmospheric condition moderated the effect of their intervention.

Phase four: Delineating How Theory Guides Methods

Descriptive studies: Using concepts from theory to inform data collection.

When researchers programme studies that are theory-guided, they typically appraise variables that are consistent with concepts from the theory. In 1 such case, the team who studied STIs adult a questionnaire for data collection based on concepts evidence for the TCSB (e.m., Balfe & Brugha, 2009; Chacko et al., 2008; Head et al., 2007; Sanders et al., 2007). The team created checklists with brusque-answer responses and open-concluded questions for spontaneous responses. They systematically reflected each TCSB concept in their items. One checklist addressed possible reasons to seek STIs screening. Information technology included the particular, "When I take symptoms"; this item was written to reflect habits. Another checklist included reasons not to engage in SPBs; one item was, "STD testing is expensive"; this item was written to reflect external weather.

In another example, the squad who studied Hmong women developed an interview guide with open-ended questions. Researchers created at to the lowest degree one question for each concept in the TCSB. To elicit information regarding affect, researchers asked, "What are your feelings about getting a Pap test?" To elicit utility beliefs, researchers asked, "When you think about having a breast examination, what thoughts do you have?" The team used an interview rather than a written questionnaire because traditionally the Hmong communicate orally (Thao, 2006).

Experimental study: Concepts from theory guide overall design.

One team applied the TCSB in a randomized, controlled trial (Lauver et al., 2003). This team hypothesized that a tailored bulletin virtually breast cancer screening, based on the TCSB, would exist more constructive in promoting breast cancer screening than standard messages. This hypothesis was based on researchers' ideas that the TCSB was more than adequate than other behavioral theories. Furthermore, they hypothesized that the message effects would be moderated past external conditions, based on propositions in the TCSB and empirical findings (Lauver et al., 2003). To test these hypotheses adequately, the team applied the TCSB concepts in either the overall blueprint or analysis. To apply these concepts in the design, researchers sought women who had not had mammograms in the past year to command for the concept of habit in the recruitment of the sample. They selected nurses to be interveners to reflect the concepts of social and professional norms, bold nurses would be perceived as socially accepted and apparent regime nearly cancer screening.

To utilize in analyses, researchers developed three unlike message weather condition to be delivered by telephone and in subsequent mailings. In the control grouping, no letters were provided initially. For the second group, the messages offered standard data – that is, typical recommendations virtually breast screening with factual information and rationale, but no discussion of TCSB concepts. The third group received messages that involved assessment and word of selected TCSB concepts including: participants' beliefs, affect, or external barriers, tailoring on participants' named issues. Examples included: (a) utility beliefs about need for, and undesirable side effects of, screening and (b) information most external weather such equally typical costs of screening and local screening sites. Because the concepts guiding the third message group were non reflected in other letters, the team tested whether participants getting the theory-guided bulletin had higher screening rates than those who received other messages (i.e., typical recommendations or no message initially).

Stage 5: Describing How Theory Tin Guide Analyses

Theory can guide researchers in analyzing either narrative or numerical information. To illustrate, the team used an interview guide with Hmong women practical theory to their in analysis of narrative data. The team created coding categories that were based on the TCSB concepts and mutually exclusive (Hsieh & Shannon, 2005; Graneheim & Lundman, 2004). The team conducted directed content analysis of participants' responses (Hsieh & Shannon, 2005; Graneheim & Lundman, 2004) using theory-based coding categories. However, they did not strength responses into these categories. This arroyo to assay was useful for the squad to see response patterns about the same concepts, still about different SPBs--chest or cervical. For example, the team saw that participants' utility beliefs nearly treatments for breast and cervical cancers were like and both reflected doubtfulness.

In addition, the team who studied STIs applied the TCSB in their narrative and numeric analyses. Based on the TCSB concepts, the squad created coding categories, for seeking and fugitive testing for directed content analysis of participants' text responses to open-ended questions (Neuendorf, 2011). If participants responded to an open-ended question about avoiding STI screening with "I am afraid of the results," the team coded this response as reflecting the concept of affect. The squad likewise analyzed the frequency with which participants responded to short-answer questions nearly seeking and avoiding STI screening. The team was able to identify commonalities and differences across responses to short-reply responses --about seeking or fugitive screening-- more hands with concept-based responses. Similarly, the team was able to perceive commonalities and differences across text and numerical data considering both were guided by TCSB concepts. Analyzing mixed-methods data by concepts facilitated a descriptive understanding of immature adults' SPBs for STIs.

When researchers conduct directed content analyses, guided by theory, they may observe inconsistencies between the planned coding categories and their information. In this situation, researchers do non want to force information into coding categories if the two do non correspond well. Peradventure the theory is not valid in sure contexts. For the team who studied cancer SPBs among Hmong women, most data aligned with coding categories, but not all. Participants' narrative responses nigh the inadequate interpreter services at cancer screening sites did not align well with the category of "adequate treatment by staff" reflecting one dimension of external atmospheric condition. The team decided to lawmaking responses near interpreter services separately because they were characteristically different from other responses coded in the category of "adequate treatment by staff". Also, the policy and exercise implications for these responses differed.

Theory also tin can guide researchers' tests most explanation or prediction. The team who tested an intervention about breast screening applied the TCSB in analyses and examined whether their tailored bulletin group had the highest rates of SPBs. To practice this, they created computer codes for each group to compare rates among the three message groups. Because the team also tested the suggestion about whether the grouping effect on SPBs would be moderated by external weather (see Figure ane), they created interaction terms to represent the multiplicative event of group and external conditions. This approach was essential to test the proposition about the moderating influences of external conditions on other explanatory variables (Triandis, 1979).

Diagram of concepts and propositions in The Theory of Care Seeking Behavior.

Stage 6: Reporting Study Results

When researchers summarize findings from a theory-guided study, they can use the components of the theory to organize their report and can help readers see how theory guided their study. In contrast, if researchers described their methods, analyses, and findings without references to the theory that guided them, then they would likely obscure how theory guided their studies. Ii illustrations follow.

In their report of SPBs for STIs, researchers reported their findings from content analyses and from quantitative analyses by concepts in the TCSB. Alternatively, researchers could report their findings by which variables were virtually to to the lowest degree common findings. By reporting findings past concept, researchers could help readers recognize similarities and differences across the qualitative and quantitative data more efficiently. For instance, habit reflected participants' responses to both short-respond and open-ended questions about engaging in SPBs for STIs. In the study of Hmong SPBs, researchers summarized findings by concept and past type of SPB (chest, cervical screening). By reporting these findings past concept, the squad could facilitate readers' appreciation of similarities and differences by type of SPB.

Phase 7: Incorporating Theory in Summary Discussions

When researchers are guided past theory in their studies, they summarize their study findings in relation to prior evidence and theory. For example, if researchers found a concept, such as utility beliefs, was related positively to seeking SPBs, then they would discuss the support for the theory along with other evidence (Backonjaet al., 2014; Lauver et al., 2003; Lor et al., 2013). If researchers provide valid back up for a theory in a given context, and they summarize their methods well, then future researchers could replicate and extend the before work relatively easily.

However, when findings exercise not support theory, then researchers can accost critically whether the findings may be explained by either limitations of their methods, or of the theory, or both. If researchers provide adequate explications of how theory guided their methods in reports of studies where theory is not supported, then future researchers could design studies to examine whether the theory needs to exist revised and if and then, how. For case, two of our teams found that affect was relevant to SPBs (Backonja et al., 2014; Lor et al., 2013). Yet, the management of the relationship between affect and screening differed by sample and context. Thus, future researchers can examine this human relationship once more to clarify how affect may influence screening, considering context, sample, and measures.

In summaries of studies, researchers discuss not merely the implications of their findings for research but as well for practise, educational activity, and/or policy. The team who studied Hmong women summarized their work past sharing that inadequate interpreter services was an external condition that impeded Hmong women's use of SPBs for breast and cervical cancer. This team identified implications for both exercise and organizational policies regarding the need for translation services in clinical settings.

Discussion

We accept described how theory can be useful across phases of research in efforts to amend the applications of theories to studies of health-related phenomena and the descriptions of such applications in publications. Nosotros have exemplified how researchers can apply components of theory to research phases from 3 studies based on one theory. In doing so, we have addressed scholars' concerns virtually atheoretical research that had been conducted in nursing and other disciplines (Bartholomew & Mullen, 2011; Conn et al., 2008; Painter et al., 2008; Michie & Abraham, 2004; Rodgers, 2005).

We have explained how researchers tin can conceptualize carefully their clinical problems of interest, such every bit under-engagement in SPBs. When scholars are clear about the characteristics and correlates of such clinical problems, they may choose a plumbing fixtures theory to guide their enquiry. Because our three teams decided that both psychosocial concepts and external conditions were relevant to SPBs, our teams concluded that the TCSB would exist adequate to guide our studies.

We accept explained how researchers tin employ theory as a guide to organize or synthesize literature near a given phenomenon, fifty-fifty when prior researchers accept not been guided by the same theory. In improver, nosotros have explained how theory can guide aims and methods. Nosotros have exemplified how theory tin guide methods (due east.yard., design, measures) from 2 descriptive studies and from one experimental study. We also have discussed and exemplified how theory can be applied in analyses with both narrative and numerical data.

Nosotros have discussed how researchers tin apply theory in their reports. We have illustrated how researchers can report findings by theory components then readers can recognize similar findings across studies guided by the same theory or by like concepts or propositions. When researchers can compare study findings by such components, then they may identify patterns more easily than if researchers did not report findings by such components. If authors were to organize their research reports near wellness-related phenomena in this manner, they could facilitate evolution of cognition, either in support or abnegate of theory. Just as theory can guide research, so likewise can inquiry findings guide either conclusions in back up or revisions of theory.

In summary, when different researchers use the same theory to empathise a wellness-related phenomenon, such as SPBs, then they could build noesis more efficiently across their different studies than if they did not employ the same theory. When authors explain in sufficient detail how they planned their aims and methods, guided by theory, in sufficient item, and so readers can perceive conceptual parallels or differences across studies (Bartholomew & Mullen, 2011; Rodgers, 2005; Meleis, 2012). Ultimately, when nurse researchers comport theory-guided research carefully and delineate how they did and then in their publications, then their research could inform nursing practise efficiently as well every bit add to our existing cognition of describing, explaining, and predicting clinical problems.

Acknowledgements:

At the fourth dimension of the conceptualization of this paper, Dr. Uba Backonja was at the University of Wisconsin-Madison, School of Nursing. The authors would similar to thank Jennifer Morgan for providing editing feedback and Dr. Barbara Bowers for providing feedback on this manuscript.

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6754730/

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