Excerpt from Term Paper:
Theoretical-Empirical Framework (CTE) Analysis of the Roy Adaptation Version
There are a number of valuable results that can be attained using conceptual models, hypotheses, and scientific indicators intended for advanced breastfeeding practice, such as the application of models or hypotheses to real-world nursing practice, research, and education. To produce some first hand experience in this area, this conventional paper examines the way the Conceptual-Theoretical-Empirical (CTE) structure means nursing practice based on the Roy Edition Model. A translation and application of this kind of theory to nursing practice using real examples is followed by a summary of the research and important results concerning the CTE structure as well as its implications pertaining to nursing practice in the bottom line.
Evaluation in the conceptual-theoretical-empirical linkages
There is an inextricable addition between the conceptual, theoretical and empirical types that can help guide its application to breastfeeding practice, analysis and education. For instance, relating to Fawcett (2009), “It is not possible to carry out nursing research or to practice nursing with out guidance coming from a conceptual model. It can be absurd to assume that progress any theory can occur without guidance coming from a conceptual model” (p. 16). For this purpose, the CTE structure to get theory-generating analysis proceeds inductively from a conceptual unit to relevant empirical signals in order to initially generate theory (Fawcett, 2009). By contrast, the deductive measures that are active in the CTE composition that are used intended for nursing practice or theory-testing research stream “from the conceptual unit to the theory to the empirical indicators” (Fawcett, 2009, p. 17). Through this step-wise style, then, the CTE framework can be used to get a wide range of applications, including conceptualizing the manner in which individuals adjust to and interact with their environment drawing on the Roy Edition Model since discussed further below.
Analysis of the selected theory
In sum, the Roy Version Model (RAM) conceptualizes individuals as being “adaptive holistic system[s] that connect to environmental causes (i. e., stimuli)” (Alkrisat Dee, 2014, p. 368). Applied to the RAM because shown in Figure 1 below, the CTE framework includes a volume of “abstract concepts as environmental stimuli, dealing processes, and modes of adaptation; the statements that broadly determine each concept; and the claims that website link the concepts” (Fawcett, 2009, p. 17).
Figure 1 . The CTE structure placed on the Roy Adaptation Model
Source: Fawcett, 2009, g. 17
The critical first step to the CTE structure (conceptual model) needs nurses to build up a thorough comprehension of the conceptual model’s articles and to assessment the corresponding rules for research and practice as portrayed in Physique 1 above (Fawcett, 2009). The second step (theory) involves reviewing the relevant and timely literature with regards to the practice condition or analysis topic appealing (Fawcett, 2009). Researchers may use a worksheet during this step to aid the recognition of scientific indicators and also to organize the results in the literature assessment as proven in Table 1 under.
Table one particular
CTE structure literature review worksheet for the RAM MEMORY
Methods of Variation
Origin: Fawcett, 2009, p. 18
Drawing on this kind of research, the