Professional Documents
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Concept Analysis
Introduction
Mathieson, in the editorial of the first issue of Nurse Researcher, said that
one purpose of the journal was to increase readers research awareness in
terms of different methods and their significance to practice to sort out
the good from the bad and to make informed decisions (Mathieson 1993).
This was an invitation for researchers to pursue all approaches to the design
of research and to consider that the foundation of any research is its design.
Concept analysis and clarification is one of those different methods of
research that I will explore in this article.
the concept concisely. Meleis uses jet lag as an example of a concise label
that explains a complex phenomenon, and even those of us who have not
experienced jet lag have a fair idea of what it entails.
the only elements which can be known are perceptions and resolve them-
selves into two distinct kinds impressions and ideas (Macnabb 1962).
It is evident that there have been two distinct approaches to gaining
knowledge: the way of pure reason exemplified by Plato and subsequent phi-
losophers such as Descartes; and the way of empiricists, such as Hume, who
declare that all ideas must originate in sense perception. Whatever way ideas
are gained, the process of concept analysis and clarification highlights the
consistency and coherence of the ideas with the existing body of knowledge
and the evidence upon which those ideas were constructed.
Identifying the elements of fever and distinguishing facts from misconcep-
tions, Thompsons analysis directs one toward recognising fever as an adap-
tive response (Thompson 2005). Thus the ability to explain fever is present.
The ability to predict and control events (Carper 1974, Richards 1981) is
present, too, as healthcare professionals recognising fever can instigate appro-
priate intervention and withhold inappropriate measures in an attempt to
reduce temperature (Thompson 2005).
Concept clarification is essential in critically analysing claims of knowledge
gained through reason or experience: Concept analysis gives framework and
purposiveness to thinking that might otherwise meander indefinitely and pur-
poselessly among the vast marshes of intellect and culture (Wilson 1963).
This captures Mulhalls guidance for a successful research endeavour in that
the design assists with the purpose of the inquiry (Mulhall 1992) .
Right answers associated closely with Determine the aims or purpose of analysis
the question of concept
Practical results
Results in language
tions of concept (see Table 1). A model case of the concept is a good place
to start. He suggests it can then be followed by contrary, related, borderline
and invented cases. It is necessary, according to Wilson, to examine the social
context, underlying anxiety and practical results. He completes his technique
with a stage entitled results in language. Not all the steps are equally useful
in all cases but taking each stage in order might be a wise method.
Rodgers criticises a method such as Wilsons because its reductionist approach
to isolating conditions and boundaries represents a static view (Rodgers 1989).
I believe Wilson guards against such claims: his questions of concepts relate
to uses of words. This is worth considering as nursing is practised in a dynamic
system of healthcare delivery. Rodgers exploration of the philosophical
foundation of concept analysis also identified two views of concepts, namely
entity and dispositional. These views respectively focus on the concept as
an entity in itself and on an individuals ability to perform specific behaviours.
The entity view emphasises the meaning of a concept out of context. Rodgers
then asserts that entity theories have their foundations in the works of philoso-
phers advancing the logical positivist movement where something is known for
certain (Russell 1945). Dispositional theories on the other hand are not clearly
found in the work of any particular philosopher. Rodgers suggests that the later
writings of Wittgenstein contribute to a greater understanding of concepts from
ing for family resemblances in those words associated with the concept.
Rodgers concept development helps to identify the set of attributes associat-
ed with the term and subsequently these constitute its definition (Cash 1990,
Rodgers 1989). Two examples of defining attributes that clarify concepts with
which nurses commonly engage are those of Baldwin and Sletteboe (Baldwin
2003, Sletteboe 1997). The three attributes defining advocacy were valuing,
apprising and interceding (Baldwin 2003). Sletteboe identified five defining
attributes associated with the concept dilemma namely involvement, equally
unattractive alternatives, awareness of the alternatives, need to choose and
uncertainty of action (Sletteboe 1997).
Conclusion
The philosophical foundations to concept analysis have been explored.
Whether one engages with Rodgerss (1989) approach to concept analysis or
Wilsons (1963), both methods contribute to the body of knowledge that is
nursing. To examine a concept to determine its characteristics and the condi-
tions that differentiate it from other concepts will not necessarily produce new
empirical facts. It remains more in tune with the rational production of knowl-
edge idealised by Plato rather than the hypothetico-deductive model (Leddy
and Pepper 1993). Despite this limitation, the rational inquiry into the mean-
ing of concepts is a necessary first step that should precede the development
of hypotheses and any subsequent testing. Success with analyses of this kind is
to be found in the literature. Timmerman conducted an analysis in relation to
intimacy that enabled her to derive a theoretical definition for subsequent use
in research and that had the potential to develop theory (Timmerman 1991).
A more recent development in this regard is the mid-range theory developed
by Bu and Jezewski (Bu and Jezewski 2007). Concept analysis is a pragmatic
and rigorous approach to defining concepts that can make a significant contri-
bution to knowledge and by implication to nursing practice.
Moyra Ann Baldwin BSc(Hons), MMedSci, RN, RCNT, DipN(London), Cert Ed,
RNT DANS FHEA, is senior lecturer at the University of Chester, UK
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