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How could nurse researchers apply theory to generate knowledge more efficiently?
Maichou lor.
1 University of Wisconsin-Madison School of Nursing, Signe Skott Cooper Hall, 701 Highland Ave Madison, WI 53705
Uba Backonja
2 University of Washington Tacoma, Nursing and Healthcare Leadership, Box 358421, Tacoma, WA 98402
3 University of Washington School of Medicine, Department of Biomedical Informatics & Medical Education, Box 358047, Seattle, WA 98102
Diane R. Lauver
Background:.
Reports of nursing research often do not provide adequate information about whether, and how, researchers applied 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.
First we describe how researchers can apply theory in phases of research. Then we share examples of how three research teams applied one theory to these phases of research in three different studies of preventive behaviors.
Conclusions:
Nurse researchers can review and refine ways in which they apply theory in guiding research and writing publications. Scholars can appreciate how one theory can guide researchers in building knowledge about a given condition such as preventive behaviors. Clinicians and researchers can collaborate to apply and examine the usefulness of theory.
Clinical Relevance:
If nurses had improved understanding of theory-guided research, they could better assess, select and apply theory-guided interventions in their practices.
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 across studies of clinical problems ( Meleis, 2012 ). Admittedly, not all research should be theory-guided; some research is conducted to generate theory about new phenomena ( Goldkuhl, 2012 ). When appropriate, researchers can use theories as guides across phases of research. When researchers communicate clearly about how they have applied a theory in their studies, others can synthesize evidence 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 have 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 characterize the reports of intervention studies conducted by nurses. They found that about half of authors reported using a theory or framework, slightly less than half shared any links between theory or framework and their interventions, and only about a quarter of authors reported sufficient detail 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 ) have called for health-care researchers to explicate how theory guides research more clearly. Painter and colleagues (2008) investigated the degree to which researchers used theory to conduct their studies. They reviewed health behavior publications in three disciplines—medicine, public health, and psychology—from 2000–2005. Among the 193 publications they identified, only about 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 not (a) explain how theory guided their studies in their publications or (b) delineate why or how they proposed that their intervention would be effective, according to their theories.
Some researchers may apply components from theories to their studies, however, they often apply only 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 not clearly understood how and why theory can guide them across phases of research.
Our objectives are to clarify and exemplify how researchers can apply theory in health-related research. In the following sections, we explain how three research teams applied one theory in phases of research and we illustrate our points with examples from these three studies. If nurse researchers could improve the adequacy with which we conceptualize, apply, and report both the “why” and “how” of theories guiding our studies, then we could replicate such studies more readily and generate knowledge for nursing practice more efficiently.
Three research teams guided their studies with the Theory of Care-Seeking Behavior (TCSB). This theory is a middle-range theory focused on one aspect of human experience ( Smith & Liehr, 2008 ). As a middle-range theory, the TCSB is abstract enough to guide researchers and clinicians in generalizations, yet specific enough to guide research ( Cody, 1999 ; Smith & Liehr, 2008 ). It can be used to describe, explain or predict the phenomenon of care-seeking. According 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 evidence-based approaches that people engaged in either to detect disease early or to intervene promptly to control disease ( Cohen, Chavez, & Chehimi, 2007 ).
In the TCSB, there are two different types of variables that have an impact on care-seeking behavior: 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 anxiety 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 annual exams. The second type of variable is external conditions, which refers to factors typically outside of individuals’ control that are influenced by 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.
Concepts in the Theory of Care-Seeking Behavior
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 problems. Two research teams described people’s use 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 use 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 research are relevant to theory-guided research. We exemplify the following phases: Phase 1, Conceptualizing the clinical problem; Phase 2, Describing how to choose a theory; Phase 3, Describing how theory guides study aims; Phase 4, Delineating how theory guides methods; Phase 5, Describing how theory guides analyses; Phase 6, Reporting study results; and Phase 7, Incorporating theory in summary discussions.
Phase 1: Conceptualizing the Clinical Problem
Health-related research begins with researchers identifying clinical problems to study. Then researchers review literature to delineate characteristics of such clinical problems ( Rodgers, 2005 ; Rogers, 2000 ; Walker & Avant, 2005 ). If scholars understand the conceptual dimensions, antecedents, and consequences of their clinical problems, then they are likely to select theories and methods that are aligned well with their clinical problems.
To illustrate, three research teams conceptualized their clinical problems as secondary prevention behaviors (SPBs). SPBs refer to behaviors that assist in either the early detection or the early treatment for a condition, regardless of the presence of symptoms ( Cohen et al., 2007 ). The research teams described their clinical problems of interest 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 15–24 years old were acquiring about half of all STIs ( Weinstock, Berman, & Cates, 2004 ; Satterwhite et al., 2013 ). In addition, young people often do not 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 another instance, one team identified that Hmong women have underused breast and cervical SPBs for cancer. Only 16% of a sample of Hmong women in California had ever 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 Health and Human Services, 2013 ).
Phase 2: Describing How to Choose a Theory
There 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 adequately capture the nature of the clinical problem and the proposed relationships among such concepts. They can review whether or not alternative theories are credible, clear, and parsimonious with regard to their phenomena ( Fawcett, 1978 ; Meleis, 2012 ). Also, they examine the degree of empirical support for the theory. This process 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 about young adults’ engagement in SPBs for STIs. This team considered whether to guide their study with the TCSB. Importantly, they reviewed the literature for variables that had the same conceptual definitions as those in the TCSB, regardless of whether prior researchers had been guided by the TCSB or had used the same terms for variables as 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 support 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 team 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 can consider whether concepts and propositions from promising theories are congruent not only with their clinical problem but also with the culture of the population to be studied. We share an illustration of how one team, who studied Hmong women, had investigated whether the TCSB was conceptually adequate to guide their study. After identifying that the concepts and propositions in the TCSB were relevant to their clinical problem of interest, the team decided to seek consultation about 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 about the TCSB, a researcher asked, “What do you think are some possible reasons for why Hmong women would get, or not get, breast or cervical cancer screening?” Only 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 think of concepts omitted from TCSB. This process provided partial support for the initial validity of the TCSB regarding cancer screening among a Hmong population.
Phase 3: Describing How Theory Guides Study Aims
Theories can guide researchers systematically in many ways. If researchers have aims to describe engagement in SPB, then a theory can guide the methods. If researchers have an aim to test intervention effects on SPB, as guided by theory, 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 particular populations of interest. One team described Hmong women’s beliefs, feelings, norms, and external conditions regarding breast and cervical cancer SPBs with an interpretive approach. The second team examined college students’ reasons for engaging in SPBs for STIs with a mixed-methods approach. See Table 2 for a summary of the teams’ aims and methods in three different studies about SPBs guided by TCSB.
Key characteristics of three different studies, guided by the Theory of care-seeking behavior (TCSB)
One team’s aims were to predict SPBs for breast cancer because there was empirical support for proposed relationships between TCSB concepts and breast screening behaviors. The TCSB includes a proposition that external conditions moderate the influence of other explanatory variables. So, this team derived a study aim to test whether external conditions moderated the effect of their intervention.
Phase 4: Delineating How Theory Guides Methods
Descriptive studies: using concepts from theory to inform data collection..
When researchers plan studies that are theory-guided, they typically assess variables that are consistent with concepts from the theory. In one such instance, the team who studied STIs developed a questionnaire for data collection based on concepts evidence for the TCSB (e.g., Balfe & Brugha, 2009 ; Chacko et al., 2008 ; Head et al., 2007 ; Sanders et al., 2007 ). The team created checklists with short-answer responses and open-ended questions for spontaneous responses. They systematically reflected each TCSB concept in their items. One checklist addressed possible reasons to seek STIs screening. It included the item, “When I have 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 conditions.
In another instance, the team who studied Hmong women developed an interview guide with open-ended questions. Researchers created at least 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 exam, 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 message about breast cancer screening, based on the TCSB, would be more effective in promoting breast cancer screening than standard messages. This hypothesis was based on researchers’ ideas that the TCSB was more adequate than other behavioral theories. Furthermore, they hypothesized that the message effects would be moderated by 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 design or analysis. To apply these concepts in the design, researchers sought women who had not had mammograms in the past year to control 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, assuming nurses would be perceived as socially accepted and credible authorities about cancer screening.
To apply in analyses, researchers developed three different message conditions to be delivered by telephone and in subsequent mailings. In the control group, no messages were provided initially. For the second group, the messages offered standard information – that is, typical recommendations about breast screening with factual information and rationale, but no discussion of TCSB concepts. The third group received messages that involved assessment and discussion 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 about external conditions such as typical costs of screening and local screening sites. Because the concepts guiding the third message group were not reflected in other messages, the team tested whether participants getting the theory-guided message had higher screening rates than those who received other messages (i.e., typical recommendations or no message initially).
Phase 5: Describing How Theory Can Guide Analyses
Theory can guide researchers in analyzing either narrative or numerical data. To illustrate, the team used an interview guide with Hmong women applied 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 force responses into these categories. This approach to analysis was useful for the team to see response patterns about the same concepts, yet about different SPBs--breast or cervical. For example, the team saw that participants’ utility beliefs about treatments for breast and cervical cancers were similar and both reflected uncertainty.
In addition, the team who studied STIs applied the TCSB in their narrative and numeric analyses. Based on the TCSB concepts, the team created coding categories, for seeking and avoiding 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 team also analyzed the frequency with which participants responded to short-answer questions about seeking and avoiding STI screening. The team was able to identify commonalities and differences across responses to short-answer responses --about seeking or avoiding screening-- more easily with concept-based responses. Similarly, the team was able to perceive commonalities and differences across text and numerical data because both were guided by TCSB concepts. Analyzing mixed-methods data by concepts facilitated a descriptive understanding of young adults’ SPBs for STIs.
When researchers conduct directed content analyses, guided by theory, they may observe inconsistencies between the planned coding categories and their data. In this situation, researchers do not want to force data into coding categories if the two do not correspond well. Perhaps the theory is not valid in certain contexts. For the team who studied cancer SPBs among Hmong women, most data aligned with coding categories, but not all. Participants’ narrative responses about the inadequate interpreter services at cancer screening sites did not align well with the category of “acceptable treatment by staff” reflecting one dimension of external conditions. The team decided to code responses about interpreter services separately because they were characteristically different from other responses coded in the category of “acceptable treatment by staff”. Also, the policy and practice implications for these responses differed.
Theory also can guide researchers’ tests about explanation or prediction. The team who tested an intervention about breast screening applied the TCSB in analyses and examined whether their tailored message group had the highest rates of SPBs. To do this, they created computer codes for each group to compare rates among the three message groups. Because the team also tested the proposition about whether the group effect on SPBs would be moderated by external conditions (see Figure 1 ), they created interaction terms to represent the multiplicative effect 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.
Phase 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. Two illustrations follow.
In their study 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 most to least common findings. By reporting findings by concept, researchers could help readers recognize similarities and differences across the qualitative and quantitative data more efficiently. For example, habit reflected participants’ responses to both short-answer and open-ended questions about engaging in SPBs for STIs. In the study of Hmong SPBs, researchers summarized findings by concept and by type of SPB (breast, cervical screening). By reporting these findings by concept, the team could facilitate readers’ appreciation of similarities and differences by type of SPB.
Phase 7: Incorporating Theory in Summary Discussions
When researchers are guided by 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 support for a theory in a given context, and they summarize their methods well, then future researchers could replicate and extend the earlier work relatively easily.
However, when findings do not support theory, then researchers can address 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 be revised and if so, how. For example, two of our teams found that affect was relevant to SPBs ( Backonja et al., 2014 ; Lor et al., 2013 ). However, the direction of the relationship between affect and screening differed by sample and context. Thus, future researchers can examine this relationship again to clarify how affect may influence screening, considering context, sample, and measures.
In summaries of studies, researchers discuss not only the implications of their findings for research but also for practice, education, and/or policy. The team who studied Hmong women summarized their work by 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 practice and organizational policies regarding the need for translation services in clinical settings.
We have described how theory can be useful across phases of research in efforts to improve the applications of theories to studies of health-related phenomena and the descriptions of such applications in publications. We have exemplified how researchers can apply components of theory to research phases from three studies based on one theory. In doing so, we have addressed scholars’ concerns about 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 can conceptualize carefully their clinical problems of interest, such as under-engagement in SPBs. When scholars are clear about the characteristics and correlates of such clinical problems, they may choose a fitting theory to guide their research. Because our three teams decided that both psychosocial concepts and external conditions were relevant to SPBs, our teams concluded that the TCSB would be adequate to guide our studies.
We have explained how researchers can use theory as a guide to organize or synthesize literature about a given phenomenon, even when prior researchers have not been guided by the same theory. In addition, we have explained how theory can guide aims and methods. We have exemplified how theory can guide methods (e.g., design, measures) from two 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.
We have discussed how researchers can apply theory in their reports. We have illustrated how researchers can report findings by theory components so readers can recognize similar findings across studies guided by the same theory or by similar 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 about health-related phenomena in this manner, they could facilitate development of knowledge, either in support or refute of theory. Just as theory can guide research, so too can research findings guide either conclusions in support or revisions of theory.
In summary, when different researchers use the same theory to understand a health-related phenomenon, such as SPBs, then they could build knowledge more efficiently across their different studies than if they did not use the same theory. When authors explain in sufficient detail how they planned their aims and methods, guided by theory, in sufficient detail, then readers can perceive conceptual parallels or differences across studies ( Bartholomew & Mullen, 2011 ; Rodgers, 2005 ; Meleis, 2012 ). Ultimately, when nurse researchers conduct theory-guided research carefully and delineate how they did so in their publications, then their research could inform nursing practice efficiently as well as add to our existing knowledge of describing, explaining, and predicting clinical problems.
Clinical Resources
- Nursing theory: http://nursing-theory.org/index.php
- Middle-range theory for nursing: http://www.springerpub.com/samples/9780826119162_chapter.pdf
- Theory at a glance-A guide for health promotion practice: http://www.sbccimplementationkits.org/demandrmnch/wp-content/uploads/2014/02/Theory-at-a-Glance-A-Guide-For-Health-Promotion-Practice.pdf
Acknowledgements:
At the time of the conceptualization of this paper, Dr. Uba Backonja was at the University of Wisconsin-Madison, School of Nursing. The authors would like to thank Jennifer Morgan for providing editing feedback and Dr. Barbara Bowers for providing feedback on this manuscript.
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Usefulness of nursing theory-guided practice: an integrative review
Affiliations.
- 1 School of Nursing, Memorial University of Newfoundland, St. John's, NL, Canada.
- 2 Shifa College of Nursing, Islamabad, Pakistan.
- 3 Clinical Nursing Instructor, Nipissing University, North Bay, ON, Canada.
- PMID: 30866078
- DOI: 10.1111/scs.12670
Background: Nursing theory-guided practice helps improve the quality of nursing care because it allows nurses to articulate what they do for patients and why they do it. However, the usefulness of nursing theory-guided practice has been questioned and more emphasis has been placed on evidence-based nursing and traditional practice. Therefore, an examination of experimental studies was undertaken to analyse the extent of use and usefulness of nursing theories in guiding practice. We reviewed experimental studies because in this era of evidence-based practice, these designs are given more weightage over other research designs. This examination would corroborate the usefulness of nursing theory-guided practice compared to traditional practice.
Methods: An integrative review was conducted. Literature search was performed within multiple databases, and 35 studies were reviewed and appraised.
Results: Majority of the studies were from Iran, the United States and Turkey and used Orem's self-care model, Roy's adaptation model and Peplau's theory of interpersonal relations. The effect of theory-guided interventions was evaluated in improving quality of life, self-efficacy, self-care and stress of patients with chronic, acute, cardiac and psychological illnesses. The quality rating was judged to be strong for three studies, moderate for 25 studies and weak for seven studies. All of the strongly rated studies found nursing theory-guided interventions useful. Overall, nursing theory-guided interventions improved all of studied outcomes in 26 studies and at least one outcome in nine studies. None of the studies reported that nursing theory-guided interventions as not useful.
Conclusion: Nursing theories have guided practice in both eastern and Western countries, and theory-guided practice has been found useful compared to traditional nursing practice. Therefore, nurses should continue to guide their nursing practice through the lens of nursing theories and should continue to evaluate the effectiveness of nursing theory-guided practice.
Keywords: experimental studies; nursing theories; nursing theory-guided practice.
© 2019 Nordic College of Caring Science.
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Nursing Theory in Hospital Models of Care
Quinn, Brenna L. PhD, RN-BC, NCSN, CNE; McDonough, Annette PhD, CNS
Brenna L. Quinn is an assistant professor and Annette McDonough is an associate professor, both in the Susan and Alan Solomont School of Nursing at the University of Massachusetts Lowell. Contact author: Brenna L. Quinn, [email protected] . The authors have disclosed no potential conflicts of interest, financial or otherwise.
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Research and Theory for Nursing Practice
Research and Theory for Nursing Practice is a peer-reviewed quarterly journal that focuses on issues relevant to improving nursing practice, education, and patient care. The articles strive to discuss knowledge development in its broadest sense, reflect research using a variety of methodological approaches, and combine several methods and strategies in a single study. Because of the journal's international emphasis, article contributors address the implications of their studies for a worldwide audience.
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Research Article
Alignment of the International Council of Nurses Advanced Practice Nursing Guideline Characteristics With Conceptual Frameworks: A Scoping Review
- Scanlon, Dr Andrew, PhD, DNP, NP
- Murphy, Dr Maria, PhD, RN
- Smolowitz, Dr Janice, PhD, ANP, RN
- Lewis, Dr Virginia, PhD
Research and Theory for Nursing Practice 37(1): 101-128
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“Be Your Own Doctor” Experiences of Patients With Transcatheter Aortic Valve Implantation During the Pandemic: A Qualitative Study
- Akbaba, Arzu, MSc, RN
- Mert, Hatice, PhD, RN
Research and Theory for Nursing Practice 37(1): 3-16
Community Resilience After Hurricanes: Can Neuman’s Systems Theory Guide Public Health Nursing?
- Chisholm, LeAnn J., PhD, RN, CNE, CHSE
- Hale, Regina L., PhD, RN, CNE
- Knight, Stacey L., DNP, RN, CNE
Research and Theory for Nursing Practice 37(1): 84-100
The Dimensions of Desire Among Gay, Bisexual, and Other Men Who Have Sex With Men (gbMSM): An Evolutionary Concept Analysis
- Orser, Lauren, RN, PhD(c)
- Holmes, Dave, RN, PhD, FAAN, FCAN
Research and Theory for Nursing Practice 37(1): 40-58
Living in Stealth: A Grounded Theory Study of Transgender Women’s Barriers to HIV-Prevention Services and Interventions
- Santis, Joseph P. De, PhD, APRN, ACRN, FAAN
- Provencio-Vasquez, Elias, PhD, RN, FAAN, FAANP
- Radusky, Pablo D., PhD
- Cianelli, Rosina, PhD, MPH, RN, IBCLC, FAAN
- Rodriguez, Natalia Villegas, PhD, MSN, RN, IBCLC
- Peragallo-Montano, Nena, DrPH, RN, FAAN
Research and Theory for Nursing Practice 37(1): 17-39
A Quasi-realist Synthesis Investigating Professional Breastfeeding Support Failure
- Nelson, Antonia M., PhD, RNC-MNN, IBCLC, CNE
Research and Theory for Nursing Practice 37(1): 59-83
Psychometric Properties of the Korean Version of the Chemotherapy-Induced Peripheral Neuropathy Assessment Tool
- Jung, Mi Sook, PhD
- Kim, Mijung, PhD
- Cha, Kyeongin, MSc
- Cui, Xirong, BSc
- Lee, Ji Wan, BSc
Research and Theory for Nursing Practice 36(4): 422-438
A Phenomenological Study of Nurses’ Experiences in a Pediatric Fever Clinic During the COVID-19 Epidemic
- Wang, Chunjuan, RN
- Xie, Anwei, MSN, RN
- Zhou, Weifang, MD, RPH
- Cheng, Fangfang, MD, RPH
- Tian, Jianmei, MD, RPH
- Xu, Yunqiu, RN
Research and Theory for Nursing Practice 36(4): 348-360
Interventions Employed By Licensed Nurses in Nursing Homes: Refinement and Validation of an Existing Omaha System Nursing Intervention Set
- Kang, Yu Jin, PhD, MPH, RN
- Duan, Yinfei, PhD
- Mueller, Christine A., PhD, RN, FGSA, FAAN
- McMorris, Barbara J., PhD
- Gaugler, Joseph E., PhD
- Monsen, Karen A., PhD, RN, FAMIA, FNAP, FAAN
Research and Theory for Nursing Practice 36(4): 395-421
Guided Participation Support of Coparenting an Infant With Complex Congenital Heart Disease: A Randomized Pilot Feasibility Study
- Pridham, Karen, PhD, RN, FAAN
- Melby, Janet, PhD
- Harrison, Tondi, PhD, RN, FAAN
- Brown, Roger, PhD
- Mussatto, Kathleen, PhD, RN
Research and Theory for Nursing Practice 36(4): 361-394
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Nurse clinicians have unique and complex knowledge needs that require knowledge developed from a nursing perspective. Research and Theory for Nursing Practice seeks manuscripts focused on research and theory issues relevant to improving nursing practice, education, and patient care. The articles strive to discuss knowledge development in its broadest sense, reflect research using a variety of methodological approaches, and may combine several methods and strategies in a single study. Because of the journal's international emphasis, we ask article contributors to address the implications of their studies for an international audience, if appropriate.
The manuscript must conform to the Publication Manual of the American Psychological Association (APA, 7th edition, 2019) in matters of style and formatting including the text, references, tables, digital files for any figures (tiff at 300ppi or eps), and written permission for previously published materials. A brief abstract (no more than 200 words) should accompany the manuscript. Authors should supply a list of four to six keywords that describe the scientific content of the manuscript. The keywords will be used for indexing in bibliographic databases. To improve potential for acceptance, authors who are not native English speakers, are encouraged to seek professional editorial review of their manuscripts prior to submission to the journal.
Research and Theory for Nursing Practice is a peer-reviewed quarterly journal that focuses on issues relevant to improving nursing practice, education, and patient care. The articles strive to discuss knowledge development in its broadest sense, reflect research using a variety of methodological approaches, and combine several methods and strategies in a single study. Because of the journal's international emphasis, article contributors address the implications of their studies for an international audience.
"More than any other journal, [Research and Theory for Nursing Practice] addresses the theory-practice gap at an international level. Its diversity reflects the concerns of nurses across the globe." —Barbara Hayes, PhD, RN, James Cook University, Australia
"The research [in Research and Theory for Nursing Practice] is high quality and covers topics of great importance to nurses, nurse educators, and nurse researchers." —Lillie Shortridge-Baggett, PhD, RN, Pace University
"[A] visionary contribution to publishing in nursing both for scholars and for all those interested in scholarly practice." —Sr. Callista Roy, PhD, RN, FAAN, Professor and Nurse Theorist, Boston College School of Nursing
"A very useful source for sharing knowledge and experiences among nurse scholars in academic and practice settings in countries worldwide." —Wichit Srisuphan, DrPH, RN, Chiangmai University, Thailand
"I have yet to pick up [an] issue where there have not been at least 1-2 articles of direct relevance and interest to my area of work." —Tanya McCance, RGN, DPhil, MSc, BSc (Hons), Northern Ireland Practice and Educational Council for Nursing Midwifery, Belfast
"The journal has filled a gap for opportunities to publish international nursing research." —Marie Cowan, PhD, RN, FAAN, Professor and Dean, UCLA School of Nursing
Journal Information
ASSOCIATE EDITORS Debra R. Hanna, PhD, RN, ACNS-BC Theory and Concept Analysis Editor Michael G. Weaver, PhD, RN, FAAN Statistics Methods Editor Leslie Robbins, PhD, APRN, PMHCNS/NP-BC, FAANP, ANEF Global Health and Education Editor EDITORIAL BOARD Ali Ahmad Ali Ammouri, PhD, RN Associate Professor Hashemite University Faculty of Nursing Zarqa, Jordan Sandy Burgener, PhD, RN, FAAN Associate Professor Emerita School of Nursing University of Illinois Champagne-Urbana Urbana, Illinois Nancy Dluhy, PhD, RN Professor Emeritus College of Nursing University of Massachusetts Dartmouth North Dartmouth, Massachusetts Ellen Fineout-Overholt, PhD, RN, FNAP, FAAN Mary Coulter Dowdy Distinguished Nursing Professor School of Nursing College of Nursing and Health Sciences University of Texas at Tyler Tyler, Texas Debra R. Hanna, PhD, RN, ACNS-BC Professor Barbara H. Hagan School of Nursing Molloy College Rockville Centre, New York Phalakshi Manjrekar, PhD, MSc(N), RN, RM Director, Nursing Hinduja Hospital & Medical Research Centre Veer Savarkar Marg Mahim, Mumbai Leslie Robbins, PhD, APRN, PMHCNS/NP-BC, FAANP, ANEF Professor and Dean, School of Nursing The University of Texas at El Paso El Paso, Texas Souraya Sidani, PhD Professor and Canada Research Chair School of Nursing Ryerson University Toronto, Ontario, Canada Youn-Jung Son, PhD, RN Professor Red Cross College of Nursing Chung-Ang University Seoul, Republic of Korea Michael G. Weaver, PhD, RN, FAAN Associate Dean for Research and Scholarship College of Nursing University of Florida Gainesville, Florida Danny G. Willis, DNS, RN, PMHCNS-BC Associate Professor/Department Chair University of Wisconsin Madison School of Nursing Madison, Wisconsin
Knowledge for Nursing Practice: Beyond Evidence Alone
- Smith, Marlaine C., RN, PhD, AHN-BC, HWNC-BC, FAAN
- Chinn, Peggy L., RN, PhD, DSc(Hon), FAAN
- Nicoll, Leslie H., PhD, MBA, RN, FAAN
Research and Theory for Nursing Practice 35(1): 7-23
Learning Situations in Nursing Education: A Concept Analysis
- Shahsavari, Hooman, PhD
- Zare, Zahra, PhD
- Parsa-Yekta, Zohreh, PhD
- Griffiths, Pauline, PhD, RN, PGCE (FE)
- Vaismoradi, Mojtaba, PhD, MScN, BScN
Research and Theory for Nursing Practice 32(1): 23-45
Introduction of New Theory for Hand Hygiene Surveillance: Healthcare Environment Theory
- Kurtz, Sharon Lea, PhD, MPH, RN, CIC
Research and Theory for Nursing Practice 32(2): 144-167
Physical Activity in Parents of Young African American Children: The Application of Social Cognitive Theory
- Webber-Ritchey, Kashica J., PhD, RN
- Taylor-Piliae, Ruth E., PhD, RN, FAHA
- Loescher, Lois J., PhD, RN, FAAN
Research and Theory for Nursing Practice 32(1): 63-81
Risk Knowledge and Awareness of Coronary Heart Disease, and Health Promotion Behaviors Among Adults in Oman
- Ammouri, Ali Ahmad, RN, MSN, PhD
- Abu Raddaha, Ahmad H., PhD, RN-BC
- Tailakh, Ayman, PhD, RN
- Kamanyire, Joy, RN, MSN
- Achora, Susan, RN, MSN
- Isac, Chandrani, RN, MSc
Research and Theory for Nursing Practice 32(1): 46-62
Journal of Nursing & Care
ISSN: 2167-1168
Nursing Theories
Nursing theory is defined as ‘a creative and rigorous structuring of ideas that project a tentative, purposeful, and systematic view of phenomena. It is an organized framework of concept and purpose designed to guide the practice of nursing. Nursing theories are used to describe, develop, disseminate, and use present knowledge in nursing. Nursing theories include Grand nursing theories- Grand nursing theories have the broadest scope and present general concepts and propositions. Theories at this level may both reflect and provide insights useful for practice but are not designed for empirical testing. Mid-range nursing theories - Middle-range nursing theories are narrower in scope than grand nursing theories and offer an effective bridge between grand nursing theories and nursing practice. They present concepts and propositions at a lower level of abstraction and hold great promise for increasing theory-based research and nursingpractice strategies. Nursing practice theories - Nursing practice theories have the most limited scope and level of abstraction and are developed for use within a specific range of nursing situations. Nursing practice theories provide frameworks for nursing interventions, and predict outcomes and the impact of nursing practice.
Related Journals of Nursing Theory Research & Reviews: Journal of Nursing and Health Sciences, Journal of Community & Public Health Nursing, Forensic Nursing: Open Access, Advanced Practices in Nursing, Pediatric Care & Nursing, Journal of Patient Care, Journal of Advanced Nursing, Nursing Research, International Journal of Nursing Studies, Nurse Educator, Journal of Nursing Scholarship, Research and Theory for Nursing Practice, Journal of Holistic Nursing.
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Introduction: Nursing theory provides a systematic explanation and description of nursing phenomena. It is very important during nursing practice in healthcare facilities (HCFs) because it guides nurses on how to collect data, which data to collect, decide how to interpret the data through the perspective of the theorist, how to plan and implement care, how to make a change and how to evaluate the patient’s outcomes. This study aims to illustrate how nursing theory can be applied during the implementation of nursing care in HCFs of Burundi by orienting the nurses to understand its application during practice. Methods: A cross-sectional study design was used to assess the use of nursing theories in healthcare facilities. A purposive sampling method was used also to select 81 nurses working full and part by applying Alain Bouchard’s formula and the questionnaire was used as the data collection instrument. Results: The current study had revealed a poor knowledge among the participants on the use of nursing theory in these two HCFs as for all variables, their average scores were almost 24.1% whilst those who had no notion related to nursing theory reach a percentage of 75.9%. Conclusion: The study findings were slightly poor as for all variables, they scored less than 40%. Therefore, the use of theories to guide their practice was highly recommended to enhance the patients’ outcomes based on the use of scientific-based experts which could result from continuous education.
Nursing , Nursing Theory , Nursing Practice , Healthcare Facilities (HCFs)
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1. Introduction
Nursing has made the phenomenal accomplishment in the past era that has led to the credit of nursing as an educational discipline and a profession in contemporary nursing. A move towards theory-based practice has made modern nursing more expressive and significant by everchanging nursing’s emphasis from vocation to an organized nursing profession. The stipulation for this knowledge-base to guide expert nursing practice had been standardized in the first half of the twentieth century and many hypothetical works have been supported by nurses repetitively from the time when first with the goal of making nursing a recognized profession and later with the aim of providing nursing care to patients as experts using this scientifical-based skill.
Nursing theory is an integrated set of concepts and statements that can be used to explain, describe, predict or control a phenomenon. It is very important during nursing practice in HCFs because it guides nurses on how to collect data, which data to collect, decide how to interpret the data through the perspective of the theorist, how to plan and implement care, how to make a change and how to evaluate the outcomes [1]. In addition, a theoretical perspective helps nurses to focus on the important and meaningful data which gives nurses a way to understand the data, to interpret the relationships among the phenomena, to plan and implement care purposefully and systematically. Nursing theories guide the way for nursing practice and provide a foundation for clinical decision making in HCFs, helps to generate further knowledge, and indicate in which direction nursing should develop in the future [2]. Whoever, without this understanding, data are often collected and left uninterested or never collected at all and nurses are very busy and have little time to spend on activities that do not convey specific meaning. When the theories are neglected, it would be impossible for providers to practice without an understanding of nursing theory because the majority of nurses will fail to conduct a good nursing process, especially in decision-making to the patient [3].
Developed countries like Australia, Belgium, Canada, Cyprus, United States, Finland, France, Ireland, Japan, Poland, Czech Republic and United Kingdom; the study carried out by the OECD (Organization for Economic Co-operation and Development) in those 12 countries for examining the experience based on nursing care showed that nursing skills were well oriented based on nursing theory because they have a greater experience related to the advanced nursing skills oriented to the nursing theories [4].
In a developing country like Kenya where resources setting is limited, the majority of nurses present a lack of knowledge of nursing theories and their use in their daily basis practice [5]. It is evident from literature that there is a gap between nursing theories for practice as taught in the classroom and actual nursing practice. Literature further suggests that the theories taught are inappropriate for practice in the African context [6].
In Burundi, no study has been carried out on the use of theories in HCFs. Therefore, this study needs to be conducted in order to illustrate how nursing theory can be applied during the implementation of nursing care in HCFs of Burundi and to orient the nurses to understand how to apply nursing theory during the nursing care in HCFs. In addition, it can provide the contribution for guiding the government on how to establish the policies for orienting the nursing care in HCFs. It could also reveal how the nursing theory could be important during nursing care in all HCFs of Burundi, especially in CVN and CHUK. Therefore, this study aims to assess the use of nursing theory, its importance during nursing practice in these two HCFs and how they can improve the nursing skills during their practice by using nursing theories.
2. Theoretical Context
Dorothea Orem’s theory was chosen among others because it is the general theory of nursing. It delineates when nursing is required. This theory can be used by practitioners to guide and improve their practice. It provides a comprehensive foundation for nursing practice. It has great utility for an application to modern clinical practice and can be applied in most cases to achieve desired medical outcomes and care. It focuses on improving the patient’s ability to self-care and expanding that capacity to care for their dependents. The steps of this approach are considered the technical component of the nursing process [7].
Another theory that has been chosen is the Nursing Process Theory of Ida Jean Orlando. She describes in her nursing process theory principles of effective interaction with the patient that lead to effective interventions and most likely to positive outcomes. It allows nurses to formulate an effective nursing care plan that can also be easily adapted when and if any complexity comes up with the patient because patients have their own meanings and interpretations of situations and therefore nurses must validate their inferences and analyses with patients before drawing conclusions. This process helps nurses to find out the nature of the patient’s distress and provide the help he or she needs [8] ( Table 1 ).
The study was conducted into two HCFs of Bujumbura: Van Norman Clinic (CVN) and University’s Hospital Centre of Kamenge (CHUK) located in the North District of Bujumbura the capital city of Burundi in the urban commune of NTAHANGWA from November to December 2019. It was a descriptive study design. A cross-sectional study design was used to assess the use of nursing theories in these two HCFs by nurses. A purposive sampling method was used to select 81 nurses working full and part-time in five units (internal medicine, maternity, pediatric, surgical, and emergency units) of these two HCFs. All nurses who did not work in those five units, those who were on leave, trainees’ nurses and those who were on professional placements, were excluded in our study. Alain Bouchard’s formula was used to calculate this sample of 81 nurses. The formula was:
N C = n 1 + n N
Table 1 . Characteristics of the chosen Theories.
Van Norman Clinic has the population of 55 nurses. By using Alain Bouchard’s formula, the sample was 35 participants.
N C = 96 1 + 96 55 = 34.9 ∼ 35.
CHUK has the population of 185 nurses. By using Alain Bouchard’s formula, the sample was 46 participants.
N C = 96 1 + 96 185 = 45.4 ~ 46.
This is to make a total sample of 81 participants in this study.
We have considered those two HCFs (CVN and CHUK) because they were training HCFs centers that help students to practice advanced skills, assuming that also nurses who work in these latter were supposed to be qualified in nursing profession that’s why the study has been conducted there to see if they integrate nursing theories into their nursing practice too.
The data were collected by using the questionnaire established based on five sections: demographic data, importance of nursing theory, baseline of nursing theory, implementing nursing theory into practice, Rational diagnosis of nursing theory.
A Statistical Package for Social Scientists version 16.0 software (SPSS) was used to analyze the data which were presented as a frequency tables, bar graphs. The score of the results were classified refer to the items’ scored by participants in each section of variables. It was good for those who scored more than 50%, it was medium for those whose score were between 40% and 50% and for those whose score were less than 40% was classified as poor. Ethical principles had been respected where an oral informed consent was given to participants and these latter were given a choice whether to participate in the survey or not and the authorization to carry out the study was required from the University re-search committee and the hospitals superintendents from these institutions.
The findings revealed that the age of participants ranged between 23 years to 55 years ( x ¯ = 37.3). Majority of them were female (60.5%) and 39.5% were man. Majority of the participant were nurses who work at CHUK (56.8%) and 43.2% were nurses who work at VNC. Most of them (50.6%) have been in service for 3 to 5 years, while others have 1 to 2 years, 6 to 10 years and mor than 10 years (30.8%, 13.6% and 3.7% respectively). Majority of the participant (53.1%) have secondary level of nursing training while 43.2% and 3.7% have university level (Bachelor and Master level respectively). The participants were located in Surgical, Maternity, Internal medicine, Emergency and Pediatric Unit (14.8%, 18.5%, 32.1%, 8.6%, 26.0% respectively) in these two hospitals ( Table 2 ).
Table 2 . Distribution of demographic data of the participants.
Distribution of the Study Population according to Knowledge of Nursing Theory
The participants’ knowledge of nursing theory was significant poor, 24.1% were the only ones who know nursing theory while majority of them did not have any idea of what is it ( Figure 1 ).
Distribution of the Study Population according to the Importance of Nursing Theory
The participants knowledge on the importance of nursing theory was poor as for all variables, their scores were less than 34% ( Table 3 ).
Distribution of the Study Population according to Baseline of Nursing Care
The current study revealed also a lack of knowledge on the steps related to the baseline of nursing care among the participant as for all variables the scores were less than 34%, especialy that all participants disclaim to be guided by nursing theories during the implementation of nursing care ( Figure 2 ).
Figure 1 . Knowledge of nursing theory.
Table 3 . Importance of nursing theory.
Figure 2 . Baseline of nursing care.
Distribution of the Study Population according to Implementing Nursing Theory into Practices
The findings for the current study revealed that the participants knowledge was poor also during the implementation of nursing theory into practice as majority of them (83.1%) assumed to not assess their patient condition by using various methods explained by the nursing theory and not using efficiency communication and interaction based on nursing theory; 72.9% do not Identify their patient needs based on nursing theory while 67.8% do not that nursing theory provide the basics of nursing practice ( Table 4 ).
Distribution of the Study Population according to the Evaluation of the Patient’s Condition
Majority of the participants (83.1%) could ignore the evaluation of the patient’s condition according to the theoretical methods ( Figure 3 ).
Distribution of the Study Population according to Rational Diagnosis of Nursing Theory
This study reaveled also a lack of knowledge on the steps of the rational diagnosis of nursing theory; whereby, for all variables’ scores were less than 41% ( Table 5 ).
5. Discussion
The study findings revealed that the age of participants ranged between 23years to 55years ( x ¯ = 37.3). Majority of them were female (60.5%) and 39.5% were man and majority of the participant were nurses who work at CHUK (56.8%) and 43.2% were nurses who work at VNC ( Table 2 ). This can be explained by the fact that CHUK is big public institution that host the faculty of medicine for medical students of the University of Burundi and serve as central reference level
Table 4 . Implementing nursing theory into practices.
Table 5 . Rational diagnosis of nursing theory.
Figure 3 . Evaluation of the patient’s condition according to the theoretical methods.
while VNC is a private Free Methodist related institution that serves as a training center for students in the faculty of health sciences at Hope Africa University. Most of them (50.6%) have been in service for 3 to 5 years, and majority of the participant (53.1%) have secondary level of nursing training. This can be explained by the fact that previous skills in the country were oriented on the A2 level training, whilst the Bachelor and master degree were introduced in 2009 and 2012 respectively. Even though that these two HCFs are the center for training students at University level, most of the nurses who work there are nurses with A2 level. Therefore, these two levels (A2 and Bachelor) in these two HCFs are the first levels to be recognized and to explain the reason why nurses with master level exist at a small number. If the level of training could be considered as the parameter for implementing nursing theory in nursing practices, the A2 and bachelor nurses could be the first levels who are the principal to be considered. However, nursing practice depends totally on nurses’ level of training according to the curriculum and their specialty. Even though that the master’s level was not high represented in this study perhaps it could be considered as the principal level for recognizing the use of nursing theory. On the other hand, in Burundian nursing curriculum, there are no skills of nursing theory and its use into practice which are taught at secondary level (A2), which explain the fact why the findings of our study revealed a poor knowledge especially for nurses with A2 level in general. For implementing nursing theory into nursing practice, the government of Burundi could adopt a politic of closing the training of secondary level (A2) and help these nurses with secondary level to upgrade their knowledge with continuous training for bachelor level (Post-Basic Bachelor program). Lastly, this also reveals the need of Burundian’s universities need to open more department of master program with varieties of specialties of advanced nursing practice to cover this gape into nursing practices and revise the bachelor level curriculum in term of using nursing theory in practice.
The participants’ knowledge of nursing theory was significant poor, 24.1% were the only ones who know nursing theory while majority of them (75.9%) did not have any idea of what is it ( Figure 1 ). This can be explained by the above reason that most of participants were the A2 level nurse whose curriculum program does not include the use nursing theory in practice. In their study, Quinn & McDonough, argued that by omitting nursing theory from, or failing to highlight its foundational role in nursing practice profession models contracts nursing as a unique discipline. Moreover, when science and theory do not appear to guide our nursing practice, we might risk to displaying only the art of nursing and being seen as task agents who move through patient care checking boxes instead of improving the lives of patients [13]. Therefore, for providing a patient centered-care base on scientific evidence, these nurses should develop their career by advancing their nursing skills and the government should organize a continuous in-service education system to allow them to continue their study. This will allow, especially these A2 level nurses to upgrade their nursing level where they will learn nursing theory and its importance at university level and be able to use this new skill in patient care.
The participants knowledge on the importance of nursing theory was significantly poor as for all variables, their scores were less than 34% ( Table 3 ). This aline with the findings of the above variables of our study because most of our participants have no idea of what it is nursing theory. It’s clear that they could not know its importance. The cause could be their nursing curriculum program that do not include the part of nursing theory in their training. For those with bachelor level, this could be explained by the institutional culture of not implementing these skills in their daily practice. This could cause harmful consequences on the health of the patient because the assumption of responsibility will not be satisfactory because the theory of nursing predicts, describes and explains a phenomenon before the nursing intervention [14].
Moreover, without knowledge of the fact it is difficult to follow up on the patient and to assess his evolution. Nursing theories help to recognize what should set the foundation of practice by explicitly describing nursing. Nursing theories provide the foundations of nursing practice; helps generate further knowledge, and indicate in which direction nursing should develop in the future [14]. By providing nurses a sense of identity, nursing theory can help patients, managers, and other healthcare professionals to acknowledge and understand the unique contribution that nurses make to the healthcare service. Nursing theories prepare the nurses to reflect on the assumptions and question the values in nursing. Theories are an important part of nursing and exist to improve patient care outcomes [14]. As a contribution, the Burundian government through the ministry of public health, could recommend to the institutions that have departments of nursing to review their curriculum planning and include the part that concerns nursing theories at all levels of study for future nurses to complete their studies with knowledge about the nursing theories which are the basis of nursing care.
The current study revealed also a lack of knowledge on the steps related to the baseline of nursing practice among the participant as for all variables the scores were less than 34%, especialy that all participants disclaim to be guided by nursing theories during the implementation of nursing care. This could be explained by fact that the implementation of nursing theory in nursing practice in these two HCFs was still neglected. The arguments that justified this negligence of the underuse of the nursing theory were the lack of the use of guidelines during nursing theory in their services, lack of knowledge on the use and importance of nursing theory to guide them during the implementation of nursing practice, no use of nursing theory when making clinical judgement ( Figure 2 ). This lack of knowledge on the steps related to the baseline of nursing practice could be explained by the lack of regular follow-up of the nurse managers during nursing practice. The consequences could be exposing the patients’ health in danger as everyone could practice nursing as they understood it, which can lead to increase mortality and morbidity. Nursing theory should provide the principles that underpin practice and help to generate further nursing knowledge as nursing theory can guide nursing practice by giving a particular focus to nursing practice [15]. To overcome this challenge, we suggest that the authorities of the two HCFs may review the nursing guidelines and include those designed as a guide to nursing practice and organize continuing training related to nursing practice based on nursing theories to update the knowledge of their nurses.
The findings for the current study revealed that the participants knowledge was poor also during the implementation of nursing theory into practice as majority of them (83.1%) assumed to not assess their patient condition by using various methods explained by the nursing theory and not using efficiency communication and interaction based on nursing theory; 72.9% do not Identify their patient needs based on nursing theory while 67.8% do not that nursing theory provide the basics of nursing practice ( Table 4 ). This could be explained by the fact that these latter could not have any idea of what could be a nursing theory (75.9%) ( Figure 1 ) and did not know the importance of nursing theory ( Table 3 ). Moreover, the cause could be also the lack of understanding the nursing process and the nursing care plan before the implementation of nursing interventions which will be dangerous to the patient’s health and increase the patient’s health care cost. Therefore, a continuous in-service system could the only way to overcome this challenge by enhancing these latter to advance their nursing skills.
Majority of the participants (83.1%) could ignore the evaluation of the patient’s condition according to the theoretical methods ( Figure 3 ). This could be explained by the above reasons that these latter have a poor knowledge on the use of nursing theory. This study reaveled also a lack of knowledge on the steps of the rational diagnosis of nursing theory; whereby, for all variables’ scores were less than 41% ( Table 5 ). This means that the use of nursing theory in these two HCFs were neglected, not only by the ignorance, but also by lack of knowledge of its use on the implementation of evidence based scientifical nursing care. This concurs the findings of Randi where participants were emphasising that the use of knowledge was connected to their ability to get involved in and assessing particular situations so that their skills are integrating empirical phenomena into their existing knowledge framework [16]. Therefore, the University should focus on the use and importance of nursing care, so that these latter could implemetent it in their daily nursing practice. Moreover, the nursing management of these two HCFs, in collaboration with the top leaders of these institutions should make policy and ancourge nurses to implement their nursing practice based on this scientifical knowledge.
6. Recommendation
The authors have recommended in the current study the following:
1) The government through the ministry of health should implement the policy to allow, especially, these nurses with low level of education (A2) to upgrade their skills throughout continuous nursing education at university level so that they can have this skill of nursing theory which are considered at university level only.
2) Universities’ institutions should open more departments of advanced nursing practice programs with varieties of specialties at Master or doctorate level to cover this gape into nursing practices and revise the bachelor level curriculum in terms of using nursing theory in practice.
3) The Institutional leaders of these two HCFs should set out a framework for monitoring and evaluating compliance with guidelines related to the use of nursing theories in their daily nursing practices in terms of delivering safe and reliable nursing care.
7. Conclusion
The study findings revealed a poor knowledge among the participants as for all figures that concern the parameters of the importance of nursing theory, the guidance of nursing theory, the application of nursing theory to nursing practice, the rational diagnosis of nursing theory that verified the hypothesis of this study revealed that nurses of the two HCFs neglected and underused nursing theories in their nursing practice as they scored almost 24.1% while those who had no idea related to the nursing theory reach a percentage of 75.9%.
In our study, the limitations were that it was conducted in two hospitals among the 5 of the one District in which the study was conducted, while the city of Bujumbura has 3 districts. Authors did not test the reliability and validity of the questionnaire.
Appendices: Questionnaire
Demographic data
2) Sex: Male ☐ Female ☐
3) Hospital
· Van Norman Clinic (VNC)
· University’ Hospital Centre of Kamenge (CHUK)
4) Length or period on service
a) 1 - 2 years ☐
b) 3 - 5 years ☐
c) 6 - 10 years ☐
d) More than 10 years ☐
5) Level of education
a) Diploma (A2) ☐
b) Bachelor degree ☐
c) Masters degree ☐
6) Department
a) Surgical unit ☐
b) Maternity Unit ☐
c) Internal medicine Unity ☐
d) Emergency Unity ☐
e) Paediatric Unit ☐
A. IMPORTANCE OF NURSING THEORY
7) Do you know the nursing theory?
8) Does nursing theory describe, predict and explain phenomenon?
9) Do you know the importance of nursing theory during nursing care practices?
10) Do theories help nurses to decide what they know and what they need to know?
11) Should theories provide fundamentals of nursing practice?
12) Do theories help to distinguish what should form the basis of practice by explicitly describing nursing?
13) Do the nursing theories help to generate more new knowledge in nursing?
14) Is it difficult to provide nursing care without nursing theories?
B. BASELINE OF NURSING THEORY
15) Do you have guidelines of the use of nursing theory in your services?
16) Do you need nursing theories to guide your orientation during the implementation of nursing care?
17) Do you use nursing theories when taking clinical decision for the patient?
18) Do you think that nursing theories are needed during nursing practice?
19) Does the nursing theory help nurses to understand their purpose and role in the healthcare environment?
20) Do you use nursing theories in your daily care?
21) Is nursing care badly led when nursing theories are not used in nursing?
C. IMPLEMENTING NURSING THEORY INTO NURSING PRACTICE
22) In your health care facility, do you assess the patient condition by the various methods explained by the nursing theory?
23) Do you identify the needs of the patient by using the theory before administering care?
24) Do you use an effective communication and interaction with the patient and his family in decision-making?
25) Should nursing theory provide the basics of practice?
D. RATIONAL DIAGNOSIS OF NURSING THEORY
26) The main goal of the theory of the nursing profession is to improve practice by positively influencing health and quality of life of patients?
27) Do you agree that systematic and targeted care requires that the practice is based on theory?
28) Is Theoretical Nursing Practice providing a rational for collecting reliable and valid data about sanitary situation of clients?
29) Is it necessary to use nursing theories when you have a great experience in nursing care?
Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.
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