Developing Nurses’ Understanding of the Use of Theoretical Frameworks in Doctoral Research
Walker, Wendy
Walker, Wendy
Authors
Editors
Other contributors
Affiliation
Epub Date
Issue Date
2017
Submitted date
Subjects
Alternative
Abstract
Building nursing research capacity is a strategic goal in Europe; the essence of which is the preparation of scholarly leaders who can inform, enrich, and deliver the evidence-base of nursing policy and practice (World Health Organization 2015). The nurse educator plays a pivotal role in providing quality supervision to the student researcher, and a dynamic, trusting relationship is a prerequisite for excellence (Severinsson 2015). Constructive dialogue and debate is a healthy feature of the research supervision process (Murphy and Wibberley 2017), fostering critical thinking, informed understanding, and critique. It is not unusual to deliberate the use of a theoretical framework as this can provide guidance for the researcher, and structure to the area of research interest. However, a lack of understanding may be encountered due to a paucity of subject-related literature (Green 2014). This presentation illustrates the use of theoretical frameworks in qualitative research by drawing on two studies, respectively carried out as a doctoral and postdoctoral scholar. The studies are distinct, thus providing contrasting examples of: identifying and applying an existing theoretical framework (study one) and the development and use of a unique theoretical framework (study two). Developing nurses’ understanding of theoretical frameworks in research should form part of the doctoral education and training programme, for the purposes of planning a research study, and producing trustworthy discipline-specific knowledge.
Citation
Journal
Research Unit
DOI
PubMed ID
PubMed Central ID
Embedded videos
Additional Links
Type
Conference contribution
Language
en