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24 UNIT I Evolution of Nursing Theories

so that scholarly review and analysis may occur. At- directly experienced and relate to a particular time or
tention is given to terms and defined meanings to place (Chinn & Kramer, 2011; Hage, 1972; Reynolds,
understand the theory development process that was 1971) (Table 3-2).
used. Therefore, the clarity of terms, their scientific The stretcher, stroke, wheelchair, and hospital bed
utility, and their value to the discipline are important are examples of concrete concepts of the abstract
considerations in the process. concept, transport and the other examples illustrate
Hage (1972) identified six theory components the concrete to abstract difference. In a given theo-
and specified the contributions they make to theory retical system, the definition, characteristics, and
(Table 3-1). Three categories of theory components functioning of a nurse competency clarify more spe-
are presented as a basis for understanding the cific instances, such as medication administration
function of each element in the theory-building nurse competency.
process. Concepts may be classified as discrete or continu-
ous concepts. This system of labels differentiates types
Concepts and Definitions of concept that specify categories of phenomena. A
Concepts, the building blocks of theories, classify the discrete concept identifies categories or classes of
phenomena of interest (Kaplan, 1964). It is crucial that phenomena, such as patient, nurse, health, or envi-
concepts are considered within the theoretical system ronment. A student can become a nurse or choose
in which they are embedded and from which they another profession, but he or she cannot become a
derive their meaning, since concepts may have differ- partial nurse. Phenomena identified as belonging to,
ent meanings in various theoretical systems. Scientific or not belonging to, a given class or category may be
progress is based on critical review and testing of a called nonvariable concepts. Sorting phenomena into
researcher’s work by the scientific community. nonvariable discrete categories carries the assump-
Concepts may be abstract or concrete. Abstract tion that the associated reality is captured by the
concepts are mentally constructed independent of a classification (Hage, 1972). The amount or degree of
specific time or place, whereas concrete concepts are the variable is not an issue.

TABLE 3-1 Theory Components and Their Contributions to the Theory

Theory Components Contributions to the Theory
Concepts and Definitions
Concepts Describe and classify phenomena
Theoretical definitions of concept Establish meaning
Operational definitions of concept Provide measurement
Relational Statements
Theoretical statements Relate concepts to one another; permit analysis
Operational statements Relate concepts to measurements
Linkages and Ordering
Linkages of theoretical statements Provide rationale of why theoretical statements are linked;
add plausibility
Linkages of operational statements Provide rationale for how measurement variables are linked;
permit testability
Organization of concepts and definitions into primitive and Eliminates overlap (tautology)
derived terms
Organization of statements and linkages into premises and Eliminates inconsistency
derived hypotheses and equations
Modified from Hage, J. (1972). Techniques and problems of theory construction in sociology. New York: John Wiley & Sons.