Developing a Roy Adaptation Model Study

Jacqueline Fawcett

Keville Frederickson
Using a Conceptual Model to Guide Research

 1. Develop a comprehensive understanding of the

content and research guidelines of the conceptual
model

 2. Review existing research guided by the conceptual

model

 3. Construct a conceptual-theoretical-empirical
structure
Using a Conceptual Model to Guide Research

 4. Clearly communicate the conceptual-theoretical-

empirical structure in written proposals and study
reports

 5. Conclude the report of research findings with an

evaluation of the empirical adequacy of the middle-
range theory and the legitimacy of the conceptual
model
 Workshop Objectives

 1. Identify a RAM-based phenomenon that needs to

be studied

 2. Analyze the components of conceptual-theoretical-

empirical structures for RAM-based theory-generating
and theory-testing research

 3. Develop a conceptual-theoretical-empirical
structure for the study of a RAM-based phenomenon
 Workshop Objective 1

 1. Identify a RAM-based phenomenon that needs to

be studied

• Concepts of the RAM

• Propositions of the RAM

• Research guidelines for the RAM

Using a Conceptual Model to Guide Research: Step 1

Environmental Stimuli Coping Processes Modes of Adaptation

Focal Regulator Physiological

Contextual Cognator or
Residual Physical
or Self-Concept
or
Stabilizer Group Identity
Innovator Role Function
Interdependence

Management of
Stimuli
Using a Conceptual Model to Guide Research: Step 1

 Purpose of the research

• Study of the phenomena encompassed by the

Roy Adaptation Model requires both basic
nursing research and clinical nursing research

Basic research--To understand and explain

people adapting within their life situations

Clinical research--To develop and test

interventions and other strategies designed
to enhance positive life processes and
patterns
Using a Conceptual Model to Guide Research: Step 1

 Phenomena of interest

• Basic life processes and how nursing maintains

or enhances adaptive responses or changes
ineffective responses to adaptive responses

All concepts and propositions of the RAM are

relevant phenomena
Using a Conceptual Model to Guide Research: Step 1

 Problems to be studied

• Those stemming from the attempts made by the

human adaptive system to meet needs for:

Physiological integrity - individuals

Resource adequacy -groups
Psychic and spiritual integrity - individuals
Identity integrity - groups
Social integrity - individuals
Role clarity - groups
Relational integrity -individuals and groups
Using a Conceptual Model to Guide Research: Step 1

 Research participants

• Individuals or groups who are well or who have

acute or chronic medical conditions
 Using a Conceptual Model to Guide Research: Step 1

 Research methods

• Descriptive, correlational, and experimental

research designs are needed

• Both qualitative and quantitative methods of data

collection are appropriate

• Data can be gathered in any health care setting in

which human adaptive systems are found

• Research instruments should reflect the unique

focus and intent of the RAM and may include the
instruments directly derived from the RAM
 Using a Conceptual Model to Guide Research: Step 1

 Data analysis

• Data analysis techniques encompass qualitative

content analysis and nonparametric and parametric
statistical procedures, with an emphasis on
statistical techniques that facilitate analysis of
nonlinear and reciprocal relations
Using a Conceptual Model to Guide Research: Step 1

 Contributions

• Roy Adaptation Model–based research enhances

understanding of the human adaptive system and
the role of nursing intervention in the promotion of
adaptation
Using a Conceptual Model to Guide Research: Step 2

 Review RAM based research

• CINAHL Electronic Database

Search terms

Roy adaptation model and research

Roy adaptation model and research and

[topic]
Using a Conceptual Model to Guide Research: Step 2

 Review other relevant research literature

• Categorize studies using relevant RAM

concepts and propositions

• CINAHL Electronic Database

Search terms

[Topic] and research

Stimuli Coping Modes of Intervention
processes adaptation

Author, Author, date Author, date Author, date

date

Author, Author, date Author, date Author, date

date

Author, Author, date Author, date Author, date

date
 Citation Design Sample Instru- Findings Study Comments
ments quality

Stimuli

Coping
processes

Modes of
adaptation

Interven-
tion
 Workshop Objective 2

 2. Analyze the components of conceptual-

theoretical-empirical (CTE) structures for RAM-
based theory-generating and theory-testing
research

• Components of CTE structures for research

• CTE structures for theory-generating research

• CTE structures for theory-testing research

Using a Conceptual Model to Guide Research: Step 3

 Each study encompasses three major elements

that make up the conceptual-theoretical-
empirical (CTE) structure

• The conceptual model - C

• The middle-range theory - T

• The empirical research methods - E

Using a Conceptual Model to Guide Research: Step 3

 Conceptual model (C)

• A set of relatively abstract and general

concepts and propositions about human
beings, their environments, their health, and
nursing processes
Using a Conceptual Model to Guide Research: Step 3

 Middle-range theory (T)

• One or more relatively concrete and specific

concepts and propositions about a
phenomenon identified by a conceptual model
Using a Conceptual Model to Guide Research: Step 3

 Empirical research methods (E)

• Research design
• Sample
• Instruments
• Procedures for collecting data and
protecting participants
• Data analysis techniques
Using a Conceptual Model to Guide Research: Step 3

Types of Middle-Range Theories and Research

 Descriptive theories  Descriptive research

 Explanatory theories  Correlational research

 Predictive theories  Experimental research

Using a Conceptual Model to Guide Research: Step 3

 Construct the CTE structure

• Select the conceptual model

• Select the type of CTE structure

Theory-generating

Theory-testing
Using a Conceptual Model to Guide Research: Step 3

 CTE Structures for Theory-Generating Research

• Inductive approach

From conceptual model to empirical

research methods to middle-range theory
Theory-Generating Research

Conceptual Model
Concepts

Middle-Range Theory
Concepts

Empirical Research Methods

Research Design
Sample Instruments
Procedures Data Analysis Techniques
Using a Conceptual Model to Guide Research: Step 3

 CTE Structures for Theory-Testing Research

• Deductive approach

From conceptual model to middle-range

theory to empirical research methods
 Conceptual Model Theory-Testing
Concepts Research

Middle-Range Theory
Concepts

Empirical Research Methods

Research Design
Sample Instruments
Procedures Data Analysis Techniques
 Using a Conceptual Model to Guide Research: Step 4

 State the name of the conceptual model

 Provide an overview of the conceptual model

 Discuss the conceptual model in sufficient breadth

and depth so that the relation of the model to the
middle-range theory and the empirical research
methods is clear
Using a Conceptual Model to Guide Research: Step 4

 Identify the particular concepts and propositions of

the conceptual model that are relevant for your
study

 Define the conceptual model concepts

Using a Conceptual Model to Guide Research: Step 4

 Draw a diagram of the CTE structure

 Write a narrative description of the diagram

Using a Conceptual Model to Guide Research: Step 4

 State the linkages between the conceptual model

concepts and propositions that are relevant for
your study and the empirical research methods
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• In keeping with the conceptual model, [name

of qualitative research design] was used
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• Conceptual model concepta guided the

construction of Interview Schedulez

• N study participants will be asked to describe

…..
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• In keeping with the conceptual model, data were

collected [explain the where, when, and who of
data collection]

• Each participant signed an informed consent form

• In keeping with the conceptual model, the data

will be analyzed using Interpretative Methody.
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• State the linkages between the empirical

research methods and the middle-range theory
concept(s) and proposition(s).
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• Analysis of the data obtained from the N study

participants who responded to Interview
Schedulez revealed the Middle-Range Theory of
X.

• The Middle-Range Theory of X is made up of n

concepts: Concepta, Conceptb, …Conceptn.
Using a Conceptual Model to Guide Research: Step 4

 Theory-generating research

• Concepta is defined as ….

• Conceptb is defined as ….

• Conceptn is defined as ….
 Example of
Theory-Generating Roy’s Adaptation Model
Research

Modes of
Adaptation

Responses to
Cesarean Birth

Descriptive qualitative design

Women having planned or unplanned cesarean birth
CBEQ, BDS
Naturalistic setting Cross-sectional
Content analysis Descriptive statistics
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• State the linkages between the conceptual

model concepts and propositions that are
relevant for your study and the middle-range
theory concepts and propositions.
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• Conceptual model conceptA is represented by

theory concepta. Conceptual model conceptB is
represented by theory conceptb. …Conceptual
model conceptN is represented by theory
conceptn.
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• Concepta is defined as ….

• Conceptb is defined as ….

• Conceptn is defined as ….
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• The conceptual model proposes that conceptA

and conceptB are related. Therefore, the
middle-range theory asserts that theory
concepta is related to theory conceptb.
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• State the linkages between the middle-range

theory concepts and the empirical research
methods.
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• Research design X will be used as the blueprint

for the study

• Theory concepta will be measured by Empirical

Indicatora’. Theory conceptb will be measured
by Empirical Indicatorb’. … Theory conceptn will
be measured by Empirical Indicatorn’.
Using a Conceptual Model to Guide Research: Step 4

 Theory-testing research

• The sample will include N study participants.

• Data will be collected N times by [whom] in

[what setting]

• The data will be analyzed using Statistical

Techniquey.
 Using a Conceptual Model to Guide Research: Step 4

Example of Theory-Testing Correlational Research

Type of Perception of
Responses to
Cesarean Birth the Birth
Cesarean Birth
Experience
Example of Theory-Testing Correlational Research
Roy’s Adaptation Model

Environmental Cognator Coping Modes of

Stimuli Mechanism Adaptation

Type of Perception of the Responses to

Cesarean Birth Birth Experience Cesarean Birth

BDS POBES CBEQ

Women having UPCB or PCB Correlational Statistics
Using a Conceptual Model to Guide Research: Step 5

 When the study is completed, comment on the

empirical adequacy of the middle-range theory
and the legitimacy of the conceptual model.
 Workshop Objective 3

 Examples of application of CTE structures to

RAM-based research

 Develop new CTE structures for RAM-based

studies