Cen tr al Ph ilip pi ne Un ivers ity

Schoo l of Gr adua te Stu dies

Ma ster o f Arts i n Nur si ng

Theor eti ca l Fr ame work in Nsg

A GR OUP R EP OR T ON

LOG ICA L RE ASO NIN G

 Logic al R easo ning

 Logi c – a branch of philosophy

concerned with the analysis of
inferences and arguments.
 Infe re nc e – involves forming a
conclusion based on some evidence.
 Ar gumen t – consist of conclusion
and its supportive evidence.
 Dedu cti on
a form of logical reasoning in
which a specific conclusions
are inferred from more general
premises or principles.
Reasoning proceeds from the
general to the particular.
 Exampl e

 Premise: All victims of abuse have

low self-esteem.
 Premise: Martha and Tom are
victim of abuse.
 Conclusion: therefore, Martha and
Tom have low self-esteem.
 Th e ded uct iv e form of
rea son in g is d efin ed a s:

IfA were true then B would

be true.
A is true.
Therefore B is true.
Examples of terms that often
precede a premise include

“sin ce,”
“for” and “beca use.”
Exa mpl es o f term s that o ften
pr ecede a co nc lusi on in clud e

“ th erefo re,”
“co nsequ entl y,” “ hence,”
“so ,” a nd “ it f ollows th at,”
 Ar gu ments ma y b e evalu ate d
in two d if feren t way s:
1. The validity of the argument may be
assessed as to whether the
conclusion logically follows the
premises.
2. The content of the premises may be
assessed in terms of the truth or
falsity of the statements.
 Induction

 a form of logical reasoning in

which a generalization is
induced from a number of
specific, observed instances.
 Th e fo rm of t he in duct iv e
argumen t f ollows :

A is true of b1, b2, … bn.

b1, b2 … bn are some
members of class B.
Therefore A is true of all
members of class B.
 Example
 Pr emise : b1, b2 … bn victims of
abuse who have been observed
have low self-esteem.
 Co ncl usi on : all victims of abuse
have low self-esteem.
 The inductive form is based on
the assumption that members of
any given class share common
characteristics.
 An inductive conclusion based on
limited or biased evidence can
clearly lead to a fallacious
argument and perhaps a false
conclusion.
 Descriptive and inferential
statistics are used to characterize
the sample of the population and
help with decisions about the
strength of the evidence. The
inductive inference has been
termed the statistical inference.
 The correctness of inductive
argument is not viewed in either/or
terms; it is viewed on degrees of
strength and measured in terms of
probability with which the premises
lead to a given conclusion. Then the
inferred conclusion can be
determined to have low, medium, or
high probability. Statistical
procedures can be used in making
these judgments.
Theinductive generalization
may be stated in terms of a
mathematical quantity.
 Example
 Pr emi se : Six ty- fi ve per cen t of
nur se s i n the sa mp le su ppo rt
indepe nden t pri vate pra cti ce
acti viti es i n n urs ing.
 Conc lusi on: S ixty- five per ce nt
of all nu rs es suppo rt
indepe nden t pri vate pra cti ce
acti viti es i n n urs ing.
 Ret ro ducti on
 The retroductive form of reasoning
is an approach to inquiry that uses
analogy as a method for devising
theory. It was viewed as the first
stage in the search for
understanding some surprising
phenomenon in which a viewpoint
offering a possible explanation is
identified.
 Th e f or m of t he
ret rod uctiv e in fer en ce
follow s:
 The su rpr isi ng f act, C , is
obs erv ed .
 If A wer e true, C wou ld be
a ma tt er o f co urse.
 Therefo re th ere is re ason
to su spe ct tha t A i s tru e.
 Ex amp le
 Proposition1
The role of expecting reward
determines a relation between
student and teacher that
establishes a path for influence of
the teacher on the student.
 Proposition2
The role of expecting care and
comport determines a relation
between patient and nurses that
establishes a path for influence of
nurse on the patient.
An analysis of the preceding
form reveals that the theory
models (retroductive)
approach does not establish
truth. Its function is to
originate ideas about selected
phenomenon that can be
further developed and tested.
 The ory C om po nen ts

 Co ncepts – the building blocks

of theories, classify the
phenomena of interest.
 It may be classified as abstract
or concrete.

 Ab stract con cep ts – are

independent of a specific time
or place.
 Con cre te con ce pt – relate
to particular time or place.
 It m ay b e cla ssif ied a s
discr et e or co nti nuou s .
 Discr ete co ncept – identifies
categories or classes of phenomena
such as patient, nurse or
environment.
 Co nti nuous con cept – permits the
classification of dimensions or
gradations of a phenomenon on a
continuum, such as degree or marital
conflict.
2. Theo retic al Sta te ments –
the development of theoretical
statements asserting a connection
between two or more concepts
introduces the possibility of
analysis.
Sta tem ent i n a th eor y c an b e
cl as si fied i nto 3 g eneral
ca tego ries:
 Existence of statements – assert that
a given concept exists and is labeled
with the concept name.
 Definitions – provide description of
the concept.
 Relational Statements – asserts the
relationship between the properties of
two or more concepts or variables.
 Def in it io ns

 The ore tical d efinit io ns – permits

consideration of the relationship between
a given concept and other theoretical
ideas, but a clear meaning for concepts is
not sufficient.
 Ope rati ona l de finitions – relate the
concepts to observables phenomena by
specifying empirical indicators.
 Lin ka ges
 Th eoretica l Li nka ges – offers an
explanation of why the variables in
the theory may be connected in some
manner; that is, the theoretical
reasons for asserting particular
interrelationship. This rationale
contributes plausibility to the theory.
 Opera ti on li nkage – contribute the
element of testability to the theory by
specifying how variables are
connected. It provides testability of
the assertions. It contributes a
perspective for understanding the
nature of the relationship between
concepts, such as whether the
relationship between the concepts is
negative or positive, linear or
curvilinear.
 Form s o f Th eory
Organizat ion
Aformal theory is a
systematically developed,
conceptual system that
addresses a given set of
phenomena.
Th ree F or ms f or Organizin g
Th eor y

1. Set -of-L aws

The set-of-laws approach
attempts to organize findings
from empirical research.
 Di sad va ntag es to set- of -laws
app ro ach
 Lengthy set of generalizations may be
difficult to organize and interrelate.
 The procedure eliminates more highly
abstract or theoretical concepts that might
be useful in developing an understanding
of the phenomenon of interest.
 The statements are not interrelated;
therefore research support for one
statement does not provide support for
any other statement.
2. Ax ioma ti c Form
 theaxiomatic from of theory
organization is an interrelated,
logical system. An axiomatic
theory consists of explicit
definitions, a set of concepts, a
set of existence statement, and a
set of relationship statements
arranged in hierarchical order.
Adv anta ges of Ax ioma tic Fo rm

 Theory is a highly interrelated set of

statements in which some statements
are derived from others, not all
concepts need to be operationally
defined.
 It may also be more efficient for
explanation.
Adv anta ges of Ax ioma tic Fo rm
 Empirical support for one theoretical
statement maybe judged to provide
support for theory, thereby permitting
less extensive research.
 It may be organized in a casual
process form to increase
understanding.
3. Ca sual Pr oces s F or ms

– The distinguishing feature of the

casual process from of theory is
the development of theoretical
statements that specify casual
mechanisms between
independent and dependent
variables.
 Ad van tag es o f th e Ca su al
Pr ocess Fo rm
 Itprovides for highly abstract,
theoretical concepts.
 This forms permits more efficient
research testing with its interrelated
theoretical statements.
 Provides a sense of understanding in
the phenomenon of interest.
 Crea ti vit y in Th eory
 Theory building involves discovery
and creativity.
 According to Rosenberg, creativity
cannot be taught, it can be nurtured
and develop. The individual role is to
attain familiarity with the
phenomenon of interest and continue
to practice.
 FOUR WAYS OF KNOWING
 EMPIRICS
 ETHICS
 PERSONAL
 AESTHETIC or ESTHETIC
 Thank You!
&
God Bless!
Group 3
Joyce Burgos Miane, RN
Thimozer Sembrano, RN
Ma. Daren Dejusto, RN
Janice Sarceno, RN
Vincent B. Villaruz, RN