Nursing entails lots of studying regarding the concepts or phenomena essential to nursing practice. A concept might be motivating to a person to an extent that he/she might wish to explore it for his or her dissertation or thesis or for a capstone project. Among the methods which faculty directs a person through a more profound insight into a specific concept that interests him or her is to tackle a formal way known as concept analysis. The current paper seeks to discuss the role of Concept Analysis in the Nursing field and its integration in the practice of nursing.
Essentially, a concept analysis refers to a profound exploration of the phenomenon of interest. Additional terms which express a comparable meaning take in forming conceptual meaning or concept clarification. According to Garside and Nhemachena (2013), a concept analysis denotes a narrow examination exploring ‘what is’ instead of ‘what should be'. The breakdown of the crucial components of the concept is compared to the de-structure of a concept and later a reconstruction into a comprehensible whole. In the nursing field, a phenomenon of interest could be something relating to the nursing metaparadigm concepts: that is, Environment, Person, Nursing, and Health. The phenomena are defined by constructs or concepts. A concept: a phrase or a word which captures the core of something; regarded as the building blocks of the idea; symbolic representation or image of a non-concrete idea. A construct is an abstract attribute which is neither indirectly nor directly observed, however, concluded from the proxy observation; for instance, social support may not be directly witnessed, nonetheless one may ask a patient to explain the quantity of financial and emotional support gotten from colleagues, friends, and family.
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There are numerous motives associated with the practice, research, as well as nursing education to carry out a concept analysis. To begin with, concept analysis helps a person get concept clarity (Smith, 2012). The systematic procedure of concept analysis brings about the aptitude to differentiate a single concept from a different one. Concept analysis may facilitate in clarifying concepts which are misused or applied excessively in nursing practice, or which are vague or haven’t been distinctively defined in an idea. Comprehending the concepts critical to nursing practice may help a nurse ascertain and evaluate the manifestation of a specific concept so that approaches for interventions can be designed which could be beneficial to the patient. Also, a person needs to distinguish what to pursue so as to see whether his/her interventions produced a change (that is, measure a concept). For instance, what does “caring,” actually imply to a patient, nurse, other caregivers, and family?
Also, concept analysis nurtures a shared vocabulary amongst nurses so that people are on a similar page. The sole way people will be capable of demonstrating the evidence-base for their practice is to be capable of first describing the phenomena in quantifiable or at any rate communicable manners (Johansen & O'brien, 2016). Concept analysis allows people to have a common language and define the phenomenon of interest in manners that a profession may comprehend.
Additionally, concept analysis is utilized in the opening and introductory stages of nursing exploration to comprehend a concept in order to see whether the researcher indeed want to explore it and to comprehend the concept in order to generate meanings for the research exploration itself (Garside & Nhemachena, 2013). Operational and conceptual meanings are vital to defining so that the audience comprehends what the investigators are exploring (conceptual meaning) and the manner in which they are evaluating the concept (operational description).
Short of the explicit descriptions, persons might not establish the discipline of nursing. Minus distinct descriptions of what was being explored, people could not equate study findings—people would not distinguish whether they were equating mangoes with mangoes or mangoes with apple (Smith, 2012). Therefore, the evidence-based practice would not be conceivable since persons would not effortlessly be capable of ascertaining if there was sufficient quality proof surrounding the phenomena to alter practice.
What’s more, concept analysis is vital in nursing education. Thus, the faculty ought to comprehend the degrees of the ideas they are training for academic in addition to role-modeling purposes. The latest research by Johansen and O'brien (2016) clarifies the integrity concept in nursing learners through the use of Avant and Walker’s approach of concept analysis, whose clarification highlights the role which faculty performs in encouraging integrity.
The nursing scholar should comprehend the importance of integrity since it applies to his or her role as a nursing student, and as a future qualified nurse. Unless nursing faculty publically deliberate the ethical behavior, honesty, and professionalism concepts, since they affect learner conducts in all learning and living atmospheres, deceptive, lying as well as cheating behaviors might persist. Views of these conduct lacking integrity might differ amongst nursing students and nursing faculty. Thus, it is vital that the integrity concept is openly described, is incorporated into the nursing syllabus, and demonstrated by nursing faculty.
In a nutshell, the nursing faculties ought to believe in the significance of concept analysis which needs to be conducted prior to beginning a theory development project or research exploration. On the face of it, digging down into ideas might appear like minutiae, nonetheless, these profound drillings are significant to a person’s insight and she or he has a better insight into the meaning of the concept of interest and the manner in which it is applied in the real world.
References
Garside, J. R., & Nhemachena, J. Z. (2013). A concept analysis of competence and its transition in nursing. Nurse Education Today , 33 (5), 541-545.
Johansen, M. L., & O'brien, J. L. (2016). Decision making in nursing practice: a concept analysis. In Nursing Forum (Vol. 51, No. 1, pp. 40-48).
Smith, S. A. (2012). Nurse competence: a concept analysis. International Journal of Nursing Knowledge , 23 (3), 172-182.
