State of the Science: A Concept Analysis of Surgical Smoke

Rebecca Vortman; Sara McPherson; M. Cecilia Wendler

doi:10.1002/aorn.13271

Concept Analysis: Examining the State of the Science

Research and Theory for Nursing Practice ◽

10.1891/rtnp.19.2.197.66801 ◽

2005 ◽

Vol 19 (2) ◽

pp. 197-208 ◽

Cited By ~ 62

Author(s):

Judith E. Hupcey ◽

Janice Penrod

Keyword(s):

Scientific Literature ◽

Methodological Issue ◽

Concept Analysis ◽

Concept Development ◽

The State ◽

Theory Building ◽

Concept Theory ◽

State Of The Science ◽

Conceptual Meaning ◽

Analysis Concept

As methods for analyzing concepts have proliferated in nursing, a critical methodological issue has arisen. Analytic techniques for examining conceptual meaning have incorporated varied strategies for advancing the concept under the rubric of concept analysis, concept development, and theory building. The authors argue that this evolution has created methodological confusion. Following a discussion of a conceptualization of concepts and concept-theory-truth linkages, methods of concept analysis are critiqued in terms of the purpose and the nature of the findings produced by analyses using both traditional and emergent methods. The authors argue that concept analysis is a process of strategic examination of the scientific literature that results in an integrated perspective of the state of the science, or what is known about the concept. In contrast, concept advancement refers to techniques that emphasize the synthesis of new or deeper knowledge that is relevant to the discipline. The authors conclude that disentangling concept analysis from techniques for concept advancement is critical to enhancing the utility of concept-based research in nursing.

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Concept Analysis and the Advance of Nursing Knowledge: State of the Science

Journal of Nursing Scholarship ◽

10.1111/jnu.12386 ◽

2018 ◽

Vol 50 (4) ◽

pp. 451-459 ◽

Cited By ~ 13

Author(s):

Beth L. Rodgers ◽

Cynthia S. Jacelon ◽

Kathleen A. Knafl

Keyword(s):

Concept Analysis ◽

Nursing Knowledge ◽

Knowledge State ◽

State Of The Science

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Student Engagement: A Principle-Based Concept Analysis

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2014-0058 ◽

2015 ◽

Vol 12 (1) ◽

pp. 111-121 ◽

Cited By ~ 6

Author(s):

Jean S. Bernard

Keyword(s):

Nursing Education ◽

Student Engagement ◽

Personal Development ◽

Well Being ◽

Concept Analysis ◽

Traditional Teaching ◽

Sociocultural Environment ◽

Teaching Learning ◽

Faculty Transition ◽

State Of The Science

AbstractA principle-based concept analysis of student engagement was used to examine the state of the science across disciplines. Four major perspectives of philosophy of science guided analysis and provided a framework for study of interrelationships and integration of conceptual components which then resulted in formulation of a theoretical definition. Findings revealed student engagement as a dynamic reiterative process marked by positive behavioral, cognitive, and affective elements exhibited in pursuit of deep learning. This process is influenced by a broader sociocultural environment bound by contextual preconditions of self-investment, motivation, and a valuing of learning. Outcomes of student engagement include satisfaction, sense of well-being, and personal development. Findings of this analysis prove relevant to nursing education as faculty transition from traditional teaching paradigms, incorporate learner-centered strategies, and adopt innovative pedagogical methodologies. It lends support for curricula reform, development of more accurate evaluative measures, and creation of meaningful teaching-learning environments within the discipline.

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