Reflections on developing a conceptual framework to support a constructivist grounded theory study on compassion in nursing
Evidence & Practice    

Reflections on developing a conceptual framework to support a constructivist grounded theory study on compassion in nursing

Collette Straughair Senior lecturer, Adult nursing, Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle Upon Tyne, England

Background Developing a conceptual framework to underpin the design of qualitative research is often regarded as integral in enhancing its trustworthiness. However, this can often present a challenge to the novice researcher.

Aim To discuss the approach taken to develop the conceptual framework underpinning a constructivist grounded theory doctoral research study.

Discussion Drawing on a clear and accessible approach can help researchers to develop a conceptual framework to underpin qualitative research. A recognised example of such an approach requires the researcher to address three main elements: personal interest, topical research and the theoretical framework. Constructing a conceptual framework to underpin qualitative research can afford it structure and lay the foundations to support trustworthiness. Conceptual frameworks are often developed through a dynamic and iterative process that evolves throughout the research process.

Conclusion Using an accessible and unambiguous approach to support the development of a conceptual framework can benefit novice researchers and minimise the challenges they may encounter. One such approach guides researchers to clarify a personal interest in the topic, undertake a topical review of the literature informing the area of investigation and articulate the theoretical perspectives that influence their worldview.

Implications for practice The discussion presented in this paper offers a valuable contribution to help novice researchers to construct conceptual frameworks.

Nurse Researcher. 27, 1, 22-26. doi: 10.7748/nr.2019.e1621

Correspondence

c.straughair@northumbria.ac.uk

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Conflict of interest

None declared

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