Concept analysis - Rodgers

"The method of concept analysis has not been well understood in nursing. Most significant is the observation that nurse scholars who describe or employ the method have rarely explored the philosophical foundations and implications of conducting an analysis of a concept. As a result, it is not clear precisely how the method functions or how analysis of a concept actually contributes to further intellectual progression. While the availability of a clear conceptual definition has much appeal, the actual value of a such a definition cannot be taken as self-evident." Rodgers (1989). p.330-331.

"The method entails an initial phase, a core analysis phase, and a further analysis phase (Tofthagen & Fagerström, 2010), which according to Rodgers (2000, p. 85) includes the following overlapping activities:

1. Identifying the name and concept of interest and associated expressions.
2. Identifying and selecting the appropriate setting.
3. Collecting the data to identify:
    a. The attributes of the concept.
    b. The contextual basis of the concept.
4. Analyzing the data.
5. If appropriate, identifying an exemplar of the concept.
6. Identifying hypotheses and implications for the further development of the concept."
Näsman, Nyqvist, & Nygård (2022). p.3104.

Rodgers, B.L., Concepts, analysis and the development of nursing knowledge: the evolutionary cycle. J. Adv. Nurs. 1989:14,4,330-335.

Näsman, M., Nyqvist, F. & Nygård, M. Disentangling the Concept of Well-Being in Very Old Age Using Rodgers’ Evolutionary Concept Analysis. J Happiness Stud 23, 3101–3126 (2022). https://doi.org/10.1007/s10902-022-00496-4