Conceptual Framework Clause Samples

Conceptual Framework. This chapter indicates and defines the purpose and primary qualitative characteristics of the financial statements, and their content. The theoretical basis of each accounting principle refers to this framework.

Conceptual Framework. Independent Variables Dependent Variable Figure 1: Researchers’ Conceptual Framework depicting the relationship among the variables of interest

Conceptual Framework. The faculty of De Anza College Department of Nursing has chosen to base the curriculum on an eclectic model of nursing that embodies our philosophy and our values. This model is based on the premise that nurses must use clinical reasoning and the best evidence available in collaboration with patients and interdisciplinary teams to provide optimum safe and patient-centered care in multiple settings and environments. The nursing process will be used to assess patient problems, analyze data and data trends, identify issues and develop and evaluate individualized plans of care. It is a systematic method of problem-solving based on the scientific method employing nursing judgment and clinical reasoning skills. Safe decision-making and provision of care will also incorporate principles of evidence- based practice and nursing informatics/ technology. Students will function as members of the healthcare team, sharing in decision-making, communicating effectively and contributing to optimum patient outcomes and satisfaction. The conceptual framework does not exist in theory only, but functions within our unique environment that includes our college, the community we serve, and the unique characteristics of our student population. This framework provides a comprehensive, cogent guide for total program development, implementation, and evaluation. The faculty recognizes its responsibilities in the educational process as well as its responsibility to society. The faculty function as facilitators and provide experiences based upon the student learning objectives and the learning needs of students. A variety of teaching-learning techniques are employed by the faculty to enable a student to acquire the clinical reasoning necessary to become a Registered Nurse. The Registered Nurse program has been developed to: • Recognize commonalities and uniqueness in individual contribution to teaching- learning process. • Promote development of individual potential and individual contribution to society. • Use an eclectic model for nursing practice. • Provide the community with nurses capable of providing safe, high-quality effective nursing care. • Promote development of clinical reasoning and clinical judgment in the professional nurse. • Embrace technology, research, evidence-based practice and industry standards to promote the highest level of patient care. • Support a just culture and reflective practice while upholding high professional standards for ethical practice. • Effectiv...

Conceptual Framework. The concept of “funds of knowledge” as described by ▇▇▇▇, ▇▇▇▇▇▇, ▇▇▇▇, & ▇▇▇▇▇▇▇▇ (1992) stresses that students possess rich, extended knowledge rooted in their home life. In their work, ▇▇▇▇ and colleagues collaborated with classroom teachers to research these funds by visiting students’ homes and talking to parents. By actively investigating funds of knowledge, the teachers and researchers were able to develop classroom curriculum that built on the prior knowledge students already possessed. In an international review of funds of knowledge research, ▇▇▇▇ (2011) found that the concept is being expanded from the original meaning of knowledge from the home, specifically knowledge “within and between households” (p. 671), to include peer knowledge, popular culture, student and family interests, community knowledge, cultural knowledge, and even the broader category of life experience. It is this broadened definition of funds of knowledge that I am utilizing in my work. Scholarship that comes closest to how I use this concept is Moje, ▇▇▇▇▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇, ▇▇▇▇▇, ▇▇▇▇▇▇▇▇, and ▇▇▇▇▇▇▇’▇ (2004) work considering multiple funds of knowledge including school experience as a fund. In a more recent iteration of the definition of funds of knowledge, ▇▇▇▇▇▇▇▇ and ▇▇▇▇ (2002) stated, “funds of knowledge is based on a simple premise . . . that people are competent and have knowledge, and their life experiences have given them that knowledge” (cited in ▇▇▇▇, 2011, p. 670). This elegant premise is the foundation for this investigation into student perceptions of authentic writing. By including school experience as a fund of knowledge for students, I want to be careful to avoid what ▇▇▇▇ (2011) describes as losing “the inherent power-balancing capacity and intent” (p.672) of this concept. In fact, one of the key reasons I chose funds of knowledge as a conceptual framework is because of the high value I place on students’ prior knowledge. This project design allowed for students to bring funds of knowledge from their homes and communities to the conversation, as well as to draw on their eight years of classroom experience and their evaluation of those experiences. I believe that this investigation adhered to the core idea of the original funds of knowledge research that stressed the importance of teachers investigating what their students bring to the classroom. Part of the knowledge students bring to classrooms are their experiences in past classrooms, positive and negati...

Conceptual Framework. The literature review above provided me with a conceptual framework to proceed with the research on intercultural premarital couples counseling. It is a fact that all marriages or relationships require hard work. One has to constantly work on the dynamics of being oneself, of being liked and accepted by the other, of negotiating differences and the like. These differences can be magnified in intercultural couples more so when they are in the phase of negotiating their relationship. A culturally conscious therapist can help the couple by culturally relevant interventions and thereby influence the relationship to become more stable and enjoyable. Adjusting to each other, adapting and integrating values and belief systems is required all through one’s life but particularly in the initial phase of the relationship. To achieve complementarity with the other, each partner has to simultaneously work both on oneself and the relationship that may include both cognitive and emotional flexibility, reframing of fixed social ideas or norms and sustained work on self-growth. It can be said with a relative amount of acceptance that whenever cultural issues and concerns are neglected that there is a possibility of conflict or dissatisfaction within the couple. They are unable to appreciate each other’s background and upbringing and this gives rise to mistrust or being misunderstood. Relationship is less about survival and more about flourishing. The objective of being together is to understand, appreciate, and enjoy each other’s company and not to find fault, belittle or feel hampered or hindered by the other. Relationships flourish in the midst of mutual respect and admiration of the other and of one’s upbringing in the family of origin. How can one keep oneself from being misunderstood or made fun of by the one person who means the world to them? This is where cultural understanding comes to aid the couple. A culturally sensitive therapist plays an important role in helping the couple sift through the concerns and make sense of why a person behaves in a particular manner. This more often than not helps resolve stress and conflict among couples. There are a plethora of areas in which intercultural couples need help including communication, parenting, managing finance, dealing with in-laws, place of residence, visits to native place, learning language, or what language should the children speak, political ideology, vacation, belonging to a community and the like. Clinicia...

Conceptual Framework. In this work, the proponents used the IPO conceptual paradigm. Rehabilitation program through literacy training to the juveniles includes Basic Communication Arts, Mathematics, Basic Computer Operation, Business Management, FBS (Food and Beverage Service): Table skirting, napkin folding, Table setting falls under Input, while knowledge on inputting basic competence skills development is covered under Process. Transformed residence in terms of knowledge and skills is the output. Finally, the outcome of the study is the new kind of life having the following: acceptable to the society again, productive kind of life, none –recidivism and reduction of congestion in the rehabilitation center.

Conceptual Framework. I have chosen to use the PLC Theory (▇▇▇▇▇▇ & ▇▇▇▇▇, 1998) to devise my own conceptual framework of teacher collaboration to guide my study. In addition, the Socio- Cultural Learning Theory (▇▇▇▇▇▇▇▇, 1977) is also used to support the conceptual framework because, ultimately, most components in the diagram below depend on this theory for results. My conceptual teacher collaboration framework (see Figure 1) presents five components, which are an integral part of collaboration among educators. They are shared mission, vision and values, collective inquiry, supportive and shared leadership, and commitment to continuous improvement. Because these components interact with each other in a cyclical fashion, they eventually produce collaborative teams in which teachers effectively and consistently collaborate on school improvement projects, solving various educational problems and raising student achievement.

Conceptual Framework. Summarizing the questions and the relationships between the main concepts lead to the following conceptual framework. In the figure below the conceptual framework is displayed and gives clear view of how the research will be executed.

Conceptual Framework. 33 2.2.1 History and Concept of Healthcare Law in Indonesia 33 2.2.2 Medical Malpractice in Healthcare 35 2.2.3 Negligence in Healthcare 39 2.2.4 Medical Malpractice according to Previous Laws 41 2.2.5 Quality of Service in Hospitals 44 2.2.6 Patient’s Rights and Obligations 47