Conceptual-Theory-Empirical (C-T-E) structure

Topic: C-T-E

Conceptual-Theory-Empirical (C-T-E) formalization is a way to analyze research by systematically testing or generating theory. The function of theory is to help us better understand the world. The C-T-E system is a whole system of nursing knowledge. Review the holarchy of nursing knowledge, note its application to real-world practice.

Writing in the voice of your chosen theorist, describe the Conceptual-Theory-Empirical (C-T-E) structure process you used in creating your theory?

The nurse theorist I chose is Patricia Benner “Novice to Expert” nursing theory. As my advanced practice role in a clinical nurse educator. Please follow these instructions and rubic, articles, at least two references. I will upload a few articles.

Since this paper is to be written in the voice of the theorist you must have some material/articles/references written by the theorist. I will upload material/articles/reference that can be used. You can use any references you find. Need to find a bio on her.

The textbook we use:

Butts, J. (2018). Philosophies and theories for advanced nursing practice. (3rd ed.) Burlington, MA: Jones & Bartlett Learning.

Chapter 5: “Components and Levels of Abstraction in Nursing Knowledge” Conceptual-Theory-Empirical (C-T-E) structure
Chapter 6: “Complexity Science and Complex Adaptive Systems”
Please use at least two scholarly resources and use in-text citations in this Discussion. Please be sure to cite your sources. You can use any of the following references or others you find.


Altmann, T. K. (2007). An evaluation of the seminal work of patricia benner: Theory or philosophy? Contemporary Nurse: A Journal for the Australian Nursing Profession, 25(1), 114-23. Retrieved from

Benner, P. (1982, Mar.). From Novice to Expert. The American Journal of Nursing, 82(3). pp 402-407. Retrieved from file:///C:/Users/jrsha/Downloads/3%20-%20Benner%20-%20Novice%20to%20Expert-1.pdf

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Reading, MA: Addison-Wesley.

Benner, P. (1994). The role of articulation in understanding practice and experience as sources of knowledge in clinical nursing. In J. Tully (Ed.), Philosophy in an age of pluralism: The philosophy of Charles Taylor in question (pp. 136-155). New York: Cambridge University Press.

Benner, P. (2004). Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education. Bulletin of Science, Technology & Society, 24(3), 188–199. Conceptual-Theory-Empirical (C-T-E) structure

Dreyfus, S. & Dreyfus, H. (1980, Feb). A Five-Stage Model of the Mental Activities Involved In Directed Skill Acquisition. Retrieved from

Fawcett, J. (2015). Evolution of the science of unitary human beings: The conceptual system, theory development, and research and practice methodologies. Visions: The Journal of Rogerian Nursing Science, 21(1), 9-16.

McConnell, J. M. (2015). A Conceptual-Theoretical-Empirical Framework for Self-Forgiveness: Implications for Research and Practice. Basic & Applied Social Psychology, 37(3), 143–164.

Nursing Theory. (2016). From Novice to Expert. Retrieved from.

Pan, J. (2012). The Theory of Multi-level Governance: Conceptual, Empirical, and Normative Challenges – By Simona Piattoni. Political Studies Review, 10(2), 296–297. Conceptual-Theory-Empirical (C-T-E) structure

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