Theory Guided Practice and Nursing

Theory-Guided Practice
A relationship exists between theories, research, practical application, and education. The latter three, in fact, ought to be directed by the former. Further, research works inform education as well as practical application through offering evidences for nursing instruction- and care provision- related best practices. Education forms the context for learning. Educators need to base their teaching on scholarly evidences in the areas of learning/teaching, learning/teaching theories, and practice arena requirements. Practice contexts are where learners are taught, patients are provided evidence-based care, and nurses acquire experiences to aid them in formulating novel nursing theories and topics for future studies. Theory is the foundation for: 
· How to learn and teach nursing concepts like nursing theories, brain-based education, neurocognitive studies, principles/frameworks, learning approaches, adult learning models, and educational models.
· How to frame researches and understand findings within professional settings, and how to develop the profession for ensuring most efficient practice.
· How to plan, evaluate, and intervene for patients and family members (for instance, provide treatment, education, empathy, and interaction), followed by evaluating results (Thompson, 2017).
Virginia Henderson’s Need Theory
The Need Theory proposed by Henderson has been chosen taking the six conditions into account. The theorist’s ‘concept’ of nursing underlines the significance of increased patient autonomy to accelerate patient recovery following discharge. Nurse activities have been grouped into 14 elements on the basis of human needs. Nursing roles have been labeled as: “substitutive” (i.e., doing for patients), “supplementary” (assisting patients), and “complementary” (working together with patients); the overall aim is facilitating maximum possible patient autonomy. Henderson defines nursing as a unique role involving aiding people, whether hale or ailing, to perform tasks that contribute to their recovery or wellbeing which would have normally been independently performed by the individual if he/she possessed the required energy, knowledge, or willpower. Moreover, the tasks must be performed in a way that facilitates swift regaining of independence by the individual (Henderson, 1966). The theorist concentrates on personalized care, with nurses working to assist people with basic tasks that help maintain wellbeing, facilitate recovery, or help patients die peacefully. Of the 14 elements put forward, the first 9 are of a physiological nature; elements 10 and 14 are the psychological elements of learning and communication; element 11 is ethical and spiritual; and elements 12 and 13 are sociologically-focused (recreational and career-related activities) (Meleis, 2007; George, 2011).
The theorist applied the following concepts to accord her model a dynamic focus on patient needs: basic human needs, culture, interaction, and bio physiology (George, 2011). The 14-element division effectively tackles patient requirements within diverse arenas and can be easily applied to clinical settings. Furthermore, it is to the point, contrary to theories such as Martha Rogers’ complicated unitary human-being model that isn’t relevant to actual practice (Mackenna, 2005). The needs theory may be applied to diverse nurse-patient relationship dimensions to efficiently deal with patient requirements. The design efficiently covers nursing process elements and may be considered relevant to the need hierarchy theory of Maslow (George, 2011). On the whole, it is highly appropriate and can be implemented within diverse practice contexts.
The Need Theory by Henderson has been chosen for the geriatric patient group. Nursing forms a key elderly care element. Nurse care actions incorporating respect for patients’ individuality, and optimization and enhancement of individual patients’ ability, may facilitate improvement in patient wellbeing (Fernandes, Guedes, Silva & Borges, 2016). In order to provide effective support, the NP (Nursing Process) must be used by applying a universal, standardized language, grounded in nursing principles and models applicable to personalized care. Therefore, for appropriate nursing process performance, nurses are equipped with various theories from which they ought to choose the ideal, integral one to meet geriatric patients’ needs (Silva & Santos, 2010). Using theories and concepts, knowledge bases are established for guiding professional practice. The conceptual model suggests an analysis wherein the individual is complex and unique, having 14 elementary needs, and segregated into groups encompassing physical, psychological, ethical, societal, and spiritual elements (Henderson, 1958). The health requirements delineated in the model don’t indicate health issues; rather, they are areas wherein issues can transpire: 1) Normal breathing; 2) Proper eating/drinking; 3) Organic waste elimination; 4) Movement and desirable posture maintenance; 5) Rest and Sleep; 6) Dressing/undressing; 7) Normal body temperature maintenance; 8) Physical hygiene and skin protection; 9) Environmental risk avoidance; 10) Communication; 11) Learning; 12) Religious practice; 13) Providing a sense of achievement; and 14) Participation in recreation (Henderson, 1958).
Hence, Henderson’s theory may be deemed to facilitate geriatric nursing care, as it favors means of holistic individual assessment. Additionally, it permits systematized care provision grounded in scientific knowledge, critical nurse thinking ability, and taking into consideration stimuli associated with basic geriatric population requirements from a humane, holistic standpoint (Fernandes et al, 2016).
Paradigms
Person: The one with whom nursing practitioners interact (Potter & Perry, 2005). Henderson puts forward the concept of an individual’s body and mind working as one unit. Her patient needs aid to achieve wellbeing and autonomy or to die peacefully (Tourville & Ingalls, 2003). Henderson’s 14 elements cover all fundamental human requirements for functioning to their fullest (which calls for physical and mental balance maintenance). The theorist regards patients and their families as one unit, with rehabilitation facilities integrating families into the patient care process. Caregiver training and similar interventions empower family caregivers to appropriately take care of patients after discharge. This serves to decrease patients’ mental and emotional distress, since the family forms an individual’s key support system.
Environment: The place where nurse-patient therapeutic interactions take place (Catalano, 2009). With illness, people’s capability of controlling their environment weakens. Nursing staff must manage patient surroundings for preventing injuries and harm. All rehab patients must undergo fall risk assessment which aids nurses in making required patient environmental changes such as anti-slip mats and sufficient lighting for guaranteeing patient safety. Also, multi-disciplinary healthcare units which include nurses must visit patient homes for guaranteeing a safe patient environment following discharge, and provide requisite equipment purchase and house renovation- related recommendations.
Health. In the nursing profession, health is a continuum. To Henderson, it is a person’s quality of life (QOL) and basis for independent performance of the fourteen tasks (Tourville & Ingalls, 2003). Besides elementary nursing care provision, nursing practitioners contribute significantly to preventing disease and promoting health via health education. Factors impacting health include age, physical/cognitive capabilities, emotional stability, and culture. Henderson’s 14 functions guide nurses during health education. Promoting wellness is more salient and within rehabilitation settings, all patients and their families are educated about their respective ailments and how its outcome may be managed.
Nursing. Nursing care integrates patient assessment, nurse diagnosis, intervention, care planning, and appraisal (Potter & Perry, 2005). According to Henderson, nurses must work independently whilst coordinating with team-executed therapeutic plans. Nurses are familiar with biological and social sciences for evaluating patients’ 14 fundamental needs. The nurse-patient bonds constitutes a key patient recovery element. In case of seriously ailing patients, nurses serve the ‘substitute’ role. At the recovery stage, they function as ‘assistants’, helping patients regain autonomy. The therapist claims several nursing roles overlap with physician roles (Henderson, 1982). Nurses collaborate with fellow providers for delivering superior-quality patient care. In short, nurses’ responsibility is providing temporary assistance to patients to fulfil their elementary needs (EssaysUK, 2013).
Conclusion
The process of nursing, if applied properly and comprehensively using its respective terminology and grounded in a model which directs every nursing stage, proves critical to nursing care. It promotes scientific-based, competent patient support, enhances nursing activity organization, improves patient health, and expands professional autonomy; hence, it must be encouraged within diverse professional settings (Fernandes et al, 2016).




References
Catalano, J. T. (2009). Nursing now! Today’s issues, tomorrow’s trends (5th ed.). Philadelphia: F.A. Davis.
EssaysUK. (2013). Virginia Henderson’s Needs theory nursing essay. Retrieved from https://www.uniassignment.com/essay-samples/nursing/virginia-hendersons-needs-theory-nursing-essay.php?vref=1
Fernandes, B., Guedes, M., Silva, L., & Borges, C. (2016). Nursing process based on Virginia Henderson applied for a working elderly. J Nurs UFPE, 10(9), 3418-25.
George J. B. (2011). Nursing theories: The base for professional nursing practice (5thed). Norwalk, Appleton & Lange: USA.
Henderson, V. (1958). Principios fundamentales de los cuidados de enfermería. Bol Oficina Sanit Panam., 44(3), 217-220.
McKenna, H. (2005). Applying theories in practice. In Nursing Theories and Models Routledge Essentials for Nurses (3rd ed.). Taylor & Francis, New York, USA.
Meleis, A. (2007). Theoretical nursing: Development and progress (4th ed.). Lippincott, Philadelphia, USA.
Potter, P.A., & Perry, A.G. (2005). Buku Ajar Fundamental Keperawatan: Konsep, Proses, dan Praktik. Edisi 4(1), Jakarta.
Silva B. T., & Santos, S. (2010). Cuidados aos idosos institucionalizados opiniões do sujeito coletivo enfermeiro. Acta Paul Enferm, 23(6), 775-81.
Thompson, C. J. (2017). How to choose a theory for nursing practice. Retrieved from https://nursingeducationexpert.com/theory-for-nursing-practice/
Tourville, C., & Ingalls, K. (2003). The living tree of nursing theories. Nurs Forum, 38(3), 21-30.