Virginia Henderson- Need Theory
Virginia Henderson developed the Nursing Need Theory based on her personal experience gained through practice and education (Zamanzadeh, et al. 2015). Henderson’s core objective was not to form or develop a theory but focus on the core principles associated with nursing practice. She focused on the various factors that contribute to be a successful nursing professional. Henderson through her theory proposed the concept of patient’s independence and improved health outcomes. She states that letting patients independently perform key tasks would fasten the recovery process and decrease the overall hospitalization stay. She states that nursing practice is closely related to the basic needs of humans. The theory focuses on the needs of the patient and how nurses in the healthcare system can assist patients in meeting such needs. Henderson stated her vision as a concept rather than a theory focusing on the role of the nurse as an assistant to the patient in fastening the recovery process and improving overall health outcomes (Aliakbari, Parvin, Heidari, & Haghani 2015).
Structural and Functional components of the theory
Henderson’s theory is based on 14 key components that are closely related to the human needs (patient needs). The nurse plays a key role in assisting the patient in achieving these needs and fasten the recovery process during hospitalization. The 14 components can be divided into physiological, psychological, spiritual/moral, and sociological. However, the physiological components are the functional while psychological, spiritual/moral, and sociological are the functional components of the theory (Nicely & DeLario 2011). Based on the theory, normal breathing, proper diet/drinks, elimination of body wastes, movement and maintenance of body posture, adequate sleep/rest, proper dressing, normal body temperature, clean body, and avoidance to self-injury or injury to others are the physiological or functional components of the theory. Communication with others, expression of emotions, fear, opinion, and needs, and ability to learn, discover, satisfy, and natural curiosity are the psychological components of the theory. Worship and belief towards a religion or culture is the spiritual/moral component of the theory. A person’s ability to work and coordinate in order to achieve success/accomplishment and participate or play in different forms of recreation activities are sociological components of the theory (Jarrin 2012).
Primary source material utilized Theory Analysis (identify methodology)
A theory was assessed based on a review of published literature in the past 5 years, Primary reports, case studies, and clinical trials were reviewed to determine the validity and feasibility of the theory. Since the theory has been widely accepted by nursing and healthcare professionals, a few qualitative studies were also assessed. The need theory has various applications in the field of nursing, specifically education and training of nurses. All articles, reports, and studies were sourced from PubMed database (Pautasso 2013).
Objective examination utilizing selected methodology
The review of literature was conducted to assess the validity and feasibility of Henderson’s need theory in current nursing practice. Review of literature enables a researcher to assess the scope of a theory on broader aspects of nursing practice rather than focusing on a niche area (Davis & Walters 2011).
Elements of process identified
Examples from theory utilized as evidence within each step of process
The theory has been widely used across various sectors of healthcare and nursing. The theory focuses on self-care and independence that would fasten the process of recovery. In a qualitative study, a team of researchers indirectly provided the need for nurses to provide holistic care to patients for better and improved outcomes (Zamanzadeh, et al. 2015). The researchers closely relate to Henderson’s need theory, wherein nurses are required to assist their patients in achieving such needs. Holistic care is one such strategy that not only fulfils the needs of the patient but also aims in reducing the stay at the hospital. Another example of the use of need theory was observed among oncology nurses, wherein patients were encouraged to self-care and self-efficacy. The core objective of adopting such practices was to assist patients in managing their health with professional support from their nurses (Hoffman 2013).
Incorporation of related works by others
A team of researchers clinically applied the concept or need theory with respect to organ donation among patients and donors. The researchers focus on the needs of both the donor and the receiver (patient). Nurses play a key role in the care and management of donor, patient, family members and the caregiver (Nicely & DeLario 2011).
Theory evaluation: Potential contribution to nursing’s knowledge base
The theory has been widely accepted by the nursing fraternity for its direct and indirect implications to nursing practice. All the 14 components of the theory relate to nursing process and assessment. The need theory also focuses on how nurses could utilize their diagnostic skills in assisting their patients.
Examples of settings in which theory has greater utility and Limitations of the theory
The need theory greater utility in geriatric and paediatric care. Most patients who are fragile or weak (children and elderly patients) require continuous monitoring and care by their nurses (Liu, et al. 2014). A key limitation of the theory is that there is lack of relation between the physiological needs and other human characteristics. The need theory does not provide details on the concept of holistic care. Although the 14 components have been explicitly mentioned, the interrelationship between them is unclear. The role of the nurse is not clear in managing and caring for dying patients (Aliakbari, Parvin, Heidari, & Haghani 2015).
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in
nursing education. Journal of Education and Health Promotion, 4, 2.
Davis, P. M., & Walters, W. H. (2011). The impact of free access to the scientific literature: a
review of recent research. Journal of the Medical Library Association: JMLA, 99(3), 208–217.
Hoffman, A. J. (2013). Enhancing Self-Efficacy for Optimized Patient Outcomes through the
Theory of Symptom Self-Management. Cancer Nursing, 36(1), E16–E26.
Jarrin, O. F. (2012). The Integrality of Situated Caring in Nursing and the Environment. Ans.
Advances in Nursing Science, 35(1), 14–24.
Liu, F., Ranmal, S., Batchelor, H. K., Orlu-Gul, M., Ernest, T. B., Thomas, I. W., Tuleu, C.
(2014). Patient-Centred Pharmaceutical Design to Improve Acceptability of Medicines: Similarities and Differences in Paediatric and Geriatric Populations. Drugs, 74(16), 1871–1889.
Nicely B & DeLario GT (2011). Virginia Henderson's principles and practice of nursing
applied to organ donation after brain death. Prog Transplant. 21(1):72-7.
Pautasso, M. (2013). Ten Simple Rules for Writing a Literature Review. PLoS Computational
Biology, 9(7), e1003149.
Zamanzadeh, V., Jasemi, M., Valizadeh, L., Keogh, B., & Taleghani, F. (2015). Effective F
actors in Providing Holistic Care: A Qualitative Study. Indian Journal of Palliative Care, 21(2), 214–224. http://doi.org/10.4103/0973-1075.156506
Zamanzadeh, V., Valizadeh, L., Tabrizi, F. J., Behshid, M., & Lotfi, M. (2015). Challenges
associated with the implementation of the nursing process: A systematic review. Iranian Journal of Nursing and Midwifery Research, 20(4), 411–419.
