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...…(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…