Virginia Henderson: Nursing Theory, Slides of Nursing

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Present by: KARAN YOUNIS

EPHRAIM BOOTA

FAYAZ AHMED

FARMANULLAH

(Post RN BScN 2nd semester Student)

Faculty : RAMESH KUMAR

New life collage of nursing

Present by: KARAN YOUNIS

EPHRAIM BOOTA

FAYAZ AHMED

FARMANULLAH

(Post RN BScN 2nd semester Student)

Faculty : RAMESH KUMAR

New life collage of nursing

Present by: KARAN YOUNIS

EPHRAIM BOOTA

FAYAZ AHMED

FARMANULLAH

(Post RN BScN 2nd semester Student)

Faculty : RAMESH KUMAR

New life collage of nursing

Present by: KARAN YOUNIS

EPHRAIM BOOTA

FAYAZ AHMED

FARMANULLAH

(Post RN BScN 2nd semester Student)

Faculty : RAMESH KUMAR

New life collage of nursing

 Critique of Henderson

 Henderson Practically Applied

 Article on Virginia’s Henderson Need Theory

 Conclusion

 Case Study

 References

 Critique of Henderson

 Henderson Practically Applied

 Article on Virginia’s Henderson Need Theory

 Conclusion

 Case Study

 References

 Critique of Henderson

 Henderson Practically Applied

 Article on Virginia’s Henderson Need Theory

 Conclusion

 Case Study

 References

 Critique of Henderson

 Henderson Practically Applied

 Article on Virginia’s Henderson Need Theory

 Conclusion

 Case Study

 References

• Born in Kansas City, Missouri, in 1897
• Diploma in Nursing from the Army School of Nursing at Walter Reed Hospital, Washington, D.C. in 1921
• In 1923, started teaching nursing at the Norfolk Protestant Hospital in Virginia
• In 1929, entered Teachers College at Columbia University for Bachelor’s Degree in 1932, Master’s Degree in 1934
• Joined Columbia as a member of the faculty, until 1948
• Since 1953, a research associate at Yale University School of Nursing -
• Born in Kansas City, Missouri, in 1897
• Diploma in Nursing from the Army School of Nursing at Walter Reed Hospital, Washington, D.C. in 1921
• In 1923, started teaching nursing at the Norfolk Protestant Hospital in Virginia
• In 1929, entered Teachers College at Columbia University for Bachelor’s Degree in 1932, Master’s Degree in 1934
• Joined Columbia as a member of the faculty, until 1948
• Since 1953, a research associate at Yale University School of Nursing -
• Born in Kansas City, Missouri, in 1897
• Diploma in Nursing from the Army School of Nursing at Walter Reed Hospital, Washington, D.C. in 1921
• In 1923, started teaching nursing at the Norfolk Protestant Hospital in Virginia
• In 1929, entered Teachers College at Columbia University for Bachelor’s Degree in 1932, Master’s Degree in 1934
• Joined Columbia as a member of the faculty, until 1948
• Since 1953, a research associate at Yale University School of Nursing -
• Born in Kansas City, Missouri, in 1897
• Diploma in Nursing from the Army School of Nursing at Walter Reed Hospital, Washington, D.C. in 1921
• In 1923, started teaching nursing at the Norfolk Protestant Hospital in Virginia
• In 1929, entered Teachers College at Columbia University for Bachelor’s Degree in 1932, Master’s Degree in 1934
• Joined Columbia as a member of the faculty, until 1948
• Since 1953, a research associate at Yale University School of Nursing -

• Henderson recognized the unique funtions of the nurse were:
• to assist the individaul, the sick, the well
• assist patients to be able to perform activities contributing to health or its recovery
• help the patient perform functions they could not do
• Henderson recognized the unique funtions of the nurse were:
• to assist the individaul, the sick, the well
• assist patients to be able to perform activities contributing to health or its recovery
• help the patient perform functions they could not do
• Henderson recognized the unique funtions of the nurse were:
• to assist the individaul, the sick, the well
• assist patients to be able to perform activities contributing to health or its recovery
• help the patient perform functions they could not do
• Henderson recognized the unique funtions of the nurse were:
• to assist the individaul, the sick, the well
• assist patients to be able to perform activities contributing to health or its recovery
• help the patient perform functions they could not do

Virginia Henderson's defined nursing as follow: "The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independence as rapidly as possible" (Henderson, 1966). Virginia Henderson's defined nursing as follow: "The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independence as rapidly as possible" (Henderson, 1966). Virginia Henderson's defined nursing as follow: "The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independence as rapidly as possible" (Henderson, 1966). Virginia Henderson's defined nursing as follow: "The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independence as rapidly as possible" (Henderson, 1966).

"While a nurse's job is to care for patients, it also helps patients to able to care for themselves when they leave the health care facility" (Nursing Theories and Models p.1).

• Maslow relative to Henderson: 14 Components of of her need theory mirrors Maslow's Hierarchy of needs by her humanism approach.
• Henderson also felt patient's once independent, a patient could accomplish these needs. Conversely, the nurse was there to facilitate this process when the pateint was unable to accomplish this in a compromised state.
• Henderson Goal: Henderson wasn't concerned with a personal nursing theory per se, rather define a unique nursing practice in the care of patients. "While a nurse's job is to care for patients, it also helps patients to able to care for themselves when they leave the health care facility" (Nursing Theories and Models p.1).
• Maslow relative to Henderson: 14 Components of of her need theory mirrors Maslow's Hierarchy of needs by her humanism approach.
• Henderson also felt patient's once independent, a patient could accomplish these needs. Conversely, the nurse was there to facilitate this process when the pateint was unable to accomplish this in a compromised state.
• Henderson Goal: Henderson wasn't concerned with a personal nursing theory per se, rather define a unique nursing practice in the care of patients. "While a nurse's job is to care for patients, it also helps patients to able to care for themselves when they leave the health care facility" (Nursing Theories and Models p.1).
• Maslow relative to Henderson: 14 Components of of her need theory mirrors Maslow's Hierarchy of needs by her humanism approach.
• Henderson also felt patient's once independent, a patient could accomplish these needs. Conversely, the nurse was there to facilitate this process when the pateint was unable to accomplish this in a compromised state.
• Henderson Goal: Henderson wasn't concerned with a personal nursing theory per se, rather define a unique nursing practice in the care of patients. "While a nurse's job is to care for patients, it also helps patients to able to care for themselves when they leave the health care facility" (Nursing Theories and Models p.1).
• Maslow relative to Henderson: 14 Components of of her need theory mirrors Maslow's Hierarchy of needs by her humanism approach.
• Henderson also felt patient's once independent, a patient could accomplish these needs. Conversely, the nurse was there to facilitate this process when the pateint was unable to accomplish this in a compromised state.
• Henderson Goal: Henderson wasn't concerned with a personal nursing theory per se, rather define a unique nursing practice in the care of patients.

• Her definition and components are logical and the fourteen basic nursing functions are a guide for the individual and nurse in reaching the chosen goal.
• Her work can be applied to the health of individuals of all ages.
• Her ideas of nursing practice are well accepted throughout the world as a basis for nursing care.
• Her definition and components are logical and the fourteen basic nursing functions are a guide for the individual and nurse in reaching the chosen goal.
• Her work can be applied to the health of individuals of all ages.
• Her ideas of nursing practice are well accepted throughout the world as a basis for nursing care.
• Her definition and components are logical and the fourteen basic nursing functions are a guide for the individual and nurse in reaching the chosen goal.
• Her work can be applied to the health of individuals of all ages.
• Her ideas of nursing practice are well accepted throughout the world as a basis for nursing care.
• Her definition and components are logical and the fourteen basic nursing functions are a guide for the individual and nurse in reaching the chosen goal.
• Her work can be applied to the health of individuals of all ages.
• Her ideas of nursing practice are well accepted throughout the world as a basis for nursing care.

• Breathe normally
• Eat and drink adequately
• Eliminate body wastes
• Move and maintain desirable postures
• Sleep and rest
• Select suitable clothes-dress and undress
• Maintain body temperature within normal range by

adjusting clothing and modifying the environment

• Breathe normally
• Eat and drink adequately
• Eliminate body wastes
• Move and maintain desirable postures
• Sleep and rest
• Select suitable clothes-dress and undress
• Maintain body temperature within normal range by

adjusting clothing and modifying the environment

• Breathe normally
• Eat and drink adequately
• Eliminate body wastes
• Move and maintain desirable postures
• Sleep and rest
• Select suitable clothes-dress and undress
• Maintain body temperature within normal range by

adjusting clothing and modifying the environment

• Breathe normally
• Eat and drink adequately
• Eliminate body wastes
• Move and maintain desirable postures
• Sleep and rest
• Select suitable clothes-dress and undress
• Maintain body temperature within normal range by

adjusting clothing and modifying the environment

• Keep the body clean and well groomed and protect the integument
• Avoid dangers in the environment and avoid injuring others
• Communicate with others in expressing emotions, needs, fears, or opinions.
• Worship according to one’s faith
• Work in such a way that there is a sense of accomplishment
• Play or participate in various forms of recreation
• Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities
• Keep the body clean and well groomed and protect the integument
• Avoid dangers in the environment and avoid injuring others
• Communicate with others in expressing emotions, needs, fears, or opinions.
• Worship according to one’s faith
• Work in such a way that there is a sense of accomplishment
• Play or participate in various forms of recreation
• Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities
• Keep the body clean and well groomed and protect the integument
• Avoid dangers in the environment and avoid injuring others
• Communicate with others in expressing emotions, needs, fears, or opinions.
• Worship according to one’s faith
• Work in such a way that there is a sense of accomplishment
• Play or participate in various forms of recreation
• Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities
• Keep the body clean and well groomed and protect the integument
• Avoid dangers in the environment and avoid injuring others
• Communicate with others in expressing emotions, needs, fears, or opinions.
• Worship according to one’s faith
• Work in such a way that there is a sense of accomplishment
• Play or participate in various forms of recreation
• Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities

Understanding the Nursing Process

Assessment Compare patient’s data to knowledge base of health and disease. Assess baseline for 14 components to aid in planning Diagnosis Identify individual’s ability to meet own needs with or without assistance, taking into consideration strength, will, and knowledge Plan Plan and document how the nurse can assist the individual, sick or well, back to independence Plan Plan and document how the nurse can assist the individual, sick or well, back to independence Intervention Assist the individual in performance of activities to meeting needs necessary to maintain health, recover from illness, or to aid in peaceful death Evaluation Successful outcomes of nursing care based on the speed with which or degree to which the patient performs independently the activities of daily living

Understanding the Nursing Process

Compare patient’s data to knowledge base of health and disease. Assess baseline for 14 components to aid in planning Identify individual’s ability to meet own needs with or without assistance, taking into consideration strength, will, and knowledge Plan and document how the nurse can assist the individual, sick or well, back to independence Plan and document how the nurse can assist the individual, sick or well, back to independence Assist the individual in performance of activities to meeting needs necessary to maintain health, recover from illness, or to aid in peaceful death Successful outcomes of nursing care based on the speed with which or degree to which the patient performs independently the activities of daily living

Maslow's Hierarchy and the Relationship to Henderson's Theory Physiological needs Breathe normally Eat and drink adequately Eliminate by all avenues of elimination Move and maintain desirable posture Sleep and rest Select suitable clothing Maintain body temperature Keep body clean and well groomed and protect the integument Breathe normally Eat and drink adequately Eliminate by all avenues of elimination Move and maintain desirable posture Sleep and rest Select suitable clothing Maintain body temperature Keep body clean and well groomed and protect the integument Safety needs Avoid environmental dangers and avoid injuring others Belongingness and love needs Communicate with others Worship according to faith Esteem needs Work at something providing a sense of accomplishment Play or participate in various forms of recreation Learn, discover, or satisfy curiosity Self actualization needs None Virginia Henderson’s 14 Basic Nursing Functions Breathe normally Eat and drink adequately Eliminate by all avenues of elimination Move and maintain desirable posture Sleep and rest Select suitable clothing Maintain body temperature Keep body clean and well groomed and protect the integument Breathe normally Eat and drink adequately Eliminate by all avenues of elimination Move and maintain desirable posture Sleep and rest Select suitable clothing Maintain body temperature Keep body clean and well groomed and protect the integument Avoid environmental dangers and avoid injuring others Communicate with others Worship according to faith Work at something providing a sense of accomplishment Play or participate in various forms of recreation Learn, discover, or satisfy curiosity None

• Promotion of Wellness: "According to Henderson, nurses need to prevent disease and promote health" (Nursing Theories and Models p.1).
• Preventative Medicine: Henderson was ahead of her time advocating prevention, recognizing healthy life style changes and promoting these changes.
• Wellness Concepts: Henderson believed nurses had to teach patients certain concepts to promote health and embrace this teaching. These included, but not limited to diet, rest, exercise and also help patients with psychosocial recovery visa supporting spirituality and combine these concepts in a holistic approach.
• Promotion of Wellness: "According to Henderson, nurses need to prevent disease and promote health" (Nursing Theories and Models p.1).
• Preventative Medicine: Henderson was ahead of her time advocating prevention, recognizing healthy life style changes and promoting these changes.
• Wellness Concepts: Henderson believed nurses had to teach patients certain concepts to promote health and embrace this teaching. These included, but not limited to diet, rest, exercise and also help patients with psychosocial recovery visa supporting spirituality and combine these concepts in a holistic approach.
• Promotion of Wellness: "According to Henderson, nurses need to prevent disease and promote health" (Nursing Theories and Models p.1).
• Preventative Medicine: Henderson was ahead of her time advocating prevention, recognizing healthy life style changes and promoting these changes.
• Wellness Concepts: Henderson believed nurses had to teach patients certain concepts to promote health and embrace this teaching. These included, but not limited to diet, rest, exercise and also help patients with psychosocial recovery visa supporting spirituality and combine these concepts in a holistic approach.
• Promotion of Wellness: "According to Henderson, nurses need to prevent disease and promote health" (Nursing Theories and Models p.1).
• Preventative Medicine: Henderson was ahead of her time advocating prevention, recognizing healthy life style changes and promoting these changes.
• Wellness Concepts: Henderson believed nurses had to teach patients certain concepts to promote health and embrace this teaching. These included, but not limited to diet, rest, exercise and also help patients with psychosocial recovery visa supporting spirituality and combine these concepts in a holistic approach.

"Henderson supported nursing research, but believed that it should be clinical research" (O'Malley, 1996).

• Support of Henderson that she Embraced: Much of the research before her time had been on educational processes and on the profession of nursing itself, rather than on; the practice and outcomes of nursing, and she worked to change that" (Journal of Advanced Nursing pp.7,103-09).
• Criticisms: The critical analysis of her model was a void existed between physiologic and other human characteristics. Further, there is no linkage between holistic human nature and her role relationships.
• 14 Components Unclear: If the assumption is made that the 14 components is prioritized, the relationship is unclear. For example, she states that nurses have a role in helping the patient accept end of life care, it's not clear how this occurs. "Henderson supported nursing research, but believed that it should be clinical research" (O'Malley, 1996).
• Support of Henderson that she Embraced: Much of the research before her time had been on educational processes and on the profession of nursing itself, rather than on; the practice and outcomes of nursing, and she worked to change that" (Journal of Advanced Nursing pp.7,103-09).
• Criticisms: The critical analysis of her model was a void existed between physiologic and other human characteristics. Further, there is no linkage between holistic human nature and her role relationships.
• 14 Components Unclear: If the assumption is made that the 14 components is prioritized, the relationship is unclear. For example, she states that nurses have a role in helping the patient accept end of life care, it's not clear how this occurs. "Henderson supported nursing research, but believed that it should be clinical research" (O'Malley, 1996).
• Support of Henderson that she Embraced: Much of the research before her time had been on educational processes and on the profession of nursing itself, rather than on; the practice and outcomes of nursing, and she worked to change that" (Journal of Advanced Nursing pp.7,103-09).
• Criticisms: The critical analysis of her model was a void existed between physiologic and other human characteristics. Further, there is no linkage between holistic human nature and her role relationships.
• 14 Components Unclear: If the assumption is made that the 14 components is prioritized, the relationship is unclear. For example, she states that nurses have a role in helping the patient accept end of life care, it's not clear how this occurs. "Henderson supported nursing research, but believed that it should be clinical research" (O'Malley, 1996).
• Support of Henderson that she Embraced: Much of the research before her time had been on educational processes and on the profession of nursing itself, rather than on; the practice and outcomes of nursing, and she worked to change that" (Journal of Advanced Nursing pp.7,103-09).
• Criticisms: The critical analysis of her model was a void existed between physiologic and other human characteristics. Further, there is no linkage between holistic human nature and her role relationships.
• 14 Components Unclear: If the assumption is made that the 14 components is prioritized, the relationship is unclear. For example, she states that nurses have a role in helping the patient accept end of life care, it's not clear how this occurs.