Henderson’s nursing need theory implies that a nurse should follow a treatment plan prescribed by a doctor, but everything that relates to personalized care is creatively planned by herself or himself. Henderson believes that the nurse should set only long-term goals in restoring patient independence while meeting 14 daily needs (Ahtisham & Jacoline, 2015). Since the PICOT question targets such an intervention that is based on professional growth, interdisciplinary awareness, and motivating forces to improve staffing, the identified theory is suitable as its ultimate goal is positive patient outcomes. The role of nurses is presented by Henderson in two ways.
On the one hand, they are independent specialists in the health care system since those functions that patients cannot perform to feel independent provided by nurses (Ahtisham & Jacoline, 2015). On the other hand, nurses need ongoing education and stimulation to avoid burnout and accomplish the best patient results possible. The goals set by nurses are to be realistic and measurable so that the success or failure of interventions can be assessed.
The implementation of the proposed project will be conducted in four stages, including evaluation of the current staffing problems, intervention planning and sampling, mediation application, and outcome assessment. The first stage will require collecting data on the existing problems through qualitative data on a staffing shortage and patient outcomes as well as interviews with nurses. During the second stage, the sample size and inclusion criteria will be identified, one control and one intervention group will be formed, and clear explanations of how the intervention is to be applied will be clarified to the participants.
To equip nurses with pertinent tools to handle workplace stress and improve quality, special educational sessions will be offered. Namely, the third stage will involve training about communication skills and interdisciplinary cooperation. After that, nurses will be expected to apply new knowledge and skills in practice, which is to be accompanied by non-monetary motivation: transparency, readiness to help, and a friendly atmosphere.
The last stage of assessment will provide room for collecting data on the results of the intervention. Consistent with Henderson’s theory, it is possible to finally assess the outcome and quality of care only when all the daily needs for which nursing intervention has been undertaken are met. Therefore, patient health data will be gathered, and conversations with nurses will be provided to obtain qualitative data on the efficiency of the proposed mediation.
The resistance of nurses and their professional attitudes compose the first barrier that may occur. As stated by Moore et al. (2017), some nurses may intentionally or unconsciously continue practicing traditional work strategies, which will impede the intervention implementation. It is important to change the very approach to nursing processes to adopt training lessons. Another potential barrier is associated with time constraints.
Nurses will be required to spend extra time to visit sessions, learn new information, and apply it. The solution to these obstacles is strong organizational leadership that will guide the mindset change and builds proper relationships in the interdisciplinary team (Moore et al., 2017). For example, the opportunity to promote partnership between nurses will create mutual trust and openness, which is likely to reduce the emotional burden and facilitate a more positive attitude to work. Thus, leadership and communication are the two key methods to overcome the identified barriers.
Ahtisham, Y., & Jacoline, S. (2015). Integrating nursing theory and process into practice; Virginia’s Henderson needs theory. International Journal of Caring Sciences, 8(2), 443-450.
Moore, L., Britten, N., Lydahl, D., Naldemirci, Ö., Elam, M., & Wolf, A. (2017). Barriers and facilitators to the implementation of person‐centred care in different healthcare contexts. Scandinavian Journal of Caring Sciences, 31(4), 662-673.