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Application in nursing practice Wiedenbach believed strongly in patient care.

. The practice of nursing involves identifying a patient's need for help, administering the help that is required and determining whether or not the actions were helpful to the patient. Practice is also the act of performing nursing tasks related to patient care. Provides a foundation for assessing, or explaining, patient conditions. Once this assessment or evaluation is made, nurses can contribute in diagnosing a condition and planning medical interventions. Wiedenbach influenced many core concepts in nursing today, including nursing assessment, nursing process and nursing diagnoses such as self-care deficits. Wiedenbach considered nursing a practical phenomenon that involved action. She believed that this was necessary to understand the theory that underlies the nurses way of nursing. This involved knowing what the nurse wanted to accomplish, how she went about accomplishing it, and in what context she did what she did. This, then, is the foundation of the central purpose, prescription, and realities of the prescriptive theory in clinical practice.

Application in education Wiedenbach theory was also accepted when it came to terms with education by serving the nursing practice in four major ways: Its is responsible for the preparation of future Practioners of nursing. It arranges for nursing student to gain experience in clinical areas of the hospital or in the homes of patients. Its representatives may function in the clinical area and work closely with the staff It offers educational opportunities to the nurse for special or advance study.

Application in research n Wiedenbach's model, the focus of nursing research is related to the patient's response to the healthcare experience. Her model promotes family relationships, control factors that disable conditions, and use healthcare practices. For instance, Wiedenbach's concept of need-for-help was used as a focus for doctoral research that was completed in 1988. (The vocal and bodily behaviors of woman in the first stage of labor were videotaped to determine when a need-for-help occurred. Findings indicated that careeliciting behaviors were influenced by a cognitively experience need-for-help and that these behaviors were observable measure of nonverbalized need-forhelp and decreased coping.)

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There is uniqueness in Wiedenbachs prescriptive theory in that it is so adaptable to nursing education as well as to clinical practice. She logically related the concepts of the three main components of her theory to education in a practice discipline. In her text, Meeting the Realities in Clinical Teaching, she defined the components as: a. Purposeto motivate the student and/or facilitate her efforts to overcome the obstacles that nowor may laterinterfere with her ability to gain the knowledge, insights, and skill she needs [as the agent] who is responsible, as the propelling force, for student learning. b. PrescriptionFactors that, when combined, give direction to the instructors action as well as the thinking process that hopefully will lead to the results desired. c. RealitiesThe factors are listed here, that

The application of Wiedenbach model to clinical practice requires the nurse to have knowledge of the understanding of human psychology, competence in clinical skills, and the ability to maintain communication with the patient and family. In addition, the nurse must make clinical judgment and use that in making decision about patient care and be able to understand patient's behavior.

influence teaching and learning. These are: The agentthe instructor who is responsible, as the propelling force, for student learning. The recipientthe student, who is presumed to want specific knowledge, skills, abilities and understanding that will enable her to assume professional responsibilities. The frameworkthe complex factors (such as time of day, people present, atmospheric conditions, activities going on, et cetera) that limits or expands the scope of the instructors and students abilities to function. The goalthe end to be attained. > Goal-in-intentthe attitude of the student. > Goal-in-applicationthe kind of framework essential for successful learning. > Goal-in-executionthe students realization of her potential for learning. The meansthe sum and substance of the teaching program. Wiedenbach believed very strongly in the need to develop ones own philosophy, as well as central purpose, and expected each student to do so. She felt that the clinical instructors basic philosophy of nursing would influence her attitude toward the

student and could serve as a frame of reference for decision making. She taught as well as practiced from the framework of her prescriptive theory and therefore presented a consistency for students in both classroom and clinical activities.

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