Because Frederick Herzberg’s Motivation–Hygiene Theory is a theoretical model widely used in different organizations, it can also be effectively applied to nursing administration and management. In addition, it is also necessary to refer to Abdellah’s theory of a patient-centered approach (McEwen & Wills, 2019). While performing the roles of nurse administrators or managers in a clinical setting, it is important to apply certain models to make sure that nurses not only adhere to a specific system and a philosophy in nursing but also become motivated and committed to their workplace. From this perspective, the application of care delivery models and quality interventions based on Motivation–Hygiene Theory and Abdellah’s theory seems to be a reasonable choice for nursing settings.
Although only one theory can be used for influencing a nurse’s philosophy and guide a nurse’s practice, the application of more models can be preferable. According to Abdellah’s views and assumptions, nursing care should be patient-centered, and for nursing management and administration, it is a key idea that needs to be followed by all nurses. In this case, it is possible to expect that patients’ needs are met, and their quality of life is enhanced (McEwen & Wills, 2019). However, at the level of management, the application of only one model can be not enough, and the reference to Herzberg’s theory allows for determining hygiene factors and motivators for nurses in the workplace that can influence their approach to delivering care, as well as their job satisfaction (Nwankwo et al., 2018). As a result, when combining two theoretical-based approaches, it is possible to achieve positive effects on care and the quality of service delivery in a healthcare setting.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
Nwankwo, C., Okeke, C. P., & Okeke, O. J. (2018). Impact of motivation on the psychological wellbeing of nurses in Enugu Metropolis. International Journal of Academic Research in Psychology, 5(1), 1-14. Web.