Transcript Hildegard Peplau Presentation

By Jennifer Lamb &
Tanna Meadows
History
 Hildegard Peplau was born in 1909 in Reading
Pennsylvania (“Hildegard,” 2013).
 She graduated from nursing school in 1931
(“Hildegard,” 2013).
History (con’t)
 Peplau worked as an operating room supervisor
initially and later in a neuropsychiatric hospital,
Chestnut Lodge (“Hildegard, 2013).
 She has a B.A. in interpersonal psychology, an M.A. in
psychiatric nursing, and an Ed.D in curriculum
development (“Hildegard,” 2013).
Theory
 First to present a theory since Florence Nightingale
(Masters, 2014).
 She developed a theory that viewed the patient as a
colleague in the nursing process and not as a task
(Masters, 2014).
 Her theory became crucial to psychiatric nursing
(“Hildegard,” n.d.).
Theory (con’t)
 Created the theory of Interpersonal Relations in 1952
(Masters, 2014)
Four Phases of Nurse-Patient
Relationship
 Orientations phase
 Identification phase
 Exploitation investigation phase
 Resolution phase
(Masters, 2014)
Orientation phase
 Health problem identified and professional assistance
needed (Masters, 2014).
 Problem defining phase
 Starts when client meets nurse as a stranger
Identification Phase
 Patient identifies individuals that can help, and the
nurse allows continued investigation of patient’s
feelings (Masters, 2014).
 Nurse helps patient identify new goals and how to
achieve them (Masters, 2014).
Exploitation Phase
 Uses professional assistance for problem-solving
alternatives (“Hidegard”, 2013).
 The advantages of the professional services are based
on the needs of the patient (“Hildegard”, 2013).
 Implementation of the nursing plan and taking
actions toward meeting the goals (Masters, 2014).
Resolution Phase
 Patient identifies new goals and begins to separate
from the nurse (Masters, 2014).
 The client no longer needs the professional service and
the relationship ends.
SubConcepts of the Nurse in the
Therapeutic Relationship
 The primary roles she identified are:
 Stranger
 Resource person
 Teacher
 Leader
 Surrogate
 Counselor
Weaknesses of Peplau’s Theory
 Health promotion and maintenance were less
emphasized.
 The theory cannot be used in a patient who doesn’t
have a felt need, such as with a patient who may be
withdrawn.
Strengths of Peplau’s Theory
 The phases provide simplicity regarding the natural
progression of the nurse-patient relationship (Peplau,
1989).
 This simplicity leads to adaptability in any nurse-
patient interaction. (Peplau, 1989).
Conclusion
Peplau’s theory conceptualized clear sets of nurse’s
roles that could be used by each and every nurse in their
practice. The phases of the therapeutic nurse-client are
highly comparable to the nursing process.
Nursing Theory
 Assessment
Peplau Theory
Orientation
 Diagnosis and Planning
Identification
 Implementation
Exploitation
 Evaluation
Resolution
In Closing…….
“Somewhere, somehow, at some time in the past,
courageous nurses determined these skills, learned
them, fought for the right to use them, refined them,
and taught them to other nurses. All nurses have an
obligation to remember that part of nursing’s past, and
to keep their own skills in pace with no opportunities
for nursing into the next century “. (Peplau, 1989, p.32)
Hildegard Peplau
References
Hildegard Peplau Nursing Theorist Homepage. Retrieved from
http://publish.uwo.ca/~cforchuk/peplau/peplau.html
Hildegard Peplau Theory. (2013). Retrived from http://www.nursing-theory.org/theories-and-models/peplautheory-of-interpersonal-relations.php
Peplau, H.E. (1989). Pyschiatric times: tomorrow’s world. Nursing Journal 83 (4). 29-32.
Masters, K. (2014). Nursing Practice. Role Development in Professional Nursing Practice. pp. 69-70.