Hildegard Peplau

1. Hildegard Peplau By Jennifer Lamb & Tanna Meadows

2. History • Hildegard Peplau was born in 1909 in Reading Pennsylvania (“Hildegard,” 2013). • She graduated from nursing school in 1931 (“Hildegard,” 2013).

3. 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).

4. 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.).

5. Theory (con’t) • Created the theory of Interpersonal Relations in 1952 (Masters, 2014)

6. Four Phases of Nurse-Patient Relationship • Orientations phase • Identification phase • Exploitation investigation phase • Resolution phase (Masters, 2014)

7. Orientation phase • Health problem identified and professional assistance needed (Masters, 2014). • Problem defining phase • Starts when client meets nurse as a stranger

8. 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).

9. 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).

10. 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.

11. SubConcepts of the Nurse in the Therapeutic Relationship • The primary roles she identified are: • Stranger • Resource person • Teacher • Leader • Surrogate • Counselor

12. 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 • The theory cannot be used in a patient who doesn’t have a felt need, such as with a patient who may be withdrawn.

13. 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).

14. 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.

15. Nursing Theory Peplau Theory • Assessment Orientation • Diagnosis and Planning Identification • Implementation Exploitation • Evaluation Resolution

16. 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

17. 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/peplau-theory-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.