Interpersonal

Relations Theory

Hildegard E. Peplau’s
A Middle-Range Nursing Theory Analysis

SAIMA, SHAHIDA, SIMON,ZESHAN,SUNEEL

Dated 09-06-2016
 Hildegard Peplau
Psychiatric Nurse of the Century
Born: September 1, 1909, Reading, Pennsylvania, United
States.
Education:
William Alanson White Institute(1954)
Pottstown Hospital, School of Nursing(1931)
Columbia University
Bennington College
 Worked tirelessly to advance nursing education and practice
in 1930's.
Neuropsychiatric hospital in London,UK.
Member of the Army Nurse Corps
Worked at Bellevue and Chestnut Lodge Psychiatric Facilities
Died: March 17, 1999, Sherman Oaks, Los Angeles, California,
United States (Nursing Inquiry 2014-21-4)
 Person
A man who is an organism that lives
in an unstable balance of a given
system.

Nursing Health
Significant, therapeutic Symbolizes movement of the
interpersonal process. It functions personality and other ongoing human
cooperatively with human processes that directs the person
processes that present health as a towards creative, constructive,
possible goal for individuals. productive and community living.

Environment
Forces outside the organism and in
the context of the socially-approved
way of living, from which vital human
social processes are derived such as
norms, customs and beliefs.
Interpersonal
Relations
Theory
Introduction to the Theory
Phases of Nurse-Patient Relationship
A.Orientation Phase
Get acquainted phase of the nurse-patient
relationship.
Preconceptions are worked through
Parameters are established and metEarly
levels of trust are developed
Roles begin to be understood

B.Identification Phase
The client begins to identify problems to be
worked on within relationship
The goal of the nurse: help the patient to
recognize his/her own
interdependent/participation role and promote
responsibility for self
C.Exploitation Phase
Client’s trust of nurse reached full
potential
Client making full use of nursing services
Solving immediate problems
Identifying and orienting self to
[discharge] goals

D.Resolution Phase
Client met needs
Mutual termination of relationship
Sense of security is formed
Patient is less reliant on nurse
Increased self-reliance to deal with own
problems
Interpersonal Theory and Nursing Process
Both are sequential and focus on therapeutic relationship.
Both use problem solving techniques for the nurse and patient
to collaborate on, with the end purpose of meeting the patients
needs.
Both use observation communication and recording as basic
tools utilized by nursing.
Assessment: Orientation:
•Data collection and analysis [continuous]· Non continuous data collection.
•May not be a felt need. Felt need ·
Define needs
Nursing diagnosis Planning: Identification:
•Mutually set goals. Interdependent goal setting
Implementation: Exploitation:
•Plans initiated towards achievement of •Patient actively seeking and drawing help.
mutually set goals. •Patient initiated
•May be accomplished by patient , nurse or
family.
Evaluation: Resolution:
•Based on mutually expected behaviors. •Occurs after other phases are completed
•May led to termination and initiation of new successfully.
plans •Leads to termination.
Interpersonal Therapeutic Process
This type of process is based on the theory
proposed by Peplau and particularly useful in helping
psychiatric patients become receptive for therapy.
Often referred as "Psychological Mothering," it
includes the following steps:

•The patient is accepted unconditionally as a participant

in a relationship that satisfies his needs;
•There is recognition of and response to the patient's
readiness for growth, as his initiative; and
•Power in the relationships shifts to the patient, as the
patient is able to delay gratification and to invest in goal
achievement.
NURSING
ROLES
• Stranger role
 Receives the client the same way one
meets a stranger in other life situations;
provides an accepting climate that builds
trust.

• Resource role
 Answers questions, interprets clinical
treatment data, gives information.

• Teaching role
 Gives instructions and provides training;
involves analysis and synthesis of the
learner's experience.
• Counseling role
 Helps client understand and integrate the
meaning of current life circumstances;
provides guidance and encouragement to
make changes.
• Surrogate role
 Helps client clarify domains of dependence,
interdependence, and independence and
acts on clients behalf as advocate.
• Active leadership role
 Helps client assume maximum
responsibility for meeting treatment goals
in a mutually satisfying way.
• Technical expert role
 Provides physical care by displaying clinical
skills; Operates equipment
Additional Roles:

1. Technical expert
2. Consultant
3. Health teacher
4. Tutor
5. Socializing agent
6. Safety agent
7. Manager of environment
8. Mediator
9. Administrator
10. Recorder observer
11. Researcher
Major Concepts:
• Person
• Health
• Environment
• Nursing
• Therapeutic Nurse-Client Relationship

Sub- Concepts:
• Roles of the nurse in the Therapeutic Relationship
• Anxiety
a. Mild
b. Moderate
c. Severe
d. Panic
visual MODEL OF MAJOR CONCEPTS
Peplau’s work and characteristics of a theory

Interrelation of concepts
-Four phases interrelate the different
components of each phase.
Applicability
-The nurse patient interaction can apply
to the concepts of human being, health, environment and
nursing.
Theories must be logical in nature -
-This theory provides a logical
systematic way of viewing nursing situations
-Key concepts such as anxiety, tension,
goals, and frustration are indicated with explicit relationships
among them and progressive phases
Generalizability
-This theory provides simplicity in regard
to the natural progression of the NP relationship.
Theories can be the bases for hypothesis that can be tested
-Peplau's theory has generated testable
hypotheses.
Theories can be utilized by practitioners to guide and
improve their practice.
-Peplau’s anxiety continuum is still used
in anxiety patients
Theories must be consistent with other validated
theories, laws, and principles but will leave open
unanswered questions that need to be investigated.
-Peplau's theory is consistent with
various theories
Limitations
• Personal space considerations and
community social service resources are
considered less.
• Health promotion and maintenance
were less emphasized
• Cannot be used in a patient who doesn’t
have a felt need eg. With drawn patients,
unconscious patients
• Some areas are not specific enough to
generate hypothesis
Assumptions:

• Nurse and patient can interact.

• Both the patient and nurse mature as the
result of the therapeutic interaction.
• Communication and interviewing skills
remain fundamental nursing tools.
• Nurses must clearly understand themselves
to promote their client’s growth and to
avoid limiting client’s choices to those that
nurses value.
Strengths:
The phases provide simplicity
regarding the natural progression of
the nurse-patient relationship.

This simplicity leads to adaptability

in any nurse-patient interaction,
thus providing generalizability.
Weaknesses:

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 withdrawn patients.
CASE STUDY
TOPIC. The use of Peplau's interpersonal nursing
theory with people suffering from serious mental
disorder.
PURPOSE. To describe Peplau's theory and its
application using a case study.
CONCLUSION. Peplau's theory can be used to help
patients resolve symptoms by guiding them through
the steps of observation, description, analysis,
formulation, validation, testing, integration,
utilization.
Key words: Nurse-patient relationship, Peplau's
interpersonal nursing theory, psychotherapy,
schizophrenia, serious mental illness
 CASE STUDY
• In the age of managed care, we hear little about long-
term psychotherapy with people experiencing
serious mental illness (SMI). This is unfortunate,
because despite the biopsychopharmacological
movement, the number of those diagnosed with SMI
has not decreased. While it is an accepted fact today
that people who are depressed recover best with a
combination of psychotherapy and medication, the
same has not been documented for those suffering
from schizophrenia. Many believe these people
cannot be helped by psychotherapy. While many of
us know anecdotally of patients who have recovered,
we seldom read of these in the psychiatric nursing
literature.
Cont….

• A person with serious mental illness

suffers from symptoms over an extended
period of time that constantly or
intermittently remit and relapse. These
symptoms seriously interfere with function
and quality of life in such areas as
 CASE STUDY
• work, social interaction, recreation, intimate
relationships, and meeting community standards.
• Dr. Hildegard Peplau introduced an interpersonal
relations paradigm for the study and practice of
nursing in the late 1940s and early 1950s (Peplau,
1995). The paradigm evolved from her work with
H. Sullivan, E. Fromm, F. Fromm-Reichmann,
other eminent clinicians, and her experience
working with seriously mentally ill patients in
public and private psychiatric hospitals (O'Toole
& Welt, 1989). Her Interpersonal Relations
Theory has had particular relevance and
usefulness in understanding and intervening to
reduce symptoms, re-establish relatedness,
restore a sense of self-identity, improve function,
and promote health.
 CASE STUDY
• Practicing psychotherapy at a public psychiatric
hospital, I have found interpersonal theory and
interventions useful for patients with a wide variety of
diagnostic labels, including schizophrenia, depression,
mood disorders, borderline personality disorders, and
mild mental retardation. These interventions are useful
both in one-to-one therapeutic relationships and milieu
interventions. The theory and interventions provide an
effective adjunct for psychopharmacology and
psychiatric rehabilitation, particularly with people who
have complex behavioral problems refractory to
psychopharmacological intervention. My anecdotal
clinical experience is not consistent with Beeber's (1995)
contention that the Peplau model does not fit psychiatric
nursing practice in inpatient settings. Employed as a
certified specialist/nurse psychotherapist with an
assigned caseload of patients with complex behavior
problems and as Assistant Director of Nursing
responsible for milieu intervention, I sought to answer
Beeber's questions:
CASE STUDY
• I discovered that patients are able to identify
patterns and contextual variables through my use
of the interpersonal paradigm and
psychotherapeutic interventions suggested by
Peplau (1989a, b; 1995, 1996b). This presentation
will briefly discuss concepts and definitions of
Peplau's paradigm that help explain the reasons
for the seriously mentally ill person's problems,
and it concludes with a case presentation.
Research Based on Peplau’s Theory

•Hays .D. (1961). Phases and steps of experimental teaching

to patients of a concept of anxiety: Findings revealed that
when taught by the experimental method, the patients were
able to apply the concept of anxiety after the group was
terminated.
•Burd .S.F. Develop and test a nursing intervention framework
for working with anxious patients: Students developed
competency in beginning interpersonal relationship.
 Conclusion
• Peplau conceptualized clear sets of nurse’s roles that can be used by
each and every nurse with their practice. It implies that a nurse’s
duty is not just to care but the profession encompasses every
activity that may affect the care of the patient.
• The idea of a nurse-client interaction is limited with those
individuals incapable of conversing, specifically those who are
unconscious.
• The concepts are highly applicable with the care of psychiatric
patients considering Peplau’s background. But it is not limited in
those set of individuals. It can be applied to any person capable and
has the will to communicate.
• The phases of the therapeutic nurse-client are highly comparable to
the nursing process making it vastly applicable. Assessment
coincides with the orientation phase; nursing diagnosis and
planning with the identification phase; implementation as to the
exploitation phase; and lastly, evaluation with the resolution phase.
 References

• Hildegard Peplau (1909-1999) 1998 Inductee.

(n.d.). . Retrieved July 1, 2014, from
http://www.nursingworld.org/HildegardPeplau
• Sills, G. (n.d.). Hildegard Peplau. Nursing
Theorist Homepage. Retrieved January 3, 2014,
from
http://publish.uwo.ca/~cforchuk/peplau/obituar
y.html