Paper Example on Peplau's Theory of Interpersonal Relations

Introduction

Hildegard Peplau developed the Theory of Interpersonal Relations in 1952 (. The theory primary aspect is the need for a therapeutic relationship between a nurse and patient (Peplau, 1997). The theory is based on the premise that nursing is an interactive process of therapeutic exchanges between "an individual who is sick, or in need of health services, and a nurse especially educated to recognize and to respond to the need for help" (Peplau, 1952 as cited in Erci, Sezgin, & Kacmaz, 2008 p. 60; Wayne, 2014). That relationship matures into an educative tool through interaction between the nurse and the patient as they strive for a common goal - nurturing the patient to good health (Wayne, 2014). The theory suggests for effective nursing to occur, the nurse and the patient need to form a productive relationship built on mutual respect (Norwich University, 2017).

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The foundation of the theory is anchored on assumptions that the caregiver and the sick person can interact and the therapeutic interaction cause them to mature (Peplau, 1991; Wayne, 2014). Further, the interaction becomes a permanent nursing tool through which caregivers recognize the need to promote the growth of their patients by allowing them to make some choices (Wayne, 2014). The last assumption emphasizes the fact nurses cannot always insist on enforcing their values only (Wayne, 2014).

The Relevance of the Interpersonal Theory

The choice of this theory because it forms a conceptual framework, which is largely derived from the empirical study of human interactions. Hence, it assists nurses to expand their understanding of what emerges in a nurse-patient relationship (Peplau, 1997). And since "much work of nursing occurs during their interaction with their patients," the theory vitally let nurses guide parents in finding the meaning and learn how their responses relate to health and sickness (Peplau, 1997, p. 161). The significance of understanding the theory is, therefore, indispensable given that the contemporary nurse has to deal with patients of diverse ethnicity (Peplau, 1997). The theory derives significantly from empirical observations of human relations, thus, it is more comprehensive than the other theories. Nurses are, thus, fully educated on their professional responsibility when dealing with patients, which makes them more competent.

The Concepts of the Theory

The concepts of the theory originate from what Peplau sees as the purpose of nursing - to assist sick people to identify their issues by applying human relations principles (Wayne, 2014). As a result, the theory depends on the definition of the patient, health, society and the environment, and nursing (Wayne, 2014). Peplau defines the patient as a human being or an organism, whose needs cause them to try to reduce stress (Wayne, 2014). Peplau sees health as a symbol for personality and other human processes progression towards inventive, positive, fruitful, individual, and community existence (Wayne, 2014). Third, she considers the evaluation of the cultural and environmental background of a patient as crucial when caring for a client (Wayne, 2014). That is because these factors allow for the creation of an efficient scheme to aid a patient to adjust to the hospital setup (Wayne, 2014). Last, Peplau views nursing as a therapeutic, interactive process between a patient and a caregiver (Wayne, 2014).

The Propositions on the Stages of Therapeutic Nurse-Patient Partnership

The caregiver-patient relationships focus on the patient's needs, feelings, issues, and ideas (Wayne, 2014). The relationship aims at creating a conducive environment to allow for the patient to get well (Wayne, 2014). To create this partnership, Peplau proposes a series of phases. The rationale for this is the fact that the formation of human relations requires a rational progression of the interaction as the parties involved seek to create a trustful channel to communicate freely. The phases Peplau suggest are:

Orientation Phase

The nurse manages this step by involving the patient in the treatment regimen, offering explanations and information, and responding to the client's queries (Wayne, 2014). The stage can be described as the problem defining step. It involves the characterization of the issue and the help needed. At this point, the nurse and the patient are strangers who need to work together to arrive at a meaningful solution. On one side, patients present what assistance they seek and query the caregiver. They also relate their preconceptions and expectations from their past experiences. On the other side, nurses provide answers, describe their roles, help to discover the problems by utilizing existing resources and services (Wayne, 2014).

Identification Phase

The identification stage follows when the patients work simultaneously with the caregiver, expresses emotions and starts to feel stronger (Erci, Sezgin, & Kacmaz, 2008; Wayne, 2014). It involves choosing the appropriate professional intervention (Wayne, 2014). Also, the patient develops a sense of belonging and ability to deal with the problem (Wayne, 2014). Therefore, this stage alleviates the patient feeling of anxiety.

Explanation Phase

At this point, the patient fully exploit the services provided. The request for alternative solutions with the aid of their caregivers based on their interests and needs (Wayne, 2014). They also feel as integral elements of the process and occasionally makes requests and call attention to themselves (Erci, Sezgin, & Kacmaz, 2008; Wayne, 2014). Nurses on their part employ interviewing techniques to further explore, understand, and deal with the problem at hand (Erci, Sezgin, & Kacmaz, 2008; Wayne, 2014). More importantly, the caregiver role in this phase is assisting the patient to use all existing avenues of help as they move to the final chapter ((Erci, Sezgin, & Kacmaz, 2008; Wayne, 2014).

Resolution Phase

At this juncture, the patients do not require professional assistance, thus, they embrace independence (Erci, Sezgin, & Kacmaz, 2008; Wayne, 2014). In collaboration with the caregiver, the patient's needs are now met (Wayne, 2014). Therefore, they should end their therapeutic interaction (Wayne, 2014). Difficulties may arise is a psychological dependency persists (Wayne, 2014). However, patients tend to drift away and break the bond with the nurse, show healthier emotional balance and both parties mature into separate entities (Wayne, 2014). Hence, the resolution stage is when the partnership ends (Wayne, 2014).

The Role of the Nurse

Peplau observed that the nurse plays various roles throughout the stages of the therapeutic relationship. These roles are best administered if the caregiver actively observes and evaluates self, patient, and the quality of relations on a continuous basis (Sitzman & Eichelberger, 2011). Some of the roles include (Peplau, 1952, 1988 as cited in Sitzman & Eichelberger, 2011, p. 148-149): "Stranger, teacher, healthcare resource person, leader, safety agent, mediator, and an observer."Application of the Interpersonal Theory

The management of anxiety in the preoperative and postoperative patient anxiety offers the best demonstration of the practicability of the interpersonal theory in nursing. That is because applying excellent communication skills to the patient before and after surgery alleviate their feelings of hopelessness and helplessness (Erci, Sezgin, & Kacmaz, 2008). The main reason for this is the sufficient clarity Peplau's model offers, which allows the caregivers to constantly communicate in a measured manner (Erci, Sezgin, & Kacmaz, 2008). The model also offers a room for the integration of Peplau's concepts with ideas from other bases of knowledge (Erci, Sezgin, & Kacmaz, 2008). As Erci, Sezgin, and Kacmaz, (2008) found, the interpersonal theory can effectively reduce anxiety among patients suffering from preoperative and postoperative anxiety and other chronic illnesses (p. 65).

Conclusion

The interpersonal theory by Peplau conceptualizes nursing as a process involving the creation of an interactive therapeutic relationship between nurses and their patients. Consequently, it is crucial for nurses to possess great interpersonal skills to make their services more effective in alleviating patient problems while undergoing care. The interpersonal model allows for a nurse to form a relationship of trust with a patient, which permits both parties to exchange ideas freely. As such, the model helps to streamline the nursing process because the patient and the nurse contributes in deciding the best course of action to solve a problem with the patient needs at the focal point. The interpersonal model results in the growth of the nurse and the patient, thus, nurses can learn from their experiences while patients come out of care an emotionally balanced state.Additionally, the interpersonal theory of nursing comprehensively defines the role of the nurses. As a result, there is no doubt as to what a nurse needs to enhance the nurse-patient relations. Finally, the interactive nature of the approach Peplau proposes indicates the model can effectively decrease anxiety among patients suffering from chronic diseases as well as those facing preoperative and post-operative situations.

References

Erci, B., Sezgin, S., & Kacmaz, Z. (2008). The impact of therapeutic relationship on preoperative and postoperative patient anxiety. Australian Journal of Advanced Nursing, 28(1), 59-66.

Peplau, H. E. (1991). Interpersonal relations in nursing: A conceptual frame of reference for psychodynamic nursing. New York, NY: Springer Pub. Co.

Peplau, H. E. (1997). Peplau's theory of interpersonal relations. Nursing Science Quarterly, 10(4), 162-167. doi:10.1177/089431849701000407

Sitzman &, K. L., & Eichelberger, L. W. (2011). Understanding the work of nurse theorists. Sudbury, MA: Jones and Bartlett Publishers.

Wayne, G. (2014, September 2). Hildegard Peplau interpersonal relations theory. Retrieved from https://nurseslabs.com/hildegard-peplaus-interpersonal-relations-theory/