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Hildegard Peplau TFN Report
1. JOFRED M. MARTINEZ, RN
Graduate School
University of San Agustin
General Luna Street, Iloilo City
2.
3. BACKGROUND OF THE THEORIST
born September 1, 1909, in Reading,
Pennsylvania
second daughter of immigrants
Gustav and Ottylie Peplau, and one
of their six children
began her career in nursing in 1931
as a graduate of the Pottstown,
Pennsylvania, School of Nursing
4.
5. worked as a staff nurse in
Pennsylvania and New York City
became the school nurse at
Bennington College in Vermont where
she earned a Bachelor’s Degree in
Interpersonal Psychology in 1943
through field experiences at Chestnut
Lodge, she studied psychological
issues with Erich Fromm, Frieda Fromm
Reichmann, and Harry Stack Sullivan
8. from 1943 to 1945 she served in the
Army Nurse Corps and was assigned
to the 312th Field Station Hospital in
England, where the American School
of Military Psychiatry was located
9. worked to reshape the mental health
system in the United States through
the passage of the National Mental
Health Act of 1946
Peplau held master’s and doctoral
degrees from Teachers College,
Columbia University
10. she was also certified in
psychoanalysis at the William Alanson
White Institute of New York City. In the
early 1950s
she was a member of the faculty of
the College of Nursing at Rutgers
University from 1954 to 1974
she was a prolific writer and was
equally well known for her
presentations, speeches, and clinical
training workshops
12. • she received numerous awards like The
Christianne Reimann Prize at
International Council of Nurses
Quadrennial Congress and a
fellowship at American Academy of
Nursing
• on the 17th of March 1999, Hildegard
Peplau died in her home at the age of
89, ending a nursing career, which
spanned over fifty years
14. Psychodynamic Nursing is being
able to understand one’s behavior to
help others identify felt difficulties, and to
apply principles of human relations to
the problems that arise to all levels of
experience.
15. Peplau describes four phases of
nurse – patient relationship; although
separate they overlap and occur over
the time of the relationship.
16. During the orientation phase, the
individual has a felt need and seeks
professional assistance. The nurse helps
the patient recognize and understand
his or her problem and determine his or
her need for help.
17. The patient identifies with those who
can help him or her (relatedness). The
nurse permits exploration of feelings to
aid the patient in undergoing illness as
an experience that reorients feelings
and strengthens positive forces in the
personality and provides needed
satisfaction.
18. During the exploitation phase, the
patients attempt to derive full value from
what he or she is offered through the
relationship. The nurse projects new
goals to be achieved through personal
effort and power shifts from the nurse to
the patient as the patient delays
gratification to achieve the newly
formed goals.
19. The patient gradually puts aside old
goals and adopts new goals. This is a
process in which the patient frees himself
or herself from identification with the
nurse.
20. Peplau described six nursing roles
that emerge in the various phases of the
nurse – patient relationship:
21. Peplau states that because the
nurse and patient are strangers to each
other, the nurse should treat the patient
with ordinary courtesy, in other words,
the nurse should not prejudge the
patient, but accept him or her as a
person.
22. The nurse provides specific answers
to questions, especially regarding health
information, and interprets to the patient
the treatment or medical plan of care.
23. The teaching role is a combination
of all roles and “always proceeds from
what the patient knows and develops
around his interest in wanting and ability
to use information.
24. Peplau separates teaching into two
categories:
1. Instructional, which consists largely of
giving information and is the form
explain in educational literature.
2. Experiential, which is using the
experience of the learner as a basis
from which learning products are
developed.
25. The leadership role involves the
democratic process. The nurse helps the
patient meet the tasks at hand through
a relationship through a relationship of
cooperation and active participation.
26. The nurse’s behaviors and attitudes
create feeling tones in the patient that
reactivate feelings in a previous
relationship. The nurse’s function is to help
the patient recognize similarities between
the nurse and the person recalled by the
patient. The nurse then helps see the
differences between the nurse’s role and
that of the recalled person.
27. Counseling functions in the nurse
patient relationship by the way nurses
responds to patients’ demands. The
purpose of interpersonal techniques is to
help the patient remember and
understand fully what is happening to
him in the present situation, so that the
experience can be integrate rather than
dissociated from other experiences in
life.
32. Peplau defines person in term of a
man. Man is an organism that lives in an
unstable equilibrium.
33. Peplau defines health as a word
symbol that implies forward movement
of personality and other ongoing human
processes in the direction of creative,
constructive, productive, and personal
and community living.
34. Peplau also gave importance on the
belief that in order for one’s health to be
achieved and maintained; his needs
must be fully met. These needs include
both physiological and interpersonal
conditions.
35. Peplau implicitly defines the
environment in terms of existing forces
outside the organism and in the context
of culture from which mores, customs,
and beliefs are acquired.
36. Peplau describes nursing as a
significant, therapeutic interpersonal
process. It functions cooperatively with
other human processes that make
health possible for individuals in
communities. When professional health
teams offer health services.
37. Nurses participate in the
organization of conditions that facilitate
ongoing tendencies in human
organisms.
Nursing is an educative instrument,
a maturing force that aims to promote
forward movement of personality in the
direction of creative, constructive,
productive, personal and community
living.
39. Clinicians continue to use Peplau’s
models extensively.
Several researches standout in the use of
Peplau’s theory to guide a program of
study that applies this theory to clinical
practice.
• In 1992, Forchuk initiated a prolific
program of study that tested Peplau’s
theory in clinical settings.
40. • Peden used Peplau’s process of
practiced based theory
development to direct a program of
research in the area of depression.
41. O’Toole and Welt stated that Peplau’s
theoretical ideas, particularly her
definition of nursing and nursing
process, elaboration of anxiety and
learning, and her psychotherapeutic
methods, have become a part of the
collective culture of the discipline of
nursing.
42. Peplau wrote the book Interpersonal
Relations in Nursing specifically as an
aid to graduate nurses and nursing
students.
43. Sills states that Peplau’s work
influenced the direction of clinical
work and studies.
For more than 30 years, Peplau’s
model has formed the basis for
numerous applications of research
methods.
44. Thomas, Bakers and Estes used
Peplau’s concept of anxiety as a
means to constructively resolve angry
feelings through experiential learning
within the nurse – patient relationship.
Hay’s describes a study teaching the
concept of anxiety that is
predominantly based on Peplau’s
concept of anxiety and used her
conceptual model.
45. Assumptions from Peplau’s model
continue to be used in current
research. La Monica devised an
empathy instrument using Peplau’s
model as the theoretical framework.
Peplau made a significant
contribution to the nursing community
through the research done to
evaluate, validate and make more
precise the Theory of Interpersonal
Relations.
