Hildegard E. Peplau

Peplau's Theory of Interpersonal Relations

Interpersonal competencies of nurses are key to assisting patients in the work necessary for regaining health and well-being. Peplaus theory of interpersonal relations is detailed, and examples are given of the three phases which occur in developing nurse-patient relationships, along with associated challenges.

Interpersonal Relations: A Theoretical Framework for Application in Nursing Practice

Peplau discusses major features of the theory of interpersonal relations. She describes her theory as among the most useful to apply during nursing practice in order to understand nurse-patient interactive phenomena. Peplau addresses how she derived constructs from clinical data and identified their congruence with nursing practice. She further addresses the specific concepts of her theory and their relations, and specific uses of the theory in practice.

The Art and Science of Nursing: Similarities, Differences, and Relations

The terms art and science are significant for the practice of nursing. These two concepts have a particular meaning and their defining char acteristics help to illuminate the nature of nursing practice. An under standing of each term is foundational to the comprehension of similari ties and differences and to an understanding of the complex relation played out in nursing practice. Nursing as an art form has three major components—medium, process, and product. The science consists of the systematized knowledge. Both nursings art and its science are essential for excellence in the performance of nursings mission. There is a delicately balanced movement between art and science portrayed by experienced nurses that transcends as it uses the differences between these two forms.

Interpersonal techniques: the crux of psychiatric nursing.

area. Hildegard Peplau (Pottstown, Pa., Hospital School of Nursing; B.A., Bennington; M.A., Ed.D., Teachers College, Columbia University) is professor of nursing at Rutgers University and chairman of the advanced program in psychiatric nursing in which graduate nurse students are trained for clinical specialization in psychiatric nursing. Each of the areas of nursing practice has a particular clinical emphasis. This emphasis does not preclude attention to all the other aspects of the workrole of the nurse practitioner, but more time, effort, and thought are given to this particular facet. For example, nurses in public health programs emphasize health teaching, not to the exclusion of the technical aspects of nursing practice nor of the supportive, reassuring, mother-surrogate type of nurse activities. But, by and large, nurses who visit patients in their homes spend a proportionately larger part of their time teaching. Medical-surgical nursing emphasizes technical care; pediatric nursing emphasizes the mother-surrogate role; in this paper I want to consider the particular emphasis of psychiatric nursing. I have indicated various subroles of the workrole of nurses. Briefly,

Interpersonal constructs for nursing practice

Abstract This paper was presented at a seminar on the role of psychiatric nurses in interpersonal relationships, given at Highland College of Nursing and Midwifery, Raigmore Hospital, Inverness. Selected interpersonal constructs were examined; such theoretical concepts, when applied by nurses in practice situations, provide explanations of observations nurses make and serve also to guide actions which nurses choose, to facilitate a helping nurse-client relationship. Finally, it was suggested that nurse teachers have a large responsibility in helping students to examine various theoretical constructs, learn and apply them in nursing practice, and to develop the necessary intellectual and interpersonal competencies for constructive psychiatric nursing practice.

Quality of Life: An Interpersonal Perspective

Quality of life is a continuum having a higher to lower range. A persons perceptions of life quality are time-related and situation-dependent and tend to vary according to changing life circumstances. Human relationships, especially during the early years of growth and development, can be constructive or destructive influences which can color perceptions, expectations, and behavior patterns manifested in interpersonal interactions throughout the life span. Relationships define and confirm self-worth, identity, acceptance as a human being, a sense of belonging, and other essential interpersonal needs. Relationships provide social support and tend to reduce stress. The quality of interpersonal relationships has a strong bearing on perceptions of quality of life.

Talking with patients.

Social chit-chat must be replaced by the responsible use of words if this process is to be productive.

What is experiential teaching

Learning by experience is hardly a new idea, but this new name suggests its precise meaning and significance.

The Nurse as Counselor

Abstract It is commonly noted that persons with a need for professional counseling often choose indirect means of seeking such help. College students may present to the college health nurse with vague physical symptoms. Nurses have generally recognized competence in counseling due to their professional preparation. Beyond this, there are five basic requirements for competence for counseling college students: a bias for optimism; knowledge of key concepts; an investigative method; a perspective for college health nurses; and continuing education for nurse counselors. A need for counseling is a clinical judgment made by the nurse, and his/her response will be immediate situational counseling, continuing counseling sessions, or referral. Types of counseling situations that the nursing professional may encounter are outlined, including four escapes utilized by students, such as substance abuse, suicide, fear of AIDS, and anorexia/bulimia. Since students do utilize health services, the nurse counselor with a h...

Some Unresolved Issues in the Era of Biopsychosocial Nursing

Four unresolved issues of importance to nurses in this era of biopsychosocial nurs ing are considered in this article. These issues are as follows: first, nature versus nurture; second, matters related to community and family nursing; third, primary and advanced practice nursing; and fourth, external versus internal regulation of nurses. Each issue is considered in a historical context, as well as with a contempo rary perspective. It is suggested that the resolution of these four issues are central to the dialog and debate that will shape the future of psychiatric nursing. (J AM PSYCHIATR NuRsEs Assoc [1995]. 1, 92-96.)