Hildegard E

Hildegard E.
Peplau
Theory of Interpersonal Relations
By Anna Cunningham, Jessica Morgan,
Brea Yang, & Stephanie Wietecha
Ferris State University
Fall 2010
Hildegard E. Peplau
1909-1999
Hildegard E. Peplau
 Born in Reading, PA in 1909

 BA in interpersonal psychology from Bennington College in 1943
 MA in psychiatric nursing from Columbia University in New York in 1947
 EdD in curriculum development in 1953
 Published Interpersonal Relations in 1952
 Executive director and president of ANA
Historical Evolution of the Theory of Interpersonal Relations Model
 Mother of psychiatric nursing for her theoretical and clinical work

 Influence includes contributions as a psychiatric nursing expert, educator, author, and
nursing leader and theorist.
 Much on her life’s work focus on the extension of Harry Stack Sullivan’s theories whom she
worked along side of while obtaining her psychology degree.
 She was the only nurse to serve the ANA as executive director and later president.
 1997 she received the world of nursing’s highest honor, the ChristianeReimann Prize. (The
award is given every 4 years for outstanding national and international contribution to nursing
and health care).
 1996 the American Academy of Nursing honored her as a living legend.
 Her career in nursing began in 1931.
 1943 – 1945 She served in the Army Nurse Corps where she met leading figures of British
and American psychiatry.
 After the war, she worked to reshape the mental health system in the U.S. through the
passage of the National Mental Health Act of 1946.
 1950 she developed and taught the first classes for graduate psychiatric nursing students at
Teachers College.
 1950s to 1960s She taught summer workshops for nurses where she taught interpersonal
concepts and interviewing techniques.
 She helped established the first graduate nursing program in Europe.

 Her theoretical and clinical work led to the development of distinct specialty field of
psychiatric nursing.
 It has been argued that her life and work produced the greatest changes in nursing practice
since Florence Nightingale.
Metaparadigm: Person
 A developing organism that tires to reduce anxiety caused by needs.
Metapardigm: Environment
 Existing forces outside the organism and in the context of culture.
Metaparadigm: Health
 A word symbol that implies forward movement of personality and other ongoing human
processes in the direction of creative, constructive, productive, personal and community
living.
Metaparadigm: Nursing
 A significant therapeutic interpersonal process. It functions cooperatively with other human

process that make health possible for individuals in communities.
 A human relation 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.
Unique Concept of the Theory of Interpersonal Relations
 Roles of the nurse

o Stranger
o Teacher
o Resource person
o Counselors
o Surrogate
o Leader
Roles of Nurse
 Stranger
o A stranger is an individual with whom another individual is not acquainted.
o Accepting the patient as he is to build trust.
o Treating the patient as an emotionally able stranger and relating to him on this basis
until evidence shows him to be otherwise.
Roles of Nurse
 Teacher
o Impacts knowledge in reference to a need or interest.
o Identifies learning needs and provides information to the patient or family that may
aid in improvement of the life situation.
Roles of Nurse
 Resource person
o A resource person provides specific, needed information that helps the patient
understand his or her problem and the new situation.
o Example: a patient might state he does not know how to change his dressing and the
nurse explains it to the patient and demonstrates the procedure then observes the
patient doing the demonstration.
Roles of Nurse
 Counselor
o Helps to understand and integrate the meaning of current life circumstances,
provides guidance and encouragement to make changes.
o Listens as the patient reviews feelings in any aspect of life.
Roles of Nurse
 Surrogate
o Helps to clarify domains of dependence, interdependence and independence and
acts on the patient’s behalf as an advocate.
Roles of Nurse
 Leader
o Help patient assume maximum responsibility for meeting treatment goals in a
mutually satisfying way.
Additional Roles
 Technical expert
 Consultant
 Health teacher
 Tutor
 Socializing agent
 Mediator
 Administrator
 Recorder observer
 Researcher
Theory of Interpersonal relations
 Influenced by Harry Stack Sullivan’s theory of Interpersonal relations of 1953.

 Idenitified four sequential phases in the interpersonal relationship
o Orientation
o Identification
o Exploitation
o Resolution
 Orientation
o Problem defining phase
o Patient meets nurse as stranger
o Patient and nurse collaborates to define problem and decide type of services
needed.
o Patient seeks assistance from nurse, conveys needs, and asks questions.
o Patient shares preconceptions and expectations of past experiences.
o Nurse identifies problems to use available resources to assist patients.
 Identification
o Nurse selects appropriate professional assistance.
o Patient begins to feel comfortable with nurse.
o Patient begins to feel belonging and capability of dealing with problem.
 Exploitation
o The phase during which the patient makes full use of available professional services.
o Patient may fluctuate on independence.
o Patient may make minor requests or attention getting techniques.
o Nurse must be aware about the various phases of communication.
o Nurse uses appropriate interview techniques in order to explore, understand, and
adequately deal with patient problem.
 Resolution
o The phase in which the work accomplished is summarized and closure occurs.
o Termination of professional relationship.
o Patient’s needs have already been met by the collaboration of nurse and patient
relationship.
o This is a difficult process for patients if psychological dependence persists.
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
Interpersonal Theory and Nursing Process
Education from Peplau’s View
 Teaching role: Gives instructions and provides training; involves analysis and synthesis of
the learner's experience.
Current Research
 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
Without Theory
•New ostomy patient
•Nurse senses tension and tries to enlighten the mood through distraction towards other events,
Patient smiles
•Nurse continues to help the patient by carried for the appliance for the patient
•Inadequate coping is reinforced
•Another day went by with the nurse promoting increased patient dependence by “staff helping”
With Theory
•New ostomy patient
•Nurse recognizes her own anxieties of ostomies, as well as the patients anxiety (avoidance of care
and involvement)
•Nurse assists patient to explore feelings through therapeutics
•Nurse openly prompts patient to talk about concerns during care of the appliance
•Encourages the patient to look at, touch, and care for appliance progressively throughout care
Strength of the Theory of Interpersonal Relations
 This theory provides nurses with a framework to interact with patients whom have regressed
to an earlier level of development. Nurses will help the client progress to the appropriate
developmental level which helps the individual have the courage to confront the problems he
or she has in life. Nurses serve to facilitate learning which individuals are not taught earlier in
life.
 Theories can interrelate concepts in such a way as to create a different way of looking at a
particular phenomenon.
 This theory provides logical systematic way of viewing nursing situations.
 This theory help patient ‘s address their anxiety, tensions and frustrations.
Limitations of the Theory of Interpersonal Relations
 Intra family dynamics and personal space consideration are not a priority.
 Community social service resources are often less considered .
 This theory will not work for a patient without a felt need such as withdrawn or unconscious
patients.
References
 Theory of interpersonal relations, Hildegard peplau. (July 23, 2010). Retreived from
http://en.wikipedia.org/wiki/Hildegard_Peplau
 Wikipedia, the free encyclopedia. (October 9, 2010). Hildegard Peplau. Retreived from
http://en.wikipedia.org/wiki/Hildegard_Peplau

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Hildegard E.

 Born in Reading, PA in 1909

Historical Evolution of the Theory of Interpersonal Relations Model

 Mother of psychiatric nursing for her theoretical and clinical work

Historical Evolution of the Theory of Interpersonal Relations Model

Historical Evolution of the Theory of Interpersonal Relations Model

 She helped established the first graduate nursing program in Europe.

 A developing organism that tires to reduce anxiety caused by needs.

 Existing forces outside the organism and in the context of culture.

 A significant therapeutic interpersonal process. It functions cooperatively with other human

 Roles of the nurse

Theory of Interpersonal relations

 Influenced by Harry Stack Sullivan’s theory of Interpersonal relations of 1953.

Theory of Interpersonal Relations

Theory of Interpersonal Relations

Theory of Interpersonal Relations

Theory of Interpersonal Relations

 Both are sequential and focus on therapeutic relationship

Interpersonal Theory and Nursing Process

Education from Peplau’s View

 Hays .D. (1961).Phases and steps of experimental teaching to patients of a concept of

Strength of the Theory of Interpersonal Relations

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