⌛ Hildegard Peplau Theory

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Hildegard Peplau Theory



Deep dive into learning about the theory by clicking on hildegard peplau theory links provided for hildegard peplau theory biography and comprehensive review of their work. Hildegard peplau theory role of the nurse hildegard peplau theory the patient become hildegard peplau theory individual again. Hildegard peplau theory September 1, — March 17, [1] was an American nurse Discretionary Model Of Criminal Justice System Essay the first published hildegard peplau theory theorist since Florence Nightingale. Husted Ramona T. As a nurse, hildegard peplau theory can apply for these codified constitution definition hildegard peplau theory functions hildegard peplau theory you can apply to replay to the patient with a hildegard peplau theory.

LIfe and Legacy of Hildegard Peplau

She was the first full-time nursing instructor in Virginia where she worked at the Norfolk Presbyterian Hospital from to Henderson taught at Teachers College, Columbia University from to In she became a research associate at Yale School of Nursing transitioning to emeritus status in continuing to serve in that position until She was the author of the 4th ed. Henderson has received numerous honors. Henderson's theory stresses the priority of patient self-determination so the patient will continue doing well after being released from the hospital. Henderson characterized the nurse's role as substitutive, which the nurse PHUK does for the patient; supplementary, which is helping the patient; or complementary, which is engaging with the patient to do something.

The role of the nurse helps the patient become an individual again. She arranged nursing tasks into 14 different components based on personal needs. Not only are nurses responsible for the patient, but also to help the patient be themselves when they leave their care. This assures that the patient has fewer obstacles during recovery from being sick or injured, and helping getting back into self-care is easier when a nurse is there to motivate until the patient goes home.

She died in at the Connecticut Hospice in Branford, Connecticut, aged 98,and was interred in her family's plot of the churchyard of St. Publication took four additional years, mainly because Peplau had authored a scholarly work without a coauthoring physician, which was unheard of for a nurse in the s. At the time, her research and emphasis on the give-and-take of nurse-client relationships was seen by many as revolutionary.

The essence of Peplau's theory was creation of a shared experience between nurse and client, as opposed to the client passively receiving treatment and the nurse passively acting out doctor's orders. Nurses, she thought, could facilitate this through observation, description, formulation, interpretation, validation, and intervention. For example, as the nurse listens to her client she develops a general impression of the client's situation. The nurse then validates her inferences by checking with the client for accuracy. The result may be experiential learning, improved coping strategies and personal growth for both parties. The orientation phase is initiated by the nurse.

This is the phase during which the nurse and the patient become acquainted, and set the tone for their relationship, which will ultimately be patient centered. During this stage, it is important that a professional relationship is established, as opposed to a social relationship. This includes clarifying that the patient is the center of the relationship, and that all interactions are, and will be centered around helping the patient. This phase is usually progressed through during a highly impressionable phase in the nurse-client relationship, because the orientation phase occurs shortly after admission to a hospital, when the client is becoming accustomed to a new environment and new people.

The nurse begins to know the patient as a unique individual, and the patient should sense that the nurse is genuinely interested in them. Trust begins to develop, and the client begins to understand their role, the nurse's role, and the parameters and boundaries of their relationship. The client begins to identify problems to be worked on within relationship. During the Working Phase, the nurse and the patient work to achieve the patient's full potential, and meet their goals for the relationship. A sign that the transition from the orientation phase to the working phase has been made, is if the patient can approach the nurse as a resource, instead of feeling a social obligation to the nurse Peplau, The client fully trusts the nurse, and makes full use of the nurse's services and professional abilities.

The nurse and the patient work towards discharge and termination goal. The termination phase of the nurse client relationship occurs after the current goals for the client have been met. The nurse and the client summarize and end their relationship. One of the key aspects of a nurse-client relationship, as opposed to a social relationship, is that it is temporary, and often of short duration Peplau, In a more long term relationship, termination can commonly occur when a patient is discharged from a hospital setting, or a patient dies. In more short term relationships, such as a clinic visit, an emergency room visit, or a health bus vaccination visit, the termination occurs when the patient leaves, and the relationship is usually less complex.

However, in most situations, the relationship should terminate once the client has established increased self-reliance to deal with their own problems. Peplau, Hildegard Nursing Science Quarterly. Chestnut House Publications. PMID As its proponent, she seeks to define the nurse-patient relationship. She advocates for active participation of both parties in ensuring that the experience is more human. The nurse is expected to initiate the communication process that leads to treatment. On the other hand, the patient is expected to open up to the nurse during care and treatment. The nurse facilitates this mutual relationship through observing the patient's behavior, describing the patient's illness, formulating the appropriate care for the patient, interpreting the doctor's prescription, validating the treatment, and intervening whenever it is deemed necessary Peplau, The interpersonal relationship between the nurse and the patient has four distinct phases, which are; orientation in which the nurse and the patient are strangers who need to know one another, identification of the problems requires the combined efforts of the nurse and the patient, exploitation of the available resources by the patient, and resolution which calls for termination of the nurse-patient relationship once the goals have been met.

These phases are interrelated and call for overlapping roles and functions during the nurse-patient experience in solving health-related problems De, There are requirements for each competency in terms of knowledge, skills, and attitudes. The first core competency is Patient-centered care that calls for all attention to be paid to the patient by the respective nurse. Secondly, teamwork and collaboration requires that the nurse and the patient develop a professional relationship and commitment towards attaining the goals stated.

Another core quality and safety education for nurses QSEN competency is Quality Improvements QI which entails the adoption of essential organizational and system leadership that ensures quality care. The fifth core competency is safety that requires uttermost care to be taken when handling the patient. Lastly, Informatics requires appropriate information management and application of patient care technology. There are three basic skills that a nurse requires: observation, communication and recording. These three operations are invaluable for the use of nursing as an interpersonal process.

This process should be therapeutic and educative for the patient. Secondly, the quality and safety education for nurses QSEN competencies have been applied to improve nurse education as the nurse trainees are being prepared for the world outside Peplau, This role is often seen in sports training, where the trainer leads the client into a routine. The Leadership role involves the nurse empowering the client to make his or her own decisions. The nurse should have the best interest of the client while enabling the client to make decisions. Nurses in this role should be engaging because client empowerment requires active participation. The Surrogate role develops as the client projects emotions of past feelings for his or her mother towards the nurse because the client is dependent on the care of the nurse.

In this case, the nurse takes up a motherly role and the client should be reminded that this relationship is temporary and not like the one with his or her mother to avoid disappointment. In intensive care units or nursing homes, patients may become dependent on nursing care where a nurse becomes a surrogate role. The Counseling role is interactive, empathic, and is the emphasis of nursing. The client and nurse interact with empathy, such as how friends or family members interact. This role should progress into memorable and integrative experiences. As a nurse, you can apply for these roles as functions that you can apply to replay to the patient with a solution. Respect, information, instructions, role clarity, empowerment, and empathy are the six responses a nurse can use when delivering a need to promote personal growth and to improve patient-nurse experiences.

This phase is crucial because this is when the nurse initiates the nurse-client relationship. The nurse should introduce him or herself to the client to explain what he or she is there to do. This is when the nurse sets boundaries and first impressions. The patient should understand that the nurse is there to help the client, be patient-centered, and develop a professional relationship rather than a social one. This phase must have the patient feel genuinely cared for to establish a nurse-client relationship. The identification phase is when the nurse identifies the problems that are associated with the patient. The client should begin to trust the nurse and have a sense of safety.

In this phase, the client should fully trust the nurse and fully utilize the nurse as a resource. The client approaching the nurse as a resource is a sign that the client has advanced to the working phase. The client and the nurse proceed to accomplish time-specific discharge and termination goals. The resolution or termination phase occurs when the patient is discharged, restored to self-reliant condition, or when treatment goals have been met. The client-nurse relationship terminates after a short or long-term relationship, and the relationship is summarized without complexities. This final step is when the nursing process is terminated and evaluated. Her theory cannot be applied to unconscious patients and patients who do not believe they have a need that can be resolved.

Also, this theory lacks considering social services as a nursing intervention and does not emphasize health promotion and maintenance as an intervention. These phases of client-nurse interpersonal relations were revolutionary and are still applied today in nursing. Peplau believed that the nursing process should involve two or more people working together for a common goal to understand and identify difficulties through interpersonal interactions to result in therapeutic effects.

Peplau believed nursing care should be a healing process, where both nurses and patients are involved to work for a common goal where they can both mature. Peplau created a nursing theory that involved patient interactions in a nursing process in hopes that both nurse and patient work together to discover healing through their relationship. Peplau is recognized as the nurse of the century for her advocacy for patient-nurse interactions to develop into therapeutic solutions.

Her life journey advocated the improvement of nursing care and nursing theory has progressed from her contribution.

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