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Theory of Interpersonal Relations
Peplau’s Theory of Interpersonal Relations (1952) and her work on the professionalism of nursing was considered by some to be what awakened the nursing profession from relative silence since Florence Nightingale. Peplau is often regarded as the mother of psychiatric nursing, where her theory has its roots. However, as the literature shows, the Theory of Interpersonal Relations has been applied in many areas, including emergency and rural settings (Senn, 2013). The theory has been identified as grand, middle-range, and practice based, because it was initially developed to be applicable to psychiatric nurses. However, because of its relativity to all practicing nurses, and its representation of a partial view of reality with less abstract, more specific phenomena, it fits best as a middle-range theory (Fawcett, 2005).
The central theme of this theory is the nurse-patient relationship. The relationship can be separated into phases. In her initial work Peplau (1952) described these phases as: Orientation, identification, exploitation, and resolution. Later, Peplau (1997) reduced these to three phases: Orientation, working, and termination. At different phases the nurse fulfills various roles based on the needs of the patient: Stranger, resource person, teacher, leader, surrogate, and councillor (Peterson, 2013). It is through these roles the nurse begins to understand the various needs, frustrations, conflicts, and anxieties of the patient and a relationship that facilitates growth from both the nurse and patient happens (Peterson, 2013).
Each phase of the relationship can be experienced in every nursing situation. In the orientation phase, the nurse is a resource person, counsellor, and surrogate. The ultimate goal is helping the patient become oriented to their problem and understanding their sources of anxiety. For this to be effective the nurse must be an active listener and focus the needs on that of the patient not the nurse (Peplau, 1952). The identification phase can begin once the patient begins to understand his/her situation and identify sources of help, with the nurse acting as a leader to promote constructive learning by providing opportunities for the patient to develop skills that will enable them to respond independently of the nurse (Peplau, 1952). Exploitation is achieved when the patient is able to take full advantage of the services offered to them and begin to anticipate and...