Peplau's Theory of Psychodynamic Nursing This research examines Peplau'

PEPLAU'S THEORY OF PSYCHODYNAMIC NURSING

According to Hildegard Peplau, psychodynamic nursing involves the use of one's (the nurse) knowledge and understanding of one's own behavior to help others (patients) identify felt difficulties, and the application of human relations to problems that arise at all levels of experience (Carey, Noll, Rasmussen, Searcy, and Stark, 1989, p. 205). This interpersonal process is defined by Peplau in the context of four phases of the nursepatient relationshiporientation, identification, exploitation, and resolution. Although each phase of this relationship is defined separately, Peplau recognized that considerable overlap existed between the phases.

During the orientation phase of the nursepatient relationship, the patient experiences a felt need and seeks professional assistance from the nurse. During this phase, the nurse tries to help the patient in both recognizing and understanding the problem that he or she is experiencing. During the orientation phase, also, the nurse attempts to determine exactly what help is needed by the patient.

. . .
tionship (Peplau, 1952, pp. 4447). The role of resource person is the second role played by the nurse. As a resource person, the nurse provides specific answers to the patient's questions where possible, and provides an interpretation of any care plan developed for the patient (Carey, Noll, Rasmussen, Searcy, and Stark, 1989, p. 206). In this role, the nurse must determine how the information required should be provided to the patient. The principal choices in this context are straightforward answers or counseling (Peplau, 1952, pp. 4748). The role of the resource person will most often be adopted by the nurse during the identification phase of the nursepatient relationship, although the role may also be appropriate, at times, in both the orientation and exploitation phases of the relationship. The third role that must be played by the nurse in the nursepatient relationship is that of teacher (Peplau, 1952, p. 48). In Peplau's psychodynamic nursing model, the teaching process is divided into instructional and experiential types. As an instructional teacher, the nurse provides information to the patient. As an experiential teacher, the nurse uses the experiences of the patient to help the patient to both generalize
. . .

Some common words found in the essay are:
Searcy Stark, THEORY HYPOTHETICAL, , Hildegard Peplau, nursepatient relationship, peplau 1952, played nurse, phase nursepatient relationship, Peplau Hildegard, role played nurse, peplau 1952 pp, psychodynamic nursing, phase nursepatient, role played, help patient, 1952 pp, played nurse nursepatient, nurse nursepatient, Stark Nancy, nurse nursepatient relationship, phases nursepatient, Carey Noll, Rasmussen Searcy, Models Nursing, Noll Rasmussen,
Approximate Word count = 1490
Approximate Pages = 6 (250 words per page)