Peplau’s theoretical perspective

Peplau’s theoretical perspective

Peplau’s theoretical perspective mainly focuses on the various interpersonal processes and also therapeutic relationship existing for growth between the Patient and client. The existing interpersonal focuses of this particular theory enables peer group. The current interpersonal discussions of this specific theory enable peer groups to understand that the nurse attends to various responsibilities for the well-being of the client. In this domain, it enhances the growth of group communication, student learning focus, peer integration and the distinct roles of student nurses (Deane & Fain,2016).  In this particular response, the theory is imperative as it enables us to understand our own behaviour and help other peer learners to identify the felt challenges. It will also allow learners to apply the fundamental principles of human relations in the profession and also day to day problems which are at the various points of life experience

In this theory, the nurse-patient relationship is explained in several stages. The orientation stage incorporates how learners has a felt need and looks for proficient help. The nurture encourages the person to perceive and get his/her concern and decide the requirement for assistance. In the identification level, patients mainly identifies with those people who are willing to offer support. The nurse allows investigation of sentiments to help the Patient in experiencing disease as an encounter that reorients emotions and fortifies constructive powers in character and gives required fulfilment. During the exploitation stage, the patient endeavors to get full an incentive from what he/she are offered through the relationship (Evans,Deutsch, Drake & Bullock,2017).  The attendant can extend new objectives to be accomplished through close to home exertion and force shifts from the medical caretaker to the Patient as the Patient defers satisfaction to achieve the recently shaped objectives. It is also imperative to respond that peer learners are able to make resolutions or future goals for successful life and professions. As stated in theory the Patient sets aside old objectives and receives new targets. This is a procedure wherein the Patient liberates himself from ID with the medical caretaker.

Peplau characterizes nursing Process as an intentional scholarly action that manages the expert act of nursing in considering an organized, efficient way. Peplau clarifies four stages, for example, Nurse and Patient meet up as outsiders; meeting started by quiet who communicates a felt need; cooperate in perceiving, explaining and characterizing realities identified with need. Patient takes an interest in objective setting; has sentiment of having a place and reacts explicitly to the individuals who can address their issues (Allam,Al Orapy & Megrin, 2017). In addition, Patient effectively looks for and draws information and mastery of the individuals who can help.  In Nursing Process, the direction stage matches with evaluation stage where both the Patient and medical caretaker are outsiders; meeting started by quiet who communicates a felt need. Conjointly, the medical caretaker and patient work together, explains and accumulates significant data.

Peplau’s theory of interpersonal relations in nursing was picked as a reasonable nursing hypothesis for this response to peer learning. This is because it recognized the significance of patients’ encounters in nursing care (Hariyati& Ungsianik,2018). In the hypothesis of relational relations in nursing, Peplau accentuated patients’ experiences and the impact that nurture quiet connections have on those encounters. Peplau stated that the focal point of logical research in nursing ought to be patients, their requirements, and their recognitions about the consideration they got from medical caretakers. Thus, interpersonal skills are essential for active learning.

References

Deane, W. H., & Fain, J. A. (2016). Incorporating Peplau’s theory of interpersonal relations to promote holistic communication between older adults and nursing students. Journal of Holistic Nursing, 34(1), 35-41.

Evans, E. C., Deutsch, N. L., Drake, E., & Bullock, L. (2017). Nurse–Patient interaction as a treatment for antepartum depression: A mixed-methods analysis. Journal of the American Psychiatric Nurses Association, 23(5), 347-359.

Allam, N., Al Orapy, Z., & Megrin, W. A. A. (2017). Application of Peplau’s Theory Model to Overcome Intestinal Parasites and Anemia among Schoolchildren. American Journal of Nursing Research, 5(6), 209-218.

Hariyati, R. T. S., & Ungsianik, T. (2018). Improving the interpersonal competences of head nurses through Peplau’s theoretical active learning approach. Enfermeria clinica, 28, 149-153.