Peplau's Theory Of Interpersonal Relations In Nursing

Peplau’s Theory of Interpersonal Relations: A Critical Analysis

Introduction

The theory of interpersonal relations in nursing was developed by Hildegard E. Peplau after theorists in other social sciences disciplines had shown noteworthy focus on the interpersonal relationships. Of particular influence to Peplau’s theory is Sullivan’s interpersonal psychology (McCamant, 2006). The interpersonal relations theory is founded on the significance of the nurse-patient relationship in the process of healing. Peplau proposed that for the nurse-patient relationship to be therapeutic, that is, to facilitate healing it must be nurtured through four phases – orientation, identification, exploitation, and resolution (Peplau, 1997). The major assumption of

Peplau’s theory indicated that the orientation phase of the nurse-patient relationship is influenced by values, beliefs, expectations, past experiences of both the nurse and the patient. When the nurse does not have the knowledge and competencies to control his/her past experiences, beliefs in relation to the patient’s (suppose divergent) values and beliefs, the relationship cannot proceed to the second phase – identification. The nurse’s ability to manage unmet expectations requires patience and practical training. Moreover, the theory is feasible in nursing practice; Kourosh et al. (2014) used the Peplau’s therapeutic communication (a derivative of the theory) in the management of depression and anxiety. In another study, Hochberger and Lingham (2017) successfully applied the theory in enhancing medication self-management for psychiatric patients. Nevertheless, the fact that the theory corresponds to the nursing process makes it highly feasible in the nursing practice context.

Conclusion

The theory of interpersonal relations by H.E Peplau is one of the most cited middle-range theories. It focuses on the dynamic relationship between the nurse and the patient with the aim of solving the latter’s problems (health issues). Using the Fawcett (2005) criteria for theory evaluation, it is evident that the theory is significant to the nursing profession, has a high degree of internal consistency, is supported by empirical evidence, and therefore essential to the improvement of nursing practice. Accordingly, the theory should not be missed in the development of a nursing education