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INTERACTION ORIENTED THEORIES (Part 1)
| Question | Answer |
|---|---|
| ◦emphasized nursing on the establishment and maintenance of relationships ◦highlighted the impact of nursing on patients and how they interact with the environment, peop◦Theory of Interpersonal Relationsle, and situations | Interaction Theories |
| Theory of Interpersonal Relations | Hildegard Peplau |
| Deliberative Nursing Process Theory | Ida Jean Orlando |
| The Helping Art of Clinical Nursing | Ernestine Weidenbach |
| Goal Attainment Theory | Imogene King |
| Humanistic Nursing Theory | Josephine Paterson and Loretta Zderad |
| Human to Human Relationship Model | Joyce Travelbee |
| American nurse who is the only one to serve the American Nurses Association (ANA) as Executive Director and later as President. | Hildegard Elizabeth Peplau is the only one to serve the American Nurses Association (ANA) |
| Hildegard Elizabeth Peplau became the first published nursing theorist since _________________ | Nightingale. |
| Hildegard Elizabeth Peplau is known as | “Mother of Psychiatric Nursing” and the “Nurse of the Century.” |
| Early Life of Peplau | ◦Peplau’s eage to grow beyond traditional women’s roles ◦She considers nursing was one of few career choices ◦witnessed the devastating flu epidemic that greatly influenced her understanding of the impact of illness and death on families |
| Peplau earned a Bachelor’s degree in interpersonal psychology in __________ at _________________________ | 1943; Bennington College in Vermon |
| Peplau studied psychological issues with Erich Fromm, Frieda Fromm-Reichmann, and Harry Stack Sullivan at ____________, a private psychiatric hospital in Maryland | Chestnut Lodge |
| Peplau ◦held master’s and doctoral degrees from __________________________, in _________. | Teachers College, Columbia University; 1947 |
| After the war, Peplau was at the table with many of these same men as they worked to reshape the mental health system in the United States through the passage of the _______________________ | National Mental Health Act of 1946. |
| Peplau’s lifelong work was largely focused on _____________________________________ | extending Sullivan’s interpersonal theory for use in nursing practice. |
| Peplau was certified in _______________ by the _____________________of New York City | psychoanalysis; William Alanson White Institute |
| Peplau in the early 1950s, she developed and taught the _____________________________________________________________. | first classes for graduate psychiatric nursing students at Teachers College. |
| What university is Peplau a professor emeritus? | College of Nursing faculty at Rutgers University. Peplau was a member of the College of Nursing faculty at Rutgers University from 1954 until her retirement in 1974 |
| Titles of Peplau | Founder of modern psychiatric nursing, an innovative educator, advocate for the mentally ill, proponent of advanced education for nurses, Executive Director and then President of the ANA, and prolific author |
| What is the national nursing honorary society that Peplau is an elected fellow? What's the other association? | Sigma Theta Tau; American Academy of Nurses |
| ◦American Academy of Nursing honored Peplau as a | Living Legend. |
| What did Peplau received that is considered as nursing's highest honor? | the“Christiane Reimann Prize,”at the ICN Quadrennial Congress in 1997 |
| Peplau developed her “Interpersonal Relations Theory” in 1952, mainly influenced by _______________________________________________ | Harry Stack Sullivan, Percival Symonds, Abraham Maslow, and Neal Elgar Miller. |
| According to Peplau (1952/1988), nursing is _______________ because it is a healing art, assisting an individual who is sick or in need of health care. | therapeutic |
| Nursing can be viewed as an interpersonal process because _____________________________________________________. | it involves interaction between two or more individuals with a common goal |
| Hildegard E. Peplau’s theory defined Nursing as | “An interpersonal process of therapeutic interactions between an individual who is sick or in need of health services and a nurse especially educated to recognize, respond to the need for help.” |
| Hildegard Peplau’s Interpersonal Relations Theory | ◦emphasized the nurse-client relationship as the foundation of nursing practice ◦ an interpersonal model emphasizing the need for a partnership between nurse and client |
| Major Concepts of the Interpersonal Relations Theory | Man, Health , Society or Environment, Nursing |
| -an organism that “strives in its own way to reduce tension generated by needs.” The client is an individual with a felt need | Man |
| “a word symbol that implies forward movement of personality and other ongoing human processes in the direction of creative, constructive, productive, personal, and community living.” (Hildegard's Definition) | Health |
| to consider the patient’s culture and mores when the patient adjusts to the hospital routine. (Hildegard's Definition) | Society or Environment |
| specially educated to recognize and to respond to the need for help (Hildegard's Definition) | Nursing |
| Hildegard Peplau’s Interpersonal Relations Theory’s assumptions (1,2,3) | (1) Nurse and the patient can interact. (2) Peplau emphasized that both the patient and nurse mature as the result of the therapeutic interaction. (3) Communication and interviewing skills remain fundamental nursing tools. |
| Hildegard Peplau’s Interpersonal Relations Theory’s assumptions (4) | (4) Peplau believed that nurses must clearly understand themselves to promote their client’s growth and avoid limiting their choices to those that nurses value. |
| Therapeutic nurse-client relationship | ◦Orientation Phase ◦Identification Phase ◦Exploitation Phase ◦Resolution Phase |
| Four Levels of Anxiety | ◦Mild anxiety ◦Moderate anxiety ◦Severe ◦Panic anxiety. |
| is a positive state of heightened awareness and sharpened senses, allowing the person to learn new behaviors and solve problems. | Mild anxiety |
| involves a decreased perceptual field (focus on the immediate task only); the person can learn a new behavior or solve problems only with assistance. | Moderate anxiety |
| involves feelings of dread and terror. | Severe anxiety |
| can involve loss of rational thought, delusions, hallucinations, and complete physical immobility and muteness. | Panic anxiety |
| • Non-continuous data collection • Felt need • Definite needs | Orientation Phase |
| • Interdependent goal setting | Identification Phase |
| • Patient actively seeking and drawing help • Patient-initiated | Exploitation Phase |
| • Occurs after other phases are completed successfully • Leads to termination | Resolution Phase |
| six nursing roles according to peplau | stranger, resource person, teacher, leader, surrogate, and counselor |
| Ernestine Wiedenbach known for her work in_______________________________________ while teaching maternity nursing at the School of Nursing, Yale University | theory development and maternal infant nursing developed |
| Ernestine Wiedenbach directed the _____________________________________________ when the Yale School of Nursingestablished a master’s degree program and authored books used widely in nursing education | major curriculum in maternal and newborn health nursing |
| Wiedenbach’s orientation is a ______________________________________________ . | philosophy of nursing that guides the nurse’s action in the art of nursing |
| Weidenbach specified four elements of clinical nursing | philosophy, purpose, practice, and art. |
| Wiedenbach proposes that nurses identify patients’ need for help in the following ways: | 1. Observing behaviors consistent or inconsistent with their comfort 2. Exploring the meaning of behavior 3. Determining the cause of their discomfort or incapability 4. Determining whether they can resolve their problemsor have a need for help |
| Weidenbach postulated that ________________ directed toward meeting the patient’s perceived need for help in a vision of nursing that reflects considerable emphasis on the art of nursing. | clinical nursing |
| Imogene King graduated from __________________________________, with a diploma in nursing in 1945 | St. John’s Hospital School of Nursing in St. Louis, Missouri |
| Imogen King 1961 | She received the doctor of education degree from Teacher’s College, Columbia University, in New York |
| Imogene King education | Bachelor of science in nursing education from St. Louis University in 1948 ◦ Master’s of science in nursing from the same school in 1957 |
| Imogen King 1980 | assumed the position of professor at the University of South Florida College of Nursing |
| What is Imoge King's work basis for her Goal Attainment Theory? | von BertalanffyGeneral Systems Model ◦science of wholeness elucidated in that model gave her hope that the complexity of nursing could bestudied “as an organized whole |
| The Theory of Goal Attainment lists several assumptions relating to individuals, | (1) are social, sentient, rational, reacting beings and (2) are controlling, purposeful, action oriented, and time oriented in their behavior |
| The Theory of Goal Attainment lists several assumptions relating to nurse–client interactions | (1) perceptions of the nurse and client influence the interaction process; (2) goals, needs, and values of the nurse and client influence the interactionprocess; (3) individuals have a right to knowledge about themselves; (4) individuals have |
| The Theory of Goal Attainment lists several assumptions relating to nursing | 1) nursing is the care of human beings; • (2) nursing isperceiving, thinking, relating, judging, and acting vis-à-vis the behavior of individuals who come to a healthcare system; • (3) a nursing situation is the immediate environment in |
| Major Concepts of the Theory of Goal Attainment: NURSING | A process of action, reaction, and interaction whereby nurse and client share information about their perceptions in the nursing situation. The nurse and client share specific goals, problems, and concerns and explore means to achieve a goal. |
| Major Concepts of the Theory of Goal Attainment: HEALTH | A dynamic life experience of a human being, which implies continuous adjustment to stressors in the internal and external environment through optimum use of one’s resources to achieve maximum potential for daily living. |
| Major Concepts of the Theory of Goal Attainment: INDIVIDUALS | communicate their thoughts, actions, customs, and beliefs through language. Persons exhibit common characteristics such as the ability to perceive, to think, to feel, to choose between alternative courses of action, to set goals, to select the mea |
| Major Concepts of the Theory of Goal Attainment: ENVIRONMENT | The background for human interactions. It is both external to and internal to the individual. |
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