Running head: APPLICATION OF THEORY
Application of Theory
Kevin M. Ryan
Student UIN #00961815
Verde Campus, Clarkdale AZ
Submitted in partial fulfillment of the requirements in the course
Course #610: Theoretical Foundation Nursing Practice
Old Dominion University
NORFOLK, VIRGINIA
Fall, 2013
1
APPLICATION OF THEORY
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Application of Theory
The process of assessing Hildegard Peplau’s Theory of Interpersonal Relations
will include reviewing the key concepts and the purpose of the theory. The researcher will state
whether the theory can be followed, operationalized, and how it could be used in his field of
nursing. In addition the theory will be evaluated to see if it explains, predicts, or describes a
phenomenon, and if it is truly a theory or rather a conceptual model.
The key or core concepts of Peplau’s theory evolve in “phases of the nurse-client
relationship” (Butts, 2011, p. 272). The phases include the pre-orientation phase, the orientation
phase, the working phase, and the resolution phase. In the pre-orientation phase the nurse
gathers patient information and details about the disorder or illness. The nurse also reviews his
or her own feelings and preconceptions about the disorder or illness and about patient. The
purpose is simply to ensure the nurse is educated on the background, most current information
about the condition, and to make sure that he or she is personally able to care for the patient.
The purpose of the second phase in Peplau’s theory is the orientation phase. The nurse
and the patient work together in order to define the issues or problems that they need to
addressed. The nurse and patient get to know each other, build trust, and develop a plan of care.
The plan of care includes mutual expectations, outcome criteria, and what schedule the two will
follow as they interact and progress through treatment.
Peplau breaks the third working phase down into the identification and exploitation subphases. The identification sub-phase is where the therapeutic activity addresses the specific
problems and the patient works to make changes needed to address their condition. It is
followed by the exploitation sub-phase where the patient is able to incorporate newly developed
ASSESSING PEPLAU'S THEORY
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behaviors, and uses the new tools in a safe environment. The nurse acts as the patients advocate
and helps the patient to identify and use available resources.
In the final resolution phase the nurse patient relationship ends. They reduce the amount
time they spend interacting. Over time they both agree to and summarize the resolution of the
issues addressed in therapy. The nurse and the patient develop a maintenance plan and a followup plan in order to try and help ensure a lasting and success resolution for the patient.
The researcher does feel that the theory can be followed and operationalized, especially
the field of psychiatric nursing from which Peplau was a “pioneering psychiatric nurse” (Butts,
2011, p.272). It is his belief that the theory can be used in any other fields of nursing as well.
The traditional nursing process of assessment, nursing diagnosis, planning, implementation and
evaluation has phases that can be closely aligned with the phases of Peplau’s Theory of
Interpersonal Relations. While Peplau’s focus is more psychiatric in nature, the purpose of the
pre-orientation and orientation phases align with the assessment, nursing diagnosis, and planning
phases of the nursing process. The working sub-phases align with the implementation and
evaluation phases. The resolution phase, while not stated in the traditional nursing process, is
included in the nursing process and the discharge process of most patient care models. The
addition of the resolution phase is very important. Ensuring the patient has a clear maintenance
and a follow-up plan is vital for a successful holistic patient plan of care.
Peplau’s Theory of Interpersonal Relations could be used, with some minor
modifications, in most if not all fields of nursing. The researcher has a background in the field of
oncology. In most fields, like the field of oncology, Peplau’s theory follows logical and tested
phases that are beneficial to the nurse patient relationship and treatment process.
ASSESSING PEPLAU'S THEORY
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In evaluating whether the theory explains, predicts, or describes a phenomenon, it is the
researcher’s opinion that Peplau’s Theory of Interpersonal Relations does explain a phenomenon.
Specifically it outlines the stages a nurse and patient go through in the process of meeting,
treating, and hopefully resolving a disorder or illness. The researcher finds that the theory is a
middle-rang theory, and not conceptual model (Fawcett, 2005). The finding is based on the fact
that it contains specific, testable, and limited propositions (Armstrong & Kelly, 1995).
Reflection of Learning
The researcher has learned that a number of assessment tools are available for the
evaluation of nursing theory, however only one “differentiates between grand theories and
middle-range theories” (Fawcett, 2005). He enjoyed getting to know the theory, its concepts, and
the how it could be used in his field of nursing. It was also interesting to compare Peplau’s
theory of Interpersonal relationships with the nursing process most all nurses are trained to use
while caring for their patients. It was developed with a focus on psychiatric nursing, but it has
the ability to be applied to other clinical settings as well.
References
Armstrong, M. A., & Kelly, A. E. (1995, February, 1995). More than the sum of their parts:
Martha Roberts and Hildegard Peplau. Archives of Psychiatric Nursing, 9(1), Retrieved
from http://www.sciencedirect.com.proxy.lib.odu.edu/science/article/pii/
S0883941795800166#
Butts, J. B., & Rich, K. L. (2011). Philosophies and theories for advanced nursing practice.
Sudbury, MA: Jones & Bartlett Learning.
Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing
models and theories (2 ed.). Philadelphia, PA: F.A. Davis.
ASSESSING PEPLAU'S THEORY
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The Honor Pledge:
I pledge to support the Honor System of Old Dominion University. I will refrain from
any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as
a member of the academic community it is my responsibility to turn in all suspected violators of
the Honor Code. I will report to a hearing if summoned.
Kevin Michael Ryan
Kevin Michael Ryan
Saturday, November 30, 2013
NURS 610 Assignment #4 Grade Sheet - Application of Theory in Research
Student
Outcome
Rating
Weight
1.
Students
will be able to clearly
state the focus of the
paper in an
introductory
paragraph.
4
3
2
1
2.
Students
will be able to cite
credible sources to
support discussion
of the theory
identified in the
assigned article.
4
3
2
1
3.
Students
will be able to
describe the selected
theory through the
identification and
definition of key
concepts and
relevant knowledge.
4
3
2
1
4.
Students
will be able to show
how they would
apply the selected
theory or model to
guide the
investigation of a
clinical problem.
4
3
2
1
x1
x3
x5
x5
Total
Points
Comments
ASSESSING PEPLAU'S THEORY
6
5.
Students
will be able to
formulate
conclusions logically
tied to their analysis
of the use of theory
or model to guide
research of a clinical
problem.
4
3
2
1
6.
Students
will be able to reflect
on or evaluate what
was learned.
4
3
2
1
7.
Students
will be able to show
competence in the
technical aspects of
writing.
4
3
2
1
8.
Students
will be able to show
mastery of the
application of APA
format.
4
3
2
1
9.
4
3
2
1
Students
will be able to
comply with specific
format and
submission
requirements for the
paper.
x4
x2
x2
x2
X1
Sum of Ratings
Total out of 100 points
Additional Faculty Comments