1909-1999
Born in Reading, PA in 1909
 BA in interpersonal psychology from
Bennington College in 1943
 MA in psychiatric nursing from Columbia
University in New York in 1947
 EdD in curriculum development in 1953
 Published Interpersonal Relations in 1952
 Executive director and president of ANA

Mother of psychiatric nursing for her
theoretical and clinical work
 Influence includes contributions as a
psychiatric nursing expert, educator,
author, and nursing leader and theorist.
 Much on her life’s work focus on the
extension of Harry Stack Sullivan’s
theories whom she worked along side of
while obtaining her psychology degree.
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She was the only nurse to serve the ANA as
executive director and later president.
1997 she received the world of nursing’s highest
honor, the Christiane Reimann Prize. (The
award is given every 4 years for outstanding
national and international contribution to
nursing and health care).
1996 the American Academy of Nursing
honored her as a living legend.
Her career in nursing began in 1931.
1943 – 1945 She served in the Army Nurse Corps
where she met leading figures of British and
American psychiatry.
After the war, she worked to reshape the
mental health system in the U.S. through the
passage of the National Mental Health Act
of 1946.
 1950 she developed and taught the first
classes for graduate psychiatric nursing
students at Teachers College.
 1950s to 1960s She taught summer
workshops for nurses where she taught
interpersonal concepts and interviewing
techniques.
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She helped established the first graduate
nursing program in Europe.
 Her theoretical and clinical work led to
the development of distinct specialty
field of psychiatric nursing.
 It has been argued that her life and work
produced the greatest changes in
nursing practice since Florence
Nightingale.
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A developing organism that tires to
reduce anxiety caused by needs.
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Existing forces outside the organism and
in the context of culture.
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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.
A significant therapeutic interpersonal
process. It functions cooperatively with
other human process that make health
possible for individuals in communities.
 A human relation between an individual
who is sick, or in need of health services,
and a nurse especially educated to
recognize and to respond to the need
for help.
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Roles of the nurse
› Stranger
› Teacher
› Resource person
› Counselors
› Surrogate
› Leader

Stranger
› A stranger is an individual with whom
another individual is not acquainted.
› Accepting the patient as he is to build trust.
› Treating the patient as an emotionally able
stranger and relating to him on this basis until
evidence shows him to be otherwise.
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Teacher
› Impacts knowledge in reference to a need
or interest.
› Identifies learning needs and provides
information to the patient or family that may
aid in improvement of the life situation.
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Resource person
› A resource person provides specific, needed
information that helps the patient
understand his or her problem and the new
situation.
› Example: a patient might state he does not
know how to change his dressing and the
nurse explains it to the patient and
demonstrates the procedure then observes
the patient doing the demonstration.
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Counselor
› Helps to understand and integrate the
meaning of current life circumstances,
provides guidance and encouragement to
make changes.
› Listens as the patient reviews feelings in any
aspect of life.
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Surrogate
› Helps to clarify domains of dependence,
interdependence and independence and
acts on the patient’s behalf as an advocate.

Leader
› Help patient assume maximum responsibility
for meeting treatment goals in a mutually
satisfying way.
Technical expert
 Consultant
 Health teacher
 Tutor
 Socializing agent
 Mediator
 Administrator
 Recorder observer
 Researcher
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Influenced by Harry Stack Sullivan’s
theory of Interpersonal relations of 1953.
 Idenitified four sequential phases in the
interpersonal relationship
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› Orientation
› Identification
› Exploitation
› Resolution
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Orientation
› Problem defining phase
› Patient meets nurse as stranger
› Patient and nurse collaborates to define
problem and decide type of services needed.
› Patient seeks assistance from nurse, conveys
needs, and asks questions.
› Patient shares preconceptions and expectations
of past experiences.
› Nurse identifies problems to use available
resources to assist patients.
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Identification
› Nurse selects appropriate professional assistance.
› Patient begins to feel comfortable with nurse.
› Patient begins to feel belonging and capability of dealing
with problem.
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Exploitation
› The phase during which the patient makes
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full use of available professional services.
Patient may fluctuate on independence.
Patient may make minor requests or
attention getting techniques.
Nurse must be aware about the various
phases of communication.
Nurse uses appropriate interview techniques
in order to explore, understand, and
adequately deal with patient problem.
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Resolution
› The phase in which the work accomplished is
summarized and closure occurs.
› Termination of professional relationship.
› Patient’s needs have already been met by
the collaboration of nurse and patient
relationship.
› This is a difficult process for patients if
psychological dependence persists.
Both are sequential and focus on
therapeutic relationship
 Both use problem solving techniques for
the nurse and patient to collaborate on,
with the end purpose of meeting the
patients needs
 Both use observation communication
and recording as basic tools utilized by
nursing
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Assessment
Orientation
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Data collection and analysis [continuous]
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Non continuous data collection
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May not be a felt need
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Felt need
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Define needs
Nursing diagnosis
Planning

Identification
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Interdependent goal setting
Mutually set goals
Implementation
Exploitation
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Plans initiated towards achievement of mutually set goals

Patient actively seeking and drawing help
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May be accomplished by patient , nurse or family

Patient initiated
Evaluation
Resolution
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Based on mutually expected behaviors
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Occurs after other phases are completed successfully
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May led to termination and initiation of new plans
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Leads to termination a
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Teaching role: Gives instructions and
provides training; involves analysis and
synthesis of the learner's experience.
Hays .D. (1961).Phases and steps of
experimental teaching to patients of a
concept of anxiety: Findings revealed that
when taught by the experimental method,
the patients were able to apply the
concept of anxiety after the group was
terminated.
 Burd .S.F. Develop and test a nursing
intervention framework for working with
anxious patients: Students developed
competency in beginning interpersonal
relationship
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Without Theory
•New ostomy patient
•Nurse senses tension and tries to
enlighten the mood through
distraction towards other events,
Patient smiles
•Nurse continues to help the
patient by carried for the
appliance for the patient
•Inadequate coping is reinforced
•Another day went by with the
nurse promoting increased
patient dependence by “staff
helping”
With Theory
•New ostomy patient
•Nurse recognizes her own
anxieties of ostomies, as well
as the patients anxiety
(avoidance of care and
involvement)
•Nurse assists patient to
explore feelings through
therapeutics
•Nurse openly prompts
patient to talk about
concerns during care of the
appliance
•Encourages the patient to
look at, touch, and care for
appliance progressively
throughout care
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This theory provides nurses with a framework to
interact with patients whom have regressed to an
earlier level of development. Nurses will help the
client progress to the appropriate developmental
level which helps the individual have the courage to
confront the problems he or she has in life. Nurses
serve to facilitate learning which individuals are not
taught earlier in life.
Theories can interrelate concepts in such a way as to
create a different way of looking at a particular
phenomenon.
This theory provides logical systematic way of viewing
nursing situations.
This theory help patient ‘s address their anxiety,
tensions and frustrations.
Intra family dynamics and personal
space consideration are not a priority.
 Community social service resources are
often less considered .
 This theory will not work for a patient
without a felt need such as withdrawn or
unconscious patients.
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Theory of interpersonal relations,
Hildegard peplau. (July 23, 2010).
Retreived from
http://en.wikipedia.org/wiki/Hildegard_P
eplau
 Wikipedia, the free encyclopedia.
(October 9, 2010). Hildegard Peplau.
Retreived from
http://en.wikipedia.org/wiki/Hildegard_P
eplau

Analyzes the model overall,
demonstrating new insights about the
model
10
8
10
6
0
POINT POINT
S S
AWA AWA
RDED RDED
PRESENTATION CRITERIA
10
POINT
S
AWAR
DED
9
8
POI POINT POINT
NTS
S
S
AW AWA AWA
ARD RDED RDED
ED
5
4
5
Organizes the presentation in a logical
manner
Communicates ideas clearly
5
5
5
5
5
5
5
4
5
5
2
5
5
4
Demonstrates collaboration among
presenters
Demonstrates professionalism, originality &
creativity in presentation of content.
5
5
5
5
5
5
5
5
1
5
5
5
5
Makes provisions for class discussion
5
4
5
5
5
Responds to questions in a
knowledgeable manner
Uses a variety of presentation methods,
including audiovisual and media
technology
Demonstrates critical thinking during
presentation and questioning.
5
5
5
5
5
0
5
5
5
5
100
84
100
TOTAL POINTS
Grade:
Average grade by peers > 75% = full
credit, 74-65% = 90% of grade above, 6455% = 75% of grade above, below 55% =
50% of grade above
Anna Cunningham
Jessica Morgan
Brea Yang
Stephanie Wietecha
100
95
100
95
95
98
97
95
10
9
5
10
POINT
S
AWA
RDED
9
10
9
8
POINT
S
AWA
RDED
10
POINT
S
AWA
RDED
5
5
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
5
5
4
5
5
4
4
4
3
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
9
7
4
5
5
4
5
5
5
5
5
5
5
94
5
5
5
93
91
5
5
5
5
5
5
5
5
5
5
5
100
97
93
91
100
98
95
100
97
98
88
96
100
94 84
Aver
% of
age
grad
grad
Your
e
e
grade
earn
from
ed
peers
96.
67
96.
95
67
96.
95
00
95.
94
33
95
8 10
5
89.92
Peer Grading
7
100
%
100
%
100
%
100
%
90
90
90
90
94 100