Interpersonal Relations Theory

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Interpersonal Relations Theory in Practice

University of Texas at Arlington NURS 5327

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2 Interpersonal Relations Theory in Practice Peplau’s Interpersonal Relations Theory will be discussed in this paper as it is related to the current nursing practice. Peplau’s purpose was to provide a framework for nurses to build an effective relationship with their patients in the nursing practice. Peplau’s seminal ideas also provided directions and facilitated the work of nurses and other healthcare professionals, especially during leadership, patients’ teaching, and counseling (D’Antonio et al., 2013). For example, cultivating an environment of caring relationships among all faculty and faculty leaders can improve retention regardless of individual nurse faculty characteristics (Taurangeau et.al 2014). According to Peplau, trust between the nurse and the patient is developed in a conducive environment to enhance the nurse-patient relationship (Penckofer et al., 2011). The quality of the relationship is usually determined by patient satisfaction. The Interpersonal Relations Theory practice in nursing will be detailed further.

Interpersonal Relations Theory Operationally Defined in Practice The Interpersonal Relations Theory is practiced frequently in the healthcare settings. The Consumer Assessment of Healthcare Providers and Systems Hospital (HCAHPS) survey guided by the Institute of Medicine's (IOM’s) domains of quality healthcare has made Peplau’s theory operational in nursing. This survey was primarily used to measure patients’ experience related to the provision of healthcare services in the United States (Hagerty et. Al., 2017). A study was done to verify the Interpersonal Relations Theory’s impact on hospitalized patients’ experience using the HCAHPS survey. This study hypothesized that Peplau’s theory orientation and working phases’ factors fit well the IOM’s domains such as respect, the value of patients’ preferences, needs, comfort, and emotional support. But, Peplau’s theory orientation, working, and terminal phases’ factors matched them excellently and provided a suitable alternative factor structure for

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3 the data (Hagerty et. Al., 2017). Operationally defined, Peplau’s three-factor model in practice is a patient-centered care that involves patients in their care and encourages the nurse-patient relationship through therapeutic communication to improve positive patients’outcomes.

Interpersonal Relations Theory Theoretically Used in Future Practice Peplau’s Interpersonal Relations Theory use in future practice as a Family Nurse Practitioner (FNP) will be significant. It will be important for clinical nurses to build a stronger relationship with their patients to impact the care delivered. Focusing on the IOM’s domains of quality healthcare and providing our patients with a warm private room during the nursing care will enhance their self-esteem and improve their outcomes (Hagerty et al., 2017). A hospitalized patient with type 2 diabetes is at a higher risk of depression. Depression can lead to a lack of interest in self-care. Theoretically defined, Peplau’s theory provided three phases of orientation, working, and terminal phase to improve the practice of nursing. During orientation, the nurse builds a trusting relationship to collect patient-centered key information. Then, the nurse interacts with the patient in a therapeutic milieu with respect, empathy, and acceptance to work with patients and gain positive outcomes. Finally, the nurse terminates the working phase by educating and reassuring the patient that she is available to support the patient anytime The use of Peplau’s theory in the future will help us providers build a stronger relationship with our patients, identify their unique needs, and provide the appropriate care.

Potential Practice Question A potential practice question for the Interpersonal Relations Theory in practice can be formulated using the Study of Women’s Emotions and Psychoeducational Program (SWEEP) clinical trial. In type 2 diabetic women with depression, a clinical trial was conducted using a traditional cognitive behavior theory to develop treatment interventions for depression

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4 (Penckofer et al., 2011). What impact does the relationship of the subject to study personnel have on the percentage of recruitment, retention, and participation using Peplau’s three-factor model in this clinical trial? The researchers will survey subjects to identify factors that delimit their interest in the study and use Peplau’s Theory three phases to resolve these significant challenges.

Conclusion The utilization of the Interpersonal Relations Theory in nursing practice is significant.

Throughout studies of the conceptual theory of Peplau Interpersonal Relations, a common idea arose related to how the nurse-patient relationship was formed and its importance related to the patient experience. Education of nurses about the theoretical and operational definitions of Interpersonal relations can lead to great patient satisfaction and continuity of care. This model is useful in nursing practice and the academic work environment. Peplau’s interactive model allows professional nurses to educate and treat people. An FNP role is to apply the Interpersonal Relations Theory in the nursing practice to identify patients ‘unique needs and maximize their participation, satisfaction, and positive outcomes.

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6 References D'Antonio, P., Beeber, L., Sills, G., & Naegle, M. (2013). The future in the past: Hildegard Peplau and interpersonal relations in nursing. Nursing Inquiry, 21(4), 311–317. Retrieved April 15, 2020, from https://doi.org/10.1111/nin.12056 Hagerty, T. A., Samuels, W., Norcini-Pala, A., & Gigliotti, E. (2017). Peplau's theory of interpersonal relations: An alternative factor structure for patient experience data.

Nursing Science Quaterly, 30(2), 160–167. Retrieved April 15, 2020, from https://doi.org/10.1177/0894318417693286 Penckofer, S., Byrn, M., Mumby, P., & Ferrans, C. E. (2011). Improving subject recruitment, retention, and participation in research through Peplau's Theory of Interpersonal Relations. Nursing Science Quaterly, 24(2), 146–151. Retrieved April 15, 2020, from https://doi.org/10.1177/0894318411399454 Taurangeau, A. E., Wong, M., Saari, M., & Patterson, E. (2014). Generation=specific incentives and disincentives for nurse faculty to remain employed. Journal of Nursing Management, 21(3), 473–482. Retrieved April 14, 2020, from https://doi.org/https://doiorg.ezproxy.uta/10.1111/j.1365-2834.2012.01424.x

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