Talk:Hildegard Peplau

Student edits

I edited the six nursing roles. I know the previous editor had seven nursing roles, which may be true because every source is different and laid out differently. My source stated six which is what I went with. I didn't feel the need to delete from this part of the article as it was pretty concise with the information I also had. However, I did add to it, giving more detail and description on what each role is so that others can fully understand it more clearly. I hope my edits are okay with everyone and it helps for anyone wanting to learn more about Hildegard Peplau. Also, the lay out of this article was organized and easy to read and the break down of the article. No change was needed for that aspect of it. Overall, this was a tough page to edit because the previous editors did an amazing job. Our group just felt we needed to add more detail to some aspects and elaborate as well. Thank you! Cv14bk (talk) 02:55, 5 November 2014 (UTC)

Good to see some student work here! Many of the nurse theorist articles are pretty incomplete, so I think this is a great opportunity to interface with nursing students. I didn't want to just go in and take over, but I noticed an inconsistency. In the nursing roles section you're talking about, the section title and the body have different numbers of roles (six vs. seven). We should pick one and stick to it, or at least comment that some sources describe seven roles but we're going with six here. Good work! EricEnfermero ^HOWDY! 04:57, 5 November 2014 (UTC)

Thank you very much! I agree with the fact that some sources may have an extra role but we should all be on the same page instead of stating six or seven. The one that I took out was not exactly a role by the nurse which is what Peplau was trying to say with "Nursing Roles." The seventh was a technical role which isn't exactly considered a role by the nurse but what they use technically. Thank you very much for your feedback, I will perhaps write a sentence stating that I chose to go with six nursing roles rather than seven. Thank you again! Cv14bk (talk) 15:40, 5 November 2014 (UTC)

Classmate Critiques

Hello Cv14bk, Hy13ac, Ds13nx and As13qf. I would first like to congratulate you on your contributions to the Wikipedia article on Hildegard Peplau, you have all made a great collaborative effort to improve the article! Overall, I think that the decisions you have made with regards to improving and expanding upon Peplau's Nursing Roles and working on developing Peplau's Developmental Stages of the Nurse-Client Relationship are good focal points of the article that incorporate communication. One thing I am unclear about is whether the developmental stages of the nurse-client relationship section existed prior to the groups contributions, if someone could let me know I would appreciate it. However, I am able to see your edits to the work. As previously mentioned by User:EricEnfermero, I think that it is important for information throughout the article to be consistent, so the sub-section of Peplau's Seven Nursing Roles should be changed to the six nursing roles, as you have removed one. Based on the resources used, I agree that changing the section to six nursing roles is a good idea! Part of the Wikipedia good article criteria is that it should be illustrated if possible, and I noticed that in your sandbox talk page you discussed adding images but I do not see these changes. I know that it does not pertain to communication directly, but would improve the overall quality of the article. Also, I was notified by a Wikipedian on my group talk page that in a Wikipedia article, it is proper form for the titles of subsections to only be capitalized at the first letter of the first word and not the rest (ex. Peplau's Seven Nursing Roles should be Peplau's seven (six when alterations are made) nursing roles). It is up to you if you wish to follow this format, but has been recommended to me by a fellow editor. I think that the contributions you have made to this article follow the criteria of a good Wikipedia article in terms of being broad in its coverage (it is hard to expand further on the article than you have), neutral point of view (no use of the words "we" or "always" etc.), and also you referenced your material. Congratulations on making a well-written article, even better! Best of luck with your revisions. Kayleigh 04:34, 10 November 2014 (UTC) — Preceding unsigned comment added by Kt13us (talk • contribs)

Hello Cv14bk, Hy13ac, Ds13nx and As13qf. I was also assigned to give feedback on your article. Congratulations on your contributions! There is a good amount of information on the subject. I believe it will be knowledgeable and resourceful to people looking to learn more about Hildegard Peplau. As well as Kt13us I am not entirely sure, besides the “Seven(six) nursing roles” section, where exactly you elaborated the article. If you could bold your contributions on your sandbox page or give a brief list of the final edits that were made, more specific feedback can probably be made. I’m sure you have all worked hard and deserve it. However, based on what I know this is my feedback to improve the article:

• I recommend adding more information to the "Peplau's Developmental Stages of the Nurse-client relationship" section. Particularly in the ‘’’Identification Phase’’’ and the ‘’’Exploitation Phase/ Working Phase’’’.
  • When working on my groups assigned article (Nurse-client relationships) I came across this website that has information on the identification phase and the Exploitation Phase/ Working Phase’’’Peplau's Theory. The reference list at the bottom of the website contains places where you can find creditable material.
• In the Identification phase section there is a grammical error in the sentence “The client begins to identify problems to be worked on within relationship.” Changing it so “The client begins to identify problems to be worked on within the relationship.” I believe would fix it.
• In the Exploitation Phase/ Working Phase there is a grammical error in the sentence “During the Working Phase, a the nurse and the patient work to achieve the patient's full potential,…”. I believe getting rid of the a would fix it.
• In Peplau's Developmental Stages of the Nurse-Client Relationship...citations [17][18] at the bottom of the section are not properly formatted, I suggest putting them at the end of the relevant sentence.
• Citation [15] at the end of the first paragraph is not properly formatted-I am not sure if you even worked on this section but it is just a change you could possibly make.
• Citing more of the information regarding the six nursing roles I believe would make your contributions more verifiable.
• The article is great for addressing the main aspects of the topic (broad in coverage). Great Work!
• Tip Lynn provided us with easy to follow information on how to add a picture to the article.
• I recommend eliminating the space between a paragraph of information and the title of the paragraph/ section to make article look more organized. That is completely your choice depending on your preference. An example of what I mean is change:

====Resolution Phase/Termination Phase====

The termination phase of the nurse client relationship occurs after the current goals for the client have been met. The nurse and the client summarize and end their relationship. One of the key aspects of a nurse-client relationship, as opposed to a social relationship, is that it is temporary, and often of short duration (Peplau, 1997). In a more long term relationship, termination can commonly occur when a patient is discharged from a hospital setting, or a patient dies. In more short term relationships, such as a clinic visit, an emergency room visit, or a health bus vaccination visit, the termination occurs when the patient leaves, and the relationship is usually less complex. However, in most situations, the relationship should terminate once the client has established increased self reliance to deal with their own problems.

To

====Resolution Phase/Termination Phase====

The termination phase of the nurse client relationship occurs after the current goals for the client have been met. The nurse and the client summarize and end their relationship. One of the key aspects of a nurse-client relationship, as opposed to a social relationship, is that it is temporary, and often of short duration (Peplau, 1997). In a more long term relationship, termination can commonly occur when a patient is discharged from a hospital setting, or a patient dies. In more short term relationships, such as a clinic visit, an emergency room visit, or a health bus vaccination visit, the termination occurs when the patient leaves, and the relationship is usually less complex. However, in most situations, the relationship should terminate once the client has established increased self reliance to deal with their own problems.

Great work and good luck with any future edits you make! If you have any questions about what I stated please don’t hesitate to ask, and I would love to help. I look forward to looking back at your article over the next week. Dana (talk) 02:55, 11 November 2014 (UTC)

Hey everyone! You've done a great job on the article so far! I can't wait to read it next week after you've finished all of your final edits and see the finished product. I'm not quite sure which sections of the article that you guys were required to edit, so I am going to make observations about everything, and hopefully things apply to your work, and if they are relevant can be considered for the future.

I noticed that the first sentence of the article seems to be a run on sentence.

Hildegard E. Peplau (September 1, 1909 - March 17, 1999) was an American nurse and the first published nursing theorist since Florence Nightingale and created the middle-range nursing theory of interpersonal relations, which helped to revolutionize the scholarly work of nurses.

could be changed to

Hildegard E. Peplau (September 1, 1909 - March 17, 1999) was an American nurse and the first published nursing theorist since Florence Nightingale. She created the middle-range nursing theory of interpersonal relations, which helped to revolutionize the scholarly work of nurses.

In the Early Life sub heading she is referred to as Hilda without any recognition of this being her nickname. Perhaps changing the sentence to say "Hildegard (Hilda) Peplau ..." and from then on referring to her as Hilda is logical. "Gustav was an illiterate, hard-working father and Otyllie was an oppressive, perfectionist mother." This isn't clearly cited, and if it is relevant to the article then it should be backed up.

Saying that "She wanted more out of life and knew nursing was one of few career choices for women in her day" could be reworded to sound less like a story and more factual, it is sourced which is good, but I'm not sure if she wanted more out of life than the traditional women's values or if that is referring to her family financial state. Perhaps stated more like "She wanted to overcome the (either social or financial boundaries, I'm not sure) that she faced, and knowing that nursing was one of the few career choices for women in that era decided to pursue it." Avoiding using colloquialisms like "in her day" would be advised.

Under the sub heading Career, in the second paragraph, it is stated, "After the war, Peplau was at the table with many of these men...." it could be more clear what "At the table" means, I assume it means she worked alongside them or was considered to be a partner, but different phrasing might make that more clear.

I think that there could be more citing under the Theoretical Work heading. The first paragraph is cited, but none of the other information is, and I would be curious to read where it comes from. Some words are also italicized and I don't know if they are supposed to be.

Also very important, gender neutrality. It says, "As the nurse listens to her client..." the neutral pronoun "their" would be preferred, not only for men but people who prefer to be referred to with neutral pronouns.

Under the Peplau's model Heading: I think that it would look more organized in the list if the entire phrase was bolded, so instead of " Stranger Role" it would be Stranger Role. Also only number 6 has a citation, which is good, but people can't assume that the source applies to every bullet, and hopefully other sources confirm aspects of what is being said there, and could perhaps be cited also.

I think you guys have done a great job with the article, good luck editing for next week I can't wait to see how it turns out! I hope I could be helpful to you guys in some way. Dg14pv 20:59, 11 November 2014 (UTC) Dg14pv (talk)

Thank you all for your feedback on the article! I edited the nursing roles and I thank you for pointing out that the heading hasn’t been changed from seven to six. Glad to have extra set of eyes because I didn’t even notice that! I will make that change along with bolded the whole role as opposed to part of it. Also, I edited the nurse-client relationship article and noticed that Peplau’s theory was integrated into that article which also helped gave me a better understanding! I will for sure re-read the article for next week’s revisions and see if there is any grammar that can be fixed up. The addition of the photo was mentioned in the initial edits and will for sure be added for next revision. All of your comments and feedback helped us as some errors we did not see on our own! Thank you for all the feedback and I look forward taking this feedback to better enhance the article some more with a few minor changes! Cv14bk (talk) 03:19, 12 November 2014 (UTC)

Hi Cv14bk and LynnMcCleary, I made some changes to my initial feedback with the hope that it is now better and easier to understand. Dana (talk) 20:57, 12 November 2014 (UTC)

Well I read your previous article and the current one follow all the guidelines which is excellent.

The article is well written and concise which makes it very interesting to read. While reading through the article I didn't see any grammars or bad spellings. The one thing that could use some changing because I am a little confused is that there is a subheading titled Peplau's Seven Nursing Roles but only 6 are described. I believe that either the 7th should be added or the subheading changed to six roles. I can see that you added some citations to make the page more verifiable so good job on this end. Your articles also manages to be broad in coverage while still being clear and maintaining flow. I did not notice any biased writing so good job being neutral. Something that is very obviously missing though is a picture. I believe that it would really enhance the article if you added an illustration to help with understanding your article. Jf13jo (talk) 21:47, 12 November 2014 (UTC)

Professor comments on student edits

@Ds13nx, As13qf, Cv14bk, and Hy13ac:,great work on your edits. You have substantially expanded the article. Clearly, you've done your research and learned about Peplau's theory, nursing, and the nurse-patient relationship. I'm glad you were able to share that learning with Wikipedia readers. You have thorough reviews. They're long reviews but I think you'll see there are common themes and suggestions for achievable edits to further enhance the article. Some of the editing comments don't pertain to the section you edited but you should feel free to act on any of them. My only additional minor advice is to do a read through for consistent spelling (e.g., counselor/councilor). Well done. LynnMcCleary (talk) 03:39, 17 November 2014 (UTC)

Notes from unauthenticated user

The following notes were added by an unauthenticated user (IP address) to the bottom of the article. I move them here in case they are useful for further research and citation. Dorevabelfiore (talk) 17:16, 8 April 2023 (UTC)

Other details

Peplau Interpersonal Theory and its application with QSEN

Name: Institution: Course Title: Date:

Introduction The Peplau Interpersonal Theory was advanced by Hildegard Peplau in 1948. As its proponent, she seeks to define the nurse-patient relationship. She advocates for active participation of both parties in ensuring that the experience is more human. The nurse is expected to initiate the communication process that leads to treatment. On the other hand, the patient is expected to open up to the nurse during care and treatment. The nurse facilitates this mutual relationship through observing the patient's behavior, describing the patient's illness, formulating the appropriate care for the patient, interpreting the doctor's prescription, validating the treatment, and intervening whenever it is deemed necessary (Peplau, 1991). The interpersonal relationship between the nurse and the patient has four distinct phases, which are; orientation in which the nurse and the patient are strangers who need to know one another, identification of the problems requires the combined efforts of the nurse and the patient, exploitation of the available resources by the patient, and resolution which calls for termination of the nurse-patient relationship once the goals have been met. These phases are interrelated and call for overlapping roles and functions during the nurse-patient experience in solving health-related problems (De, 2005). QSEN Competencies There are six quality and safety education for nurses (QSEN) competencies that are applied by nurses in their training and practice. There are requirements for each competency in terms of knowledge, skills, and attitudes. The first core competency is Patient-centered care that calls for all attention to be paid to the patient by the respective nurse. Secondly, teamwork and collaboration requires that the nurse and the patient develop a professional relationship and commitment towards attaining the goals stated. Thirdly, evidenced-based practice (EBP) describes that practicing nurses and nurse trainees to participate in clinical experiences that are evidence-based and are in tandem with current practice (Finkelman, Kenner, Finkelman, & American Nurses Association, 2012). Another core quality and safety education for nurses (QSEN) competency is Quality Improvements (QI) which entails the adoption of essential organizational and system leadership that ensures quality care. The fifth core competency is safety that requires uttermost care to be taken when handling the patient. Lastly, Informatics requires appropriate information management and application of patient care technology. (In Kelly, In Vottero, & In Christie-McAuliffe, 2014) Application Peplau's model has been incorporated into the field of nursing practice using the six core competencies as it focuses on the interpersonal processes and the therapeutic relationship between the nurse and the patient. There are three basic skills that a nurse requires: observation, communication and recording. These three operations are invaluable for the use of nursing as an interpersonal process. This process should be therapeutic and educative for the patient. Secondly, the quality and safety education for nurses (QSEN) competencies have been applied to improve nurse education as the nurse trainees are being prepared for the world outside (Peplau, 1991). Conclusion The interpersonal relations theory offers insight into what is expected of the nurse and the patient when confronting health-related problems. In developing mutual trust and respect, the two parties are laying a favourable platform for attaining the set goals. The six quality and safety education for nurses (QSEN) competencies are essential in ensuring that appropriate and proper medical care is administered to the patient. These competencies have also been applied to improve nurse education so as to enhance nurse practice and patient safety.

References De, C. M. (2005). Caring for the vulnerable: Perspectives in nursing theory, practice, and research. Sudbury, MA: Jones and Bartlett. Finkelman, A. W., Kenner, C., Finkelman, A. W., & American Nurses Association. (2012). Learning IOM: Implications of the Institute of Medicine reports for nursing education. Silver Spring, MD: Nursesbooks.org, American Nurses Association. In Kelly, P., In Vottero, B., & In Christie-McAuliffe, C. (2014). Introduction to quality and safety education for nurses: Core competencies. New York, NY: Springer Publishing. Peplau, H. E. (1991). Interpersonal relations in nursing: A conceptual frame of reference for psychodynamic nursing. New York: Springer Pub. Co.

References