Hildegard E.

Peplau, 89, one of the world's leading nurses and theorists, known to many as the "Nurse of the Century," died March 17th, 1999, at her home in Sherman Oaks, California. Dr. Peplau is the only nurse to serve the America Nurses Association as Executive Director and later as President. She was also elected to serve two terms on the Board of the International Council of Nurses (ICN). In 1997 sherecieved the world of nursing's highest honour, t he ChristianeReimann Prize, at the ICN Quadrennial Congress. This award is given once every four years for outstanding national and international contributions to nursing and healthcare. In 1996, the American Academy of NursinghonouredPeplau as a "Living L egend," and in 1998 the American Nurses Association inducted her into the ANA Hall of Fame .

Dr. Peplau is universially regarded as the "mother of psychiatric nursing." Her theoretical and clinical work led to the development of the distinct speciality fil ed of psychiatric nursing. Dr. Peplau's seminal book, Interpersonal Relations in Nursing (1952), was completed in 1948. Publication was delayed for four years, however, because at that time it was considered too revolutionary for a nurse to publish a book without a physician co-author. Peplua's book has been widely credited with the transformation of nursing from a group of skilled workers to a full -fledged profession. Since the publication of Peplau's work, interpersonal process has been universally integrated into nursing education and nursing practices througout the United States and abroad. It has been argued that Dr. Peplau's life and work produced the greatest changes in nursing practice since Florence Nightingale. EDUCATION PART!!!!!!!

Dr. Peplau was awarded honorary doctoral degrees from universities including: Alfred, Duke, Indiana, Ohio State, Rutgers, and the University of Ulster in Ireland. Dr. Peplau was named one of "50 Great Americans" in Who's Who in 1995 by Marquis. She was elected fellow of the American Academy of Nurse and Sigma Theta Tau, the national nursing honorary society.

Hilda Peplau was born September 1, 1909, in Reading Pennsylvania, the second daughter of immigrants Gustav and OttyliePeplau. She was one of six children, having two sisters and three brothers. As a child, she witnessed the devastating flu epidemic of 1918. This personal experience greatly influenced her understanding of the impact of illness and death on families.

Peplau began her career in nursing in 1931 as a gr aduate of the Pottstown, Pennsylvania School of Nursing. She then worked as a staff nurse in Pennsylvania and New York City. A summer position as a nurse for the New York University summer camp led to a recommendation for Peplau to become the school nurse at Bennington College in Vermont. There she earned a Bachelor's degree in

interpersonal psychology in 1943. At Bennington and through filed experiences at Chesnut Lodge, a private psychiatric facility, she studied psychological issues with Erich Fromm, Frieda Fromm-Reichmann, and Harry Stack Sullivan. Peplau's lifelong work was largely focused on extending Sullivan's interpersonal theory for use in nursing practice.

From 1943-1945 she served in the Army Nurse Corps and was assigned to the 312th Field Station Hospital in England, where the American School of Military Psychiatry was located. Here she met and worked with all the leading figures in British and American psychiatry. 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 Helath Act of 1946.

Peplau held master's and doctoral degrees from Teachers College, Columbia University. She was certified in psychoanalysis by theWilliam Alanson White Institute of New York City. In the early 1950s, Peplau developed and taught the first classes for graduate psychiatric nursing students at Teachers College. Dr. Peplau was a member of the faculty of the College of Nursing at Rutgers Univers ity from 19541974. At Rutgers, Peplau created the first graduate level program for the preparation of clinical specialists in psychiatric nursing. She was a prolific writer and was equally well known for her presentations, speeches, and clinical training workshops. Peplau vigorously advocated tht nurses should become further educated so they could provide truly therapeutic care to patients rather than the custodial care that was prevalent in the mental hospitals of that era. DUring the 1950s and 1960s, she conducted summer workshops for nurses throughout the United States, mostly in state psychiatric hospitals. In these seminars, she taught interpersonal concepts and interviewing techniques, as well as individual, family, and group therapy. Peplau was an advisor to the the World Health Organization and was a visiting professor at universities in Africa, Latin America, Belgium, and throughout the United States. A strong advocate for graduate education and research in nursing, Peplau served as a consultant to the U.S. Surgeon General, the U.S. Air Force, and the National Institute of Mental Health. SHe participated in many government policy making groups. After her retirement from Rutgers, she served as a visiting professor at the University of Leuven in Belgium in 1975 and 1976. There she helped establish the first graduate nursing program in Europe.

Peplau once said that the test of a good idea was whether or not it had staying power. Her original book from 1952 has been translated into nine languages and in 1989 was reissued in Great Britain by Macmillan of London .In 1989, Springer pubished a volume of selected works of Peplau from previously unpublished papers. peplau's ideas have, indeed, stood the test of time. The archives of her work and life are housed at the Schlesinger Library at Harvard University.

Dr. Peplau is survived by Dr. Leitia Anne Peplau and her husband, Dr. Steven Gordon, and their son, David Gordon of Sherman Oaks, CA; sister, Bertha Reppert (Byron), Mechanicsburg, PA; brother, John D. For ster (Dorethy), Reading, PA; niece, Dr. Carolynn Sears (Phillip) and children, Jessica and Jacob Sears, Pound Ridge, NY; niece MajorieReppert, Jim Thorpe, PA; niece, Nancy Reppert, Mechanicsburg, PA; niece, SUsannaReppert (David Brill), Mechanicsburg, PA; niece, Karen Bently (William) and son, William, Sudbury, MA; and nephew, Carl Peplau, Hopewell Junction, NY.

The family requests that memorial contributions be made to the Peplau Research Fund; c/o American Nurses Foundation; 600 Maryland Avenue SW, Suite 100; Washington DC 20024 -2571 or to the Schlesinger Library; Radcliffe College, Harvard University; 10 Garden Street; Cambridge, MA; 02138 -3630.

A private family service will be held at a later date. Tributes are being planned by the American Nurses Association, the American Psychiatric Nurses Association, and other nursing organizations. NEXT Hildegard Peplau: Psychiatric Nurse of the Century Military Medicine, Dec 2002 by Holden, Maria A

*1 *2 * Next

In Barbara Callaway's book, Hildegard Peplau: Psychiatric Nurse of the Century, the author provides sound support for her contention that Dr. Hildegard Peplau is "the mother of psychiatric nursing." This controversial figure, the author notes, was both vilified and exalted over the 50-year span of her career.

In the biography's onset, Callaway details Peplau's early life. The reader is introduced to a child with great intellectual curiosity yet is stifled and physically abused by her strict, domineering mother. Economic times were tough and education beyond high school was unusual, especially for females. The onslaught of World War I made family life even more difficult for the Peplau family; they suffered verbal persecution from their neighbors due to their German immigrant roots.

More Articles of Interest

* In memoriam: Hildegard E Peplau, 1909 -1999 * Hildegard E. Peplau: Her contributions * Hildegard E. Peplau: Leader, practitioner, academician, scholar and theorist * Remembering Hildegard E. Peplau * "I stood taller than the rest" Hildegard Peplau

A determined Peplau decides to become a nurse and pursue a college education despite the continued disapproval of her parents. She moves from a staff position at Mount Sinai Hospital in N ew York City, to work and pursue a college education at Bennington College Vermont, a liberal arts school. TherePeplau really began to formulate her ideas about psychiatric nursing and the nursing profession.

Callaway then describes Dr. Peplau's experiences as an Army nurse serving in England during WWII. Assigned to the 312th Station Hospital for Military Neuropsychiatry, a 750-bed hospital and neuropsychiatric rehabilitation center, Peplau's conviction to psychiatric nursing intensified. Because there we re so few psychiatrists, an outstanding faculty was drafted from among America's leading medical schools to reside at the 312th, teaching physicians trained in other specialties to function as psychiatrists during the war. The visiting psychiatrists spent many an evening discussing the day's cases. For Dr. Peplau these evenings were a continuous seminar building on the core of psychiatric theory she first encountered in her course work at Bennington and then observed in the practice of psychotherapy she engaged in during her course work. It is here she met the noted psychiatrist William Menninger, who was then chief psychiatric consultant to the Office of the Surgeon General, and other notables in the field, such as the American Albert Strecker, and John Bowlby of England.

However, she was outspoken against the Army treatment plan for battle fatigue, which called for narcosis [drug-induced unconsciousness], as outlined in the field manual. She voiced her opposition to sodium amytal and insulin treatment for the battle-scarred soldiers and advocated for individualized care and treatment for the soldiers.

Eight contiguous chapters deal with her advanced academic pursuits, a continued desire for broadening nursing as a profession and learning to deal with mothe rhood as a single woman, in a time when that was still not a socially accepted option. In

June 1947, Peplau completed her master's program in Nursing Education from Teachers College, part of Columbia University in New York. From 1948 -- 1952, Dr. Peplau developed the Advanced Psychiatric Nursing program at Teacher's College, and she began to systematize her own ideas about psychiatric nursing and the impact nurses could make on the care of the mentally ill. She began to publish her work and conducted worksho ps and lectures on her ideas for interactive nursing care.

In 1954, after completing her Doctorate, Dr. Peplau left Teacher's College on a bitter note and joined the faculty at Rutgers University, where as a tenured professor she remained until 1974. Thes e were her traveling years when she took her ideas on the road to "spread the seeds of her ideas about psychiatric nursing across the United States."

The book then delves intimately into the interim executive directorship role Dr Peplau assumed at the American Nurses Association. Financial and leadership problems at the ANA were significant and Dr Peplau single -handedly worked, despite staff resistance and general opposition, to save the ANA from bankruptcy eliciting a significant personal toll. The remainder of the book focuses on her retirement years. Dr Peplau is known internationally for her contribution to psychiatric nursing. She served on many committees and held many prestigious titles including National Nurse Consultant to the Air Force Surgeon Gen eral.

In 1982, at the UCLA College of Nursing where she was a distinguished lecturer, she found herself participating in a reception to honor her career. Here she was presented with a plaque that distinguished her as "Psychiatric Nurse of the Century."

Barbara J. Callaway, Ph.D.

Springer Publishing Company Nexxxxxt Presentation Transcript

Hildegard E. Peplau :Hildegard E. Peplau Theory of Interpersonal Relations By Christina Biggs and Casey Springer

Hildegard E. Peplau :Hildegard E. Peplau Regarded as mother of psychiatric nursing Born in 1909, Reading, Pennsylvania Graduated from a diploma program in Pottstown, Pennsylvania in 1931 BA in interpersonal psychology from Bennington College in 1943 MA in psychiatric nursing from Colombia Univ ersity, New York in 1947

Slide 3:EdD in curriculum development in 1953 Professor emeritus from Rutgers University Started first post baccalaureate program in psychiatric nursing Certified in psychoanalysis by William Alanson White Institute of New York C ity Worked as executive director and president of ANA Worked with WHO, NIMH and nurse corps Died in 1999

Publications :Publications In 1952 published Interpersonal Relations in Nursing Originally delayed because of no physician co-author Credited with transformation of nursing from a group of skilled workers to a profession Published another book, papers, speeches and journal articles First nurse to synthesize nursing theory from other scientific fields

Historical Evolution of the Theory :Historical Evolution of the Theory 1943 -45 served in the Army Nurse Corps 312th Field Station Hospital in England American School of Military Psychiatry Worked with leading figures in British and American psychiatry After war worked to reshape mental health system in U. S. Passage of National Mental Health Act of 1946

Influences :Influences First nursing theory to borrow concepts from other disciplines Freud, Maslow, Sullivan s interpersonal relationship theories and the psychoanalytical model

Purpose :Purpose The purpose of this theory is to facilitate the development of problem solving skills, within the context of the interpersonal relationship between nurse and client, using education and therapeutic interactions

Purpose :PurposePeplau felt that nursing was a hea ling art and an interpersonal process between two or more people with a common goal Psychodynamic nursing facilitates Understanding of one s own behavior Helping others identify felt difficulties Nurse-patient relationship as partners Application of human relations to problems at all levels of experience

Uniqueness :Uniqueness Theory was considered revolutionary at the time of development Nursing as a profession, not just a skill Made the way for psychiatric nursing specialty

Concepts and Definitions :Concepts and Definitions Commonplaces Person Environment Health Nursing

Person :PersonPerson A developing organism that tries to reduce anxiety caused by needs An individual is made of physiological, psychological and social spheres striving towards equilibrium in life

Environment :Environment Being and occurring in the context of the nurse client relationship Existing forces outside of the individual

Health :HealthPeplau didn't include an exact definition of health within her model. Peplau viewed health as "a word symbol that implied forward movement of personality and other ongoing human processes in the direction of creative, constructive, productive, personal, and community living"(Peplau,1992, p.12).

Nursing :Nursing An educative and therapeuti c relationship in which the nurse makes the client a partner in their health care and promotion A significant therapeutic interpersonal process

Concepts and Definitions :Concepts and Definitions Roles of the Nurse Stranger Teacher Resource Person Counselor Leader Advocate Additional roles

Structure :Structure Four phases of the interpersonal relationship Orientation Identification Exploitation Resolution

Orientation :Orientation Nurse-Client, strangers Felt need/Define problem Trust and empowerment Encourage active participation Nurse determines what help client needs

Factors influencing orientation phase :Factors influencing orientation phase

Identification :Identification Identify problems to be worked on during the relationship Clarify perceptions and expectations Level of dependence/independence Selection of professional assistance Capability to deal with identified problem/s Decreases helplessness and hopelessness

Exploitation :Exploitation Client utilizes all available services Plan is implemented and evaluated Continued assessment and assisting new needs of client Fluid with implementation phase: together called working phase.

Resolution :Resolution Clients needs met Mutual termination o f relationship Goal, support systems, problem prevention Independence

Assumptions :Assumptions Both nurse and patient want an interpersonal relationship The patient is able to participate in an interpersonal relationship The interpersonal relationship will enhance self maturity and/or self fulfillment The patient has a felt need

Internal Criticism :Internal Criticism Clarity Concepts defined Concepts consistent Simplicity Simple in nature, yet generalizable Definitions not clearly defined logical systematic way of viewing nursing situations Specificity or Generality of the Theory Multi-use Can apply to any nurse-patient relationship

Slide 24:Accessibility Easily accessible to practitioners to guide and improve their practice Scope of the Theory Middle range descriptive classification theory Level of Theory Development Factor-relating Situation-producing

Importance of the Theory to Nursing :Importance of the Theory to Nursing Understanding of ones own behavior Integrates into any area of nursing Adapta bility in any nurse patient relationship with the end purpose of meeting the patients needs

How Contagious? :How Contagious? In nursing Every area with nurse patient relationships Clinical environment Nursing education Nursing research

Do we like this theory? :Do we like this theory? YES Simple, easy to use and relevant to all areas of nursing

Case Study :Case Study Example of Peplau s theory at work: Scenario common to ED s: 54 yr old male to ED with CC of abd pain for 3 days with N/V. Pt with hx of pancreatitis and ETOH abuse. Lets look at the 4 phases with this pt

Case Study :Case Study Orientation: Problem defining phase Introductions : Nurse as stranger Asking questions Client conveys needs, expectations Nurse helps client identify problem: abd pain, N/V and alcohol abuse

Case Study :Case Study Identification: Nurse as counselor and advocate Identify problems to be addressed N/V and abd pain: conveyed by pt Education and resources for alcohol abuse Exploitation: Nurse as teacher, resource pers on, advocate and mediator Utilize available services and implement plan Lab, crisis, CT, X-ray, MD Continue to assess and re-evaluate

Case Study :Case Study Resolution: Termination of relationship Pt has all needs met: pt with abd pain and N/V resolved P t with a plan for health maintenance: ie teaching and resources for alcohol abuse

Web CT Discussion :Web CT Discussion How do you create an effective nurse client relationship in your current practice and how does it relate to this theory? Are there pt care areas that this theory would be inapplicable?

References :ReferencesTomey, A.M. &Alligood, M.R. (2006). Nursing theorists and their work (6th ed.). St. Louis, MO: Mosby. Nursing Theories. (2008). Theory of interpersonal relations. Retrieved on Novemb er 15, 2008, from http://currentnursing.com/nursing_theory/interpersonal_theory.htm Johnson, B.M. & Webber, P.B. (2004). An introduction to theory and reasoning in nursing (2nd ed.). New York, NY: Lippincott Williams & Wilkins. A Comparison of the Peplau Interpersonal Relations Model and the Neuman Health Care Systems Models Applied

to a Clinical Situation. (n.d.). Retrieved on November 15, 2008, from http://members.tripod.com/~psychnursing/peplauneuman.html Peplau, H.E. (1992). Interpersonal Relations in Nursing. New York: Springer. STILL BARBARA CALLAWAY Article Excerpt by Barbara J. Callaway; PhD; New York: Springer Publishing, 2002; 488 pages, $44.95

Barbara Callaway is to be congratulated for taking on the challenge of this ambitious, extensively referenced biography. This in-depth account of Hildegard Peplau's multifaceted life--from childhood, through academia, service in professional organizations, and retirement--will not only satisfy nurse historians and students of women's history, but all nurses interested in the times and fundamental nature of one of the profession's most influential innovators.

Peplau kept copious records of events and teaching materials, maintained a personal journal, and corresponded regularly with family and friends. Callawa y uses these sources wisely. She also quotes extensively from interviews she conducted with Peplau, providing a riveting glimpse into her personal life and its weighty impact on her career.

As a child, Peplau lived in a conflicted world. Her teachers enco uraged and rewarded her curiosity, intelligence, and candor, but her stern immigrant parents feared education. They believed that lack of conformity, bringing attention to the family, or causing "trouble" would somehow lead to the family's being "evicted" from the United States. Her parents remained a source of tension, but Peplau always retained strong family ties, her intellectual curiosity, and an insatiable appetite for learning.

Nursing served Peplau well. During her youth, with few careers open to wo men, nursing provided independence, mobility, comfort, a feeling of self -worth, and a source of income. Her career began in private duty service, hospital operating rooms, and summer camps, and she returned to these areas at various times, especially when pursuing academic goals or meeting family needs. Peplau fought pressure to conform to nursing's ritualistic behavior but instead became a reformer. She survived a particularly ugly character assassination and prevailed over her critics, receiving numerous honors and awards. Extremely disciplined and thorough, Peplau developed a program of study at Teachers College in New York where she formalized the psychiatric nursing specialty...

1. http://publish.uwo.ca/~cforchuk/peplau/obituary.html Written by Dr. Grayce Sills, with assistance from Dr. L. Anne Peplau, and Bertha Reppert. 2007 2. http://findarticles.com/p/articles/mi_qa3912/is_200212/ai_n9156309/ Maria A. Holden, MSN, APRN, BC Copyright Association of Military Surgeons of the United States Dec 2002 Provided by ProQuest Information and Learning Company. All rights Reserved Holden, Maria A "Hildegard Peplau: Psychiatric Nurse of the Century". Military Medicine. FindArticles.com. 09 Jul, 20 09. http://findarticles.com/p/articles/mi_qa3912/is_200212/ai_n9156309/ 3. http://www.authorstream.com/Presentation/aSGuest3761-112874-peplaunursing-theory-hildegard-education-ppt-powerpoint/