In their 2006 article, Advanced Practice Psychiatric Mental Health Nursing, Finding Our Core: The Therapeutic Relationship in 21st Century, Perraud et al. discussed Hildegard Peplau’s influence on the origins of advanced practice psychiatric nursing (p. 215). However, as both Perraud et al. and Bjorklund discuss, with the numerous changes in health care delivery, and specifically, mental health care delivery, combined with an increased knowledge base and focus on the role of neurobiology in mental health, the focus of Psychiatric Mental Health (PMH) graduate curricula changed in the late 20th and early 21st centuries. These changes resulted in a decreased emphasis on the importance of the interpersonal relationship in the Psychiatric Mental
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(2006) was not focused on applying Peplau’s Theory of Interpersonal Relations to a specific framework of advanced practice. Rather, they used their advanced practice roles as nurse educators and nurse researchers to build a curriculum to condense the relationship elements of the theory supported by empirics and positively associated with patient outcomes into cognitive skills which could be taught and evaluated through an online PMHNP graduate program (2006). Unfortunately, in their literature review they found that nursing had little empirical data supporting the role of the interpersonal relationship between the nurse and patient in positively driving patient outcomes. Therefore, the researchers expanded their review of the literature to the field of psychology. Through their expanded search they found the three relationship elements which had the strongest empirical link to successful outcomes were: the therapeutic alliance, empathy, and goal consensus and collaboration (Perraud et al., 2006 p. 220). These relationship elements align with Peplau’s role of the nurse as a counselor; the principle of accepting the patient as they are; and the nurse’s ability to assist the patient in identifying the problem, defining the goal, and collaboration through mutual responsibility (Townsend, 2014). The team then went on to build a therapeutic/relationship model to map therapeutic encounters between the PMHNP student and their patients rooted in the …show more content…
While Peplau’s theory is often classified as an interactive model (Tourville & Ingalls, 2003), it can also be considered a developmental model (Townsend, 2014). The model built by Perraud et al. to map therapeutic encounters contains the following four elements, which must be in considered in every patient encounter: of patient factors, relationship factors, therapeutic technique and expectancy. These factors do not align with Peplau’s phases of the nurse-patient relationship, her stages of personality development, or her idea of the nurse as a surrogate. They do however, loosely into the metaparadigms of person, environment, health and nursing described by both Tourville & Ingalls (2003) and Butts & Rich (2015). Patient factors align with the person metaparadigm as they focus on the individual, their history, their current situation along with their perception. Despite focusing on the negative connotation of health, rather than the positive, illness, listed as an element of patient factors by Perraud et al (2006 p. 219) fits into the metaparadigm of health described by Tourville and Ingalls (2003, p. 22). The element of therapeutic techniques aligns with nicely the metaparadigm of nursing as delineated by Tourville & Ingalls (2003, p. 22). Therefore, while utilizing the therapeutic techniques described by Perraud, at al., the
(2006) was not focused on applying Peplau’s Theory of Interpersonal Relations to a specific framework of advanced practice. Rather, they used their advanced practice roles as nurse educators and nurse researchers to build a curriculum to condense the relationship elements of the theory supported by empirics and positively associated with patient outcomes into cognitive skills which could be taught and evaluated through an online PMHNP graduate program (2006). Unfortunately, in their literature review they found that nursing had little empirical data supporting the role of the interpersonal relationship between the nurse and patient in positively driving patient outcomes. Therefore, the researchers expanded their review of the literature to the field of psychology. Through their expanded search they found the three relationship elements which had the strongest empirical link to successful outcomes were: the therapeutic alliance, empathy, and goal consensus and collaboration (Perraud et al., 2006 p. 220). These relationship elements align with Peplau’s role of the nurse as a counselor; the principle of accepting the patient as they are; and the nurse’s ability to assist the patient in identifying the problem, defining the goal, and collaboration through mutual responsibility (Townsend, 2014). The team then went on to build a therapeutic/relationship model to map therapeutic encounters between the PMHNP student and their patients rooted in the …show more content…
While Peplau’s theory is often classified as an interactive model (Tourville & Ingalls, 2003), it can also be considered a developmental model (Townsend, 2014). The model built by Perraud et al. to map therapeutic encounters contains the following four elements, which must be in considered in every patient encounter: of patient factors, relationship factors, therapeutic technique and expectancy. These factors do not align with Peplau’s phases of the nurse-patient relationship, her stages of personality development, or her idea of the nurse as a surrogate. They do however, loosely into the metaparadigms of person, environment, health and nursing described by both Tourville & Ingalls (2003) and Butts & Rich (2015). Patient factors align with the person metaparadigm as they focus on the individual, their history, their current situation along with their perception. Despite focusing on the negative connotation of health, rather than the positive, illness, listed as an element of patient factors by Perraud et al (2006 p. 219) fits into the metaparadigm of health described by Tourville and Ingalls (2003, p. 22). The element of therapeutic techniques aligns with nicely the metaparadigm of nursing as delineated by Tourville & Ingalls (2003, p. 22). Therefore, while utilizing the therapeutic techniques described by Perraud, at al., the