Question

purpose of this assignment is to demonstrate the application of a nursing theory, The 0 conceptual model, or a nursing theory for analysis via this presentation. Submit this as a Power Point presentation. Do not select a borrowed theory for this assignment. middle-range theory to nursi ng practice. Individually choose Your presentation needs to include the following: A. Why this theory was chosen including clear explanations and illustrations of how the theory guides practice. Include examples/cases from your practice to help illustrate why this theory /model was selected 10% B. Appropriateness of theory chosen for analysis 15% C. Presentation of key points of theory 20% D. Evaluation of theory as applicable to practice 30% e is the theory congruent with current nursing standards? . is the theory congruent with current nursing interventions or therapeutics? , has the theory been tested empirically? Is it supported by research? Does it appear to be accurate/valid? Provide details and explain . is there evidence that the theory has been used by nursing educators, nursing researchers, or nursing administrators? Provide an example . is the theory relevant socially and cross-culturally? Explain e Does the theory contribute to the discipline of nursing? In what wayls?

give me notes and i will make the power points myself

Answer 1

Middle range theory has been found to be useful in both research and practice. Theory can serve a heuristic function to stimulate and provide the rationale for studies, as well as help guide the selection of research questions and variables (Lenz, 1998, p. 26). Middle range theories also can assist the practice by facilitating understanding of clients behaviour, suggesting interventions, and providing possible explanations for the degree of effectiveness of the interventions.

Peplau's theory of Interpersonal relationships :

Peplau (1991) initially defined four phases of the nurse-patient relationship: orientation, identification, exploitation, and resolution. The core of the theory, the relationship between nurse and patient, is composed of phases, fulfilled through roles, influenced by psychobiological experiences, and requires attending to certain psychological tasks. Peplau also identified methods that can assist the nurse to develop an understanding of the nurse-patient relationship.

The roles of nursing are defined by nurses, endorsed by patients, influenced by society, and promoted by the professional literature. Peplau identified the roles that she considered most relevant to nurse-patient situations and delineated principles for the successful fulfilling of those roles. The roles she identifiedwere as follows:

1.Stranger: The nurse approaches the patient with respect and positive interest.

2.Resource person: The nurse answers questions using the level of functioning, psychological readiness, psychological atmosphere, and relevance of the questions to formulate the response.

3.Teacher: The nurse considers what patients already know and level of interest to develop learning situations that enable patients to learn through experience.

4.Leader: The nurse engages patients as active participants in planning their care.

5.Surrogate: The nurse recognizes that patients often respond to him or her as they would to a person from their past and uses that recognition to help patients deal constructively with their feelings and learn new ways of relating to others.

6.Counsellor: The nurse observes and listens to patients in a way that helps patients develop fully understanding of themselves, their feelings and actions

The patient needs to recognize and understand the extent of the difficulty and the help that is needed to address it. Orienting the patient to the nature of the problem is a complex task. It requires that the nurse acts as both a resource person and a counsellor. As a resource person, the nurse provides specific information about the problem confronting the patient and helps the patient see the personal relevance of the information. As a counsellor, the nurse encourages the patient to be actively involved in identifying and assessing the problem. The patient also needs to recognize and use the professional services offered. The nurse serves as a resource person to help the patient identify the range and limitations of the services provided. It is important for the patient to know what can be expected from the nurse. It is equally important that the patient understands the limitations in the health care environment, both situational (i.e., related to the routines) and cultural (i.e., related to the standards of conduct).In order for the patient to move successfully to the next phase in the nurse-patient relationship, he or she must harness the energy from the tension and anxiety created by felt needs in a constructive fashion to define, understand, and resolve the problem. The counselling role of the nurse is vital in dealing with the patient’s anxiety. The nurse must understand the meaning of the situation to the patient and be alert to evidence of anxiety manifested by apathy, dependency, or overaggressiveness, or terror and panic if the patient fails to deal with it. As a resource person, the nurse helps the patient understand the meaning of the anxiety-promoting events he is experiencing in the health care environment. In the counselling role, the nurse encourages the expression of expectations and feelings by responding unconditionally to the patient. This response communicates to the patient that the focus of the relationship is on his needs, not those of the nurse. Through nondirective listening, the nurse encourages the patient to focus on the problem and express related feelings, without offering advice, reassurance, suggestions, or persuasions. This establishes the foundation for the work of the next phase of the relationship.

The nurse helps reduce the anxiety to a more manageable and useful level by his or her presence as someone who will listen and provide for the patient’s physical needs. The ability of the nurse to be helpful to the patient during the experiences of anxiety is predicated on his or her self-understanding. “If a nurse has developed the ability to undergo tension and stress, in order to identify a difficulty that she feels and to take steps that lead to a course of action based on evidence of what is involved, she will be able to help patients to do likewise” (Peplau, 1991, p. 135).

Peplau (1991) identified principles that are consistent with healthy toilet training and general socialization activities that help the nurse establish rapport with patients and assist them in developing the ability to delay gratification of needs:

1. Show unconditional interest and acceptance.

2. Encourage expression of needs and feelings.

3. Provide times in which demands are met and they are not met.

4. Promote participation in decision making so that patients can become more self-directing.

5. Allow for some “hoarding,” which reinforces feelings of security.

6. Encourage sharing, which can only occur when there is freedom from coercion. Hopefully, patients learn that delaying gratification can be experienced without an overwhelming sense of anxiety.

Observation, communication, and recording are three basic skills that are “valuable to the use of nursing as an interpersonal process that is therapeutic and educative for patients” (Peplau, 1991, p. 309). Peplauconsidered these three operations as integral to the nursing process.

Peplau is acknowledged as the first theorist of the modern era of nursing. Her theory of interpersonal relations in nursing focuses on the stages experienced, the nursing roles used, and the issues addressed in the context of the nurse-patient relationship. In the nursing profession, the primacy of the nurse-patient relationship is still recognized and Peplau’s phenomenological approach to theory development is still valued.“Peplau’s work has been influential, particularly (though not exclusively) in mental health nursing and ‘her ideas have provided architectural design for the practice of a discipline’” (Pearson, 2008, p. 80). Peplau was able to pull together “loose, ambiguous data and put them into systematic terms that could be tested, applied, and integrated into the practice of psychiatric nursing” (Lego, 1980, p. 68). Although because of its complexity, research on the theory of interpersonal relations is not a simple undertaking, further testing of Peplau’s theory could make significant contributions to nursing’s body of knowledge.