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TFN FINALS > HILDEGARD PEPLAU > Flashcards

HILDEGARD PEPLAU Flashcards

1
Q

THEORY OF INTERPERSONAL RELATIONSHIP

A

HILDEGARD PEPLAU

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2
Q

“the kind of person that the nurse becomes makes a substantial difference in what each patient will learn as he or she receives nursing care”

A

HILDEGARD PEPLAU

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3
Q

Born in Reading, Pennsylvania in September 1, 1909

A

HILDEGARD PEPLAU

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4
Q

Time when women were taught to believe that they have to choose between marriage and work

A

HILDEGARD PEPLAU

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5
Q

Her leadership skills saved ANA from bankruptcy

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HILDEGARD PEPLAU

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6
Q

Became a member of the Army Nurse Corps and worked in a neuropsychiatric hospital in London

A

HILDEGARD PEPLAU

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7
Q

Author of “Interpersonal Relations in Nursing”

A

HILDEGARD PEPLAU

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8
Q

Died peacefully on March 7, 1999 at the age of 89

A

HILDEGARD PEPLAU

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9
Q

Psychiatric Nurse of the Century

A

HILDEGARD PEPLAU

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10
Q

Mother of Psychiatric Nursing

A

HILDEGARD PEPLAU

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11
Q

Focus on nurse client relationship

A

HILDEGARD PEPLAU

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12
Q

Nurse serves as a resource person, counselor, surrogate

A

HILDEGARD PEPLAU

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13
Q

Identified 4 phases of the nurse patient interaction

A

HILDEGARD PEPLAU

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14
Q
  1. Orientation Phase
  2. Identification Phase
  3. Exploitation Phase
  4. Resolution Phase
A

4 PHASES OF NURSE-CLIENT INTERACTION

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15
Q

• Problem defining phase

A

Orientation Phase

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16
Q

• Starts when client meets a stranger

A

Orientation Phase

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17
Q

• The individual has a felt need and seeks professional assistance

A

Orientation Phase

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18
Q

• Get acquainted phase of the nurse-patient relationship

A

Orientation Phase

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19
Q

• Preconceptions are worked through

A

Orientation Phase

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20
Q

• Parameters are established and met

A

Orientation Phase

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21
Q

• Early levels of trust are developed

A

Orientation Phase

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22
Q

• Roles begin to be understood

A

Orientation Phase

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23
Q

Values (N and P)

A

Factor Affecting Orientation Phase

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24
Q

Cultural Race (N and P)

A

Factor Affecting Orientation Phase

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25
Q

Beliefs (N and P)

A

Factor Affecting Orientation Phase

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26
Q

Past Experiences ( N and P)

A

Factor Affecting Orientation Phase

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27
Q

Expectations (N and P)

A

Factor Affecting Orientation Phase

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28
Q

Pre-conceived Ideas (N and P)

A

Factor Affecting Orientation Phase

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29
Q

• Patient have a feeling of belonging and capability of dealing with the problem

A

Identification Phase

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30
Q

• Nurse permits exploration of feelings

A

Identification Phase

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31
Q

• Patient identifies with those who can help him or her

A

Identification Phase

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32
Q

• The client begins to identify problems to be worked on within relationship

A

Identification Phase

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33
Q

• The goal of the nurse: to help the patient recognize his or her own interdependent or participation role and promote responsibility for self

A

Identification Phase

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34
Q

help the patient recognize his or her own interdependent or participation role and promote responsibility for self

A

The goal of the nurse

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35
Q

• Use of professional assistance for problem solving alternatives

A

Exploitation Phase

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36
Q

• Principle of interview and communication techniques must be used

A

Exploitation Phase

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37
Q

• Patient attempts to derive full value from what he or she is offered

A

Exploitation Phase

38
Q

• Client’s trust of nurse reached full potential

A

Exploitation Phase

39
Q

• Client making full use of nursing services

A

Exploitation Phase

40
Q

• Solving immediate problems

A

Exploitation Phase

41
Q

• Identifying and orienting self (discharge) goals

A

Exploitation Phase

42
Q

• Also known as termination phase

A

Resolution Phase

43
Q

• Patient’s needs have already been met

A

Resolution Phase

44
Q

• Sometimes may be difficult

A

Resolution Phase

45
Q

• Patient frees himself from identification with the nurse

A

Resolution Phase

46
Q

Person, Environment, Health, Nursing

A

CONCEPTS

47
Q

A developing organism that tries to reduce anxiety caused by needs

A

Person

48
Q

An individual is made of physiological, psychological and social spheres striving towards equilibrium in life

A

Person

49
Q

Man lives in an unstable balance of a given system

A

Person

50
Q

Existing forces outside the organism and in the context of culture or socially approved way of living (norms, customs, beliefs)

A

Environment

51
Q

Forward movement of personality and other ongoing human processes in the direction of creative, constructive, productive, personal and community living. Needs to be meet – physiological demands and interpersonal conditions

A

Health

52
Q

Significant therapeutic interpersonal process

A

Nursing

53
Q

The nurse with the health care team offer health services and project health holistically

A

Nursing

54
Q

Stranger

Resource Person

Teacher

Leadership Role

Surrogate Role

Counselling Role

A

ROLES OF NURSING

55
Q

the nurse treat patient with utmost courtesy which includes acceptance as a person and due respect over his individuality

A

Role of the Stranger

56
Q

provides specific answers to his queries, which includes health information, advice, and a simple explanation of healthcare team’s course of care

A

Resource Person

57
Q

assumes a teaching role when helping patient understand the therapeutic plan

A

Teacher

58
Q

the nurse as a leader must act in behalf of the patient’s best interest and at the same time enable him to make decisions over his own care

A

Leadership Role

59
Q

the patient’s dependency for care gives the nurse a surrogate (temporary care giver) role

A

Surrogate Role

60
Q

the greatest importance and emphasis in nursing

A

Counselling Role

61
Q

Strengthen nurse patient relationship as the nurse becomes a listener, empathic adviser

A

ROLES OF NURSING

62
Q

The nurse must develop her discussion around the interest of the patient and his ability of using the information provided

A

Teacher

63
Q

Response must appropriate to client’s level of understanding

A

Resource Person

64
Q

easily understood, basic assumptions and key concept were clearly given, explained, broken down and outlined

A

Simplicity

65
Q

Logical and applicable in general

A

Analysis of Peplau’s

66
Q

limited to situation that communication can occur between nurse and client

A

Generality

67
Q

Impossible to apply in senile, comatose, newborn group

A

Analysis of Peplau’s

68
Q

This evaluative standard is not met

A

Analysis of Peplau’s

69
Q

theory based on reality

A

Empirical precision

70
Q

Can be tested and observed using pure observation

A

Analysis of Peplau’s

71
Q

Can be validated and verified

A

Analysis of Peplau’s

72
Q

The degree of precision could be more increased but with continued research

A

Analysis of Peplau’s

73
Q

Derivable consequences

A

Analysis of Peplau’s

74
Q

Ideas have greatly touched the lives of many patients, nurses, from students to practitioner

A

Analysis of Peplau’s

75
Q

It gives direction to nursing practice, education and research

A

Analysis of Peplau’s

76
Q

Client is reluctant to talk about the pain

A

OP IN CAPSULE TO THE CLIENT”S PROBLEM

77
Q

Client expressed that more pain is felt while in standing position

A

OP IN CAPSULE TO THE CLIENT”S PROBLEM

78
Q

Without movement and supine position gave her relief from pain

A

OP IN CAPSULE TO THE CLIENT”S PROBLEM

79
Q

Client participates and is interdependent with the nurse

A

IP IN CAPSULE TO THE CLIENT”S PROBLEM

80
Q

Expresses need for measures to get relief from pain

A

IP IN CAPSULE TO THE CLIENT”S PROBLEM

81
Q

Expresses the need for improving mobility

A

IP IN CAPSULE TO THE CLIENT”S PROBLEM

82
Q

Expresses need to know more about prognosis

A

IP IN CAPSULE TO THE CLIENT”S PROBLEM

83
Q

Cooperates and participates actively in performing exercises

A

EP IN CAPSULE TO THE CLIENT”S PROBLEM

84
Q

Client mobilizes, changes position and cooperates during position changes

A

EP IN CAPSULE TO THE CLIENT”S PROBLEM

85
Q

Expressed that pain has reduced a lot

A

RP IN CAPSULE TO THE CLIENT”S PROBLEM

86
Q

Agreed to continue exercise at home

A

RP IN CAPSULE TO THE CLIENT”S PROBLEM

87
Q

Expressed that she would come for regular follow up after discharge

A

RP IN CAPSULE TO THE CLIENT”S PROBLEM

88
Q

Empirical knowing
Personal knowing
Ethical knowing
Aesthetic knowing

A

CARPER’S PATTERNS OF NURSING KNOWLEDGE

89
Q

Although the client shows outward signals now, the nurse has sensed previously the client’s jumpiness and subtle differences in the client’s demeanor and behavior

A

Aesthetic knowing

90
Q

Although the nurse patient’s shift has ended, she remains with the client

A

Ethical knowing

91
Q

Client’s face shows the panic

A

Personal knowing

92
Q

Client with panic disorder begins to attack. Panic attack will raise pulse rate

A

Empirical knowing

TFN FINALS (15 decks)

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