Description
Part 1
Complete a nursing theorist video analysis/reflection of one of the nursing theorist videos provided in the course. We highly recommend that you watch as many of these videos as you can throughout the course. This is a great opportunity for you to see and hear directly from the actual theorists that you are reading about in the text. (The video selected is Hildegard Peplau: Interpersonal relations in Nursing)
Please see the close captions for the video attached below. (I was unable to send you the video). Also see attached a sample paper
After watching one of the theorist videos, reflect on what you have learned.
Compose a paper that addresses the following:
Explain why you chose to watch this particular theorist’s video. (The video selected is Hildegard Peplau: Interpersonal relations in Nursing)
Describe the parts of your personal philosophy where you agree or disagree with this theorist.
Is there anything that surprised you in the video? If so, what surprised you?
Would you recommend this video to another student? If so, why would you recommend it?
What value did you receive from watching it?
Directions for Nurse Video Reflections:
You will choose what videos you want to answer questions on, but view as many as you can, they are very interesting!
Compose a paper that addresses the following:
Explain why you chose to watch this particular theorist’s video.
Describe the parts of your personal philosophy where you agree or disagree with this theorist.
Is there anything that surprised you in the video? If so, what surprised you?
Would you recommend this video to another student? If so, why would you recommend it?
What value did you receive from watching it?
Please organize your paper with headings- you can use each question above as the heading over that section/paragraph.
I do not need a Cover page nor Reference page.
PLEASE see the example paper attached here to guide you if you are unsure!
Your paper should be 2–3 pages in length, in APA style, typed in Times New Roman with 12-point font, and double-spaced with 1″ margins. If outside sources are used, they must be cited appropriately.
Due: Sunday, 11:59 p.m. (Pacific time)
Points Possible: 100
Rubric
NURS_500_DE – Video Reflection Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCritical Analysis
40 to >32.8 pts
Meets Expectations
Presents an exemplary articulation and insightful analysis of the theorist video. Draws insightful and comprehensive conclusions regarding the value of watching the specific theorist video. Response indicates a comprehensive, high-level understanding of the theorists’ ideas and how they relate to the student’s personal philosophy.
32.8 to >30.0 pts
Approaches Expectations
Presents an accurate analysis of significant concepts within the theorist video. Offers some detail and some examples regarding the value of watching the specific theorist. Makes some attempt to relate the theorist’s ideas to the student’s personal philosophy.
30 to >23.6 pts
Falls Below Expectations
Provides insufficient explanations of significant concepts within the theorist video. Offers little or insignificant detail and no examples for the value of watching the specific theorist. Fails to relate the theorist’s ideas to the student’s personal philosophy.
23.6 to >0 pts
Does Not Meet Expectations
Does not, or incorrectly, responds with insufficient explanations for theorist choice, video value, and relation to personal philosophy.
40 pts
This criterion is linked to a Learning OutcomeContent
40 to >32.8 pts
Meets Expectations
Includes explanation for why the student chose to watch the specific theorist. Describes the value of watching the video. Explains whether or not the student would recommend the video to another student and why.
32.8 to >30.0 pts
Approaches Expectations
Includes explanation for why the student chose to watch the specific theorist. Describes the value of watching the video, but does not explain whether the student would recommend the video to another student and why.
30 to >23.6 pts
Falls Below Expectations
Provides several insufficient or inaccurate explanations of why the student chose the specific theorist video and the value of watching the video, although attempts are made. There is no mention of recommendations.
23.6 to >0 pts
Does Not Meet Expectations
Information is inaccurate or inadequate. Response indicates little or no understanding of the content in the video.
40 pts
This criterion is linked to a Learning OutcomeMechanics
15 to >12.3 pts
Meets Expectations
Answers are well written throughout. Information is well organized and clearly communicated. Assignment is free of spelling and grammatical errors.
12.3 to >11.25 pts
Approaches Expectations
Answers are well written throughout and the information is reasonably organized and communicated. Assignment is mostly free of spelling and grammatical errors.
11.25 to >8.85 pts
Falls Below Expectations
Answers are somewhat organized and lacks some clarity. Contains some spelling and grammatical errors.
8.85 to >0 pts
Does Not Meet Expectations
Answers are not well written and lack clarity. Information is poorly organized. Assignment contains many spelling and grammatical errors.
15 pts
This criterion is linked to a Learning OutcomeAPA Format
5 to >4.1 pts
Meets Expectations
Follows all the requirements related to format, length, source citations, and layout.
4.1 to >3.75 pts
Approaches Expectations
Follows length requirement and most of the requirements related to format, source citations, and layout.
3.75 to >2.95 pts
Falls Below Expectations
Follows most of the requirements related to format, length, source citations, and layout.
2.95 to >0 pts
Does Not Meet Expectations
Does not follow format, length, source citations, and layout requirements.
5 pts
Total Points: 100
Part 2
For this assignment I need you to pick two nursing theories for future a comparison assignment and explain why you are selecting those 2 theories ( I just need a small paragraph for this part)- choose 2 from the books below. One has to be a Grand range theory and the other a middle range.
Based on the reading assignment (McEwen & Wills, Theoretical Basis for
Nursing, Unit II: Nursing Theories, chapters 6–9), select a grand nursing theory.
Based on the reading assignment (McEwen & Wills, Theoretical Basis for
Nursing, Unit II: Nursing Theories, chapters 10 and 11), select a middle-range
theory.
Unformatted Attachment Preview
Introduction
I chose to watch Betty Neuman and her Neuman System’s Model, it is focused on the human needs as a holistic
being. She also emphasized the importance of the “created environment” which encompasses internal and external
aspects protective of the whole system of variables; including physiological, psychological, sociocultural,
developmental, and spiritual. She focused on the dynamic balance that humans need and that identifying stress and
providing appropriate interventions help maintain client stability for optimum wellness. This theory is geared toward
understanding client condition, taking in their perceptions, and goal setting which allows client interdependence,
dignity, and respect. She also emphasized prevention as an intervention.
Agree or Disagree with Theorist
I agree with Betty Neuman’s theory in that a patient is treated as a whole and not looked at in individual
aspects. This is something that we easily forget especially when we get busy. She also allowed nursing to be more
involved in assuming different kinds of roles allowing for consolidated care. I think that gives way for us nurses to
care for our patient more than helping heal their physical ailments. It helps us connect to them in a deeper level and
adapt to different kinds of needs. I can put this theory in my own practice as a reminder to look at patients as a whole
being and not just a diagnosis.
Surprised
It was interesting to find out this theory started out as a teaching tool requested by her graduate students and
that she wanted to create something from all her experience to help provide structure and guidelines to help them in
their practice. It is amazing to see how much fine tuning has gone into improving the nursing practice.
Recommendation
I would recommend this video to other students and even my nursing colleagues. It shows us how an individual
who loves what she does and loves to help others learn from her own experience come up with a theory that will help
many other nurses in the future. Her theory allows nurses to be creative and adaptable and be more relatable to the
people they care for. It stresses the importance of allowing the client to be part of his or her own plan of care. It has
also provided new insights into clinical research.
Conclusion
This video allowed me to have a better understanding of the theory that I just learned by getting the own
theorists’ view of how it came to be and what it has contributed to nursing. It has reminded me how important it is to
address all variables of what makes a client whole and that goal setting with the client regarding their care will create
a more positive impact on their well-being. It was definitely something that can remind us of what this profession is
about and what impact we can make.
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The nurse theorists portraits of excellence. In this edition, we feature Hildegard Peplow.
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My parents were immigrants, so I’m first generation, first my grandfather came.
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Then my grandmother came and then my father came in 1899.
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My mother’s parents never came to this country, but my mother came in 1983.
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They were all born in a in an area of Poland that was part of the territory of Germany at that
point.
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And they had migrated from somewhere in Germany. I think they met in Bristol, Connecticut
or Hartford.
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They were married in Bristol in 1970. My mother, of course, was a homemaker and during
strikes.
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Periods of strike. When my father was out of work, she would go to a shirt factory or do
house cleaning for people.
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Or she was very expert at baking so she would bake bread and make donuts and sell those.
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My father was a fireman on the Redding Railroad, which was about the block away from our
house, and he was very proud of that.
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I think that was a major achievement for an immigrant boy who really had no real education.
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I had five brothers and sisters and second born in those days, you trace.
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No one, of course, was to get married and then choice number two,
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three and four would be like to go into a convent if you were Catholic to become a teacher,
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if you could afford to go to a normal school or to become a nurse where they paid you.
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And when I was a student nurse, we got paid five dollars a month for the first year, ten
dollars a month for the second year and the third year.
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We were supposed to get the magnificent sum of twenty dollars a month.
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However, it was the depression, so we didn’t get anything. I went to Pottstown Hospital
Training School.
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I went in in 1928 and graduated in 1931.
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I really enjoyed training. There was always something new and fascinating.
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Medical science wasn’t very far along at that point.
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There were no interns or residents at our hospital, and so the physicians tended to pick out
bright nurses and lend us books.
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Let us assist in surgery. I took our tonsils.
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I delivered babies and had all sorts of things, and student nurses now wouldn’t get much of a
chance to do.
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Then I studied at Bennington and got my baccalaureate in interpersonal psychology in 1943.
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Then the war came and I felt that I ought to serve my country. So then I joined the army, and
in August 1943, I went into the Army Nurse Corps,
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a second borns or more people watchers than first borns for one thing.
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And we had a lot of very strange people in the general environment because in those days,
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psychiatric casualties of one kind or another were not hospitalized.
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So when I was a child, they were on the streets, not a lot of them, but there were some and I
wondered about them.
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I wrote the book in 1949 at Teachers College and the first publisher,
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as you may probably have read somewhere, turned it down because no nurse should write a
book of this kind.
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And if I were to have a physician coauthor it.
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He didn’t have to do anything, just put his name on it and be glad to publish it, and I said,
No, no, we won’t do it.
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So then I wasn’t going to publish it. And then we had G.P. Putnam’s sons had an interest in it,
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and then they established a nursing committee and the nurses on that committee hemmed
and hawed,
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and they said, Take this out and put this in and change it here. And I said, No, we’re not
going to do that.
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So finally, Putnam implored Genevieve Bixler, a nurse consultant, and she finally said, Publish
it.
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So the book came out in 52. Actually, it was ready to go in nineteen forty nine.
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I met Dr Pepper out in 1972 and I had just entered graduate school in psych nursing at
Rutgers.
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I think that we are talking about a person who has devoted many, many years to.
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Helping mental patients to get a better shake, if you will.
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And that in Dr Pepper, our Hilda’s studies of mental patients that in communicating that to
so many students across the years,
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then I think the mental patients have feared a great deal because of that.
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And I think there are changes in the mental health system that would not have
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happened if it were not for the work that Hilda did indirectly through studies.
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I met her personally when I had applied to graduate school and came to Rutgers for an
interview.
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A good deal of her work has not been credited because it’s almost become the public
domain in nursing.
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Some of that is because the work has not been published.
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Some of it has also been a problem because she’s been incredibly generous in sharing
various
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dimensions of her thoughts on human behavior and clinical problems with people who,
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for example, just write a letter.
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Miss Peplow discussed her definition of nursing with Dr. Jacqueline Fossett near her home at
the Westwood marquee in Los Angeles.
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Hildegard, I’d like to thank you so much for agreeing to this interview. It’s just wonderful to
get to meet you and to have this conversation.
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It’s my pleasure to meet you. It’s nice to be here to your book.
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Interpersonal relations and nursing was published in Nineteen fifty two.
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One of the first of the books about nursing theory that had appeared.
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I wonder if you could tell me what motivated you to write your book?
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Well, I thought I had something to say that the profession needed to know.
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Actually, the book was really the manuscript was ready in nineteen forty nine and it was.
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There was a article in the American Journal of Nursing in nineteen fifty one that predated the
publication of the book.
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But in studying interpersonal psychology, as I did at Bennington College, it occurred to me
then and later that this was an important theory,
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that it had great relevance for clinical practice and that the profession needed to know about
it.
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And so I published a book.
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So then interpersonal psychology was very influential in your thinking, in leading you to your
ideas that you presented in your book.
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Well, yes, but it wasn’t only interpersonal, uh, theory, it was other theories as well that I had
studied.
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I studied in the social sciences generally at Bennington and did a great deal of reading also
so that it wasn’t just interpersonal theory.
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People have said that your work has been very influenced by Harris, Dr. Sullivan.
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I wonder if that’s the way you see it. Do you see his influence on your thinking?
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Well, actually, the term interpersonal relations was coined by Jacob Marino of Psychodrama
Fame, but Sullivan,
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of course, used the term and and developed a theory of interpersonal relations in terms of
psychiatric work.
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And he is perhaps the major American psychiatrist.
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He has not yet been fully recognized as such, although I think is that recognition is coming,
it’s coming rather slowly.
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But he developed his theory from clinical work with patients and from the social science of
that day that was available.
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He knew, for instance, Saffir and George Herbert Mead and and other social scientists who
who were around at that time.
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And he put all of these together in terms of a theory that was useful clinically.
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And then you drew upon his work, as well as the work from other people to develop your
theory.
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Well, I also knew Solomon. I heard him lecture and I worked at Chestnut Lodge in the
nineteen thirties, so I was exposed to his work and his lectures,
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and I could see some of the effects of the application of such theories to clinical work.
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And then, of course, I studied at a greater length at Bennington and of course, at the William
Allinson White Institute.
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I have a certificate from that institute. Have you wanted to make changes in any of the work
that you have in the book since that time?
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No, not really. I I have written other things.
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I I don’t think that when you talk about my work, I don’t think it should be limited to a book I
published in nineteen fifty two.
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I did other things. So let me take a minute or two and say what the work was.
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First of all, I took personality theory, which goes beyond interpersonal theory and includes a
lot of theories that were
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developed by psychologists and sociologists and child development persons.
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And I showed that this is the theory, and if you apply it in nursing, this is what it will help you
to understand about patients.
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And this is what I will suggest that you should do or might do. That would be beneficial.
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I also took matters work on conflict and the work of Miller, Mauer and Sears at all on the
frustration aggression hypothesis.
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So I took these two constructs and again showed the explanatory power that it had for
clinical
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work and the directional power that it had in terms of how one might help an individual.
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Will resolve a conflict. I also use the literature and quite extensive empirical clinical research
data to develop the concept of anxiety and I think
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quite an original way long before the mental health professionals were talking about anxiety
as an interpersonal phenomenon.
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And I developed a construct of there in terms of levels of anxiety, in terms of indicators that
nurses could use to observe the presence of anxiety.
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And from that, I suggested modes of intervention that nurses could use.
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I also developed the process of hallucinations as an interpersonal process,
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showing how this is a perfectly natural kind of phenomena using inborn capacities that
everyone has and the circumstances
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under which those capacities are used in the direction of the psycho pathological symptom
that we call hallucinations.
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And then also what you can do about it. I have just done a rather extensive paper on that for
a book to come out in Scotland next year.
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I also have developed the self system using basically Solomon’s work, but also from and from
Reichman and others,
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beginning with the work of Coulis and George Herbert Mead and others.
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And put that together in a construct and then showed how nurses can using that
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construct help patients to bring about changes in the contents of their self system,
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which is a very important thing that nurses must do with patients who have amputations,
patients who have been in severe trauma.
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The psychiatric patients, of course, come with a very low self concept loaded with derogatory
content that has to be unloaded in some way,
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and I have shown nurses in the literature how to do that.
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So I don’t want my work confined just to a 1952 book I have written as late as last week and
published other kinds of things,
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and it’s gone well beyond the book. Well, that’s very informative.
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Well, I don’t want to deny the book either. It’s a classic. It’s a book that is going to be
reissued shortly by Macmillan in London.
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That’s wonderful. Just wonderful.
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When you were talking about all of this work, you began to mention areas of traditionally
clinical nursing that might be like medical,
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surgical nursing and other areas that are more traditionally known as psychiatric mental
health nursing.
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And I was wondering when you stayed in your in your book that the functions of
psychodynamic nursing are being able to understand one’s own behavior
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to help others to identify felt difficulties and to apply principles of human relations to the
problems that arise at all levels of experience,
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then what preparation is required for psychodynamic nursing?
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How does one develop skills in these functions? Well,
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I think there are two things I think the nursing curriculum ought to be built on a liberal arts
education and
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that would bring the social sciences and the humanities as a background and then nursing
theory as it develops,
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I think has to focus more closely on the kinds of nursing phenomena that nurses are
expected to diagnose and treat.
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Which it has not yet done to any great extent. And then I think when those two get together,
you will have, um, what I think is necessary for.
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I wouldn’t call it psycho dynamic nursing. I would call it a humanistic approach in nursing at
this point.
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Part of what I was was trying to ask there was would everyone,
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every nurse be able to use your work, your your theories in the care of his or her patients?
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Or is this work best used in most capably used by nurses who have special preparation in
what we call psychiatric mental health care?
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So no, every nurse, I think,
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needs to deal with the the human type problems or is the and a definition of nursing says the
human responses let patients or people have to.
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Actual and potential health problems are within the broad scope of nursing.
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They’re not confined to psychiatric nursing.
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One of the things that I have done and put in the literature is a method of psychotherapeutic
interviewing.
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Well, I have done that in two ways, one in terms of how one deals with psychiatric patients
who have very critical psychiatric
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problems and then how one uses the same framework in a counseling way with all patients.
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But no, I think every nurse has to be able to deal with the human difficulties or human
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dilemmas that people present to them and that interfere with their health.
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What influence do you think that your work has had on nursing education?
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How has your work influenced what we teach to our students?
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Well, it’s hard to say, nurse colleagues tell me that my work is more or less been absorbed
into the nursing culture,
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and the evidence for that is that um. Some of it is printed verbatim without attribution, and
there’s quite a bit of that that goes on,
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which suggests that I don’t remember the source any longer.
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So you’re truly in the public domain. I think it’s been in the public domain and after twenty
five years, even the the uh,
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you know, the book is totally in the public domain until it gets reissued.
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Have researchers in nursing been able to validate your idea of the nurse patient relationship
and the faces of orientation,
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identification, exploitation and resolution? Well, there’s been there have been a number of
studies.
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I don’t actually keep track of the research that’s being done on my work.
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Perhaps I should, but I don’t. There is a nurse in Canada named for Czech, who is for Czech,
who is doing some research on it now.
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I think she has an upcoming publication in the Journal of Psychosocial Nursing on that.
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There have been other researchers, particularly on hallucinations. There have been at least
two that I know of.
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Cynthia Richter’s work and Bill Fields at the University of Texas in Austin.
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And they have pretty much validated not the total construct, but most of it.
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I found that your idea of the various roles that nursing nurses could play as particularly
intriguing,
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I wonder if you would comment a little bit on that.
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Well, when I put that in the literature and that was quite early, that was in the late fifties, I
believe may maybe even a bit earlier.
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At that point, nurse nursing, as you probably know, started out with activities,
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we had an activity study and they counted up all the activities that nurses do.
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When I was a student nurse,
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we had to write down every two minutes what activity we had just performed and then
somebody at the league told all those up.
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Blanch Peppercorn. As I recall, I never knew how those studies were done.
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That’s incredible. I was one of the the subjects that collected data.
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Then they moved from activities to, well, first before activities that were duties, and all the
books before 1930 were full of duties of nurses.
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What nurses should do or do must do, don’t do and so on.
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This is your duty. And then the activities, then we move to functions and there were many
functions studies.
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Then we got to roles. And by the time they were in the roles, I came up with a paper on roles.
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So I am as much a product of my time as anyone.
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Then we moved on to other things and I did too. But at the same time, I was coming up with
the idea of roles or roles in the nursing role.
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I was also working on clinical phenomena that nurses had to somehow provide nursing
services that would would have favorable outcomes for patients.
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Clinical phenomena such as anxiety or such as anxiety, hallucinations, self system, language,
thought disorder.
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I have quite a lot in the literature on that and so on.
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How would your work help the administrator of nursing services you say in in your book that
and
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in your other writing than an interpersonal relationship is an interpersonal relationship,
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regardless of whether it’s between the nurse and the patient or a teacher and a student.
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And I wondered if if you would see that that the phases of that relationship would be
germane to administrators in their dealing with their staff?
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Well, I can think of a few administrators in my checkered past who might benefit or might
have been offered
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by some knowledge of interpersonal relations and interpersonal relations occurs at all levels.
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And one of the main points about it. Is that you use participant observation rather than
spectator observation, which is what we used in the 1930s,
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you kind of put the patient in the corner and you looked at him and you said, this is what
that object is doing with participant observation.
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You have to look at what you’re doing that calls forth or evokes whatever responses
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are occurring and you try to puzzle out what the relation is in the relationship.
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And many administrators would benefit by taking a look at the behavior that they use with
faculties in academia,
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with nursing staff and hospital settings and elsewhere.
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That calls out certain kinds of responses.
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What is it that nursing administrators do that contributes, for instance, to staff turnover?
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I think it would be a very important study or what is it?
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That’s not only Deans, but faculty members do. That increases attrition.
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The students from schools of nursing or decreases or decreases at right?
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You’ve mentioned earlier in our conversation that you’ve been writing papers recently,
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I wonder if you could tell us a little bit more about what you have been doing recently.
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I try to do as little as possible, but it doesn’t seem that I can manage that.
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I seem to be busy.
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I have just completed a chapter of the book on updating the concept of anxiety, the self
system and hallucinations for a book in Scotland.
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And I like it. I like the work, and I’m on my way to Montreal to give a paper.
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So I’ve just written that. And what is that on? It’s on the substance of psychiatric nursing
substance and scope of psychiatric nursing.
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24:21
What are your plans for the future beyond going to Montreal? Well, I’m more or less play it
by ear.
24:30
I have no commitments after I get back from Montreal, and that’s the way I want it.
24:37
I like to. I’ve been working on a genealogy for about five years and I want to pick that up.
24:42
I have a lot of new materials that have come in since Christmas when I finalized the copy that
I have
24:48
now and I want to deal with those materials and then I have some new leads that I want to
pursue.
24:56
And that’s a pretty time consuming business. This is of your own family.
25:04
This is in my family. How fascinating. Now, your own work is in the archives at Radcliffe.
25:09
Yes, my papers went to to Radcliffe when I moved to California, it was a sensible thing to do
would have cost twice as much to ship them.
25:18
And there are forty six cartons, so there’s quite a lot. But it’s not only my papers.
25:27
It would be a mistake to think of it that way. It really is the history of psychiatric nursing.
25:34
At least from nineteen forty eight to when I retired in nineteen seventy four,
25:41
my books, my old textbooks from when I was a student nurse, I didn’t keep.
25:49
I sent those to the history of Nursing Museum in Philadelphia. Which is making a book
collect, getting a book collection together.
25:54
And I had some of the old. Textbooks then block them and so on.
26:02
What do you think has given you the most satisfaction in your career as a nurse?
26:09
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Using my head? I mean, I I like to become involved in in puzzles or issues or questions and
then pursue them as best I can.
26:16
And that’s the resources that have been available to me.
26:30
I think the nurses today are much more fortunate. There are more resources and more.
26:35
Acceptability of of scholarship more. The climate is more favorable for scholarship and
research now.
26:42
Then it was in an earlier era. Well, I’d like to thank you again so much.
26:52
This has really been an absolutely fascinating experience for me.
26:58
I’ve learned so much and I’m sure our viewers will also about you and about psychiatric
nursing fabulous contributions you’ve made.
27:02
Thank you very much. And thank you for those kind words. Nice for me to be here to.
27:10
That’s my niece’s child. David Eric Gordon, he’s six years old and he goes to Curtis School
here in in Los Angeles.
27:24
He speaks of himself as being a scientist. Well, we plant garden.
27:35
Of course, the construction is going on here now. So I don’t have a garden this year, but we
do have tomato bushes in pots out there.
27:39
We have carrots in pots, Sarah with seeds and put them in these little containers you saw on
that one.
27:47
Do it and they just fly them in the seed seeds.
27:55
And then it is coming out like those.
28:04
When the construction is all finished, we’ll have a garden again. We plant corn and peas and
beans and flowers.
28:08
He likes to do that. He likes to do and he likes to climb.
28:16
He’s got a very good mind and he’s he’s a very interesting child and I’m very glad to have a
chance to have a hand in his growing up,
28:21
which is one reason why I’m in California.
28:31
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