Hildegard E.Peplau(赫得嘉 佩皮劳)的资料。

Her contribution :

When the name, Hildegard E. Peplau, is mentioned in psychiatric circles there is no need for identifying explanations. Hilda is well known to the nursing profession, and to other health disciplines. Her name is synonymous with the interpersonal relationship in nursing. Her conceptualization and delineation of the process of the interaction between nurse and patient is one of her major contributions to the profession.

The selection of Hilda for special recognition by the ANA Council of Advanced Practitioners in Psychiatric/ Mental Health Nursing seems a very natural event in a career which has charted such a wide path through psychiatric nursing and the discipline of nursing. Her work has touched the career of each psychiatric nurse here today, either through her teaching, consultation, writing, professional organization activities, or governmental advisory endeavors. There are many contributions in Hilda's rich career which could be singled out for special recognition. Her excellence as a teacher, her consistency as a scholar, and her creativity as a theoretician stand out as her most significant attributes.

Hilda entered the nursing profession in Pottstown, Pennsylvania, where she earned her diploma in nursing at Pottstown Hospital. She worked in operating room supervision as a new graduate, and later moved to New York, where she did surgical nursing. She went to Bennington College in Vermont and headed the nursing staff in the college infirmary and earned her Baccalaureate Degree in Psychology. She did clinical work at Bellevue; worked in child care with David Levy; had contact with Harry Stack Sullivan and Frieda Fromm-Riechman in her experience at Chestnut Lodge; and did private duty in psychiatric nursing in New York. During World War II, she was stationed in London in a neuropsychiatric center, the 312th Station Hospital. This assignment afforded interchange with many outstanding people in psychiatry.

Hilda earned her Masters Degree at Teachers College, Columbia University, and worked in psychiatric nursing in Highland Hospital in Ashville, North Carolina. She was invited back to Teachers College to develop and conduct the graduate program in psychiatric nursing. She completed her Doctorate in Education at Columbia; was on the faculty for six years; then moved to Rutgers, the State University in New Jersey, to develop and chair the graduate psychiatric nursing program. Now a professor emeritus of Rutgers with a continuing active professional involvement at local, national, and international levels, Hilda defines retirement as a time to do things you want to do, not what you have to do. It is no surprise that what she wants to do comprises a full-time schedule.

Hilda has made the statement that nurses facilitated the movement of a sizeable number of people into the middle class in this country in the first half of the twentieth century, a contribution to society that is little recognized. Preparation for a nursing career could be acquired without paying tuition, and room and board were supported in return for service rendered during the training period. Young people earned their nursing diplomas, then supported the college educations of brothers, sisters, and spouses. This custom promoted the upward economic mobility of many families. Many a medical education was so supported prior to World War II: after acquiring their nursing diplomas, some nurses used nursing to work their way through medical school. In fact, it was a commonly held expectation that if you were in nursing and you happened to be bright, surely you would aspire to a medical career.

Hilda was one of the bright ones who had no such aspirations. She visualized the nursing and medical professions as sharing some commonly held goals and services, but each with a different and separate health mission in meeting the health needs of people. There has been no uncertainty in her identification with her profession and in her steadfast efforts to push its growth to its full potential throughout an illustrious career.

Hilda Peplau and her colleagues who were engaged in the early development of graduate education in nursing were facilitators of another kind of social movement-the movement of the profession into graduate education and specialization in fields of practice. In the 1860s, Florence Nightingale was establishing her School of Nursing and struggling to convince those around her that women were educable, that they should have satisfying professional careers, and that they should be highly paid. One hundred years later, there still remained some unfinished business in the implementation of these convictions. Many nurses who entered graduate school had had work experiences that had inhibited the use of their intellectual capacities; some had experienced derogation and harsh treatment for any demonstration that they were knowledgeable. Hilda was adept in creating learning opportunities that assisted these students to rediscover their intellectual resources and to develop useful strategies for dealing with such occupational hazards.

I would like to emphasize at this point that by mentioning Hildegard E. Peplau and Florence Nightingale in the same paragraph I am not trying to relegate Hilda to history before her time, nor am I trying to promote the illusion that these two nursing leaders are contemporaries. We all know Hilda gets around a lot, but as yet, she has not achieved travel by time machine. However, a conversation between these two well-known women would be quite fascinating, if it were possible.

I know nothing of Hilda's childhood, for which she must be very grateful today. I suspect she was one of those children who came home from her first-grade experiences, collected the neighborhood kids in the backyard, and played school. Teaching seems such an integral part of her personality.

I first met Hilda Peplau in Cincinnati, Ohio, in 1951 at the National League of Nursing Education's second Conference on Advanced Programs in Psychiatric and Mental Health Nursing. Throughout the fifties and sixties we psychiatric nurses were occupied with differentiating graduate from undergraduate education and forecasting what the clinical specialist should be. Grayce McViegh Sills and I studied with Hilda to Teachers College in 195152 in one of the graduate classes early in her appointment at Columbia. By the time we entered her classroom, she had perfected a lecture-discussion style in which she engaged students in an on-going, problem-examining approach to learning. All she needed for a visual aid was a blackboard and a piece of chalk to diagram points in a discussion made complex by the thoroughness with which her lively mind examined an issue.

Generally, teachers are expected to have a reasonable command of the information in their field and the ability to select from it and communicate in ways useful to the learner. Occasionally, one finds a teacher who involves students in a partnership in learning, conveying the anticipation that they will share an interest in the critical examination of the problems and issues in the field, be concerned with the development of new knowledge, and with its implementation in clinical practice and professional actions. Hilda was such a teacher. She could pick up a dusty old problem which had defied solution, shake it around a bit, make some observations from a new perspective which enticed others to re-examine the problem, and an intriguing discussion was under way.

Whether Hilda is conducting this foray on problems through old territory or into new ground, there is much to be learned about the investigative process along the way. Some problems are examined to the extent that there is information available, with the gaps in observational data and theoretical concepts pointed out, then they are set aside for further consideration when additional observations can be completed or the discovery of new knowledge can be brought to bear on a puzzling facet or changes in the problem situation alter the examination. In this process she helps students learn to juggle a variety of problems and concerns within the field and keep open the eventual work on their resolution. As students in classroom discussions and in conversations as professional colleagues many of us find stimulation from the lively intellectual curiosity Hilda employs in making observations, the critical thought she invests in examining an observed situation, and the interpretations she formulates.

Hilda's career has been dominated by a scholarly quest for knowledge and an avid interest in the development of theory upon which clinical actions can be based. Her teaching has been rooted in these two aspects of her scholarly behavior-the acquisition of knowledge of established theory and the systematic development of theoretical concepts and processes from clinical observations that will lead to the development of nursing theory. Her pursuit of knowledge has been focused on her spedalty field of psychiatric nursing, but has not been limited to it. An opportunity to select a narrow focus in the pursuit of knowledge inevitably leads to expansion into a broad focus in the acquisition of relevant information. Hilda personifies the true scholar whose critical examination of phenomena in a selected, limited specialty area and whose search for explanatory theory lead to the acquisition of knowledge of the work of other specialists in related disciplines.

Hilda's career exemplifies the purposes and benefits of specialization. She has centered her work on the development of the clinical expertise and theoretical base for the practice of the clinical specialist in psychiatric nursing. Her primary focus in education has been in the graduate education of that specialist. Her contributions have been major in the development of this specialty and its clinical services to people. Throughout her career, Hilda has believed that the total profession will benefit from the specialist's opportunity to push forward the frontiers of knowledge and practice. That belief is evident in her writing, which has enabled nurses to utilize concepts from psychiatric nursing in other areas of nursing practice. She has been interested in how individuals learn concepts and how they employ them in different levels of practice and in different areas of practice. Her consultation and teaching activities have taken her beyond the graduate school into diverse clinical settings across the country and into curriculums other than those of the graduate school to share what she has learned and developed in her own specialty.

Hilda's willing participation in the political responsibilities of the profession throughout her career has had an impact on the professional life of everyone here. Along with her colleagues, Hilda has devoted extensive thought, time, and effort in various training committees of the National Institute of Mental Health and advisory boards of other governmental agencies contributing to the development of policies for funding, which greatly influenced the development of graduate education and research in this field, and deliberating on the distribution of funds. Conferences on education in psychiatric and mental health nursing sponsored by nursing organizations and by universities with grant funding held periodically over the years have afforded opportunities to share and collaborate in shaping the direction of the field, and Hilda has had a vital role in these endeavors. She has always appreciated the importance of viable and strong professional organizations and has served in many responsible roles in organized nursing. She brings to her organizational and political roles the same intellectual investment in dealing with problems that she demonstrates in her clinical field.

Problems seem to challenge Hilda, and although the complexity of large organization slows the process, she can lead the deliberation to resolution, strengthening the internal integrity of the organization along the way. There is an element of the old Pennsylvanian philosophy in Hilda that, "What will be, will be," and "Chust let it," in her appreciation of situations in which there is slow movement and that people do what they are ready to do.

But then, behavior has meaning, and if one can delineate the antecedents and if the group can view the behavior as changeworthy, the process of effecting change can be determined. The most consistent hope for progress, no matter how troubled the situation, is the truly intellectual person, educated lifelong and continually involved in the problems and growth of the field. Hildegard E. Peplau is that kind of person.

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