HLTENN042: Implement and Monitor Care for a Person with Mental Health Conditions

Assessment

You must answer all questions and complete this assessment task by the due date provided or you may receive an unsatisfactory (U) result.

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Academic and Research Misconduct

APA 7th edition style in-text referencing must be used throughout, and a reference list submitted with the assessment. Students must use their own words to answer the questions. Assessments that use, reproduce, or adapt the work or ideas of another person without due acknowledgment will be graded as unsatisfactory and considered academic misconduct. For more information, refer to the Student Rules.

1. Research Hildegard Peplau’s Interpersonal Theory, and briefly describe how the principles of this theory contribute to the importance of the therapeutic relationship between the person living with a mental health condition and their family and the health care worker, in shaping mental health care interventions. 

The significance of the nurse-patient relationship in healthcare is emphasised by Hildegard Peplau's Interpersonal Theory. It distinguishes four essential stages by first building a relationship and comprehending the issue. In order to comprehend their illness, the patient starts to identify with the nurse. The patient makes the most of the relationship. Resolution: The relationship ends when the issue is resolved. By highlighting the therapeutic relationship between the patient, their family, and the healthcare provider, this theory supports mental health care interventions. It encourages mutual respect, understanding, and active patient participation all of which are essential for providing quality mental health care.

Case study

Steve is a 30-year-old Maori gentleman who has been reluctantly brought into the Emergency Department by his brother Joe, after intentionally lacerating one arm and his neck while heavily intoxicated on alcohol.

Steve is currently unemployed due to the recent loss of his driver’s license for Driving Under the Influence (DUI). He lives with Joe in an apartment and Joe seems to be the only person that Steve will talk to but is often away as a FIFO worker and only sees Steve fortnightly. Steve is not participating in support programs and has historically refused referral to community support services.

He is seen in the Emergency Department by the Mental Health Assessment Team (MHAT). Following assessment, Steve is admitted as a voluntary patient to the Mental Health Unit for further assessment, observation, and monitoring with preliminary diagnoses of Major Depressive Disorder, with Alcohol Abuse Disorder and commenced on Sertraline 25 mg as initial treatment. Steve appears malnourished, dehydrated, and is significantly lacking personal hygiene. He is flushed, ataxic and smells strongly of alcohol. His speech is slurred, and he answers assessment questions hesitantly in a monotone voice. He is unable to provide information re. how much alcohol he has consumed, since when he started drinking or when he last had a meal. Steve can share his full name and address, as well as that Joe brought him to the hospital for treatment, during admission. He describes himself as being tired most of the time and unmotivated to plan or perform any personal care. He has a productive cough. He is given a provisional diagnosis of Major Depressive Disorder (MDD) and Substance Abuse (Alcohol) Disorder.

Brief Summary of Assessment Requirements

This assessment focuses on applying Hildegard Peplau’s Interpersonal Theory to mental health care and analyzing its relevance in forming therapeutic relationships in clinical practice. Students are required to:

• Research Peplau’s Interpersonal Theory and explain how its principles contribute to therapeutic relationships between patients, their families, and healthcare workers.
• Analyze a case study (Steve, a 30-year-old male with Major Depressive Disorder and Alcohol Use Disorder) to demonstrate understanding of therapeutic intervention strategies.
• Emphasize the stages of the nurse-patient relationship: orientation, identification, exploitation, and resolution.
• Ensure APA 7th edition referencing is used and all answers are in the student’s own words to avoid academic misconduct.
• Meet submission deadlines and adhere to academic integrity policies.

Key Learning Objectives:

• Understand Peplau’s Interpersonal Theory in mental health care.
• Apply theoretical knowledge to real-life case scenarios.
• Recognize the role of therapeutic relationships in patient recovery.
• Develop critical thinking and reflective skills in mental health nursing.

Step-by-Step Guidance by the Academic Mentor

Step 1: Understanding the Theory

The mentor guided the student to:

• Study Hildegard Peplau’s Interpersonal Theory and its four relationship phases.
• Identify how these stages (orientation, identification, exploitation, resolution) support patient engagement.
• Link theory to practical mental health care, emphasizing mutual respect, trust, and active participation.

Step 2: Analyzing the Case Study

The mentor advised the student to:

• Review Steve’s clinical background, including his mental health conditions, substance use, social context, and current functioning.
• Highlight factors impacting the therapeutic relationship, such as family support, mental state, and cooperation.
• Identify opportunities for intervention using Peplau’s framework.

Step 3: Applying Theory to Practice

The mentor instructed the student to:

• Map each stage of Peplau’s theory to Steve’s scenario:
  • Orientation: Initial assessment by MHAT; establishing rapport.
  • Identification: Steve begins recognizing personal challenges and acknowledging the nurse’s role.
  • Exploitation: Utilizing nursing interventions (medication, observation, hygiene support, counselling).
  • Resolution: Achieving treatment goals and preparing for discharge or ongoing support.
• Include family involvement (Steve’s brother Joe) as part of the therapeutic process.

Step 4: Writing and Referencing

The mentor emphasized:

• Structuring the assignment with an introduction, theory explanation, case study application, and conclusion.
• Using APA 7th edition for citations.
• Ensuring clarity, academic tone, and originality in writing.

Step 5: Review and Refinement

The mentor guided the student to:

• Recheck that all stages of Peplau’s theory were applied accurately.
• Ensure the therapeutic relationship insights were clearly connected to Steve’s care plan.
• Proofread for grammar, clarity, and referencing consistency.

Outcome and Learning Achievements

The student successfully:

• Demonstrated a clear understanding of Peplau’s Interpersonal Theory.
• Applied theory to the real-life case of Steve, highlighting therapeutic interventions.
• Showcased the importance of nurse-patient-family relationships in mental health care.
• Developed critical thinking skills in analyzing complex patient scenarios.
• Produced a well-structured, APA-compliant assignment, meeting all academic requirements.

Learning Objectives Achieved:

• Knowledge of Peplau’s theoretical framework.
• Ability to link theory with practical mental health interventions.
• Enhanced skills in critical reflection, patient assessment, and care planning.
• Understanding of professional and ethical standards in academic work.

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