Analysis and Evaluation of Nursing Theory: A Case Study of Peplau’s Interpersonal Relations Theory

Abstract

The analysis and evaluation of nursing theory constitute a systematic process of examining theoretical frameworks to identify their strengths, limitations, and applicability within diverse professional nursing contexts. This article applies McEwen’s conceptual framework for theory analysis and evaluation, which consists of three stages: description, analysis, and evaluation. The interpersonal relations theory of Peplau is employed as a case study. Findings of this analysis and evaluation: 1) Theory description: Peplau’s theory is classified as a middle-range theory, developed through both inductive and deductive approaches. Its primary aim is to explain the relationship between nurses and patients. Four central concepts are identified: psychobiological experiences, the role of the nurse, phases of the nurse–patient relationship, and core psychological tasks. The theory includes the major paradigms of nursing: person, health, nursing, and environment; 2) Theory analysis: The four theoretical concepts are clearly defined. Relationships among the concepts, particularly the nurse’s role, phases of the nurse–patient relationship, and psychological tasks, are acknowledged, though the directionality of these relationships is not specified. Terminology is consistently used to represent concepts, their interrelationships, and the underlying assumptions of the theory. The arrangement of concepts is logical, and the outcomes of the theory are explicitly articulated in relation to nursing practice, patient care, and interpersonal relationships; 3) Theory evaluation: The theory demonstrates congruence with the nursing process and is applicable across education, research, practice, and administration. It emphasizes the importance of diverse sociocultural contexts. Empirical evidence indicates that the theory has been tested through research employing reliable statistical methods. It contributes to the advancement of the nursing profession by serving as a holistic framework for patient care, from admission to discharge, and has been further developed to generate new nursing knowledge and theories; 4) Key strengths of the theory include its alignment with the nursing metaparadigm and nursing process. The theory is adaptable to a wide range of global contexts and applicable across education, research, practice, and administration. It highlights the nurse–patient relationship and supports its appropriate development and growth; 5) Limitations of the theory include the absence of a clearly defined concept regarding nurses’ professional growth, incomplete definitions of certain conceptual relationships, and the lack of specified directionality among concepts, which may hinder clarity. Furthermore, empirical testing of diverse conceptual relationships remains limited. These findings support the practical application of the theory and provide guidance for the ongoing development of nursing knowledge as appropriate for dynamic and diverse contexts.