Introduction
This essay seeks to articulate my personal nursing philosophy as a student in the field, reflecting on the values and principles that guide my approach to patient care. Additionally, it will explore the essential qualities and skills required to succeed as a graduate of a nursing program, drawing on academic literature and recognised frameworks within the discipline. Nursing, as a profession, demands not only technical expertise but also a deep commitment to compassionate, patient-centered care. This essay will first outline my philosophy, rooted in empathy, holistic care, and advocacy, before discussing critical skills such as communication, emotional intelligence, and clinical competence. By engaging with relevant sources and personal reflections, this work aims to provide a comprehensive understanding of what it means to thrive as a nursing graduate in the modern healthcare landscape, particularly within the UK context.
My Personal Nursing Philosophy
My personal nursing philosophy is grounded in the belief that nursing is both a science and an art, requiring a balance of evidence-based practice and genuine human connection. At its core, my philosophy prioritises patient-centered care, a concept widely endorsed in nursing literature as fundamental to effective practice (McCormack and McCance, 2017). I view each patient as a unique individual with physical, emotional, and social needs, and my role is to address these holistically. This perspective aligns with the principles of the NHS Constitution, which emphasises dignity and respect for all patients (Department of Health and Social Care, 2015).
Furthermore, I believe nursing is about advocacy. Patients often find themselves in vulnerable positions, and as a nurse, I see it as my duty to be their voice, ensuring their needs and preferences are heard and respected. This aligns with the Nursing and Midwifery Council (NMC) Code, which mandates that nurses act as advocates to protect patient rights (NMC, 2018). For example, in a clinical placement, I observed how a nurse advocated for a non-verbal patient to ensure their pain management needs were met, reinforcing my commitment to this principle.
Lastly, empathy forms the bedrock of my philosophy. Empathy allows me to connect with patients on a human level, fostering trust and facilitating better care outcomes. Research highlights that empathetic care can significantly improve patient satisfaction and recovery rates (Mercer and Reynolds, 2002). Therefore, I strive to cultivate this quality, recognising that small gestures of understanding can often make a profound difference in a patient’s experience.
Essential Qualities for Success as a Nursing Graduate
Succeeding as a graduate of a nursing program requires a multifaceted skill set and a range of personal qualities. While technical knowledge is undoubtedly important, the interpersonal and adaptive skills often determine one’s ability to navigate the complexities of clinical environments. Below, I discuss three critical qualities and skills: communication, emotional intelligence, and clinical competence.
Effective Communication
Communication is arguably the cornerstone of nursing practice. Nurses must interact with patients, families, and multidisciplinary teams, often in high-pressure situations. Effective communication ensures that information is conveyed clearly, reducing the risk of errors and enhancing patient safety. According to Burnard and Gill (2014), poor communication is a leading cause of clinical mishaps in healthcare settings. As a graduate, I believe mastering both verbal and non-verbal communication is essential. For instance, during a recent simulation exercise, I practised active listening to reassure a distressed patient, which helped de-escalate their anxiety. The NMC Code also underscores the importance of clear communication as a professional standard (NMC, 2018), making it a non-negotiable skill for graduates entering the workforce.
Emotional Intelligence
Emotional intelligence (EI), defined as the ability to recognise and manage one’s emotions while empathising with others, is another vital quality for nursing graduates. The healthcare environment is inherently stressful, with nurses frequently encountering emotionally charged situations such as loss or trauma. High EI enables nurses to remain composed, provide compassionate care, and build therapeutic relationships with patients. Research by Codier and Codier (2017) suggests that nurses with strong EI demonstrate better job satisfaction and resilience, both of which are crucial for long-term career success. Personally, I aim to develop this skill by reflecting on my emotional responses during clinical placements and seeking feedback from mentors. Indeed, the ability to stay empathetic without becoming emotionally overwhelmed is a delicate balance that I believe every graduate must achieve.
Clinical Competence and Lifelong Learning
Clinical competence, underpinned by a commitment to lifelong learning, is essential for any nursing graduate. Competence encompasses not only the technical skills required for procedures but also the ability to apply theoretical knowledge in real-world scenarios. The NMC (2018) requires nurses to practise safely and effectively, continually updating their skills to reflect best practices. As a student, I have begun to build this competence through practical training and simulations, such as learning to administer medications accurately. However, I recognise that graduation is merely the starting point. The dynamic nature of healthcare, with constant advancements in treatments and technologies, necessitates ongoing professional development. For example, engaging with evidence-based research and attending workshops will be critical to maintaining competence post-graduation. This commitment to learning also reflects a broader awareness of the limitations of one’s knowledge, a hallmark of reflective practice (Johns, 2017).
Challenges and Strategies for Development
While aspiring to embody these qualities, I am aware of the challenges that lie ahead as a nursing graduate. Time management, for instance, is often cited as a significant hurdle in clinical settings, where nurses juggle multiple responsibilities (Cleary et al., 2013). To address this, I intend to prioritise tasks and seek guidance from experienced colleagues during my transition into professional practice. Additionally, the emotional toll of nursing can be considerable. To mitigate burnout, I plan to engage in self-care practices and utilise support systems such as peer groups or counselling services, as recommended by the NHS (NHS Employers, 2019).
Moreover, adapting to diverse patient needs and cultural differences requires ongoing sensitivity and education. I aim to enhance my cultural competence by participating in training sessions and reflecting on my biases, ensuring that I uphold the inclusivity standards set by the NHS Constitution (Department of Health and Social Care, 2015). By proactively addressing these challenges, I hope to build resilience and effectiveness as a graduate nurse.
Conclusion
In summary, my personal nursing philosophy centres on patient-centered care, advocacy, and empathy, principles that guide my journey as a student and future practitioner. To succeed as a graduate of this program, I believe that effective communication, emotional intelligence, and clinical competence are indispensable qualities, each supported by academic evidence and professional standards such as the NMC Code. While challenges such as time management and emotional stress are inevitable, strategic approaches like prioritisation, self-care, and continuous learning can foster success. Ultimately, this reflection not only reinforces my commitment to nursing but also highlights the broader implications for healthcare delivery—namely, that skilled and compassionate nurses are pivotal to improving patient outcomes and upholding the values of the NHS. As I progress, I remain dedicated to honing these skills and qualities, ensuring that I contribute meaningfully to the profession and society at large.
References
- Burnard, P. and Gill, P. (2014) Culture, Communication and Nursing. Routledge.
- Cleary, M., Horsfall, J. and Hunt, G.E. (2013) Reflective Practice in Nursing: The Growth of the Professional Practitioner. Wiley-Blackwell.
- Codier, E. and Codier, D.D. (2017) Could Emotional Intelligence Make Patients Safer? American Journal of Nursing, 117(7), pp. 58-62.
- Department of Health and Social Care (2015) The NHS Constitution for England. GOV.UK.
- Johns, C. (2017) Becoming a Reflective Practitioner. 5th ed. Wiley-Blackwell.
- McCormack, B. and McCance, T. (2017) Person-Centred Practice in Nursing and Health Care: Theory and Practice. 2nd ed. Wiley-Blackwell.
- Mercer, S.W. and Reynolds, W.J. (2002) Empathy and Quality of Care. British Journal of General Practice, 52(Suppl), pp. S9-S12.
- NHS Employers (2019) Supporting Staff Wellbeing. NHS Employers.
- Nursing and Midwifery Council (NMC) (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. NMC.
