Introduction
The transition into the role of a student nurse marks a significant shift in both personal and professional responsibilities. As one embarks on this journey, the importance of communication, interpersonal skills, and self-awareness cannot be overstated. These competencies are foundational to building effective relationships with patients, colleagues, and multidisciplinary teams, while adhering to professional standards and codes of conduct. Drawing upon relevant literature and professional guidance, such as the Nursing and Midwifery Council (NMC) Code, this essay explores how values, attitudes, and beliefs shape interactions in group activities, reflects on the challenges and opportunities in communication within healthcare settings, and examines the connection between identity, practice, and professional behaviours. By critically engaging with these themes, the essay aims to underscore their relevance in fostering competent and compassionate nursing practice during this transitional phase.
Communication as a Cornerstone of Nursing Practice
Effective communication lies at the heart of nursing practice, serving as a critical tool for delivering safe, person-centred care. As a student nurse, developing the ability to convey information clearly and empathetically to patients and colleagues is essential. Research highlights that poor communication is a leading cause of errors in healthcare settings, often resulting in adverse outcomes for patients (Bramhall, 2014). For instance, miscommunication during handovers or misunderstandings with patients about treatment plans can compromise care quality. The NMC Code (2018) mandates that nurses communicate clearly, ensuring that patients understand their care and are actively involved in decision-making processes. This principle is particularly relevant during the transition into nursing, where one must learn to navigate diverse communication styles and cultural differences.
Moreover, communication extends beyond verbal exchanges to include non-verbal cues such as body language and tone. As a student nurse, I have observed how a reassuring tone or attentive posture can build trust with patients, especially in high-stress environments. However, challenges arise when personal biases or stress hinder effective communication. Recognising these barriers through reflection is vital, as it enables one to adapt and improve. Indeed, reflective practice, as advocated by scholars like Gibbs (1988), offers a structured approach to evaluating communication encounters, helping student nurses identify areas for growth and enhancing future interactions.
Interpersonal Skills and the Role of Values, Attitudes, and Beliefs in Group Activities
Interpersonal skills, encompassing empathy, active listening, and collaboration, are indispensable in fostering therapeutic relationships and effective teamwork. As a student nurse, participation in group activities—whether in clinical placements or academic settings—provides a practical arena to hone these skills. However, the diversity of values, attitudes, and beliefs within groups can both help and hinder relationships. For example, shared values such as respect and compassion often strengthen team cohesion, enabling collaborative problem-solving. Conversely, differing attitudes or cultural beliefs may lead to misunderstandings, potentially disrupting group dynamics (Giger and Davidhizar, 2008). Recognising and navigating these differences is crucial, as it aligns with the NMC Code’s emphasis on treating individuals with dignity and valuing diversity (NMC, 2018).
Reflecting on my own experiences, I recall a group activity during a simulation exercise where differing opinions on patient prioritisation led to tension. Through facilitated discussion, we acknowledged how our personal values influenced our perspectives and reached a consensus by focusing on patient safety as a unifying principle. This experience underscored the importance of self-awareness in identifying how my own attitudes might impact others. It also highlighted the need for emotional intelligence—a skill that enables student nurses to manage interpersonal conflicts constructively (Smith et al., 2009). Developing such competencies during this transitional phase prepares one for the complex interpersonal dynamics of clinical environments.
Self-Awareness and Reflective Practice in Overcoming Challenges
Self-awareness, described as the conscious recognition of one’s emotions, strengths, and limitations, is a pivotal attribute for student nurses. It underpins reflective practice, which is essential for personal and professional growth. Schon (1983) distinguishes between reflection-in-action (thinking on one’s feet) and reflection-on-action (analysing past events), both of which are relevant to nursing education. For instance, reflecting on a challenging interaction with a distressed patient can reveal how my tone or approach may have escalated their anxiety. Such insights allow me to adapt my behaviour, aligning with the NMC’s requirement for continuous professional development (NMC, 2018).
However, cultivating self-awareness is not without challenges. It requires honesty and vulnerability, which can be uncomfortable, especially in the early stages of nursing education when confidence may be lacking. Additionally, time constraints during placements often limit opportunities for deep reflection. Despite these obstacles, engaging with reflective models like Gibbs’ Reflective Cycle offers a practical framework to systematically address experiences, transforming challenges into learning opportunities (Gibbs, 1988). As I transition into the student nurse role, embedding self-awareness into daily practice will be crucial for developing resilience and maintaining professional standards, particularly when faced with emotionally taxing situations.
Connecting Identity, Practice, and Professional Behaviours
The interplay between personal identity, clinical practice, and professional behaviours is a defining aspect of nursing. As a student nurse, my identity—shaped by personal values, cultural background, and life experiences—influences how I interact with others and interpret professional responsibilities. The NMC Code (2018) provides clear guidance on upholding professional behaviours, such as accountability, integrity, and compassion. Adhering to these principles not only ensures ethical practice but also fosters a professional identity aligned with public expectations of nurses.
For instance, during a recent placement, I encountered a situation where I felt uneasy about a colleague’s dismissive attitude towards a patient’s concerns. Reflecting on this, I recognised that my belief in patient advocacy—rooted in my personal value of fairness—compelled me to address the issue respectfully with my mentor. This experience reinforced how personal identity informs professional behaviours, a connection also evident in governance frameworks that prioritise patient safety and dignity (Department of Health, 2012). While navigating this intersection can be complex, particularly as a novice, understanding professional guidance equips student nurses to act with confidence and integrity.
Conclusion
In conclusion, the transition into the role of a student nurse demands a robust foundation in communication, interpersonal skills, and self-awareness. This essay has demonstrated that effective communication is essential for safe and compassionate care, while interpersonal skills, shaped by values and beliefs, facilitate collaboration in diverse group settings. Furthermore, self-awareness, nurtured through reflective practice, enables one to address challenges and seize opportunities for growth. Finally, the connection between personal identity, clinical practice, and professional behaviours—guided by frameworks like the NMC Code—ensures ethical and accountable nursing practice. As I progress in this journey, cultivating these competencies will not only enhance my ability to deliver high-quality care but also prepare me for the multifaceted demands of the nursing profession. The implications of this are clear: continuous development in these areas is not merely a requirement but a commitment to improving patient outcomes and upholding the values central to healthcare.
References
- Bramhall, E. (2014) Effective communication skills in nursing practice. Nursing Standard, 29(14), pp. 53-59.
- Department of Health. (2012) Compassion in Practice: Nursing, Midwifery and Care Staff – Our Vision and Strategy. London: Department of Health.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic.
- Giger, J. N. and Davidhizar, R. E. (2008) Transcultural Nursing: Assessment and Intervention. 5th ed. St. Louis: Mosby Elsevier.
- Nursing and Midwifery Council. (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. London: NMC.
- Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- Smith, K. B., Profetto-McGrath, J. and Cummings, G. G. (2009) Emotional intelligence and nursing: An integrative literature review. International Journal of Nursing Studies, 46(12), pp. 1624-1636.
