Introduction
This reflective essay explores the foundational elements of professional practice in adult nursing, focusing on contemporary nursing concepts, the 6 C’s of caring, NHS core values, and adherence to the Nursing and Midwifery Council (NMC) Code. As a student nurse, I will reflect on personal experiences in both practice and simulation settings to demonstrate an awareness of person-centred care, effective communication skills, and the ability to challenge discriminatory behaviour in line with the University’s Education for Social Justice Framework (ESJF). The essay will address the importance of feedback and achievements in shaping my professional development, while critically examining my role in delivering high-quality care. Organised into thematic sections, this discussion will provide a logical argument supported by academic evidence and personal reflection, concluding with implications for future practice.
Understanding Contemporary Nursing and the 6 C’s of Caring
Contemporary nursing practice is shaped by evolving healthcare needs and a commitment to holistic, patient-focused care. Central to this is the framework of the 6 C’s of caring—Care, Compassion, Competence, Communication, Courage, and Commitment—which underpin NHS core values (Department of Health, 2012). During my placement in an adult medical ward, I witnessed the practical application of these principles. For instance, demonstrating compassion while supporting a patient with chronic pain involved not only administering medication but also taking time to listen to their concerns, fostering trust and emotional wellbeing. This aligns with the NHS Constitution’s emphasis on respect and dignity as fundamental values (NHS England, 2015).
However, I initially struggled with balancing competence and time management, particularly when faced with multiple patient needs. Feedback from my mentor highlighted the need to prioritise tasks effectively, which prompted me to develop a structured approach to care delivery. Indeed, this feedback was invaluable, as it reinforced the importance of reflective practice in identifying areas for improvement. While I have made progress, I remain aware of the limitations of my current knowledge, particularly in complex clinical scenarios, and recognise the need for ongoing learning to meet the competence standard fully (NMC, 2018a).
Person-Centred Care and the NMC Code
Person-centred care is a cornerstone of nursing, requiring practitioners to tailor interventions to individual needs while adhering to professional standards outlined in the NMC Code (NMC, 2018b). During a simulation exercise at university, I engaged in a role-play scenario involving an elderly patient with dementia. My task was to assess their needs while ensuring their dignity was maintained. I found that active listening and non-verbal cues, such as maintaining eye contact, were critical in building rapport. This experience reflected the NMC Code’s principle of treating people as individuals and upholding their autonomy (NMC, 2018b).
Nevertheless, applying person-centred care in practice revealed challenges, particularly when resources were limited. On one occasion, I noticed a patient felt isolated due to language barriers, and although I attempted to involve an interpreter, delays in service provision hindered timely communication. Reflecting on this, I took responsibility for advocating more assertively on the patient’s behalf, aligning with the NMC Code’s mandate to prioritise patient needs. This experience underscored the importance of accountability in ensuring the quality of care provided, even when supported by senior staff (Rolfe et al., 2011). Arguably, such challenges highlight systemic issues in healthcare delivery, which I must navigate as a developing professional.
Effective Communication and Challenging Discriminatory Behaviour
Effective communication is integral to building therapeutic relationships with patients and colleagues, as well as ensuring safe and coordinated care (Bramhall, 2014). In a simulated ward environment, I practised communicating with a patient who exhibited signs of anxiety. Using a calm tone and clear language, I was able to de-escalate their concerns about an upcoming procedure. This experience reinforced my understanding of communication as a tool for emotional support, aligning with the 6 C’s emphasis on care and compassion.
Moreover, I have developed an awareness of discriminatory behaviour and the need to challenge it, guided by the University’s Education for Social Justice Framework (ESJF). During my placement, I observed an instance where a patient’s dietary preferences, based on cultural beliefs, were overlooked by a team member. Recognising this as a form of unintentional discrimination, I raised the issue during a handover meeting, advocating for the patient’s needs to be respected. This action was underpinned by the ESJF’s focus on fairness and inclusion, as well as the NMC Code’s requirement to challenge poor practice (NMC, 2018b). While I felt apprehensive about speaking out as a student, this experience built my confidence in addressing inequities, though I acknowledge that further experience is needed to handle such situations with greater assertiveness.
Reflection on Feedback and Achievements
Feedback from mentors and peers has been instrumental in my professional growth, offering insights into both strengths and areas for development. For instance, during a placement review, my mentor commended my empathetic approach to patient interactions but noted that I sometimes hesitated to seek clarification when uncertain. This feedback prompted me to adopt a more proactive attitude, such as asking questions during ward rounds to enhance my clinical knowledge. Furthermore, achieving a high score in a simulation assessment on safe medication administration boosted my confidence in technical skills, reflecting my commitment to competence as outlined in the 6 C’s (Department of Health, 2012).
Reflecting on these experiences, I recognise the value of constructive criticism in fostering resilience and adaptability. However, I remain mindful of the limitations of feedback in busy clinical environments, where time constraints may limit detailed discussions. Typically, addressing this requires me to seek additional learning opportunities, such as attending workshops or engaging with online resources provided by the NHS Learning Hub. This proactive approach demonstrates my responsibility for personal development, a key aspect of professional nursing practice (Rolfe et al., 2011).
Conclusion
In conclusion, this reflective essay has explored the foundational elements of professional practice in adult nursing, emphasizing the integration of contemporary concepts, the 6 C’s of caring, and adherence to the NMC Code. Through personal experiences in practice and simulation, I have demonstrated an understanding of person-centred care, effective communication, and the importance of challenging discriminatory behaviour in alignment with the ESJF. Reflection on feedback and achievements has highlighted my progress in balancing empathy with clinical competence, while also identifying areas for further growth, such as assertiveness and time management. The implications for future practice are clear: continuous learning and critical reflection are essential to navigate the complexities of healthcare delivery and to uphold NHS core values. As I advance in my training, I aim to build on these foundations, ensuring that I deliver care that is compassionate, competent, and inclusive, thereby contributing to improved patient outcomes and professional standards.
References
- Bramhall, E. (2014) Effective communication skills in nursing practice. Nursing Standard, 29(14), 53-59.
- Department of Health (2012) Compassion in Practice: Nursing, Midwifery and Care Staff – Our Vision and Strategy. Department of Health.
- NHS England (2015) The NHS Constitution for England. NHS England.
- Nursing and Midwifery Council (NMC) (2018a) Standards of Proficiency for Registered Nurses. NMC.
- Nursing and Midwifery Council (NMC) (2018b) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. NMC.
- Rolfe, G., Freshwater, D. and Jasper, M. (2011) Critical Reflection in Practice: Generating Knowledge for Care. 2nd ed. Palgrave Macmillan.
