interpersonal skills nursing essay

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Communication and Interpersonal Skills in Nursing

Alec Grant - Independent Scholar, University of Brighton, UK
Benny Goodman - University of Plymouth, UK
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The new edition of this well regarded book introduces the underpinning theory and concepts required for the development of first class communication and interpersonal skills in nursing. By providing a simple to read overview of the central topics, students are able to quickly gain a solid, evidence-based grounding in the subject. Topics covered include: empathy; building therapeutic relationships; using a variety of communication methods; compassion and dignity; communicating in different environments; and culture and diversity issues. Three new chapters have been added that point readers towards further ways of approaching their communication skills that are less model and technique driven and focusing more on therapeutic considerations, as well as looking at the politics of communication.

‘This is one text that I will definitely be recommending to my students. An excellent starting guide to communication and interpersonal skills, further supported by the NMC standards, which gives this text kudos and rigor.’

The book provides an excellent grounding in CIPS and relates this explicitly to nursing practice in an engaging and easy-to-read way. Content is linked to the 'Future Nurse' standards (2018) and is punctuated with useful activities for readers to help embed understanding.

This is a really practical guide to communication and interpersonal skills for those working in healthcare, with clear and appropriate examples of ways that barriers to communication can be overcome. The activities and opportunities for reflection are relevant and helpful. I would thoroughly recommend this to student nurses.

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4 Interpersonal Communication

Published: January 2012
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Nursing is an interpersonal profession (Ellis and Whittington 1981) which is to say that the majority of the goals of the profession are met through the quality and nature of relationships the nurse is able to form. Effective interpersonal communication which underpins the therapeutic relationship is a complex set of skills which require the nurse to understand the context and purpose of the interactions, in addition to being aware of their own agendas and factors which might form a barrier to effective working relationships. Historically, interpersonal communication was implicit within nursing care and by the 1980s writers such as Morrison and Burnard (1991) and Porritt (1990) had identified and explored the nature of the therapeutic relationship and interpersonal skills within nursing care. Now authors such as Stein-Parbury (2009), Burnard and Gill (2008), Maben and Griffiths (2008), Freshwater (2005) and Greenhalgh and Heath (2005) have studied and written about this area in great depth. Both the Department of Health (DOH) (2010) and the Nursing and Midwifery Council (2008) have identified the centrality of patient-led care and the nurses’ ability to develop effective working relationships that enhance dignity and treat the person with compassion and care. A therapeutic relationship is significantly different from relationships that are formed socially amongst colleagues and friends. In order to establish a relationship which is helpful it is necessary to be aware of the assumptions, expectations and feelings you carry into each new professional relationship. Without this awareness there is a real danger that your own ‘noise’ will make it difficult for you to be present and experience the other person as they are. In order to understand the emotional needs and concerns of the person it is necessary for you to try to understand the world of the person that you are caring for—from that person’s own perspective. The nearer you can come to this the more effective will be the relationship, and the assessed needs of the patient will be more accurate and relevant. Learning about interpersonal communication within the context of nursing and the therapeutic relationship means that you will have the opportunity to develop your skills and adapt them for the purpose of caring for others.

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Research article
Open access
Published: 12 January 2021

Empathy in nurse-patient interaction: a conversation analysis

Yijin Wu ORCID: orcid.org/0000-0002-2505-6575 1

BMC Nursing volume 20 , Article number: 18 ( 2021 ) Cite this article

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Considerable attention has been drawn to empathy in nursing and the concept of empathy has firmly been embedded in nursing discourse. However, little has been known about the details of how nurses express empathy to their patients. In this study, we aim to conduct a qualitative study of actual nurse-patient conversations through which empathy was achieved.

The data in this study was based on audio-recording of sessions of conversations between participating nurses and patients in two Chinese hospitals. The participants in this study involved 6 female nurses and 14 patients. Based on Bachelor’s (1988) categorization of empathy, this study described and analyzed the actual empathic sequences in nursing conversations in an attempt to demonstrate how nursing empathy was interactionally achieved using the method of conversation analysis. Conversation analysis (CA), focusing on the study of talk in interaction, is a useful method for the qualitative analysis of empathic talk in nursing.

By drawing on prior theoretical work as well as on empathic sequence in nursing, this study described and analyzed some of the conversational resources nurses and patients used in achieving empathy. It has been shown that empathy can be interactionally and sequentially achieved in actual sequences of talk. Specifically, nursing empathy is a collaboratively constructed action instead of the nurse’s own committed action, which is produced in specific interactional contexts.

Conversation analysis is a very useful method for describing and analyzing the nurse-patient interaction, especially for studying empathy in nursing care. The sequences in this study present example of exemplary empathic interaction between nurses and patients, which might shed some light on how nurses express empathy to their patients. Also, this study could help to increase the understanding of the mirco-process of empathy in nursing and contribute to improving nursing communicative skills.

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As a fundamental element for nursing care [ 1 ], empathy is closely connected with the caring process in nursing [ 2 ]. Nursing empathy could be characterized by nurses’ ability to understand the feeling, experiences or psychosocial ability of their patients [ 3 ]. Empathy has an important role to play in establishing a positive nurse-patient relationship and offering favourable nursing care [ 4 ]. Nurses who show understanding of their patients’ illness experiences will find their relationship enhanced [ 5 ]. Research on nurse-patient communication demonstrates that nurse empathy could provide high-quality care to their patients [ 6 ]. Empathy is the essence of all nurse-patient interaction [ 7 , 8 , 9 ], and should be seen as an important clinical indicator for offering high-quality nursing care [ 10 ].

Moreover, an empathic relationship between nurses and patients could contribute to improved clinical outcomes. Norman (1996) reported that empathy is beneficial to the delivery of care for the elderly mentally ill [ 11 ]. Reynolds and Scott (2000) reported that nursing empathy could contribute to patient’s positive responses such as relief from pain, improved pulse, and emotional self-disclosure [ 12 ]. Williams (1979) found that the elderly patients received nursing empathy would experience a statistically significant improvement of self-concept [ 13 ]. It has also been found that nurse empathy could reduce the cancer patient’s anxiety, depression, and hostility significantly [ 14 ].

Considerable attention has been drawn to empathy in nursing and the concept of empathy has firmly been embedded in nursing discourse [ 15 ]. However, there have little research available that examines how nursing empathy occur in Chinese nursing care. To the best of our knowledge, this study is the first qualitative research on empathy in nurse-patient communication in Chinese nursing care. So far, Bachelor’s (1988) work on empathy has been considered as one of the most systematic and influential contributions to the study of the types of empathy in psychology [ 16 , 17 ]. In an analysis of how clients perceive the therapist empathy, Bachelor (1988) identified that therapist empathy can be classified into four types, namely cognitive, affective, sharing, and nurturant empathy [ 18 ]. In present study, on the basis of Bachelor’s categorisation of empathy, we will examine if this categorisation is available for identifying and analyzing empathy in nurse-patient communication. It was relatively unproblematic to apply Bachelor’s categorization of empathy to study empathy in other fields, because her system is based on a large scale empirical research [ 16 ]. In the present study, using naturally occurring nurse-patient conversation, the author will describe and analyze the interactional sequences whereby empathy is achieved and explore the details of how nurses show empathy to their patients following the framework for categorization of empathy proposed by Bachelor (1988). The research questions were the following: 1). How do nurses and their patients collaborate in producing conversations which could show nursing empathy? 2). How nursing empathy was interactionally achieved in actual sequences of talk?

Patient and public involvement

This study was conducted as part of a larger prospective study that deals with the process of nurse-patient communication in China. The data in this study was based on audio-recording of sessions of conversation between participating nurses and patients in two Chinese hospitals. All data in this study consisted of 230 min of nurse-patient conversation, which involved 6 nurses and 14 patients. All nurses involved in this study were female. They aged between 22 to 35 years old. Among the 14 patients, 10 are male, and the remaining 4 patients are female. They aged between 38 to 65 years old. Nurses involved have more than two years of experience in nursing care. The inclusion criteria for patients were 1) ≥18 years of age; 2) clear consciousness; 3) with good communication ability; 3) hospitalized. Informed consent was obtained from all participating nurses and patients. The length of nursing care ranged from 12 to 30 min. The audio-recordings were transcribed verbatim. The spoken data are Chinese, which is translated into English. Here, the data were presented in English.

Data analysis

Conversation analysis is an approach to the study of the social organization of ‘naturally occurring conversation’, or ‘talk-in-interaction’ through a detailed characterization and analysis of target data collected by audio or video recording equipment [ 19 , 20 ]. Special focus is given to the identification and description of various types of interactional sequences in the course of social interaction. Sequentiality is characterized by relations of nextness between utterances (turns-at-talk), that is, the speaker’s ongoing utterance displays his or her understanding of the preceding speaker’s utterance [ 19 ]. This kind of relation between turns is “endemic to the organization of conversation” [ 20 ] and as such, it is the backbone of the possibility of intersubjective understanding between human beings [ 21 , 22 ]. Conversation Analysis, as the study of talk-in-interaction, should therefore have much to say about empathic interactional sequences in nursing care. Jones (2003) argues that the most notable strength of CA in nursing research lies in its ability to uncover the dynamic interactional order that occurs in much nurse-patient interaction whilst providing some guarantee that ‘analytic considerations will not arise as artifacts of intuitive idiosyncrasy, selective attention or recollection, or experimental design’ [ 23 ]. Also, using the CA approach to study nurse-patient interaction offers us a good opportunity to recognize the importance of managing communication exchanges in nursing care such as admission interviews with the aim of successfully integrating the patient’s experience into the nursing assessment [ 24 ]. Methodologically speaking, qualitative approach to empathy will be able to build a sound basis for theory development in this area of nursing care [ 25 ].

In this study, the detailed transcripts involve the sequential nature of nurses’ empathic response to clients’ utterances. The data were transcribed using Jefferson’s system [ 26 ]. Selecting target instances is also an important step in conducting conversation analytical study [ 27 ]. Specifically, each extract should contain utterance showing empathy and its preceding and following turns related to empathy.

Using the method of conversation analysis, this study would conduct a turn-by-turn analysis of how these interactional practices display empathy in sequences. Data analysis involves not only what is occurring in the extract but also how it is relevant to the overall interaction. Particular actions which occurred prior to the selected excerpt are also discussed. Describing particular actions which occurred prior to the selected excerpt could contribute to a better understanding of why and how nurses express empathy.

Cognitive empathy

Utterances used by the therapist to demonstrate understanding of the thoughts, feeling, or behaviour of the patient are identified as “cognitive empathy” [ 18 ]. An instance of cognitive empathy was shown in extract 1 where the nurse offers a candidate understanding of what the patient is feeling. Extract 1 is taken from an interaction between a female nurse and a male patient who suffered from pneumoconiosis. This session occurs when the nurse makes her rounds. In this sequence, it is the nurse that initiates an exchange by making an assumption that the patient seems not to be happy. The nurse has arrived at this assumption through the observation that the patient has a negative facial expression. In line 2, the patient makes an explanation why he does not look happy. In the ensuing talk, the nurse responds to the patient’s troubles talk with an acknowledgment token“En” (uhm ) repeated twice, displaying his supportive orientation toward the troubles talk in line 2. Immediately following this, the nurse’s demonstration of cognitive empathy occurs in line 4, where the nurse offers an alternative way to pin down the patient’s ongoing feeling, that is, replacing ‘cannot feel happy’ with ‘feel down’. In this sense, the nurse attempt to provide a more specific description of the patient’s unhappiness following the onset of disease and thus seems to have more accurate knowledge about the contents of the patient’s ongoing feeling. In line 5, the nurse encourages the patient to keep a good mood which could contribute to his recovery. Using an agreement token “right”, the patient shows his acceptance of empathy and encouragement the nurse offers in lines 4 and 5. In this extract, it seems that the nurse accurately perceives and understands the patient’s feeling and communicates that understanding back to the patient successfully, thus displaying cognitive empathy.

01 Nurse: You seems not to be happy.

02 Patient:My health got (.) really bad, I cannot feel happy.

03 Nurse: Uhm uhm.

04 people feel down when they are (.) not in a good health,

05 but you should keep in a good mood that can help aid your recovery.

06 nurse: right

Extract 2 shows a sequence where the nurse displays a candidate understanding of what the patient is thinking. In line 1, the nurse suggests that the patient should not do that work again. In line 2, the patient responds with a full acknowledgment of the nurse’s recommendation, which can be shown by the fact that once he goes back home, he will change his job to another one. In what follows, the nurse gives the patient a supportive feedback on what he has said. In lines 4 and 5, the patient says that health is much more important than money and thus he will change his job after his hospital discharge, implying that the way for him to earn money was at the expense of his health. The nurse’s expression of cognitive empathy occurs in line 6, where she provides an upshot formulation of the patient’s preceding utterance. Several CA studies have suggested that formulation is one conversational action that regularly functions as a vehicle for empathetic responses [ 27 , 28 , 29 ]. In a formulation, one speaker (in this case, the nurse) shows his or her understanding of the other’s (in this case, the patient’s) preceding utterances by proposing a rephrased version of it [ 30 ]. In this study, formulation refers to the act that nurses try to show a candidate understanding of what has just been said by clients. By means of formulation, the nurse rephrases the patient’s current thought that health is much more important than money. In line 7, the patient receives and acknowledges the patient’s expression of empathy by means of laughing. What the patient says in line 8 indicates that he shows high degree of agreement with the empathic response the nurse made in line 6.

01 Nurse: Don’t do that work again.

02 Patient: Uh, once I go back home, I will (.) change my job.

03 Nurse: Change it to another one, change it to another one.

04 Patient: Uh, health is much more important than money.

05 and I will change-change my job after my hospital discharge.

06 Nurse: Health is a priceless wealth.

07 Patient: Ha ha ha.

08 It does not make any sense to earn much more money without health

Sharing empathy

Sharing empathy is understood as the sequences where the therapist displays that he/she has something in common with the patient, specifically, his/her personal opinions or experiences are similar to the patient’s ongoing situation and thereby the patient does not feel alone [ 18 ]. In Extract 3, a patient who has trouble in sleeping is discussing his symptom with the nurse. The nurse initiates the topic by an indirect speech act, that is, she has heard that the patient had trouble in sleeping. The information about the patient’s sleep problem may come from the attending doctor or the medical record. In line 2, the patient offers a candidate understanding of the cause for his symptom. In line 3, the nurse first repeats the utterance produced by the patient in line 2. Here, it is an extreme case formulation “quite right”, justifying the patient’s self-assessment of the cause for his sleeping problem. Immediately following the justification, the nurse shows that she also has the same problem as the patient has, that is, she also has trouble in sleeping in that she works too much at night, thereby expressing ‘sharing empathy’. In this sense, by expressing a sense of shared understanding, the nurse may prevent the patient from feeling alone and isolated. Towards the end of line 4, the nurse chooses to use “We”, which is a “we-inclusive” pronoun, including both the nurse and the patient, which aims to shorten the psychological distance between them and bind them into a temporary alliance, contributing further to indicating her shared understanding of the patient’s problem. At this point, it can be seen that the nurse and patient are in perfect alignment with each other in terms of sleeping problem. It could be suggested that sharing empathy can strengthen the nurse-patient relationship and put them on equal footing.

01Nurse: I heard that you have not been (.)sleeping well, right?

02Patient: Uhm, (0.5) it may be connected with (.) working at night.

03 Nurse:Quite right, because of working at night too much, I also have sleeping problem.

04 We are prone to sleep problems due to working too much at night.

5 Patient: Right, right.

Affective empathy

Affective empathy occurs in the sequences where the therapist shows that he/she partakes of the same feelings the client is personally experiencing at that moment [ 18 ]. In the following extract, an instance of affective empathy is presented. In this instance, the patient has been hospitalized for almost one month. In line 1, the patient asks the nurse when he could be discharged from the hospital. In the same turn, he continues to say that he cannot eat well and sleep well, which indicates that he is annoyed over hospitalization. Here, the patient’s negative emotion hides behind the literal meaning of his utterance. Coulehan et al’s (2001) report that in some cases the patient present an indirect expression of suffering or emotion,which are embedded in quasi-factual statements [ 31 ]. In this sequence, the nurse does not ignore the patient’s underlying concerns, but empathetically responds to his negative emotion. In lines 3–5, the nurse says that she experienced a similar troubling situation as the patient last year, namely, being hospitalized for three weeks. Thus, she could deeply understand that it is inconvenient for the patient to be in the hospital for a long time. It is clear that the nurse share the same feeling as the patient, namely, being uncomfortable in the hospital for a long time. In this way, the patient seems to describe it as ‘your pain in my heart’. This could contribute to help the nurse build emotional connections with the patient. The nurse thus expresses her empathy and partakes in the patient’s feelings. The patient’s “ye:ah” in line 6 serves to indicate that the patient has received the nurse’s expression of empathy and also functions as a confirmation of the nurse’s statement that she also feels inconvenient. After this, the patient continues to say an utterance “all things are not convenient”, showing that what the patient feels is consistent with the empathic statement the nurse made in line 3. It thus can be seen that communicating empathy is just as important as care delivery.

01 Patient: When could I (.) be discharged from hospital?

02 I cannot eat well and sleep well in the hospital.

03 Nurse:I were hospitalized for three weeks last year.

04 I could (.) deeply understand that it is downright inconvenient for you to be in.

05 the hospital for a long time.

06 Patient:ye::ah, all things are not convenient

Nurturant empathy

The final type of empathy that will be presented and described here is that of ‘nurturant empathy’, which is characterized by the therapist being supportive, security-providing or totally attentive [ 15 ]. In the following extract, an instance of nurturant empathy is demonstrated. In line 1, the patient tells the nurse that she worries about the surgery that will be performed tomorrow. The nurse follows up on this by stating that she feels assured because the doctor, Prof. Zhang, who will do surgery for her tomorrow, is a skillful practitioner. It appears that the nurse’s contribution conceives the patient’s concern as unreasonable and thus the nurse is confident about providing security to tomorrow’s surgery. In line 4, the patient uses two minimal responses “uh” and an acknowledgment token “that is right” to show her receipt of the nurse’s expression of nurturant empathy. In line 5, the nurse says that 300 patients similar to her condition have received successful surgeries in this department last year. The nurse attempts to convince the patient that she would just like the other 300 cured patients in performing her surgery. In this sense, drawing on the previous successful experiences of other patients, the nurse is very confident about the patient’s surgery. In other words, what the nurse states here contributes to displaying her optimistic stance toward tomorrow’s surgery, which in itself may achieve a therapeutic effect [ 32 ]. The patient’s utterance “If so, I will not be worried about tomorrow’s surgery.” in line 7 can be seen as a favorable response to the nurse’s empathic utterance in lines 5 and 6, and as an indication of nurturant empathy as a good nursing strategy achieving good effect on the patient’s concern.

01Patient: I am going to (.) receive a surgery tomorrow. I am very scared.

02Nurse: Please be at ease, Prof. Zhang will perform the surgery (.) for you.

03 He is a skillful doctor

04Patient: Uhm uhm, that’s right.

05Nurse: 300 patients similar to your condition are at our department last year.

06 They all have received successful surgery

07Patient: Uh, (0.5) if so, I will not be worried about tomorrow’s surgery.

Empathy is regarded as an important component in nursing care. However, little work has been done to examine how nurse and patient interact with each other in sequences of talk through which empathy is achieved. As Jones (2003) puts it, CA is a research approach that could accurately capture the contribution of both participants within nurse-patient interaction. CA could reveal the interactional process of empathy in interaction [ 30 ]. Thus, the method of conversation analysis is a useful analytical approach to the study of empathy in nursing. In this study, drawing on the method of conversation analysis, four types of empathic interactional sequences are characterized and analyzed, namely cognitive empathy, affective empathy, sharing empathy and nurturant empathy. Our study suggests that “empathy” establishes a caring environment in which nurses not only express understanding of what the patient is experiencing, but also aligns with patients. The present study suggests that to a certain degree empathy could contribute to a smooth sequential development and improved nursing outcome. The sequences in this study present example of exemplary empathic interaction between nurse and patient and the naturally occurring data provides very useful guidelines for professional development of clinical nurses. It is no doubt that CA provides a new way for observing and understanding nurse-patient interaction. It unfolds the sequential organization in the nurse-patient in detail and explicates the practices and interactional sequences through which the nursing care is carried out. It has also been shown in our study that empathy in nursing care can be interactively achieved in actual sequences of talk which was produced by the nurse’s and patient’s collaborative teamwork. A conversation analytic approach presents a turn-by-turn analysis of how empathy unfolds in the course of nurse-patient interaction.

Limitations

The method of conversation analysis used in this study has several limitations. For instance, we are not able to relate the use of conversational resources to the interactional outcomes, i.e. in terms of patient’s satisfaction. Furthermore, the research findings in this study do not concern all aspects of empathy in nursing. This study just addresses aspects of empathy that characterized by Bachelor (1988) [ 18 ]. In other words, this study does not examine other types of empathy which are not covered by Bachelor’ (1988) categorization. Moreover, there were only female nurses involved in this study, which may not have demonstrated the male nurses’ way of expressing empathy. Another limitation concerns data collection which was only conducted in two hospitals, thus raising concerns of displaying nurses’ way of expressing empathy working in different levels of hospitals.

CA is an inductive, micro-analytic, and predominantly qualitative method for studying language as it is used in social interaction. The microanalytic approach used in this study is available for understanding the interactional features of nursing empathy. Specifically, we could have a clear understanding of how nurse empathy was initiated, how nurse empathy was expressed and how nurse empathy was responded to by patients’ talk. In this sense, Conversation analysis is a very useful method for describing and analyzing the nurse-patient interaction, especially for studying empathy in nursing care. Thus, we call for more attention to be paid to the role of conversation analysis in nursing care.

Availability of data and materials

The transcribed data are available on reasonable request from the corresponding author.

Abbreviations

Conversation analysis

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Acknowledgements

The author expresses gratitude to nurses and patients who consent to participate in this study.

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YW conceived the study and wrote the manuscript. The author read and approved the final manuscript.

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Wu, Y. Empathy in nurse-patient interaction: a conversation analysis. BMC Nurs 20 , 18 (2021). https://doi.org/10.1186/s12912-021-00535-0

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Reflecting on the communication process in health care. Part 1: clinical practice—breaking bad news

Beverley Anderson

Macmillan Uro-oncology Clinical Nurse Specialist, Epsom and St Helier NHS Trust

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This is the first of a two-part article on the communication process in health care. The interactive process of effective communication is crucial to enabling healthcare organisations to deliver compassionate, high-quality nursing care to patients, in facilitating interactions between the organisation and its employees and between team members. Poor communication can generate negativity; for instance, misperception and misinterpretation of the messages relayed can result in poor understanding, patient dissatisfaction and lead to complaints. Reflection is a highly beneficial tool. In nursing, it enables nurses to examine their practice, identify problems or concerns, and take appropriate action to initiate improvements. This two-part article examines the role of a uro-oncology clinical nurse specialist (UCNS). Ongoing observations and reflections on the UCNS's practice had identified some pertinent issues in the communication process, specifically those relating to clinical practice and the management of practice-related issues and complaints. Part 1 examines the inherent problems in the communication process, with explanation of their pertinence to delivering optimal health care to patients, as demonstrated in four case studies related to breaking bad news to patients and one scenario related to communicating in teams. Part 2 will focus on the management of complaints.

In health care, effective communication is crucial to enabling the delivery of compassionate, high-quality nursing care to patients ( Bramhall, 2014 ) and in facilitating effective interactions between an organisation and its employees ( Barber, 2016 ; Ali, 2017 ). Poor communication can have serious consequences for patients ( Pincock, 2004 ; Barber, 2016 ; Ali, 2017 ). Misperception or misinterpretation of the messages relayed can result in misunderstanding, increased anxiety, patient dissatisfaction and lead to complaints ( McClain, 2012 ; Ali, 2017 ; Bumb et al, 2017 ; Evans, 2017 ; Doyle, 2019 ), which, as evidence has shown, necessitates efficient management to ensure positive outcomes for all stakeholders—patients, health professionals and the healthcare organisation ( Barber, 2016 ; Ali, 2017 ; Evans, 2017 ; Doyle, 2019 ). Complaints and their management will be discussed in Part 2.

Reflection is a highly beneficial tool ( Oelofsen, 2012 ), one that has played a key role in the author's ongoing examination of her practice. In this context, reflection enables a personal insight into the communication process and highlights the inherent challenges of communication and their pertinence to patient care and clinical practice outcomes ( Bramhall, 2014 ). The author, a uro-oncology clinical nurse specialist (UCNS), is required to ensure that appropriate reassurance and support is given to patients following the receipt of a urological cancer diagnosis ( Macmillan Cancer Support, 2014 ; Hemming, 2017 ). Support consists of effective communication, which is vital to ensuring patients are fully informed and understand their condition, prognosis and treatment and, accordingly, can make the appropriate choices and decisions for their relevant needs ( McClain, 2012 ; Ali, 2017 ; Evans, 2017 ; Hemming, 2017 ; Doyle, 2019 ).

Reflection is a process of exploring and examining ourselves, our perspectives, attributes, experiences, and actions and interactions, which helps us gain insight and see how to move forward ( Gillett et al, 2009:164 ). Reflection is a cycle ( Figure 1 ; Gibbs, 1988 ), which, in nursing, enables the individual to consciously think about an activity or incident, and consider what was positive or challenging and, if appropriate, plan how a similar activity might be enhanced, improved or done differently in the future ( Royal College of Nursing (RCN), 2019 ).

Reflective practice

Reflective practice is the ability to reflect on one's actions and experiences so as to engage in a process of continuous learning ( Oelofsen, 2012 ), while enhancing clinical knowledge and expertise ( Caldwell and Grobbel, 2013 ). A key rationale for reflective practice is that experience alone does not necessarily lead to learning—as depicted by Gibbs' reflective cycle (1988) . Deliberate reflection on experience, emotions, actions and responses is essential to informing the individual's existing knowledge base and in ensuring a higher level of understanding ( Paterson and Chapman, 2013 ). Reflection on practice is a key skill for nurses—it enables them to identify problems and concerns in work situations and in so doing, to make sense of them and to make contextually appropriate changes if they are required ( Oelofsen, 2012 ).

Throughout her nursing career, reflection has been an integral part of the author's ongoing examinations of her practice. The process has enabled numerous opportunities to identify the positive and negative aspects of practice and, accordingly, devise strategies to improve both patient and practice outcomes. Reflection has also been a significant part author's professional development, increasing her nursing knowledge, insight and awareness and, as a result, the author is an intuitive practitioner, who is able to deliver optimal care to her patients.

Communication

Figure 2 provides a visual image of communication—it is both an expressive, message-sending, and a receptive, message-receiving, process ( Berlo, 1960 ; McClain, 2012 ; Evans, 2017 ). This model was originally designed to improve technical communication, but has been widely applied in different fields ( Berlo, 1960 ). Communication is the sharing of information, thoughts and feelings between people through speaking, writing or body language, via phone, email and social media ( Bramhall, 2014 ; Barber, 2016 ; Doyle, 2019 ). Effective communication extends the concept to require that transmitted content is received and understood by someone in the way it was intended.

The process is more than just exchanging information. It is about the components/elements of the communication process, ie understanding the emotion and intentions behind the information—the tone of voice, as well as the actual words spoken, hearing, listening, perception, honesty, and ensuring that the messages relayed are correctly interpreted and understood ( Bramhall, 2014 ; Barber, 2016 ; Evans, 2017 ; Doyle, 2019 ). It is about considering emotions, such as shock, anger, fear, anxiety and distress ( Bumb et al, 2017 ; Evans, 2017 ). Language and conceptual barriers may also negatively impact on the efficacy of the communication being relayed.

Challenges of effective communication

The following sections explain the challenges involved in communication—namely, conveying a cancer diagnosis or related bad news.

Tone of voice and words spoken

According to Barber (2016) , when interacting with patients, especially communicating ‘bad news’ to them, both the tone of voice and the actual words spoken are important. The evidence has shown that an empathetic and sensitive tone is conducive to providing appropriate reassurance and in aiding understanding ( McClain, 2012 ; Evans, 2017 ; Hemming, 2017 ). However, an apathetic and insensitive tone will likely evoke fear, anxiety and distress ( Pincock, 2004 ; Ali, 2017 ; Doyle, 2019 ). In terms of the words used, the use of jargon, or highly technical language and words that imply sarcasm and disrespect, can negatively impact on feelings and self-confidence ( Doyle, 2019 ).

Hearing what is being conveyed is an important aspect of effective communication. When interacting with patients it is vital to consider potential barriers such as language (ie, is the subject highly technical or is English not the patient's first language) and emotions (ie shock, anger, fear, anxiety, distress) ( Bumb et al, 2017 ; Evans, 2017 ). A patient may fail to hear crucial information because he or she is distressed during an interaction, or may be unable to fully understand the information being relayed ( Bumb et al, 2017 ). Good communication involves ascertaining what has been heard and understood by the patient, allowing them to express their feelings and concerns, and ensuring these are validated ( Evans, 2017 ).

Listening to the patient

Listening is a deliberate act that requires a conscious commitment from the listener ( Shipley, 2010 ). The key attributes of listening include empathy, silence, attention to both verbal and non-verbal communication, and the ability to be non-judgemental and accepting ( Shipley, 2010 ). Listening is an essential component of effective communication and a crucial element of nursing care ( Shipley, 2010 ; Evans, 2017 ; Doyle, 2019 ). In health care, an inability to fully listen to and appreciate what the patient is saying could result in them feeling that their concerns are not being taken seriously. As observed by the author in practice, effective listening is essential to understanding the patient's concerns.

Perception, interpretation, understanding

Relevant and well-prepared information is key to the patient's perception and interpretation of the messages relayed ( McClain, 2012 ). It is vital to aiding their understanding and to informing their personal choices and decisions. If a patient were to misinterpret the information received, this could likely result in a misunderstanding of the messages being relayed and, consequently, lead to an inability to make clear, informed decisions about their life choices ( McClain, 2012 ; Bramhall, 2014 ).

Fully informing the patient and treating them with honesty, respect and dignity

In making decisions about their life/care, a patient is entitled to all information relevant to their individual situation and needs (including those about the actual and potential risks of treatment and their likely disease trajectory) ( McClain, 2012 ). Information equals empowerment—making a decision based on full information about a prognosis, for example, gives people choices and enables them to put their affairs in order ( Evans, 2017 ). Being honest with a patient not only shows respect for them, their feelings and concerns, it also contributes to preserving the individual's dignity ( Ali, 2017 ; Evans, 2017 ; Doyle, 2019 ). However, as observed in practice, a reluctance on the health professional's part to be totally open and honest with a patient can result in confusion and unnecessary emotional distress.

When reflecting on the efficacy of the communication being relayed, it is important for health professionals to acknowledge the challenges and consider how they may actually or potentially impact on the messages being relayed ( McClain, 2012 ; Ali, 2017 ; Evans, 2017 ; Doyle, 2019 ).

Communication and the uro-oncology clinical nurse specialist

It is devastating for a patient to receive the news that they have cancer ( Bumb et al, 2017 ). Providing a patient with a cancer diagnosis—the ‘breaking of bad news’, defined as any information that adversely and seriously affects an individual's view of his or her future ( Schildmann et al 2005 )—is equally devastating for the professional ( Bumb et al, 2017 ; Hemming, 2017 ). It is thus imperative to ensure the appropriate support is forthcoming following receipt of bad news ( Evans, 2017 ).

Integral to the delivery of bad news is the cancer CNS, in this context, the UCNS, who is acknowledged to be in the ideal position to observe the delivery of bad news (usually by a senior doctor in the urology clinic), and its receipt by patients ( Macmillan Cancer Support, 2014 ; Hemming, 2017 ), and to offer appropriate support afterwards ( Evans, 2017 ). Support includes allocating appropriate time with the patient, and their family, after the clinic appointment to ensure they have understood the discussion regarding the diagnosis, prognosis and treatment options ( Evans, 2017 ; Hemming, 2017 ). In this instance, effective communication, as well as the time required, is usually tailored to each individual patient, allowing trust to be built ( Bumb et al, 2017 ; Evans, 2017 ; Hemming, 2017 ).

In the performance of her role, the UCNS is fully aware of the importance placed on delivering bad news well. She has seen first hand how bad news given in a less than optimal manner can impact on the patient's emotions and their subsequent ability to deal with the results. Hence, her role in ensuring that the appropriate support is forthcoming following the delivery of bad news is imperative. It is important to understand that the delivery of bad news is a delicate task—one that necessitates sensitivity and an appreciation of the subsequent impact of the news on the individual concerned. It should also be acknowledged that while the receipt of bad news is, understandably, difficult for the patient, its delivery is also extremely challenging for the health professional ( Bumb et al, 2017 ).

Communicating bad news

The primary functions of effective communication in this instance are to enhance the patient's experience and to motivate them to take control of their situation ( McClain, 2012 ; Ali, 2017 ; Evans, 2017 ; Doyle, 2019 ).

Telling a patient that they have a life-threatening illness such as cancer, or that their prognosis is poor and no further treatment is available to them, is a difficult and uncomfortable task for the health professional ( Bumb et al, 2017 ). It is a task that must be done well nonetheless ( Schildmann, 2005 ). Doing it well is reliant on a number of factors:

Ensuring communicated information is sensitively delivered ( Hanratty et al 2012 ) to counter the ensuing shock following the patient's receipt of the bad news ( McClain, 2012 )
Providing information that is clear, concise and tailored to meeting the individual's needs ( Hemming, 2017 )
Acknowledging and respecting the patient's feelings, concerns and wishes ( Evans 2017 ).

This approach to care is important to empower patients to make the right choices and decisions regarding their life/care, and gives them the chance to ‘put their affairs in order’ ( McClain, 2012 ; Ali, 2017 ; Evans, 2017 ).

Choices and decision-making

Case studies 1 and 2 show the importance of honesty, respect, listening and affording dignity to patients by health professionals, in this case senior doctors and the UCNS. The issue of choice and decision-making is highlighted. It is important to note that, while emphasis is placed on patients receiving all the pertinent information regarding their individual diagnosis and needs ( McClain 2012 ), despite receipt of this information, a patient may still be unable to make a definite decision regarding their care. A patient may even elect not to have any proposed treatment, a decision that some health professionals find difficult to accept, but one that must be respected nevertheless ( Ali, 2017 ; Evans, 2017 ; Hemming, 2017 ).

Case study 1. Giving a poor prognosis and accepting the patient's decision

Jane Green, aged 48, received a devastating cancer diagnosis, with an extremely poor prognosis. It was evident that the news was not what she expected. She had been convinced that she had irritable bowel syndrome and, hence, a cancer diagnosis was quite a shock. Nevertheless, she had, surprisingly, raised a smile with the witty retort: ‘Cancer, you bastard—how dare you get me.’ Mrs Green had been married to her second husband for 3 years. Sadly, her first husband, with whom she had two daughters, aged 17 and 21, had died from a heart attack at the age of 52. His sudden death was hugely upsetting for his daughters; consequently, Mrs Green's relationship with her girls (as she lovingly referred to them) was extremely close. The legacy of having two parents who had died young was not one Mrs Green wished to pass on to her daughters. Her main concern, therefore, was to minimise the inevitable distress that would ensue, following her own imminent death.

In the relatively short time that Mrs Green had to digest the enormity and implications of her diagnosis, she had been adamant that she did not wish to have any life-prolonging interventions, particularly if they could not guarantee a reasonable extension of her life, and whose effects would impact on the time she had left. This decision was driven by previously having observed her mother-in-law's experience of cancer: its management with chemotherapy and the resultant effect on her body and her eventual, painful demise. Mrs Green's memory of this experience was still vivid, and had heightened her fears and anxieties, and reinforced her wish not to undergo similar treatment.

Mrs Green requested a full and honest discussion and explanation from the consultant urologist and the UCNS regarding the diagnosis and its implications. This included the estimated prognosis, treatment interventions and the relevant risks and benefits—specifically, their likely impact on her quality of life. In providing Mrs Green with this information, the consultant and the UCNS had ensured information was clear and concise, empathetic and sensitive to her needs ( Shipley, 2010 ; Hanratty, et al, 2012 ; Evans, 2017 ; Hemming, 2017 ) and, importantly, that her request for honesty was respected. Not disclosing the entire truth can ‘inadvertently create a false sense of hope for a cure and perceptions of a longer life expectancy’ ( Bumb et al, 2017:574 ). Being honest had empowered Mrs Green to come to terms with both the diagnosis and prognosis, to consider the options as well as the risks and benefits. She had a choice between quantity of life and quality of life. Mrs Green elected for quality of life and, accordingly, made decisions that she felt were in her own, and her family's, best interests.

Despite receiving pertinent information and sound advice on why a patient should agree to treatment intervention, they may still elect not to have any treatment ( Ali, 2017 ; Evans, 2017 ; Hemming, 2017 ). This decision, as observed by the UCNS in practice, is difficult for some health professionals to accept. In Mrs Green's case, accepting her decision not to have any treatment was extremely difficult for both the consultant and the UCNS. In an attempt to try to change Mrs Green's mind, the consultant asked the UCNS to speak to her. The UCNS was aware that the consultant's difficulty to accept the decision was compounded by Mrs Green's age (48) and a desire to give her more time. However, the UCNS had listened closely to Mrs Green's wishes and, in view of her disclosure regarding the experience of her mother-in-law's death, her first husband's untimely death, her fear of upsetting her daughters and her evident determination to keep control of her situation, the UCNS felt compelled to respect her decision.

Following the consultant's request, the UCNS spoke to Mrs Green but, on hearing what she had to say regarding her decision not to have more treatment, concluded that she had to respect Mrs Green's decision. She also clarified whether Mrs Green were willing to continue communication with her GP and ensured that the GP was fully updated regarding current events. Mrs Green had thanked the staff for all their support, but did not wish to continue follow-up with the service. The GP assured the UCNS that she would keep a close eye on Mrs Green and her family.

Case study 2. Giving an honest account of disease progression

The following case study explains how a reluctance by health professionals to be totally honest with a patient had inadvertently hampered the individual's ability to make informed decisions regarding his life choices.

Mr Brown, aged 87, had been previously diagnosed and treated for cancer. On his referral to the urology clinic, his disease had progressed to the metastatic stage, which had limited his management options to palliative care.

Since we have established that delivering bad news to a patient is a difficult task ( Bumb et al, 2017 ), it is not surprising that some health professionals fail to be totally honest with the patient for fear of upsetting them. During the consultation, it transpired that Mr Brown had other serious illnesses and was being managed by other clinicians. Seemingly, previous communications with these clinicians had left Mr Brown and his family unenlightened about his prognosis and his future prospects. In hindsight, the family would have appreciated total honesty sooner, since this would have allowed them to make realistic decisions.

After fully assessing Mr Brown's case (and in light of this disclosure) the doctor decided to be totally honest with Mr Brown and his family regarding his current situation and the choices available to him. Explanations were empathetic and sensitive to Mr Brown's and his family's feelings ( Hanratty et al, 2012 ; Evans, 2017 ). While the news was not entirely unexpected, Mr Brown and his family appreciated the consultant's candour. In this instance, the consultant had respected Mr Brown's entitlement to total honesty. By receiving all the facts, and the appropriate reassurance and support from the UCNS, Mr Brown could now consider his options and, with his family's support, proceed to put his affairs in order.

Management and treatment of cancer

The management and treatment of cancer is determined by several factors. These include: the grade and stage of the individual's disease—whether the disease is low-grade/low-risk, intermediate-grade/intermediate-risk, or high-grade/high-risk. For some low-grade/low-risk disease, the recommended treatment of choice is surgery alone. However, in certain cases, further review of the staging and histology might reveal features of cancer within the sample that are at a high-risk of local recurrence, necessitating additional treatment intervention, ie chemotherapy or radiotherapy, to minimise this threat.

Following the primary treatment intervention (ie surgery), for low-risk/low-grade disease, the risk of local recurrence is usually low, as is the need for additional treatment intervention (chemotherapy or radiotherapy). Nonetheless, local recurrence is still a possibility. A failure to make the patient aware of this possibility creates a lack of trust and a false sense of hope ( Bumb et al, 2017 ), and evokes unnecessary emotional distress for the patient, their families and carers ( McClain, 2012 ).

As previously explained, the term ‘fully informed’ relates to a patient's entitlement to all information relevant to their situation and needs (including those about the actual and potential risks) ( McClain 2012 ). Informed knowledge is power, thus honesty is imperative ( Evans, 2017 ). The following case studies highlight the consequence of failing to fully inform patients about risks and diagnosis.

Case study 3. Consequences of not being fully informed

Mr White, aged 36, had been diagnosed with a low-grade/low-risk cancer. After the initial diagnosis was explained, Mr White was explicitly told by the doctor that after surgery he would not require any additional treatment. However, a subsequent review of his staging and histology revealed features of cancer within the sample that were at a high risk of local recurrence. Therefore the decision was made to offer Mr White additional treatment with radiotherapy to reduce the risk of recurrence down the line. Understandably, this news and the ensuing emotional impact—fear, anxiety and distress—was significant for Mr White. The author contends that, to avoid inciting these emotions, Mr White should have been fully informed, at the initial diagnosis, of the potential risks that further treatment might be necessary, no matter how unlikely these risks were perceived to be. Having observed the emotional impact on Mr White, and other similar cases in local practice, the author proposed that, when delivering a cancer diagnosis, consideration must be given not only to the physical, but also the emotional/psychological impact of the diagnosis on the individuals concerned and all risks, even those deemed small, discussed.

The following case study illustrates how a lack of honesty can lead to misinterpretation and misunderstanding of the messages relayed ( McClain, 2012 ; Bramhall, 2014 ) and, accordingly, raises questions regarding the patient's care.

Case study 4. Consequences of ‘sugar-coating’ a diagnosis

Mrs Black, aged 78, had been diagnosed with a low-grade/low-risk bladder cancer, for which the recommended treatment is a course of six doses of intravesical chemotherapy (mitomycin). In providing Mrs Black with the diagnosis, the doctor had failed to clarify that the term ‘bladder polyp/wort’ in fact meant cancer. It is evident to the UCNS that the doctor's intention was to reduce the impact of the news for Mrs Black. However, if a cancer diagnosis is not clearly explained at the outset ( Evans, 2017 ), then, as the UCNS's personal observations in practice have shown, the offer of subsequent cancer treatments will raise questions. In a follow-up meeting with the UCNS, Mrs Black queried why she was having a cancer treatment, when a cancer diagnosis had not been clearly given ( Bumb et al, 2017 ). In this instance, Mrs Black's query placed the UCNS in an uncomfortable position, but one in which she ultimately had to be honest in her response.

Despite the physician's good intentions, a lack of honesty or in this case ‘sugar-coating’ the truth was an infringement of Mrs Black's right to receive full and honest information regarding her diagnosis and treatments and impacted her ability to make clear decisions regarding her care ( McClain, 2012 ; Ali, 2017 ; Bumb et al, 2017 ).

Scenario: communicating in teams

In the UCNS's experience, effective communication is crucial when communicating in teams. The UCNS's observations in practice evoked reflection on past experiences of poor communication and its ensuing impact on her feelings, including hurt and, to some extent, a degree of anger.

Seemingly, poor communication is ingrained in all areas of practice and is highly evident in teams ( Doyle, 2019 ). The ability to communicate effectively is essential to team cohesiveness. One of the chief requirement is to facilitate an environment in which individuals can grow and excel, thus good/effective communication is vital. As previously stated, the tone of voice and actual words spoken are important ( Bramhall, 2014 ; Evans, 2017 ; Doyle, 2019 ). A tone that is respectful and conducive to elevating the individual's self-esteem and morale, ultimately increases self-worth and confidence. Conversely, a patronising attitude—a tone of voice and words spoken that imply sarcasm and disrespect—can, and often does, result in hurt feelings and a significant loss of confidence ( Doyle, 2019 ). Some senior professionals clearly believe in a hierarchy of entitlement to respect in the way that individuals communicate with other team members. A patronising tone of voice and words that imply sarcasm and disrespect impact significantly on individual team members' morale, self-esteem, self-worth, confidence and professional standing. This can lead to disharmony within the clinical environment. This could be communication between a consultant and a junior doctor, or a junior doctor and senior nurse, for example.

As health professionals, admittedly, we could all attest to poor communication at some point in our careers. Nevertheless, we have a responsibility to work and communicate effectively with other team members ( Ali, 2017 ; Doyle, 2019 ). The objective here is in facilitating a happy and functional team, one that demonstrates professionalism and competency in providing the care necessary to improving patients' experiences and outcomes ( Ali, 2017 ; Doyle, 2019 ). Securing improvements necessitates the health professional reflecting on their communication skills, acknowledging their limitations and initiating steps to address these ( Barber, 2016 ).

These case studies and scenario provide an insight into the UCNS's observations and reflections on her area of clinical practice and highlight the importance of effective communication. Acknowledgement of the inherent challenges within the communication process are clearly explained, with consideration given to the actual and potential impact in terms of patient, health professionals and clinical practice outcomes ( Oelofsen, 2012 ; RCN, 2019 ).

Communicating effectively is a key interpersonal skill that is fundamental to success in many aspects of life, but seemingly few people, including health professionals, have mastered the skill of truly effective communication. There are evident pitfalls that could lead to patient care being compromised as a result of poor communication between health professionals. The UCNS's role in delivering bad news and supporting patients involves ensuring that patients are adequately informed to enable them to take control of their individual situation and, accordingly, that they are able to make the appropriate choices and decisions for their respective needs. Poor communication within teams can affect patient care and staff morale, and learning how to communicate more effectively is beneficial in terms of improving staff interactions with each other. Essentially, communicating effectively is everyone's responsibility; hence, all health professionals should look at the way they interact and communicate with each other and take the necessary steps to improve this extremely important activity.

The cancer clinical nurse specialist (CNS) role is pivotal when patients receive bad news. It is crucial not only to the individual's understanding of the diagnosis, prognosis and treatment options, but also to the provision of appropriate support following the bad news and countering the ensuing impact of the news on the patient
Reflection is a powerful tool, one that enables nurses to examine their practice, identifying salient issues and initiate change/improvements
Communicating effectively is a key interpersonal skill that is fundamental to success in many aspects of life—few people (in this context health professionals) have mastered the skill of truly effective communication
Poor communication has implications for the patient, health professional and the health organisation

CPD reflective questions

Reflection on practice is a key skill for nurses that enables them to identify salient issues and initiate actions to address these. How well do you think you reflect in practice, and does this provide the insight you seek?
Effective communication is an important interpersonal skill. How well do you communicate with patients and colleagues in your area of practice? Reflect on any situations that you find difficult
The issue of poor communication within teams and its impact on team members has been highlighted in this article. Have you observed poor communication within your team or within your area of practice? If so, how could this be improved?

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Frequently asked questions

Why are interpersonal skills important for nurses.

Patients feel more comfortable and trust nurses who exhibit strong interpersonal skills.
Interpersonal skills help nurses build rapport with patients, leading to better communication and improved patient outcomes.
Effective communication skills help nurses collaborate with other healthcare professionals, leading to better teamwork and coordinated care.
Interpersonal skills are essential for conflict resolution, which is crucial in high-pressure situations.
Good interpersonal skills help nurses provide emotional support to patients and their families during difficult times.
Nurses with strong interpersonal skills are more likely to succeed in leadership roles and advance their careers.

You have to show these interpersonal skills in your nursing essay to demonstrate that you can deal with different people and situations successfully.

Frequently Asked Questions : Essay Guide

How to write a literary analysis essay?

Step 1: Read the text and identify literary components.

Step 2: Write a literary analysis thesis statement.

Step 3: Compose and add a title

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Step 5: Write the conclusion

What does outline mean in an essay?

An outline in an essay refers to a structured plan that provides an overview of the main points and ideas to be discussed. It serves as a guide that helps writers organise and present their thoughts coherently and logically.

How to write an outline for an essay?

Shape your ideas
Categorise information
Decide the sequence of material
Present your points as short phrases and sentences.

What are the Components or Parts of an Essay?

The main components of a standard essay are an introduction, a main body, and a conclusion. Generally, an essay is five paragraphs long.

How to Structure an English Literature Essay GCSE?

An introduction outline
Write 3 main arguments
Back your arguments using quotes
Summarise in conclusion

How to Structure an Essay?

An essay comprises three parts: introduction, body, and conclusion. The introduction introduces the topic, provides background information, and expresses the main argument. The body includes analysis, evidence, and interpretation. The conclusion wraps up your ideas.

Make sure to take your time to organize your essay and the sequence of information within the main body.

How to Critically Reflect in an Essay?

Critical reflection in an essay involves analysing and evaluating your own experiences, assumptions, and beliefs, as well as considering alternative perspectives and evidence. To do this effectively, you should:

Describe the experience or topic you are reflecting on, and provide context and background information.
Analyse your assumptions, biases, and values, and consider how they may have influenced your perceptions.
Evaluate the evidence and consider alternative perspectives to challenge your assumptions.
Draw conclusions and identify areas for further learning or development.

How to Conclude a Reflective Essay?

In the concluding chapter of your reflective essay, provide a synopsis of the ideas that you have presented in the essay. Present how your beliefs and perspectives have changed and how your personality has been influenced.

How to Write a Reflective Essay for a University?

Choose a specific experience or event to reflect on.
Provide background information to contextualise the experience and explain how it impacted you at the time.
Analyse your thoughts and feelings about the experience.
Identify any assumptions or biases you had before the experience.
Use concrete examples or anecdotes to illustrate your points, and provide evidence to support your claims.
Consider the perspectives of others involved in the experience.
Conclude by summarising the key points of your reflection.

How to Write a Reflective Essay?

The reflective essay starts with an introduction which contains the hook and the thesis statement. It summarises your life experiences and responses. The conclusion section should provide a synopsis of the ideas presented in the essay.

What is a Reflective Essay?

A reflective essay is a type of academic essay where the writer reflects on their life experiences. Using your life examples, you can share thoughts on certain topics. It requires proper critical analysis.

How to Write a Summative Essay?

Follow the given steps to complete your summative essay.

Know Your Essay Summative Topic
Research Relevant Material
Make A Summative Essay Outline
Write The Introduction
Work On The Main Body Paragraphs
Write A Compelling Conclusion

What is a Summative Essay?

A summative essay is used to evaluate the knowledge of students and their concepts of the course contents. They usually take place at the end of the term. It follows the standard essay structure containing an introduction, body paragraphs and a conclusion.

Are Essays Formative or Summative?

Essays are mostly considered summative. Instead of seeing them as learning opportunities, students tend to see them as tasks.

Can an Essay Introduction be Two Paragraphs?

The number of paragraphs in the essay introduction depends on the length of the essay . For a long essay, you might require 2 to 3 paragraphs to introduce your topic completely.

How Many Paragraphs for a 2500-Word Essay?

A 2500 words essay is usually around 10 to 17 paragraphs long, with the length of each paragraph varying from 100 to 250 words.

Should I Indent Every Paragraph in an Essay?

According to the manuscript format, you should indent the first line of each paragraph. However, the first paragraph after the heading or title should not be indented.

How Many Paragraphs for a 2000-Word Essay?

A 2000 words essay is usually 10 to 15 paragraphs long. The number of paragraphs in a 2000-word essay can vary depending on the topic, essay style, and purpose of the essay.

How Many Paragraphs for a 1000-Word Essay?

A 1000 words essay usually has three to four paragraphs. The body paragraph should be around 600 to 800 words, with an introduction and conclusion containing 100 words each.

How to Write an Introduction Paragraph for an Essay?

The introduction paragraph for an essay should contain the following components.

A hook statement to get the reader’s attention
Background information on the topic
A thesis statement explaining the main argument.

How Many Paragraphs are in an Essay?

The most common structure of an essay contains five paragraphs. One introduction, 3 body paragraphs and one conclusion. The number of paragraphs varies according to the essay style, subject or requirements of your institute.

How Long Should a Paragraph be in an Essay?

Academically, the length of the paragraph is usually between 200 to 300 words. Make sure to check the guide provided by your teacher before you start working on your essay. Moreover, ensure that your paragraph covers all the points necessary to support your argument.

How to Start a Paragraph in an Essay?

Start your essay paragraphs with a topic sentence that briefly explains the following paragraph. Add a sentence or two to support or oppose your argument.

When to Shorten an Essay?

Here are a few reasons why you might have to shorten an essay .

When you have a word or page limit for the assignment or publication.
When your essay includes irrelevant or redundant information, that does not affect the quality or clarity of the writing.
When your essay is too long, you must condense it to meet the desired length or improve readability.
When your essay includes a long quote or citation that you can shorten without it losing its meaning or context.

How to Shorten a Quote in an Essay?

Follow the given steps if you want to shorten a quote in an essay.

Identify the portion of the quote that you want to use.
Determine the words that can be removed without changing the quote’s meaning.
Use ellipses (three dots with a space before and after each dot) to indicate the omission of words.
Place the shortened quote within quotation marks and provide a proper citation to the source.

How to Shorten an Essay?

Review the following recommendations to shorten an essay .

Create a compelling outline.
Reduce redundancy
Combine sentences with similar meanings
Avoid the overuse of prepositional phrases
Use clear and concise words.
Remove irrelevant information

How to Structure an Expository Essay?

The standard structure of an expository essay consists of 5 paragraphs.

Introduction
Body Paragraph 1
Body Paragraph 2
Body Paragraph 3
Conclusion

How to Write an Expository Essay?

You can write an exceptional expository essay by following the steps below.

Choose a topic
Research and gather information
Create an outline
Write an introduction
Write the body paragraphs.
Write a conclusion
Edit and revise

What is the Difference Between an Expository and an Argumentative Essay?

The main difference between an expository essay and an argumentative essay is the purpose and approach of the writing.

An expository essay is meant to inform or explain a topic or idea to the reader. It presents factual information and evidence on a particular subject without expressing any personal opinion or argument. The writer aims to explain the topic clearly and objectively, often using examples, statistics, or research to support their claims.

An argumentative essay , on the other hand, is written to persuade the reader to accept the writer’s viewpoint or argument on a particular topic. It presents a claim or argument on a debatable issue, provides evidence and reasoning to support it, and often refutes opposing viewpoints. The writer tries to convince the reader to agree with their perspective.

What is an Expository Essay?

An expository essay is a type of academic writing aiming to explain or describe a particular topic, idea, or concept. The primary objective of an expository essay is to provide information to the reader in a clear, concise, and objective manner.

What are the Different Types of Persuasive Essay Writing?

There are four main types of persuasive essay writing .

Discursive Essay – explores different aspects of the Essay
Argumentative Essay – observation of scientific aspects of a research
Exegetical Essay – conduct exegesis and write the results
Expository Essay – explain an idea rationally

What are the Three Types of Persuasion or Persuasive Techniques?

The three types of persuasive techniques include:

Ethos: Establishing credibility or trustworthiness with the audience.
Pathos : Fascinating to the emotions of the audience.
Logos : Using logic, reason, and evidence to support a claim.

How to Avoid Being too Descriptive in Essays?

Focus on your thesis statement and ensure that every sentence supports it.
Use descriptive language sparingly, and be selective in your choice of words.
Use concrete examples to illustrate your points instead of relying on lengthy descriptions.
Be concise and use clear, straightforward language.
Have someone else read your essay to see if it is too descriptive or unclear.

How Long Should a Descriptive Essay be?

The length of a descriptive essay can vary depending on the topic and the assignment requirements. Typically, a descriptive essay can range from one to five pages or 250 to 1000 words .

How to Write a Descriptive Essay?

Start by choosing a topic you want to describe in detail. Use sensory details to create a vivid picture in the reader’s mind. Write an introduction that includes a thesis statement and gives an overview of what you will describe. Use descriptive language to describe the subject, using words that captivate the five senses (sight, sound, touch, taste, and smell).

Use transitions to move smoothly from one idea to the next. In the conclusion section, summarise your main points and leave the reader with a lasting impression of the subject. Edit and revise your essay to ensure it is well-written and error-free.

What is a Descriptive Essay?

A descriptive essay is used to describe a certain person, place, event or any other element in a creative manner. For example, describing your journey will be a descriptive essay.

Which Section is Hardest in SAT Essay?

The SAT essay consists of one section, and its difficulty level can vary depending on an individual’s writing skills, critical thinking ability, and the topic given. The essay assesses a student’s ability to analyse a given passage and develop a well-organised, coherent response.

However, some students may find the essay’s analysis and development of a strong argument the most challenging aspect. Others may struggle with time management and completing the essay within the allotted 50-minute time frame. It ultimately depends on an individual’s strengths and weaknesses in writing and critical thinking.

To prepare for the SAT essay, students should practice writing essays on various topics , time themselves, and get feedback from their teachers or peers to improve their skills.

What is the Structure of the SAT Essay?

The structure of the SAT essay consists of the following elements.

Introductory Paragraph
Conclusion Paragraph

How to Start Writing the SAT Essay?

There are three stages of writing the SAT essay.

Reading
Planning
Writing

To start writing the SAT essay, read the prompt carefully, create a thesis statement that clearly expresses your position, outline your essay, use evidence to support your argument, and review and edit your essay before submitting it.

How to Write a Rhetorical Analysis Essay?

A rhetorical essay consists of three sections.

Introduction – introduce the topic

Body – evidence, analysis, and explanation of how the author uses rhetorical devices to achieve their purpose.

Conclusion – summarise the main points of the arguments.

What are the Different Modes of Rhetorical Analysis?

The different modes of rhetorical analysis include the following:

Compare and contrast – two ideas, concepts, people etc.
Narration – storytelling
Description – describing something
Definition – explanation of something
Argumentation – Arguing about a topic with evidence
Illustration – using examples to explain something
Process explanation – step-by-step guides
Cause and effect – Examining and explaining the outcomes and reasons

What is Meant by Rhetorical Analysis?

A rhetorical analysis essay is a composition that emphasises the writer’s use of techniques and style to capture the reader’s attention rather than focus solely on the content being communicated. The essay closely examines how the writer has conveyed their message rather than just the message itself.

How to Learn to Write in Cursive?

To learn to write in cursive, follow these steps:

Study cursive letters: You can find cursive writing examples in books, online resources, or handwriting workbooks.
Practice basic strokes: Cursive writing comprises a series of basic strokes like curves, loops, and diagonal lines.
Start with lowercase letters : They are easier to write than uppercase letters. Start with letters that have simple shapes, such as “a,” “c,” and “e.”
Connect the letters: Connect letters to form words. Cursive writing is designed to be fluid and connected, so practice making smooth connections between letters.
Move on to uppercase letters: Now, you can practice uppercase letters. Uppercase letters can be more complex, so take your time and practice them one by one.
Practice regularly: Like any skill, cursive writing takes practice to master. Ensure to leave some time each day to practice your cursive writing, even if it’s just for a few minutes.

How to Write f in Cursive?

To write “f” in cursive, follow these steps:

Start with a downward stroke: Begin by placing your pen or pencil on the writing surface and making a downward stroke that slants slightly to the right.
Add a loop: At the bottom of the downward stroke, create a small loop that extends to the right. This loop should be similar to the one you make when writing the letter “e” in cursive.
Cross the loop: Once you have made the loop, continue the stroke upward and slightly to the left. Cross the loop you made with a horizontal line extending to the left.
Finish with a hook: Create a small hook at the end of the horizontal line that curves to the right. This hook should be similar to the one you make when writing the letter “j” in cursive.

How to Write in Cursive?

To write in cursive, you first need to gather a pen or pencil, a four-lined book or paper, and cursive handwriting worksheets. Once you have collected these items, follow these steps.

Practice the simple entrance-exit stroke.
Practice stroke upward
Start working on curved stroke
Work on words that require multiple strokes
Practice the difficult alphabets like b and f
Practice curved alphabets
Start writing words and sentences

What is Cursive Writing?

Cursive writing is a style of handwriting in which the letters are joined together flowingly. It is also known as script or longhand writing. In cursive writing, the letters are typically written in a slanted and connected manner, allowing for faster and more efficient writing than printing.

What is a Thesis Statement Example?

Here is a thesis statement example for an essay:

Topic: The benefits of exercise for overall health.

Thesis statement: Regular exercise offers numerous health benefits, including improved cardiovascular health, increased muscle strength and endurance, and reduced risk of chronic diseases such as diabetes and heart disease.

How to Write a Thesis Statement for an Essay?

To write a thesis statement for an essay, first, identify the main topic or argument of the essay . Then, craft a sentence or two that clearly and concisely summarises the main point or argument of the essay. An effective thesis statement should be specific and guide the reader’s understanding of the writer’s argument. It should be located at the end of the introductory paragraph to set the direction and focus for the rest of the essay. Revising and refining the thesis statement may be necessary as the essay develops.

What is a Thesis Statement in an Essay?

An Essay thesis statement is a sentence or two that presents the main argument or point of the essay. It typically appears at the end of the introductory paragraph and sets the direction and focus for the rest of the essay.

What is a Thesis Statement?

A thesis statement could be a sentence or two that summarises the main point or argument of an essay, research paper, or other academic or persuasive writing. It typically appears at the end of the introduction paragraph and sets the tone for the rest of the paper.

What are the Three Types of Thesis Statements?

Mainly, There are three types of thesis statements .

Argumentative Thesis Statement – Present an argument with evidence

Expository Thesis Statement – Explains your topic to the reader

Analytical Thesis Statement – Present a particular aspect of the essay

How to Write a Thesis Statement?

Writing a thesis statement can be easy if you follow the given steps.

Decide your topic and the type of essay.
Formulate a question
Write an initial answer.
Provide Logical reasoning in the answers.

How Long is an Undergraduate Essay?

An undergraduate essay is usually between 1000 to 5000 words . However, this is just the average number of words. The length of an undergraduate essay may vary according to the institute and subject. It also depends on what type of essay your instructor has asked you to work on. Make sure to check with your teacher or tutor before writing.

What is the Minimum Word Count for an Essay?

The length of an essay is usually shorter than other academic writing. The minimum word count for an essay varies depending on the assignment and the level of education. For example, the minimum word count in high school or undergraduate studies may be around 300-1000 words for a short essay or response paper. In contrast, a graduate-level or research-based essay may have a minimum word count of 2500-6000 words or more.

It is important to note that while meeting the minimum word count is necessary, it is not the only factor determining the essay’s quality. The focus should always be on effectively communicating your ideas and arguments clearly and concisely, regardless of the word count.

What is Thought Organisation in Essay Writing?

Thought organisation is a crucial step in essay writing . It refers to organising and structuring the essay in your mind before penning it down. This could include a mindmap or creating an essay outline in your mind. Thought organisation in an essay helps in adding all the relevant information and not missing out on any important points. It helps you in designing an essay that will be easier to read.

How do you Start Mind Mapping in an Essay?

Mind mapping is a useful technique for organising ideas and concepts in an essay. First, you should identify your essay’s main topic or theme. Write it down in the centre of a blank sheet of paper and circle it. Then, brainstorm related ideas and subtopics, writing them down and connecting them to the central theme with lines.

Continue to add ideas and subtopics, branching out and creating connections between them. You can use keywords, phrases, or images to represent the ideas in your mind map. Once you have completed your mind map, you can use it to guide your writing process, ensuring that your ideas are included in your essay and presented logically and coherently.

How to Reference the 6cs of Nursing in Harvard Referencing Style?

In Harvard referencing style, the 6Cs of nursing can be referenced in the following format:

Department of Health. (2012). Compassion in Practice: Nursing, Midwifery and Care Staff – Our Vision and Strategy. London: Department of Health.

How do I Reference the 6cs of Nursing?

Jane Cunnings, The chief nursing officer of the national health service (NHS), in England, established the 6 Cs of nursing essay in 2017.

The 6Cs of nursing can be referenced using the following citation format:

Department of Health (2012). Compassion in Practice: Nursing, Midwifery and Care Staff – Our Vision and Strategy. London: Department of Health.

How do Communication and Commitment Help in Writing an Essay?

Communication:

Helps to clearly convey ideas and information to the reader.
Improves the structure and organisation of the essay, making it easier to follow.
Helps to clarify any doubts or questions the reader may have.
Contributes to the professionalism and credibility of the essay.

Commitment:

Helps to maintain focus and ensure that the essay meets the required standards.
Contributes to the quality of the content by motivating students to conduct thorough research and analysis.
Helps to identify and address any weaknesses or gaps in the essay.
Shows dedication and passion for the subject matter, which can make the essay more compelling and engaging for the reader.

What are the 6cs of a Nursing Essay?

By following the 6Cs of the nursing essay , you will be able to write a compelling nursing essay. The 6 Cs are stated below.

Communication – for better collaboration with the team and patients.
Commitment – dedication towards the patients and nursing profession.
Compassion – to give patients a sense of reliability
Care – constantly caring through every phase of a patient’s treatment.
Courage – to act in the patient’s best interest
Competence – processing all the nursing expertise and knowledge successfully.

How to Improve your Interpersonal Skills as a Nursing Student?

You can follow the given tips to improve your interpersonal skills , which are required in dealings with patients and co-workers, and also while writing your reflective essay.

Practice Active Listening
Develop Empathy
Improve Your Communication Skills
Be Open-Minded
Develop Your Teamwork Skills
Learn Conflict Resolution Skills
Develop Your Leadership Skills
Attend Workshops And Training Sessions
Seek Feedback

What Interpersonal Skills are Required in a Nursing Essay?

You should have the following interpersonal skills in a nursing essay :

Good Communication
Teamwork Expertise
Upbeat Attitude
Negotiation
Listening
Leadership
Empathy
Conflict Management

How to Showcase Interpersonal Skills in a Nursing Essay?

Highlight the importance of interpersonal skills in nursing practice.
Describe specific instances where you demonstrated excellent interpersonal skills with patients, families, and colleagues.
Provide examples of how you established rapport with patients and made them feel comfortable and heard.
Discuss how you communicated effectively and empathetically with patients and families, especially during difficult situations.
Explain how you collaborated with healthcare professionals from different disciplines to ensure the best patient outcomes.
Describe how you actively listened to patients and families and responded to their needs and concerns.
Discuss how you maintained professional boundaries while building trusting relationships with patients.
Highlight any training or continuing education you have completed improving your interpersonal skills.
Emphasise the impact your interpersonal skills had on patient care and outcomes.
Conclude by reiterating the importance of interpersonal skills in nursing practice and how you will continue to develop and utilise them in the future.

How to Write a Critical Analysis Essay in Nursing?

Select a topic relevant to nursing practice that aligns with your interests.
Conduct extensive research on the topic, using credible sources such as academic journals and textbooks.
Identify the key themes and issues related to the topic.
Use critical thinking to analyse the information gathered, considering the strengths and weaknesses of the evidence presented.
Create an outline that includes an introduction , body , and conclusion.
In the introduction, provide background information on the topic and state your thesis or main argument.
In the body, present your analysis and supporting evidence using examples from your research.
Consider counterarguments and address them in your essay.
Draw a conclusion that summarises your analysis and restates your thesis.
Edit and proofread your essay for clarity, coherence, and accuracy.

How to Write a Case Study Nursing Essay?

Writing a case study nursing essay can be difficult for a few students considering the depth of the topics. Here are a few steps that you can take to write the perfect case study nursing essay.

Identify a patient and obtain consent to use their case study for educational purposes.
Collect all relevant patient data and medical history.
Identify the patient’s health issues and formulate a nursing diagnosis.
Develop a nursing care plan to address the patient’s needs.
Discuss the nursing interventions implemented and their effectiveness.
Analyse the patient’s response to the interventions.
Reflect on the overall effectiveness of the nursing care plan.
Conclude by summarising the case study and the key findings.
Cite all sources used in the essay.
Follow the proper academic writing format and guidelines.

How to Write a Good Reflective Nursing Essay?

Follow these simple steps to write a good reflective nursing essay.

Choose a topic or experience to reflect on
Start by describing the experience in detail
Identify and explore your thoughts and feelings about the experience
Analyse how the experience impacted your learning or practice as a nurse
Consider what you would do differently in a similar situation
Use nursing models and theories to support your reflections
Write a clear and concise introduction and conclusion
Follow the essay structure and include an engaging hook and thesis statement
Use first-person narrative and reflective language to express your personal experiences and insights

What is the Main Body of a Nursing Essay?

The main body of a nursing essay is where you develop and present the ideas and arguments that support your thesis statement. The main body should be well-structured and organised into paragraphs, each focusing on a specific point or argument. In a nursing essay , the main body typically includes:

Background information on the topic
Literature review of relevant studies and research
Discussion of the key points and arguments supporting your thesis statement
Analysis and evaluation of the evidence presented
Examples of case studies to illustrate your points
Recommendations or conclusions based on your findings.

How to Write a Compelling Introduction to a Nursing Essay?

Here are the most crucial steps required to write a compelling nursing essay introduction.

Start with a strong, clear and concise opening statement
Provide background information to show the context.
Write a thesis statement indicating the boundaries of your research.
Proofread and Finalise for any errors.

How Long Should a Nursing Essay Introduction Be?

The length of a nursing essay introduction can vary, but typically it should be concise and to the point. A good nursing essay introduction should provide enough background information to contextualise the topic and engage the reader’s interest. A general guideline is that the introduction should be around 10% of the total essay length, which means for a 1500-word essay, the introduction would be about 150 words.

However, it is important to remember that the length of the nursing essay introduction is not as important as its content, clarity, and ability to capture the reader’s attention.

Where do I Find a Nursing Essay Example?

You can find professionally written nursing essay examples on Essays UK. Here is a sample nursing essay .

How Long is a Nursing Essay?

The length of a nursing essay can vary depending on the assignment instructions and requirements. Nursing essays can typically range from 500 to 1500 words, but sometimes can be longer, such as 2000 to 3000 words. It is important to review the assignment instructions carefully to determine the required length and formatting guidelines.

What Steps are Involved in Writing a Nursing Essay?

Following are the steps required to write an engaging nursing essay .

Go through the assignment brief thoroughly.
Choose an engaging topic.
Do your research
Write a compelling introduction
Write 1 – 5 body paragraphs
Conclude with a strong paragraph
Proofread and edit

How to Start a Nursing Essay?

It can be a complicated step for a few students to start a nursing essay. Just follow these tips to start writing your nursing essay now.

Conduct research
Develop a thesis statement
Write an engaging introduction
Hook the reader with a strong opening statement
Provide some background information
Present your thesis statement
Preview the main points of the nursing essay
Use a clear and concise writing style.

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Communication And Interpersonal Skills Nursing Essay

Published Date: 23 Mar 2015

Disclaimer: This essay has been written and submitted by students and is not an example of our work. Please click this link to view samples of our professional work witten by our professional essay writers . Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of EssayCompany.

Communication is defined by the Oxford Dictionary as The imparting or exchanging of information by speaking, writing or using some other medium. Sheppard tells us that communication with regard to nursing in a lot broader than merely the exchange of information; it is the exchange of feelings and thereafter identifying and comprehending these feelings in order to address them with delicasy and respect. Throughout this essay I will discuss the importance of communication within the the patient-nurse relationship, verbal and non-verbal communication skills and finally, barriers that may arise for the nurse while trying to communicate effectively with patients.

Communication is particularly important in nursing for a variety of reasons. Nurses are incredibly important members of staff within the health sector that demonstrate caring qualities and connect with patients (Aiken, Clarke, Cheung, Sloane & Silber, 2003). Thorsteinsson (2002) believes that communication is an integral factor in developing a good nurse-patient relationship in order to supply clients with the best quality of hollistic care possible. In practice, it is often the case that patients meet their nursing staff before anyone else. The patient explains their discomfort or problem that they are experiencing and after that they have their vital signs checked by a nurse. It is also the nursing staff that guide the patient in how best to care for themselves after their visit (Heritage & Robinson, 2006). Nurse-client communication is crucial in order to improve patient care, this is indicated in the fact that doctors are often occupied and rely largely on their nursing staff to gather information and interact with their patients, expecting them to explain, inform and comfort them, putting their minds at ease (Ledlow, O'Hair & Moore, 2003).

Communication may be segregated into two categories; verbal and non-verbal communication. Verbal communication is the use of words and expressive language whereas non-verbal communication consists of body language, facial expression and gestures. Hurst-Brown and Keens (1990) tell us that there are six different reasons that we use verbal communication. These are: to satisfy our needs, to express ourselves socially, for the regulation of other individulas, to give information, to receive information and to express ourselves personally. Healthcare professionals began to research the impact of verbally communicating with patients that were unconscious in the 1960s (Ashworth, 1980). Research which proved that speaking to a patient that may be unconcious or under anaesthesia could be beneficial started to emerge. Studies undertaken by Lazarus and Hagens (1968) and Budd and Brown (1974) showed that patients (recovering from anaesthesia) that had been informed verbally during their recovery encountered less post-operitive complications.

Non-verbal communication can be defined as an expression used to convey all forms of human communication that aren't conducted through speaking (Kacperek, 1997). Mehrabian (1971) shows us the importance of non-verbal communication telling us that in one message only 7% of the message consists of words (verbal-communication), 38% of the message is perseived through vocal aspects (tone of voice) and 55% of the message comprises of non-verbal communication.

Listening is one of the main components of non-verbal communication. To listen is to hear and to comprehend the vocal and non-verbal aspects of the message being received (Kacperek, 1997). The importance of listening to patients is huge. Adair (1994) showed this when he began to interview a number of patients, he saw that their care could be improved through listening to them, it was possible to improve the starndard of the care that they were receiving. Here we see how important it is for us to listen to our patients in order to deliver the highest standard of care possible to our patients.

Touch is another element of Non-verbal communication. It is often found to be a very powerful form of non-verbal communication as it creates a sense of peace and it enhances the significance of communication (Kacperek, 1997). Touch can communicate a sense of safety and has the ability to

relax a patient (Moon & Cho, 2001). This type of touch is referred to as patient centred comfort touch by Kruijver, Kerkstra, Bensing, and van de Wiel (2000). Touch as a healing or beneficial intfluence was broadly unknown and unfortunately unused until the 1950s when research was eventually carried out (Shames, 1997). Weiss (1986) discovered that touch has many therapeutic benefits. It can relax patients, reducing anxiety, lower a patients heart rate and lessen the occurance of cardiac dysrhythmias in critical environments. Here we see how touch can affect a person not only mentally, but physically too. Therefore we cannot fail to recognise what a valuable element of non-verbal communication touch can be.

However, sometimes various barriers may prevent a member of the nursing staff from communicating affectively. A barrier is an obsticle that may inhibate communication (REFERENCE google-define:barrier). One of the main barriers present in the world of nursing is stress and an unavailability of support. Wilkinson (1991) stated that the amount of support available to a nurse had a strong link to how competantly he or she could communicate.Plante & Bouchard (1996) also suggested that there was a strong correlation present between stress and a nurses ability to communicate. Various researches have noted that where insufficient support schemes have not been put in place in order to cope with stress results in a barrier; preventing nursing staff in communicating effeciently (Reynolds et al., 2000). Other analysts have carried out research and have found that when there is inadequate support for patients to cope with some of the stress or pressure they may be experiencing available it inhibites them from communicating effectively with nursing and medical staff (Beaurepaire et al., 1994).

Another very prominant barrier in nursing are the hierarchial tendancies in medical settings. Hewison (1995) tells us that nurses have a scarce amount of authority in the hierarchy of a medical setting and in order to cope with this, many nurses exert authority and dominance over their patients in order for them to appear 'superior'. It is rather easy for us to see how this would intimidate a patient and could prevent them from voicing their needs and concerns. The hierarchial tendancies that appear very prominant in nursing and healthcare may also effect nurses giving them a sense of low self-esteem and it may also cause them to find little intrinsic satisfaction from their job. This can also have an impact on a nurses ability to communicate (Adamson et al., 1995)

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Interpersonal Communication Importance

This essay about the importance of interpersonal communication highlights its pivotal role in fostering understanding, empathy, and connection in human relationships. It emphasizes how effective communication builds bridges between individuals, transcending language barriers and cultural divides to create a sense of belonging and community. Furthermore, the essay underscores the significance of interpersonal communication in both personal and professional spheres, shaping the way we collaborate, innovate, and navigate the world around us. Ultimately, it emphasizes the transformative power of genuine human connection and the importance of honing our communication skills to forge deeper, more meaningful relationships.

How it works

In the bustling marketplace of human interaction, where ideas are exchanged like currency and emotions flow like a bustling river, interpersonal communication stands as the unsung hero, quietly shaping the landscape of our relationships and the trajectory of our lives. It’s the whispered secrets shared between friends, the unspoken understanding that passes between lovers, and the silent solidarity that binds us as a community. In a world filled with noise and distraction, effective interpersonal communication serves as the steady hand that guides us through the cacophony, helping us find meaning, forge connections, and navigate the intricacies of human interaction.

At its essence, interpersonal communication is an art form, a delicate dance of words, gestures, and emotions that transcends language barriers and cultural divides. It’s about more than just transmitting information; it’s about fostering understanding, empathy, and connection. By honing our interpersonal communication skills, we can cultivate deeper, more meaningful relationships with those around us, enriching our lives and the lives of others in the process.

One of the most profound aspects of interpersonal communication lies in its ability to build bridges between individuals, bridging the gap between hearts and minds and fostering a sense of belonging and community. Whether through a shared joke, a heartfelt confession, or a simple touch, effective communication allows us to connect with others on a deeper level, forging bonds that transcend the superficialities of everyday interaction. In a world that often feels fragmented and divided, the power of interpersonal communication to bring people together is nothing short of transformative.

Moreover, interpersonal communication plays a crucial role in our personal and professional lives, shaping the way we navigate the world and the opportunities available to us. In the workplace, effective communication is the cornerstone of collaboration, innovation, and success. Clear and concise dialogue ensures that ideas are heard, feedback is given, and goals are achieved with efficiency and precision. Similarly, in our personal lives, strong interpersonal communication skills allow us to navigate the complexities of relationships, express our needs and desires, and resolve conflicts with grace and empathy.

But perhaps the most remarkable aspect of interpersonal communication is its ability to transcend boundaries and foster connections across time and space. In an increasingly digital world, where face-to-face interaction is often replaced by screens and keyboards, the power of genuine human connection has never been more important. Through platforms like social media and video conferencing, we have the ability to connect with people from all walks of life, forging friendships and relationships that span continents and cultures. In a world that often feels disconnected and isolating, the ability to reach out and connect with others has the potential to change lives, offering hope, support, and companionship to those who need it most.

In conclusion, interpersonal communication is the invisible thread that weaves through the fabric of our lives, connecting us to one another in ways both seen and unseen. It’s the silent language that speaks volumes, the unspoken bond that ties us together, and the foundation upon which our relationships and communities are built. By recognizing the importance of effective interpersonal communication and striving to improve our skills in this area, we can enrich our lives and the lives of those around us, forging deeper connections, fostering understanding, and creating a more compassionate and connected world for all.

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COMMENTS

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