Therapeutic Communication in Nursing: A Clinical Reflection
This reflective paper examines a communication event that occurred during a nursing student's clinical placement at a general hospital. The paper centers on an interaction with a 43-year-old patient experiencing clinical depression and grief following the loss of her husband. Drawing on principles of person-centred care and therapeutic communication, the student describes how she engaged the patient using open questioning, active listening, and empathetic body language. The paper explores how these techniques helped the patient reconnect with her motivation to recover. Theoretical support is drawn from the Nursing and Midwifery Board of Australia's Code for Nurses and Midwives, alongside scholarly literature on communication, trust, and compassion in healthcare practice.
- Introduction: Importance of communication skills in nursing
- Patient Background and Clinical Context: Patient history, grief, and signs of relapse
- The Communication Encounter: Nurse-patient conversation and its outcome
- Person-Centred Care in Practice: Applying person-centred care to individual needs
- Therapeutic Communication Techniques: Active listening, open questions, and body language
- Reflections and Learning Outcomes: Professional lessons drawn from the experience
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What makes this paper effective
- The paper grounds its reflection in a specific, detailed clinical encounter, making abstract concepts such as person-centred care and therapeutic communication concrete and credible.
- It integrates professional standards — particularly the Nursing and Midwifery Board of Australia's Code for Nurses and Midwives — demonstrating awareness of both ethical obligations and evidence-based practice.
- The narrative structure moves logically from observation and background-gathering through intervention to outcome, mirroring a clinical reasoning process and giving the reflection coherence.
Key academic technique demonstrated
The paper demonstrates reflective practice as an academic methodology: the author does not merely narrate events but explicitly links personal actions to theoretical frameworks (person-centred care, therapeutic communication) and draws generalizable lessons about nursing practice from a single case. This move — from specific experience to broader professional principle — is the hallmark of a well-executed clinical reflection.
Structure breakdown
The paper opens with a brief theoretical rationale for effective communication in nursing, then presents the patient's background and circumstances. The central section narrates the communication encounter step by step, before pivoting to theoretical justification through person-centred care and therapeutic communication literature. The paper closes with personal learning outcomes that connect the experience to ongoing professional development. References follow APA-adjacent formatting.
Introduction
This report reflects on a particular event that occurred during my placement at a general hospital. The placement afforded me firsthand experience of the importance of therapeutic communication skills in nursing practice. Effective communication is an essential component of medical practice that improves the quality of treatment given to patients. It is an integral part of Hippocratic medicine, and it not only inspires a recovery-oriented approach but also establishes a trusting patient–care provider relationship (Kourkota & Papathanasiou, 2014). It is the best tool for calming an intense atmosphere in a healthcare environment, achieving the full cooperation of patients, and aiding rapid recovery.
Such was my experience with a 43-year-old patient at the hospital where I completed my placement. She was a widow and a mother of two children aged ten and eight. She presented with irritability, restlessness, and other symptoms of clinical depression. She had spent approximately five weeks at the hospital, and her condition had been improving. However, a few days before the night I interacted with her, she had been showing signs of relapse in her recovery process.
Patient Background and Clinical Context
Suddenly, the patient stopped taking her medications, began displaying aggression toward those around her, and preferred to be alone. I became interested in her case and was willing to help in the best way I could. To gain a full understanding of her condition, I approached the resident nurse to learn more about her health challenges. According to the information I gathered, she had enjoyed a happy life with her husband and two children until she lost her husband in a car crash a few months before her hospital admission. The death came as a profound shock.
From that point on, the more she tried to move forward and focus on raising her children, the more difficult it became. She turned to alcohol to cope with her grief. After a few weeks, she became addicted, drinking heavily each night. Her new lifestyle soon affected her work performance and ultimately led to job loss. Being bereaved and losing her job in quick succession proved overwhelming, and the cumulative effects led to clinical depression.
References
Chandra, S., Mohammadnezhad, M., & Ward, P. (2018). Trust and communication in a doctor–patient relationship: A literature review. Journal of Healthcare Communications, 3, 1–6. ISSN 2472-1654.
Kourkota, N., & Papathanasiou, I. (2014). Communication in nursing practice. Journal of the Academy of Medical Sciences of Bosnia and Herzegovina. doi:10.5455/msm.2014.26.65-671, 65–67.
Levett-Jones, T., & Bourgeois, S. (2011). The clinical placement: An essential guide for nursing students (2nd ed.). Churchill Livingstone Elsevier.
"Mental health legislation" and psychiatrists: Putting the principles into practice. (2017). The Royal Australian & New Zealand College of Psychiatrists.
Tollefson, J., & Hillman, E. (2019). Clinical psychomotor skills: Assessment tools for nurses. 3-point standard assessment (7th ed.). Cengage Learning Australia Pty Limited.
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