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Practice skills
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Professional practice skills for nurses
NS759 Groves W (2014) Professional practice skills for nurses.
Nursing Standard. 29, 1, 51-59. Date of submission: March 6 2014; date of acceptance: June 19 2014.
Abstract
Nurses work in a healthcare system in which different partners in care
have different expectations of them. Demands to provide compassionate
care that is patient-centred and responsive while adhering to budget
constraints are contributing to ‘compassion fatigue’ and adversely
affecting nurses’ mood and effectiveness. This article discusses how
an understanding of professional practice skills, communication skills
and teamwork can help nurses to cope with these conflicting demands
and compassion fatigue while performing their professional roles and
responsibilities. This approach is discussed in the context of nursing
discourse and related professional and government recommendations.
Author
Winnifred Groves
Public sector researcher, Surbiton, Surrey.
Correspondence to: winniegroves@yahoo.com
Keywords
Code of conduct, communication, compassionate care, compassion
fatigue, interpersonal skills, nursing care, nursing practice, professional
practice, revalidation, 6Cs of nursing
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Aims and intended learning outcomes
This article examines ways in which
developing professional practice skills can
help nurses to cope with conflicting demands
and ‘compassion fatigue’ in their roles,
while remaining responsive and providing
targeted measures and high standards
of patient care. After reading this article
and completing the time out activities you
should be able to:
Identify
 the main partners in care that
nurses work with and briefly describe their
expectations of nurses.
Outline
 the main challenges faced by nurses
as a result of the different expectations of
them of different partners in care.
Identify
 and describe essential
professional practice skills needed by
nurses to meet personal, professional and
legislative requirements.
Explain
 how professional practice skills
can help support nurses faced with the dual
demands of providing effective practice and
compassionate care.
Introduction
One of the main narratives in nursing today is
that patients are suffering from serious neglect in
the NHS; ‘compassion fatigue’ is also of growing
concern. Nursing has been in the spotlight
for providing poor care, partly highlighted by
events at Mid Staffordshire and Winterbourne
View (Department of Health (DH) and NHS
Commissioning Board (NHSCB) 2012).
The Report of the Mid Staffordshire NHS
Foundation Trust Public Inquiry (Francis 2013)
proposed a way for all those involved in care to
provide it in a way that meets expectations and
standards. It emphasised the importance
of adequate resources, as well as the right
CPD professional issues

approach and attitude of the carer, in meeting Professional practice skills are generic
these expectations. skills that enable nurses to understand the
Trust is the basis of the relationship between legislative framework, be aware of professional
nurses and their patients. As a result of requirements and standards of behaviour,
challenges to and developments in nursing, possess the knowledge base and skills for
the nursing profession, the DH and the NHSCB reflection, and communicate effectively
have made several recommendations, including (Oku and Reid 2009). Mindfulness of how
the 6Cs: care, compassion, competence, ethics, morals and values affect the care
communication, courage and commitment provided by nurses is also required (Fry and
(DH and NHSCB 2012, Watterson 2013). Johnstone 2008).
Nurses are expected to embrace new and These skills promote a careful assessment
smarter ways of working to enable the 6Cs to of the needs of individual nurses, those of their
become a reality. colleagues in clinical practice and those of
There is also debate about a new revalidation professional bodies and relevant legislation,
process for nurses and midwifes. The premise as well as the demands and expectations
of revalidation is that nurses need to of individual patients. Knowledge and
demonstrate their continued competence and application of these skills will help nurses to
fitness for practice consistently and regularly plan, implement and review care that more
(DH 2013, Keogh 2013). effectively meets the needs and expectations
Nurses are at the forefront of providing of all main partners in care.
1  Identify the health care. The commitment to provide Complete time out activity 1
different groups of excellent care that is safe, compassionate and
people and professional holistic is integral to nursing. It is vital for
bodies that have nurses to develop and maintain professional Expectations of nurses
expectations of the practice skills that are patient-centred and Nurses have a moral and professional
quality of patient care promote safe and effective care, while responsibility to patients, carers, relatives,
provided by nurses. being cost-efficient. Applying these skills colleagues, professional bodies and the state.
Briefly describe these will enable nurses to achieve the care and Together, these groups represent partners in
expectations. compassion that have been under recent care in nursing (Figure 1).
scrutiny in the NHS. Nursing involves working with different
professional groups and families to meet
FIGURE 1 the needs of individuals, promote and
maintain health, care for patients when
Main partners in nursing care
they are ill, assist patients’ recovery and
independence, maintain their wellbeing,
The state or healthcare system and improve their quality of life (Royal
Organisations College of Nursing (RCN) 2003). Public
Regulatory bodies expectations of nurses are at an all-time high
The general public and the government’s agenda of consulting
and involving service users (DH 2010, 2012)
has led to a rise in ‘patient power’ and resulted
in care environments where nurses must be
Professional
accountable for their actions (Ellis 2013).
bodies, for
example: Nurses to The public trusts nurses to meet patients’
provide good Patients health needs and ensure their safety, involve
Royal College
quality care which Carers them in their own care, treat them with
of Nursing
is cost-efficient Relatives respect and dignity, provide timely care,
Nursing and
Midwifery listen to and inform them, and demonstrate
Council empathy (Care Quality Commission (CQC)
2013). In addition, professional bodies
require nurses to have the knowledge, skills
(Kozier et al 2011) and attitudes necessary
Colleagues or nursing managers to provide and sustain evidence-based and
Medical staff cost-efficient care.
Other members of the multidisciplinary team Given these competing demands, nurses
have to demonstrate through their practice
the ability to identify and understand the
needs of different partners in care while
being realistic about available resources.
The principal argument is that nurses should
balance a commitment to the patient with
standards of care that meet the needs of
all partners in care. This involves making
decisions and prioritising care.
Continuing professional development (CPD)
is a professional requirement for nurses that
involves learning in practice. Training nurses to
deliver excellent care throughout their careers
is one way of safeguarding the health and
wellbeing of the public, thereby achieving the
state’s function and responsibility to its citizens.
The need to provide a high standard of care is
stressed by the Nursing and Midwifery Council
(NMC), which requires nurses and midwives to
keep their skills and knowledge up to date and
uphold the standards of their professional code
of conduct (NMC 2008, 2014).
Complete time out activity 2
Nurses provide care to patients from diverse
backgrounds. An ageing population will
have more complex and multiple medical
conditions. Furthermore, the public has
high expectations of what constitutes health
care and support and how these should
be provided (DH and NHSCB 2012).
However, there is a mismatch between these
requirements and the availability of nurses to
meet them (Ross et al 2005), which reduces
nurses’ capacity to provide individualised
care. There is evidence to suggest that staff
shortages, poor working conditions and
low staff morale result in poor nursing care,
and dissatisfaction among patients and
other partners in care (Newman et al 2002,
Groves 2012). Heavy workloads make nurses
focus on technical tasks rather than caring,
making patient-centred care an unrealistic
expectation. Without the necessary resources,
care will become mechanistic, which will
become a barrier to compassion.
Other barriers to good nursing care include:
poor workplace policies and practices, lack of
managerial and ward support, and the gap
between theory and practice. Lack of time
has also been noted as a major source of
stress for nurses (Demerouti et al 2000).
Nurses feeling unappreciated and inadequate
social support have been cited as barriers to
effective communication (Reynolds et al 2000,
Chant et al 2002), while teamwork and CPD
can support nurses (Melnyk et al 2004).
From these challenges, it appears that the gap
between clinical leadership and management is
an ongoing barrier to providing excellent care.
The central question is that with management
driven by targets and the 6Cs requiring
compassion and sensitive care, what support
is there for nurses to achieve this? It remains to
be seen whether the 6Cs recommendations will
be effective without the resources nurses need
to achieve them.
These problems call for a multiplicity
of solutions from the different partners in
care. Effective use of nurses’ knowledge and
skills has numerous benefits. So, which core
professional practice skills do nurses need
to cope with competing demands and avoid
the shortfall in standards of nursing care
reported in the media?
Complete time out activity 3
Essential practice skills for nurses and
their relevance to practice
Table 2 lists practice skills that are essential
to good nursing practice. Learning and
developing these skills will enable nurses to
provide individualised care and tailor measures
to meet patients’ needs. Sometimes it can
be difficult to effect professional demands,
given the scarcity of resources (Table 1).
Nurses need to provide evidence-based care
compassionately, sensitively, cost-effectively
and efficiently, thereby meeting the needs
of different partners in care, combating
compassion fatigue and achieving the
revalidation requirements of the future.
An ability to think critically fosters
reflection, self-confidence, inquisitiveness
and open-mindedness (Scheffer and Rubenfeld
2000). Critical thinking is a transferable skill
that enables nurses to analyse situations from 2 Describe the main
multiple viewpoints (Lloyd and Murphy 2008, challenges faced by
du Boulay 2009) and can lead to changes nurses as a result of the
in attitudes. Furthermore, critical thinking different expectations
involves cognitive flexibility, which allows of them by different
the nurse to scrutinise the evidence and its partners in care.
usefulness meticulously. By so doing, the nurse Compare your answers
is complying with the need to practise with the challenges
evidence-based learning as encouraged listed in Table 1.
by professional bodies (NMC 2008,
DH and NHSCB 2012). 3 Identify the core
Good research skills help nurses to access professional practice
information on legislation and professional skills required by nurses
requirements. Nurses require information to meet different
on sources of training and to acquire expectations. Describe
‘professional know-how’ to understand how such skills can help
what type of care will have an effect, what is in achieving the 6Cs in
practicable, and what is ethical and sensitive. practice.
Gaining access to this information helps
CPD professional issues

the nurse not only to provide care that
meets patients’ needs and uses resources
efficiently but also complies with statutory
expectations and The Code (NMC 2008).
Clauses 40 and 41 of the code require
nurses to update their knowledge and skills
throughout their working life by participating
and engaging in learning activities
that promote competence and improve
performance (NMC 2008).
The importance of concise, timely and
accurate documentation has been noted as
a prerequisite for safe and effective nursing
practice (Casey and Wallis 2011). Decision
making is the basis of professional practice,
particularly given the competing demands
on nurses and the scarcity of resources,
which necessitates the rationing of care.
Decision making underpins ethics (doing
what is right) and morals (pursuing behaviour

TABLE 1
Barriers and aids to care
Challenges and barriers
Increasing legislative and professional
expectations.
Increasing paperwork.
Workplace policies and practices.
Lack of managerial support.
Unhelpful organisational culture.
Lack of resources:
Severe staff and/or skill shortages.
Heavy workloads.
Poor working conditions.
Lack of time.
Theory-practice gap.
Poor pay and increasing cost of living.
Lack of appreciation and recognition
for nurses.
Diversity of nursing, professional
relationships with colleagues.
Low staff morale (Royal College of
Nursing 2014), low job satisfaction,
compassion fatigue.
Assisting factors
Continuing professional development.
Research skills.
Reading.
Decision-making skills.
Information and communications technology.
Critical thinking.
Sharing of information.
Report writing.
Assistance with interpreting workplace policies.
Engaging nurses in all aspects of care initiatives.
Seeking nurses’ views and acting on them accordingly.
An open culture that is not intimidating.
A culture that helps with effective communication.
Management support.
A transparent and fair work environment.
An environment that promotes learning and encourages nurses to speak out.
Counselling and emotional support.
Availability of adequate resources.
More nurses with appropriate skills.
Opportunities to assist with integrating research evidence into practice.
Willingness to share knowledge and skills that only come with experience.
Promoting a positive work environment.
Effective time management.
Decision-making and negotiation skills.
Research skills.
Ability to select knowledge and reflect on practice.
Critical thinking ability.
Learning from each other.
Pay rises for nurses.
Other incentives.
Feeling valued, appreciated and supported by:
- The ward sister and other leaders.
- Management.
- The state.
Teamwork.
Effective communication skills.
Good interpersonal skills.
Motivation and respect for each other.
Increase in wages.
Teamwork.
Nurses sharing a common vision.
Support from colleagues and mentors.
that society finds acceptable) (Fry and
Johnstone 2008).
Ethics, morals and values – as well as
professional knowledge – are essential
components of decision making in practice.
Nurses’ duties are set and regulated by
legislation and professional bodies; however,
when equipped with the right knowledge, skills,
resources and attitudes, rather than operating
simply as passive observers of the rules, nurses
should be able to make decisions that meet the
needs of all partners in care by identifying and
analysing problems, and performing searches
for evidence-based information. Learning in
practice fosters competence, which is one of
the 6Cs. ‘People have a right to expect safe,
effective, compassionate, high-quality care’
(CQC 2013) – the right knowledge, skills and
attitudes are vital to the provision of such care.
Communication skills in compassionate care
and effective nursing practice
For the purpose of this article, communication
is defined as social interaction through
messages (Fiske 2011). Communication is
multidimensional. It involves the transmission
of information from one person to another.
It has a clear purpose.
For example, during a consultation between
a nurse and a patient, the model developed

TABLE 2
Essential practice skills for nurses and their relevance to practice
Essential practice skills
Critical thinking and decision making.
Information and communications
technology (ICT), writing, reading,
note-taking, proofreading.
Interpersonal skills, teamwork.
Presentation skills.
Consultation and negotiation skills.
Time management and cost
management.
Relevance to practice
Critical thinking enables nurses to be open-minded, see the bigger picture and reflect,
so they can make more effective judgements and clinical decisions.
Decision making is a significant aspect of clinical practice.
Critical thinking and decision making promote ethical practice, since nurses can
argue why their organisations’ actions or inaction deprive patients of their rights and
wellbeing. By acting as the patient’s advocate and using the right knowledge in the right
situations, nurses work towards achieving components of the 6Cs, including competence,
commitment, care and courage.
Critical thinking and decision making promote a less stressful environment, since nurses
are able to critically analyse situations to arrive at a clinical decision that helps achieve
desired health outcomes. This promotes effectiveness and ultimately efficiency by
maximising the use of limited resources.
Knowledge of ICT is relevant to clinical practice because of its increasing use in care.
Good knowledge of ICT assists competence and care, by allowing the nurse to access
recent research to provide evidence-based care.
Legible and concise writing of care plans achieves effective communication and continuity
of care.
Smart reading and note-taking saves time in busy clinical environments.
Proofreading minimises mistakes, improves understanding and promotes competence in
practice.
As noted in the 6Cs, communication is central to providing care.
Nurses need to communicate with patients, carers, relatives, colleagues and other
partners in care, and to work in teams.
Good communication and interpersonal skills enable nurses to demonstrate empathy and
an ability to listen and provide care, underpinned by respect and dignity.
Nurses need good communication skills to conduct presentations.
Presenting information in a manner that is convincing and easy to understand is vital.
Nurses work in consultation with patients to help them feel they are partners in their
own care. This results in greater co-operation since nurses and patients agree on care
that is acceptable and right for them.
Nurses constantly negotiate with patients, colleagues and other healthcare professionals.
Time is a finite resource. There is a need to deal with matters quickly and prioritise them
according to their importance.
A nurse needs the time and knowledge to assess a patient, process different types of
data, and define the problem, its components and its origins.
Carefully analysing costs enables the nurse to devise a plan of action and set realistic
goals, resulting in resources being used more strategically.
Careful use of equipment and disposable items should also be considered.
CPD professional issues
by Silverman et al (2004) suggests that
effective communication involves moving
from developing a rapport to developing
a relationship that puts the patient at ease,
with the nurse asking questions, using
active listening, reflecting on what is heard,
rephrasing responses to ensure that the patient
and the nurse have the same understanding of
events, and agree on a care plan.
The importance of effective
communication is stressed by NMC (2008),
which emphasises that the information
that people need or want to know about
their health should be shared with them in
a way that they can understand. Nursing
demands effective verbal and non-verbal
communication skills (Debnath 2010),
including active and purposeful listening.
Listening skills are vital in improving the
quality of communication. They show the
person with whom you are talking that you
respect and value him or her.
‘Good communication is central to working
with people. It’s important to be able to
4 Are your
communicate both on a one-to-one basis
communication skills
and in a group context. Communication is
serving you well?
not just about the words you use but also
Think of an example in
your manner of speaking, body language
clinical practice where
and, above all, the effectiveness with which
you had a consultation
you listen. To communicate effectively it
with a patient, carer
is important to take account of culture
or relative. Reflect on
and context, for example where English is
your performance using
an additional language’ (Department for
the statements shown
Education and Skills 2005).
in Box 1.
Complete time out activity 4
BOX 1
Assessing your communication skills
I am a good listener.
I maintain good eye contact when I’m speaking to someone.
I don’t know how to maintain eye contact because of my cultural
upbringing.
I am aware of my body language, posture, tone of voice, pitch and
expression.
I do not think it is wrong to chew gum when I’m speaking to patients,
relatives or colleagues.
I give patients my full attention when they speak to me.
My voice is naturally loud.
My tone of voice is patronising.
I come across as aggressive but I am not.
My body language is open and receptive.
I keep an open mind when communicating with someone.
I try not to interrupt when someone is speaking to me.
I listen to the unspoken words.
I ask for clarification by paraphrasing what the other person says to me.
I am emotionally available when someone is speaking to me.
I act on feedback to improve my communication skills.
Good communication skills affect the working
environment, colleagues, the quality of care,
and how patients feel and respond to treatment.
Francis (2013) noted a public concern that
patients are treated in a dehumanising and
impersonal way. In the light of current
public complaints about poor nursing care,
effective communication is vital. Effective
communication requires the nurse to know
how best to gather information from a patient
and how to explore sensitive issues. To help
achieve this, the nurse can offer genuine
acceptance, ensure confidentiality and
listen with interest.
Communication serves different functions.
It expresses our state of mind and emotional
state. This involves seeing and hearing
and, to some extent, feeling (intuition).
Nurses therefore need to observe patients’
body language (non-verbal clues), gestures and
facial expressions. Nurses should also listen for
words that suggest doubt, anxiety, discomfort,
anger, denial, acceptance and gratitude,
among other emotions.
One focused method of communication is
to make links between what patients say and
their intention to act on it. Does what the nurse
sees and hears suggest that the patient could
be at risk of self-harm? Does it suggest that the
patient has given up hope? If so, how will that
affect the patient’s adherence to treatment and
the treatment outcome? With this knowledge,
the nurse can plan and implement targeted
intervention strategies.
Empathy entails considering the
situation from the patient’s point of view.
After listening to patients, nurses should
show their understanding of what they have
heard by paraphrasing and repeating it back
to the patients. Treatment plans should
be negotiated in a confident, reassuring
manner that suggests that the proposed
treatments are patient-centred. This can be
done by sitting on a chair next to the patient,
perhaps holding the patient’s hand, making
eye contact and using an appropriate tone
of voice that clearly conveys the message
that you care. Nurses should always
communicate with patients in a manner that
is sensitive and respectful.
Trust in nurses is especially important,
given the public’s belief that some nurses
are uncaring (Francis 2013). Developing
trusting relationships with patients and
colleagues can enable all parties to feel
valued and respected. Listening to and
respecting patients fosters and restores
trust. This assists nurses to provide care
that is culturally sensitive, complying with
The Code (NMC 2008). As a patient’s
advocate, nurses need to learn the skill of
negotiation. Enhanced interpersonal and
negotiation skills enable nurses to influence
decisions that affect patients’ health
(Christiansen et al 2014).
For example, given the scarcity of resources,
nurses have to negotiate with patients
about what care can be provided. Having
professional practice skills assists nurses in
reviewing, co-ordinating and justifying care.
Sometimes this will mean advocating patients’
needs and having the courage to speak up
about cuts in funding, the government’s
drive for targets and the challenges and
negative effects these initiatives can have on
the provision of compassionate and sensitive
care to patients.
Importance of teamwork
Teamwork involves individuals working
co-operatively to achieve the objectives
and goals of the organisation (West 2012).
Teamwork is assisted by having clear goals
and a shared understanding of how these
goals will be achieved, thereby instilling
shared responsibility (Thompson 2011).
Nursing involves teamwork, interaction and
the sharing of information with other team
members to ensure the continuity of patient
care (CQC 2013).
Complete time out activity 5
To promote effective teamwork, nurses
should appreciate individual differences,
respect each other, and appreciate and value
the different skills, knowledge and expertise
of each team member. Nurses should trust
one another and collaborate to achieve good
patient care. Teamwork is challenging.
The growing diversity of nurses’ ages and
cultural and educational backgrounds could
lead to conflict. Team members’ different
personalities can give rise to conflict (West
2012). Nurses should be aware of this and
use different ways of resolving conflict.
In some cases, this may require recognising
and managing self-esteem and insecurities,
being humble in acknowledging limitations
and mistakes, and compromising to
promote collaboration.
Nurses have a responsibility to treat
others with respect and dignity (DH and
NHSCB 2012). Diversity enriches workplace
culture. Different skills and knowledge offer
greater opportunities for informal learning.
However, different views and perspectives
require effective management to ensure the
organisation maximises opportunities for
learning in its teams. According to Lloyd and
Murphy (2008), learning to work with others
is a vital skill. Peer support for and trust in
one another are prerequisites for an effective
team. These can be achieved through a shared
goal of continuous learning and a culture
that encourages nurses to participate actively
and maximise their roles and responsibilities
in the team. Acceptance and integration
of human resources policies and practices
(Gratton and Truss 2003) can be achieved
through teamwork, through the search
for new knowledge and skills, and sharing
professional knowledge in achieving
organisational goals.
Good communication skills enable team
members to negotiate tasks, resolve conflicts
maturely, promote loyalty and influence,
and motivate others. Having the right attitude
and willingness to work with others is a
starting point. One method of achieving this
is to provide a welcoming environment that
5 Reflect on the
values and promotes the sharing of ideas and
statements in Box 2.
learning among nurses. An appreciation and
Outline what nurses
acceptance of our cultural and individual
can do to promote
differences shows respect for and an ability to
teamwork. Describe the
collaborate and seek advice from each other
benefits of teamwork
(NMC 2008). Colleagues serve as a valuable
to providing effective
source of ‘social capital’ (Lee et al 2011)
nursing care.
for learning, using networks and co-ordinating
BOX 2
Assessing your teamworking abilities
I am more respectful and courteous when I speak to doctors than to
patients and colleagues.
I am good at managing conflict with colleagues.
I acknowledge individual differences in the team and treat others with
respect.
I am dismissive of colleagues who can’t speak proper English or who have
strong accents.
I keep my ideas to myself.
I fear that if I share my ideas with others, they will know more and seem
cleverer than I do.
I am afraid of asking questions in case people think I am stupid.
I don’t like to be criticised.
I struggle to express myself because English is not my first language.
I am not confident about giving presentations because I fear I will make
a fool of myself.
I worry that people will laugh at my accent.
I am a good team player.
I can’t stand colleagues who are lazy and don’t do their fair share of
the work.
CPD professional issues

to improve efficiency. Acceptance of others
and feeling a sense of belonging offers a
comfortable, less threatening working
environment and improves job satisfaction
(Rafferty et al 2001), particularly at a time
when morale is low. Nurses are encouraged
to learn from positive role models and from
each other’s strengths and shortcomings,
irrespective of ethnicity, gender, age, grade,
and professional discipline or status. Sharing
information with colleagues helps with recall,
improving understanding.
Effective communication can enable
nurses to articulate their roles and
contributions within the team. Learning
to communicate increases confidence.
It enables nurses to answer patients’
and relatives’ queries and to allay their
anxieties sensitively, inspiring confidence and
trust. Good communication skills can help
to give nurses confidence to speak in public
(McMillan and Weyers 2012) and present
ideas to individuals in small and large groups.
In contrast, the inability to communicate
properly can be misconstrued and can
undermine a nurse’s authority and right to
be taken seriously.
Nurses use different ways of communicating
in a team. The Code (NMC 2008) requires
nurses to keep clear and accurate records
of assessments, discussions, the treatments
offered, and the treatments’ effectiveness,
and to keep these records securely. In the
course of nurses’ professional lives, nurses will
regularly communicate by writing care plans
and reports. An ability to take notes and to
write in a structured and concise manner will
promote ease of reading, prevent ambiguity
and promote a logical understanding of this
information. This way, continuity of care can
be ensured (Kripalani et al 2007). Technical
and presentational aspects of writing can
be improved by proofreading (Fairbairn
and Winch 2011).

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Conclusion
Nurses face many challenges as a result of
often conflicting demands from different
partners in care. Changes in how health
care is delivered have resulted in greater
powers for patients and, consequently,
increased expectations of standards of
care. Recommendations by regulatory
and professional bodies have resulted in
increasing workloads for nurses without a
corresponding increase in staff and capital.
This can lead to compassion fatigue and
stress among nurses. These challenges
require a greater commitment from
nurses to develop essential professional
practice skills, such as effective
communication and teamwork.
Developing professional practice skills
assists nurses by providing a clear strategy
to equip nurses with the right knowledge,
skills and attitudes, and is one way of
enabling nurses to cope with professional
demands. Effective application of these
skills will fulfil the expectations and
needs of different partners in care, enable
nurses to provide compassionate care,
equip them with the knowledge to liberate
themselves from accusations of poor care,
and enable them to manage personal and
work-related stress NS
Complete time out activity 6
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