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I chose this topic because my earliest experiences in mental health nursing taught me the value of presence, silence, and authentic connection. Learning to “be with” clients rather than “fix” them challenged my instincts but opened the door to deeper relational practice.

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“Sometimes the most important thing in a whole day is the rest we take between two deep breaths, or the turning inward in prayer for five short minutes.” – Etty Hillesum

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“Sometimes the most important thing in a whole day is the rest we take between two deep breaths, or the turning inward in prayer for five short minutes.” – Etty Hillesum

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This quote reminds me of moments in mental health care where presence was more therapeutic than any task. Just sitting silently with a patient became a form of care.

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The doors on the unit symbolize both a boundary and an opening. Walking into that space as a student nurse meant stepping into the unknown, a space that asked me to be open, calm, and grounded.

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During one of my early mental health shifts, I was taking vitals on a patient and tried to engage them in conversation. I quickly noticed they seemed irritated and just wanted to rest. I paused, stayed quiet, finished the vitals gently, and simply asked if they needed anything before leaving. It was a small moment, but one that taught me to tune into my patient's needs rather than assume what they wanted. That quiet moment showed me how much can be communicated without words.

This moment helped shift my understanding of nursing from being task-focused to being patient-focused. Instead of pushing for a therapeutic conversation, I practiced restraint and respected their need for rest. It taught me that relational care is just as much about knowing when not to speak as it is about offering comfort. That pause became a form of respect and connection.

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Articles Supporting My Continued Learning

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Articles Supporting My Continued Learning

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1. The association between empathy and the nurse–patient therapeutic relationship in mental health units: a cross‐sectional study.

2. Reflecting Through Letter Writing and Visual Representations: Nursing Educators’ Journey in Exploring Compassion, Relational Practice, and Transitioning.

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Moreno‐Poyato, A. R., & Rodríguez‐Nogueira, Ó. (2021). The association between empathy and the nurse–patient therapeutic relationship in mental health units: a cross‐sectional study. Journal of Psychiatric and Mental Health Nursing, 28(3), 335–343. https://doi.org/10.1111/jpm.12675

Spadoni, M., & Manankil-Rankin, L. (2020). Reflecting Through Letter Writing and Visual Representations: Nursing Educators’ Journey in Exploring Compassion, Relational Practice, and Transitioning. Canadian Journal for the Study of Adult Education, 32(2), 121–135. https://doi.org/10.56105/cjsae.v32i2.5585

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During my maternal health rotation, I was assigned to complete postpartum assessments on a Muslim woman. When I entered the room as a male student nurse, I could sense her discomfort. She appeared hesitant, avoiding eye contact and physically shifting away from me. I immediately realized that this wasn’t about me personally, it was about the role I represented, and how gender dynamics and cultural beliefs influence perceptions of safety and dignity in healthcare settings. This experience challenged me to think deeply about cultural safety, gendered care, and how to uphold patient autonomy and comfort in a respectful way.

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While I don’t wear a turban daily, it’s a meaningful part of my Sikh identity and upbringing. It symbolizes values like modesty, spirituality, and self-respect. Principles that helped me empathize with my patient’s perspective. This photo reminds me that cultural and religious practices shape how people feel safe and respected during care. It also reminded me that I, too, might want certain accommodations if I were vulnerable in a healthcare setting. This artifact grounds me in cultural humility, helping me understand that care must be relational, not one-size-fits-all.

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My Art Gallery Project- The Space Between Us

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My Art Gallery Project- The Space Between Us

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This image is part of my visual reflection on the experience. The curtain represents both a physical and symbolic boundary, a space where safety, privacy, and dignity intersect. For this patient, that curtain wasn’t just about modesty; it was about asserting control in a space where she might otherwise feel powerless. Creating this piece helped me process how important it is to pause, assess comfort, and never assume consent is automatic, even during routine assessments.

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“Cultural safety is not defined by the caregiver. It is defined by the person receiving the care.” (AHMAC 2016)

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“Cultural safety is not defined by the caregiver. It is defined by the person receiving the care.” (AHMAC 2016)

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This quote captures the essence of what I learned: that good intentions are not enough. As nurses, we are not the ones who decide what feels respectful or safe, our patients are. This quote has reshaped how I think about care interactions, reminding me to slow down and consider how every action lands for the person in front of me.

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Articles Supporting My Continued Learning

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Articles Supporting My Continued Learning

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1. Perceived Cultural Humility in Supervision Group and Trainees’ Cultural Responsiveness Self-Efficacy.

2. A qualitative study of healthcare professionals’ experiences of providing maternity care for Muslim women in the UK.

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Chong, E. S. K., Chen, H., Chui, H., & Luk, S. (2025). Perceived Cultural Humility in Supervision Group and Trainees’ Cultural Responsiveness Self-Efficacy. Psychotherapy (Chicago, Ill.), 62(1), 44–54. https://doi.org/10.1037/pst0000540

Hassan, S. M., Leavey, C., Rooney, J. S., & Puthussery, S. (2020). A qualitative study of healthcare professionals’ experiences of providing maternity care for Muslim women in the UK. BMC Pregnancy and Childbirth, 20(1), Article 400. https://doi.org/10.1186/s12884-020-03096-3

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During my maternal-child placement, I cared for a newborn who had been sleeping for 7–8 hours without feeding. When the mother attempted to breastfeed, the baby struggled to latch. This experience deepened my understanding of the complexities of breastfeeding and newborn feeding cues. It highlighted the importance of patience, assessment, and family-centred support to help parents navigate these early challenges.

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This photo represents the clinical concern that initiated my reflection: a newborn who had not fed in 7–8 hours and remained asleep through multiple attempts to rouse them. As a student nurse, I initially thought feeding would come naturally for both mother and baby. But seeing how hard it was to get the baby to latch challenged that assumption. This moment made me realize that breastfeeding is not only a physical act but an emotionally complex process shaped by stress, hormones, pain, positioning, and newborn behavior. The photo reminds me how essential it is to assess more than just feeding schedules, we also need to look at signs of infant readiness, mother’s comfort, and bonding.

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I selected this clinical tool because it gave me a concrete framework to assess and support breastfeeding. The LATCH score breaks feeding into measurable parts: latch, audible swallowing, nipple type, comfort, and hold. After that experience, I went back and reviewed how I could have used this to guide both assessment and conversation with the parent. It’s easy to feel helpless when feeding doesn’t go well, but tools like this empower nurses to identify specific areas for support and education. This artifact represents the shift from emotional response to informed action, and it’s something I’ll carry into future nursing practice.

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This video features a lactation consultant providing clear, evidence-based guidance on breastfeeding techniques and newborn feeding cues. Watching the practical demonstrations helped me visualize the challenges a newborn and mother might face, especially with latching difficulties like those I observed during my clinical placement. The video reinforced the importance of patience, positioning, and supportive communication in helping families succeed with breastfeeding. Including this video as an artifact highlights the value of accessible, expert-led educational resources that nurses can use to empower parents, promote healthy feeding practices, and improve outcomes in maternal-child care.

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Breastfeeding Master Class with Lactation Consultant | UNICEF

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Articles Supporting My Continued Learning

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Articles Supporting My Continued Learning

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1. supporting breastfeeding mothers.

2. Breastfeeding challenges and opportunities during COVID‐19 in Hong Kong.

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de Almeida, J. A. G. (2020). João Aprígio Guerra de Almeida: supporting breastfeeding mothers. Bulletin of the World Health Organization, 98(6), 380–381. https://doi.org/10.2471/BLT.20.030620

Hui, L. L., Yeung, K. H., Chow, K. M., Poon, L. C., Ip, P. L., & Nelson, E. A. S. (2023). Breastfeeding challenges and opportunities during COVID‐19 in Hong Kong. Journal of Paediatrics and Child Health, 59(4), 609–612. https://doi.org/10.1111/jpc.16238

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I chose this topic because it captures a pivotal moment where I had to confront my own uncertainty in clinical practice. As a student nurse, it can be challenging to balance the need for clinical knowledge with the reality of not always having immediate answers. This experience with the postpartum mother and her newborn on the bilirubin protocol taught me that honesty, presence, and empathy are just as important as factual knowledge. It deepened my understanding of relational inquiry by showing me how “not knowing” can foster trust and connection when approached with humility and commitment to learning. This topic represents my growth in embracing uncertainty as part of safe and ethical nursing care.

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Image of a Newborn in a Phototherapy Chamber

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Image of a Newborn in a Phototherapy Chamber

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This photo of the phototherapy chamber holds deep personal meaning because it was the first time I had ever seen a phototherapy chamber. Seeing it up close made me realize how much there is to learn about newborn care and how unfamiliar and even intimidating some aspects can be for both families and student nurses like me. When the mother asked how long her baby needed to stay under the light, I felt the weight of my uncertainty. This image symbolizes not only the clinical realities we face but also the vulnerability and humility involved in nursing. It reminds me that part of being a good nurse is acknowledging what I don’t know, being present with families in those moments, and seeking answers together. It reflects a key moment in my learning journey where relational care and honest communication became just as important as technical knowledge.

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Infographic on Neonatal Jaundice by Drager

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Infographic on Neonatal Jaundice by Drager

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This infographic provides a clear and concise explanation of what neonatal jaundice is, along with its causes, risk factors, and common treatments like phototherapy. It helped me better understand the condition after my clinical encounter and gave me the confidence to support the mother with accurate, evidence-based information. This resource illustrates how nurses must integrate clinical knowledge into family-centered care, especially when patients have questions we may not immediately know the answer to. It represents the blending of empirical knowledge with relational practice that is central to safe and compassionate nursing.

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Neonatal Jaundice Image from Cleveland Clinic

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Neonatal Jaundice Image from Cleveland Clinic

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This image from the Cleveland Clinic provides a clear visual comparison between a healthy newborn and one exhibiting signs of jaundice, such as yellowing of the skin and eyes. In my clinical experience, a postpartum mother inquired about the duration her baby would need to remain under phototherapy lights. At that moment, I realized I didn't have the immediate answer, which underscored the importance of being transparent with families about uncertainties in care. Utilizing this image allowed me to visually explain the condition, helping the mother understand the necessity and duration of the treatment. It emphasizes the significance of combining empirical knowledge with compassionate communication to support families during uncertain times.

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Articles Supporting My Continued Learning

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Articles Supporting My Continued Learning

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1. Neonatal Hyperbilirubinemia

2. Neonatal jaundice incidence, risk factors and outcomes in referral‐level facilities in Nigeria.

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Lee, B., Piersante, T., & Calkins, K. L. (2022). Neonatal Hyperbilirubinemia. Pediatric Annals, 51(6), e219–e227. https://doi.org/10.3928/19382359-20220407-02

Ochigbo, S., Ekpebe, P., Nyong, E. E., Ikechukwu, O., Ibeawuchi, A., Eigbedion, A., Adeyemi, O. O., Abasiattai, A., Orazulike, N., Ekott, M., Omo‐Aghoja, L., Ande, B., Uwagboe, C., Igbarumah, S., Idemudia, E., Okagua, J., Lavin, T., Gibbons, L., Settecase, E., … Etuk, S. (2024). Neonatal jaundice incidence, risk factors and outcomes in referral‐level facilities in Nigeria. BJOG : An International Journal of Obstetrics and Gynaecology, 131(3), 113–124. https://doi.org/10.1111/1471-0528.17865

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I chose Resilience and Hope in Mental Health because it captures the strength I witnessed in a young patient during my mental health clinical placement. Despite experiencing suicidal and homicidal thoughts and navigating life with autism, this patient had a strong support system of family and friends that played a vital role in his resilience. This topic reflects the critical importance of social connections and hope in mental health recovery.

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“Demons” captures the internal battles many people face, the fear, confusion, and vulnerability that often accompany intrusive or distressing thoughts. The lyrics resonate deeply with my patient’s experience, who struggled to process complex feelings while maintaining an awareness of what was right and wrong. This song serves as a powerful reminder that mental health challenges frequently occur beneath the surface, unseen by others, and that compassion and understanding are vital for supporting those facing these hidden struggles. It symbolizes the complexity of resilience, not only the fight against external obstacles but also the ongoing journey of accepting and managing inner turmoil.

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Imagine Dragons - Demons (Official Music Video)

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This image of a community circle represents the strong network of family and friends supporting my patient throughout his mental health journey. His mother and father were deeply involved in his care, and friends frequently visited, providing emotional connection and encouragement. This support system was essential in fostering his resilience and hope amid distressing and confusing thoughts. The image reminds me how vital these relationships are not only for patients but also as a focus of relational nursing practice that values connection and community as foundations for healing.

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“Hope is being able to see that there is light despite all of the darkness.” — Desmond Tutu

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“Hope is being able to see that there is light despite all of the darkness.” — Desmond Tutu

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This quote beautifully encapsulates the essence of resilience and hope in the face of mental health challenges. It reflects the journey of my patient, who endured confusing and distressing thoughts yet was able to find strength through the unwavering support of his family and friends. The metaphor of light shining through darkness resonates with the nursing role of nurturing hope and healing, even when situations seem bleak. It reminds me that fostering hope is a vital part of compassionate, relational nursing practice, providing patients with the emotional support needed to persevere through their struggles.

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Articles Supporting my Continued Learning

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Articles Supporting my Continued Learning

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1. Building students’ resilience : strategies to support their mental health

2. Today’s youth and mental health : hope, power, and resilience.

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Kafka, A. C. (2021). Building students’ resilience : strategies to support their mental health. The Chronicle of Higher Education.

https://ocul-tu.primo.exlibrisgroup.com/discovery/fulldisplay?context=L&vid=01OCUL_TU:TU_DEFAULT&search_scope=OCULDiscoveryNetworkNew&tab=OCULDiscoveryNetwork&docid=alma991009103567805159

Pashang, S., Khanlou, N., & Clarke, J. (Eds.). (2018). Today’s youth and mental health : hope, power, and resilience. Springer. https://doi.org/10.1007/978-3-319-64838-5

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Chong, E. S. K., Chen, H., Chui, H., & Luk, S. (2025). Perceived cultural humility in supervision group and trainees’ cultural responsiveness self-efficacy. Psychotherapy, 62(1), 44–54. https://doi.org/10.1037/pst0000540

de Almeida, J. A. G. (2020). João Aprígio Guerra de Almeida: Supporting breastfeeding mothers. Bulletin of the World Health Organization, 98(6), 380–381. https://doi.org/10.2471/BLT.20.030620

Hassan, S. M., Leavey, C., Rooney, J. S., & Puthussery, S. (2020). A qualitative study of healthcare professionals’ experiences of providing maternity care for Muslim women in the UK. BMC Pregnancy and Childbirth, 20(1), Article 400. https://doi.org/10.1186/s12884-020-03096-3

Hui, L. L., Yeung, K. H., Chow, K. M., Poon, L. C., Ip, P. L., & Nelson, E. A. S. (2023). Breastfeeding challenges and opportunities during COVID‐19 in Hong Kong. Journal of Paediatrics and Child Health, 59(4), 609–612. https://doi.org/10.1111/jpc.16238

Kafka, A. C. (2021). Building students’ resilience: Strategies to support their mental health. The Chronicle of Higher Education. https://ocul-tu.primo.exlibrisgroup.com/discovery/fulldisplay?context=L&vid=01OCUL_TU:TU_DEFAULT&search_scope=OCULDiscoveryNetworkNew&tab=OCULDiscoveryNetwork&docid=alma991009103567805159

Lee, B., Piersante, T., & Calkins, K. L. (2022). Neonatal hyperbilirubinemia. Pediatric Annals, 51(6), e219–e227. https://doi.org/10.3928/19382359-20220407-02

Moreno‐Poyato, A. R., & Rodríguez‐Nogueira, Ó. (2021). The association between empathy and the nurse–patient therapeutic relationship in mental health units: A cross‐sectional study. Journal of Psychiatric and Mental Health Nursing, 28(3), 335–343. https://doi.org/10.1111/jpm.12675

Ochigbo, S., Ekpebe, P., Nyong, E. E., Ikechukwu, O., Ibeawuchi, A., Eigbedion, A., Adeyemi, O. O., Abasiattai, A., Orazulike, N., Ekott, M., Omo‐Aghoja, L., Ande, B., Uwagboe, C., Igbarumah, S., Idemudia, E., Okagua, J., Lavin, T., Gibbons, L., Settecase, E., … Etuk, S. (2024). Neonatal jaundice incidence, risk factors and outcomes in referral‐level facilities in Nigeria. BJOG: An International Journal of Obstetrics and Gynaecology, 131(3), 113–124. https://doi.org/10.1111/1471-0528.17865

Pashang, S., Khanlou, N., & Clarke, J. (Eds.). (2018). Today’s youth and mental health: Hope, power, and resilience. Springer. https://doi.org/10.1007/978-3-319-64838-5

Spadoni, M., & Manankil-Rankin, L. (2020). Reflecting through letter writing and visual representations: Nursing educators’ journey in exploring compassion, relational practice, and transitioning. Canadian Journal for the Study of Adult Education, 32(2), 121–135. https://doi.org/10.56105/cjsae.v32i2.5585