I'm able to accept and acknowledge through the lens of relational inquiry that I am still learning and can make unintentional assumptions or biases towards others. By acknowledging this, it allows me to critically reflect, identify areas for continued education, and improve my practice. Implementing these strategies allows me to continue to improve the care I provide, ensuring it is both patient-centred and culturally safe.

Through the lens of relational inquiry, this reminds me of the importance of building trust, therapeutic relationships and going beyond meeting patient physical needs. Unfortunately, patients are often left feeling like tasks, a simple check on the to-do list by healthcare professionals, but when we stop and hear instead of listening to respond, we can create connections.

Through the lens of relational inquiry, I understand that being mindful and putting myself in the position of the patient allows me to reflect on the care they may require, outside of what they may be able to tell me they require. This doesn't necessarily mean that I think I know what is best, however allows me to generate ideas that may align with the patient's needs. I keep this card in my wallet as a reminder of my education and professional commitment to safety, and through communication, we can create a therapeutic connection.

I recognized that this was a significant issue, as this particular patient had recently fractured her hip. I immediately decided that communication, even without words, needed to be established. It didn't take me very long to find a copy of the Wong-Baker FACES pain translate it into both Vietnamese and English, as seen above. The patient was able to gesture to the sheet and indicate how much pain she was in.  

I often remember how happy she was when I handed her the translation. She, in Vietnamese she grabbed my hand and smiled. This experience helped me grow and recognize  that something as simple as this can protect patients and promote cultural safety in a meaningful way.

The second article I chose to support my continued learning is titled "Association between maternal mental health and early childhood development, nutrition, and common childhood illnesses in Khwisero subcounty, Kenya" composed by Abajobir, A., Maina, D., Wambui, E., & Sidze, E. M. in 2025. This article aims to bring awareness to the connection between poor maternal mental health and early childhood development. 

The second article I chose to support my continued learning is titled “Nurse leadership: Sustaining a culture of safety” by Haskins, H. E. M., & Roets, L., published in 2022.

The second article I selected to support my learning is titled “Evaluating the therapeutic communication skills of nursing students in the clinical setting: The experiences of students, patients and patients' relatives” by Mercan, N., & Mersin, S., published in 2025.

The second article is titled “Trait Mindfulness, Compassion, and Stigma Towards Patients with Mental Illness: A Study Among Nurses in Sri Lanka” by Baminiwatta, A., Alahakoon, H., Herath, N. C., Kodithuwakku, K. M., & Nanayakkara, T. in 2023. Highlights the correlations between nurses who are mindful in nursing practice and the noticeable reduction in stigma towards patients with mental illness, emphasizing the role compassion plays. 

The second article I have selected is titled “The Intermediary Role of Burnout in the Relationship Between Self-Compassion and Job Satisfaction Among Nurses” by Vaillancourt, E.S., & Wasylkiw, L., published in 2020. This article supports the connection between burnout and job satisfaction and the determining role self-compassion plays for nurses.

Brito, A. P. A., Silva, C. M., Riesco, M. L., Lima, M. de O. P., & McArthur, A. (2025). Experiences of health professionals in screening for postpartum depressive symptoms: a qualitative systematic review. JBI Evidence Synthesis, 23(7), 1376–1425. https://doi.org/10.11124/JBIES-24-00166

Haskins, H. E. M., & Roets, L. (2022). Nurse leadership: Sustaining a culture of safety. Health SA = SA Gesondheid, 27(1), Article a2009. https://doi.org/10.4102/hsag.v27i0.2009

Wong, D. L., Hockenberry-Eaton, M., Wilson, D., Winkelstein, M. L., & Schwartz, P. (2001). Wong’s essentials of pediatric nursing (6th ed., p. 1301). Mosby. https://healthonline.washington.edu/sites/default/files/record_pdfs/Pain_Assessment_Scales_VI_9_10.pdf

Mercan, N., & Mersin, S. (2025). Evaluating the therapeutic communication skills of nursing students in the clinical setting: The experiences of students, patients and patients' relatives. Heliyon, 11(1), e41677. https://doi.org/10.1016/j.heliyon.2025.e41677

Pexels. (2016). Grayscale Photography of Hand Holding Cigarette [Photograph]. https://www.pexels.com/photo/grayscale-photography-of-hand-holding-cigarette-165934/

Patterson, C., Roberts, M., Yousiph, T., Robson, G., Lewer, K., Jay, E., & Moxham, L. (2025). Non‐traditional mental health clinical placements: An effective means for reducing self‐stigma in pre‐registration nursing students. Journal of Psychiatric and Mental Health Nursing, 32(1), 143–151. https://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjpm.13093

Vaillancourt, E. S., & Wasylkiw, L. (2020). The Intermediary Role of Burnout in the Relationship Between Self-Compassion and Job Satisfaction Among Nurses. Canadian Journal of Nursing Research, 52(4), 246–254. https://doi.org/10.1177/0844562119846274