What Nicole did
Throughout the placement, Nicole used a range of communication and relationship management skills to build trust with Billy and his family. She adapted her approach to Billy’s age, communication preferences, energy levels and responses to care.
Nicole used verbal and non-verbal communication, reassurance, active listening and play-based distraction to help Billy feel safe and involved during procedures. She checked understanding and adjusted explanations when needed.
She also communicated professionally with her practice supervisors and practice assessor as well as members of the multidisciplinary team, sharing information clearly and contributing appropriately under supervision.
Nicole developed an understanding that effective communication is central to safe, compassionate and person-centred care, particularly when supporting children and families with complex health needs in the home environment.
What this demonstrated
1.1 Actively listen, recognise and respond to verbal and non-verbal cues
Nicole paid attention to Billy's words, behaviour, facial expressions and body language during care. She also listened to observations and feedback from Billy's family, recognising their expertise in understanding his usual presentation and identifying subtle changes in his wellbeing. She adjusted her approach when he appeared anxious, tired or uncomfortable.
1.2 Use prompts and positive verbal and non-verbal reinforcement
Nicole used encouragement, reassurance and praise to support Billy’s engagement during care activities. She used a calm tone and positive responses to build confidence.
1.3 Use appropriate non-verbal communication including touch, eye contact and personal space
Nicole used eye contact, calm presence and appropriate positioning to help Billy feel safe and respected. She remained sensitive to comfort and personal boundaries during care.
1.4 Make appropriate use of open and closed questioning
Nicole used simple questions to check Billy’s comfort and understanding. She also used open questions with family members to understand concerns and routines.
1.5 Use caring conversation techniques
Nicole communicated warmly and respectfully with Billy and his family. She created opportunities for them to share views, worries and preferences.
1.6 Check understanding and use clarification techniques
Nicole checked that Billy and his family understood explanations and care discussions. She clarified information when needed and adapted her language accordingly.
1.8 Write accurate, clear, legible records and documentation
Nicole completed documentation clearly, accurately and in a timely way under supervision. She understood that records support continuity and safety.
1.9 Confidently and clearly present and share verbal and written reports with individuals and groups
Nicole used SBAR to organise information clearly when preparing for team discussions. She developed confidence in sharing relevant information under supervision.
1.10 Analyse and clearly record and share digital information and data
Nicole developed awareness of how electronic records and digital systems are used to support communication and continuity of care. She recognised the importance of accuracy and confidentiality.
1.11 Provide clear verbal, digital or written information and instructions when delegating or handing over responsibility for care
Nicole observed how clear handovers supported safe continuity between professionals and carers. She developed understanding of the importance of concise and accurate information sharing.
2.2 Use clear language and appropriate written materials, making reasonable adjustments where appropriate in order to optimise people’s understanding of what has caused their health condition and the implications of their care and treatment
Nicole explained care activities using age-appropriate language Billy could understand. She adjusted explanations depending on his responses, attention and comfort.
2.8 Provide information and explanation to people, families and carers and respond to questions about their treatment and care and possible ways of preventing ill health to enhance understanding
Nicole responded respectfully to questions from Billy and his family and supported explanations given by registered staff. She recognised the importance of helping families feel informed and involved.
2.9 Engage in difficult conversations, including breaking bad news, and support people who are feeling emotionally or physically vulnerable or in distress, conveying compassion and sensitivity
Nicole used calm and compassionate communication when Billy felt distressed or anxious during care. She recognised the importance of sensitivity when people feel vulnerable.
3.7 Play therapy
Nicole practised play-based approaches to build rapport and reduce anxiety during care interactions. She recognised that play can help children feel more comfortable and engaged.
3.8 Distraction and diversion strategies
Nicole used distraction techniques during procedures to reduce distress and support cooperation. She adapted these approaches to Billy’s preferences and energy levels.
4.2.2 Active listening when dealing with team members’ concerns and anxieties
Nicole listened respectfully to feedback and concerns raised by colleagues and family members. She recognised the value of listening in effective teamwork.
4.2.6.2 Appropriate escalation procedures
Nicole understood the importance of sharing concerns promptly with her practice supervisor or registered staff when Billy’s condition or care needs changed. She recognised that timely escalation supports safety.
4.2.6.3 Appropriate approaches to advocacy
Nicole sought to ensure Billy’s views and family perspectives were heard during care discussions. She developed understanding of advocacy within child- and family-centred care.
Previous
