The body of knowledge about nursing care and provided international perspectives.

and analytical
insights about the concept's universality. It is concluded that students from four nations exhibited
positive caring behaviors, with a focus on physically based caring behaviors, despite the need to
encourage expressive caring behaviors during nursing education and in the nursing curriculum.
According to previous writers, nursing education plays a critical role in the development of this critical
competency. Nurse educators must design activities that that would allow nursing students will identify,
clarify, construct, and improve their own caring behaviors. Using caring-focused teaching tactics and
incorporating caring enrichment activities into all teaching strategies may assist students develop caring
behaviors. Furthermore, requiring students to submit written accounts of actual caring performance,
anecdotal records of demonstrations of caring behaviors, and even summative self-assessment on the
integration of caring behaviors during clinical experiences may strengthen student commitment to the
value of caring. (Labrague, L. J. et al., 2015)

Guidance is still an important aspect of nursing education. Nursing students, regardless of their personal
traits, require minimal guidance. Nursing students endure a huge load of stresses from time to time with
continual variations in workload while in nursing school due to a great lot of diverse stressors whether in
school, external, and clinical settings. Nursing students, on the other hand, may have established good
coping mechanisms for dealing with daily life challenges, allowing them to perform efficiently. While
nursing students are reaching or in their adult years, they still require assistance in the areas of career
and academics. Nursing students are very concerned about their academic achievement and future
success in their chosen fields. Furthermore, many students require help with personal, family, physical,
and social elements of their existence. (Oducado, F. et al., 2017)

According to Culha, Y., & Acaroglu, R., (2018) Nursing is one of the occupations where interpersonal
relationships are most prevalent. Nurses carry out their care responsibilities through strong
communication skills. Every nursing practice necessitates emotional intelligence. Nurses must
understand and regulate their own and others' feelings throughout the health/illness process in order to
properly address the emotional requirements of the patient and his or her family. Furthermore, nurses
who have developed emotional intelligence abilities can identify appropriate initiatives for tailored care
practices by being sensitive not just to the physiological demands of the people they support, but also to
their emotional needs. Understanding and managing emotions improves individual-centered care,
improves the quality of nurse-patient relationships, and affects patient satisfaction by enhancing
compliance to treatment.

The nuances of emotion work in student nursing practice and underlines the need for Educators provide
attentive and seamless assistance. Participants in this study reported primarily negative emotions such
as worry and grief, as well as a dearth of role models in the practice area to whom they could relate or
whose behavior they might mimic. Student nurses claimed that the influence of other nurses on their
emotional coping while on placement was either insignificant or overwhelmingly negative. (Jack, K., &
Webberly, C., 2014)
In the study conducted by Guven Ozdemir, N., & Sendir, M. (2020) In nursing, empathy is described as
the ability to fully comprehend and empathize with patients. By constructing good relationships, you can
share the patient's thoughts and feelings.Communication that is evidence based and productive. In This
communication, the fact that nurses communicate what they know, an empathic response offered to the
individual in order to satisfy the patient's feelings and needs. Empathy is divided into three categories:
cognitive, affective (emotional), and behavioral. The affective propensity is characterized by
empathy. Empathy has a (emotional) component that demonstrates an individual's ability and
willingness to communicate with others.

It is possible to create resources that teach student nurses how to care for others with compassion and
empathy. Nursing therapeutics is a concept used to describe how student nurses can take advantage of
the therapeutic potential of every patient encounter, particularly when it is tied to specialized and
routine nursing actions. Muetzel's model for understanding therapeutic relationships is one framework
that may be used to help student nurses understand how to create patient connections and urge them
to use care, compassion, and empathy to progress toward therapeutic advantage. (Richardson, C., Percy,
M., & Hughes, J. 2015).

References:

Michael, R., Oducado, F., Frigillano, R., Joy, J., Gunce, T., Jover, L., Meliton, P., & Pangilinan, K.
(2017). Guidance Needs of Nursing Students in Iloilo City, Philippines. 1(2), 35–47.
https://sigma.nursingrepository.org/bitstream/handle/10755/17285/Article.pdf?sequence=1

Culha, Y., & Acaroglu, R. (2018). The relationship amongst student nurses’ values, emotional intelligence
and individualised care perceptions. Nursing Ethics, 26(7-8), 2373–2383.
https://doi.org/10.1177/0969733018796682

Jack, K., & Wibberley, C. (2014). The meaning of emotion work to student nurses: A Heideggerian
analysis. International Journal of Nursing Studies, 51(6), 900–907.
https://doi.org/10.1016/j.ijnurstu.2013.10.009

Jeffrey, D. (2016). Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a
difference? Does it matter? Journal of the Royal Society of Medicine, 109(12), 446–452.
https://doi.org/10.1177/0141076816680120

Richardson, C., Percy, M., & Hughes, J. (2015). Nursing therapeutics: Teaching student nurses care,
compassion and empathy. Nurse Education Today, 35(5), 1–5.
https://doi.org/10.1016/j.nedt.2015.01.016

Michael, R., Oducado, F., Frigillano, R., Joy, J., Gunce, T., Jover, L., Meliton, P., & Pangilinan, K.
(2017). Guidance Needs of Nursing Students in Iloilo City, Philippines. 1(2), 35–47.
https://sigma.nursingrepository.org/bitstream/handle/10755/17285/Article.pdf?sequence=1