Preparing tomorrow's nurses to deliver person-centred care

Celebrated on May 12, each year, International Nurses Day highlights the vital role nurses play in delivering quality healthcare worldwide. However, behind their dedication and compassion lies a set of challenges that often go unnoticed—especially for student nurses in training. Despite the global shift toward person-centred care (PCC)—an approach that prioritises the needs, preferences, and values of patients—nursing students face significant obstacles in implementing these principles in real-world healthcare environments. 

My recent master’s study explored the everyday experiences of final-year nursing students delivering PCC and found that, although they understand its importance, they are frequently constrained by systemic, institutional, and communication barriers. These include inadequate role modelling from supervising nurses, language barriers (particularly when Afrikaans is used in documentation or healthcare communication), and hierarchical power dynamics that silence students’ voices. 

Leadership 

Students thrive when supervising nurses actively model or demonstrate PCC in their daily practice and support them in practising it. In environments where unit managers, senior nurses, and educators lead by example, students report feeling more confident, motivated, and valued. One student shared that having a clinical facilitator who showed genuine empathy toward patients and took time to explain procedures made them feel empowered to do the same. 

In contrast, where leadership was absent or task-focused, students struggled to translate PCC principles into practice. They described feeling unsupported and sometimes even discouraged from engaging meaningfully with patients. This highlights the critical role of leadership in shaping a learning environment where person-centred values can flourish.

Language 

Many students in the study reported difficulties delivering PCC when they were unable to communicate effectively with patients, families, or staff. In particular, the use of Afrikaans in healthcare documentation and verbal handovers created both stress and the potential for error among students who were not fluent in the language. One participant explained how they often felt excluded during ward discussions, unable to follow the details of patient care, which affected both their learning and their ability to engage with patients. 

This barrier is not just a matter of language proficiency but also of equity and inclusion. When students are unable to access information or participate fully, their ability to provide safe, person-centred care is compromised. Addressing language barriers is thus essential to creating supportive learning and care environments. 

Hierarchy 

The study also revealed that rigid hierarchies within healthcare environments can undermine both student learning and patient care. Students often felt powerless to advocate for their patients or to challenge practices that were not person-centred. One student described a situation where they observed a senior nurse dismissing a patient’s request for pain medication but felt too intimidated to speak up. 

The fear of reprisal or being labelled as “difficult” prevented many from voicing concerns or offering suggestions. Such dynamics not only compromise the student experience but also have direct consequences for patient outcomes. Creating a culture where all voices are heard, including those of students, is fundamental to advancing person-centred care. 

Steps

The findings of my study highlight a gap between what we teach in the classroom and what students experience in practice. While nursing curricula increasingly emphasise PCC, the realities of practice placement often tell a different story. If we want to prepare the next generation of nurses to deliver compassionate, person-centred care, we need to address the systemic barriers that make it difficult for them to do so. 

Without intentional change, we risk sending graduates into the workforce underprepared, disillusioned, or burned out. At a time when healthcare systems can least afford it. Importantly, failing to support students in delivering PCC affects not only their development but also the quality of care provided to patients. 

Going forward, we must take several steps to bridge this gap. First, we need to strengthen leadership development in healthcare environments to ensure that nurses at all levels understand and model PCC. This includes offering training in leadership skills, communication, and mentoring, so that supervising nurses can effectively support students and set a standard of care that prioritises the patient as a person. 

Second, we must address language barriers by promoting multilingual resources, improving interpreter services, and encouraging inclusive communication practices. Healthcare institutions must recognise the diversity of both patients and healthcare teams and take active steps to ensure that all members can communicate effectively and safely. 

Third, we need to dismantle harmful hierarchies by fostering a culture where students feel safe to speak up, reflect, and learn from their experiences without fear of judgement or punishment. This could involve creating structured opportunities for students to give feedback, embedding reflective practice into daily routines, and ensuring that educators and clinical staff model openness to learning and improvement. 

By investing in these areas, we can better equip student nurses to uphold the values of PCC, ensuring that patients are seen as people, not just cases. On this International Nurses Day, let us not only celebrate nurses but also commit to creating the conditions they need to thrive. Supporting our student nurses today means strengthening the nursing profession for tomorrow.

*Amelia Grootboom-Nzesseu is a clinical lecturer in the Department of Nursing and Midwifery at Stellenbosch University (SU). This article is based, in part, on her recent master’s degree in Nursing Education at SU.

The views expressed are those of the author and do not necessarily reflect those of SU.

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