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How do nursing students use silence in their clinical practice? A qualitative study
1Ondokuz Mayis University, Faculty of Health Sciences, Department of Public Health Nursing, Samsun, Turkey.
Background:
Silence is a nuanced component of communication that holds particular significance in healthcare settings, where it can support empathy, presence, and therapeutic engagement. However, little is known about how nursing students perceive and use silence in their clinical practice.
Aim:
This study aimed to explore how nursing students understand and utilise silence during their clinical placements, and how these experiences shape their interactions with patients.
Methods:
This qualitative study employed a descriptive phenomenological design. Semi-structured interviews were conducted with 16 third- and fourth-year nursing students from a university in northern Türkiye. Data were analysed using Colaizzi's seven-step descriptive phenomenological method, supported by MAXQDA 2020 for coding and analysis.
Findings:
The analysis revealed that nursing students perceive and use silence as a purposeful and multidimensional communication tool. The findings were structured around four main themes: Strategic Use of Silence in Clinical Practice; The Power of Silence in Fostering Empathy and Understanding Needs; Contribution to Personal and Professional Development; and Limitations in the Use of Silence and the Role of Silence in Nursing Education.
Conclusion:
Silence is not merely the absence of speech but a meaningful and strategic communicative tool nursing students employ to support patient care, develop empathy, and grow professionally. Integrating silence and nonverbal communication skills into nursing education may enhance holistic and patient-centred care.
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