Interpersonal skills education for undergraduate nurses and paramedics

In the Australian context paramedic and nurse education has followed a similar path over the last two decades, moving away from work based training models to pre-employment university–based models where graduates are required to complete a graduate year in the field prior to being given an authority to practice ( Joyce et al. 2009). They also share core curricula, which has led to many Australian universities offering a double nursing/paramedic degree. Paramedics and nurses operate in highly charged, complex and emotionally driven situations on a daily basis—and while a high degree of clinical knowledge and skill is imperative, these skills and knowledge are not displayed in isolation. They involve individuals with differing needs, expectations, perspectives and requirements.

A nurse or paramedic treating a patient with chest pain for example, will have to treat the patient's emotional state and address their fears, concerns and apprehension in addition to treating their physical pain. While definitions and explanations of interpersonal skills vary, they share common threads. They are significantly linked to human interaction and contribute substantially to establishing a high quality caring relationship with patients. Duffy et al (2004) describe interpersonal skills as:

‘…inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship…’