Registered Nurse Objective Structured Clinical Examination (NMC OSCE) Communication, Values and Professional Practice Syllabus

Communication, Values and Professional Practice syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Communication, Values and Professional Practice in Registered Nurse Objective Structured Clinical Examination (NMC OSCE), not a summary of it.

1. 1

   Effective and Compassionate Communication

   4 topics

   • Therapeutic communication skills
     • Active listening, open questions and empathy
   • Communicating with patients with additional needs
     • Sensory impairment, cognitive impairment and language barriers
     • Use of interpreters and communication aids
   • Breaking difficult news and managing distress
   • Handover and escalation using SBAR
2. 2

   Values-Based Care and the 6Cs

   4 topics

   • Care, compassion, competence, communication, courage, commitment
   • Dignity, privacy and respect
     • Maintaining dignity during personal care
   • Person-centred and culturally sensitive care
   • Equality, diversity and reducing health inequalities
3. 3

   The NMC Code

   4 topics

   • Prioritise people
     • Listening, respecting and acting in best interests
   • Practise effectively
     • Best available evidence and clear record keeping
   • Preserve safety
     • Working within competence and raising concerns
   • Promote professionalism and trust
4. 4

   Professional Accountability

   3 topics

   • Scope of practice and delegation
     • Delegating safely and supervising others
   • Duty of candour
   • Reflection and revalidation principles

Communication, Values and Professional Practice flashcards for Registered Nurse Objective Structured Clinical Examination (NMC OSCE)

20 of 51 cards from the Communication, Values and Professional Practice deck — real questions with worked answers.

1. What is therapeutic communication in nursing?

   A purposeful, patient-centred interaction in which the nurse uses verbal and non-verbal techniques to build a trusting relationship, support emotional wellbeing, gather information and promote the patient's understanding and recovery.

2. Name four core verbal techniques of therapeutic communication.

   Open-ended questioning, active listening, reflecting/paraphrasing, summarising, clarifying, and using silence appropriately.

3. What does 'active listening' involve?

   Giving full attention to the patient, using verbal and non-verbal cues (nodding, eye contact, 'mm-hmm'), not interrupting, reflecting back content and feelings, and checking understanding.

4. What is the difference between open and closed questions?

   Open questions invite a detailed, free response (e.g. 'How are you feeling today?'); closed questions elicit a short, specific or yes/no answer (e.g. 'Are you in pain?'). Open questions encourage exploration; closed questions confirm facts.

5. List the main components of non-verbal communication (body language) a nurse should attend to.

   Eye contact, facial expression, posture, gestures, proxemics (personal space), touch, tone of voice, and appearance. Often summarised as SOLER/SURETY.

6. What does the SOLER acronym for non-verbal attending behaviour stand for?

   Sit Squarely, Open posture, Lean towards the patient, Eye contact, Relax.

7. What does the SURETY model of non-verbal communication stand for?

   Sit at an angle, Uncross legs and arms, Relax, Eye contact, Touch (appropriate), Your intuition. It is a development of SOLER for nursing practice.

8. Define empathy and distinguish it from sympathy.

   Empathy is understanding and sharing in the patient's feelings and perspective ('I can see this is frightening for you'); sympathy is feeling pity or sorrow for the patient from your own standpoint. Empathy is therapeutic; sympathy can create distance.

9. What are some barriers to effective therapeutic communication?

   Noise/lack of privacy, language differences, sensory impairment, jargon, time pressure, false reassurance, giving advice prematurely, changing the subject, and stereotyping or making assumptions.

10. How should a nurse communicate with a patient who has a hearing impairment?

    Face the patient in good lighting, gain attention first, speak clearly at normal pace without shouting, do not cover your mouth, use plain language, use writing or a hearing loop/BSL interpreter, and check understanding.

11. How should a nurse communicate with a patient who has a visual impairment?

    Introduce yourself and say when you are leaving, address the patient by name, describe the environment and any procedures, do not touch without warning, offer the sighted-guide technique, and provide information in accessible formats (large print, braille, audio).

12. Under the Accessible Information Standard (NHS England), what must services do for patients with disabilities or sensory loss?

    Identify, record, flag, share and meet a patient's communication and information needs (e.g. interpreters, large print, easy-read), ensuring information is provided in a format they can understand.

13. How should you communicate with a patient who has aphasia?

    Allow extra time, use short simple sentences, ask one question at a time, use yes/no questions, gestures, pictures and writing, avoid finishing their sentences, reduce background noise, and confirm understanding patiently.

14. What is the recommended approach when using an interpreter for a patient with limited English?

    Use a professional/trained interpreter (not family or children), speak directly to the patient, use short sentences, allow time, maintain eye contact with the patient, and check the patient understands.

15. How should a nurse adapt communication for a patient with a learning disability?

    Use easy-read/plain language, short sentences, pictures and symbols, allow extra time, involve carers/advocates, check capacity and use 'hospital passports', and avoid jargon while confirming understanding.

16. What is the SPIKES protocol used for, and what do the letters stand for?

    SPIKES is a six-step protocol for breaking bad news: Setting up, Perception, Invitation, Knowledge, Emotions (respond with empathy), and Strategy/Summary.

17. In the SPIKES protocol, what does the 'P' (Perception) step require?

    Find out what the patient already knows or suspects about their condition before giving information — 'ask before you tell'.

18. What is a 'warning shot' when breaking bad news?

    A brief preparatory phrase that signals difficult news is coming (e.g. 'I'm afraid I have some serious news to share'), giving the patient a moment to prepare emotionally.

19. How should a nurse respond when a patient becomes distressed or tearful?

    Stay present, allow silence, acknowledge the emotion ('I can see this is very upsetting'), offer tissues, sit at their level, avoid false reassurance, and provide support and information when they are ready.

20. What does the NURSE mnemonic for responding to patient emotions stand for?

    Naming the emotion, Understanding, Respecting, Supporting, and Exploring the emotion.

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