The Heartbeat of Nursing Education: The Impact of Presence and Reflective Practice on Quality Healthcare
Dr Kathleen Froneman was a keynote speaker at the Sedibeng District Research Conference, held in collaboration with North-West University at the Vanderbijlpark Campus. Aligned with the conference theme, “Enhancing Continuity and Co-ordination for Quality Health Care,” her presentation explored how presence and reflective practice in nursing education can contribute to developing compassionate, reflective and competent nursing professionals.
Her keynote address, titled “Transforming Nursing Education through Presence and Reflective Practice: A Model for Nurse Educators,” highlighted the importance of moving beyond the transmission of clinical knowledge and technical skills towards creating meaningful learning experiences that prepare nursing students for the human realities of healthcare.
Drawing on the model she developed, Dr Froneman presented a practical framework to guide nurse educators in facilitating presence through reflective practices, particularly in large-class teaching environments. The model is structured around three phases: Prepare, Process and Product (Fig 1.), guiding nurse educators from preparing for the teaching–learning encounter, through guided reflection and meaningful engagement, towards transformational learning and professional development.
At the heart of the model is the acronym E-QRS — Environment, Qualities, Relationship and Strategies, described as the heartbeat of nursing education. These four elements provide practical guidance for creating supportive learning environments, demonstrating professional and relational qualities, establishing meaningful relationships with nursing students, and using appropriate teaching and reflective strategies. The presentation emphasised that a nurse educator’s presence is not simply about being physically present in a classroom. It is about being emotionally and relationally available, listening attentively, acknowledging nursing students’ experiences and creating a safe space for reflection and learning. Through guided reflection, nursing students can process challenging clinical experiences, question their assumptions, develop critical thinking skills and connect theoretical knowledge with clinical practice.
The potential impact of the model extends beyond nursing education. By cultivating presence and reflection, nurse educators can contribute to the development of practitioners who communicate more effectively, build meaningful therapeutic relationships, demonstrate greater professional accountability and respond more attentively to patients’ needs. These qualities are essential for strengthening continuity and co-ordination of care across healthcare settings. The model also highlights the importance of supporting the well-being and professional development of both nurses and patients. Reflective practitioners are encouraged to learn from experience, manage emotional challenges and continually improve their practice. In turn, this can contribute to more positive care experiences, improved patient satisfaction and quality nursing care.
A particularly powerful message from the presentation was the impact of a nurse educator’s absence during moments of vulnerability. When nursing students’ emotional experiences are dismissed, valuable opportunities for reflection and professional growth may be lost. Conversely, a nurse educator who listens, acknowledges and guides reflection can transform a difficult clinical experience into an opportunity for learning, empathy and professional development. Dr Froneman’s keynote reinforced the importance of integrating presence and reflective practice into nursing curricula. By transforming the way nursing students learn to understand themselves, relate to others and respond to clinical experiences, nursing education can help shape a workforce that is better equipped to deliver compassionate, relational-centred and coordinated care.
The central message was clear:
“Presence is not only about being there; it is about how others experience us being there. By making presence the heartbeat of nursing education, nurse educators have an opportunity to influence how future nurses think, feel, care and act — ultimately contributing to continuity, co-ordination and quality healthcare”.
Comments