Confident in the Role, Clear in the Message: Developing the Nurse’s Teaching Competence

Abstract

This article highlights nurses’ extensive responsibility for communication as a central component of professional practice. This responsibility includes providing information, teaching, and guidance to patients, relatives, and other healthcare professionals, and is grounded in statutory requirements for education and competence development within the health and care services. To strengthen nursing students’ oral communication skills, a pedagogical model is presented in which students plan and deliver teaching sessions based on the didactic relational model. Following these sessions, students receive structured peer assessment, particularly within cancer nursing education, where the TAG model (“Tell, Ask, Give”) is used to promote constructive feedback, reflection, and professional growth. Experiences indicate that student‑active learning methods enhance motivation, engagement, and learning outcomes, and that systematic peer assessment contributes to the development of assessment competence and professional confidence.