Introduction

The idea of telling a creation does not threaten those who regard themselves as careful scribes of what is found and dutiful observers of reality. It is important for patients to have someone they can share their experiences with during their hospitalization period (Charon, 2006). Nursing practitioners and students are in better position to record stories told by patients through reflective thinking. However, unrealistic demands makes it difficult for professional caregivers to a tell patient’s story in an objective and dispassionate manner (Gordon, 1996). Family members and professionals caregivers do not have the freedom of negotiation, inquiry or action. According to Gordon (1996), patients that are less likely to survive have a lot of things to say and they need someone that can pass the information to their parents or any one person that may be interested in their story. The relationships in a world of care should not be defined by conventional categories. Patients that are nearing death require someone that can be human for them and that is why nursing students and practitioners should pay attention to literacy patients.

The best example is of literary patients is where nursing students are made to engage in reflective thinking by reading and writing about Ella (Pohlman, 2013). Educators can encourage reflective practices among their students ensuring that they engage in reflective activities while they are still in nursing school. Encouraging nursing students and practitioners to write about their patients through reflective assignments makes them learn a useful coping habit while in real practice (Pohlman, 2013). Nurses working in emergency rooms for the first time are encouraged to engage in reflective practices such as writing letters as a way of coping with their new situation. According to Pohlman (2013), both written and verbal stories include emotions, context, knowledge, and information. Such critical components encourage reflective thing among nurses.