Healthcare institutions are complex organizations where various professionals with diverse educational backgrounds and levels must work cohesively to provide quality care to the population (Ojo et al., 2020, Silva et al., 2016, Valadão et al., 2022). The success of coordination among the different services provided in healthcare institutions is directly associated with interpersonal relationships, which should be based on professionalism. Effective communication and professional attitudes of healthcare workers are essential for the efficiency and effectiveness of healthcare delivery (Santos et al., 2019). It is important to emphasize that the healthcare team comprises not only physicians and nurses but also a multi-professional group consisting of individuals with diverse backgrounds and specialties such as nutritionists, physiotherapists, and speech therapists, among others. Each member performs their respective functions with the common goal of achieving quality care (Valadão et al., 2022). Thus, effective interaction between them is essential for comprehensive treatment planning and optimal patient outcomes (Table 1).

Among the various healthcare professionals working in healthcare institutions, nurses represent the largest group and act as crucial links between other members of the multidisciplinary healthcare team and patients (Moreland and Apker, 2016, Santos et al., 2019, Silva et al., 2016). Therefore, nurses must possess interpersonal skills characterized by knowledge, attitudes, and values expressed in their relationships with colleagues, patients, and patients’ families (Rojas Reyes & Rivera Álvarez, 2022) (Table 2).

Interpersonal relationships of nursing professionals have been discussed in various international studies (Bahrudi & Dari, 2021; Ojo et al., 2020; Mahvar et al., 2022) as well as national studies (Pereira et al., 2019, Silva et al., 2016) since they directly influence professionals’ satisfaction and the quality of care (Bahrudi & Dari, 2021; Mahvar et al., 2022). A study conducted in Nigeria highlighted a lack of trust in the interpersonal relationship between physicians and the nursing team as a significant factor impairing the quality of care (Ojo et al., 2020). Similarly, a study with Brazilian nursing professionals emphasized the absence of adequate communication as one of the most significant weaknesses in interpersonal relationships in healthcare institutions (Silva et al., 2016). Another study conducted in Brazil identified the lack of commitment and unwillingness as major barriers to effective interpersonal relationships in the nursing work environment, while patience and understanding were recognized as important facilitators of interpersonal relationships in healthcare institutions. Additionally, the study revealed the existence of conflicts in the workplace reported by nursing professionals, which are resolved through dialogue among the nursing team members (Pereira et al., 2019) (Table 3).

The learning process of nursing students can also be threatened by deficiencies in interpersonal relationships, such as a lack of preparation and receptivity of health professionals within the institutions where they undergo clinical placements (Amorim et al., 2019). Nursing students receive theoretical education from the beginning of their undergraduate program to prepare them for developing professional interpersonal relationships during their practice (Deane & Fain, 2016). However, it is during their clinical placements in healthcare institutions that undergraduate students can observe the dynamics of these relationships and put into practice what they have learned in theoretical courses.

According to the Brazilian Curriculum Guidelines for the undergraduate Bachelor of Nursing program, the academic curriculum should develop competencies in various areas or cores, such as nursing care in human health care, management of nursing care and nursing and health services, health education, professional development in nursing, research in nursing and health, and teaching in technical education at the middle level in nursing. The Nursing undergraduate program must have a minimum workload of 4,000 hours; of this total workload, supervised clinical placements must comprise at least 30% of the time. This clinical placement portion should be evenly distributed between primary care and the hospital network, representing 50% in each of these areas. After meeting all the course requirements, the student receives a registered nurse diploma (Brasil, 2018).

The Brazilian nursing team, alongside the registered nurse, is composed of nursing technicians and nursing assistants. To become a nursing assistant, one must have completed basic education up to the 9th grade of the former elementary school, which is equivalent to completing the 9th year. To become a nursing technician, one must have completed high school, which is education up to the 3rd year of high school. The nursing technician performs activities at the middle level, including guidance and supervision of auxiliary nursing work, as well as active participation in nursing care planning. In turn, the nursing assistant performs activities also at the middle level but of a more simple and repetitive nature, involving auxiliary nursing services under supervision, and participation in treatment processes. Therefore, both the nursing technician and the nursing assistant operate under the direct supervision of the registered nurse, in accordance with the guidelines established by the Nursing Law (Brasil, 1986).

In Brazil, both public and private universities have undergraduate Bachelor of Nursing programs. Public universities are funded by the government and tend to have more extensive resources, including research facilities, hospitals, libraries, and faculty members. In contrast, private universities rely on student tuition fees and may have more limited resources. This can affect the quality of education and the scope of research conducted at these institutions. Students at public universities do not pay any fees for their education, and the admission process for such institutions is highly competitive and therefore more challenging. On the other hand, students at private universities must pay tuition, and the admission process for these institutions is less rigorous (Castro and Tannuri-Pianto, 2019, Fehn et al., 2021). Many students at private universities work to cover their expenses. In the specific case of nursing, these students may be nursing technicians who have decided to further their studies to become registered nurses. Thus, these students may have an age slightly above the expected average for university students.

Brazilian nursing students, therefore, have the opportunity to graduate from both public and private institutions governed by a single set of regulations. Within this educational journey, the curriculum must place a strong emphasis on various aspects, with a particular focus on the significance of fostering effective communication and the development of interpersonal skills. These requirements are universal and fundamental in the capacitation of competent nurses. A study conducted with Brazilian nursing students emphasized the importance of interpersonal communication in the workplace, as nurses constantly interact with other members of the nursing team, other healthcare professionals, patients, and their families (Santos et al., 2019). Similarly, the results of a study conducted in Portugal showed that nursing undergraduate students understand the importance of developing communication and interpersonal skills to enhance the quality of care (Ferreira et al., 2016).

Seeking to improve interpersonal relationships within health institutions, the scientific literature offers several measures and strategies that can be adopted in different situations. These measures and strategies include respectful conflict management (Moreland & Apker, 2016), effective communication (Carmack and Harville, 2020, Fox et al., 2023, Valadão et al., 2022), planning meetings, establishing clear professional roles (Fox et al., 2023), continuous education (Silva et al., 2020), and effective management (Valadão et al., 2022).

Considering the aforementioned, analyzing students’ perceptions regarding interpersonal relationships of the nursing team in the workplace can provide valuable insights to formulate diversified and innovative measures for improving interactions among healthcare workers. Such measures can promote the development of healthy interpersonal relationships, thereby improving the work environment in healthcare institutions and ensuring the quality of care. Due to the importance of the theme, the objective of this study was to explore the perceptions of nursing students from Brazilian universities about the interpersonal relationship of the nursing team in the work environment.Formun ÜstüFormun Altı