Introduction: Suicidal behaviour among adolescents is an important public health issue and remains one of the leading causes of death in this age group. Mental distress in adolescents may be expressed through changes in behaviour, emotions, communication, and daily functioning, which can make its early recognition challenging. Nurses play an important role in this process, as they may be among the first professionals to come into contact with an adolescent in distress. Effective communication and the establishment of a therapeutic relationship facilitate the disclosure of distress and contribute to timely and appropriate further care. Purpose: The purpose of this diploma thesis was to explore and present the key communication skills of nurses working with adolescents at risk of suicide and to highlight their role in the early recognition of mental distress and the assessment of suicide risk. Methods: A descriptive method based on a review of Slovenian and international professional literature was used. The literature search was conducted in the CINAHL, PubMed/MEDLINE, and ScienceDirect databases and in the Google Scholar search engine. The inclusion criteria were publication from 2016 onwards, availability of the full text, peer-reviewed publication, publication in Slovenian or English, and relevance to the research topic. A total of 11 professional sources were included in the final analysis. The sources were critically reviewed, compared, and organised according to participant characteristics, research designs, and key findings related to the research questions. Results: The 11 included sources comprised six empirical studies and five review articles. The findings indicate that a therapeutic relationship, trust, and empathetic, respectful, and non-judgmental communication are important elements in the care of adolescents at risk of suicide. The most frequently described communication skills were active listening, asking open and direct questions, observing verbal and non-verbal signs, and adapting communication to the adolescent’s age and level of distress. Nurses recognised mental distress through conversation, observation of behavioural and emotional changes, clinical judgement, and the use of structured screening and assessment procedures. Their role also included ensuring safety, documenting findings, making referrals, monitoring the adolescent, and collaborating with the family and other professionals. Discussion and conclusion: Communication is one of the core professional competencies of nurses caring for adolescents at risk of suicide. A therapeutic relationship and trust create conditions in which adolescents can more easily express their distress, while appropriate communication techniques contribute to its early recognition and a more comprehensive assessment of suicide risk. Further education of nurses, clear professional protocols, interdisciplinary collaboration, and appropriate organisational support are important for improving professional practice.
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