which the nurse and the patient are strangers who need to know one another, identification of the problems requires the combined efforts of the nurse and the patient, exploitation of the available resources by the patient, and resolution which calls for termination of the nurse-patient relationship once the goals have been met. These phases are interrelated and call for overlapping roles and functions during the nurse-patient experience in solving health-related problems (De, 2005). QSEN Competencies There are six quality and safety education for nurses (QSEN) competencies that are applied by nurses in their training and practice. There are requirements for each competency in terms of knowledge, skills, and attitudes. The first core competency is Patient-centered care that calls for all attention to be paid to the patient by the respective nurse. Secondly, teamwork and collaboration requires that the nurse and the patient develop a professional relationship and commitment towards attaining the goals stated. Thirdly, evidenced-based practice (EBP) describes that practicing nurses and nurse trainees to participate in clinical experiences that are evidence-based and are in tandem with current practice (Finkelman, Kenner, Finkelman, & American Nurses Association, 2012). Another core quality and safety education for nurses (QSEN) competency is Quality Improvements (QI) which entails the adoption of essential organizational and system leadership that ensures quality care. The fifth core competency is safety that requires uttermost care to be taken when handling the patient. Lastly, Informatics requires appropriate information management and application of patient care technology. (In Kelly, In Vottero, & In Christie-McAuliffe, 2014) Application Peplau's model has been incorporated into the field of nursing practice using the six core competencies as it focuses on the interpersonal processes and the therapeutic relationship between the nurse and the patient. There are three basic skills that a nurse requires: observation, communication and recording. These three operations are invaluable for the use of nursing as an interpersonal process. This process should be therapeutic and educative for the patient. Secondly, the quality and safety education for nurses (QSEN) competencies have been applied to improve nurse education as the nurse trainees are being prepared for the world outside (Peplau, 1991). Conclusion The interpersonal relations theory offers insight into what is expected of the nurse and the patient when confronting health-related problems. In developing mutual trust and respect, the two parties are laying a favourable platform for attaining the set goals. The six quality and safety education for