Abstract
This paper describes the evolution of a nursing curriculum from one informed by the work of Bevis and Watson (1989, 2000) to one that has expanded to explicitly include human science. The “Caring-Human Science Curriculum” is elaborated with particular emphasis on trans-theoretical integration, which results in the curriculum’s philosophic consistency while embracing multiple nursing theories. Unique characteristics of the curriculum are illustrated with discussion about how the teaching and learning processes are experienced by faculty and students alike. The paper concludes by addressing some of the gained insights arising from living the “Caring-Human Science Curriculum” for nursing education.
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