Abstract
Nurses' ability to provide compassionate care has come under increasing scrutiny in the light of reports criticising shortfalls in care. In response to this concern, three possible learning journeys that may encourage compassionate care are discussed. The learning journeys address issues relating to the conceptualisation of care and related learning. This article is aimed at nurses with an interest in nurse education; who teach or mentor in practice and who wish to advocate changes within care relationships in practice. The first learning journey relates to improved understanding of narratives. The second learning journey involves revisiting clinical skills. The third learning journey relates to diversifying the mix of staff engaged in teaching, increasing opportunities for students to examine the nature of compassionate care and emphasising that the care relationship is also a teaching relationship, with patients often required to self-care.
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