Abstract
The commitment to caring is an essential component of a nursing program through the implementation of Caring Groups. The purpose is to create a context for experiencing and learning caring. An interpretive phenomenological approach was used to describe the experiences of students participating in Caring Groups. The findings support this strategy as an opportunity for students to learn caring through sharing personal experiences, growing in self-awareness and self-care, building relationships, and being part of a team. The findings will inform the further development of Caring Groups and guide other educational programs in implementing this strategy.
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