Abstract
This study offers insight into an innovative approach to teaching and learning nursing through the use of nursing situations. A Heideggerian, hermeneutic phenomenological study of the lived experience of teaching and learning from nursing situations was conducted with 10 participants, all of whom had taught in a caring-based curriculum and had experience teaching from nursing situations. The data revealed 3 relational themes: Focusing on the Discipline of Nursing, Moving Away From the Way We Were Taught, and Trusting the Process. A constitutive pattern emerged, Learning to Dance, expressing the alternating rhythms of teacher and student.
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