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Abstract
The following phenomenological hermeneutic study investigated the perception and modeling of caring by 13 experienced nurse educators toward nursing students within the classroom setting. Three influences in the nurse educator’s world were entitled versus engaged students, large versus small classrooms, and struggle versus support from the university. The following themes emerged from the textual analysis: embodied caring, why we care, developing a rhythm of caring, influences on caring, and caring communication. The unique contribution of this research brings a renewed perspective on caring. Caring is the essence of nursing and should be the focal point of nursing education.
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