The aim of this article is to illuminate and explore the universal meaning of claritas. In caring science and caritative caring, the unity of truth, good, and beauty constitutes the fundamentals, but the unity does not become ontologically evident before claritas enters the arena. Claritas guides human performance, and it is the clear light which brings about caritas. Thus, claritas might facilitate carrying out what is good in a responsible, courageous, and Âretian way, meaning that all caring is grounded in ethos and wisdom. “To the same extent as caritas, claritas should be considered a core concept in caring science.”

Caring science has been described as abstract, difficult to apply, or unscientific common sense. An alternative view is that caring science knowledge does not pose a greater challenge because it is abstract, but because it challenges caregivers' existence. No matter how nursing faculty perceive these challenges, it is crucial to create a context where students are supported in the integration of theoretical knowledge. This article addresses teachers' responsibility for creating a caring learning environment. It further proposes how reflections on perspectives and concepts can be linked to experiential learning to contribute to students' embodied understanding of caring science.

An interprofessional massive open online course in caring science and mindfulness was offered in summer 2015, emphasizing caring experiences through reflection and group discussions. The purpose of this study was to evaluate caring intentions of course participants upon course completion. Three researchers reviewed data from final discussion postings and reached consensus regarding themes and subthemes using an inductive qualitative analysis approach. Five primary themes were derived: the ripple effect from caring, self-care is imperative, validation of caring/mindfulness, infusing caring science into relationships, and course-concept application. Course participants discussed the transformative caring process through past experiences, course collegiality, and future goals.

As more surveys are used in health care to meet the increased demand of data, it is important to develop measures of caring science to ensure that this important construct continues to be included within quality measures of clinical care. The Caring Factor Survey–Care Provider Version, premised on Watson’s 10 dimensions of caring, is used to assess employees’ perception of enacting caring within clinical care. Factor analysis was used to reduce the instrument from 20 to 10 items. The Kaiser–Meyer–Olkin statistic (96), Bartlett’s test of sphericity (p ≤ .001), and Cronbach’s α (.96) revealed a psychometrically sound measure of caring.

Watson’s caring science is used as a theoretical and experiential framework to deeply examine the current provision of palliative care in the emergency department. This provides a mode of analysis to expose the ingrained and taken-for-granted assumptions that are historically perpetuated within emergency department care. Moreover, a first step towards discovering transformative ways in which to reimagine current practices will be provided. In so doing, the nurse–patient relationship during palliation within the emergency department may be better positioned to embody caring practices, and thus enhance the health and well-being for patients and families, while simultaneously optimizing health outcomes.

With ongoing technological advancement and the introduction of robotics within healthcare, debates related to the future of nursing and the role of nursing education are paramount. While these advancements can be viewed as the next wave of technology, it becomes more urgent than ever to ground nursing curricula in caring science. The robot revolution has generated a window of opportunity for nursing education to lead curricula change with the focus becoming on the space created at the convergence of nurse, technology, and the persons entrusted to our care.