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Objectives  This paper reports on nursing students’ and nurses’ lived experiences mediating their development of humanistic caring.    Methods  Using interpretive phenomenology, 26 participants were individually interviewed. A five-stage phenomenological analysis based on Benner’s (Benner, P. (1994). Interpretive phenomenology: Embodiment, caring, and ethics in health and illness . Thousand Oaks, CA: SAGE) method occurred simultaneously.    Results  The analysis highlighted that the development of humanistic caring is affected by role models and counterexamples, environments in which humanistic caring is exalted or trivialized, communication-related courses, patient storytelling, and work overload.    Conclusions  It might be valuable to raise the awareness of nurse educators about their opportunity in shaping the development of students’ humanistic caring.

international journal of nursing education scholarship

Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses