Learning Objective #1: The learner will be able to identify the three themes that emerged as student nurses described their experiences involving nurse caring.

Learning Objective #2: The learner will be able to discuss implications for nursing research, education, and practice based on data obtained in this study.

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The concept of caring is widely accepted as a critical component of the practice of nursing. The manner in which nursing students learn that concept is not well understood, and little previous research has been done on the topic. The purpose of this phenomenological research study was to gain better understanding of perceptions of nursing students regarding their experience of developing caring practice through the nursing education process. Since the nursing profession has identified caring as one of the most basic concepts in the practice of nursing, nurse educators are searching for ways to develop caring in their students. The first step toward effective caring outcomes is to learn how students describe their lived experience of learning nurse caring. Purposeful sampling was used to identify potential study participants. Nursing students at various academic levels in an Associate Degree Program were interviewed to capture rich data. Informed consent was obtained prior to interviews. Saturation was reached and data collection closed after seven interviews. Transcripts were typed verbatim and data analyzed according to qualitative research guidelines. Data was repeatedly studied and clustered within and across transcripts in a search for shared meanings. The three themes which emerged as elements of learning caring were Foundation, Development, and Essence. The cumulative epiphany was Transformation, indicating the vision and dynamic change involved in how student nurses learn caring. Study findings have implications for ways to develop better understanding of the phenomenon of nurse caring in nursing education, nursing practice, and nursing research.