The influence of the human becoming theory on teaching-learning stories in Hangzhou, China

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As a nurse educator, human becoming theory was used to enhance my understanding of my experience with students in Hangzhou, China. I describe my initial tension in living simultaneously the uncertainty and the certainty when I was faced with a strange but yet familiar teaching situation. The tension has however enabled me to cross from a traditional teaching approach to a human becoming teaching-learning paradigm where the students were given opportunities to share their practice encounters with patients and families by narrating their lived experiences in a clinical reasoning course. As their meanings of nursing surfaced, the students began to learn about who they were, who they are becoming, and who they want to be as nurses, teachers, and human beings.
Original languageEnglish
Pages (from-to)306-312
Number of pages7
JournalNursing Science Quarterly
Issue number4
Publication statusPublished - 1 Oct 2005


  • Critical reasoning
  • Human becoming
  • Narrative
  • Parse's theory
  • Teaching-learning processes

ASJC Scopus subject areas

  • Nursing(all)

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