Abstract
the current definitions of caring in nursing education denote a mutual relationship between teachers and students in which they interact to provide an environment which supports the students' personal and professional development. The learning of caring in an interactional context is typical of the female experience. It is unknown if this is representative of the male experience. The lived experience of 20 male students as they learned to care as nurses was the focus of this phenomenological research study. The participants concurred that, although caring as a nurse could be learned if one was 'open to learning', teachers could only facilitate this learning; they could not directly teach it. The interactional strategies of storytelling, modelling, being cared for, the 'aha' encounter, and observing and giving care, were used by the participants in learning to care as nurses. The implications of these findings for nursing education and research are presented.
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