{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T13:52:05Z","timestamp":1792504325597,"version":"4.5.0"},"reference-count":61,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T00:00:00Z","timestamp":1776384000000},"content-version":"vor","delay-in-days":16,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T00:00:00Z","timestamp":1775001600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Philosophy"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Caring forms the philosophical and moral foundation of nursing, yet nursing education often reproduces the epistemic exclusion it professes to resist. Writing as a nursing educator and disability justice advocate, I employ philosophical hermeneutics and critical analysis to interpret nursing education through the intersecting frameworks of Noddings' ethics of care, critical disability theory, and Fricker's account of epistemic injustice. I argue that the faculty\u2010student relationship functions as a moral microcosm in which nursing's ethical identity is either enacted or fractured, and that for students with learning disabilities, authentic caring requires a fundamental reorientation from benevolent provision to relational reciprocity. Through analysis of the hidden curriculum as a site of moral withdrawal, I develop the distinction between \u2018caring for\u2019 and \u2018caring with\u2019, proposing co\u2010agency as the relational and institutional expression of genuine caring pedagogy. I further examine how bureaucratic structures and the feminized distribution of moral labour constrain relational care, and argue that structural reform is a moral necessity rather than a procedural adjustment. The paper concludes by integrating care and justice as mutually constitutive: justice is the structural expression of care, and care is the relational practice through which justice is enacted in everyday educational life. Caring pedagogy is not preparatory to ethical nursing practice; it is one of its earliest expressions.<\/jats:p>","DOI":"10.1111\/nup.70082","type":"journal-article","created":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T14:22:30Z","timestamp":1776435750000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["From Care to Justice: Reframing Nursing Education Through Relational Ethics and Epistemic Inclusion"],"prefix":"10.1111","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9587-6771","authenticated-orcid":false,"given":"Eunice K.","family":"Assem\u2010Erhaze","sequence":"first","affiliation":[{"name":"College of Nursing University of Manitoba Winnipeg Manitoba Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,4,17]]},"reference":[{"key":"e_1_2_20_2_1","volume-title":"On Being Included: Racism and Diversity in Institutional Life","author":"Ahmed S.","year":"2020"},{"key":"e_1_2_20_3_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12910-022-00766-z"},{"key":"e_1_2_20_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/03054985.2017.1391761"},{"key":"e_1_2_20_5_1","doi-asserted-by":"publisher","DOI":"10.1097\/00006223-199309000-00015"},{"key":"e_1_2_20_6_1","volume-title":"Toward a Caring Curriculum: A New Pedagogy for Nursing","author":"Bevis E. 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