{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,3]],"date-time":"2026-05-03T14:42:41Z","timestamp":1777819361917,"version":"3.51.4"},"reference-count":18,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2026,1,1]],"date-time":"2026-01-01T00:00:00Z","timestamp":1767225600000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Manitoba Centre for Nursing and Health Research","award":["3226800"],"award-info":[{"award-number":["3226800"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,1,23]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec id=\"j_ijnes-2025-0091_abs_001\">\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>To explore how students navigate the emotional, relational, and structural dimensions of learning the nursing profession within a concept-based curriculum (CBC).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2025-0091_abs_002\">\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Guided by Husserlian phenomenology and Wenger\u2019s Social Theory of Learning, van Manen\u2019s hermeneutic approach informed conversational interviews with eight final-year nursing students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2025-0091_abs_003\">\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Becoming a nurse emerged as a process fueled by reciprocity of care and marked by personal transformation, reflected in evolving experiences of personhood, understanding, and growth. Five experiential structures shaped the learner\u2019s lifeworld: Being Evaluated, The Cohort Thing, Educational Choice, Experiencing Nursing, and The Presentation of Nursing.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2025-0091_abs_004\">\n                    <jats:title>Implications for an international audience<\/jats:title>\n                    <jats:p>As CBCs expand, pedagogical care is central to nurse formation across contexts. The experiential structures offer a lens for educators and academic leaders to examine how learning environments shape professional identity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2025-0091_abs_005\">\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Learning the nursing profession is a process of formation, revealing nursing education as a site of meaning-making and professional becoming.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1515\/ijnes-2025-0091","type":"journal-article","created":{"date-parts":[[2026,4,29]],"date-time":"2026-04-29T21:17:45Z","timestamp":1777497465000},"source":"Crossref","is-referenced-by-count":0,"title":["Becoming a nurse: pedagogical care and professional formation in a concept-based curriculum"],"prefix":"10.1515","volume":"23","author":[{"given":"Josie D.","family":"Bolianatz","sequence":"first","affiliation":[{"name":"Rady Faculty of Health Sciences, College of Nursing , University of Manitoba , Winnipeg , MB , Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Wanda M.","family":"Chernomas","sequence":"additional","affiliation":[{"name":"Rady Faculty of Health Sciences, College of Nursing , University of Manitoba , Winnipeg , MB , Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Diana E.","family":"McMillan","sequence":"additional","affiliation":[{"name":"Rady Faculty of Health Sciences, College of Nursing , University of Manitoba , Winnipeg , MB , Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2026,4,28]]},"reference":[{"key":"2026042921161044986_j_ijnes-2025-0091_ref_001","unstructured":"Benner, P, Sutphen, M, Leonard, V, Day, L. 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