Preserving Creativity in Nurse Education.

In this column on the humanbecoming teaching-learning model, the author explores creativity in nurse education as an alternative to routinized learning strategies. There is an explanation of the American Association of Colleges of Nursing (AACN) Essentials, domains, competencies, subcompetencies, concepts, and spheres of care, followed by an explanation of competency-based education. These topics are contrasted with the humanbecoming paradigm and the humanbecoming teaching-learning model.

The Humanbecoming Concept Inventing Model: Another Exploration of Hope.

In this paper, a community of eight aspiring Parse scholars presents experiences with a scholarly investigation using Parse's humanbecoming concept inventing model to discover the meaning of the nursing phenomenon hope as a universal humanuniverse living experience. The now-truth of the universal humanuniverse living experience hope surfaced as . The ingenuous proclamation of hope, together with the aspiring Parse scholars' chosen artform, is declared as a theoretical statement at the level of the humanbecoming paradigm is .

Heuristics: The Teaching-Learning Journey.

In this column, the author describes a heuristic framework for teaching-learning nursing made of the humanbecoming paradigm, living the art of humanbecoming, and the humanbecoming teaching-learning model. A story helps to clarify the heuristic framework.

Wisdom and the Bible in Teaching-Learning through Global Service Experiences.

The authors, who are nursing faculty members and leaders at a faith-based institution of higher education, discuss their concept of wisdom and how it guides their teaching and practice. Wisdom is seen by them as a universal humanuniverse living experience that is inspired and cocreated with their faith and understanding of God with others. They apply the concept of wisdom in global service experiences that their institution supports.

The Art of Teaching-Learning the Humanbecoming Paradigm.

In this column, the author argues that art, literary, visual, and performing should be requisite concepts in nurse curricula, and describes her personal journey teaching-learning the humanbecoming paradigm.

Illusions Encountered in Teaching-Learning: A New Perspective.

In this column, the author explains that there are illusions in teaching-learning in nurse education; sometimes they do not honor the values of teachers or learners. From a humanbecoming perspective, nurse educators cocreate an educational journey with learners, valuing the indivisible, unpredictable, everchanging humanuniverse in coming-to-know the truth for the moment.

Nurse Faculty: Moving Away from the Script.

In this column, the author shares insights on honoring the wisdom of diverse perspectives by cocreating a teaching-learning journey from a humanbecoming perspective. The author urges nurse educators to move away from the use of scripts in having routine and difficult conversations in nurse education. The film , a favorite of the author, is used to describe honoring wisdom in diverse perspectives by using dialogue in the art of .

Sacred Cows in Nurse Education: Are Faculty Scared to Dream?

In this column, the authors share insights on traditions and new perspectives regarding teaching-learning uncovered through their experiences in higher education. Challenging teachers to consider letting go of the often embraced in nurse education, the authors explore the humanbecoming teaching-learning model as a means of making curricular decisions in creating programs founded in a solid nursing foundation.