Dimensions of Caring: A Qualitative
Analysis of Nurses Stories
Sharon S. Hudacek, EdD, APRN
Abstract
The purpose of this qualitative, phenomenological
study is to describe dimensions of caring as they relate
to and clarify the practice of professional nursing. Nurses
are unique caregivers, and their work at the bedside and
in the community matters. What nurses do as they care
for patients is multi-dimensional, complex, and essential.
Two hundred stories written by nurses were analyzed
using Giorgis methodology for existential phenomenol-
ogy. Their stories indicate that nursing goes far beyond
technical skills. Seven dimensions of caring that define
professional nursing practice were found: caring, compas-
sion, spirituality, community outreach, providing comfort,
crisis intervention, and going the extra distance. The
nurses stories demonstrate that the dimensions of caring
that define professional nursing practice are universal.
Documentation of nurses stories facilitates reflective and
thoughtful practice, while clarifying the essential compo-
nents of nursing.
N
urses are connected around the world by the
knowledge they share and by their caring experi-
ences. Nurses are known to be caregivers, but the
term caring and the work of nurses are often difficult to
describe. Nurses bring to the caring experience a complex
interplay of analysis, interpretation, and technical skill.
Nursing is unique and innovative. Nursing is a forum for
narrative, with accounts that are rich and multidimen-
Received: July 27, 2006
Accepted: January 24, 2007
Dr. Hudacek is Professor of Nursing, Department of Nursing, Uni-
versity of Scranton, Scranton, Pennsylvania.
The author thanks Drs. Dona Carpenter and Mary Jane DiMattio
for their review of the manuscript.
Address correspondence to Sharon S. Hudacek, EdD, APRN,
Professor of Nursing, University of Scranton, 323 McGurrin Hall,
Scranton, PA 18510; e-mail: Hudaceks1@scranton.edu.
124
sional. Every day, nurses administer extraordinary care,
yet much of the important work that nurses do goes un-
noticed.
Nurses have stories to tell yet are not often asked to
tell them. Gordon (2005) keenly emphasized the lack of
practice narratives in nursing, stating that compelling,
credible stories that describe routine activities that make
a difference to the people nurses care for are poorly de-
veloped and reported (p. 204). Benner (2000) similarly
described the lack of stories in nursing. For many years,
Benner has encouraged nurses to write exemplars that
speak about caring in nursing to inform the public and
the professionexemplars that demonstrate the great
decision making, critical thinking, and, often, life-saving
measures.
Stories allow researchers to gain insight into how peo-
ple understand and enact their lives (Sandelowski, 1991,
p. 163). Recalling narrative in nursing generates thinking,
review, and connection and illuminates the complexity and
greatness inherent in the profession.
Narrative description of nursing practice can be en-
hanced through analysis of written stories. Stories take
nurses back to a deeply etched memoryperhaps a time
when a patient made a difference in the life of a nurse,
or maybe the nurses action affected a patient. It is the
nurses story that tells us about trusting relationships
(Leight, 2002).
Leaders in nursing continuously stress the importance
of telling our stories. The use of storytelling to better
understand practice has been endorsed (Bailey & Tilley,
2002; Bond, Mandleco, & Warnick, 2004; Killen, 2002;
Koening & Zorn, 2002; Maher, 2003; Overcash, 2004;
Skott, 2001).
The need to share the human experience in day-to-day
life is persuasive and obligatory. In nursing, it is a way
to reflect on clinical practice and the magnitude of car-
ing and why working at the bedside matters. However,
practice narratives (i.e., caring accounts of nurses) are un-
derreported. It is time for nurse researchers to break this
Journal of Nursing Education

silence and illuminate caring practices that truly make a
difference in patients lives.
The purpose of this qualitative investigation was to
describe the dimensions of caring used by nurses as they
relate to and clarify the practice of professional nursing.
An understanding of the day-to-day caring experiences of
nurses is essential to meaningful and appropriate descrip-
tors of professional nursing work. This knowledge can be
used by the profession to differentiate nurses from other
caregivers and to describe the often silent but powerful
work that nurses do every day. of a patient you have cared for in your nursing career.
Method
Study Design
The analysis performed in this study followed Giorgis
(1985) methodology for existential phenomenology. Exis-
tential phenomenology is qualitative research, which ad-
vocates going to the experience (i.e., the everyday world
of people). Giorgi developed this method for psychological
research so that individuals could describe their everyday
experiences. It is a method that aligns with the philosoph-
ical beliefs of Speigelberg (1972) and Valle and Halling
(1989), who advocated subjective and first-person experi-
ence. Interpreting expressions that occur in the everyday
world where people are living through various phenomena
are of major philosophical importance (Giorgi, 1985).
This method begins with an individuals description of
an experience, and it includes analyzing the experience
methodically. After a thorough analysis, each description
is divided into constituents of narratives, called meaning
units. Meaning units are evaluated for common descrip-
tion and insight (Giorgi, 1985).
The goal of this study was to describe the caring prac-
tices of nurses through analysis of their stories. Data were
analyzed by getting a sense of the nurses story, reflecting
on meaningful stories and meaning units, and synthesiz-
ing these data into specific dimensions of caring. Giorgis
(1985) work was used because the intent of the method
is to use everyday phenomena, reflect on what is said,
and transform this expression into meaning units. Giorgi
(1985) stated: The more subjects there are, the greater
the variation and better the ability to see what is essen-
tial (p. 19).
Sample
The institutional review board of the university and
the nursing departmental review board both approved
the study. RNs immersed in direct community-based care
were voluntary participants. The Sigma Theta Tau In-
ternational membership global database, which included
approximately 120,000 names of RNs, was used to invite
participation. Members were mailed a packet of study in-
formation (i.e., a description of the study, the guide ques-
tion, a consent form, and a postage-paid envelope). A call
for nurse stories was published in a nursing journal with
a wide international circulation. Two hundred narratives
from nurses in the United States, Slovakia, Tokyo, Tekrit,
March 2008, Vol. 47, No. 3
Hudacek
Argentina, Australia, and Cuba were collected during a
12-month period. Twenty-five percent of the stories came
from nurses who cared for patients in other countries.
Data Generation and Collection
Each nurse was asked to recall in writing one caring
practice that made a difference in his or her life or ca-
reer. A guide question was used to initiate the dialogue.
The guide question was, Describe one caring practice
that made a difference in your life and in the life process
The question stimulated nurses to reflect on a moment in
nursing that illustrated a meaningful caring practice. Two
hundred stories were returned in the form of typed, hand-
written, or electronic mail. Consent forms were returned
with each story. Each story narrative was read three times
for a general sense of the whole. Specific meaning units
were noted. The meaning units or caring practices were
reflected on and synthesized into a narrative describing
the dimensions of caring.
Data Analysis
The phenomenological method was used as described
by Giorgi (1985) to analyze data. The four steps used to
guide this study were:
l Reading the narratives for a general sense of the
whole.
l Re-reading the story to discriminate the meaning
units.
l Reflecting on phenomenon being investigated.
l Synthesizing meaning units into a consistent struc-
ture of learning.
Authenticity and Trustworthiness of Data
Each story was read to get a sense of the story and its
general meaning. The story was then read a second time,
and meaning units that emerged were documented by four
research assistants. Each research assistant was trained
to identify key words and thematic expressions. The as-
sistants were experienced in phenomenological research
and data analysis. Research assistants made constant
links within the story meaning units. Synthesis of mean-
ing units revealed seven dimensions of caring.
Research assistants reviewed the stories and kept
notes about the raw data and meaning units to establish
reliability. Reliability was addressed using the procedures
written by Streubert and Carpenter (1999). For each story,
nurses identified the experience as their own (credibility),
the researchers read the story in terms of story analysis
(auditability), and results were established as meaningful
in the nursing profession (fittingness).
Findings
Nurses are unique caregivers who make a difference in
patients lives. Their work at the bedside of patients and
in the community not only matters, but can be life saving.
Their stories indicate that nursing goes far beyond techni-
125
Dimensions of caring
Figure. Seven dimensions of caring in nursing.
cal skill. In fact, nursing is so personal and deeply mean-
ingful that for years, many nurses have chosen to be silent
about what they do. However, in this study, hundreds of
nurses have chosen to break their silence by describing
how they provide care and what is most meaningful to
them in nursing. Through their written narratives, nurs-
es have expressed feeling liberated from traditional con-
straints that may have caused them to feel undervalued.
Their stories tell of pride for and commitment to decisions
they have made to help patients. Their words are fearless,
and they welcome readers to enjoy heartfelt discussions
about meaningful nursing practice.
Seven dimensions of caring by nurses were revealed
in this investigation. The dimensions of caring describe
who nurses are and how nursing care can be differenti-
ated from the work of other health care providers. The
dimensions of caring reveal the comprehensive nature of
this work. Nurses words speak to the heart of nursing;
all of the intangibles that are inherent in this work are
unknown. The seven dimensions of caring found in this
investigation are revered by many nurses. They are the
result of nurses describing deeply etched caring memories,
recounted with vivid clarity.
The seven dimensions of caring that were revealed are
unique to nursing: caring, compassion, spirituality, com-
munity outreach, providing comfort, crisis intervention,
and going the extra distance (Figure).
Seven Dimensions of Caring in Nursing
Dimension 1: Caring
Caring is the core of nursing. It is the unifying focus
of nursing practice; the reason nurses garner the publics
trust and support; and an instinctual, natural part of
the work. Empathic caring, feeling an individuals pain
and trying to implement strategies to improve his or her
health, is the heart of nursing. To enter a caring partner-
ship, one has to be attentive, concerned, and knowledge-
able. No one can make another care; it has to be a free
offering of oneself. No one can teach the true sentiment
126
of caring; it is a gift and a talent. The following meaning
units illustrate the dimension of caring to nurses.
He was an elderly gentleman admitted with a blad-
der neoplasm and in severe pain. He and his family were
described as being somewhat difficult. I cared for this
patient daily for nearly 2 weeks. My relationship grew
with both [him] and his wife. His pain was still a major
issue; however, we developed a relationship that enabled
us to complete assessments and interventions to manage
his pain. I provided spiritual support by arranging for
pastoral care. I gave him intellectual and psychological
support and provided his wife with information about her
husbands condition. In caring for this patient, I learned
the value of making my own appraisal of people [and to]
take time to get to know the patient. This is the part of
nursing I love and which ignites a passion within me. It
is my hope this passion will continue to grow and serve
me and my patients for as long as I have the privilege of
providing nursing care.
When I entered nursing, I was excited and ener-
gized to change the world. What I did not know was how
nursing was going to change me. Nursing has taught me
valuable lessons and when I reflect on these experiences, I
realize the profound impact of my chosen path.
Codys mother was a prostitute and drug addict
and received no prenatal care. [Cody] was delivered at 27
weeks gestation. He had profound respiratory distress,
chest tubes, and an intraventricular hemorrhage. We
cared [for] him and fell in love with him. At 5 months a
miracle happened, he was adopted into a loving family.
I marvel as a healthcare professional constantly fac-
ing [the] ethical issue of life and death. Caring for Cody
changed me as a nurse by broadening my perspective of
what we do every day, and deepened my conviction that
our work with these babies and families affects lives for
a very long time. Codys survival is an example of the
extraordinary advances in medicine and nursing. Now
I know that my part is to do my job very well, give care,
support families, and do all that I can to send these babies
out into the world in the best possible shape, [and] never
underestimate the power of love.
Dimension 2: Compassion
All of the nurses, regardless of their location in the
world, reported compassionate caring. Compassion re-
quires nurses to go beyond hands-on skills and techniques
and focus on alleviating suffering and pain through em-
pathic concern. Compassion requires that nurses be pres-
ent emotionally and physically. Compassion was a univer-
sal finding in this study. Nurses from Argentina, Tokyo,
the Marshall Islands, Slovakia, and Africa, among other
countries, wrote narratives detailing a great benevolence
and sincerity in describing compassionate caring stories.
This sincerity was demonstrated in deep concern for chil-
dren or critically ill patients in their care. While providing
nursing care in other countries with rudimentary supplies
and equipment, great compassion was necessary.
Many of the stories that focused on compassion were ex-
perienced by nurses who work with women and children.
These moments made the nurses appreciate the compas-
sion it takes to be excellent in the nursing profession. The
Journal of Nursing Education

following meaning units illustrate the dimension of com-
passion.
[My patient] was 17 [years old] and dying of acute
lymphocytic leukemia (ALL). She had been diagnosed
with leukemia when she was 11 years old. While other
kids were playing, she was enduring chemotherapy. She
knew she was sick and dying. At that moment, I realized
this was another gift of nursing, helping people to die
well. Not to die alone, but loved with family and friends
at their side.
Roberta was 19 [years old] and Baby Victoria was
delivered at only 22 weeks gestation and did not survive.
Her family was not able to be with her. She was over-
whelmed with the details of the funeral for the baby. She
asked me if I would go to the funeral with her the next
day, New Years Eve. I bought Roberta a book about griev-
ing and loss. I went to the cemetery. A lone car with Ro-
berta and her boyfriend pulled up. No one else was at the
funeral. Baby Victorias tiny casket was brought out to the
gravesite. I cried for all the babies I have seen born too
early. Nursing has granted me the privilege of intimately
touching and being touched by those in my care.
In a hospital in Argentina, I held a 3-month-old [in-
fant] with hydrocephalus. His head weighed about twice
as much as the rest of his body. I cradled him, bathed
[him], and clothed him. He loved being held and was
starved for human contact. While I held him, I wondered
what the future held. I watched as he lay complacent in
my arms and wondered what kind of perfect spirit was
inside his imperfect body. I held him for hours.
Dimension 3: Spirituality
Religion and spirituality are central to many patients ex-
periencing crisis. The spiritual beliefs and needs of patients
are tremendously diverse. Respect for all religious faiths
and practices are priority goals. Nurses appreciate the need
for scripture reading, prayer, and other expressions of faith.
Nurses understand that spiritual distress can occur when
individuals are disconnected from their religious or cultural
ties. Patients will express these concerns to nurses. If so-
lutions are possible, they are implemented early. Nurses
write goals and specific plans of care to manage the spiri-
tual needs of patients. These may include assessing beliefs
and preferences, informing patients of spiritual resources,
and creating an environment conducive to free expression.
Spirituality was a dimension consistently reported in many
of the stories. Nurses wrote about guidance in their work by
a higher power. They emphasized the power of prayer when
all other resources were no longer effective. Nurses told sto-
ries of praying with patients for strength and peace and
asking patients whether this would facilitate their passing
on from this life to perhaps another. The following meaning
units describe spirituality in nursing.
Mrs. I had advanced ovarian cancer. One day while
caring for her at home, she asked me if I would bring a
Bible the next time. I did this. We spent several hours
finding scriptures she loved. I read them repeatedly.
I was in the Navy and deployed to Guantanamo
Bay Cuba to process Cuban and Haitian refugees. Two of
my patients lost their only sons in an attempted refugee
March 2008, Vol. 47, No. 3
Hudacek
boat trip to the [United States]. I arranged for a special
mass to be held for healing. The mass was said in Spanish
and English. The entire unit attended. What I observed
was surely the presence of God on earth.
I asked [my patient] if she wanted me to say a
prayer with her. I prayed she would find the strength to
make it through the labor and be able to deliver a healthy
baby. Afterward, I had such a feeling of peace. I asked
the Lord to bless this new mother and the baby so she
would be able to raise the child well and know she was
loved.
One Sunday afternoon I got a call from the delivery
room telling me they had a very serious situation. I was
feeling heartsick at our seemingly helpless situation. I
knew this particular physician needed help, turned to
my back table, closed my eyes, and pleaded, Heavenly
Father, please send someone quickly! This new mother
needed more help than this surgeon was able to give her.
About 10 minutes later, the door to the operating room
opened slightly and the chief of [the obstetrics depart-
ment] looked inside. He said he had been out on a Sunday
drive with his boys, and he felt like he needed to stop in at
the hospital to see how everything was going. We worked
for three more hours, with the chief eventually taking
over the case. The patient was saved, and I said several
prayers of thanksgiving while we were working.
Dimension 4: Community Outreach
Community outreach in the form of health promotion
and teaching patients was identified by many nurses in
their stories. Because of the work of community nurses,
community housing and surroundings are safer for chil-
dren and older adults.
Nurses work with a variety of patients in the communi-
ty. They are prepared to care for patients using intuition,
activism, and concern for the lives of many. They ask hard
questions and find the answers, even if the answers mean
taking hard stances. Understanding and reaching into the
community on behalf of the disadvantaged unfolded in
many of the meaning units.
I received a referral from a pediatrician who had
found elevated lead levels in a Hmong infant whose family
did not speak English. When I visited the family, I discov-
ered an extended family of 18 living in a house adjacent
to an old commercial landfill. All [of the] family members
had markedly elevated blood lead levels. The soil around
the house contained high levels of lead and other heavy
metals. Because of the soil analysis, the house was con-
demned and they received alternate housing. In essence, I
was able to prevent further occurrences of lead poisoning
in that family and to prevent anyone else from living in a
house and environment that contained heavy metals.
In Malawi, Africa, we developed village AIDS com-
mittees and provided HIV and AIDS information for the
people. We focused on identifying high-risk populations
for transmission of HIV such as prisoners, soldiers, and
prostitutes. Implementing primary prevention programs in
schools throughout the district of 650,000 people was a top
priority. The village Chief told me he lost six sons and their
wives and was left to care for 17 grandchildren because of
AIDS. The crisis of AIDS was very real that day.
A 21-year-old [man] had uncorrected cleft lip and
palate. He was from Vietnam. For all of his life in Viet-
127
Dimensions of caring
nam, he had been sequestered in his house without access
to health care and education. When he arrived in the
[United States], he was penniless. I was able to arrange
corrective surgery for him with several community agen-
cies. After a time, he only had a small scar on his upper
lip. His status in the Vietnamese community changed
from someone who was shunned to [someone] who was an
accepted participant.
Dimension 5: Providing Comfort
When patients are actively dying, they sometimes ver-
balize incredible, deeply moving statements. Some patients
near death report seeing or hearing someone they knew,
often a loved one who passed on years ago. These patients
seem to know they are dying. A vision of benevolent figures,
such as angels, may also be described. Statements are made
such as, The train is coming for me tonight, I am ready
to go, I feel such warmth and peace, and It is time. Pa-
tients know when they are and are not ready to die. Some-
times there is dispute in the family, and patients will hold
on until it is resolved. In other cases, patients will wait for
a loved one to visit for the final time or to accomplish a
certain task before dying. Nurses report that some patients
fight to stay alive with all of their energy until a special
family member says goodbye or does what the patient feels
is required. Nurses are witness to the precious time spent
at the end of life (Virani & Sofer, 2003). The following mean-
ing units cite examples of nurses providing comfort.
He wanted no heroic moments, no machines. He
wanted me to listen, really listen. He wanted no death
vigil. He had gotten smaller somehow, barely a bump under
the sheet. I sat there beside him and reached for his hand.
He looked me deeply in the eye; there was no place to hide.
His eyes were so trusting as he asked, Is it time? Yes,
Frank, it is time. He died peacefully, the epitome of dignity
and self-directed care. We must try to continue to hear the
voices of our patients above the din of machinery.
As [Tedda] declined, I began to stop in to see her
every day. She was eager to share something with me one
day, and asked me to lean close so she could whisper. She
told me there was an angel sitting on her windowsill. She
described him as an elegant angel with magnificent long
wings. She stated she was definitely not afraid of him, he
was a peaceful presence, but she felt she was going to die
soon. When I arrived the next morning, Tedda was radiant.
She hurried me to her side; she was glowing with anticipa-
tion. She told me that a third angel had appeared in her
room [and] she was sure today was the day she would go
to Heaven. When I asked her how she knew, she replied,
Today a baby angel came, and he is sitting on the bottom
of my bed. He is my son Jared, whom I lost at three weeks
old. He has come to bring me to Heaven with him. So I
must say goodbye, my friend, and thank you for your loving
care. She died that day. Her family was fulfilled by this
story, and convinced she was now at peace in Heaven.
Dimension 6: Crisis Intervention
Crisis intervention and critical thinking provide anoth-
er aspect frequently reported in nurses narratives. Astute
assessment and intervention of nurses in critical settings
was a common meaning unit. Nurses have logged hun-
128
dreds of caring experiences that provide a foundation for
saving lives. They speak of intuition and visual clues that
often lead to life-saving measures. In a crisis, nurses are
courageous. Experienced, quick-thinking nurses in crisis
settings expect the unexpected and are aware of the life-
and-death circumstances that proliferate. The complexity
is great, and their knowledge base is vast and current. The
stories drawn from the minds of critical care nurses are
a powerful testament to their practice. The memories of
special patients and related meaning units follow:
[My patient] continued to have seizuresthat
occurred almost every 5 minutes and would last for 5
seconds. I watched him like a hawk. I asked themoni-
tor technician [in the intensive care unit] to record the
rhythm just before the seizure. I expected to see a slow
heart rate, but I saw asystolea straight lineI was
shocked! The cardiologist was summoned and a tempo-
rary pacemaker was inserted immediately. He was pacing
100% and very dependent on the pacemaker. His seizures
then terminated. I have learned to listen to my intuition
and experiences. I learned that one had to take Lyme
disease very seriously. It could cause heart inflammation
and serious heart blocks.
[My patient] had redness that extended down
his entire lower abdomen. I felt uneasy. My frustration
began to rise. I knew something was wrong. His physician
thought he had a [staphylococcus] infection. Later, I found
his entire lower abdomen and other areas swollen, and his
skin was so tight it was starting to flake. I immediately
called his physician to come to examine him immediately.
He had necrotizing fasciitis. I hung a morphine drip to
assist the pain. He stayed in the hospital for more than 3
months but returned home, walking with a cane.
[My patient] was in her mid 30s. Her chief complaint
was, My leg hurts. She smiled and giggled, inappropriate
laughter. She was forgetful. I assessed her cranial nerves,
her pupils responded unequally and at different speeds.
I kept a close eye on her. I was sure something else was
going on with her. Her [computed tomography] was in the
view box. She had a large global meningioma.
When I elevated the head of the bed slightly, his
pain returned to a 10 and his blood pressure would drop to
80/40 [mm Hg]. I realized with my nursing instincts and
intuition, as well as my professional experience in critical
care, that this set off an alarm. I explained to the physician
that this man was acutely ill. After protesting, the doctor
agreed to re-evaluate this patient. Later, his diagnosis was
discovered: acute cardiac tamponade with hypotension.
Dimension 7: Going the Extra Distance
The final meaning unit focused on nurses who go the
extra distance for patients. Nurses sketched details of
tremendous giving to help patients and their families
navigate difficult times. The giving included personal re-
sources, time, and great accommodations to make life just
a little better for someone else.
Nurses have written about the human side of nursing.
They have detailed the person-to-person concern for the wel-
fare and the well-being of others. Advocating for patients,
particularly for the most vulnerable patients, is a priority.
Advocacy and respect for an individuals inherent unique-
Journal of Nursing Education

ness give purpose to the work. What is important to nurses,
ultimately, is protecting the patient and his or her privacy.
Within advocacy are great connections and relationships.
Nurses report that they often feel like part of the family.
They care for certain patients for weeks or months. Some-
times, nurses even add the small courtesy of picking up cof-
fee for the grieving family as part of their morning routine.
Mr. and Mrs. C were both hospitalized in different
units. Mrs. C was my patient. She told me she has not seen
[Mr. C] in 3 weeks and that has been very hard. I checked
on Mr. Cs condition. He would probably be discharged back
to the nursing home in a few days. I spoke to his nurse and
arranged for husband and wife to have dinner together
that night. Eyebrows penciled, lipstick in place, she abso-
lutely glowed. As I wheeled her into her husbands room,
I saw him turn his gaze and attempt a smile. I saw Mr. C.
mouth I love you and she replied the same.
I found out that Baby Es mother only had 30 cents
with her. There was no way I was letting this women go
without enough money to buy a can of soda. I had 4 dol-
lars. I said to the staff, Did you have lunch yet? They
said no. I said in my most assertive voice, Give me your
lunch money, I need it! I had more than [sixty dollars]
within a few minutes that would help her.
Catherine was a 99-year-old woman at a long-term
care facility. Each day she would spend hours crochet-
ing baby afghans. In the summer, her terminal illness
began to overcome her strength. She crocheted until the
last days before her death. Catherine seemed as if she
was fighting death. She was holding on. Did she have
unfinished business? I looked at the wicker basket by her
bedside. It held an unfinished yellow baby blanket. I took
theyellow yarn piece and finished it. Catherine passed
away peacefully that afternoon, just about 3 hours after
she knew that her last task in life would be completed.
Discussion
In the stories told, nurses revealed the personal mean-
ing of caring as primary caregivers (Hudacek, 2000). They
describe who the nurse is, how caring involves many di-
mensions, and what is essential and unique to nursing.
Nurses reported strong, unwavering values that guided
their nursing practice and provided great personal mean-
ing. Nurses frequently reflected on why they chose nurs-
ing. Many nurses described their work as a vocation, a
mission, and work that is profoundly humbling. One nurse
described nursing as a passionate commitment to service.
In this investigation, hundreds of nurses have chosen to
break their silence by describing how they care and what
is most meaningful to them. Nurses clarified the essential
components of nursing (Hudacek, 2004, 2005).
Stories were used to document work that goes beyond
skill and technique, the work of nurses that is deeply em-
bedded in caring. Nurses were asked to reflect on one prac-
tice that made a difference in their lives. This qualitative
analysis revealed a contemporary form of caring that is
considerate of body, mind, and soul.
The stories in this study present dimensions of caring
in nursing. These dimensions guide nursing practices that
March 2008, Vol. 47, No. 3
Hudacek
are built on scientific knowledge, clinical decision mak-
ing, and critical thinking. They bespeak pride and com-
mitment. Caring, compassion, spirituality, community
outreach, providing comfort, crisis intervention, and going
the extra distance are palpable in the narratives studied.
This investigation has provided evidence of how nurses
care. Caring entails commitment, kindness, and respect
for patients. You cannot teach caring; it is affective, part
of being, inherent. Stories in this study have given insight
into the feeling side of nursing. The value for nursing is
in the profound action and engagement of nurses with pa-
tients and their families. The value for society is in learn-
ing how nursing actions save lives.
To know exactly what nurses do and do well is captured
in the story. The story is truth. It is simply good nursing
work. How nurses care and the meaning of caring in our
profession are better known.
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