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Ursel, RN; BN; MHSA; PhD 1  \nNursing Science Quarterly 2026, Vol. 39(1) 29–39 © The Author(s) 2025  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08943184251374532](DOI: 10.1177/08943184251374532)[ ](DOI: 10.1177/08943184251374532)[journals.sagepub.com/home/nsq](journals.sagepub.com/home/nsq)  \nAbstract  \nParse’s humanbecoming teaching-learning model provided the framework for guiding the analysis-synthesis in this study using Giorgi’s descriptive phenomenological method to reach the general structural description of the lived experience of living on the edge for nursing students. The central findings emerged as acquiescing to ambiguity in moving moment-to-moment comingto-know something of value, dignifying the journey by vigilantly exploring unknowns of the everchanging, risking venturing forthwith quieting-disquieting regard amid diverse alliances in anticipation of cherished endeavors, persevering with novel experiences amid potentiating-restricting opportunities in realizing cherished endeavors, venerating words, wisdom, and images of others in considering-composing cherished choosings, and discovering anew cherished priorities as possibilities emerge.  \nKeywords  \nGiorgi’s descriptive phenomenological method, Parse’s humanbecoming paradigm, living on the edge, teaching-learning  \nCreating a teaching-learning environment where clients, families, students, and staff feel valued, honored, and respected has been challenging in today’s healthcare climate. The literature on shifting teaching-learning approaches is ubiquitous, but learning experiences described from the student’s perspective are limited. Benner and colleagues (2010) challenged nurse educators to consider significant changes in their teaching approaches. In healthcare today, there are no absolutes; there is an explosion of information with discoveries and advances. Learning to practice or live the art and science of nursing requires more of the teaching-learning relationship: exploring, understanding, and appreciating these learning experiences. The focus of this study was to uncover the meaning of the lived experience of living on the edge for nursing students in a teaching-learning context, a topic of significant importance in nursing education. Giorgi’s (2009) descriptive phenomenological research method was used, and findings were viewed through the lens of Parse’s (2021a) humanbecoming paradigm and, more specifically, the humanbecoming teaching-learning model (Parse, 2004, 2021a) . The humanbecoming paradigm provided the philosophical stance that informed the method and provided the discipline-specific context for the process. This view recognizes that individuals are always learning and changing within their day-to-day experiences, and this knowing is incorporated into an existing framework of experiences, values, and beliefs.  \nRelated Literature  \nThe extant literature on teacher-learner pedagogies in nursing education shows a growing awareness of the significance of teacher-learner relationships in the learning journey  \n(Tanner, 2007) . Nursing education has continued to be defined in terms of learning objectives, which focus on what the teacher must provide in course content (teacher-focused performance) . Today’s most common pedagogy focuses on outcomes, competency, or ability-based nursing curricula, valued by professional organizations as concrete or objective evidence that students are safe to practice according to professional standards (learner-focused performance) .  \nIn Parse’s (2021a) humanbecoming teaching-learning model,“Humans are always on a teaching-learning journey of giving-receiving in mutual process with predecessors, contemporaries and successors in cocreating becoming”(p. 180) . This view identified that students come with knowledge and past experiences that they bri","cbCailNxhntAqCjl","https://ap.wps.com/l/cbCailNxhntAqCjl","pdf",407828,11,"English","# Abstract\n# Keywords\n# Teaching-Learning Context and Rationale\n# Related Literature\n## Teacher-Learner Pedagogies in Nursing Education\n## Parse’s Humanbecoming Teaching-Learning Model\n# Living on the Edge Phenomenon Review\n# Humanbecoming Teaching-Learning Model (Table 1)","[{\"question\":\"What framework guided the study’s analysis-synthesis?\",\"answer\":\"Parse’s humanbecoming teaching-learning model provided the framework, while Giorgi’s descriptive phenomenological method was used to reach a general structural description.\"},{\"question\":\"What do the central findings describe about nursing students’ experience?\",\"answer\":\"They describe acquiescing to ambiguity in moving moment-to-moment, exploring unknowns vigilantly, and taking risks while anticipating and persevering through novel experiences and opportunities.\"},{\"question\":\"How does the paper position teaching-learning in nursing education today?\",\"answer\":\"It emphasizes the need for relationships that explore, understand, and appreciate learning experiences from students’ perspectives, especially given shifting approaches and no fixed absolutes in healthcare learning.\"}]","Living on the Edge - A Cocreated Teaching-Learning Journey | PDF",1790652781,28]