Living on the Edge: A Cocreated Teaching-Learning Journey

Parse'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 <i>living on the edge</i> for nursing students. The central findings emerged as <i>acquiescing to ambiguity</i> in moving moment-to-moment coming-to-know something of value, <i>dignifying the journey</i> by vigilantly exploring unknowns of the everchanging, <i>risking venturing forth</i> with quieting-disquieting regard amid diverse alliances in anticipation of cherished endeavors, <i>persevering with novel experiences</i> amid potentiating-restricting opportunities in realizing cherished endeavors, <i>venerating words, wisdom, and images</i> of others in considering-composing cherished choosings, and <i>discovering anew cherished priorities</i> as possibilities emerge.