In this collection, 65 nurses from places as diverse as California and Alaska, South America and Europe, tell us in tough, revealing poems and prose what it's like to be on the front lines of health care. These nurses, both men and women, speak to us from intensive care units and operating rooms, from patients' homes and storefront clinics, from hospitals with the latest technology to small clinics in the steamy jungles of Nicaragua. They tell us what it's like to walk in their shoes and see the drama of illness and healing unfold before their eyes. The nurses in this anthology write to hold fast to a patient's memory, to say what it's like when a nurse becomes the caregiver to a family member, or to tell what happens when a nurse becomes a patient, suddenly confronting mortality from the other end of the stethoscope. They share with us what is almost impossible to talk about - how being present with a patient can transform not only that patient's life but the nurse's life as well. This work is a contribution to the medical humanities canon and to literature as a whole.

What is it like to be a student nurse? What are the joys, the stresses, the transcendent moments, the fall-off-your-bedlaughing moments, and the terrors that have to be faced and stared down? And how might nurses, looking back, relate these experiences in ways that bring these memories to life again and provide historical context for how nursing education has changed and yet remained the same? In brave, revealing, and often humorous poetry and prose, Learning to Heal explores these questions with contributions by nurses from a variety of social, ethnic, and geographical backgrounds. Readers meet a black nursing student who is surrounded by white teachers and patients in 1940, a mother who rises every morning at 5 a.m. to help her family ready for their day before she herself heads to anatomy class, and an itinerant Jewish teenager who is asked, "What will you become?" These individuals, and many other women and men, share personal stories of finding their way to nursing school, where they begin a long, often wonderful, and sometimes daunting, journey. Many of the nurse-authors are experienced, wellpublished writers; others are academics, widely known in their fields; but each offers a unique perspective on nursing education. Notably, an essay by Minnie Brown Carter and an interview with Helen L. Albert provide valuable ethnographies of underrepresented voices. Through strong, moving essays and poems that explore various aspects of student nursing and provide historical perspective on nursing and nursing education, all have stories to tell. Learning to Heal tells them in ways that will appeal to many readers, both in and out of the nursing and medical professions, and to educators in the medical humanities.