The primary aim of this qualitative study was to explore the scholarly benefits of storytelling as a means to promote students' understanding and integration of both the art and science of nursing. As one of the oldest methods of communication, storytelling has been used in a variety of ways in nursing education. Despite this myriad of literature, there were no studies found that analyzed the actual content of students' stories. Using Carper's (1978) Fundamental Patterns of Knowing as a guiding framework for narrative analysis, twenty-five personal stories written by junior level nursing students were examined for evidence of empirics, ethics, esthetics, and personal knowing. Results indicated students were able to not only integrate art and science within their experiences but were also able to see themselves one day as caring nurses. Moreover, Carper's patterns add credibility to storytelling as a worthwhile teaching strategy with benefits to both students and faculty.
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