"Tell me David, what you do To cancel out the sound; Eliminate the smell of dung In which your roommate's found? Who can you complain about? Are you worse off than he? Tied to IV, traction lines You cannot be free. "David, I can see your pain. Tell me where you are. Tied in bed. Powerless. From loved ones you're apart. I can't move you from this place To take your pain away. But let me lay my hands on you And sing to you today." Ave Marie, gratia plena Maria, gratia plena. Ave dominus, dominus tecum. Benedicta to in mulieribus. Et benedictus Et benedictus, fructus ventris; Ventris tui, Jesu. Ave Maria I sang the song he loved and used To meditate and flee, Escape tormenting stimuli. He needed to be freed, To understand why he must bear This trial, this hell, this pain, I sang the tune; I touched with care To give him peace again. --Stobie, 1991 Expressions of nursing such as this, which was partly sung, beautifully portray the living of caring between the nurse and the nursed and exemplify how caring enhances personhood. Faculty play a vital role in fostering in students the courage to take such risks. Faculty encourage self-affirmation in students, open, nonjudgmental dialogue, living the caring ideal in the classroom and development of the students' moral groundedness in caring (Boykin & Schoenhofer, 1990). Faculty also take the risk of sharing self through their stories of nursing. The sharing of nursing situations is, in essence, a sharing of our innermost core of common identity and forms a type of collegiality among those who are studying the discipline together. How can faculty be supported to teach nursing in new ways? The administrator of the program fosters a culture in which the study of the discipline from the caring perspective, as presented here, can be achieved freely and fully. All actions of the dean are directed toward creating, maintaining, and supporting this goal. The theoretical assumptions ground the activities of the dean in both internal and external areas of responsibility.