Caring, according to Jean Watson (1979), is the “core” and “essence” of nursing. The link between wisdom (knowledge) and caring can be achieved for the faculty member, according to Berkowitz (2011), if more attention is paid to the learning environment, role modeling, interactional practices, and professional development of the teaching staff. To do so, it will be critical for faculty to model caring as the core value and precept of nursing (Li et al., 2013) as well as create a caring environment (milieu) for students to replicate when they become professional nurses.

A gap was identified in the literature review regarding the experience and perceptions identified by senior associate degree nursing (ADN) students of faculty caring. Overall, there is little written about AD senior nursing students’ perceptions of faculty caring and the caring milieu in an ADN program. This research investigated students’ perceptions of the caring behaviors and actions of the faculty, students’ perceptions of the overall caring milieu of the program as well as the impact these behaviors have on the students’ caring abilities.

The findings in this study identified students’ perception of faculty caring and the impact on their own caring behaviors. The participants expressed both joy and alienation. They shared stories of positive role modeling behavior of faculty such as listening, respecting, and “being there” for the participant. The narratives also shared students’ perceptions that some faculty and staff nurses were uncaring, disrespectful, or not helpful. The implementation of the 4 Rs (Resources, Responsivity, Reachability, and Role modeling) for faculty and nurse administrators may help to change the caring perception of students and nurses.