This article explores how nurse academics in one British university uphold and role model the humanising framework developed by Todres et al (2009) . It gives a brief overview of nurse education in the UK. Next it outlines the nature of the personal tutor role. It then offers an overview of the humanising framework, its background and embodiment in the undergraduate nursing curriculum. It explores how nurse academics role model humanisation and how this influences and impacts on students' ability to live and apply the humanising dimensions of nursing to enhance patients' lived experience of care. It concludes with examples of how this encourages positive meaningful relationships between students and tutors.
Digital competence, capability and/or literacy are still mostly understood and approached within higher education in terms of technical skills and knowledge. However, with media and digital technologies today are embedded in everyone's life and learning, it is now becoming clear that nurturing digital competence has become crucial for overall wellbeing of staff and students (Biggins et al. 2017). Their holistic approach to digital competence is in line with Todres et al.'s ( 2009) humanisation framework, a significant body of research suggest that digital technology plays an important role in the development of insiderness, agency, uniqueness, togetherness, sense-making, personal journey and sense of place. This chapter will combine the nursing humanisation curricula work with that of digital competence frameworks, offering a model which is of relevance to higher education practitioners concerned with the wellbeing of students and staff.
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