Abstract This article addresses findings from a three-year study that examined how teachers help and hinder students who struggle academically. Thirty nurse educators from 18 schools of nursing shared stories of how they helped and hindered their academically at-risk students. Hermeneutical analysis revealed several themes. This article addresses the pattern of Presenting and two themes: Finding the Right Level of Involvement and Living with Our Judgments. Key Words Faculty-Student Relationships--Nursing Education--Helping At-Risk Students--Presencing--Teacher Stories
