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New entrants to the nursing profession frequently grapple with competing imperatives and contesting philosophies as they attempt to make sense of nursing worlds and their own position therein. This book explores how narrative and arts-based pedagogy and research methods were used with a group of student nurses to explore how they interact with these discourses in constructing professional identity and knowledge. With reference to existing curricular models, the benefits and challenges of narrative and arts-based inquiry as transformative pedagogy are evaluated from educator and student perspectives. The book also presents and discusses the use of these approaches as a distinct research methodology. Narrative and arts-based research approaches infuse this study both as a means of inquiry and meaning making, and also as a means of re-presenting meanings.