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The aim of this paper is to highlight the problem of bullying within nursing.

A Heideggerian methodology was used to illuminate the phenomenon of bullying and answer the question, “How does it feel to be bullied?. Two nurses were interviewed in a “judgemental” sample. Interviews were audiotaped, transcribed and analysed thematically. Results were then integrated into an “exhaustive” statement in an attempt to identify the fundamental structure of the phenomenon under investigation.

The results highlight the way in which nurses experienced and felt about bullying behaviour, which was fundamental to the structure of nursing itself. Despite the terrible repercussions, physical and psychological, victims remained unaware that they were being bullied until it was pointed out to them by another. The guilt feelings that seem to be inherent in nursing appeared to become magnified when nurses were being bullied, resulting in self‐blame and a lack of self‐esteem. Nurses were afraid to speak out and this extended into their home lives where feelings of shame and inadequacy prevented them from seeking support.

The size of the study was small and therefore cannot be claimed as being representative.

The paper highlights the very real problem of bullying in nursing, which has resonance with the historical concept of nurses as an oppressed group. This has implications for the design of nurse education in the future.

The paper extends the understanding of the lived experience of being bullied and acts in a conscience‐raising manner, without which there can be no solution.

This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.

In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and organization meetings.

The results of the case study show that students’ learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability.

The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars.

Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators’ pedagogical content knowledge.

The triangulation of qualitative data mainly served the investigation of students’ perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).