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In phase one, students reported being well prepared for basic care skills and communication in the workplace environment. Students reported feeling underprepared for challenging professional behaviours and for confronting clinical situations such as death. In phase two, students’ workshopped solutions in the form of student narratives or real life stories that they could produce and embed in curriculum and opportunities to harness real time support via mobile communication tools. The activities and results inform a guided process to involve students in creating and interacting with their curriculum.