This article presents one of six narratives taken from a qualitative study, the purpose of which was to better understand the components of the professor-researcher’s teaching, which would in turn lead to new teaching practices. One of the goals of this qualitative research study was to mentor nursing science students in order to, towards the construction of an educational practice of the family systems approach in nursing science, and the development of new knowledge concerning this practice facilitate a change in their ideas about family care ideas towards a practice dealing with “the person-family as a unit” rather than a person within a family context. Based on action research, introspective analysis and systemic-constructivist perspectives, this article describes the way in which the professor accompanies the student, based on the story of Dorothée. The narrative method, in the form of a dialogued narration was used in order to give a sense of the progression in the story. The results of the thematic analysis permitted the emergence of conceptualising categories, narration and self-dialogue. All of these demonstrate that the professor-researcher was differently present in a fashion different from the standard magisterial pedagogical approach and that she used innovative strategies in her teaching, while accompanying the student in her development.