Abstract
This chapter discusses accompaniment from a nursing lens and suggests that learning and applying the concept should be integrated into nursing education. Accompaniment approaches are well-documented in nursing history and continue to be demonstrated today in the practice of public health nursing. Despite this, accompaniment by nurses is not well-understood within the profession, suggesting that it should be included in basic nursing education. A community cooking project connecting faculty with refugee mothers is used as an exemplar. The collaborative project joined refugee women from an ethnic group in Myanmar with university students and faculty with combined backgrounds in nursing, nutrition studies, and anthropology. They cooked side by side, exchanging recipes and telling stories in the kitchen, turning their encounters into a reciprocal learning environment. The shared experience focused on health education by "denouncing" unhealthy nutritional habits and "announcing" healthy cooking and eating practices. Davis draws on this example to describe the long-term relational partnerships between refugee mothers and project peers that resulted. Relationships strengthened by accompaniment may hold potential as a pathway to support healthy families, teach future nursing students, and build new evidence-based nursing knowledge.