The purpose of this article is to describe a new educational practice that demonstrates new teaching strategies used to help nursing students better integrate a family systems approach in their clinical practice. This narrative emerges from a qualitative study that aimed to include the components of teaching practice, facilitating a change in the family care approach toward a practice that considers the “person-family” as a unit of care. The methodological course of this qualitative research is guided by the interrelationship of action research and introspective analysis, largely supported by systemic constructivist perspectives, aiming toward the construction of an educational practice for teaching the family systems approach in nursing science, and the development of new knowledge concerning this practice. This article presents one of the six narratives from an educational situation. A partial description of the results demonstrates that when the professor-researcher changed the way they were present in the class, they created and used innovative strategies in their teaching, such as narratives, self-dialogue, and dramatization, which helped nursing students to transform their thoughts toward acting in a systemic way toward the family.