In order to care for persons with complex needs, such as those living with a chronic illness and at risk of complications when hospitalized, nurses must possess multiple sorts of knowledge and skills. After a description of the prevalent schools of thought in pedagogy, the case is made for the use of narrative pedagogy—an educational approach based on nursing science research and congruent with the socio-constructivist and humanist schools of thought—in continuing professional development for nurses. Through the sharing of lived experiences of nurses, care recipients, and their families, this educational approach fosters active listening, interpretation, questioning, and perspectival openness. It was tested with nurses caring for hospitalized older persons at risk of presenting signs of acute confusional state and was found to be promising. Consequently, it is hoped that educators responsible for the continuing professional development of nurses in clinical settings will explore this novel educational option in order to adjust their teaching to the knowledge and experience of nurses and to the changing needs of care recipients.