<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0150</journal-id>
<journal-title><![CDATA[Más Vita. Revista de Ciencias de la Salud]]></journal-title>
<abbrev-journal-title><![CDATA[MasVita]]></abbrev-journal-title>
<issn>2665-0150</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad. ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01502025000400037</article-id>
<article-id pub-id-type="doi">10.47606/acven/mv0296</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching from Nursing Care: A phenomenological perspective of hospital experience]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñar desde el cuidado de enfermería: una perspectiva fenomenológica de la experiencia hospitalaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Imán Coronado]]></surname>
<given-names><![CDATA[Sharon Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Moreno]]></surname>
<given-names><![CDATA[Tula Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sequera Morales]]></surname>
<given-names><![CDATA[Adriana Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos Universidad Iberoamericana del Ecuador ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>4</numero>
<fpage>37</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01502025000400037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01502025000400037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01502025000400037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: This study sought to understand, from the experience of the Nursing Care professional, how the exercise of the teaching role is configured, with the purpose of evidencing the complexity inherent to this function.  Objective: To reveal how the construction of the teaching role in care nurses is from a phenomenological-hermeneutical perspective.  Materials and Methods: A qualitative phenomenological-hermeneutic study was conducted with 15 nurses from a level I-2 public hospital in Lambayeque, Peru. In-depth semi-structured interviews and interpretive analysis were used with the support of the Atlas Ti software. Data collection was carried out in the immunization, hospitalization and emergency units, following the phenomenological reduction phases: bracketing, horizontal and vertical thematic analysis, and essence synthesis.  Results: Four categories emerged: pedagogical competence, the professional updating cycle, communicative competencies in nursing teaching and emotional management in the training process. The findings reveal that the teaching role derives from a non-formalized experiential construction, developed through daily practice. It manifests itself in inherent pedagogical competencies, construction of experiential knowledge, and intuitive development of communicative and emotional skills. A cycle of professional updating based on reflective practice, identification of gaps, active research and integration of new knowledge was identified.  Conclusions: The teaching role of nursing care personnel represents a situated pedagogy that emerges naturally from the act of caregiving. Its constitution is based on an ontological dimension of the nurse-being. This "pedagogy of care" has its own epistemological characteristics that require formal recognition and institutional structuring, in order to optimize its formative and transformative potential in health systems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: Este estudio buscó comprender, desde la experiencia del profesional de Enfermería Asistencial, cómo se configura el ejercicio del rol docente, con el propósito de evidenciar la complejidad inherente a esta función.  Objetivo: Desvelar cómo es la construcción del rol docente en enfermeras asistenciales desde una perspectiva fenomenológica-hermenéutica.  Materiales y métodos: Estudio cualitativo fenomenológico-hermenéutico realizado con 15 enfermeras asistenciales de un hospital público de nivel I-2 en Lambayeque, Perú. Se utilizaron entrevistas semiestructuradas en profundidad y análisis interpretativo con apoyo del software Atlas Ti. La recolección de datos se ejecutó en las unidades de inmunización, hospitalización y emergencia, siguiendo las fases de reducción fenomenológica: bracketing, análisis temático horizontal y vertical, y síntesis de esencias.  Resultados: Emergieron cuatro categorías: La competencia pedagógica, el ciclo de actualización profesional, las competencias comunicativas en la docencia de enfermería y la gestión emocional en el proceso formativo. Los hallazgos revelan que el rol docente deriva de una construcción experiencial no formalizada, desarrollada a través de la práctica cotidiana. Se manifiesta en competencias pedagógicas inherentes, construcción del conocimiento experiencial, y desarrollo intuitivo de habilidades comunicativas y emocionales. Se identificó un ciclo de actualización profesional basado en práctica reflexiva, identificación de brechas, investigación activa e integración de nuevos saberes.  Conclusiones: El rol docente en el personal de enfermería asistencial representa una pedagogía situada que emerge naturalmente del acto de cuidar. Su constitución se sustenta en una dimensión ontológica del ser-enfermera. Esta "pedagogía del cuidado" posee características epistemológicas propias que requieren reconocimiento formal y estructuración institucional, para optimizar su potencial formativo y transformador en los sistemas de salud.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Roles of the nursing professional]]></kwd>
<kwd lng="en"><![CDATA[nursing professors]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[in-service training]]></kwd>
<kwd lng="en"><![CDATA[personnel development]]></kwd>
<kwd lng="es"><![CDATA[Roles del profesional de enfermería]]></kwd>
<kwd lng="es"><![CDATA[docentes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[capacitación en servicio]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de personal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponce-Rivera]]></surname>
<given-names><![CDATA[OS]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz-Vásquez]]></surname>
<given-names><![CDATA[SM]]></given-names>
</name>
<name>
<surname><![CDATA[Roman-Huera]]></surname>
<given-names><![CDATA[CK]]></given-names>
</name>
<name>
<surname><![CDATA[Vinueza-Martínez]]></surname>
<given-names><![CDATA[CN]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El rol de la enfermería en el manejo de emergencias: desde el triage hasta la atención integral]]></article-title>
<source><![CDATA[Journal of Economic and Social Science Research]]></source>
<year>2024</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>57-76</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Canga-Armayor]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic training of nurses developing advanced practice roles]]></article-title>
<source><![CDATA[Enfermería Intensiva]]></source>
<year>2024</year>
<volume>35</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>e41-8</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moro-Tejedor]]></surname>
<given-names><![CDATA[MN]]></given-names>
</name>
<name>
<surname><![CDATA[García-Pozo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rol de la enfermera en la investigación]]></article-title>
<source><![CDATA[Revista española de salud pública]]></source>
<year>2023</year>
<numero>97</numero>
<issue>97</issue>
</nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marín]]></surname>
<given-names><![CDATA[AL]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[AO]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiencia de Supervisoras de Internado de Enfermería respecto a su rol docente-asistencial: Una Investigación Fenomenológica]]></article-title>
<source><![CDATA[Cuidados de Enfermería y Educación en Salud]]></source>
<year>2022</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-64</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wulandari]]></surname>
<given-names><![CDATA[CI]]></given-names>
</name>
<name>
<surname><![CDATA[Handiyani]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Novieastari]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Soemantri]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Rizany]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experience of Nurses with Educator Role in Selected Hospitals of Indonesia: Phenomenological Study]]></article-title>
<source><![CDATA[Adv Med Educ Pract]]></source>
<year>2025</year>
<numero>16</numero>
<issue>16</issue>
<page-range>371-80</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aponte-Franco]]></surname>
<given-names><![CDATA[SM]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-López]]></surname>
<given-names><![CDATA[JI]]></given-names>
</name>
<name>
<surname><![CDATA[Casales-Hernández]]></surname>
<given-names><![CDATA[MG]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez-Sánchez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexiones de los 4 roles de enfermería e impactos en América Latina]]></article-title>
<source><![CDATA[Revista Ciencia Y Cuidado]]></source>
<year>2023</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>119-30</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guerrero-Castañeda]]></surname>
<given-names><![CDATA[RF]]></given-names>
</name>
<name>
<surname><![CDATA[Ávila Sansores]]></surname>
<given-names><![CDATA[GM]]></given-names>
</name>
<name>
<surname><![CDATA[Albañil Delgado]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aproximación a la enseñanza del cuidado de enfermería en el aula]]></article-title>
<source><![CDATA[Revista Cubana de Enfermería]]></source>
<year>021</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Laari]]></surname>
<given-names><![CDATA[TT]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiencias de educadores noveles en la transición de roles de la práctica clínica a la academia: un estudio fenomenológico en Ghana]]></article-title>
<source><![CDATA[Res Dev Nurs Midw]]></source>
<year>2022</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>18-21</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palma]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Santelices]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo]]></article-title>
<source><![CDATA[Revista médica de Chile]]></source>
<year>2020</year>
<volume>148</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>535-41</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ama Amoo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Ebu Enyan]]></surname>
<given-names><![CDATA[NI]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Clinical learning experiences of nursing and midwifery students; a descriptive cross-sectional study]]></article-title>
<source><![CDATA[International Journal of Africa Nursing Sciences]]></source>
<year>2022</year>
<volume>17</volume>
<page-range>100457</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="">
<collab>Colegio de Enfermeros de Perú</collab>
<source><![CDATA[Código de ética y deontología]]></source>
<year>2009</year>
</nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ekebergh]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing a didactic method that emphasizes lifeworld as a basis for caring and learning]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year>2022</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>297-308</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Uribe]]></surname>
<given-names><![CDATA[JC]]></given-names>
</name>
<name>
<surname><![CDATA[Arteaga-Noriega]]></surname>
<given-names><![CDATA[AV]]></given-names>
</name>
<name>
<surname><![CDATA[Bedoya-Carvajal]]></surname>
<given-names><![CDATA[OA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technique and Nursing Care: Between Dehumanization and Technification]]></article-title>
<source><![CDATA[Trilogía Ciencia Tecnología Sociedad]]></source>
<year>2024</year>
<volume>16</volume>
<numero>32</numero>
<issue>32</issue>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camacho]]></surname>
<given-names><![CDATA[RA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repensar la formación y práctica especializada de enfermería desde la óptica unitaria del ser humano]]></article-title>
<source><![CDATA[Revista de Enfermería del Instituto Mexicano del Seguro Social]]></source>
<year>2023</year>
<volume>31</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>89-92</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vialart]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Gavilondo]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La cultura profesional del docente de enfermería: Preparación ante las tecnologías informáticas]]></article-title>
<source><![CDATA[Revista Cubana de Enfermería]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trapero Aldana]]></surname>
<given-names><![CDATA[LA]]></given-names>
</name>
<name>
<surname><![CDATA[Armenta Lindoro]]></surname>
<given-names><![CDATA[EC]]></given-names>
</name>
<name>
<surname><![CDATA[Landeros Landeros]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pedagogía, Andragogía e Interrelación en Enfermería]]></article-title>
<source><![CDATA[RECIE FEC-UAS Revista De educación Y Cuidado Integral En enfermería Facultad Enfermería Culiacán]]></source>
<year>2024</year>
<volume>1</volume>
<page-range>67-76</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suplee]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Jerome-D'Emilia]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nursing Faculty Preparedness for Clinical Teaching]]></article-title>
<source><![CDATA[The Journal of nursing education]]></source>
<year>2014</year>
<volume>53</volume>
</nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[GÁ]]></given-names>
</name>
<name>
<surname><![CDATA[Herrera]]></surname>
<given-names><![CDATA[FEL]]></given-names>
</name>
<name>
<surname><![CDATA[Múnera]]></surname>
<given-names><![CDATA[DMR]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La experiencia educativa del profesional de enfermería en el ámbito clínico]]></article-title>
<source><![CDATA[Investigación en Enfermería: Imagen y Desarrollo]]></source>
<year>2013</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>9-29</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[JW]]></given-names>
</name>
<name>
<surname><![CDATA[Poth]]></surname>
<given-names><![CDATA[CN]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative inquiry and research design: Choosing among five approaches]]></source>
<year>2018</year>
<edition>4th ed</edition>
</nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Patton]]></surname>
<given-names><![CDATA[MQ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qualitative research &amp; evaluation methods]]></article-title>
<source><![CDATA[SAGE Publications]]></source>
<year>2015</year>
<edition>4th ed</edition>
</nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kvale]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Brinkmann]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[InterViews: Learning the craft of qualitative research interviewing]]></article-title>
<source><![CDATA[SAGE Publications]]></source>
<year>2009</year>
<edition>2nd ed</edition>
</nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Packer-Muti]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[A Review of Corbin and Strauss' Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[YS]]></given-names>
</name>
<name>
<surname><![CDATA[Guba]]></surname>
<given-names><![CDATA[EG]]></given-names>
</name>
</person-group>
<source><![CDATA[Naturalistic inquiry]]></source>
<year>1985</year>
</nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benner]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Sutphen]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Leonard]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educating nurses: A call for radical transformation-how far have we come?]]></article-title>
<source><![CDATA[Journal of Nursing Education]]></source>
<year>2021</year>
<volume>60</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-2</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferrada-Sullivan]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sobre la noción de cuerpo en Maurice Merleau-Ponty]]></article-title>
<source><![CDATA[Cinta Moebio]]></source>
<year>2019</year>
<volume>65</volume>
<page-range>159-66</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gallardo]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tradición y descubrimiento en la epistemología de Michael Polanyi]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Murillo]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Actualidad de la Tradición Filosófica]]></source>
<year>2010</year>
<page-range>843-50</page-range><publisher-loc><![CDATA[Colmenar Viejo (Madrid) ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Diálogo Filosófico]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<label>27</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Herbig]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Büssing]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Ewert]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of tacit knowledge in the work context of nursing]]></article-title>
<source><![CDATA[Journal of advanced nursing]]></source>
<year>2001</year>
<volume>34</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>687-95</page-range></nlm-citation>
</ref>
<ref id="B28">
<label>28</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ironside]]></surname>
<given-names><![CDATA[PM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education]]></article-title>
<source><![CDATA[Nursing Education Perspectives]]></source>
<year>2015</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>83-8</page-range></nlm-citation>
</ref>
<ref id="B29">
<label>29</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Disla]]></surname>
<given-names><![CDATA[RJ]]></given-names>
</name>
<name>
<surname><![CDATA[Aranda]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Almánzar]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aporte de la ética levinasiana al cuidado en la terapia contextual]]></article-title>
<source><![CDATA[Límite (Arica)]]></source>
<year>2019</year>
<volume>14</volume>
<numero>6</numero>
<issue>6</issue>
</nlm-citation>
</ref>
<ref id="B30">
<label>30</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Manen]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing]]></article-title>
<source><![CDATA[Routledge]]></source>
<year>2016</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
