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.