Abstract
to understand the meaning of professor as being-cared for that is manifested in the nursing professor-student relationship. a qualitative phenomenological study, using Martin Heidegger's philosophical framework. It was carried out at a public university in Mexico. The phenomenological interview was used as a data collection method. An ontic analysis and a second analysis were carried out through Martin Heidegger's Hermeneutic circle. within the interviews, 5 main themes were discovered, which were classified as: Care of physical needs, occupation as care; Nursing care teaching; Monitoring and coexisting with professors; Encouraging reflection on care towards authenticity; Students as a person, coexistence and existence of care. nursing professors, in addition to being the one who provides students with necessary knowledge for training nursing professionals, share aspects that involve more than science itself. Professors become a collaborator who hopes to contribute to nursing students' deepest aspects, impacting their academic training favorably.
Highlights
IntroductionTeaching is a complex action, a form of relationship in which there is interaction between professors and students
Objective: to understand the meaning of professor as being-cared for that is manifested in the nursing professor-student relationship
Design of Study This is a qualitative phenomenological study based on Martin Heidegger’s philosophical framework, conceiving the professor-student relationship as a care relationship that unfolds in space and how it interacts in time with the actors involved
Summary
Teaching is a complex action, a form of relationship in which there is interaction between professors and students. Nursing professors intend to act as beings that are oriented to support students in their training process and that, through the use of different teaching methods and strategies, can convey nursing knowledge. This communication occurs in a dialogical pedagogical relationship, where other tools are used that allow students to fulfill and develop optimally beyond complying with a graduation profile, as a person of care itself (1). It is necessary to highlight that future nursing professionals are able to understand what nursing care implies(2) This complex understanding goes beyond empty knowledge, it contemplates not neglecting to have skills, competencies and abilities required to deal with various care situations. Nursing pedagogy could focus on teaching humanized care(3) that allows training professionals of integrity capable of seeing the other as a person who is cared for, not just as a patient suffering from a health problem
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