Introduction:

The teaching of care requires special attention, as well as recognizing its representational nature, what is its dynamics and what are its relationships with the practice itself.

Objective:

To intervene in the training of teachers for the teaching of care, through the interpretation and awareness of their pedagogical practices that transcend the academic performance of the students of the Nursing Degree.

Methodology:

Action research with a qualitative-interpretive approach. The intervention was carried out through a course workshop on the teaching of care, given by the researchers to 30 practice and clinical teachers in undergraduate Nursing. The course was structured using the Charles Maguerez Arc methodology in its five stages. The meetings of the sessions were observed in a participatory way, recorded in a field diary and audio-recorded, for later transcription and content analysis. Categories of analysis were formed from the reflections and participation of the teachers: a) Meaning of the teaching of care, b) Pedagogical practices based on the example (hidden curriculum) and, c) Identification of needs to improve pedagogical practices.

Results:

Among the professors' speeches it was identified that the meaning of the teaching of care transcends in the human relationship; those pedagogical practices must promote the relationship and accompaniment of the student, as well as empowerment, security, and self-confidence, and that there are pedagogical and didactic needs to favor learning and link theory and practice.

Conclusions:

It is necessary to strengthen work teams and continuous training in the teaching of care, distinguishing that there are opportunities for improvement in the development of pedagogical practices.

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