Introduction.

The learning achieved by students during clinical practice depends on multiple factors, such as the disciplinary and generic competencies of the clinical teacher who supervises these experiences.

Objective.

To recognize the competencies that a clinical teacher, who supervises practices in in-hospital care centers must have, from the perspective of nursing students of the Austral University of Chile during the year 2019.

Subjects and methods.

Qualitative research, using Natural Semantic Networks Technique. Intentional sample of cases by criteria made by 20 nursing students in the third and fourth years (2019), who individually and with prior informed consent were asked to write 10 words in five minutes (verbs, adverbs, adjectives, nouns). These words related to the stimulus question: what are the competencies that the clinical teacher must have to promote learning in nursing students? subsequently prioritizing them from one to ten, with one corresponding to the highest value. The analysis is carried out by progressive reduction of the information according to the aforementioned technique. Reliability was guaranteed by rigorous criteria, endorsed by the Scientific Ethics Committee, Valdivia Health Service.

Results.

The students mostly identified generic competences as favoring learning, highlighting ‘feedback' (100%), ‘empathic' (93.9%), ‘welcoming' (56.1%), respectful (57.7%), ‘Effective communication' (41.2%), ‘teacher training' (40.3%).

Conclusions.

the students value the interpersonal skills and pedagogical-clinical training of the in-hospital clinical practice teacher, they consider that the clinical teacher's competencies are a fundamental aspect that directly influences learning.

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