Objective:

To explore the pedagogical practice in nursing care formation among teachers of the Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas.

Method and materials:

This is a qualitative, exploratory and descriptive study, with a sample of 21 informants. Data were gathered using semi-structured interviews. The analysis followed an open, axial, and selective coding process, until emerging categories were identified.

Results:

The following categories emerged: I) Co-living and care/negligence relationships in nursing formation; II) (Lack of) theory-practice articulation in teaching/learning nursing care: towards the teacher-assistant integration; III) Teacher/student complementarity in the construction of knowledge and didactical strategies.

Conclusions:

Pedagogy in nursing care is evidenced within a care/negligence space, and thus, it is necessary to strengthen the integration among teaching and assistance improving the pedagogical competencies through methodologies such as learning based on problem solving, presentation of hypothetical cases, use of laboratories, including those for high-fidelity simulation, among others.