摘要：In order to analyze the teacher and practicing students’ guidance differences in the teaching- learning process in the nursing practices, we elaborated observations and analysis of speech on a classroom of the nursing degree in the Facultad de Estudios Superiores Iztacala, of the Universidad Nacional Autónoma de México, with 30 second-semester nursing students (7 men, 23 women between 19 - 21 years old), 5 eight-semester practicing nursing students (1 man, 4 women between 21 - 22 years old), and a nursing teacher as participant. The recording, transcription and coding of what was observed in the recorded class, was later analyzed applying the SDIS-GSEQ software to generate sequential connections of the participants’ speech. By analyzing the flows of the speech, we found that the teacher and practicing students’ ways of instructing during class are differentially held due to the structures of speech used as well as the use of the model, making it possible for the students to have meaningful learning when acquiring professional and clinical attitudes. There is variability between practicing students and the teacher when developing the same category of educational action in learning. The practicing students motivate the student to acquire the theoretical knowledge while the teacher performs a guiding and accompanying role.
