Fundamentals of Professionalization and Pedagogical Performance of Nursing Tutors
DOI:
https://doi.org/10.65598/rps.6250Keywords:
Teacher professionalization, Clinical tutor, Nursing education, Pedagogical performance, Pedagogical competenciesAbstract
Introduction: Nursing education relies heavily on the clinical tutor as a guide, facilitator, professional role model, and evaluator of learning in real practice settings. However, a persistent gap remains between nurses’ clinical expertise and the pedagogical competencies required for effective tutoring, particularly in Latin American contexts where the tutorial role often lacks systematic training, formal recognition, and institutional evaluation. Objective: To analyze the theoretical foundations of professionalization and pedagogical performance among nursing tutors through the systematization of classical and contemporary authors. Methodology: A qualitative, documentary, and analytical study was conducted based on a theoretical systematization of scientific literature published mainly between 2020 and 2025. Academic databases were consulted, and the selected contributions were organized into analytical matrices to identify concepts, models, regularities, and research gaps through comparative critical reading and inductive thematic coding. Results: Twenty-six authors were systematized, and five cross-cutting regularities were identified: the construction of a differentiated teaching identity, the need for structured pedagogical training, the integration of clinical competence, pedagogical knowledge, and relational skills, the existence of essential competency domains, and the influence of enabling institutional conditions. An integrative conceptual framework was also proposed, consisting of three dimensions: tutor professional development, pedagogical competencies for clinical tutoring, and institutional support conditions. Conclusions: The professionalization of clinical nursing tutors does not depend solely on clinical experience, but on formative, pedagogical, and institutional processes that strengthen high-quality clinical tutoring. Training, evaluation, and recognition programs for the tutorial role should be reinforced in higher education institutions and clinical practice settings.
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