Multidimensional context of technical nursing education: triangulation of meanings attributed by teachers.

Objective: To unveil and discuss the meanings attributed by teachers to the teacher-student relationship in the multidimensional context of technical nursing education.

Method: Qualitative research, supported by the representational theory of meaning, carried out with nine nurses who teach the technical nursing course at a technical school linked to a federal university in the northeastern region of Brazil.

Results: The following meanings were revealed: student profile; lack of preparation and financial resources; reduction in performance and even course interruption; students' disinterest and resistance; academic support and qualified structure; opportunity for grants; teachers' dedication and holistic view; respect, ethics, and interactivity; concern with student learning and performance, and heterogeneous group.