Experiences of Humanizing Care in Nursing Students—A Phenomenological Study

<b>Background:</b> Human care represents the essence of nursing but faces challenges from increasing technological advancement and healthcare system bureaucratization. <b>Objective:</b> To understand how nursing students balance technical demands with human aspects of care during pre-professional practice experiences. <b>Methods:</b> An interpretive phenomenological study was conducted with 17 nursing students (12 women, 5 men) in their eighth and ninth semesters from a public university in northern Ecuador. The data were collected through focused interviews during the first quarter of 2025. Analysis followed a four-stage phenomenological process: epoché, phenomenological reduction, eidetic reduction, and transcendental reduction, culminating in phenomenological interpretation. Data saturation was achieved, and methodological rigor criteria were applied including triangulation with external analysts. <b>Results:</b> Six main strategies emerged that students develop to balance technical demands with humanized care: Time Management and Optimization, Integration of Human and Technical Dimensions, Patient Communication About Time Constraints, Emotional Regulation and Boundary Setting, Resistance to Dehumanization, and Institutional Context Adaptation. Students transform technical procedures into therapeutic opportunities and develop resilient competencies that preserve nursing's humanistic values. <b>Conclusions:</b> Nursing students develop integrative competencies that balance technical excellence with human sensitivity. Curriculum modifications are needed to include specific competencies in emotional regulation, therapeutic communication, and dehumanization resistance strategies.