This study aimed to comprehend the teaching practice carried out in hospital classes and its reverberations on the learning of ill students. An exploratory qualitative approach was used, centered on the State of the Question, playing a fundamental role in all stages of the research and allowing the researcher to identify the original contribution of the research to the phenomenon in question, after an analysis and definition of the theoretical-methodological paths to be followed. The conclusion is that pedagogical practice in hospital classes adapts the curriculum and teaching strategies to meet the needs of sick students, creating an educational environment that reduces stress, promotes socialization and learning.
