The objective was to understand the experience of people with voiding dysfunction regarding teaching and learning of clean intermittent catheterism in humanistic precepts (CIL).

Descriptive, qualitative study based on the humanistic theory of Paterson and Zderad (1979), comprising five steps: preparation of the nurse to come to know; intuitive knowledge of the other; scientific knowledge of the other; complementary synthesis of known realities and nurse, internal succession, from many to a single paradox. The setting was a quaternary public hospital in Fortaleza-CE. Eleven patients referenced from the urology outpatient clinic of the refered institution for clean intermittent catheterism teaching-learning, from April to July / 2019 participated. A semi-structured interview was used, with questions about the patients experience.

From the speeches emerged the categories: Being-better - the nurse can help the patient feel as well as possible by relate simultaneously to the subjective and objective aspects of the situation experienced, respecting the physical conditions and their clinical condition; Care competence and learning - the nurse must value the capabilities and of patients, promoting your maximum participation in your recovery program. Feed the human potential of the patient and offer alternatives supporting the process he experienced; Facilities and difficulties in performing the clean intermittent catheterism - we constantly put ourselves in patients shoes, realizing how difficult it is self care. We felt touched and moved by some reports sometimes demonstrated emotions  through their voice and physiognomy, especially when they were full of suffering when they see themselves in that health condition.

Application of the humanistic theory and folder used in clean intermittent catheterism instruction were interlinked clinical practices, happened in two moments: 1st (training) and 2nd (interview); Comprising the theory: presence, encounter, relationship, lived dialogue, shared choices and possibilities of being-better, seeking to describe and understand the experienced, promoting well-being aware of the needs of others. Humanized care as a strategy of teaching the other in learning the procedure was a role and challenge in adhering to the intermittent catheterism. There were reports loaded with emotions and suffering due to their health condition, however, some participants report relief and demonstrate ease with the intermittent catheterism process.

Difficulties related to socioeconomic issues were present, and the lack of material to perform the procedure contributed to non-adherence to treatment. With a broad view of multiple realities experienced and effective actions of the nurse through dialogue, authentic presence, the act of caring with a humanistic eye enabled better understanding of the clean intermittent catheterism process.

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