Introduction: In clinical nursing practices where a student presents a class topic, the way in which discourse takes place has a complex formation that places him in an active subject position, but always under the coordination of the teacher. Presentations and activities carried out by the presenter in practice involve discourse-guided instruction sequences, as well as teaching methodologies used by the teacher, but transferred through discourse, which is important due to its action within class makes it a dynamic interaction element between teachers and students. The objective of the present research was to analyze discursive sequences of the presenter using SDIS-GSEQ software to understand their participation in class. Method: Participants were second-semester students, eighth-semester students as practitioners, and a teacher, all of whom belonged to the FESI-UNAM Nursing Bachelor's Degree. Classes were recorded and later information was analyzed using SDIS-GSEQ software based on a discursive categories system. Results: Obtained results show the presenter acting in three different ways: as an expert teaching students, as a trainee when taught by teacher and practitioners, and as an equal among students. Discussion and Conclusions: It was concluded that the presenter can act with the student as a knowledge mediation agent, or of prevention in the discursive interaction between teacher and students by means of generating discrete monologues among experts.