Introduction: Hospital hospitality consists of adapting traditional hospitality practices to the
healthcare environment, aiming to provide patient well-being. This service is not characterized
by luxury, but by guaranteeing quality and comfort, encompassing areas such as laundry,
hygiene, nutrition, and reception, among others. In the educational context, training in hospital
hospitality aims to prepare professionals to work efficiently in this sector. However, gaps persist
in the assimilation of essential knowledge, which directly impacts the routine and quality of
services provided. Objective: To develop an educational product on hospital hospitality for
Nursing preceptors of the Multiprofessional Residency Program in Specialized Clinical Care in
Cardiology, in Specialized Clinical Care in Nephrology, and in Mental Health Care at
FPEHCGV. Methodology: The study was configured as a field research, with a cross-sectional
design, an exploratory-descriptive focus, and a quantitative approach. The investigation was
conducted with nursing preceptors linked to the Multiprofessional Residency Programs in
Specialized Clinical Care in Cardiology, in Specialized Clinical Care in Nephrology, and in
Mental Health Care at FPEHCGV. Data collection involved a structured questionnaire
containing items related to the participants' level of knowledge about the investigated topic and
the educational product. The data obtained were consolidated and processed using Microsoft
Excel 2010 software, and the graphs were created using the resources available in Microsoft
Excel and Microsoft Word, according to standardized procedures for organizing, tabulating,
and presenting the results descriptively. Results: Based on the situational diagnosis analysis,
the educational product for teaching hospital hospitality was developed based on the majority
preference for the guide (47.37%). The mapping of learning needs identified a consensus
(acceptance rate above 50%) around fundamental thematic axes that transcend comfort and
connect to patient safety and service management, namely biosecurity, quality control and hotel
management/administration (73.7%), hospital logistics and sustainability (68.4%),
organizational behavior, reception, security, reservations and information systems, and
housekeeping and laundry (57.9%), and planning and organization of hospital resources
(52.6%). Subsequently, the guide was applied to the study participants, where 62.5% of the
preceptors suggested focusing on clarity in operational flows and technical-textual review, so
that the guide can be implemented within the Multiprofessional Residency Program, aiming to
improve learning and service, identifying its shortcomings, assisting in management, teaching
and care; and providing support and visibility to professionals. Conclusion: The educational
product developed for Nursing preceptors in the Multiprofessional Residency Program has the
potential to improve teaching for residents by encouraging learning about hospital hospitality
and, consequently, improving the quality of health services provided in care and management.