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Since the implementation of a liberal management associated with a neomanagement of care systems, care practices have moved significantly away from care-based conceptions. The teaching practice of the author in IFSI led her to encounter a fact of “plagiarism” in which two students indulged. It is from her place as a researcher in immersion that she feels challenged to know would this act be one of the effects of the alternation of training. In this article, which questions the students’s relationship to knowledge, the author proposes two interpretations of this transgressive act based on the psychoanalytic concepts of identification and Verleugnung. The discussion makes it possible to highlight in particular, how the relationship to knowledge of each student is inextricably linked to the nodal misunderstanding of hospital culture and training, and how their relationship to knowledge questions their professional desires and their identities as caregivers.