000			01816cam a2200277 4500500
005			20250119110717.0
041			_afre
042			_adc
100	1	0	_aMerniz, Nora _eauthor
245	0	0	_aRelationship to knowledge: Failure of the subjectivation process in nursing education
260			_c2023.
500			_a85
520			_aSince 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.
690			_aRelationship to knowledge
690			_aVerleugnung
690			_aPsychoanalytic clinical approach
690			_aIdentification
690			_aCare
690			_aRelationship to knowledge
690			_aVerleugnung
690			_aPsychoanalytic clinical approach
690			_aIdentification
690			_aCare
786	0		_nCliopsy | o 29 | 1 | 2023-04-11 | p. 43-58 | 2100-0670
856	4	1	_uhttps://shs.cairn.info/journal-cliopsy-2023-1-page-43?lang=en&redirect-ssocas=7080
999			_c413100 _d413100