Rappresentazioni della cura nei contesti della formazione clinico-sanitaria

The contribution explores the educational value of care through a qualitative study conducted within a university course for physiotherapy students. Based on interviews with healthcare professionals, the texts produced were analysed using Grounded Theory and a phenomenological-narrative approach. The aim was to bring out representations of care as a relational, ethical, and pedagogical dimension. The results highlight the transformative function of care in the construction of professional identity. The research shows how narration and reflection activate significant metacognitive processes. The paper proposes care as an epistemic category for educational research in clinical-healthcare settings.