The purpose of this paper is to explore how clinical nurse education and nursing students’ care practices are shaped by different logics of care.,Inspired by Mol’s work on care, the paper explores care practices connected to the clinical education of nurses. The empirical data were generated from longitudinal, multi-sited ethnographic fieldwork among nursing students in clinical practice combined with follow-up interviews with the students and their supervisors.,The paper illustrates how three logics of care shape clinical education: the logic of relational care, the logic of care education and the logic of care production. The paper demonstrates how the logics unfold and entangle in everyday clinical education. On the one hand, care of patients based on the relationship between patient and nurse is highly valued. On the other hand, this logic is not institutionalized in the same way as practices induced by the logic of care production and the logic of care education.,The paper may be of value to scholars and practitioners in clinical education, as well as to health educational policy makers. The findings focus on paradoxes produced by conflicting logics in practice, thus offering new reflections and alternative sensemaking of well-known problems connected to clinical education.

中文翻译：

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临床教育中的护理逻辑

本文的目的是探讨临床护士教育和护理学生的护理实践是如何由不同的护理逻辑形成的。在莫尔（Mol）的护理工作的启发下，本文探索了与护士临床教育相关的护理实践。经验数据来自护理专业学生在临床实践中进行的纵向，多地点人种学现场调查，并结合对学生及其上司的后续访谈。本文阐述了护理的三种逻辑如何塑造临床教育：关系护理的逻辑，护理教育的逻辑和护理生产的逻辑。本文演示了在日常临床教育中逻辑如何展开和纠缠。一方面，高度重视基于患者与护士之间关系的患者护理。另一方面，这种逻辑的制度化方式与护理产生的逻辑和护理教育的逻辑所引发的实践不同。本文可能对临床教育的学者和从业人员以及健康教育的决策者有价值。这些发现集中在实践中由相互矛盾的逻辑产生的悖论上，从而为与临床教育相关的众所周知的问题提供了新的思考和替代意义。