This essay proposes a discussion on the practice and academic training in nursing based on theoretical and conceptual references in the field of philosophy, taking as cues the relationships of power, knowledge, and subjectivity in the meeting between the subjects involved with the production of health care and academic education. The nursing practice was impregnated by biomedical references, which conferred it a few attributes that have imposed limitations on it: the supposed neutrality in the relationships between those who provide care and those who are cared for, the problems and needs in health that limit the analysis and possible interventions developed in order to meet them. From this perspective, they are guided in seeking to understand disease only in its organic dimension. In Spinoza's philosophy, the clinical practice is a place that potentializes the subjects, a space to recreate and give new meaning to life. In Epicurus, this place also produces deviations, movements that are averse to changelessness and apathy. Based on these conceptions, we argue that the reconstruction of the clinical practice in nursing work should observe the reconstruction of the relationships among the individuals involved in the training and the production of devices that set subjectivities into motion
nursing; training; clinic; care