This article presents findings from doctoral research in Education and Training Sciences examining the development of interactional competencies among nursing students. The nurse-patient relationship constitutes a cornerstone of nursing practice, underpinning both care quality and the therapeutic alliance necessary for optimal health outcomes (Allande Cussó et al., 2021, Amoah et al., 2019). This relationship extends beyond mere interaction, encompassing complex exchanges that foster trust and cooperation (Cossette et al., 2005, Haberey-Knuessi and Obertelli, 2017).

Establishing effective nurse-patient relationships requires nurses to address not only patients' medical conditions but also their emotional, social and spiritual needs (Formarier, 2007, Gutiérrez-Puertas et al., 2020). This necessitates considering patients holistically within their unique values and experiences to deliver personalized care (Suikkala et al., 2020, McCormack and McCance, 2016). Conversely, deficiencies in relational skills can lead to diminished care experiences, reduced treatment adherence and suboptimal health outcomes (Amoah et al., 2019).

The evolving healthcare landscape has introduced additional complexities, particularly with transitions toward models like the "patient partner" framework, which demands enhanced collaboration between patients and healthcare professionals (Pomey et al., 2015). Furthermore, the context of mutual vulnerability—where patients face illness and uncertainty while nurses operate in demanding environments—creates additional challenges in establishing therapeutic relationships (Bell and Duffy, 2009).

This study seeks to address these complexities by examining the processes through which nursing students develop interactional schemes during their training. Understanding these mechanisms is essential for designing pedagogical strategies that better prepare future nurses to navigate the multifaceted demands of modern healthcare

Developing nurse-patient relationship skills represents a significant educational challenge. These competencies cannot be acquired through theoretical instruction alone but require iterative exposure to authentic clinical environments (Pastré, 2011). Such immersion may prove destabilizing for students as they encounter situations characterized by patient suffering and uncertainty (Sasso et al., 2016).

Fostering an effective caring posture requires students to navigate their own emotional responses while maintaining appropriate professional boundaries (Campinha-Bacote, 2011, Portal, 2018, Prayez, 2017). Furthermore, assessing relational competencies presents methodological challenges due to their subjective nature (Yu and Kirk, 2009). The emergence of collaborative healthcare models underscores the necessity for nursing students to develop sophisticated relational skills throughout their education.

In the French nursing education system, relational competencies are addressed through specific courses focusing on communication, psychology and nursing ethics. These competencies are progressively developed across the three-year curriculum through theoretical instruction, simulations and clinical placements. Within this educational framework, concepts related to empathy, therapeutic communication and professional boundaries are formally taught, though the specific concept of "putting oneself in someone's place" is not explicitly included in the official curriculum.

The assessment of relational competencies occurs primarily during clinical placements, where students are evaluated on their ability to establish appropriate relationships with patients. However, the subjective nature of these competencies creates considerable variability in how they are taught, practiced and evaluated across different training sites.

This three-year longitudinal study aims to examine the development of interactional schemes among nursing students, with a particular focus on the concept-in-action "putting oneself in someone's place.". The research is anchored in the theoretical framework of professional didactics (Pastré, 2011, Pastré et al., 2006, Vergnaud, 1996), which characterizes professional learning through the construction of "schemes"—invariant patterns of activity tailored to specific situations. In the context of nursing, such schemes play a pivotal role in interpersonal interactions, constituting what can be described as "interactional schemes."

Building on Vergnaud's concept of "concepts-in-action"—implicit concepts activated in practice without necessarily being articulated explicitly (Vergnaud, 1996)—and Thievenaz's (2018) contributions to activity analysis, the study investigates how students integrate multiple dimensions of the nurse-patient relationship into their professional activities.

Furthermore, the study seeks to explore the relationship between the concept-in-action "putting oneself in someone's place" and the notion of empathy as it is conventionally defined in nursing literature (Decety and Lamm, 2006, Guthridge and Giummarra, 2021, Yu and Kirk, 2009). By doing so, the research aims to shed light on the processes through which relational competencies are constructed and mobilized in clinical practice