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Professional practice is one of the preferred ways to produce new forms of learning. It can be configured as thinking in action, in which its implementation allows progressive adjustments of ideas that translate into doing. The use of educational pathways based on reflexivity can allow to consciously use practical experience to facilitate meaningful learnings, so that work situations become the chosen setting to act on reality and learn through it.

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Understanding and knowing how to act the space of the relation constitutes an area of particular importance in the professions focused on care, but in many working environments, the relation is considered as something "normal" and it requires an interpretation only in problematical situations. This work want to investigate the emotional intelligence of 208 nurses to evaluate the role of the relational component in the working practice and to explore the representation related to their formative experience. Results show that interpersonal and intrapersonal dimensions are under significant indicating a release from their working environment and a gap between formation and work, the first focusing on the study and on the commitment and the second on the practice.