The ethics of social robotics is currently part of a broader debate related to emerging and pervasive intelligent technologies. The aim of this contribution is to explore the specific context of social robotics in hospital settings. Specifically, our study focuses on the professional learning needs of professionals involved in these delicate, technology-mediated socio-relational interventions. The authors' prior research laid the groundwork for the present multiple case study design, which employs a qualitative ethnographic methodology, instantiated through fieldwork, to explore the professional dynamics involved in experiences of social robotics in hospitals. The primary aim, within the action-research perspective inherent to the case study, is to gain an in-depth understanding of the following dimensions: (a) identification of professionals involved in social robotics interventions; (b) the potentialities and ethical concerns (especially in terms of quality care) that professionals hold towards the use of social robotics in hospitals; (c) the existence of specific training paths and the training needs of professionals; (d) the significance of the educator as a professional involved in social robotics interventions in hospitals.