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The nursing students’knowledge comes from both theoretical and practical education. They have different kinds of support in these knowledge domains. This study’s aim was to describe the nursing students’opinions concerning their education which consists of psychological, social, and cultural elements, also their attitudes toward different knowledge domains and prospective professional roles. Seventy-seven students participated in the study, a short time before their graduation in Sweden. They answered a questionnaire based on close-ended and open-ended questions. The study reveals that there is still a gap between the theoretical and practical education. The supervisor in health care seems to be most important for the students learning in the practical education while the teacher’s role is not so clear. The usefulness of the literature was greater in the theoretical education than in the practical. The students’opinions of the literature were similar to their opinions about the knowledge domains. Subjects from the medical and natural sciences as well as nursing, ethics and psychology were most important. Subjects such as research methods, pedagogy, sociology, and management were of less importance. The preparation given education for the professional roles in the nursing was better suited for those in nursing than were the other special roles, such as health-information, counselling, and work management. These findings indicate that the students did not acquire a holistic view of their learning for nursing. The results further also show that most of the students planned to work in hospital and especially in medical care. Few planned to work with the elderly or in outpatient care. The study particularly demonstrates the need for both the teachers and the supervisors to be more conscious about the organisation and content of the nursing education with due consideration given to the ongoing changes in the society.

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