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This article describes different understandings of what can and must be learned in the theoretical and clinical nursing education. The aim is to contribute to an understanding of some of the barriers between education and the development of the clinical nursing profession. The article is based on a qualitative research project with a hermeneutic/critical hermeneutic approach. The empirical data in the project was obtained through three qualitative focus group interviews. The informants were nursing students, lecturers and clinical instructors. The data was analyzed using the triple-mimesis, as presented in Ricoeurs critical hermeneutic. The analysis shows that technical rationality seems to be prevalent in the theoretical and clinical education and furthermore that care is displaced from the patient to the student. Finally, we find that there is an adjustment to theory at the expense of the patient’s situation and phenomena in relationships between patients and students. Phenomena which could be essential and possibly contribute to the development of the clinical practice in the nursing education.

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