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Nursing education in Sweden aims at a development of and a change in the nursing profession, and the goals set comprise implicit thoughts of education as an instrument towards role change. Nurses trained according to reformed nursing education are the intended performers of changes in the professional role. The vital point here is whether these performers themselves consider education as an instrument towards role change. This paper deals with change in time of student nurses' and nurses' conceptions about nursing education as an instrument of change. Three studies have been carried out; initially, at the end of nursing education, and one year after graduation. We have found significant changes as to time in distribution of conceptions. The results indicate that the initially held conception describes a downward tendency at the end of training and an upward tendency after one year of work experience. This confirms the importance and necessity of role modelling, role repetition and interactions with a professional group. A successful role clarification is best achieved by being a registered nurse, where one can model, repeat, and interact. Published by arrangement with John Wiley & Sons.

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