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This work is a study on the use of dialogue and reflection between four first-year student nurses and their instructors in clinical practice during the student nurses' first long period in clinical practice. Focusing on: 1) how student nurses and their instructors make use of dialogue and reflection in clinical practice. 2) which consequences the use of dialogue and reflection have for the students' knowledge and ‘learning-inaction’ especially regarding their ability to observe and to practice nursing. The concepts ‘learning-inaction’, knowledge, reflection and dialogue are operationalized in a theoretically framework. The theories of 1) Bengt Molander focuses on practical knowledge in a philosophical thinking. He states that the dialogue is the fundamental model for the development of knowledge. 2) Donald Schön has carried on research how professional practitioners solve complex and unpredictable problems using ‘reflection-in-action’. Data was gathered through observation studies and qualitative, semi-structured interviews with four student nurses and their instructors. Dialogue and reflection are concentrated on the patients' needs of care, and are not used to obtain a common understanding of the students' learning process. The students and their instructors are not conscious of dialogue and reflection as a common tool for the acquiring of knowledge and ‘learning-in-action’.

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