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More detailed studies are required to clarify the nature of patient education work and to create realistic conditions that enable the role to be fulfilled in everyday work. Such knowledge is of significance for nursing management in developing supportive activities for nurses.

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This study, conducted at one University College in Norway, describes nursing students’ perceptions of nursing as a theoretical subject and as a function. A descriptive/explorative design was selected. Thirty students from the first year and 30 students from the third year wrote down their perceptions in response to four open-ended questions. Fifteen students from each year ( n = 30) were interviewed. A qualitative content analysis was performed. According to the results, the content of the subject of nursing encompasses various fields of knowledge; therefore, the subject of nursing is unclear. The findings indicate that the third-year students either did not gain new insights on the subject or were still unable to verbalize such insights, contrary to the expectations expressed in the curriculum. Regarding the functions of nursing, the first-year students believed there is considerable report writing, which affected their nursing care, but the third-year students believed nurses are obliged to lead and plan nursing care. The students’ perceptions of the content of the subject of nursing related only in part to professional functions, both at the beginning and end of their nursing education.

S ykepleiernes undervisningsfunksjon er beskrevet i offisielle dokumenter (1,2), og avspeiles også i de krav som verdens helseorganisasjon stiller til sykepleiere (3). Pasientundervisning beskrives som tilrettelegging for laering hos pasienten og eventuelt hans pårørende, slik at han eller de får økt kunnskapsforståelse, samt bedre ferdigheter og mestringsmekanismer (4). Målet er at pasienten skal takle sin livssituasjon bedre.