Abstract
According to the 1977 Higher Education Act, all professional training was to have a scientific foundation and be linked to research. For nurse training, with roots in a practical tradition, this reform meant a major change, a meeting with a different knowledge tradition. The aim of this empirical study is to describe and analyze what a group of nursing students learned during the course of their training and in the practice of their profession. The risks and possibilities of “scientification” are dependent upon the status that is ascribed to the practical knowledge tradition. If this tradition receives recognition and if research linkage becomes an instrument for developing the nursing student's capacity for critical analysis and reflection, then the possibilities for development are great. If, on the other hand, the practical knowledge tradition does not receive recognition, then there is a great risk that it will become subordinated to the scientific.
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