ABSTRACT
This chapter presents some studies on Nursing and learning within Nursing. It discusses findings in the research including some reflections about consequences and future perspectives. The chapter also presents aims, methods and data from the empirical study, including a brief introduction to nursing education in Denmark. Nursing education in Denmark is state-financed and students receive a nominal allowance during the course of their studies. The nursing student is instructed and taught both through the explicit and implicit pedagogics of the situation as a whole and by the nursing auxiliary student. The insight is a kind of misrecognized knowledge in daily practice and to a great extent within pedagogical research. Progression in technical knowledge calls for certain behavioural patterns and perceptions. Progression in professional learning processes is closely related to the fact that the position as part of capturing the inside position has to repress — or better misrecognize — certain types of knowledge and mentors.
