The knowledge structure of nursing, nursing concepts, and interaction patterns were studied at three nursing schools in Sweden. Attention was focused on six classification systems: communication pattern; personally directed content of talks; interaction structure and role behavior; content of instrumental versus emotional nature; disciplinary origin; and nursing process. Observations tape recordings were made with 14 teachers and 39 students during clinical training. The discussion subjects were divided into two groups: (1) implemented nursing procedure and nursing techniques, and (2) nursing situation in the ward. Findings include the following: 70-80 percent of all sentences came from the teacher; learning to perform nursing was more important for the student than learning to recognize her own ability; the teacher had both an instrumental and emotional role; when caring for a patient the students got to know the medical diagnosis and treatment as well as nursing needs; and discussion dealt with how to observe, plan, and implement nursing in a very uncritical, traditional way. It was concluded that there is an overemphasis on nursing techniques in Sweden. It is suggested that a holistic view in nursing education is needed, along with change in the structure and nature of the knowledge demanded in nursing schools. (SW)