A research project evaluated the contribution of biological, behavioral, and social sciences to nursing and midwifery education programs in Britain. The study of scientific knowledge relevant to recently qualified nurses and midwives was confined to six topics: fluids, electrolytes, and renal systems; nutrition; acute pain; shock; stress; and self-esteem. The study first addressed the literature on the nature of professional knowledge. Four main strategies were used in interviews to elicit information about the use of scientific knowledge in practice: recent cases, orientation of new staff to a clinical area, learning required of a student, and concept mapping. To ascertain how scientific knowledge was used by experienced practitioners, researchers took advantage of the matrix format of the knowledge maps by combining the answers to two questions, one with a knowledge focus and one with a practice focus. Findings indicated that assumptions made in nursing education programs about learning and learning support in service settings tended to be overoptimistic. Analysis of case studies suggested that the psychological imperative for students to become accepted into service settings could not be ignored. A large number of practical mediation strategies had been developed in education settings on a piecemeal basis by individual lecturers, but there was too little mediation and individual sessions were attempting to achieve more than was feasible. (Appendixes include a summary of research methods. Contains 36 references.) (YLB)