Nursing students' perception of nursing knowledge: A qualitative study

AbstractAimTo explore nursing students' perception of nursing knowledge.DesignQualitative interview study.MethodsSemistructured individual interviews with nine nursing students in their third year were conducted via a cloud‐based video communication app. Transcriptions were analysed based on Braun and Clarke's thematic analysis. The Consolidated Criteria for Reporting Qualitative Research checklist for qualitative research was used.ResultsThe findings show that the participants emphasised that values are the prerequisites of and basis for performing professional nursing. The students found it difficult to define nursing knowledge and to distinguish nursing knowledge from other subjects. The thematic analysis resulted in two themes: values—a prerequisite of nursing knowledge, and nursing knowledge—an umbrella of knowledge.ConclusionNursing knowledge seems to be difficult both to clarify and to demarcate for the students. However, the participants considered values to be important and vital to becoming a professional nurse.Implications for the professionThis study addresses students' perceptions of values, nursing knowledge and what it consists of, and how this is experienced. An understanding of the nursing students' perceptions of what they consider to be important values and how they understand nursing knowledge is important in making the profession clearer and more distinguishable.ImpactThe impact of this study means that nurse education needs to emphasise a more argumentative and visible education where nursing knowledge and values are more prominent than today.Reporting MethodCOREQ.Public ContributionNo patient or public contribution.