This article is arguing for the nursing education to put a stronger emphasis on exploring and investigating students’ experiences in caring practice. In clinical supervision students’ experiences represent a potential to develop practical knowledge. There is a tendency in the use of didactically tools to put theoretical knowledge superior to interpretation and understanding practice. Our criticism is aimed at the neglect of experiences as valuable for knowledge development. It is a challenge in nursing education to bring forth experienced based knowledge through reflective thinking and to develop knowledge from practical caring situations.