The purpose of this study is to investigate whether it would be of any advantage to nursing students’ learning abilities that the external clinical instructors are participating in the ordinary classes at the nursing school’s skills lab, and furthermore to evaluate the associated organizational challenges of their cooperation with the school teachers. The study follows the action research method, where the first part consists of observational studies by the clinical instructors, and the second part consists of interviews with both teachers and clinical instructors after they have been involved in the skills lab. All interviews were analyzed using Hiim and Hippes didactical relation model.

The clinical instructors’ presence means that teaching is more authentic, more practical, and that there is a better link between theory and practice, which is of benefit to students’ learning. However, it was found that cooperation between school teachers and clinical instructors poses major logistical challenges such as the need for clear agreements on employment status, salary and preparation time. Moreover, there will also be a need for establishing common goals for education, including clarification of the roles of clinical instructors and school teachers, should active cooperation between school teacher and clinical instructors be considered implemented in future education plans for the benefit of students, clinical instructors and teachers.