Science and research methods originated in the Norwegian nursing program in 2000. This article sheds light on the background of the subjects’ entries, as well as the guidelines and curricula for the subjects’ content in teaching practice. The methodical approach is document analysis from the perspective of Pierre Bourdieu’s reflexive theory of social practice. Main findings in the study were that science and research methodology arose as an extension of the government’s vision of rationalization and efficiency in the education system and health and social services. Subjects’ presentations in the common part of the curriculum form the basis of the subjects and will be used to evaluate research reports as the basis for an evidence-based professional practice, rather than reflecting on various theoretical and methodological approaches relevant to educational knowledge.