During the 1990s, the nursing education was subject to a discussion regarding its contents, and the possibilities of cooperation with other professions. In 1994, a reform of higher education was carried out in Norway, initiated by the ideas of effectiveness and new public management. As a result, a revised national curriculum for the nursing education was published in 2000, and the subject theory of science and research methods emerged. This study is based on Bourdieu’s theory of social life and practice and investigate how the relevance of the subjects is interpreted through the analysis of documents as local curriculum and students bachelor thesis in a sacral and secular nursing educations setting. The result indicates that science theory and methodology are partially transformed into a technique where students learn to read and interpret research articles rather than to reflect and explain how different research into and knowledge about nursing have emerged.