ABSTRACT The aim of this article is to describe the images that recent nursing students in Eurocentric culture have of nursing and discuss how these images can be used to high- light nurses’ authority and autonomy in comparison with the medical profession. The empirical material consists of short narratives from 168 nursing students. Three themes emerged from the categories of answers: The Nurse as an Idealistic Helper, The Nurse as a Realistic Developer, and The Nurse as a Young Seeker. The essence of nursing could be traced in these themes even if a solid ground of nursing shows itself in changing forms. According to this study and previous research, nurs- ing can be considered as a mummified occupation in its es- sence, given that the old values and stereotypes largely re- main. The main motives for becoming a nurse are altruism, a desire for autonomy, and flexibility. To strengthen the pro- fession, both teachers and clinical supervisors should use the students’ images of nursing as a starting point in nurs- ing education and develop them in different contexts. T he shortage of nurses is a familiar problem world- wide (International Council of Nurses, 2005), and the number of nursing students must increase to meet health care needs. A less obvious problem is that the image of nursing among new recruits varies greatly and will affect their attitudes toward caring science and to their future role as nurses (Falk-Rafael, Chinn, Andersson, Laschinger, & Rubotzky, 2004; Holmström & Larsson, 2005; Linder, 1999; Pilhammar-Andersson, 1991). It is essential to be aware of students’ images of their future occupation as a starting point for critical thinking about autonomy, knowledge, sta- tus, and gender in the nursing profession. When they begin their nursing education, many students think they will primarily need natural sciences and practical knowledge in their future work (Linder, 1999; Orland-Barak & Wilhelem, 2005). For most students, nursing is a female profession, linked to traditional stereotypes about women. Female qualities are strongly associated with nursing and symbolize cultural gender stereotypes about women (Bem, 1974; Hallam, 1998; Hemsley-Brown & Foskett, 1999; Wood, Christensen, Hebl, & Rothgerber, 1997). Earlier research in- dicates that altruism was the dominant motive for the choice of nursing as a career (Barriball & While, 1996; Beck, 2000; Fagerberg, Ekman, & Ericsson, 1997; Thorpe & Loo, 2003; Williams, Wertenberger, & Gushuliak, 1997), as opposed to factors such as promotion, authority, independence, creativ- ity, economic benefits, or risktaking (Thorpe & Loo, 2003). However, other studies have indicated that some students choose the nursing profession because they believe that nurs- es are independent, and some students regarded nursing as an occupation with authority (Webb, Price, & Coeling, 1996). Williams et al. (1997) pointed out that the main reason given for choosing nursing was that it offered work abroad and op- portunities for further professional development. The aim of this study was to describe recent nursing students’ images of the nursing profession and to discuss how these images can be used to shed light on nurses’ au- thority and autonomy. NURSING EDUCATION IN SWEDEN In Sweden, nursing education is popular and the study credits required for admission are high. It consists of a 3- year course comprising both theoretical and practical stud- ies. There is no national uniform education, and the nursing schools are free to decide on the theoretical content and the amount of clinical practice in their educational programs as long as they provide the necessary nursing qualifications regulated by current laws and statutes. When they have completed their nursing education, graduates must apply to the Swedish National Board of Health and Welfare for registration. After 6 months of working experience as RNs, they may decide to take part in specialist nurse education. The Importance of Awareness of Nursing Students’ Denotative Images of Nursing Elisabeth Dahlborg Lyckhage, PhD, RN; and Ewa Pilhammar, PhD, RN Received: June 12, 2006 Accepted: October 31, 2006 Dr. Dahlborg Lyckhage is Associate Professor, University West, Trollhättan, and Dr. Pilhammar is Professor, Institute of Health Care Sciencies, Sahlgrenska Academy at Göteborg University, Göteborg, Sweden. Address correspondence to Elisabeth Dahlborg Lyckhage, PhD, RN, Associate Professor, University West, SE-461 86, Trollhättan, Sweden; e-mail: elisabeth.dahlborg-lyckhage@hv.se. December 2008, Vol. 47, No. 12 537