This work looks at nursing education and its professional practice. It utilizes the conceptual instruments from "paradigm of complexity": dynamic theoreotical schematas and conceptual ambivalent categories are utilized to explain the uncertainties and aleatory phenomena that conform the processes that have their place in Nursing education and in its professional practice. These categories attempt to surpass the positivist reductionism that had intended to eliminate imprecision, ambiguity and contradiction. They are categories that place themselves in a perspective in which the paradox, duality, uncertainty or the contradiction before errors or limits of our thought are constitutive characteristics of the reality of the and its formative processes. The central thesis of these proposals affirms that the forms of positivist representation assign a much-needed certainty to the phenomena of health-care and its teaching.
Nursing education; Nursing; Professional practice