Aims of the study: The aims of the study are to describe similarities as well as dissimilarities and compare nursing education in the Scandinavian countries regarding educational structures and content on bachelor level and pathways to further education and thus reveal the status of professionalization and harmonization. It is an intention to explore the similarities and dissimilarities in the Scandinavian nursing education system after the Bologna process. According to the Bologna Process the general plans require that nursing students develop different kinds of competencies which include these components: 1) Theoretical-analytical competence which implies ability and will to learn observation, analysis, reflection and systematization. 2) Practical competence is the ability and competence to implement various actions as systematization and problem-solving skills. 3) Learning competence which is linked to ability and will to acquire new knowledge and be able to apply this knowledge in new situations. 4) Social competence which is recognized in the student’s ability to establish, carry out and persist in inter-human relationships. And last 5) Professional ethics competence where the student is capable of making ethically justifications in relation to regulations and ethical guidelines (http://www.safh.no). Method: It will be an overview article where the nursing educations in Scandinavian countries are compared and second there will be an empirical study of the experiences with development of nursing education curricula in Scandinavia after the Bologna process.