The theoretical-practical relationship is present in pedagogical discussions on the professional training of nurses and is part of the repertoire of themes widely disseminated in the worlds of training and work, requiring an in-depth analysis of its meaning and characterisation of the movement of construction of the teaching and learning process. The aim of this study was to investigate how teachers, nurses involved in care activities and students studying adult health in an undergraduate nursing course understand the theoretical-practical relationship in the process of professional training for nurses. The text sought to answer questions about the teaching and learning process; the hiring of professional nurses for care activities; and the identification of limits and possibilities in the theoretical-practical relationship. The methodology used was qualitative empirical research, based on a case study.
