The aim of the study was to understand the experience of nursing students in order to make sense of observed behaviors, especially in clinical settings. The hermeneutic method offers an appropriate frame of reference for the construction of meaning. Our interpretation indicates, among other things, that the passage from training centered on teaching to training centered on learning is not an easy transition in the context of multi-site professional education. The roles of the educational agents are transformed. In order to cope with the uncertainties and difficulties of self-assessment, the student informants adopted diverse types of strategic behaviors. Several directions for consolidating a paradigm change are discussed.