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Nursing diagnostics have been taught in Nursing Training Institutes since 1992 to ensure that they are carried out in medical establishments. This innovative practice, which is now included in new study programs, is a logical step which helps increase the responsibility of the nursing profession. The acknowledgment of this new role for the nursing profession enables nurses to free themselves from an essentially curative model. However, this innovation, borrowed from British and American contexts, has not been welcomed and fully taken up by the whole medical profession. The purpose of this article is to examine the use of this approach by the medical professions, in order to provide new, realistic nursing programs. It also tries to look at teaching and tutoring practices, in order to achieve a greater competency in nursing diagnostics. It attempts to highlight the diverging reactions of nursing and teaching professionals who have to deal with these changes. Finally, it seeks to identify a favorable environment which would lead to an even greater professionalization of both individual and collective.