Objective: A study aimed at exploring the variation in conceptions of problem-based learning (PBL) held by undergraduate nursing students and their approaches to study in PBL in a pre-registration Bachelor of Nursing Course.Method: Students were asked to respond to four open ended questions which focussed on their experience of PBL in a particular subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses. In the second phase the individual responses were classified in terms of the categories. The paper will describe the approach to the analysis, the categories identified, the relationship between the categories and discuss the implications for further research and teaching.Results: The findings indicated that there was a substantial variation in the conceptions and approaches. The majority of students, however, held relatively unsophisticated conceptions of problem based learning which were related to relatively unsophisticated approaches to learning.Conclusion: Students participating in their first PBL subject generally reported unsophisticated conceptions of and approaches to learning which were not linked to professional practice outcomes. However, those completing the last PBL subject had recognised the link between participation in the process and the development of knowledge and skills for professional practice.