Design. In this qualitative study applying a phenomenographic approach, text data were collected from reflective analyses written by Finnish first-year nursing science students (n = 112) before and after they attended course on academic English reading skills in 2019–2021.

Methods. Qualitative text data from the students’ reflective writings were analysed using content analysis to determine which reading skills were pre-course familiar or used and how post-course students’ perceptions of academic English developed in connection to their nursing science studies.

Results. Pre-course reflection texts indicated that some reading skills and strategies were already applied but many students felt nervous about academic English. Post-course progress analyses displayed a more positive approach to studying nursing science through academic English.

Principal conclusions. The students in this study viewed the course on academic English reading skills as a positive experience, which was beneficial to their processing of university study materials and thus advancing their studies in nursing science.