Purpose of the study Research from UK and USA indicates that an e-portfolio facilitates a stronger connection between theoretical and clinical studies in Nursing Education. It helps students reflect over practice and their own skills. Yet other results show that an e-portfolio is a time consumer. Thus, the aim of this project is to examine the effects of an e-portfolio on nursing students learning of patients with chronic illness during their clinical practice, and to investigate if it makes any difference in facilitating four learning styles: the activist, the reflector, the theorist, and the pragmatist. Method The design of the study will be phenomenological-hermeneutic. Participating students will be randomly assigned into one of four groups: activists, reflectors, theorists, and pragmatists in order to study the effect of e-portfolio on these students clinical learning. Data will be generated through observations in clinical settings, narrative interviews, and print-outs from the students e-portfolio. Findings So far a pilot project with a questionnaire shows that 84% of the students and nurses reported that the e-portfolio has a positive effect on students learning in clinical settings. Evaluating an earlier e-portfolio without focus on learning styles, only 53% reported that e-portfolio facilitated learning. Furthermore it seems that the learning tools in the e-portfolio provide the opportunity to differentiate the supervision towards the students needs for learning. Preliminary conclusion Further investigations must be worth investigate to demonstrate the validity of the tendencies from the findings of this pilot project The paper contributes to the challenges and complexities of diversity and dynamic care through its aim to provide knowledge about students’ uniquely different ways of learning to nurse patients with chronic illness.