Context: So far, it is unclear to what extent cognitively activating tasks are used in vocational education and training in nursing. Approach: In the mixed method study, carried out at the University of Münster, the Fliedner University of Applied Sciences Düsseldorf and the Leuphana University Lüneburg (all Germany), nursing teachers (n=20) were interviewed about their leading task design criteria. Furthermore, learning tasks (n=20) from everyday nursing lessons were analysed regarding their potential for cognitive activation. Preliminary work is used for task analysis in which a further differentiated subject-didactic category system has been developed to assess the cognitive-activating potential of tasks in the vocational training of nursing. With seven dimensions, this first instrument enables a differentiated assessment of the cognitive potential of tasks in the vocational training of nursing. Findings: The findings so far show that only some of the nursing teachers are able to consciously construct cognitively activating tasks while observing the necessary subject-didactic requirements. Two first types are described. Conclusion: In the future, task construction should be discussed in more detail in nursing teacher education.