Aim: To describe the variation in nurse educators' conceptions of how they facilitate critical thinking in bachelor nursing students.

Design: Qualitative study with a phenomenographic approach.

Methods: Data was collected through twenty‐six semi‐structured interviews with nurse educators conducted in Sweden between March and June 2024.

Results: The result of this study can be understood as five descriptive categories: Creating a safe and trustful relationship with the students, Encouraging a dialogue with the students, Using space as a tool, Using artefacts as a tool, and Using oneself as a tool.

Conclusion: The conclusion is that the facilitation of critical thinking needs to be based on a safe and trustful relationship between educators and students. Without this relationship, it is not possible to establish the central dialogue, where the educator can facilitate critical thinking through asking counterquestions and provoking the students.

Implication for the Profession: To become critical thinkers, the students need to put their knowledge and assumptions in a new light and question them. Here, the educator has a vital role in being the guide and facilitator.

Impact: The result indicated that it is vital for the educators to build a safe relationship with the students. The relationship is a precondition for the facilitative dialogue where the educators can ask reflective and provoking questions to stimulate critical thinking. Future nurses need to be prepared with critical thinking to enable evidence‐based clinical decisions both during clinical practice as well as when being registered nurses.

Reporting Method: SRQR guidelines.

Patient and Public Involvement: This study did not include patient or public involvement in its design, conduct, or reporting.