Diversity, equity and inclusion (DEI) are recognised as essential components of nursing education and clinical practice. The DEI framework aims to broaden knowledge and reduce health disparities. However, the ways in which DEI is applied may vary across national and educational settings due to its context-sensitive nature. The present study aimed to explore how Swedish undergraduate nursing students in their final semester described the phenomenon of DEI within the context of their education. Data were collected through sentence-completion involving 43 participants. The completed sentences were analysed using content analysis, and the study is reported in accordance with COREQ (i.e. Consolidated Criteria for Reporting Qualitative Research) guidelines. Three main categories emerged: 1) Recognising diversity as a foundation of nursing education and practice; 2) Advancing equity in nursing education and person-centred systems of care; and 3) Promoting inclusive practices in nursing education and healthcare delivery. The participating students viewed DEI as interconnected and multifaceted concepts, demonstrating reflective awareness and an ethically grounded understanding of DEI principles as integral to nursing education and practice. The findings highlight the importance of context-sensitive approaches to integrating DEI into nursing education and clinical practice.