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Updated: Jun 12, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Re/Affirming and re/conceptualizing disciplinary knowledge as the foundation for doctoral education
JoAnne Banks-Wallace1, Laurel Despins, Sheila Adams-Leander
1Sinclair School of Nursing, University of Missouri-Columbia, Columbia, MO 65211, USA. Banks-wallacej@missouri.edu
Abstract:
Global shortages of nurses, limited resources, and increasing transnational crises mandate changes in healthcare planning and delivery. Disciplinary knowledge is integral to the development of nurse practitioners and researchers who can provide leadership role in addressing critical healthcare problems. This collaborative meditation examines how critical reflection about disciplinary knowledge in the context of nursing doctoral education facilitates this endeavor. Factors that constrain the development of disciplinary knowledge are discussed. Suggestions for further development of disciplinary knowledge are offered.
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