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Updated: May 27, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Knowledge for re-forming nursing's future: standpoint makes a difference.

Patti Hamilton¹, Marie Campbell

¹Midwestern State University, Wichita, Falls, Texas, USA. patti.hamilton@mwsu.edu

ANS. Advances in Nursing Science

|November 10, 2011

Summary

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Nurses

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Area of Science:

Healthcare Management
Nursing Science
Health Services Research

Background:

Healthcare systems often prioritize administrative knowledge over direct patient care expertise.
Nurses' direct care knowledge is crucial for safe, efficient, and effective healthcare delivery.
Existing research highlights a disconnect between frontline nursing experience and high-level decision-making.

Purpose of the Study:

To emphasize the critical need for nurses' active participation in reshaping healthcare.
To analyze the divergence between "boardroom knowledge" and direct care knowledge in healthcare.
To advocate for the integration of nurses' unique perspectives into healthcare reform.

Main Methods:

Analysis of empirical evidence comparing different forms of healthcare knowledge.
Examination of how direct care knowledge is transformed into administrative information.
Qualitative assessment of nurses' standpoints in healthcare settings.

Main Results:

"Boardroom knowledge" operates with different priorities than direct care knowledge.
Nurses' direct care knowledge is essential for safe and effective patient outcomes.
The process of "working up" nursing knowledge often overlooks its full value and context.

Conclusions:

Nurses must be empowered to lead healthcare reform based on their direct care expertise.
Recognizing and valuing nurses' unique knowledge is vital for improving healthcare.
Healthcare reform requires incorporating the comprehensive understanding that nurses possess from their frontline experience.