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Updated: Jul 6, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Re-Envisioning Philosophy of Nursing Science Education to Advance PhD Student Development
Megan Lippe1, Carrie Jo Braden, Sara L Gill
1Author Affiliation: School of Nursing, University of Texas Health Science Center San Antonio, San Antonio, Texas (Drs Lippe, Braden, and Gill).
Background:
A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students.
Purpose:
To describe a PhD program's innovative revision of the philosophy of nursing science course.
Method:
The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign.
Results:
Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes.
Conclusion:
The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.
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