Curriculum evaluation can be undertaken from a
variety of perspectives and using a range of
methods, and under the influence of their statu-
tory bodies nurses and midwives in the UK have fo-
cused more than comparable disciplines (such as
medicine and social work) on measuring and justi-
fying their learning and teaching activity through
regular local evaluation and quality assurance pro-
cedures. Until the move into higher education
they have not, however, always published the
work with the same enthusiasm. An early focus
could be said to have been on outcomes, driven
by the then General Nursing Council’s fascination
with ‘behavioural objectives’ drawn from Bloom
et al.’s taxonomy of knowledge domains