Original articlesProposing Standards for Teaching Authentic Nursing KnowledgeHanna, Debra R. PhDAuthor Information The Barbara H. Hagan School of Nursing, Molloy College, Rockville Centre, New York. Correspondence: Debra R. Hanna, PhD, The Barbara H. Hagan School of Nursing, Molloy College, 1000 Hempstead Avenue, Rockville Centre, NY 11571 USA ([email protected]). Portions of this article were given in a podium presentation at a conference at Case Western Reserve University, Cleveland, Ohio, on March 22, 2019.The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Advances in Nursing Science: January/March 2020 - Volume 43 - Issue 1 - p 42-49 doi: 10.1097/ANS.0000000000000305 Buy Metrics Abstract This article's purpose is to propose ideas about developing teaching standards for each of 4 learner levels that lead to 4 types of nursing practice. The learner levels and types of practice are undergraduate/basic practice, graduate/enhanced practice, doctor of nursing practice/translational practice, and research doctorate/knowledge development practice. Each learner level requires different content and different teaching strategies. Thus, teaching at each level requires different teaching standards. This article is written in separate parts. Each section develops necessary ideas to support a set of recommended teaching standards needed to teach authentic nursing theoretical thinking at each level of nursing education. © 2020 Wolters Kluwer Health, Inc. All rights reserved.