A Review of Fundamental Models of Knowledge in Nursing Nursing takes on a different form of learning that reflects different aspects and skills that encompass a wide range of skills and shapes ways of knowledge in nursing. The article, “Fundamental Models of Knowledge in Nursing,” incorporates multiple theories associated with nursing learning models. This is a literature review that helps identify and understand the knowledge practiced by nurses and better understand the nursing profession. The purpose of the document was to evaluate learning expectations within the nursing field based on the four areas of nursing which include empiricism, aesthetics, personal knowledge and ethics. Empiria The first step (Carper, 1978). Nursing is an art. Performing and caring for a patient requires a set of skills involving expressive details that can be subjective. Aesthetics can contain an emotional component with both the patient and the nurse. Empathizing with a patient provides the nurse with knowledge and helps the nurse perceive what the patient is experiencing and allows the nurse to provide better care by understanding the patient's experiences (Barbara A. Carper, They Provide Morals and they are used to form what is best and the right action to take. Ethics can be controversial, but the nurse must keep in mind the patient and his morals. The nurse must understand the different positions of what is good, what is right, what should be done, the complexity of moral judgment and the obligations required of it (Barbara A. Carper, 1978). Unethical actions endanger social judgment , the patient and personal morality. Helps learning personal values ​​and moral judgments form ethics in nursing learning. Use knowledge models. Each of the four components serves as an individual discipline. They are capable of functioning on their own, but when it comes to nursing practice, all four components must be incorporated. The meaning of knowledge models suggests that the structure of the discipline that must be present for learning does not represent the complete approach to problems and/or questions and that the knowledge of knowing can change (Barbara A. Carper, 1978) . Knowing the restrictions helps change the learning process and create new models.