This article examines and evaluates the supporting evidence from the prevailing models of moral development. Using the criteria of empirical relevance, intersubjectivity, and usefulness, the classical model from psychoanalytic theory, Kohlberg's and Gilligan's models from cognitive developmental theory, and the social learning theory model are reviewed. Additional considerations such as the theoretical congruency and sex role bias of certain models are briefly discussed before concluding with the current use of the models by nursing.