Bloom’s revised taxonomy provides a theoretical framework that enables the systematic structuring of educational program objectives by classifying cognitive learning into six stages. This model, consisting of the stages of knowledge, comprehension, application, analysis, evaluation, and creation, serves as a guide in planning students’ cognitive development processes. Case analysis, problem-based learning, clinical skill stations, and scenario-based applications, which are widely used in nursing education, are consistent with Bloom’s approach that supports higher-order thinking skills. These activities contribute to the development of students’ critical thinking, problem-solving, and clinical decision-making skills. Fink’s Meaningful Learning Taxonomy, on the other hand, approaches learning from six dimensions, offering a holistic perspective that goes beyond cognitive skills. This model, which includes the elements of basic knowledge, application, integrated learning, human dimension, change of perspective, and learning to learn, aims to support both the academic and personal development of students. Assessments based on Fink’s taxonomy in nursing education contribute to strengthening ethical sensitivity, empathy, self-management, professional identity development, and interdisciplinary connection skills. This study demonstrates the application of Bloom and Fink taxonomies in nursing education programs through examples of case-based teaching, clinical simulations, rubric development, and digital learning environments. The use of taxonomy-based assessment tools enables the objective and systematic monitoring of students’ development in cognitive, affective, and psychomotor domains. Therefore, when Bloom’s constructivist approach and Fink’s student-centered and meaning-focused model are evaluated together, it is possible to develop a nursing education design that is appropriate for the needs of the digital age, ethically grounded, and holistic.