Nursing education is a knowledge domain that requires higher order thinking (critical thinking) for making decisions that impact outcomes of human health. The goal of nursing education is to develop novice experts in nursing knowledge and clinical practice. In order to achieve this goal, nursing education must employ instructional approaches that are effective and efficient in developing higher order thinking and novice expertise. Instructional design theories can assist in achieving this goal. The "conceptual elaboration sequencing" (CES) approach from the elaboration theory of instruction proposes that application of the CES will promote learner engagement of higher order thinking and development of domain expertise. Using a post facto multiple case study design, this external validation study explored instructional strategies consistent with the CES approach from a research methods course taught within a nursing program. The constructs examined included the cognitive process of "analysis" and "conceptual domain expertise." Nursing literature identifies "analysis" as the most common cognitive process examined in nursing education. Analysis is recognized as a cognitive process required for development of "expertise" according to the literature on critical thinking. Fourteen nursing students were designated as individual cases providing 42 sources of data. Interpretational analysis was used to identify units of analyses representative of the definition for the cognitive process of "analysis," as defined by Bloom's Taxonomy, and "conceptual domain expertise," as defined by elaboration theory of instruction. Descriptive analysis provided quantification of the interpretational analyses findings. In response to the instructional strategies consistent with the CES, the 14 cases provided evidence representative of the cognitive process of analysis and conceptual domain expertise. The current study provided replication from previous research findings that supports external validation of the CES. Replication of the study within nursing education would begin to build the body of evidence-based instructional practices called for by the American Association of Colleges of Nursing. The study extends the body of research on elaboration theory of instruction and provides preliminary research on the "conceptual elaboration sequencing" approach. The study offers instructional designers and practicing educators with an evidence-based instructional approach, that promotes higher order thinking, and is an approach that is consistent across multiple educational domains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]