...Bloom's Taxonomy of Education and its use in Nursing Education xxxxxxxxxxxxx NUR/427 February 25, 2013 Jason Palm Abstract Bloom’s Taxonomy is a classification of learning objectives in education. It divides these objectives into three domains which are (a) cognitive, (b) affective, and (c) psychomotor. By focusing on these three domains, we can observe how nurses can use these domains to care for and help educate patients with chronic illnesses. Bloom's Taxonomy of Education and its use in Nursing Education Bloom’s Taxonomy is a classification of learning objectives in education that was developed by a committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge must be mastered before acquiring higher level knowledge. In 2001, Bloom’s taxonomy was revised. According to Bouchard (2011) “The 2001 revision produced a more authentic tool for curriculum planning, delivery, and assessment that is better suited for use in all educational settings.”(p. 45). The Revised Bloom’s Taxonomy is a tool that can be used by nurses everywhere who educate patients. This tool allows nurses to ensure that (a) their education session is focused and clear, (b) is well documented, and (c) has standards for evaluation. This paper will focus on the three domains (a) cognitive, (b) affective, and (c) psychomotor identified in Bloom’s Taxonomy and how these domains can be applied to nursing education. Nurses who familiarize themselves with Bloom’s...
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...Bloom’s Research and Response Janet Ibrahim NUR/427 April 13, 2015 Trecia Jones Bloom’s Research and Response The use of Bloom’s Taxonomy of Education in nursing education provides a guideline for data collection, data analysis evaluation and implementation of a working plan. In other words, it maps out the critical thinking process. Critical thinking is a valuable skill that nurses must have to provide quality nursing care as well as being accountable and responsible for educating patients in health care settings. There has been extensive research conducted on Bloom’s Taxonomy of Education and its use in Nursing Education. For example, in secondary school most of us are taught to memorize information for testing purposes. (Concialdi, 2013). We have to recall certain facts or pieces of information and not having to apply information to reach a certain outcome or goal. In nursing, Bloom’s Taxonomy allows students to use knowledge taught to critically think In 1956, Benjamin Bloom and his colleagues developed Bloom’s Taxonomy, a classification of learning objectives within education. Using Bloom’s Taxonomy as a framework to develop lesson plans and measurable educational objectives will ensure that all facets of the patient’s health needs are addressed in the educational phase of nursing care and serves as a foundation for the beginnings of educational research. The taxonomy is divided into three domains, the cognitive, affective and psychomotor. Within the three domains...
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...Bloom's Taxonomy and its use in Nursing Education NUR/427 October 27, 2014 Dr. Shannon Smith Bloom's Taxonomy and its use in Nursing Education Registered Nurses (RN) make a commitment to being life-long learners. It is imperative that we stay up-to-date and current on standard practice in order to provide optimal education to our patients in managing chronic illness and disease. The origination, revision and domains: cognitive, affective, and psychomotor aspects of Bloom’s taxonomy in education and its use in nursing education will be the main focus of the following essay. In 1956, Benjamin Bloom along with a group of other educational psychologists published Bloom’s Taxonomy of Educational Objectives. Educators of health use Bloom’s taxonomy to classify skills and learning objective for students. A revision of bloom's taxonomy by Anderson and Krathwohl in 2001 offers a range of three domains for learning which include cognitive, affective and psychomotor (Larkin and Burton, 2008). This system remains more effective to adult learners and is widely used by nurses for patient education. According to (Su and Osisek, 2011), education that is practical, relevant, and organized focusing on the problems and tasks that are applied to real life is preferred by the adult learner. Using this system allows nurses to plan for educational opportunities to a particular problem that is clear, concise and is easily understood by the patient. Using this system also allows documenting...
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...Bloom's Taxonomy of Education and its use in Nursing Education A primary goal of nursing continuing education is to maximize nurses' capability to advance the outcomes of patient care. This effort requires nurses to convey what they have learned into their practice. To achieve this transference, there must be a knowledge base of concepts relating to the particular issue. Teachers can assist the transfer of knowledge by using instructional strategies that incorporate the subject matter and critical thinking methods. One way of achieving this objective is to use the Revised Bloom's Taxonomy outline. This article the importance of the Revised Bloom’s Taxonomy to nursing education and how to design a lesson plan focusing on transferring knowledge (Osisek & Su, 2011). In 1956, a committee under the direction of Dr. Benjamin Bloom, produced the initial Bloom’s Taxonomy to stimulate advanced methods of rational in education. As opposed to remembering facts, it focuses on analyzing and evaluating. There are six key reasoning categories that range from modest to complex. The types are knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain knowledge, involves the capacity to remember details and explicit information that serve in the development of intellectual capabilities and skills. Comprehension entails the ability to understand the meaning of theories. Application requires the student to apply the...
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...Bloom’s Research and Response Bolanle Oladele NUR/427 Bloom’s taxonomy is framework for understanding the way students learn. This taxonomy is one of the most widely used taxonomies in the field of education, and it is also one of the easiest taxonomies to understand. Although Bloom’s taxonomy was developed in the 1950’s before students began using computers on a regular basis, it is relevant for online learning today. One of the basic questions facing educators has always been “where do we begin in seeking to improve human thinking? Fortunately, we do not have to begin from the scratch in searching for answers to this complicated questions (Forehand, 2012). Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviors that were believed to be important in the process of learning. Eventually, this framework became a taxonomy of three domains: the cognitive; knowledge based domain, the affective; attitudinal based domain, and the psychomotor; skills based domain (Forehand, 2012). The applications of the research conducted have been helpful to Nursing Education because it helps to improve patient outcomes. According to Su & Osisek (2011), one of the essential goals for continuing education...
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...Bloom's Taxonomy Gina Hern-Martinez NUR/427 Bloom's Taxonomy Bloom’s taxonomy is a categorization of the levels of learning and thought processes. It shows the progression of learning from simple remembering of information to understanding, application, analysis, evaluation and creativity. (“How to Use Bloom’s Taxonomy”, 1999-2013). Nurses use the three domain of cognitive, affective, and psychomotor to help with nursing education and patients with chronic diseases on a daily basis. This paper will describe the research and application on how to manage patients with chronic disease and the three domain of Bloom’s Taxonomy. Bloom’s Taxonomy offers a framework for meeting nursing education goals. It is also a tool that nurses can use to educate their patients with chronic diseases, to ensure that what is thought is focused, clear, has standard of evaluation and is well documented. One of the essential goals for taking care of patients with chronic disease is to enhance nurses’ ability to improve patient care outcomes. Toward this goal, learners need to transfer learned knowledge to actual practice. Achieving effective transfer requires knowledge of thinking paradigms in relation to specific subject content. Educators can facilitate knowledge transfer by developing instructional designs that incorporate subject content and cognitive processes related to the use of the subject content. (SLACK Incorporated, 2011). Chronic diseases are diseases of long duration and...
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... Nur/427 Instructor-Amy Highland Bloom's Research We as nurses use the Bloom's Taxonomy of education daily. The Bloom's Taxonomy of education was founded in 1956 by Benjamin Bloom and other educators from the University of Chicago Hauenstein 1998). The Bloom's Taxonomy of education is objective that help with the development in assisting nursing students and educators with tools for testing, caring for patients and outlines for us to chart. The Taxonomy structure is helpful because it help address the patients’ needs and directs the care to the patient. The Bloom's Taxonomy is conducted of three different domains which are taught and outline. The domains are cognitive, affective and psychomotor. We use these domains in nursing on a daily basis to teach, apply and evaluate effective learning by our patients. The Blooms taxonomy gives us nurses tools and guidance to assist us in teaching our patients and making sure the patients understand what they have been taught by their nurse. Cognitive domain is to remember, understand, apply, analyze, evaluate and create. For example in healthcare we assess our patients learning needs and abilities. Making sure our patient can remember the directions or instructions we have given them. If we give the patient medication, we explain why they are taking it and the side effects it may have, and the patient should be able to remember what has been explained to them. Nursing needs to make sure the care providing and informing...
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...Blooms Research and Response Carrie Cherrie NUR/427 July 2, 2015 Lois Manning Blooms Research and Response Blooms taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom. (The Cognitive Domain, n.d.) An essential goal in nursing is to continue education to enhance the nurse’s ability to improve patient care outcomes. Bloom’s theory of education provides the guidelines to promote higher forms of thinking, such as analyzing and evaluating rather than just remembering facts. (The Cognitive Domain, n.d.) The revised Bloom theory provides the framework for nurses to transfer their knowledge to everyday practice. The application of research conducted in Bloom’s taxonomy on nursing education focuses on teaching, organize lesson plan, assess and evaluate. The application of the research is also used to create learning objectives and instructional outlines for written educational materials. (Su & Osisek, 2011) For example, nurses have to teach patients about different disease processes and need to have the knowledge to know how to effectively teach a patient. Bloom identified three domains of educational activities or learning categories. The three domains are cognitive, affective, and psychomotor. The first domain is cognitive, which involves knowledge and the development of intellectual skills. (Su & Osisek, 2011) There are six major categories of cognitive processes, ranging from the simplest to complex. The...
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...Bloom’s Research and Response Ralph Guzman NUR/427 June 1, 2012 Professor Smith Bloom’s Research and Response Teaching is something that goes hand-in-hand with nursing. As the teaching role for the Registered Nurse (RN) expands so must the nurse’s teaching skills through continuing education. Because of the diversity of patient population, hospitals and public heath settings the RN should be well prepared to effectively teach patients from all walks of life ie., education, age, culture, religion, etcetera (Crosby, 1977). This essay will go over Bloom’s taxonomy of education and its use in nursing education, the applications of the nursing research conducted on nursing education and will touch on the three domains outlined in Bloom’s taxonomy. In 1956 Benjamin Bloom along with educators from the University of Chicago developed Bloom’s taxonomy of educational objectives. There are three domains in Blooms taxonomy: cognitive, affective and psychomotor. Cognitive : In the cognitive domain learners , which for the purpose of this paper would be a patient, patients would be expected to retrieve information from long-term memory such as knowing what medications are used for and what the side effects might be for that specific medication. After being taught, patients would be expected to be able to verbalize the meaning of oral , graphic or written information; such as being able to verbalize how to recognize the signs and symptoms...
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...Bloom's Taxonomy of Education Benjamin S. Bloom contributed to education policy and practice in the history of education. Bloom’s research directed the advancement of many educational programs and provided tools for educator to help students learn. His research on education was conducted from 1940 to 1959 and focused on the relationships between methods of instruction, educational outcomes and measurement of those outcomes. Bloom’s wrote his first book in 1950 which led to the work , the “Taxonomy of Educational Objectives.” His most distinguished contribution to teaching and learning was developing a theory for teachers to provide correct instruction for their students. The revised Bloom’s Taxonomy is used as a framework for continuing education . The purpose of continuing education is to improve nurses’ skills to provide quality patient care. Nurses need to transfer her knowledge from continuing education to everyday practice. Educators can aid the process or transferring knowledge but not to acquire instructional outline. The revised Bloom’s taxonomy incorporates instructional outline into the taxonomy plan to support transfer of knowledge and helps educators to create correct instruction. The application of the research conducted on Bloom’s taxonomy on nursing education provides guidelines to teach , organize lesson plan, assess the strategies in teaching and to evaluate the strategies of teaching. The application...
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...Bloom’s Taxonomy and Nursing Care Sherrie Fetterman Health and Chronic Disease Management/NUR427 October 3, 2011 Gina Stephens Bloom’s Taxonomy and Nursing Care An estimated 99 million Americans currently suffer from a form of chronic disease and will enter the health care field unknowing what to expect (Annuals of Internal Medicine, 2011). Disease knows no boundaries nor is there any age limitations. What is consistent, is the disease inflicted patients need to learn about their disease and how to live normal lives regardless of their literary level. In 1956, Benjamin Bloom and a group of educational psychologists developed Bloom’s Taxonomy, a classification of levels of intellectual behavior important in learning. The taxonomy has three domains: the cognitive, affective and psychomotor. Each domain begins with the most basic learning level, and increases to the more intellectual level of learning. As Larsen and Lubkin states, “The teaching-learning process is characterized by multifaceted, dynamic, and interactive exchanges that are fundamental to client-family education and nursing practice” (p. 320). Bloom’s Taxonomy of Education equips nurses with the tools necessary to help patients and family members become successful in coping with their chronic illnesses. The findings of the cognitive domains represent use of knowledge and mental skills of the patient, and is further divided into 6 levels from the lowest level to the highest level...
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...Bloom's Research and Response NUR/427 January 20, 2015 Trecia D. Jones, MSN, RN, CNL Bloom's Research and Response According to Bloom’s Taxonomy of Learning Domains, learning is divided into three main domains: cognitive is the thinking domain, affective is the emotion and feeling domain, and psychomotor is the physical and kinesthetic domain. Included in each domain is a taxonomy or classification. The taxonomies proceed from the simplest to most complex levels of the domain. The Cognitive Domain The cognitive domain includes content knowledge and the development of intellectual skill. There are six levels in the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is remembering or retrieving previously learned material. Verbs that describe this level of learning include: arrange, define, describe, list, memorize, recognize, and select. Comprehension is the ability to compose meaning from the material. Verbs that describe this level of learning are: explain, record, classify, summarize, and illustrate. Application is the competence to use the learned material or to implement material in new and concrete situations. Verbs used in this level of learning are use, apply, solve, produce, implement, and perform. Analysis is the ability to break down or to distinguish the parts of the material into its components so that its organizational structure is understood. Keywords at this level of learning are as follows: analyze...
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...Formative Evaluation Course, Unit, and Lecture Objectives with Analysis of Levels of Bloom’s Taxonomy A key goal of nursing education is the development of a student’s ability to apply theoretical knowledge to actual practice. Appropriate learning objectives guide instructors to develop and design instructional and assessment method that will help achieve this goal. McDonald (2007) stated “Taxonomies provide a useful framework for the development of objectives that accurately reflect the levels of learning” (pg. 43). Bloom’s Taxonomy is commonly utilized and facilitates the acquisition of new skills through use of sight, emotion, and action pathways (Benner, Sutphen, Leonard, & Day, 2010). Community Health Course Objectives: At the end of this course, the student will be able to: 1. Identify the role of the nurse in health promotion, teaching, and disease prevention and effective health planning and community assessment concepts. Analysis – This objective requires students to recognize and understand the roles community health nurses play in health promotion and community health agencies. 2. Implement community health concepts through a practicum at a community health agency. Application - Students will have the opportunity to apply concept learned in the classroom to community health situations experienced at a community health agency. 3. Examine basic epidemiological, surveillance, and environmental...
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...A student in Higher Education and a Future Healthcare Practitioner. In this essay I will explore my initial reflections on my role as a student in higher education. There will a discussion on my role as a future healthcare practitioner and the efforts I need to make to achieve the professional status of a nurse. I will discuss my learning styles and identify key developmental needs to be addressed. There will be discussions on the concepts of professionalism and accountability. In the United Kingdom today all newly qualified nurses must have a nursing degree as required by The Nursing and Midwifery Council. This significant overhaul to Florence Nightingale’s eighteenth century era, apprenticeship style learning system (Bradshaw, A. 2001), has led to fundamental changes in nursing education in the twenty first century; both in theory and practice. Today nurses are challenged with up-to date demands, including innovative medical treatments, leading to an aging population, with complex health values (Cherry, B. 2005). In addition, knowledgeable patients, who are averse to being told what to do but expect greater involvement in their own care planning. The need for graduate nurses is supported by the Willis Commission Report (2012) which argues that ‘our future healthcare services will require graduate nurses nursing and leading healthcare teams in a variety of roles, providing care in many settings’. The concept of accountability and professionalism was highlighted at the...
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...Class Nurse Education Seminar 2 Click Link Below To Buy: http://hwcampus.com/shop/nur-649e-complete-class/ Discussion Questions week 1-8 Week 1: Question 1= Find a research article on designing learning activities that promotes critical thinking. Summarize the article for your classmates in 1-2 paragraphs. Explain why you chose this study and how this information could be used in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. (Note: It is a violation of copyright law to post the entire text of an article to an online discussion board. Post only the citation information so that it can be referenced by others. Use correct APA format for citations.) Question 2= Teaching in Nursing: A Guide for Faculty lists several principles for selecting learning activities. Select one of the principles and explain why it would be important to you in your selected area of education (academic, staff, or patient). Week 2: Question 1= Review “Code of Fair Testing Practices in Education,” located on the American Psychological Association website at http://www.apa.org/science/programs/testing/fair-code.aspx. What are your thoughts after reading the document? Did you realize it existed? How does the code apply to nursing education? The Code of Fair Testing Practices in Education is over...
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