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 are subdivisions that start with the simples of learning behavior and advance to the most complex. Learning begins at the first level of the taxonomy, to advance to the next level, the current level skills and knowledge must be understood (Bloom, 1956). The goal of taxonomy is to ensure that a course of learning result in the learner acquiring new knowledge, attitudes, and skills (Dave,