...Bloom’s Taxonomy Eric Peppers, RN NUR/427 Version 4 Health and Chronic Disease Management October 22, 2012 Aimee Yager, RN, MSN, CPNP Bloom’s Taxonomy In 1956, Benjamin Bloom led a consortium of researchers to identify domains associated with educational learning activities. The domains were labeled cognitive, affective and psychomotor. Nursing education is driven by patient outcomes. In the modern era, healthcare providers are not only reimbursed for their care through a series of audits which gather information to justify the patient stay, but are also graded by surveying agencies on their quality of care. This focus has crossed over into the training level of nurses. When I think of Bloom’s application in nursing education, I recall the care plans we developed as student nurses. I do not recall specifically learning about Bloom’s Taxonomy, however this current research into the subject has caused much reflection, which leads me to the conclusion we were taught this concept. Critical thinking is at the heart of self-care just as much as it is at the heart of nursing. Larkin proposed, “some researchers argue critical thinking cannot be taught”, (Larkin and Burtin, 2008). Cognitive Domain The knowledge-based domain of the taxonomy is the cognitive domain. The learner is expected to gain knowledge from various types of stimuli including but not limited to oral, written or graphic information. Utilizing instructions, they should be able to carry out a task....
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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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...Blooms Research Tiffany Morais 08/26/2014 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...
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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 of Education as related to Nursing Education Lora L McCabe NUR 427 Bloom’s Taxonomy of Education as related to Nursing Education According to "Bloom's Taxonomy Of Learning Domains" (2013), “Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering” (1). There three domains of learning are cognitive, affective, and psychomotor. We will explore these learning domains and the relationship to patient education. Cognitive Domain Cognitive domain refers to knowledge and intellect. There are 6 categories that make up cognitive domain that range from simple to complex. Mastering these must occur in order for full comprehension. These are knowledge, comprehension, application, analysis, synthesis, and evaluation. These would be related to teaching a patient with a chronic disease process by giving them the knowledge to improve and then they make the needed changes to improve their state of health. The factual information would be supplied first, such as the needed medication, lifestyle change, testing, and the anticipated effects. Comprehension would include the patient’s ability to explain why the medication was needed, what improvements would happen with the lifestyle change. Application would be the patient making the needed changes and being able to modify the behavior for better...
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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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...taxonomy of Education and Its Use in Nursing Education Teresa Miller NUR/427 April 4, 2014 Kathy Cavanaugh RN, MSN, FNP, CCTC Bloom's Taxonomy of Education and Its Use in Nursing Education Bloom’s Taxonomy of Educational Objectives was originated by a group of educational psychologists lead by Benjamin Bloom and published in 1956. According to Larkin and Burton (2008), Bloom’s Taxonomy is a classification system used by educators to classify learning objectives and skills for students. Bloom’s Taxonomy is used extensively by health educators and nurses to structure lesson plans and outcome measurement because it moves learners from basic to higher levels of cognitive function (Larkin and Burton, 2008). In 2001, Bloom’s Taxonomy was revised by Anderson and Krathwohl, the Revised Bloom’s Taxonomy offers a hierarchy with three domains of learning: cognitive, affective, and psychomotor (Larkin and Burton, 2008). This classification system is utilized by nurses for patient education and is particularly effective for adult learners. Adult learners prefer education that is relevant, practical and organized around problems and tasks that can be applied to real-life (Su and Osisek, 2011). Therefore, this system is also relevant for nursing education because it allows the nurse to plan education that is applicable to the problem, clear, easily understood, and well documented with evaluation standards. The Revised Taxonomy works very well with continuing education for nurses...
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...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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...Human Papillomavirus Andrea Wagner NUR/427 July 25, 2011 Shannon Smith Patient Education Plan for Human Papillomavirus Infection with human papillomavirus (HPV) is very common in both women and men. More than 100 types of HPV have been found, and about 30 of these types are spread from person to person through sexual contact. There are more than 100 types of HPV, some types of HPV cause genital warts, while others cause cancer of the cervix. Two vaccines are available that can protect against some of these HPV types (The American Congress of Obstetricians and Gynecologists, 2010). HPV is a very common virus. Some research suggests that at least three out of four people who have sex will be diagnosed with a genital HPV infection at some time during their lives. HPV is primarily spread through vaginal, anal, or oral sex, but sexual intercourse is not required for infection to occur. HPV is spread by skin-to-skin contact. Sexual contact with an infected partner, regardless of the sex of the partner, is the most common way the virus is spread. Like many other sexually transmitted diseases (STDs), there often are no signs or symptoms of genital HPV infection. The infected person often is not aware that he or she has been infected (The American Congress of Obstetricians and Gynecologists, 2010). Molly S, 26 y/o Caucasian female visited her gynecologist for her yearly examination and renewal of birth control pills. She is healthy and of normal weight. Molly S. is single...
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...Patient Education Plan for Larry Garcia Timber L. Keys NURS/427 January 14, 2013 Amy Prichard Patient Education Plan for Larry Garcia An important component of a nurse’s daily responsibilities is to provide the patient with the knowledge base he or she will need to improve their quality of life after the illness. Patient education is a central part of the practice of all health professionals. Patient education services are delivered during direct care given by health care practitioners and are also available in separate programs (Redman, 2007). This patient education plan will identify and determine how to fulfill the gaps in education regarding Larry Garcia’s newly diagnosis of hypertension. Assessment of Larry Garcia Larry Garcia is a 45 year-old male newly diagnosed with hypertension during a physical examination due to the change in his company’s healthcare and wellness policy. He has been married to his wife, Monica, for 18 years; together they have 3 children, a 15 year-old son, Mark; a 12 year-old daughter, Kelly; and another daughter Andrea who is 8 years-old. Mr. Garcia has been employed as a sales representative for the past 10 years with the same company, which is considered a high pressure position that requires meeting a monthly sales quota. In addition to his immediate family responsibilities, Mr. Garcia also claims responsibilities for his parents who are aging and need assistance on a daily basis. Physical assessment reveals a middle-aged male...
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...Patient- Centered Education Plan Pascale Comeau NUR/427 July 29, 2014 Debra Ayer MSN, RN, MBA This paper will discuss of a case study related to hypertension and the lack of awareness of the disease. Hypertension is a chronic disease. Chronic illness is a condition that last six months. It can be managed but not cure. The CDC stated (2014) “As of 2012, about half of all adults- 117 million people have one or more chronic diseases. Seven of the 10 causes of death in 2010 were chronic disease. Heart disease and cancer together accounted for nearly 48% of all deaths.” The objectives of this case study are to review the history and physical, describe the disease process, and formulate a patient- centered education plan. Disease process Mr. Larry Garcia is a 45 year old Hispanic male. He was newly diagnosed with hypertension during a physical exam for his employment. He does not consult his primary physician regularly. His previous physical exam was six years ago. Larry is overweight and lack of physical activity. He does not smoke but drinks alcohol occasionally on the weekend. He complains of shortness of breath, dizziness, headache and blurry vision occasionally. However, he stated “I feel fine.” Mr. Garcia refused prescribe medication for his hypertension. He takes only one multivitamin daily. Larry is married and has three children. He has a stressful job as a sale representative. He is the only child. He assists both of his parents with their financial...
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...Patient Education Plan By: Leticia M. Kozbial-Brown NUR/427 Introduction: Coronary Artery Disease (CAD) is the most common type of heart disease. It is the leading cause of death and illness in the United States. A number of conditions result from CAD, these include angina, congestive heart failure myocardial infarct, and sudden cardiac death. CAD occurs when the blood vessels providing blood to the heart muscle become narrowed or blocked. Arteries lose some of their elasticity as we age. The lumens of the arteries become narrowed from either fatty fibrous plaques or calcium plaque deposits. If there is mild restriction in blood flow, there may be no noticeable symptoms at rest. Symptoms such as chest pressure may occur with increased activity or stress indicating that the heart is having difficulty receiving adequate blood flow. Other symptoms include heartburn, nausea, vomiting, shortness of breath, or diaphoresis. When the blood flow is significantly reduced, severe symptoms , such as angina pectoris, arrhythmias, myocardial infarction or heart failure may occur. “Atherosclerosis is the most common cause of CAD and is linked to many risk factors, primarily elevated serum cholesterol levels, elevated blood pressure, and cigarette smoking. Other risk factors include heredity, obesity, lack of physical activity, stress and diabetes mellitus.” (Sommers, 2011) Of the 500,000 deaths annually from CAD, approximately 160,000 occur before age 65. Over half of these deaths occur...
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...Diabetes Case Study NUR/427 January 13, 2011 Diabetes Case Study Diabetes mellitus (DM) is a chronic disease that affects millions of people across the nation. According to LeMone and Burke (2008), “Approximately 1.3 million new cases of DM are diagnosed each year in the United States” (pg 563). The Centers for Disease Control and Prevention estimate that 23.6 million people in the United States have DM. Collectively 17.9 million people were diagnosed and 5.7 million people were undiagnosed with DM in the year 2007. Of all the documented cases 90-95 percent have type II DM and the remaining 5-10 percent have type I DM (Centers for Disease Control and Prevention, 2008). In the United States DM is the sixth most leading cause of death by a disease. Deaths are commonly caused by the cardiovascular effects associated with DM that result in coronary artery disease, atherosclerosis, and stroke. People diagnosed with DM are two to four times more likely to have heart disease or have a stroke than people who are not diabetic. DM is the leading cause of end-stage renal disease in the United States. DM is also the most common cause of nontraumatic amputations and newly diagnosed blindness (LeMone & Burke, 2008). Signs and Symptoms Before someone is diagnosed with DM he or she usually experiences common signs and symptoms of the disease that leads him or her to see a physician. In type I DM the signs and symptoms that commonly present are the result of hyperglycemia. According...
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...Personal Impact Paper: Lyme Disease Eric Bickhart University of Phoenix student NUR/427 August 4, 2014 Amy Highland Personal Impact Paper: Lyme Disease “Since its identification nearly 30 years ago, Lyme disease has continued to spread, and there have been increasing numbers of cases in the northeastern and north central US. The Lyme disease agent, Borrelia burgdorferi, causes infection by migration through tissues, adhesion to host cells and evasion of immune clearance” (Steere, 2004). This disease is transmitted to humans from the bite of the Blacklegged (deer) tick. It usually produces a bulls-eye rash, but not in all cases. According to National Library of Medicine (2013), "Stage 3 or late disseminated Lyme disease can cause long-term joint inflammation (Lyme arthritis and heart problems. Brain and nervous system problems are also possible" (Outlook (Prognosis)). Lyme disease has afflicted a high school basketball coach and gym teacher of a small school in Liberty, Pa at age 36. He is the father of two children and a member of a local sportsman's club. He has been dealing with the ongoing symptoms related to chronic Lyme disease for about seven years. It has been a life altering disease for a previously active young man. He reports symptoms as severe pain and swelling in all of his joints that inhibit full rotation similar to rheumatoid arthritis. Also, he has persistent severe back pain which keeps him on the sidelines during most of his career and...
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...Personal Impact Paper NUR/427 January 18, 2016 Personal Impact Paper Living with a chronic disorder may affect a person and their family's lives. These disorders affect a person's physical and psychological health, emotions, independence, and their jobs. Depending on the disorder and severity determines treatment options that can affect the person financially. With today's medicine, technology, and resources people can manage and live a life. Learning to live with a chronic disorder can be emotional and takes time to accept. Millions of people worldwide live with epilepsy. One in twenty-six will develop epilepsy. The causes are unknown in two-thirds of patients. This neurological disorder causes a disruption in brain cells, which can cause seizures, sensations, unusual behavior, or loss of consciousness. Epilepsy treatment depends on the severity and frequency of seizures, a person's overall health, medical history, and age. These treatments may include medication, diets, surgery, epilepsy devices, and epilepsy first aid. A young woman, Nichole was nineteen years old, and just completed an emergency medical technician (EMT) school when she had her first grand mal seizure. She had to learn about and how to live with this disorder. As a way to help herself and others, she began posting videos titled Nichole's epilepsy on youtube.com: https://www.youtube.com/channel/UC1BIjErzoq8oH9apq_DPpiw. She shares her feelings of depression and the loss of her independence...
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