Blooms Taxonomy

Bloom’s Taxonomy
Holly Staples
NUR/427
December 20, 2013
Jason Palm

Bloom’s Taxonomy
Bloom’s taxonomy is an educational model developed in 1956. This was originally developed as a way to evaluate learning outcomes and create learning objectives for the learner. Bloom’s taxonomy is classified into three systems: cognitive, affective, and psychomotor (Larkin & Burton, 2008). This system is used in all types of education; it can be used in nursing education as well as for patient education. This educational system uses steps to build on knowledge to progress to the level of knowledge needed to reach the objectives for the learner. At the highest part of the domain, critical thinking is developed and applied. This system of learning has been modified to include nursing education and patient teaching. This system can be used in all types of patient education, but has been useful in management of patients with chronic diseases. Teaching patients how to understand and manage their chronic disease is an important nursing function. “The taxonomy itself is easy to understand and makes a logical progression from fundamental learning to complex synthesis” (Larkin & Burton, 2008, p. 402).
According to University of Phoenix Wk 1 Weblink Bloom 's cognitive domain (2011), the first is the cognitive domain which has six stages a learner goes through: Knowledge, comprehension, application, analysis, synthesis, and evaluation. Through this system a learner must first gain the knowledge through education. The nurse would learn information about the disease. Comprehension is taking the knowledge about the disease and understanding what the disease process is in the body. Application is applying that knowledge about the disease process. Analysis is learning to put all the information together and how to control the disease such as taking the prescribed medications or altering other factors in lifestyle. Evaluation is the last step and it involves coming up with one’s own knowledge, based on what has been learned about the disease. A nurse, at this point, would be ready to educate the patient on the disease process and implement a teaching plan tailored to the patient’s needs.
According to University of Phoenix Wk 1 Weblink Bloom 's Affective domain (2011), the affective domain is a person’s feelings toward the learning, it starts with the learner willing to receive the information. The next progressive learning is responding where the learner is required to respond to what was just learned. Then valuing which is where the learner identifies what the learning means to them, whether or not they want to learn the material. Next the learner must conceptualize the new learned behavior making it an important part of their daily lives. The last stage to completion is internalizing the learned behavior and establishing a new set of values based off this new behavior. When this stage is accomplished the learner will make this a lifelong change. A patient with a chronic illness will understand that these changes are necessary to manage the chronic illness and make these changes a daily routine and lifelong commitment. According to University of Phoenix Wk 1 Weblink Bloom 's Psychomotor domain (2011), This one is more the hands on learning aspect. The first level is imitation, this is when the learner is shown a new task to learn and they follow the commands on how to accomplish the task. Next is manipulation, this is where the learner practices correctly without needing help and to identify when a mistake has been made. Articulation is when the learner has learned the task and can modify the task to fit their needs or the situation. Naturalization is at the top of this learning process, this is where the learner can complete the task without thinking through the steps. The task is embedded in their muscle memory and the task requires no subconscious thought. At this stage the learning is complete and the patient is competent in completing the necessary tasks to manage their own health regarding their chronic disease.
In conclusion, as nurses we must understand how important patient education is to our job. As the baby boomers age, there will be even more patients developing chronic diseases and nurses must be prepared to educate and teach them how to effectively manage their health and chronic disease. It is important that nurses understand how patient’s learn and the progressive steps that a person goes through while acquiring new knowledge. By moving from a concrete simple idea to the more abstract and complicated concept, nurses will ensure complete patient understanding and compliance.

References
Larkin, B.G., & Burton, K.J. (2008). Evaluating a Case Study Using Bloom 's Taxonomy of Education. AORN, 88(3), 390-402. Retrieved from http://dx.doi.org.ezproxy.apollolibrary.com/10.1016/j.aorn.2008.04.020
University of Phoenix. (2011). Wk 1 Weblink Bloom 's cognitive domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website.
University of Phoenix. (2011). Wk 1 Weblink Bloom 's Affective domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website.
University of Phoenix. (2011). Wk 1 Weblink Bloom 's Psychomotor domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website.

References: Larkin, B.G., & Burton, K.J. (2008). Evaluating a Case Study Using Bloom 's Taxonomy of Education. AORN, 88(3), 390-402. Retrieved from http://dx.doi.org.ezproxy.apollolibrary.com/10.1016/j.aorn.2008.04.020 University of Phoenix. (2011). Wk 1 Weblink Bloom 's cognitive domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website. University of Phoenix. (2011). Wk 1 Weblink Bloom 's Affective domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website. University of Phoenix. (2011). Wk 1 Weblink Bloom 's Psychomotor domain. Retrieved from University of Phoenix, NUR427-Health and Chronic Disease Management website.