Nsg/427 Bloom's Taxonomy of Education
Bloom 's Taxonomy of Education
University of Phoenix
Health and Chronic Disease Management
January 21, 2013
Bloom 's Taxonomy of Education
One of the necessary goals for educating nurses is to obtain improvement in patient outcomes through the nurse’s knowledge and educating various patient populations. Bloom’s Taxonomy of education gives structure on how nurses apply knowledge into the systematic process of education. The learning process is classified to teach the approach of methodical thinking skills and broaden the depths of learning through education. First introduced in 1956, Bloom’s learning model of taxonomy was created to assess the learning needs and objectives associated with clinical reasoning. This model was implemented to assist educators to achieve their anticipated learning outcomes by enabling them to assign learning plans, according to the individual needs of the student (Duan, 2006).
Taxonomy was originally started with mindset of acquiring a goal to simplify educating students using three domains of educational activities. These domains are structurally classified using cognitive, affective, and psychomotor skills used to educate students to promote positive learning outcomes (Bouchard, 2011). Classifications are organized by level of expertise to measure the complexity of student learning outcomes. This demonstrates a pattern of educational categories that range from simple concepts to more complex areas of learning. Duan (2006) states “The nursing process involves not only knowledge and cognitive dimensions, but also motor skills and attitudes, as well as cognitive strategies (p. 3). Nurse educators are responsible for measuring the student’s ability and level of knowledge to be successful with attaining educational goals. The three domains are interconnected and dependent on the student’s educational needs. These domains are organized in stages that must be accomplished in sequential order before moving onto the next stage in the
University of Phoenix
Health and Chronic Disease Management
January 21, 2013
Bloom 's Taxonomy of Education
One of the necessary goals for educating nurses is to obtain improvement in patient outcomes through the nurse’s knowledge and educating various patient populations. Bloom’s Taxonomy of education gives structure on how nurses apply knowledge into the systematic process of education. The learning process is classified to teach the approach of methodical thinking skills and broaden the depths of learning through education. First introduced in 1956, Bloom’s learning model of taxonomy was created to assess the learning needs and objectives associated with clinical reasoning. This model was implemented to assist educators to achieve their anticipated learning outcomes by enabling them to assign learning plans, according to the individual needs of the student (Duan, 2006).
Taxonomy was originally started with mindset of acquiring a goal to simplify educating students using three domains of educational activities. These domains are structurally classified using cognitive, affective, and psychomotor skills used to educate students to promote positive learning outcomes (Bouchard, 2011). Classifications are organized by level of expertise to measure the complexity of student learning outcomes. This demonstrates a pattern of educational categories that range from simple concepts to more complex areas of learning. Duan (2006) states “The nursing process involves not only knowledge and cognitive dimensions, but also motor skills and attitudes, as well as cognitive strategies (p. 3). Nurse educators are responsible for measuring the student’s ability and level of knowledge to be successful with attaining educational goals. The three domains are interconnected and dependent on the student’s educational needs. These domains are organized in stages that must be accomplished in sequential order before moving onto the next stage in the
References: Bouchard, G. J. (2011). In full bloom: helping students grow using the taxonomy of educational objectives. The Journal of Physician Assistant Education, 22(4), 44-46. Duan, Y. (2006). Selecting and applying taxonomies for learning outcomes: a nursing example. International Journal of Nursing Education Scholarship, 3(1), 1-14. Merritt, R. D. (2008). The psychomotor domain. Research Starters Education, 1-18. Miller, C. (2010). Literature review: improving and enhancing performance in the affective domain of nursing students: insights from the literature for clinical educators. Contemporary Nurse: A Journal for the Australian Nursing Profession, 35(1), 2-17. Murphy, E. J. (2007). A review of Bloom’s taxonomy and Kolb’s theory of experiential learning: practical uses for prior learning assessment. Journal of Continuing Higher Education, 55 (3), 64-66. Williams, J. (2012). Patient stoma care: educational theory in practice. British Journal of Nursing, 21(13), 786-794.