In 1956, Benjamin Bloom and several other educators from the University of Chicago developed Bloom’s Taxonomy of Educational Objectives (Larkin & Burton, 2008, p. 394).
Bloom’s Taxonomy was revised in 2001, to make it more relevant, which allowed other groups, like nursing, to adopt this method into their educational practices. Bloom’s Taxonomy has three domains of educational activities: cognitive – mental skills, affective – growth in feelings or emotional areas, psychomotor – manual or physical skills. Each domain has five or six subgroups levels. Each of the objectives within the domain was established as a hierarchal framework based on the idea that lover-level knowledge must be mastered prior to obtaining higher level knowledge. Nursing is using the Revised Bloom’s Taxonomy to change how nurses are educated and how nurses educate patients. “The use of Bloom’s Taxonomy has been shown to enhance student mastery of skills and concepts and critical thinking” (Eber & Parker, 2007, p. 45).
By using Bloom’s Taxonomy as the framework for education, this method will have long-lasting effects on improving nursing practice and patient education (Larkin & Burton, 2008, p. 402).
The cognitive domain addresses the knowledge and the development of intellectual abilities and skills need to understand and recall specific facts and patterns. This domain is broken down into six subgroups: remember, understand, apply, analyzing, evaluate, and create. The cognitive domain address the use of memory in a patient to retrieve information (knowledge) about their disease process and medications associated with that disease. For example, a patient with a chronic disease, after completing this domain will be able to establish a goal or plan, with the knowledge the patient has received about the disease and medications, which will help him or her maintain a healthy lifestyle and control over their blood sugars. The exploration of feelings and emotions is addressed in the affective domain. This domain addresses the patient’s emotions and attitude about having a disease that will need to be closely monitored for the rest of their life.
The Essay on Bloom’s Taxonomy of Education
... teaching we must utilize Blooms Taxonomy to assess our patient knowledge on what they are being taught. Reference Bloom’s Taxonomy of learning domains. Retrieved from http://www.nwlink.com ... Another example in the affective domain; how the diabetic deals with the fact that they have a disease that will need to ...
Receiving, responding, valuing, organizing, and internalizing are subgroups of the affective domain. As nurses we must assess the patient’s readiness to learn and find ways of motivating patients. When patients receive a diagnosis that will affect their everyday lives it can be overwhelming and frightening. This patient will have to come to terms with the feelings about this diagnosis and then they will be open to education process and understand why making changes to their lifestyle is important. “The psychomotor domain addresses how people use motor skills such as physical movement, coordination to complete, or engaging in a task” (Simpson, 1972).
The subgroups of the psychomotor domain are imitation, manipulation, precision, articulation, and naturalization. Once a patient has completed this domain they will have developed the skills required and incorporate these physical and motor skills into maintaining a healthy lifestyle.
References
Eber, P. A., & Parker, T. S. (2007).
Assessing Student Learning: Applying Bloom’s Taxonomy. Human Service Education, 27(1), 45-53. Larkin, B. G., & Burton, K. J. (2008).
Evaluating a case study using bloom’s taxonomy of education. Association of Operating Room Nurses. AORN Journal, 88(3), 390-402. Simpson E.J., (1972).
The Term Paper on Presentation On Diabetes Patients Patient Education
DIABETES EDUCATION. Section- 1 Diabetes-mellitus is caused by a raised blood-glucose concentration due to either insufficient insulin or the presence of factors that oppose its action (Watkins, 1998). According to WHO (1999) diabetes-mellitus describes a metabolic disorder of multiple aetiology characterized by chronic heperglycaemia with disturbances of carbohydrate, fat and protein metabolism ...
The classification of educational objectives in the psychomotor domain. Washington D.C., Gryphon House.
