Bloom's Taxonomy: Nursing Education
Like most areas of life, education has increased in complexity. Many new philosophies and a deeper understanding of the human mind have brought about a myriad new ways to educate students for their future lives and careers. Further complicating this is the fact that not all students respond uniformly to the same educational system or method. In addition, specific areas of study and their related professions have seen changes in focus and value systems, which need to be taken into account in the classroom. This is also true of nursing education. For this reason, Bloom's taxonomy of education has been found to apply well in terms of the cognitive, affective, and psychomotor skills required in nursing excellence.

The first domain of Bloom's taxonomy is the cognitive (Jones and Bartlett Publishers, n.d., p. 101). The focus of this domain is learned facts, including recall and recognition of these facts.….

Bloom's Taxonomy is a way of evaluating educational goals as they relate to student performance. The taxonomy was developed originally as more of a measurement tool, to serve as a common language about learning goals to help individuals communicate ideas pertaining to subject matter and grade levels. The idea was that this common language would serve to facilitate a basis for determining a particular curriculum, and the alignment of objectives, activities, and assessments (Krathwohl, 2002).
According to Halawi, McCarthy, and Pires (2009) Bloom, Englehart, Furst, Hill, and Krathwohl categorized learning into three domains of behavior, cognitive, affective, and psychomotor. Bloom further categorized these domains into simple and complex classifications. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities and skills. The affective domain concerns changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment. The psychomotor domain encompassed the….

Bloom's Taxonomy: Grading eading Comprehension
Bloom's Taxonomy offers a sequential method of grading a student's ability to comprehend a higher-level work of academic writing. According to Granello (2010), while she grants that the stages of the taxonomy are not absolutes, they are useful in painting a general portrait of how the "predominant skills and assumptions are perceived" by the teacher of the student's maturity and depth of perception (Granello 2001, 299).

The first stage of understanding is that of simple knowledge. For example, someone reading an article on Shakespeare should be able to understand that the main idea of the work was focused on the tragedy of Hamlet, and the specifics of the play. The second stage, comprehension, is the ability to understand and explain the main ideas of the work. Someone with only a rough knowledge of how to assimilate academic material often simply lists facts when trying to describe what….

eflective Teaching

This last element of diversity education also creates a place for reflective teaching, which is also directly encouraged by an examination and application of Bloom's taxonomy of learning. Analyzing student achievement with an eye towards the improvements diversity education is expected to instill allows for a deeper analysis of the teaching methods and perspective being utilized. The direct application of Bloom's taxonomy in the development of lesson plans and activities also necessarily depends upon the questioning and analysis of teaching practices, and the constant reexamination of these practices as student achievement and progress provides feedback to the instructor. Producing higher order learning and interactions requires a constant conscious attention to the details of learning activities and levels of engagement, and this places the use of Bloom's taxonomy -- for increased diversity as well as other purposes -- squarely in the realm of reflective teaching.

Conclusion

The basic tenets of behaviorism provide….

Abstract
Learning objectives help keep nursing students focused on the goals of their academic and professional careers. Using Bloom’s taxonomy, it becomes easier to identify the core competencies and underlying purpose of specific and general learning objectives. This paper reveals two specific and measurable personal learning objectives using Bloom’s taxonomy, linking those objectives to the overarching DNP learning objectives.
Learning Objectives Using Bloom’s Taxonomy
Bloom’s taxonomy has been described as a “framework for categorizing educational goals,” (Armstrong, 2017, p. 1). Although the original taxonomy was developed in the 1950s, a revised edition has been used since 2001. According to Armstrong (2017), the revised version of Bloom’s taxonomy offers “a more dynamic conception of classification,” (p. 1). Using action words, Bloom’s taxonomy encompasses the following elements: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Bloom’s taxonomy helps to define and clarify learning objectives for nurses.
Measurable Learning Objective: Explicate the Importance of Evidence-Based Practice
Evidence-based practice is….

The Old vs. the New Versions of Learning Classifications
The classification levels of intellectual behavior advocated by enjamin loom and his fellow educational psychologists in 1956 were listed as verbs (Atherton, 2013). In their time, intellectual behavior was seen as a formal and concrete accomplishment; hence, they were stated as nouns. They gave strongest recognition to knowledge, followed by comprehension, application, analysis, synthesis, and, last, analysis. loom's taxonomy classifies learning objectives, which he and his team considered important in learning. His former student, Anderson, modified this concept in the 90s. First, he and his team changed the objectives from nouns to verbs, to mean that learning is an act -- which is never complete -- rather than an accomplishment that is final and complete (Atherton).

Anderson's new version gives the highest recognition to remembering, then to understanding, applying, analyzing, evaluating, and creating, in that order (Atherton, 2015). It also places these actions….

Valuing: A range of acceptance that is placed on the information being received.

Organization: this is the organizing of the values by contrasting differing values.

Internalizing Values: This has to do with the learners value system and how the learner assigns value.

The Psychomotor category includes physical aspects of movement, as well as coordination in movement. There were not subcategories in the Psychomotor development category.

Critics of loom:

There are those critics who claim that loom's taxonomy lacks comprehensiveness in certain areas and other claim that it is altogether too narrow as it has not included all of the necessary learning outcomes that are expected in schools. loom maintains that lack of physical as well as mental growth early in life is a permanent loss, but Tanner (1963) 'found evidence that even when physical growth is severely student for a time by malnutrition or illness, the organism has a target-seeking tendency to return to its….

VideosA. Elementary School Video: \\\"Practicing Presentation and Audience Skills through Science Presentations\\\"Example of Piagets or Vygotskys cognitive development theoriesThe teacher applies Piaget\\\'s Concrete Operational stage by allowing students to think logically about concrete events. This could be evident if students are presenting concepts using tangible objects or demonstrations. Plus, if the teacher emphasizes collaborative learning and scaffolding, it might be an application of Vygotsky\\\'s theory, where learning is a social process.ExplanationIf students are using hands-on demonstrations, it aligns with Piaget\\\'s belief that children in the Concrete Operational stage benefit from concrete experiences. If there is a focus on peer interactions and teacher guidance, it aligns with Vygotsky\\\'s emphasis on social interactions and the Zone of Proximal Development.B. Middle School Video: \\\"Using Discourse to Support Students Understanding of Multiplying Fractions\\\"Learning BarrierA potential barrier is the students\\\' difficulty in grasping abstract mathematical concepts or visualizing the multiplication of fractions.Addressing the BarrierThe teacher….

Ideally, faculty would also engage in an ongoing effort to speak their students' languages.
Active, inquiry-based, and cooperative learning are central components in authentic education. Students must engage in constructive, multi-modal, and multi-dimensional activities in order to fully understand the curriculum and the learning process. Thematic, multi-sensory learning stations throughout classrooms provide students such opportunities. Quiet study areas and objects reflecting student interests also encourage meaningful learning. Activities that allow students to explore their learning styles enhance educational experiences and bolsters academic success. In addition, displays of community, school, and classroom pride encourage self-esteem and responsibility. Student-generated goals serve this end.

Instructors may also post the learning pyramid in order to make students aware of the various levels of thinking. With such an obvious display to act as a reminder, this undoubtedly would benefit teachers as they plan units and lessons. Logically, learning must take place at all levels of the….

On the lowest tier "Knowledge" from Bloom's taxonomy was changed to "remembering." The two upper tiers were also adjusted synthesis was changed to evaluating and evaluation to creating. Anderson's work privileges the creative ability. This is a consistent reflection of the contemporary need for creative thinking to be applied to complex and complicated problems.
The structural changes moved the original one dimensional taxonomy to a two dimensional construct. There is an expression of the types of knowledge that can be learnt as well as the processes that can also be learnt. This change advocates that the cognitive experience involves not only the apprehension of knowledge but also an understanding of accompanying processes. It also alludes to the possibility that individuals could have knowledge but be unaware of processes. This is a logical improvement over the original Bloom formulation and provides greater analytical tools for identifying and expressing learning outcomes.

The third….

nursing development class. The theme of Stroke and brain injury will be continued to be used in order to highlight how an instructive class may be developed, instituted and assessed. This essay will discuss the learning objectives and present their delivery in a form that outlines basic teaching and learning principles that reflect the essence of healing and the professional medical community.
Class Need Assessment

Evaluating the learning for this class will come in different stages. The first half of the class is based on the cognitive and basic knowledge skills that nurses need to have to identify the important factors dealing with stroke. This knowledge can be assessed with a simple testing procedure that quizzes the student on their knowledge using multiple choice questions and answers. The second half of the instruction is more hands on and requires the students to perform their job in a simulated activity of treatment.….

Blog
An alternative assessment strategy that I would use is the idea spinner. The idea spinner would allow me to engage students in both a group and individual basis. I would modify the idea spinner slightly during a group setting by making it more group oriented. In this way each member of the group would be encouraged to participate rather than relying on a sole member.

With the idea spinner, I would create 4 distinct quadrants. The contents of the quadrant will vary depending on the subject matter being discussed. In general, the quadrants will ask students to "Predict, summarize, evaluate, or explain" a particular subject matter. As the moderator of this activity, I will be careful to guide the activity in a manner that allows all students to learn even if they were not selected to participate in spinner activity. For example, if a student participating in the spinner activity,….

Similarly, there is no way to ensure 100% job satisfaction with every employee all the time. One can only cross-train, communicate, work on a job extension and stretch plan, and use every potential resource available to allow the employee to self-actualize. Change is frightening to some, but with perserverance, tenacity, and commitment, our organization will be stronger because of it. Further, effectiveness within an organization is a measure of how effective the organization is in achieving the outcomes or goals it has for itself. An organization's effectiveness is also interdependent upon its set of morals, ethics, and ability to community appropriately. Effectiveness is important in different ways for different organizations because of the criteria used to judge (e.g. A non-profit aid group might have a different benchmark than a new accounting firm). It is sometimes difficult for an organization to be effective due to external factors, lack of clear definition….

Clinical Time Log and JournalStudent Name:E-mail Address:Practicum Placement Agency\\\'s Name:Preceptors Name:Preceptors Telephone:Preceptors E-mail Address:Time LogNote: Add rows as needed.Total: Weeks 8Total WeeksTotal: WeeksTotal Practicum Hours Completed for CourseWKDateTime# of hourLearner Objective *Blooms TaxonomyCourse Objective(Walden)AACN Essential**Projected GoalActivities CompletedStatus of completion1 to3To successfully develop and disseminate the final implementation plan for the staff education program on medication safety at the practicum site by the end of week 3To evaluate the students ability to carry out a disciplined or systematic inquiry to address issues, problems and needs relevant to nursing practiceEssential II: Organizational and Systems leadership for quality improvement and systems thinking (AACN, 2021, p. 11)To reduce the incidence of medication errors at the practicum site by 50% by implementing a mandatory medication safety education for clinical staffMade a presentation to the board of directors to obtain project approvalHeld a conference call with the preceptor and faculty advisor to communicate the finalized action….

JOUNAL AND PACTICUM TIME LOG Clinical Time Log and JournalStudent Name:E-mail Address:Practicum Placement Agency\\\'s Name:Preceptors Name:Preceptors Telephone:Preceptors E-mail Address:Time LogNote: Add rows as needed.Total: Weeks 1-3Total Weeks 4-7Total: Weeks 8-11Total Practicum Hours Completed for CourseWKDateTime# of hourLearner Objective *Blooms TaxonomyCourse Objective(Walden)AACN Essential**Projected GoalActivities CompletedStatus of completion1 and 2To (understand) - construct meaning from patients subjective and objective information to develop an evidence-based patient care planTo define emerging and actual problems related to aggregate systems and students specializationsDNP graduates engage in faculty-designed learning experiences that involve both indirect and direct care experiences (AACN, 2021).To be able to develop effective treatment plans from patients subjective and objective informationAssessing, diagnosing, and prescribing medication or therapy to address patients mental health needsComplete3 and 4To (Apply) - using procedures learned theoretically to address a situation in a practical setting.To acquire healthcare management skills at the aggregate, organizational, and systems levelStudents are molded to demonstrate effective….