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.…...

mla

References

Jones and Bartlett Publishers. (n.d.) Chapter 2: Effective Learning Systems. Retrieved from:  http://www.jblearning.com/samples/0763749753/4975-3_ch02_final.pdf 

Mathur, R.G. (2012, Sep 8). Bloom's Taxonomy. Retrieved from:  http://www.slideshare.net/divyajos1/blooms-taxonomy-for-dr-mathur

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…...

mla

References

Armstrong, P. (2017). Bloom’s taxonomy. Vanderbilt University. Retrieved online:  

Maine Nurses Association (2017). Guidelines for writing learning objectives. Retrieved online:  http://www.nhnurses.org/Especially-for-You/CE-Resources/Writing-Objectives-Guidelines.pdf https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ 

4

 

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…...

mla

References

Bloom, B.S. (1956) Taxonomy of Educational Objectives, Handbook I: The cognitive domain. NewYork: David Mckay Co. Inc.

Krathwohl, D.R. (2002, Autumn) A revision of Bloom's taxonomy: An overview. Theory into practice, Vol. 41, No.4, 212-225. Retrieved December 26, 2011, from  http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf 

Halawi, L.A., McCarthy, R.V., & Pires, S. (2009, July/August). An evaluation of e-learning on the basis of Bloom's taxonomy: An exploritory study. Journal of education for business. Vol. 84, Issue 6, 374-380. Retrieved December 26, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e9bf8736-207c-4008-966d-a0e540d72241%40sessionmgr112&vid=4&hid=108

Hanna, W. (2007, March/April). The new Bloom's taxonomy: Implications for music education. Arts education policy review. Vol. 108, Issue 4, 7-16. Retrieved December 26, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=370014c1-a0fd-4d09-a30c-e4504d3c9f6e%40sessionmgr10&vid=5&hid=18

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,…...

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…...

mla

Works Cited

Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.

Iqbal, H.M., Azam, S., & Abiodullah, M. (2009). Using Assessment for Improving Students Learning:An analysis of University Teachers' Practices. Bulletin of Education and Research, 31(1), 47-59.

Stiggins, R. (2008). Student-involved assessment for learning . Upper Saddle River: Pearson Education Inc.

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…...

mla

Bibliography

Biehler, Robert F. (1975) Psychology Applied to Teaching 2nd Ed. Houghton Mifflin Publishing Company

Krathwohl, David R. (2002) "Theory into Practice." A Revision of Bloom's Taxonomy: an overview [Benjamin S. Bloom, University of Chicago] located [Online] at  http://www.highbeam.com/library/doc3.asp?ctrlInfo=Round9b%3AProd%3ADOC%3AP 

Writing Objective Using Blooms Taxonomy [Online] located at http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm

Biehler (1975) Psychology Applied to Teaching

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.…...

mla

References

Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., ... & Warren, J. (2007). Quality and safety education for nurses. Nursing outlook, 55(3), 122-131.

Hanger, H.C., Walker, G., Paterson, L.A., McBride, S., & Sainsbury, R. (1998). What do patients and their carers want to know about stroke? A two-year follow-up study. Clinical rehabilitation, 12(1), 45-52.

Mant, J., Carter, J., Wade, D.T., & Winner, S. (1998). The impact of an information pack on patients with stroke and their carers: a randomized controlled trial. Clinical Rehabilitation, 12(6), 465-476.

Rodgers, H., Bond, S., & Curless, R. (2001). Inadequacies in the provision of information to stroke patients and their families. Age and ageing, 30(2), 129-133.

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…...

mla

REFERENCES

Bloom, B. (2006, January). Bloom's Theory and Constructivism. Geoconstructivism.com. Retrieved from:  http://goconstructivism.blogspot.com/2006/08/blooms-taxonomy.html .

Choi, T. (1995). Conceptualizaing Continuous Improvement: Implications for Organizational Change. Omega, 23(6), 607-24.

Culp, C. (2001). The Risk Management Process: Business Strategy and Tactics. New York: Wiley.

Huber, D. (2006). Leadership and Nursing Care Management. Trenton, NJ: Elsevier.

" (Simon, 188) the fundamental perspective here is that leadership and the ability to apply actions based on culturally driven decisions are central to helping members of the organization learn in a concrete manner how best to accord with the reigning culture.
In order for this to occur though, there must be a certain initial scrutiny and selectiveness where leadership and personnel are concerned, endorsing an organization-wide emphasis on the quality of personnel. This implicitly brings us to consideration of the application phase in terms of learning organizational culture, which is inevitably associated to all actionable aspects of an organization's structure and operations. The correlation between recruitment, personnel makeup and leadership personalities is perhaps threaded by the common string of day-to-day responsibility within an organizational culture. And quite certainly, we see the stamp of organizational culture on so many of the most important applicable indicators. Schein, to this end, points out…...

mla

References

Arnold, J., Cooper, C. & Robertson, I.T. (1995). Work psychology: Understanding human behavior in the workplace, Pitman Publishing, London.

Beer, M. & Walton, E. (1990). Developing the competitive organization: interventions and strategies. American Psychologists, 45(22), 154-161.

Bennis, W., & Nanus, B. (1985). Leaders: The strategies for taking charge. Harper and Row, New York.

Bowditch, J.L. & Buono, a.F. (1994). A primer on organizational behavior. John Wiley and Sons Inc. New York.

Percussion Teacher
In forty-five hours of teaching percussion, I have learned to apply various learning theories to my work. I believe a greater understanding of these theories has improved my pedagogy and enhanced communications and interpersonal connections with my students, who are both male and female and range in age from child to adult. The purpose of this paper is to reflect on my own learning experience as a teacher, including application of learning theories, effective communication techniques, use of formative and summative assessments, and incorporating language literacy and numeracy in the lessons. By reflecting on the teaching experience, I hope to gain insight that will inform my approach in the future and help me better meet the needs of all my students.

Learning Theories

For many of my students, I use the London College of Music series that has a graded course (1-8) for drum kit. Each handbook includes the rudiments and…...

mla

References

Cook, G. (1988). Teaching Percussion, New York (USA): G. Schirmer.

Criswell, C. 2009, 'Drum circles and the national standards', Teaching Music, vol. 16, no. 4, pp.

49-51.

Fidyk, S. 2010, 'Percussion: Adapting drumming for students with special needs', Teaching

At times, even though the research may be complicated by varying definitions of homelessness, researchers are establishing methods for estimating the size of the homeless population, which includes people who have nowhere to go; at risk of losing housing through eviction or institutional discharge (Drury, 2008).
Case Study Methodology

In the case study methodology, a form of qualitative descriptive research, according to M. Dereshiwsky (1999) in "Electronic Textbook - Let Us Count the Ways: Strategies for Doing Qualitative esearch," the researcher using the case study methodology does not focus on discovering a universal, generalizable truth, nor do the researcher generally search for cause-effect relationships. Instead, the researcher emphasizes the exploring and describing process. As the researcher examines one individual or small participant pool, he/she then draws conclusions only about that one particular participant or group; only in the designated, specific context Case Studies 2008).

In considering or defining the case study methodology,…...

mla

REFERENCES

Andrade, A.D. (2009). Interpretive research aiming at theory building: Adopting and adapting the case study design. The Qualitative Report. Nova Southeastern

Inc. Retrieved May 26, 2009 from HighBeam Research:

 http://www.highbeam.com/doc/1G1-196440938.html 

Arellano, M.A. (2005). Translation and ethnography: The anthropological challenge of intercultural understanding. Journal of the Royal Anthropological Institute, 11(1), 165. Retrieved May 26, 2009, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5009119378

Nurse Critical Thinking
Critical Thinking and Other Intellectual Skills: Documented Benefits and Skill Application in Nursing

There are many academic skills that are necessary for nursing students that also serve nurses well in professional practice. This paper will examine three such academic skills both in their general benefits to learners and professionals in all sectors and personally to my own advances in nursing knowledge and practice. Active reading, effective writing, and critical thinking skills are essential tools for helping one to properly take in, analyze, and communicate information in efficient and effective manners, and each of these individual thinking areas benefits the other two, as well. There are certain challenges that one might be face with in acquiring these skills, and I will detail my own personal challenges below following a general investigation of benefits and prior to a discussion of my application of these skills.

Benefits

Psychologist Benjamin Bloom developed a taxonomy of…...

mla

References

Braverman, M. (2010). "Effective wirting." Accessed 28 November 2010. http://effectivewriting.org/

FTC. (2009). "The Critical Thinking Community." Accessed 28 November 2010.  http://www.criticalthinking.org/resources/HE/ctandnursing.cfm 

Greenall, S. & Swan, M. (1986). Effective reading: reading skills for advanced students. New York: Cambridge University Press.

OfficePort. (2010). "Bloom's taxonomy." Accessed 28 November 2010.  http://www.officeport.com/edu/blooms.htm

hen establishing criteria for curriculum development the three domains should be used in such a manner as to make it a simple matter for students to understand what is expected. In a recent study the researchers discovered that it was "necessary to separate operationally the effects of tension in the cognitive and the affective domains,,because students reacted most productively not to the degree of difficulty and expectation in the course,,but to the quality of materials and activities." (Spielmann 2001-page 259)

If those two domains are adversely affected by poor research materials or activities that are not relevant to the subject, then one way to achieve a higher level of learning is to incorporate improved materials into the daily lesson plans. Using material that is current and relevant makes a lot of sense and piques the interest of most students.

In the case of the psycho-motor domain, the key to developing an interesting…...

mla

Works Cited

Bloom's Taxonomy, (2007) accessed online on August 28, 2007, at  http://www.nwlink.com/~donclark/hrd/bloom.html 

Dettmer, P. (2006) New Blooms in Established Fields: Four Domains in Learning and Doing, Roeper Review, Vol. 28, Issue 2, pp 70-78

Spielmann, G., Radnofsky, M.L., (2001) Learning Under Tension: New Directions From a Qualitative Study, the Modern Language Journal, Vol. 85, Issue 2, pp 259-278

Organizational Chart
The Children's Hospital of Massachusetts has a fairly basic and regimented structure. There is some lateral movement in some of the layers but it is mostly top down with a clear demarcation and assembly of who is in charge of what and who reports to whom. This report will briefly cover that and will also answer questions about how this organization compares to other organizations, the overall stakeholder relationship relationships that exist and how to improve all of the above, if possible. The organizational chart for the company in question is shown in the first appendix.

Organizational Chart

The purpose of this report is to critique, analyze and pontificate about the organizational and stakeholder structures and frameworks in a healthcare setting of the author's choosing. The hospital selected is the labeled as Children's Hospital of Massachusetts but is actually the University of New Mexico hospital as the source of the organizational…...

mla

References

Docstoc. (2014, June 9). Childrens Hospital Massachusetts Organizational Chart. Docstoc.com. Retrieved June 9, 2014, from http://www.docstoc.com/docs/66508904/Childrens-Hospital-Massachusetts-Organizational-Chart

Olden, P.C. (2003). Hospital & community health: Going from stakeholder management to stakeholder collaboration. Journal Of Health & Human Services

Administration, 26(1), 35-57.

Rudin, R.S., Simon, S.R., Volk, L.A., Tripathi, M., & Bates, D. (2009). Understanding

company's sales come from new customers and repeat customers. In order for you to fully understand the various market functions aside from advertising and selling is the importance of keeping these customers satisfied, especially repeat customers. As Kotler (2013), explains on page 13, in order to attract new customers, it costs 500% more than satisfying an existing one. Furthermore, it costs 16 times more to bring a new customer to the same level of spending than a repeat customer. "…creating customer value is a multilaned process consisting of two conceptually distinct subprocesses. These are the supplier's process of providing resources for customer's use and the customer's process of turning service into value" (Gronroos & avald, 2011, p. 5). Therefore the actions of selling and advertising that are meant to attract new customers are not necessarily as important as other actions like integrated marketing that consist of several functions: customer…...

mla

References

Gronroos, C., & Ravald, A. (2011). Service as business logic: implications for value creation and marketing. Journal of Service Management, 22(1), 5 -- 22.

Kotler, P. (2013). Marketing management (1st Ed.). Toronto: Pearson Canada.

Kraus, S., Harms, R., & Fink, M. (2010). Entrepreneurial marketing: moving beyond marketing in new ventures. International Journal of Entrepreneurship And Innovation Management, 11(1), 19 -- 34.

Park, J., Lee, S., & Morgan, R. (2011). A negative side of outsourcing marketing functions and market-based learning process. Journal of Strategic Marketing, 19(5), 471 -- 486.