Bloom's Taxonomy of Education

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Bloom's Taxonomy of Education Angela Michalski NURS/427 December 14, 2013 Kathy Cavanaugh Bloom's Taxonomy of Education In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain was designed to provide a reliable procedure for assessing students and the outcomes of educational practice. This paper will discuss how the application of Bloom’s taxonomy can assist nurses in educating patients with Diabetes. The are six categories in the Cognitive Domain were renamed in 2001 after the revision to the original taxonomy. The structure of the Cognitive Domain included six categories. They are remember, understand, apply, analyze, evaluate, and create. According to Krathwohl (2002), at the time it was introduced, “The categories were ordered from simple to complex and from concrete to abstract. Further, it was assumed that the original Taxonomy represented a cumulative hierarchy; that is, mastery of each simpler category was prerequisite to mastery of the next more complex one” (p. 212). A nurse can take these categories and apply it to the management of a patient with a chronic disease. A patient education plan for Diabetes includes remembering the names of the different insulin prescribed for treatment. The patient should be able to list the steps of insulin administration. After the patient has received verbal, written, and video education on Diabetes one should have an understanding of the disease and can recognize the signs of hypoglycemia and hyperglycemia. Once the patient has an understanding of the disease they can apply this knowledge to real-life situations by following a diabetic diet and choosing the appropriate food to maintain proper glucose levels. The next step is for the

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