Bloom’s Taxonomy of Education and Its Use in Nursing Education

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Bloom’s Taxonomy of Education and its Use in Nursing Education People have different ways of teaching, but do all people learn the same way? How is one to know if a person is grasping the material taught? One must know how to evaluate each person’s ability to learn and must have a structured foundation in teaching. Patient education is a fundamental part of nursing practice. Essential goal of continuing education in nursing is to enhance nurses’ ability to provide quality patient care. To meet this goal the learners or students must apply learned knowledge to actual practice (Su & Osisek, 2011). Engineering an essential strategy may be challenging. However, Benjamin Bloom, along with a committee of educators created Bloom’s Taxonomy of Educational Objectives: Classification of Educational Goals (University of Minnesota, 2010). .According to Wikipedia (2014), Bloom's taxonomy refers to a classification of the different objectives that educators set for students. It divides educational objectives into three domains: cognitive, affective, and psychomotor. Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. Bloom's taxonomy encourages and structures educators to focus on all three domains, creating a more rounded form of education. Cognitive Domain Cognitive Domain involves the attainment and use of knowledge and is predominant in the majority of courses (University of Minnesota, 2010). Bloom identified six levels within the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain is associated with thinking. The levels within the cognitive domain are arranged from lower order thinking skills to higher order thinking skill (Kharbach, 2011). It is a prerequisite learning requirement to fulfill each skill in order to attain full
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