Bloom’s Taxonomy of Education and its use in Nursing Education Bloom’s Taxonomy of Education research was conducted to allow staff members to more clearly understand the patient’s situation and think more critically in preventing patient complications. Using Bloom’s framework and guiding staff members to review current documentation with data in small segments would allow staff members to focus on the important clues and draw accurate conclusions (Larkin & Burton, 2008). This framework allows the instructor to measure the outcomes of the educational activity while moving the learners from basic to higher levels of cognitive function (Larkin & Burton, 2008). Bloom’s Taxonomy’s in Nursing Education allows nurses to broaden the use of their critical thinking skills by researching the patients care. Through progress notes, labs work results, physicians orders, operative reports, and data collection worksheets allows a nurse to assemble a plan for the patient during his or her hospital
Bloom’s Taxonomy and the Nursing Process Michelle Robinson NUR/427 October 21, 2013 Myra Ball Bloom’s Taxonomy and the Nursing Process A patient’s participation in care and supervision of a chronic disease can promote better outcomes and a healthier life. Health care professionals are taught and encouraged to involve patients with their treatment decisions and plan of care. Clark (2013) stated, “Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education” (1). The taxonomy includes cognitive, affective, and psychomotor domains that can be incorporated with the assessment and development of teaching material specific to a patient’s needs. Patient education should be personalized and suitable to the educational level of the patient, treatment, and management requirements of the diagnosed disease to promote active involvement from the patient in their plan of care.
In this paper we will look at the individual steps in the nursing process as well as using these steps to assess and diagnose a patient. A.D.P.I.E. The Nursing process is made up of five important steps. We commonly refer to these steps as ADPIE. A: stands for assessment, the assessment encompasses subjective (What the patient tells the RN and what is visually observed) and objective (Vital signs, medical history) information.
1. A series of in-services on team development are being held for nurse managers at a teaching hospital by the staff development department. The educator has just reviewed the concept of group process roles and identified several of them by name. One of the managers asks, “ Could you please explain what exactly is meant by the gatekeeper role?” Which of the following responses by the educator is best? The Gatekeeper ensures that everyone has an opportunity to speak.
Bloom’s Taxonomy outlines these areas as cognitive, affective, and psychomotor. Nurses have used it to make learning tools and to test patients learning (Blooms, 1956). In the cognitive stage of managing a chronic disease, is where learning how to manage/treat the condition takes place. This is when the nurse educates the patient on the disease and the treatment. Bloom’s taxonomy states that the steps in this stage are remembrance, understanding, applying, analyzing, evaluating, and creating (Bloom, 1956).
In this paper I will apply the Ida Jean Orlando’s Nursing Deliberate Nursing Process Theory to patient boarding in the Emergency Department (ED), a current issue at the facility I am employed. Orlando's Deliberate Nursing Process Theory emphasizes the shared relationship between patient and nurse. It describes the responsibility of the nurse is to find out and meet the patient's immediate needs for assistance. Nurses have to use their discernment, thoughts about perception, and the feelings produced from their ideas to explore the meaning of the patient's behavior. This method assist the nurse in discovery out the root of the patient's suffering and offer the aid they require.
Running head: NURSING PHILOSPHY Nursing Philosophy Grand Canyon University: NRS 430V 19 August 2011 Nursing Philosophy Every person may have their individual perspective about nursing. Professional nurses continue to develop their own philosophies with experiences they each have with their patients. It is very difficult to face the demands of caring for people from day to day without the solid foundation of a personal philosophy. As each nurse grows within their career their philosophy will continue to grow and shape as they learn new experiences. The nursing education of each nurse receives helps them to establish their philosophy.
The preceptor has a job to ensure the new nurse is competent with skills to provided adequate, safe nursing care to patients. The preceptor has to wear many hats with the new nurse such as role model, educator, friend, confidant, and socializer. The preceptor must observe the new nurse and evaluate the skills of the nurse. Ideally the preceptor will explain a process or skill, demonstrate it, and then watch as the new nurse demonstrates as it is performed independently. Precepting involves a commitment on both the preceptor and the new nurse.
The nurse must execute this process through selection, performance, management and evaluation of nursing actions. The nurse is responsible for assessing the health status of the patients. The RN is a provider for health counseling and teaching patients. The nurse is responsible for administering medications, treatments, and other health regimens that are ordered by a licensed provider. With the practice of the scope of RN, there are also standards that every RN needs to follow.
The role of the nurse in the GI lab is performing a thorough head-to-toe assessment, along with obtaining prior medical history, and making sure consent and all documentation is completed before the patient goes in for their procedure. The nurses’ role intra-procedure is documenting, assisting the physician, initiating the time-outs, and giving report to the next nurse of what occurred, post diagnosis, and any new orders to the next nurse. Post procedure, the nurses’ role is to assess the patient, perform vital sign every 10 minutes until stabilized, give discharge instructions and do patient teaching. Nursing care is different in the GI lab than on a med/surg floor because you’re with the patient for an hour before they go for their procedure, and then discharging them usually after 45 minutes post procedure. While a med/surg nurse is with their patient for 12 hours.