Blooms Research and Response Paper Jeremy Shur NUR/427 March 2, 2015 University of Phoenix Blooms Research and Response Paper One of the essential goals of continuing education in nursing is to enhance nurses' ability to improve patient care outcomes. Toward this goal, learners need to transfer learned knowledge to actual practice. Achieving efficient transfer requires knowledge of thinking paradigms in relation to specific subject content. Educators can facilitate knowledge transfer by developing instructional designs that incorporate subject content and cognitive processes related to the use of the topic content. Bloom's Taxonomy provides a framework for meeting this educational need.
The cognitive domain or the knowledge base domain has six subclasses starting with remembering. The very basis of this domain is simple recall of information learned. Nurses start here remembering names of medications and which disease process they are used for. As nurses gain more knowledge, they move up the domain to understand, apply, analyze, and evaluate. When nurses reach this level they understand how medications affect the body and why they are used and if they are seeing the expected outcome.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
The Nursing and Midwifery Council (NMC) standards to support learning and development in practice state that students on NMC approved pre-registration nursing education programmes, leading to registration on the nurses’ part of the register, must be supported and assessed by mentors. (NMC 2008) They also state that other registered professionals who have been suitably prepared can supervise and contribute towards the assessment of nursing students, this builds on a previous argument by Dix and Hughes (2004) who state that all nurses are involved in facilitating learning as learning is a constant feature of the profession. Whilst I agree with Dix and Hughes (2004) in that I can teach and provide valuable learning experiences to
Bloom's Taxonomy and Nursing Education NUR/427 March 18, 2013 Effectively caring for and educating patients with chronic illnesses involves understanding the patient’s unique health situation and concerns. Benjamin Bloom and his colleagues developed Bloom’s Taxonomy a classification of learning objectives within education. Using Bloom’s Taxonomy as a framework to develop a lesson plan and measurable educational objectives will ensure that all facets of the patient’s health needs are addressed in the educational phase of nursing care. The taxonomy consists of three domains; cognitive, affective, and psychomotor that must be followed in a step-by-step process to ensure mastery of each domain. Bloom’s Taxonomy According to Merriam-Webster, taxonomy refers to the classifications of general principles (Merriam-Webster, 2013).
 Respect for diversity.  Use of discussion to resolve conflicts.  Performance across the curriculum including language and maths skills. It is also used by educationalist as one method of improving children’s cognitive skills as identified in Bloom’s Taxonomy and built on earlier research by Piaget and Vygotsky that suggested that thinking skills and capacities are developed by cognitive challenge. Bloom’s taxonomy identified six levels of cognitive skills of which three are classed as the lower order and three are classed as higher order: 1.
Understanding the learning process and how it is stamped into the memory is paramount while attempting to learn or teach others. Forms of Learning According to Carlson (2010), there are four different types of learning which are perceptual learning, stimulus-response learning, motor learning, and spatial learning. Perception learning deals with the ability to recognize something that was seen before and involves life-long changes to the brain of an individual’s perceptual system (Goldstone, 1998). In perceptual learning the four mechanisms used are known as attentional weighting, stimulus imprinting, differentiation, and unitization. By attention weighting, perception becomes tailored to certain activities and surroundings by increasing the amount of awareness and attention given to significant dimensions and features.
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Level: 3 Credit value: 5 UAN: T/601/8282 Unit aim This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand specific communication needs and factors affecting them 2.
These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997). The performance of these students ultimately results in their performance that would otherwise be considered less adaptive through their counterparts (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) reported that the social cognitive theory of self regulation is extremely useful in finding how students are able to succeed throughout their education. According to Schunk and Zimmerman (1997), “the social cognitive models distinguish themselves from a purely cognitive theory and they focuses on the interrelationship among learners... their beliefs use self generated learning strategies” (Schunk & Zimmerman, 1997). The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997).
Experience: As a person matures his accumulated experiences becomes an increasing resource for learning. 3. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. 4. Orientation to learning: As a person matures his time perspective changes subject-centeredness to one of problem centeredness.