Bloom's taxonomy of education and it's use in nursing education

BLOOMS TAXONOMY OF EDUCATION goes here] [Your goes here] [Due the paper] Blooms Taxonomy of Education The role of medical professionals in healthcare organizations is to deal with different diseases, as well as to provide effective treatments and medications to patients. To fulfill these responsibilities, medical professionals need to have full knowledge of their respective areas of medical science. If we talk about nursing, we can say that nurses need to enhance their ability to provide improved medical care to patients because it is one the main goals of nursing. In order to achieve this goal, nursing learners need to acquire high amount of knowledge for using it in actual nursing practice.
As Su and Osisek (2011) states, “ Educators can facilitate knowledge transfer by developing instructional designs that incorporate subject content and cognitive processes related to the use of the subject content” (p. 321). To meet this educational need, Bloom’s Taxonomy provides a complete and effective framework to nursing learners. Let us discuss how Bloom’s Taxonomy of education can be used to manage patients with chronic diseases.
The domains outlined by Bloom’s Taxonomy of education include cognitive domain, affective domain, and psychomotor domain. Although initially these domains used to deal only with academic education, but with the passage of time revisions in Bloom’s taxonomy have made them relevant for all types of learning. At present, these domains are proving very helpful for nurses in managing patients with chronic diseases. Let us discuss the three types of domains outlined by Bloom’s Taxonomy in relation with nursing education.
Cognitive Domain
The cognitive domain deals with development of intellectual skills of learners. This domain works toward improving knowledge of learners by making them skilled in recognizing facts, applying knowledge to practice, and using knowledge to recall data. For nursing professionals, this domain is very important because it makes them diagnose different chronic diseases and apply proper knowledge to deal with those diseases. The main learning functions associated with cognitive domain include recalling, understanding, applying, analyzing, synthesizing, and evaluating. Nursing professionals can use the acquired knowledge in nursing practices. Using this domain, nurses can learn about different treatments for chronic diseases, apply nursing knowledge into practice, develop new treatments, and assess effectives of new and existing treatments.
Affective Domain
The affective domains makes learners learn the ways to perceive and do something using emotional frame of mind. The key actions associated with this domain include showing willingness to hear, responding to particular phenomenon, valuing people, organizing values, and internalizing values. If we talk from using this domain in nursing education, we can say that this domain provides the foundation for actual nursing profession. The reason is that showing concern and care for patients’ needs is the core of nursing profession. Using this domain, nurses can listen to patients with respect, participate in discussions regarding available treatments for chronic diseases, attach value to patients’ concerns, accept responsibility regarding patient care, and behave with patients in a pleasant manner.
Psychomotor Domain
The psychomotor domain deals with development of motor-skills through practice. The main actions that learners learn using this domain include awareness, readiness to act, guided reaction, application of knowledge in a confident manner, overt response, adaptation, and organization of patterns. Using this domain, nursing professionals can improve their level of proficiency in managing patients with chronic diseases because this domain deals with bringing excellence in skills through practice.
References
Su, W., & Osisek, P. (2011). The Revised Blooms Taxonomy: Implications for Educating Nurses. J Contin Educ Nurs., 42(7), 321-327.