The application of the taxonomy in nursing education will be identified. There are three domains within Bloom’s taxonomy. These domains will examined in detail. There will also be references to validate how the taxonomy is used in nursing education. Bloom’s Taxonomy Benjamin Bloom was an educator at University of Chicago. Bloom along with several educators constructed Bloom’s Taxonomy of educational objectives.
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The taxonomy was developed to provide learning objectives for teachers and students. The taxonomy consists of three separate domains; cognitive domain, affective domain, and psychomotor domain. Each domain explores five to six levels of learning objectives. The taxonomy is a hierarchy. Each level that exists within each domain must be achieved before the next (Forehand, 2008). Bloom’s Taxonomy in Nursing Education The three domains of the taxonomy and how they can be used in educating patients will be explored.
The cognitive domain consists of six levels that relate to simple recall to complexity of evaluating information. A post operative patient being discharged home from having a cholecystectomy. The nurse uses the six levels of this domain in her education. The nurse emphasizes the discharge instructions. Keep dressing dry and clean, eat non fatty foods, and to call MD if wound is red and draining. Remember: The patient recognizes the instructions from his pre operative appointment with the surgeon.
The patient understands the importance of the instructions. To enable him/her to regain optimum health. Apply: The patient explains the foods that are allowed on a non fatty food diet. Analyze: The patient inquires about anything that needs clarification. Evaluate: The patient determines if he/she understands completely and can go home and follow instructions (Forehand, 2008), (UOP, 2001). Affective Domain The affective domain deals with attitudes, values and emotions. This domain consists of five levels.
The nurse can use this domain in the following manner in educating a post operative patient. Receiving: The post operative patient confirms with the nurse that pain and discomfort will occur. Responding: The patient will understand and comply with instructions of taking pain medication. Valuing: The patient understands the importance of staying on top of the pain. He or she commits to adhering to this to manage pain. Organize: The patient, along with the nurse develops a pain medication schedule to keep pain under control.
Internalizing: The patient understands the importance of the pain medication and the role it plays in the healing process (Forehand, 2008), (UOP, 2001). Psychomotor Domain The psychomotor domain consists of using motor skills properly to engage in a task. The post operative total knee replacement patient is going through the education process upon discharge. The nurse uses the psychomotor domain to educate the patient on post operative Lovenox injections. Imitation: The nurse has patient demonstrate how to properly administer lovenox injection in subcutaneous tissue.
The patient shows the nurse all the supplies needed to prepare for injection. Precision: The patient demonstrates how to properly prep the area for injection. The patient injects the medication in the correct area. Articulation: The patient verbalizes the importance of alternating sites of injection. Naturalization: The demonstrates to the nurse he/she can perform daily injections without any assistance (Forehand, 2008), (UOP,2001). Conclusion The need for education occurs daily in nursing. Bloom’s taxonomy can be used as a guide for the educator.
The guide can provide an organized method for educating patients. The taxonomy can be used to measure the amount of information the patient understands. The example above shows each domain in detail, and how it can be utilized to promote health and independence in patients.
