Bloom Research and Response Paper

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Bloom Research and Response Paper Benjamin Bloom developed Bloom’s Taxonomy in 1956. It identifies three domains: cognitive, affective, and psychomotor, used to evaluate knowledge assimilated by the learner. Each domain has hierarchical categories that progressively measure the level of understanding achieved. This paper reviews each domain and list the categories found within, discuss how Bloom’s taxonomy apply to the case study presented by Larkin and Burton’s article ‘Evaluating a Case Study Using Blooms Taxonomy of Education’, and highlight the benefit of Bloom’s taxonomy as it relates to developing individualized nursing instructions. Larkin and Burton’s abstract preface the Joint Commission’s directive for effective communication…show more content…
The record does not document any nurse-initiated interventions or call to the doctor requesting a chest x-ray or recommending a respiratory therapy consult for breathing treatment and incentive spirometer. On post-op day two Ms. C’s respiratory status declined requiring a non-rebreather mask, rapid response team consult, and a transfer to the intensive care unit for a diagnosis of respiratory distress (p. 392). There were multiply factors that contributed to the above scenario; Larkin and Burton writes that “after this near-miss, failure to rescue incident” (p. 394) a task force consisting of management, clinical nurse specialist (CNS) and unit educator convened to discuss the event. The task force concluded that the nursing staff members were ineffectual in critically evaluating the patient’s signs and symptoms. The CNS chose a framework that utilized “Bloom’s Taxonomy of Educational Objectives”, that provided measurable outcomes to the educational activity and enabled the nursing team to optimize their critical skill levels. A workshop to assist staff to navigate through the case study in a realistic manner was implemented (Larkin & Burton, 2008, p.395). The cognitive domain contains six intellectual skills that measure: knowledge, comprehension, application, analysis, synthesis, and evaluation of information
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