Bloom's Taxonomy of Education

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Bloom's Taxonomy of Education
In 1956, Benjamin Bloom and several other educators from the University of Chicago developed Bloom’s Taxonomy of Educational Objectives (Larkin & Burton, 2008, p. 394). Bloom’s Taxonomy was revised in 2001, to make it more relevant, which allowed other groups, like nursing, to adopt this method into their educational practices. Bloom’s Taxonomy has three domains of educational activities: cognitive – mental skills, affective – growth in feelings or emotional areas, psychomotor – manual or physical skills. Each domain has five or six subgroups levels. Each of the objectives within the domain was established as a hierarchal framework based on the idea that lover-level knowledge must be mastered prior to obtaining higher level knowledge. Nursing is using the Revised Bloom’s Taxonomy to change how nurses are educated and how nurses educate patients. “The use of Bloom's Taxonomy has been shown to enhance student mastery of skills and concepts and critical thinking” (Eber & Parker, 2007, p. 45). By using Bloom’s Taxonomy as the framework for education, this method will have long-lasting effects on improving nursing practice and patient education (Larkin & Burton, 2008, p. 402). The cognitive domain addresses the knowledge and the development of intellectual abilities and skills need to understand and recall specific facts and patterns. This domain is broken down into six subgroups: remember, understand, apply, analyzing, evaluate, and create. The cognitive domain address the use of memory in a patient to retrieve information (knowledge) about their disease process and medications associated with that disease. For example, a patient with a chronic disease, after completing this domain will be able to establish a goal or plan, with the knowledge the patient has received about the disease and medications, which will help him or her maintain a healthy lifestyle and control over their blood sugars. The exploration of feelings and emotions...
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