This paper will examine Bloom’s taxonomy of education and it’s relation to nursing education. Bloom’s Taxonomy of Education provides a solid framework for nurses to achieve higher levels of knowledge, to enhance patient outcomes. The most prevalent domains outlined by Bloom will be explored, relating to their application in managing patients with chronic diseases. Research based on the taxonomy, proves learning at the higher levels is dependent on mastering prerequisite knowledge and skills at lower levels. Bloom’s goal for creating such a framework was to provide learners with a more holistic approach to their education, just as nurses try to provide holistic care to patients. Bloom’s Taxonomy of Education and its use in Nursing Education “Knowledge, as defined here, involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting “(Bloom et al., 1956, p. 201). Bloom bases this knowledge on three subcategories: cognitive, affective, and psychomotor. In relation to nursing education, faculty providing instruction to students in the clinical setting, need to have a theoretical foundation for their teaching (Benner, 2001). Skills in the cognitive domain focus on knowledge, comprehension, and critical thinking on a particular topic. There are six subcategories within the cognitive domain. The first subcategory is knowledge in which the learner can recall facts, terms and basic concepts. The knowledge subcategory is the foundation that the learners build on. Memorizing normal lab result for hemoglobin is an example of this knowledge. Comprehension of knowledge represents the understanding of facts and ideas by organizing, comparing, interpreting, and stating the main ideas. Nursing students can demonstrate this by stating the role of hemoglobin in the body. The next segment, application, consist of using the knowledge and skills. A leaner can apply their knowledge about hemoglobin, by...
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