A student, learning in nursing school is first taught how to educate patients and help them manage their diseases. Many aspects of teaching come into play when teaching patients about their chronic diseases that they may face on a day to day basis. Patients become very complacent and take feeling good as a sign, to not to self-manage their disease (Redman 2007). When doing research on Bloom's Taxonomy of Education and its use in Nursing Education; it became clear that something that seemed so natural for nurses was defined and had such a conceptual approach. The three main approaches that were defined are, cognitive, affective, and psychomotor.
When managing a patient with chronic disease it is extremely important to teach that patient for many different reasons. For one cognitively the patient must be able to distinguish their medication and know what time to take them and which ones are the correct ones to take (Anderson L. W., Krathwohl D.R., Airsian P. W. 2001). Understanding the importance that managing their disease is, and the affect that it can have on the patient if not. For example, and diabetic patient knowing the importance of checking blood sugar as per doctor's orders (Bloom 1956). As, nurses we are able to apply our education to help manage chronically ill patients by teaching them about the importance of managing their diet when having diabetes. For example, teaching them about foods to stay away from to prevent a spike in blood sugar (Anderson L. W., Krathwohl D.R., Airsian P. W. 2001). When analyzing a patient that has a chronic disease it's very simple as per Bloom's research that by simply knowing what supplies will be needed for taking a finger stick as teaching a patient the importance of integrating exercise in their everyday life (Anderson L. W., Krathwohl D.R., Airsian P. W. 2001). As nurses we evaluate and this can be integrated when teaching or managing a patient with a chronic disease...
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