Bloom's Research and Response
Blooms Research and Response
Terry Pennington
NUR 427
October 10, 2011
Lisa Alexander
Blooms Research and Response
Benjamin Bloom, along with some educators from the University of Chicago, developed Bloom’s Taxonomy of Educational Objectives in 1956. Bloom’s Taxonomy, also known as the Revised Bloom’s Taxonomy after it was undated by Anderson and Krathwohl in 2001, consists of a hierarchy within three different domains of learning: cognitive, affective, and psychomotor (Anderson, Bloom, & Krathwohl, 2001). For higher levels of learning to be achieved within the hierarchy, lower levels must be achieved first. Bloom’s taxonomy was created to classify learning objectives for teachers and students (Bloom, 1956). This education process has been used in nursing education to create learning tools and for testing data collection. The taxonomy itself is easy to understand and makes logical progression from simple learning to complex synthesis (Burton & Larkin, 2008).
The nursing process is similar to the nursing education process in that it uses the framework of assessing, diagnosing, setting achievable goals, developing interventions, and evaluating data. For one to be effective in educating patients, they must evaluate their motivation and readiness to learn. Motivation addresses the willingness of the learner to embrace learning and readiness describes evidence of motivation at a particular time (Redman p. 3). If someone is motivated and ready to learn, they are more likely to accept and apply the learning they acquired.
Bloom’s taxonomy of education is broken into three domains or categories: affective, cognitive, and psychomotor. The affective domain describes how people deal with situations emotionally. Subgroups consist of receiving, responding, valuing, organizing, and internalizing. Knowledge and the development of intellectual skills make up the cognitive domain broken down into remembering, understanding, applying, analyzing,
Terry Pennington
NUR 427
October 10, 2011
Lisa Alexander
Blooms Research and Response
Benjamin Bloom, along with some educators from the University of Chicago, developed Bloom’s Taxonomy of Educational Objectives in 1956. Bloom’s Taxonomy, also known as the Revised Bloom’s Taxonomy after it was undated by Anderson and Krathwohl in 2001, consists of a hierarchy within three different domains of learning: cognitive, affective, and psychomotor (Anderson, Bloom, & Krathwohl, 2001). For higher levels of learning to be achieved within the hierarchy, lower levels must be achieved first. Bloom’s taxonomy was created to classify learning objectives for teachers and students (Bloom, 1956). This education process has been used in nursing education to create learning tools and for testing data collection. The taxonomy itself is easy to understand and makes logical progression from simple learning to complex synthesis (Burton & Larkin, 2008).
The nursing process is similar to the nursing education process in that it uses the framework of assessing, diagnosing, setting achievable goals, developing interventions, and evaluating data. For one to be effective in educating patients, they must evaluate their motivation and readiness to learn. Motivation addresses the willingness of the learner to embrace learning and readiness describes evidence of motivation at a particular time (Redman p. 3). If someone is motivated and ready to learn, they are more likely to accept and apply the learning they acquired.
Bloom’s taxonomy of education is broken into three domains or categories: affective, cognitive, and psychomotor. The affective domain describes how people deal with situations emotionally. Subgroups consist of receiving, responding, valuing, organizing, and internalizing. Knowledge and the development of intellectual skills make up the cognitive domain broken down into remembering, understanding, applying, analyzing,
References: Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman. Bloom, B. (1956). Taxonomy of educational objectives. New York, NY: Longman. Burton, K. J., & Larkin, B. G. (2008). Evaluating a case study using Bloom 's taxonomy of education. AORN Journal, 88(3), 390-402. Larsen, P. D., & Lubkin, I. M. (2009). Chronic illness: Impact and intervention (7th ed.). Sudbury, MA: Jones and Bartlett. Redman, B. (2007). The practice of patient education: A case study approach (10th ed.). St. Louis, MO: Mosby Elsevier.