Bloom's Taxonomy of Education and its use in Nursing Education
A primary goal of nursing continuing education is to maximize nurses' capability to advance the outcomes of patient care. This effort requires nurses to convey what they have learned into their practice. To achieve this transference, there must be a knowledge base of concepts relating to the particular issue. Teachers can assist the transfer of knowledge by using instructional strategies that incorporate the subject matter and critical thinking methods. One way of achieving this objective is to use the Revised Bloom's Taxonomy outline. This article the importance of the Revised Bloom’s Taxonomy to nursing ...view middle of the document...
She changed the six categories to verb forms and rearranged the first two. She switched evaluation to evaluating and made it second on the list and changed synthesis to creating and made it first on the list. This new taxonomy displays a more active form of thinking and is possibly more precise (Bloom's Taxonomy of Learning Domains, 2013).
After Bloom’s Taxonomy, a new learning model surfaced, the Structure of Observed Learning Outcome (SOLO) Taxonomy. This taxonomy reflects the domain which defines levels of increasing difficulty in a student’s comprehension of a subject. It helps both teacher and student in understanding the learning process. In the order of understanding, this model consists of five levels:
1. Pre-structural – The learner does not understand the lesson or subject.
2. Uni-structural - Learner has basic concept about the subject.
3. Multi-structural - The learner has detached ideas about the subject.
4. Relational - Acceptable understanding of a subject.
5. Extended abstract – Based on expertise can create new ideas (Bloom's Taxonomy of Learning Domains, 2013).
SOLO indicates to the student as well as the teacher, how the student is progressing. Handling situations, based on feelings, values, motivations, and attitudes is included in the affective learning domain. Physical movement, coordination, and the use of motor-skills are primary components of the psychomotor domain. These skills develop over time with practice, the measurement is in relation to technique, procedure, speed, precision, and distance. From the simplest to the most complex, there are seven main categories:
1. Perception –...