Bloom’s Research and Response

rashs Research and Response Blooms Research and Response Benjamin Bloom developed Blooms Taxonomy of Education in 1956. It is a teaching system developed to classify learning objectives and skills (Larkin & Burton, 2008). Lori Anderson and David Krathwohl revised the original publication- Blooms Taxonomy of Educational objectives and in like manner added new knowledge and ideas to the original material. This is the handbook in custom by educators today. The Educational objectives that Bloom developed he categorized into three domains Cognitive, Affective, and Psychomotor.Each domain has its induce set of specific expectations. Bloom broke down his taxonomy into different aims of complexity. They are arraigned in a hierarchy from less to more complex. When teaching, the educator will go for the levels so that mastery of the first level is necessary by the savant before the next level can be achieved. The Cognitive domain focuses on knowledge and developing the skills of compre hension, it also uses critical thinking skills. There are six levels of complexity in this Domain Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.The Affective Domain focuses on how the learner deals with emotions and with his superpower to feel empathy for others. Bloom broke down this domain into five levels Receiving (awareness), Responding (active participation in the learning process), Valuing, Organization, and Internalizing (values held that influence a behavior so it becomes a characteristic). The third domain, the Psychomotor Domain was not broken down into subcategories by Bloom but by Simpson in 1972. The Psychomotor Domain focuses on the ability to manipulate an object physically.This domain has seven levels Perception, Set (readiness to act), Guided Response, Mechanism, Complex Overt Response (the ability to perform without hesitation), Adaptation, and Origination. When used, Blooms Taxonomy will issue the educator with a measurable way to a ssess the level of comprehension of the taught information by the learner (Big Dog and Little Dogs Performance Juxtaposition, 2010). Nurses can use Blooms teaching method in educating patients with chronic diseases. First the nurse must assess the patient for level of understanding and readiness to learn.The nurse uses the Cognitive Domain to teach the patient about his specific disease and to facilitate understanding of all concepts associated with the disease and its treatments. In following the hierarchy the nurse would start with the simplest information and ideas and increase the complexity of the information after the patient has exhibited comprehension of the previously taught material. Using the Affective Domain the nurse helps the patient deal with his emotions related to his diagnosis and to attach a value to it.Once a patient has processed the information given to him, realizes the importance of managing his vex and placing a value on its importance, he is ready to use t he psychomotor domain. The educator uses the Psychomotor domain to teach the skills portion of statement. Diabetics need to learn how to use blood glucose testing equipment patients may need to learn how to self-catheterize these are just two examples of skills that nurses teach that fall under this domain. There are many areas of education a nurse teaches daily.One of which is the information given to patients with chronic diseases in order for them to achieve or maintain self-sufficiency. Blooms teaching method gives those patients the surmount chance at mastering the necessary information and skills needed to live day-to-day with a chronic illness. References Big Dog and Little Dogs Performance Juxtaposition. (2010). Retrieved from http//www. nwlink. com/donclark/hrd/bloom. html Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Case Study Using Blooms Taxonomy of Education. AORN Journal, 88(3), 390-402