Bloom’s Taxonomy of Educational Objectives was developed by a committee of colleges. It had been developed for testing purposes. The goal was to develop a system of testing that could be used through the university systems. It was named for Benjamin Bloom of the University of Chicago, who led this committee. There are three domains identified; cognitive, affective psychomotor. These domains represent types of learning. The cognitive domain and the domain were further subdivided into parts. The cognitive domain “has been used extensively in the development of programs, instruction, and student assessment methods” (Duan, 2006, p.1).
The cognitive domain “includes those objectives which deal with the recall or recognition of knowledge and the development of intellectual abilities and skills” (Kretchmar, 2008, p. 2). It is divided into six parts; knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge would be the lowest level of the cognitive domain. It would be the recalling of facts. To the nursing student, for instance, knowing what an abnormal creatinine level is. The next level would be comprehension. The student would be able to provide information why it is an abnormal value and what it means to the patient. In the next level, application, the student would be able to recognize in the clinical setting that this is an abnormal lab result for the patient, he is applying text book learning to the clinical setting. The next level is analysis. In this level the nursing student would be able to see the abnormal lab and dissect it. The student would find out if this a baseline creatinine level for this patient. If the patient has a chronic renal failure a blood creatinine level of 2.0 may not be cause for alarm. If this patient had a normal blood creatinine level baseline, then it requires further action. Through deductive reasoning the student at the analysis level...
References: Kretchmar, J. (2008). The Affective Domain. Affective Domain -- Research Starters Education, 1.
Duan, Y. (2006). Selecting and applying taxonomies for learning outcomes: a nursing example. International Journal Of Nursing Education Scholarship, 3(1), 1-14.
Savickiene, I. (2010). Conception of Learning Outcomes in the Bloom 's Taxonomy Affective Domain. Quality Of Higher Education, 737-59.
Randall, Vernellia R. (1994). Learning domains or blooms taxonomy. Retrieved from http://academic.udayton.edu/Health/syllabi/health/Unit01/lesson01b.htm
Jones, M. (2008). Developing clinically savvy nursing students: an evaluation of problem-based learning in an associate degree program. Nursing Education Perspectives, 29(5), 278-283.
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