students will create 4-6 objectives using the below criteria and submit for faculty review and grading. The stated objectives should align with the course objectives.
Bloom’s Taxonomy of cognitive behavior can be used as a guide to write the behavior component of a learning outcome. The “behavior component†entails what students are able to do as a result of completing a course.
Bloom’s Taxonomy (listed in order from lower level cognitive skills to higher level cognitive skills) is as follows: knowledge, comprehension, application, analysis, synthesis, and evaluation. Higher-level outcomes are dependent on lower level cognitive skills.
Table 1 briefly defines each of the cognitive levels and provides action verbs specifying different behaviors that can be used to write SLOs at the 6 cognitive levels (modified from Bloom et al., 1956).
Category
Examples, key words (verbs), and technologies for learning (activities)
Remembering: Recall or retrieve previous learned information.
(Previously “knowledgeâ€)
Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on repetition, reading
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one\’s own words.
(Previously “comprehensionâ€)
Examples: Rewrite the principles of test writing. Explain in one\’s own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search
Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee\’s vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run a test
Evaluating: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network with others
I am following a wound care nurse for wounds of all sorts.
Clinical Objectives
Student’s Name
Institutional Affiliation
Course
Instructor’s Name
Date
Clinical Objectives
Introduction
Bloom’s taxonomy was created by Benjamin Bloom and his colleagues in 1956 and later revised in 2001 by some psychologists. Since its creation, Bloom’s Taxonomy has promoted higher forms of thinking in education (Kim & Kim, 2019). The cognitive domain entails knowledge and the development of intellectual skills. It includes procedural patterns, the recall or recognition of specific facts, and concepts that enhance the development of intellectual skills. There are six major categories of the cognitive domain of Bloom’s taxonomy, such as Knowledge, comprehension, application, analysis, synthesis, and evaluation (Kim & Kim, 2019). In that regard, the purpose of this paper is to describe six objectives related to wound care, using Bloom’s taxonomy model.
Bloom’s Category: Knowledge
Objective: To identify factors that affect wound healing and the potential for infection
This objective is important to nurses who are involved in the care and management of wounds of any kind. It is important to understand such factors to ensure effective care and management of the wounds (Shah et al., 2018). These factors include patient factors, the nature of the wounds or injury, and local factors. Patient factors include age, underlying illness or diseases such as anemia, diabetes, and immunocompromised. The nature of the wound includes the extent of injury, organ or tissue injury, and contamination of infection (Shah et al., 2018). Local factors include hemostasis and debridement and timing of closure.
Bloom’s Category: Comprehension
Objective: To be able to distinguish between various methods of wound debridement
Knowledge of wound debridement is very essential in wound care and management. This objective will help the student comprehend the various types of wound debridement as well as the processes of debridement. According to Shah et al. (2018), debridement is the procedure for treating a wound in the skin. The process involves a thorough cleaning of the wound and removing all hyperkeratotic (thickened skin or callus), infected, and nonviable (necrotic or dead) tissue, foreign debris, and residual material from dressings. It is an essential step in the protocol for treating severe wounds (Shah et al., 2018). Methods of debridement that the student will distinguish include surgical debridement and non-surgical debridement. The non-surgical debridement methods include autolytic, enzymatic debridement, mechanical debridement, and maggot therapy.
Bloom’s Category: Application
Objective: To be able to demonstrate basic wound treatment and management skills learned in the classroom
This is a very important objective because it forms the practical aspect of learning. This objective will enhance the student’s ability to apply theory learned during the classroom in a real-life situation. These skills range from patient assessment, wound classification to wound dressing and wound debridement and wound healing (Shah et al., 2018). All these skills including wound cleaning are met under this objective. Students should be able to demonstrate these skills when caring for patients with various types of wounds. The patient should also demonstrate the use of correct antibiotic cream and ointment as directed by a physician (Shah et al., 2018). Wound dressing is in the center of wound care and management which students must demonstrate.
Bloom’s Category: Analysis
Objective: To be able to analyze the advantages of proper wound management to the patient
Nurses need to understand the significance of their work in hospital care. This objective will help students understand and master the benefits of proper wound care and management. For instance, they will be able to analyze how various patients are affected before and after proper wound care (Shah et al., 2018). A wound that is not properly managed can delay the healing process and become chronic. The overall aim of wound management is to provide the ideal environment for the wound to heal. A warm, moist and non-toxic healing environment provides the best conditions for the wound to heal naturally.
Bloom’s Category: Evaluation
Objective: To evaluate patient’s progress or outcomes and make correct decisions regarding wound care and management.
The primary objective of wound care is to improve the outcome in the end. Evaluation of every case must happen to ascertain whether the regimen worked. Therefore, the ability to evaluate an outcome or progress of a situation and recommend proper adjustments is a critical skill that all nurses should acquire. It is exactly what this objective is trying to achieve (Shah et al., 2018). Findings are always included in a report, which is handed over to healthcare providers during transitioning to the next shift.
Bloom’s Category: Synthesis
Objective: To be able to create a wound care and management plan for various patients based on individual needs
The primary reason for nursing education is to provide competent nurses who can practice independently. To do so, they must be able to do analysis and evaluation of a case and develop a treatment plan (Shah et al., 2018). This objective prepares nurses to gain the skills and ability to create a comprehensive and effective plan for caring and management of the wound. The treatment or wound care plan must alight with the needs of individual patients.
Conclusion
There are six major categories of the cognitive domain of Bloom’s taxonomy, such as Knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom’s model was used to develop six objectives regarding wound care. The objectives are aligned with the course objectives.
References
Kim, B. N., & Kim, M. J. (2019). Analysis of knowledge in nursing management educational objectives based on Anderson’s Revision of Bloom’s Taxonomy. Journal of Korean Academy of Nursing Administration, 25(3), 198-207. https://doi.org/10.11111/jkana.2019.25.3.198.
Shah, J. B., In Sheffield, P. J., & In Fife, C. E. (2018). Textbook of chronic wound care: An evidence-based approach for diagnosis and treatment. BEST Publishing Company.