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Using the Revised Bloom's Taxonomy in the clinical laboratory: thinking skills involved in diagnostic reasoning
Whei Ming Su1, Paul J Osisek, Beth Starnes
1Nursing Department, Purdue University North Central, Westville, IN 46391, USA. wmingsu@pnc.edu
Abstract:
Achieving effective transfer of theoretical knowledge to clinical practice requires knowledge of thinking paradigms in relation to specific nursing content. It is a challenge to develop instructional designs for teaching and assessing implicit thought processes involved in clinical reasoning. The authors demonstrate the use of the Revised Bloom's Taxonomy to teach thinking skills involved in diagnostic reasoning in a clinical laboratory.
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