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Clinical staff development: planning and teaching for desired outcomes
1Mission Hospitals, Asheville, North Carolina, USA. bharton2@charter.net
Summary
Nursing educators use Revised Bloom's Taxonomy to enhance learning. This framework helps plan activities for better knowledge retention across factual, conceptual, procedural, and meta-cognitive levels.
Area of Science:
- Nursing Education
- Educational Psychology
Background:
- Nursing staff development educators aim to improve learner knowledge retention.
- Effective learning strategies are crucial for healthcare professionals.
- Different types of knowledge (factual, conceptual, procedural, meta-cognitive) require varied teaching approaches.
Purpose of the Study:
- To explore the application of Revised Bloom's Taxonomy in nursing education.
- To guide nursing educators in designing effective learning activities.
- To enhance the cognitive progression of nursing learners.
Main Methods:
- Utilizing the Revised Bloom's Taxonomy as a framework.
- Analyzing the cognitive process dimension of knowledge.
- Planning learning activities aligned with taxonomic levels.
Main Results:
- The Revised Bloom's Taxonomy offers a structured approach to cognitive learning.
- Educators can design targeted activities for different knowledge types.
- Facilitates learner progression through cognitive complexity.
Conclusions:
- Revised Bloom's Taxonomy is a valuable tool for nursing staff development.
- It supports educators in creating robust learning experiences.
- Promotes deeper understanding and retention in nursing learners.
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