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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...

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Updated: May 31, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

The Revised Bloom's Taxonomy: implications for educating nurses.

Whei Ming Su¹, Paul J Osisek

¹Department of Nursing, Purdue University North Central, Westville, IN, USA. wmingsu@pnc.edu

Journal of Continuing Education in Nursing

|June 29, 2011

Summary

This summary is machine-generated.

Continuing education in nursing aims to improve patient care by enhancing knowledge transfer. The Revised Bloom

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Last Updated: May 31, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Cognitive Science

Background:

Effective continuing education in nursing requires successful knowledge transfer from learned concepts to clinical practice.
Facilitating this transfer necessitates understanding cognitive processes and aligning them with subject content.

Purpose of the Study:

To establish the relevance of the Revised Bloom's Taxonomy for continuing nursing education.
To provide a framework for educators to design instructional sessions that promote effective knowledge transfer.

Main Methods:

The article reviews the principles of the Revised Bloom's Taxonomy.
It discusses how to integrate the taxonomy into instructional design for nursing education.
Focus is placed on planning educational sessions to enhance knowledge application.

Main Results:

The Revised Bloom's Taxonomy offers a structured approach to cognitive processes relevant to nursing.
Its application can guide the development of targeted educational strategies.
This framework aids in creating learning experiences that bridge theory and practice.

Conclusions:

The Revised Bloom's Taxonomy is a valuable tool for enhancing knowledge transfer in nursing continuing education.
Educators can utilize this taxonomy to create more effective and practice-oriented learning experiences.
Implementing this framework supports the ultimate goal of improved patient care outcomes.