Post Your Initial Response To One Of The Two Topics Below ✓ Solved

Post your initial response to one of the two topics below.

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Post your initial response to one of the two topics below.

Topic 1 Blooms Application

Apply Bloom's taxonomy to a new concept you have learned within the RN-BSN program.

a. Reflect on how you would teach this concept to a nursing peer.

b. Construct three learning objectives containing appropriate active verbs.

c. Identify a possible teaching strategy for each of your objectives.

d. Indicate how you plan to measure each objective.

Topic 2 Technology and Teaching

Identify technology you would include within a patient education scenario.

a. Provide information related to setting, patient, and topic

b. Discuss your rationale for choosing a technology tool

c. Explain your lesson and how you would evaluate learning.

Paper For Above Instructions

Introduction

Bloom’s taxonomy has long served as a foundational framework for shaping educational objectives to promote higher-order thinking. Originally published in 1956, it outlined cognitive levels from basic recall to complex evaluation, guiding educators in crafting learning experiences and assessments (Bloom et al., 1956). The taxonomy was later revised (Anderson & Krathwohl, 2001) to reflect contemporary understandings of learning processes, emphasizing and redefining active engagement with knowledge. For RN-BSN contexts, applying Bloom’s taxonomy to a recently learned concept—such as evidence-based practice (EBP)—helps structure teaching and evaluation in ways that foster critical thinking, clinical judgment, and effective patient care (Anderson & Krathwohl, 2001; Krathwohl, 2002). This paper answers Topic 1 by selecting a new concept (EBP), detailing teaching considerations, and constructing objectives, strategies, and measures. It also integrates best practices for writing clear objectives and selecting appropriate assessment methods (Mager, 1962; Gronlund, 1988). The discussion includes APA-style in-text citations to anchor the analysis in established educational theory (Nilson, 2016).

Selected Concept and Rationale

The chosen new concept is evidence-based practice (EBP) in nursing. EBP integrates best research evidence with clinical expertise and patient preferences to guide decision-making. In nursing education, Bloom’s taxonomy provides a scaffold for moving learners from understanding and applying EBP concepts to analyzing, evaluating, and creating patient care plans that reflect current evidence (Bloom et al., 1956; Anderson & Krathwohl, 2001). By focusing on EBP through Bloom’s levels, a nursing peer can progress from defining what constitutes evidence to applying research findings in clinical scenarios, while evaluating outcomes and potentially creating patient education materials that align with evidence. This approach aligns with foundational educational theory and supports the development of competent, reflective practitioners (Marzano & Kendall, 2007; Nilson, 2016).

Bloom’s taxonomy remains a practical tool for structuring learning experiences that culminate in measurable outcomes. In the RN-BSN program, the concept of EBP requires integration of literature appraisal, synthesis of findings, and translation into patient-centered care. Applying the taxonomy helps ensure that learning objectives are explicit, observable, and aligned with assessments, fostering consistency between what is taught, what is practiced, and what is evaluated (Anderson & Krathwohl, 2001; Mager, 1962). The aim is to cultivate a nurse who can articulate the rationale for care decisions, justify changes in practice based on evidence, and communicate these decisions clearly to colleagues and patients (Oermann & Gaberson, 2014).

Learning Objectives (Three with Active Verbs)

1) Define the core components of evidence-based practice (Remember/Understand). Example objective: The learner will explain the three pillars of EBP—best available evidence, clinical expertise, and patient preferences—in their own words by the end of the session.

2) Apply a structured approach to evaluating a research article for clinical relevance (Apply). Example objective: The learner will apply a standardized appraisal framework (e.g., PICO, study design, validity) to a given nursing study and determine its applicability to a specific patient scenario.

3) Analyze and justify a patient-centered care plan based on evidence (Analyze/Evaluate/Create). Example objective: The learner will analyze a case vignette, synthesize pertinent evidence, and justify a care plan, including patient values and potential outcomes, and present a brief evidence-based rationale.

Teaching Strategies for Each Objective

For Objective 1 (Define core components): Use a short, instructor-led mini-lecture followed by a think-pair-share activity. This sequence supports initial exposure, peer discussion, and clarification of concepts, promoting comprehension and recall (Gronlund, 1988).

For Objective 2 (Apply evaluation framework): Employ case-based learning and a structured rubric. Students work through a published nursing study using a validated appraisal tool, then discuss how findings translate to practice. This approach fosters application, analysis, and evaluation in authentic contexts (Nilson, 2016).

For Objective 3 (Analyze and justify care plan): Use a simulated clinical scenario or case study with a debrief. Students examine patient values, summarize relevant evidence, and justify decisions in a concise presentation. A rubric measuring synthesis, justification, and communication reinforces higher-order thinking (Biggs & Tang, 2011; Oermann & Gaberson, 2014).

Measurement and Assessment Plan

Each objective requires alignment with observable evidence of learning. For Objective 1, employ a short-answer assessment or a concept map to demonstrate understanding of EBP components. For Objective 2, use a written appraisal and a peer discussion reflection; assessor reliability is enhanced with a rubric that captures accuracy of evaluation criteria and justification of relevance. For Objective 3, require a brief patient-centered care plan and evidence-based rationale; use a rubric that focuses on evidence synthesis, alignment with patient preferences, and clarity of communication. These approaches support both formative feedback and summative evaluation, aligning with classic objectives-writing guidance (Mager, 1962; Gronlund, 1988).

Rationale for Instructional Design Choices

The chosen sequence—remember/understand, apply, and analyze/evaluate/create—maps onto the cognitive progression described in Bloom’s taxonomy and its revision (Anderson & Krathwohl, 2001; Krathwohl, 2002). By starting with a foundational understanding of EBP components, learners build a shared vocabulary. Transitioning to application with a research article fosters transfer of knowledge to clinical practice. Finally, analysis and justification in a case scenario support the integration of patient values, preferences, and evidence into care decisions, reflecting the goal of nursing education to prepare evidence-based practitioners (Nilson, 2016; Oermann & Gaberson, 2014). The chosen active verbs, rubrics, and authentic tasks are aligned with best practices in objective writing and assessment, including the historical emphasis on clear performance criteria (Mager, 1962; Gronlund, 1988).

Ethical and Practical Considerations

Incorporating evidence from the literature into practice requires careful attention to patient autonomy, privacy, and informed consent when discussing case scenarios. Students should be reminded to maintain patient confidentiality and to appropriately cite sources when presenting evidence-based rationales. Practically, the learning activities should be feasible within typical RN-BSN course timeframes and be adaptable for both in-person and online formats. The objective-driven approach helps instructors monitor progress and adjust instruction as needed, ensuring that all learners have equitable opportunities to achieve the learning outcomes (Nilson, 2016).

Conclusion

Applying Bloom’s taxonomy to a concept such as evidence-based practice in nursing education provides a structured, measurable framework for student learning. By crafting specific, action-oriented learning objectives, selecting purposeful teaching strategies, and aligning assessments with each objective, educators can foster higher-order thinking and authentic clinical competence. The integration of foundational theory (Bloom, 1956; Anderson & Krathwohl, 2001) with practical nursing education applications (Oermann & Gaberson, 2014; Nilson, 2016) supports the development of nurses who can translate evidence into patient-centered care. In this way, Bloom’s taxonomy remains a robust tool for guiding nursing education toward improved patient outcomes and lifelong professional growth.

References

1. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, NY: David McKay Co.
2. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
3. Krathwohł, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
4. Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin.
5. Mager, R. F. (1962). Preparing Instructional Objectives. Palo Alto, CA: Fearon.
6. Gronlund, N. E. (1988). Writing Instructional Objectives for the 1980s and Beyond. Boston, MA: Allyn & Bacon.
7. Nilson, L. B. (2016). Teaching at Its Best: A Research-Based Resource for College Instructors (4th ed.). San Francisco, CA: Jossey-Bass.
8. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Maidenhead, UK: Open University Press.
9. Oermann, M. H., & Gaberson, K. B. (2014). Evaluation and Testing in Nursing Education. New York, NY: Springer.
10. Polit, D. F., & Beck, C. T. (2017). Nursing Research: Generating and Assessing Evidence for Nursing Practice (10th ed.). Philadelphia, PA: Wolters Kluwer.