Then, as she continued to work in the acute care setting as an oncology nurse, she completed her MSN in Nursing Education from Walden University. Initially Jen graduated from a local community college earning an Associate Degree in Nursing. Jen Moreland, RN MSN, has over 15 years of nursing experience, with a majority of those years focused on nursing education. By incorporating Bloom’s Taxonomy into our classrooms as a systematic process, we help students to make these higher-level thinking connections early on, thus better preparing them for both the rigors of the NGN as well as the high-stakes world of real-life patients. Helping students understand Bloom's framework will help them to transition their thinking earlier and more seamlessly. Treat each lecture or assignment as an opportunity to encourage students to apply their skills and knowledge into actionable practice. Once you have structured your learning objectives to follow Bloom’s Taxonomy, after each lecture or reading, ask students to work through those objectives and answer them as if they were test questions. Re-writing objectives so that they follow a simple-to-concrete structure – like Bloom’s – will help students to start to understand how to better Understand, Apply, Analyze, and Evaluate the information as they build towards Creating their conclusions and key takeaways. We all use learning objectives to communicate what we want the students to get from their reading assignments or lectures. Incorporating Bloom’s Taxonomy Into Learning Objectives When creating your own test items, using this type of critical-thinking verbiage will also help students to transition from Remembering to Application. On the NGN, we find keywords such as: what is best, what is most important, and first and highest priority. These exercises help to prepare them for real-world situations where they will have to quickly Analyze patient symptoms, Evaluate their responses to treatments, and ultimately Create conclusions about the next steps in patient health.Īnother way we can apply Bloom’s is through testing. But don’t stop there! Have the students ask themselves:īy making learning actionable, we help the students to move beyond memorization and into Application. When reviewing material, such as basic patient signs and symptoms for various diseases, use that material as a “Call to Action.” This helps students to move beyond memorization by making learning actionable.įor example, we teach that dyspnea is a sign and symptom of heart failure. Remembering and Understanding-styled information can readily be found in traditional coursework, and students can use this type of information to create a solid and comprehensive foundation of knowledge from which to draw when moving to higher levels of thinking, such as Application.Īpplication of Knowledge Leads to Higher-Level ThinkingĪnother easy way to help students understand how to transition their thinking is to change our language as educators. When looking at the first two sections of Bloom’s – Remember and Understand – we will recognize this as applying to textbook or foundational material. How to Use Bloom’s Taxonomy in the Classroomįoundational Material at the Heart of Remembering & Understanding
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