Bloom’s Taxonomy

Ortiz, Myralyn; Kent, Denise; Carlucci, Melissa; Ricca, Paige; Zeiher, Wendy; Vanderzwan, Kathryn J.; Betka, Alisha A; Kilroy, Susan

doi:10.1097/nnd.0000000000000897

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…11 In addition, Bloom's taxonomy can be applied to evaluate student outcomes in simulation and be used as a theoretical framework in simulation-based nursing education. 12,13 The experiential innovation included an ungraded in-class case study exercise during week 3. Nonparticipation did not affect students' course grade.…”

Section: Curricular Innovationsmentioning

confidence: 99%

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Nursing Handoff Education Using Experiential and Virtual Innovations

Vanderzwan

Burt²,

O’Rourke³

2022

Nurse Educ

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Background: Seventy percent of serious medical errors are the result of ineffective communication, including handoff errors. Problem: Nursing students have cited a need for more experience on how to give handoff; yet, handoff education remains variable. Approach: Two innovative curricular approaches were implemented on the basis of Bloom's taxonomy to teach handoff education: experiential and virtual. The outcomes of the 2 curricular innovations were evaluated for handoff completion, handoff accuracy, and handoff quality, based on context. Outcomes: During the experiential approach, students demonstrated average handoff completion rates of 84%. During the virtual approach, students' handoff completion rates rose from 25% to 63% and accuracy handoff rates rose from 13% to 31%. Conclusions: Evaluations support that varying educational methods successfully teach nursing students how to give handoffs. Complementary innovations grant educators flexibility to tailor innovations to curriculum and course context, as supported by Bloom's taxonomy.

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Section: Curricular Innovationsmentioning

confidence: 99%

“…Bloom's taxonomy supports planning and assessment of student learning, which are relevant to both the experiential and virtual innovations 11. In addition, Bloom's taxonomy can be applied to evaluate student outcomes in simulation and be used as a theoretical framework in simulation-based nursing education 12,13…”

Section: Curricular Innovationsmentioning

confidence: 99%

Nursing Handoff Education Using Experiential and Virtual Innovations

Vanderzwan

Burt²,

O’Rourke³

2022

Nurse Educ

View full text Add to dashboard Cite

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Stroke Admission Simulation: Engaging Novice and Expert Nurses

Sybrandt

2024

J Contin Educ Nurs

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In today's changing health care climate, clinical nurse educators are being challenged to educate nurses with a wide range of experience. This article describes the development and facilitation of a low-fidelity simulation used to educate nurses about identified gaps in standardized care during stroke admissions on a medical-surgical stroke unit at Legacy Emanuel Medical Center. The simulation was developed for use by novice and expert medical-surgical stroke nurses simultaneously. With the use of Bloom's Revised Taxonomy ( Anderson et al., 2001 ), roles within the simulation were tailored to encourage the learning of nurses with varying levels of expertise. Overall, learners appeared to benefit from the class, which included the stroke admission simulation. Mean test scores increased from 55% pretest to 80% posttest. Additionally, 98% of learners found the simulation and lecture moderately helpful or extremely helpful. [ J Contin Educ Nurs. 202x;5x(x):xx–xx.]

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Bloom’s Taxonomy

Cited by 2 publications

References 22 publications

Nursing Handoff Education Using Experiential and Virtual Innovations

Nursing Handoff Education Using Experiential and Virtual Innovations

Stroke Admission Simulation: Engaging Novice and Expert Nurses

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