Using the Revised Bloom's Taxonomy in the clinical laboratory: thinking skills involved in diagnostic reasoning.
Achieving effective transfer of theoretical knowledge to clinical practice requires knowledge of thinking paradigms in relation to specific nursing content. It is a challenge to develop instructional designs for teaching and assessing implicit thought processes involved in clinical reasoning. The authors demonstrate the use of the Revised Bloom's Taxonomy to teach thinking skills involved in diagnostic reasoning in a clinical laboratory.
Su
Whei Ming
WM
Nursing Department, Purdue University North Central, Westville, IN 46391, USA. wmingsu@pnc.edu
Osisek
Paul J
PJ
Starnes
Beth
B
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003071:Cognition; D006259:Craniocerebral Trauma / Q000175:diagnosis / Q000451:nursing; D003479:Curriculum; D003661:Decision Support Techniques; D003937:Diagnosis, Differential; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006301:Health Services Needs and Demand; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D009730:Nursing Assessment / Q000379:methods; D015402:Nursing Education Research; D009736:Nursing Process; D015397:Program Evaluation; D011588:Psychology, Educational; D013338:Students, Nursing / Q000523:psychology; D013664:Teaching Materials / Q000592:standards*; D013850:Thinking