Journal of Social Work Values and Ethics

Questions: Create a unique learning tool, such as a concept map, worksheet, or table, to differentiate and explain the three different domains of Bloom's Taxonomy as well as the categories for each domain. Include how the domain and categories are used in the following: In curriculum development. In relation to the audience. Answers: Introduction The nursing profession is a very crucial profession as it deals with the health issues of public. Therefore, while developing the curriculum or educational plan for nursing students, it should be evaluated that the plan has been built in a systematic way that will help the future nurses to develop in-depth knowledge in theoretical and practical nursing measures (Dossey et al. 2012). Blooms taxonomy is a set of learning actions for classifying the educational and learning objectives into the different level of complexity. Into blooms taxonomy, there are three domains of concern, the cognitive domain is based on knowledge, the affective domain is based on emotion management and the psychomotor domain is based on action or application. In this essay, a curriculum will be developed for the nursing students based on the domains of Blooms taxonomy (Wu et al. 2012). Here, the curriculum will be developed for midwifery nursing students. Here, the audience is the midwifery-nursing students in masters' level. Cognitive Domain Category Duration Module Contents Experts Activity Knowledge (Here the memory development of learned materials are focused, knowledge gaining on specific terms, interventions and theories are demonstrated) (Horsfall, Cleary Hunt, 2012) 2 weeks Basic nursing theories, interventions in primary care settings, current topic in primary and secondary nursing, infections, immune system, impaired immunity, major categories of pregnancy disorders, cesarean and normal delivery, genetics, cell biology, risk factors in pregnancy and delivery General nurse educators Introductory class for masters in nursing, Defining nursing terms, specializing the subject for midwifery students, nursing intervention related knowledge for pregnancy and delivery Comprehension (Here understanding of facts or ideas through translating, interpreting and extrapolating is concerned) (Sreedhar, 2013) 2 weeks Assessment of primary care and specialized knowledge on midwifery nursing skills, nursing guidelines and legislations, workplace health and safety, security assessment Nurse educators Assessment of specific situation handling as a midwifery nurse, audiovisual sessions, presentation on nursing guidelines and primary to emergency care settings Application (It is the step of problem solving, applying own theoretical knowledge in practical field) 3 months Case studies reading, practical class on pregnancy case handling, practical class on conflict management (Kong et al. 2014) Surgeon doctor, nurse educator Practical class on delivery, anesthesia, infection control, hygiene measures and primary settings of delivery Analysis (Examining and identifying motives or causes of any action) Hospital visit and case understanding, Relating nursing theories with practical knowledge Doctors, registered nurse, nurse educator Presentation, group discussion, group project on case study analysis, individual case presentation Evaluation (It is the step of judging internal evidence and external criteria) 2-3 months Evidence-based nursing, research projects development, personal skill development assessment, team project Doctors, nurse educators, senior staffs, gynecologist, delivery surgeon Workshop on delivery diet and healthy pregnancy, team presentation on practical delivery case scenario, assessment on identifying patients risk on delivery and handling conflict situation in workplace (Overbaugh Schultz, 2012) Synthesis (In this step the student becomes able to create a structure or pattern from their own knowledge) 6 months Dissertation, module course, paper presentation, internship, mini-thesis development Medicine doctor, nurse educator, gynecologist Selecting and presenting a peer-reviewed paper, dissertation submission, internship on a specific study topic and group presentation on the outcomes, mini-thesis development and discussion in a group discussion (Milman, 2012) Affective Domain Category Duration Module Contents Experts Activity Receiving (Here, all the knowledge all gathered by student) 2-3 months Patient-centered care and its complication, empathy and holistic care principles, nursing skills, competencies, collaborative practices, behavioral skills, communication skills Training on effective communication, collaborative behavior, patient-centric approach, conflict management, behavioral changes for a potential nurse, nursing priorities, risk assessment and management, safety management of patient and self-management (Armstrong et al. 2012) Nurse educators, professors, doctors Power-point presentation upon nursing competencies, practical example with nursing skills for a midwifery nurse, group discussion and participation in class presentation, specific training sessions for behavioral and conflict management skill development, real life situation handling skill development, visual and listening skill development training Responding (In this stage, student respond against situation with received knowledge) 2 weeks Dealing with emotional management, supporting patient and patients family, advances in person-centered care, patient consultation, knowledge assessment, needs assessment, complex choreography, skills related to supporting provision of patient's family, outline of emergency care (Blandford, 2012) Doctors, matron Case study analysis, theoretical and practical case handling, practical class on delivery with dummy pregnant woman, assisting doctor during patient check up, consulting with patients family about seriousness of pregnancy, addressing risks, supporting patients family, training on behavioral adaptation for supporting a risky patient and providing right information to patient and patient family, responding to each nursing priorities of the patient, participating in class discussion and ethical and empathic communication within teams Valuing (Here, student link the value to an object or phenomenon) Self-paced learning materials, ethical behavior, nursing ethics and consents, legislative framework of the nation, respect and empathy in practice Peer, nurse educator Peer supervision, perceptual exercise on pregnancy and delivery, value clarification, demonstration of believe or accepting the ethical practice in workplace or institute and community, proposal of a social plan for supporting a community and follows through, demonstration of feeling of a pregnant woman after a miscarriage, supporting the family in that situation, demonstration of acceptance of the curriculum (Clark Price, 2016) Organization (here, students accommodates values and information with their own schema) 2 months NLN competencies, NCSBN Core competencies, professional behaviors, communication, clinical decision making, American Holistic Nursing Association standards, concepts, nurses model of wellness, knowledge of informatics and risk assessment Nurse educator, professors Program for promoting client self-responsibility and self-care, holistic nursing process, application of evidence-based practice in curriculum, organizing nursing priorities aligning with the ethical standards of nursing by participating in a stimulation play (Clark Price, 2016) Characterization by a value or value complex (here, student attempts to build abstract knowledge by internalizing those values) 3 months Self-reliance, objective development for specific patient, team work and collaborative practices, demonstration of behavioral and attitude related skills, discrimination between complications of patients, demonstration of knowledge in nursing intervention for delivery cases Nurse educators (for assessing values internalized by students) Journal writing, team presentation on ethical environment in a health care workplace, assessment of changed behavior in a positive manner after gaining training in behavior and attitude to be a potential nurse, demonstrating noticeable participation in the teamwork, resolving critical cases in a theoretical approach Psychomotor Domain Category Duration Module Contents Experts Activity Perception (Students gain ability for using sensory cues for guiding their motor activity and thereby stimulating activities) 2 weeks Sensory development skills and knowledge development, nonverbal communication skills, identification of clients nonverbal communication and perceiving the intervention for resolving these issues Nurse educators, professors Observing data in respective of the guiding movement and the selection of senses by participating in lectures and video presentation, estimating external cues of nonverbal communication and building a positive relation with client, assessment on perception ability of the student in a practical case handling (Allen Friedman, 2011) Set (Preparing nursing students to be mental, physically and emotionally stronger before performing the nursing task) 6 months Structured role play, hospital visit as a trainee, preparation for real care handling, direct client handling, consulting with patients family, community care perception Nurse educator, peer support, community nurse, nurse practitioner, professor, mentor, general physician Demonstrating procedures before performing a nursing procedure, identifying all the organs and organ system in reproductive system during dissection, demonstrating side effects of medication before dispensing it, identifying correct equipment during surgery and delivery, being prepared to assist a doctor at the time of delivery (Allen Friedman, 2011) Guided Response (ability to follow or imitate the nursing instructions by implementing the trial and error method) 1 months Peer supervision, knowledge about treatment setup, stimulation direction, non-verbal signals for communication Peer, nurse educators, professors, mentors Activities following stimulation direction, assessment on patient counseling, direct patient visit with mentor Mechanism (Infusing in the ability to identify and manipulate the responses of the patients in response to an action) 3 months Coordinated, programmed instructional materials, stimulation games, web site information, statistical information, patients risk assessment (Menix, 1996) Nurse educator, doctor, gynecologist Coordination in an operation, delivery and handling a complicated patient, assessing patients risk, monitoring health status and informing doctors Complex Overt Response (Infusing the ability to the nurses such that to execute the respective operations in an efficient manner) 3 months Emergency training, performance standard development, practical assessment of medication process, training for communication with risky patients Emergency doctor and nurse registered nurse Competency development via real world case handling, participating in community health care programs, measuring patients outcomes and planning intervention Adaptation (Developing the skills in the nurses for executing new integrated activities and to handle difficult situations) Throughout the course Understanding patients needs, development of competence, enhancing patients needs Nurse educator, registered nurse, doctors Hospital visit, patients check up, competency assessment, medication assessment, surgery skill development assessment, group presentation and group discussion for communication skill assessment (Allen Friedman, 2011) Origination (represents the ability of learner to draw their knowledge and psychomotor skills for creating new movements) (Menix, 1996) 6 months Group research, intervention of treatment plan for patient Nurse educator, delivery surgeon, peers, matron, nurse practitioners Final dissertation submission, group presentation of research project, direct patient visit with doctor, active assistance during delivery, workshop and attending community health care program and emergency patients (Menix, 1996) Conclusion In conclusion, it can be said that the nursing students should be provided with a well-established and systematic curriculum for developing knowledge in masters level of nursing, as their gathered knowledge, both practical and theoretical, will apply to public welfare. In this context, this essay provided a tabular curriculum for nursing students specialized for midwifery services that are nurses deals with pregnancy and delivery cases. For this purpose, nurses need to demonstrate their special knowledge in this field and they should show empathy and holistic nursing care. This curriculum has been developed on the basis of the Bloom's taxonomy which has been developed for providing a set of learning or educational framework for the systematic development of educational knowledge in the specific field. Here three domains of bloom's taxonomy have been described with each category. This curriculum will help the future nurses to develop essential skills and knowledge for midwifery nurses . Reference List Allen, K. N., Friedman, B. D. (2011). Affective learning: A taxonomy for teaching social work values.Journal of Social Work Values and Ethics,7(2), 1-12. Armstrong, G., Headrick, L., Madigosky, W., Ogrinc, G. (2012). 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