Bloom Research and Response Paper Essay

Larkin and Burtons abstract inaugurate the Joint Commissions directional for effective communication among heraldic bearinggivers during handoff to ensure long-suffering safety (Larkin & ampereere Burton, 2008, p. 360). The case conceive reviews the lack of handoff practice and its effect on continuum of care provided to Ms. C, a 64-year-old woman, presented to the ambulatory surgical operation center for an open cholecystectomy (p. 390), and the subsequent workshop utilizing Blooms Taxonomy of Education Objectives to give lessons and change clinical practice among the ply members.From this readers vantage Ms. Cs respiratory de-compensation was a firmness of the nurses chastisement to communicate unhurrieds medical business relationship and critical findings during unit-to-unit modify and shift report, curt nurse to patient ratio along with broken charting, failure to recognize early(a) signs and symptoms of respiratory compromise, and lack of critical idea achiev ements. Evidenced by the case report cards assertions, Ms. C required atomic number 8 in the take anesthesia care unit (PACU) but was transferred without it.Second, the PACU nurse did not communicate to the patients wishing for oxygen to the receiving nurse during handoff report. It is unclear if the operating surgeon wrote vital sign parameters and pulmonary gage orders, or if there were standard protocols for this post operative unit. Ms. Cs incomplete graphic record indicate she was fixed on four liters of oxygen inwardly two hours of her arrival to the unit at 1630 however, fail to adequately trend vicarious vital signs such as scummy grade temperature and tachycardia (Larkin & Burton, 2008, p. 392).The record does not document any nurse-initiated interventions or augur to the doctor requesting a chest roentgen ray or recommending a respiratory therapy bear on for breathing treatment and incentive spirometer. On post-op day two Ms. Cs respiratory status declined requiring a non-rebreather mask, speedy response team consult, and a transfer to the intensive care unit for a diagnosis of respiratory distress (p. 392). in that location were multiply factors that contributed to the above scenario Larkin and Burton writes that after this near-miss, failure to rescue incident (p. 94) a labour force consisting of management, clinical nurse specialist (CNS) and unit educator convened to discuss the event. The assess force concluded that the care for round members were ineffectual in critically evaluating the patients signs and symptoms. The CNS chose a role model that utilized Blooms Taxonomy of educational Objectives, that provided measurable outcomes to the educational activity and enabled the nursing team to optimize their critical skill aims. A workshop to assist staff to navigate through the case field of honor in a realistic way was implemented (Larkin & Burton, 2008, p. 95). The cognitive area contains six intellectual skills th at prise knowledge, comprehension, application, analysis, synthesis, and valuation of information received. The affective domain contains tailfin emotional factors receiving, responding, valuing, organizing, also conceptualizing and characterizing by place concept. It is during this phase that person buy-in occurs or not. Finally, the psychomotor domain contains five motor skills functions of imitation, manipulation, precision, articulation, and naturalization.The individual learn to adapt his or her movements intuitively to a given situation (Larkin & Burton, 2008, p. 395). The key component of continued nursing education is to advance and apply testify based practice at the bedside. The custom of Blooms Taxonomy of Educational Objectives as the framework promote the transfer of certify based information, in a consideration that allow the nurse educators to evaluate and measure the learners cognitive, affective and psychomotor processes. It allows the learner (nurse) to assess his or her level of application within each domain. some(prenominal) the educator and the nurse can reward successes and target learning opportunities to areas of inefficiency. References Blais, K. K. , & Hayes, J. S. (2011). professional person Nursing Practice Concepts and Perspective (6th ed. ). top(prenominal) Saddle River, NJ Pearson. Bouchard, G. J. (2011, November). In proficient Bloom Helping Students Grow exploitation the Taxonomy of Educational Objectives. The Journal of Physican Assistance Education, 22(4), 44-46. Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Case Study exploitation Blooms Taxonomy of Education. AORN, 88(3), 390-402.