Bloom Research and Response Paper Essay

Larkin and Burtons abstract preface the Joint Commissions directive for effective communication among caregivers during handoff to ensure longanimous safety (Larkin & Burton, 2008, p. 360). The episode study 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 surgery center for an open cholecystectomy (p. 390), and the subsequent workshop utilizing f wiped out(p)ers Taxonomy of Education Objectives to educate and change clinical practice among the rung members.From this readers vantage Ms. Cs respiratory de-compensation was a result of the draws move overure to communicate patients medical history and critical findings during unit-to-unit take away and shift report, inadequate nurse to patient ratio along with incomplete charting, failure to recognize early signs and symptoms of respiratory compromise, and lack of critical idea skills. Evidenced by the case studys assertions, Ms. C fore see for oxygen in the post anesthesia care unit (PACU) alone was raptusred without it.Second, the PACU nurse did not communicate to the patients need for oxygen to the receiving nurse during handoff report. It is unclear if the surgeon wrote vital sign parameters and pulmonary seat orders, or if there were standard protocols for this post operative unit. Ms. Cs incomplete graphic record indicate she was placed on quaternary liters of oxygen within devil hours of her arrival to the unit at 1630 however, fail to adequately trend abnormal vital signs such as low grade temperature and tachycardia (Larkin & Burton, 2008, p. 392).The record does not document any nurse-initiated interventions or call to the doctor requesting a chest x-ray or recommending a respiratory therapy consult for breathing treatment and incentive spirometer. On post-op day two Ms. Cs respiratory status declined requiring a non-rebreather mask, rapid answer team consult, and a transfer to the intensive care u nit for a diagnosis of respiratory distress (p. 392). There were multiply factors that contributed to the above scenario Larkin and Burton writes that afterwards this near-miss, failure to rescue incident (p. 94) a task mash consisting of management, clinical nurse specialist (CNS) and unit educator convened to discuss the event. The task force concluded that the nursing staff members were ineffectual in critically evaluating the patients signs and symptoms. The CNS chose a framework that utilized Blooms Taxonomy of Educational Objectives, that provided measurable outcomes to the reproductional activity and enabled the nursing team to hone their critical skill levels. A workshop to assist staff to aviate through the case study in a realistic direction was implemented (Larkin & Burton, 2008, p. 95). The cognitive domain contains six intellectual skills that measure knowledge, comprehension, application, analysis, synthesis, and rating of information received. The affective dom ain contains quint emotional factors receiving, responding, valuing, organizing, also conceptualizing and characterizing by value concept. It is during this phase that individual 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 evidenced based practice at the bedside. The purpose of Blooms Taxonomy of Educational Objectives as the framework promote the transfer of evidence based information, in a setting that allow the nurse educators to evaluate and measure the pupils 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 reinforce successes and targ et learning opportunities to areas of inefficiency. References Blais, K. K. , & Hayes, J. S. (2011). professional Nursing Practice Concepts and Perspective (6th ed. ). Upper Saddle River, NJ Pearson. Bouchard, G. J. (2011, November). In Full Bloom Helping Students Grow Using the Taxonomy of Educational Objectives. The ledger of Physican Assistance Education, 22(4), 44-46. Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Case Study Using Blooms Taxonomy of Education. AORN, 88(3), 390-402.