Su Whei Ming, Osisek Paul J
Department of Nursing, Purdue University North Central, Westville, IN, USA.
J Contin Educ Nurs. 2011 Jul;42(7):321-7. doi: 10.3928/00220124-20110621-05.
One of the essential goals for continuing education in nursing is to enhance nurses' ability to improve patient care outcomes. Toward this goal, learners need to transfer learned knowledge to actual practice. Achieving effective transfer requires knowledge of thinking paradigms in relation to specific subject content. Educators can facilitate knowledge transfer by developing instructional designs that incorporate subject content and cognitive processes related to the use of the subject content. However, it is difficult to develop such instructional designs. The Revised Bloom's Taxonomy provides a framework for meeting this educational need. In this article, the authors establish the relevance of the Revised Bloom's Taxonomy to continuing education and describe how to use the taxonomy to plan an educational session with an emphasis on promoting knowledge transfer.
护理继续教育的一个基本目标是提高护士改善患者护理结果的能力。为实现这一目标，学习者需要将所学知识应用到实际实践中。实现有效的知识迁移需要了解与特定学科内容相关的思维模式。教育工作者可以通过开发教学设计来促进知识迁移，这些教学设计应包含学科内容以及与学科内容使用相关的认知过程。然而，开发这样的教学设计并非易事。修订后的布鲁姆教育目标分类法提供了一个满足这一教育需求的框架。在本文中，作者阐述了修订后的布鲁姆教育目标分类法与继续教育的相关性，并描述了如何使用该分类法来规划一次以促进知识迁移为重点的教育课程。
