NUR 665E-O 500Nursing Education Practicum

Posted: December 19th, 2022

NUR 665E-O 500Nursing Education Practicum

There are three learning domains. Firstly, cognitive domain that is concerned with thinking. It is concerning with the learners gradually progressing through seven verb stages. The verbs (in order of progression) are know, comprehend, apply, analyze, evaluate and create. This order of verbs represents a shift from the lowest to the highest form of cognitive learning. Evaluation in the cognitive domain typically focuses on presenting learners with test scenarios that assess how well they can apply the learnt information in different scenarios (Harrell, 2013; Thomas et al., 2016).NUR 665E-O 500Nursing Education Practicum

ORDER A PLAGIARISM-FREE PAPER HERE

Secondly, affective domain that is concerned with feelings and emotions. Learning in this domain shifts from simple emotions towards more complex emotions as described by five verbs. The verbs are ordered as receive, respond, value, organize, and characterize. Evaluation is this domain would occur by presenting learners with potential debates and data that allows them to express their feelings and opinions on controversial topics to assess how they deal with emotions and if it affects their opinions (Harrell, 2013; Thomas et al., 2016).

Finally, psychomotor domain that is concerned with physical movement, reflex action and interpretive movements. The learning process requires the learner to physically encode information that is then expressed through muscle movement. This domain presents five forms of movement: reflex, fundamental, perceptual, physical, non-discursive and skilled movements. Evaluation occurs through presenting the learner with practical situations in which movement is required then assessing the movement for smoothness, rapidity and accuracy based on a set standard (Harrell, 2013; Thomas et al., 2016).NUR 665E-O 500Nursing Education Practicum

1. The best strategy for learning in the three domains would entail the use of an amalgamation of classroom and supervised field strategies. The classroom portions would be dedicated to presenting the theoretical aspects of learning with a focus on the cognitive and effective domains. The supervised field strategies would be focused on all three strategies, allowing the learners to applying the theoretical knowledge they acquired while also demonstrating psychomotor knowledge and allowing them to practice this knowledge within a supervised environment (Blumberg, 2012; Sankaranarayanan & Sindhu, 2012).

References

Blumberg, B. (2012). Developing learner-centered teaching: a practical guide for faculty. San Francisco, CA: Jossey-Bass.

Harrell, L. (2013). A learner centered approach to online education. Charlotte, NC: Information Age Publishing, Inc.

Sankaranarayanan, B. & Sindhu, B. (2012). Learning and teaching nursing (4^th ed.). New Delhi: Jaypee Brothers Medical Publishers (P) Ltd.

Thomas, P., Kern, D., Hughes, M. & Chen, B. (2016). Curriculum development for medical education: a six-step approach (3^rd ed.). Baltimore, MD: John Hopkins University Press.

DQ_ (1)

NUR 665E-O 500Nursing Education Practicum