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It is apparent that chronic illness is naturally incurable. The indications of these chronic disease factors are constant and unremitting; thus, as regards cognition, the emphasis of nursing should be on care, supportive, and preventative procedures when a patient undergoes unavoidable disease deterioration.
The nurses and other health care providers have to learn how to manage chronic diseases in order for them to be able to help chronically ill patients attain independence. An appropriate self-management plan for chronic disease is one of the major cognitive challenges to nurses (Larkin & Burton, 2008). In order to successfully accomplish this, health care professionals should be able to recall information about the patient (knowledge), understand the issues confronted by the patient (comprehension), apply the knowledge gained from interacting with the patient and the other medical staffs (application), differentiate assumptions from facts (analysis), develop a comprehensive care plan (synthesis), and evaluate the value and quality of the care plan (evaluation).
On the other hand, the ‘affective domain’ focuses on feelings, core intentions, and attitudes, and thus is strongly applicable to the caring profession of nurses (Emerson, 2007). It is vital that chronically ill patients are empowered and inspired to help themselves. Therefore, nurses should learn to listen attentively and sincerely to their patients (receiving), to show eagerness to respond (responding), to express commitment and develop individualized treatment plan (valuing), to embrace professional ethical codes as regards management of chronic illness (organization), and to work in a team (internalizing values).
The third domain—the ‘psychomotor’—involves exercise of motor skills, coordination, and physical aspects (Quinn, 2000). Within this domain, the nurse should learn to observe and compare the behavior of a chronically ill patient to another patient (imitation). In this way,
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It details in easy-to-understand, numerous phases how man’s intelligence should evolve from the initial stages of acquisition of knowledge up to his more complex capacities to analyze and develop critical thinking, thereby enabling him to arrive at conclusions and create new products and alternatives that will eventually add-up to the already existing plethora of facts and data.
This paper is a review of Blooms taxonomy. As a maths teacher, I have come to appreciate that there is need to move away from lower order of thinking and embrace higher order of thinking. This means movement from knowledge-level thinking to evaluation-level thinking.
Nurses are increasingly working in a reform-prone healthcare environment and patient needs have become more complicated, requiring nurses to implement requisite skills and competencies in evidence-based practice, health policy and system improvement. Collaboration and teamwork is particularly important in the achievement of this goal.
This can support application of practices and theories using the hierarchy of learning process or taxonomy (Bloom et.al., 1956). Experts explained that knowledge on healthcare are primarily delivered through education from learning institutions where rigorous learning process are attained by reading nursing books which could be a complex combination of sciences and literatures supporting theories, models and approaches on health care management (Bloom et.al., 1956).
Chinese medicine has been molded by numerous western initiatives from the missionary in the 19 century. Particularly, nursing schools and missionary hospitals, this comprised of 32% of the complete nursing population in the country. The American influence was profound since it was one of the principal in the region doing major investments.
A characteristic feature with the nursing was that they had no knowledge of science concerning testing and cause-effect treatment of diseases but on the contrary, they used magic as well as forms of religious sacrifices to cure diseases. Nevertheless, there has been great evolution in the advent of scientific discoveries and the adoption of the modern medical practices.
According to the University of New Mexico's website (2008, pg. 1), distance education can be adequately defined as "education that takes place when the teacher and student are separated by space or time. The gap between the two can be bridged through the use of technology -- audio tapes, videoconferencing, satellite broadcasts and online technology, just to name a few -- and/or more traditional delivery methods such as the postal service."
According to Su and Osisek, to effectively complete this transfer, knowledge of thinking paradigms in relation to specific nursing content is required. Development of instructional designs may simplify this process which can be further eased by classification
These facts has lend to an increase of nursing professionals who are needed to cater for the large number of individuals. This paper seeks to discuss political history and development of nursing education between
As the paper stresses many different elements can be examined in order to understand why some teaching methods appear to have effective outcomes while others do not. Constructivist argues that learners have a capacity to create their own knowledge and adapt a unique way of understanding the content taught.
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