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Aligning objectives, instruction, an...

Starnes, Beth A.

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Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students./
Author:	Starnes, Beth A.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1673.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174530
ISBN:	0542125161

Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students.
Starnes, Beth A.

Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students. - 186 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1673.

Thesis (Ph.D.)--Capella University, 2005.

This action research study analyzed the use and effectiveness of the Revised Bloom's Taxonomy to align objectives, instruction, and assessment specifically for metacognitive thinking skills in an exit-level medical-surgical nursing course. Two clinical sections of the same nursing course comprised the students participating in the investigation. The dual format of the course allowed analysis of both the clinical laboratory and classroom environments. Multiple methods of data collection allowed a holistic picture of the teaching-learning environment to emerge. Two areas were addressed, the instructor's perceptions through reflection on the process of implementing the Taxonomy and student's ability to integrate metacognitive strategies through the use of diagnostic reasoning in both the classroom and clinical setting. Data obtained from both learning environments, as well as from the instructors and students, provided a rich and deep platform for analysis. The findings illuminated the processes involved with using the Revised Bloom's Taxonomy to achieve metacognitive thinking outcomes, contributing to the body of knowledge concerning best practices for using The Revised Bloom's Taxonomy.

ISBN: 0542125161Subjects--Topical Terms:

543175
Education, Higher.

Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students.
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245 1 0 $a Aligning objectives, instruction, and assessment for metacognitive thinking: Employing the Revised Bloom's Taxonomy to promote accountability in educational practices for nursing students.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1673.
500 $a Advisers: Cheryl Bullock; Lorin Anderson.
502 $a Thesis (Ph.D.)--Capella University, 2005.
520 $a This action research study analyzed the use and effectiveness of the Revised Bloom's Taxonomy to align objectives, instruction, and assessment specifically for metacognitive thinking skills in an exit-level medical-surgical nursing course. Two clinical sections of the same nursing course comprised the students participating in the investigation. The dual format of the course allowed analysis of both the clinical laboratory and classroom environments. Multiple methods of data collection allowed a holistic picture of the teaching-learning environment to emerge. Two areas were addressed, the instructor's perceptions through reflection on the process of implementing the Taxonomy and student's ability to integrate metacognitive strategies through the use of diagnostic reasoning in both the classroom and clinical setting. Data obtained from both learning environments, as well as from the instructors and students, provided a rich and deep platform for analysis. The findings illuminated the processes involved with using the Revised Bloom's Taxonomy to achieve metacognitive thinking outcomes, contributing to the body of knowledge concerning best practices for using The Revised Bloom's Taxonomy.
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