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Blooms Taxonomy: Instructional Strategies In Nursing Education

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Day 1: Basic Math Review
Objectives
During the lesson, the students will solve three fraction problems by converting fractions to decimals. Blooms taxonomy: Applying (Lower level of thinking) During the lesson, the students will identify decimal places by verbalized the names of each place value. Blooms taxonomy: Remembering (Lower level of thinking) At the end of the lesson, the students will demonstrate reducing fractions to lowest terms by working a problem on the board. Blooms taxonomy: Applying (Lower level of thinking) At the end of the lesson, the students will calculate problems for missing terms by using ratio and proportion. Blooms taxonomy: Analyzing (Higher level of thinking) By the end of the lesson, the students will convert …show more content…

Blooms taxonomy: Applying (Lower level of thinking) These objectives meet the standards of integrating principles of quality improvement and safety into nursing practice within health care organizations and systems by learning and practicing basic math concepts that will assist the student in accurately calculating dosages.
Instructional Strategy While basic math is a pre-requisite concept and skill that the learner must know before encountering this unit, basic math concepts must be reviewed as a part of this unit based on previous experience with teaching nursing mathematics. Many of these basic math components like fractions, and ratio and proportion are not commonly used every day, although the processes used to calculate these problems like division and multiplication are. Therefore, the first day of this unit is a basic mathematics review. An essential role of a nurse is providing safe medication administration to patients. To accurately perform dosage calculations, the nurse must have knowledge of basic math. The instructional strategies utilized on this day of this …show more content…

If students are having issues with the concept, the instruction is adjusted to narrow the gap between where students understanding is and where it needs to be. This can be done through guided questions posed to the students and descriptive feedback given to those who are having more difficulty throughout the unit. Questions would be posed to the students regarding how to work problems after the PowerPoint and videos, if students are unable to appropriately answer questions then information will be revised and presented in another way before moving on to the learning activity. While students are in groups discussing how they arrived at the answers they did on the practice questions, formative assessment will take place by walking around the room listening to each groups discussion, asking guided questions regarding their answers, work, and reasoning for how they did the problem like they did. If students are still not understanding the information, more time would be given in this activity to provide descriptive feedback to students before proceeding to student demonstrations. Formative assessment will also take place during student demonstrations of working problems, in which case, formative assessment questions posed could allow for the analysis of other ways to achieve the answer as well as other solutions. At the end of the

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