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Title Name of the Student Course Name of the Professor Date of Submission Introduction Nursing knowledge acquisition can be generated using the hierarchy of cognitive, psychomotor and affective domains of Bloom’s taxonomy for the learners to attain experiential and evidential account for transformational healthcare (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956).
This is further deepened through direct exposure on cases where nurses’ theoretical knowledge is applied in practical experimentations or in medical cases present among varied patients in hospitals or at home (Pearson, Field, & Jordan, 2007). They would often maximize methodological approaches, such as trial and error, to critically review and generate profound understanding out of these (Pearson, et al., 2007). The conduct of research for instance is one of the methodological approaches to attain the hierarchy of evidences that could provide significant contribution in the development and application on healthcare practices (Pearson, et al., 2007). The evidences that could be generated inductively or deductively have heartily influenced the advancement of nursing education, healthcare policy and management (Pearson, et al., 2007). In undertaking these experiments and empirical studies, the nurse practitioners may employ the use of standard randomized controlled method thru trials in either quantitative or qualitative research to review the effectiveness of health intervention and patient support (Pearson, et al., 2007). ...
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