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Authors

  1. Su, Ming MA, RN, CCRN
  2. Osisek, Paul J. MEd, MS
  3. Starnes, Beth MS, RN

Abstract

Achieving effective transfer of theoretical knowledge to clinical practice requires knowledge of thinking paradigms in relation to specific nursing content. It is a challenge to develop instructional designs for teaching and assessing implicit thought processes involved in clinical reasoning. The authors demonstrate the use of the Revised Bloom's Taxonomy to teach thinking skills involved in diagnostic reasoning in a clinical laboratory.