Heart Disease Stroke
The first domain is the cognitive domain, which touches on development of mental skills and obtaining knowledge. This domain involves recollection of knowledge. This domain is responsible for addressing the intellectual abilities of the learner and the capabilities of the learner. This domain is usually divided into six levels, which are; Knowledge, which is made up of the learner's mental skills to be able to memorize or to recall information. Comprehension, which consists of the learner's mental ability to understand things, application which consists of the learner's ability to apply the theories and ideas he or she has learned and analysis, which consist of the learner's ability to recognize and structure information and relating parts of information to each other. There is also synthesis of information which consists of the learner's mental ability to put together piece ideas together. The last one is evaluation, which is the ability of the learner to judge and design something like and essay (Aliakbari, Parvin, Heidari, & Haghani, 2015). The first objective in the cognitive domain is to create an assessment tool that is based on a nursing theory for adult patients with heart disease and stroke. The second objective is to ensure that the patients with heart disease or stroke have their blood pressure checked regularly.
The affective domain is responsible for identifying, understanding, and addressing how people learn. The affective domain has five levels. These levels are receiving, which consist of the learner's mental capability to show awareness to a certain fact. Responding, which consist of the ability of the learner to respond to what is being taught. Valuing, which consist of the ability of the learner to place value on what is being taught. There is also organization which shows the learner's capability to organize and things. Lastly there is characterization which involves the learner's mental ability to merge things (Aliakbari, Parvin, Heidari, & Haghani, 2015). The objectives in this domain are; ensure that these patients can pay interest and attention to the efforts being made to help them keep their blood pressure under control. When people are learning new things in a different setting the way they interact with the environment is greatly impacted therefore the second objective is to ensure that the patient's ability to make choices are morally right and in accordance to what is ethical.
The psychomotor domain involves the learner's ability to use and apply the cognitive skills learnt, therefore this domain includes physical movement and coordination. The first level is the perception, which includes the learner's mental ability to use sensor abilities to guide physical activities. Set is the next one, and it includes the learner's ability to be ready so that they can act mentally, emotionally, and physically. Guided response is the other level, in the early stages of learning it is a little complex, therefore, a learner has to be guided to achieve adequate performance. Mechanism is the next level, which consists of the learner's ability to perform an activity repeatedly and effective. Another one is complex over response which is the learner's mental ability to perform a hard task. The next one is adaptation which is the learner's ability to modify and adapt to a motor activity that is suitable to the individual. The last level of this domain is Originality which involves the learner's capability to come up with new Motor skills which will be as a result of understanding the skills that were taught (Gronlund, 2004). The objectives in this domain will be to ensure the patient can measure their blood pressure and to revise changes taking place in the patients until they can adapt to unexpected experience.
References
Aliakbari, F.,Parvin, N.,Heidari, M., & Haghani, F. (2015). Learning Theories Application in Nursing Education. Journal of Education and Health Promotion, 4.
Gronlund, N. E. (2004). Writing instructional objectives for teaching and assessment(7th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
