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Bloom Taxonomy

Bloom Taxonomy

Study Bloom�s Taxonomy; apply the principles of it to provider-patient communication during a crisis.
Compare best practices of communicating with patients in a crisis to Bloom�s Taxonomy in terms of
patient needs.

  1. Five pages maximum. I will not read more.
    a. Reference List and Title pages do not count toward the 5 page maximum
  2. Times New Roman, 12 point font, 1� margins all around, double space
  3. Resources required:
    a. Five required resources cited must be beyond the textbook. (Limit: 7)
    i. One of the 5 must be an interview that you personally conduct (in person,
    phone, or email). No more than one interview.
    ii. One or more of the 5 must be from a professional journal or magazine
    iii. The other 3 sources cited may be from any combination of the following: professional journal,
    magazine, newspaper, book (not your textbook)
    b. You may cite from your textbook; any textbook citations will not be counted
    toward your 5 required
    c. Citation: APA format.
    i. Use In-text citation (no footnotes or endnotes)
    ii. Reference List (does not count as part of your 5 page maximum)


Bloom Taxonomy

The present health care system dictates that delivery processes integrate various interfaces and
patient handoff amid myriad health care practitioners with different levels of educational and
professional background. During the timeframe of a four-day hospital stay, a patient might come
into contact with 50 different personnel, including doctors, clinicians, technicians, and others.
Dynamic clinical practice thus includes many cases where essential information should be
correctly communicated. Team cooperation is critical. When health care specialists are not
communicating productively, the safety of a patient is at risk for various reasons: insufficient
essential information, mix-up of information, ambiguous orders over the telephone, and ignored
adjustments in status. Poor communication leads up to circumstances where medical errors can
take place. These mistakes have the capacity to amount in severe injury or surprise patient
demise. Medical flaws, particularly those caused by lack of communication, are widespread
challenge in today’s health care organizations. Conventional medical education stresses the
significance of a practice that is free from errors, using severe peer pressure to accomplish
perfection at the time of diagnosis and treatment. Mistakes are thereby conceived normatively as
a harbinger of failure. This situation generates an atmosphere that prohibits the fair, honest
assessment of errors needed if organizational learning is to occur. It is significant to stress that

nurturing a team cooperation environment may have problems to solve: extra time, conceived
loss of independence, lack of confidence, conflicting ideas, amid others. However, many health
care personnel are aware of the poor communication and teamwork, as a consequence of a
culture of truncated outcomes that has bloomed in many health care situations (Helmreich and
Schaefer, 2009).
According to Irwin, McClelland and Love (2006)communication is the core factor in
medical care. In essence communication between physicians and patients is amassing a growing
amount of attention with the health care in the U.S. In the last few years descriptive and
investigational research has attempted to focus on the communication activities during medical
consultations. Nevertheless, the knowledge obtained from these endeavors is restricted. This is
likely because amid inter-personal relationships, the physician-patient collaboration is one of the
most sophisticated ones. While advanced technologies could be utilized for medical diagnosis
and treatments, interpersonal communication is the key apparatus by which the doctor and the
patient trade information (Stiles & Putman, 2007). Particular factors of doctor-patient
communication appear to have considerable effect on patients’ attitudes and safety, for instance,
contentment with care, positive response to treatment, recall and having knowledge about
medical information, dealing with disease, qualify of life, and even condition of health.
Cooperation and communication are particularly essential in the case of a chronic disease, such
as a cancer (Fallowfield, Maguire & Baum, 2002). Today, specialists of communication have
progressively been focusing on psychological features of cancer. Creating a proper inter-personal
cooperation between physicians and patients can be interpreted as a significant function of
communication. Furthermore, proper inter-personal relationship forms the basis for optimum
medical care. On the other hand, the significance of a good physician-patient relationship relies

on its therapeutic qualities. Another key function of medical communication is supporting the
exchange of information between the physician and the patient.
Information can be regarded as a resource brought into the verbal exchange between the
two parties. From a medical standpoint, physicians need information to determine the correct
diagnosis and treatment strategy. From the patient’s standpoint, two needs have to be
accomplished when meeting with the physician: the need to know and understand and the need
to experience a sense of being known and understood. To be capable of achieving doctor’s and
patient’s needs, both alternate between information-transmission and information- hunting.
Patients have to provide details about their symptoms, physicians’ needs to considerably look out
relevant information. At times patients may be inclined to ask for as much information as
possible, doctors appear to know patients needs for information. For instance, where cancer is
involved, the desire for information is most great. A great number of cancer patients’
discontentment with transmission of information emanates from concordance between views of
patients and physicians. When relaying information to cancer patients about their disease (good
or bad), doctors might explain medical information more empirically while patients explain it as
a matter of individual relevance. As a consequence, the doctor might experience a satisfying
sense that he has offered right and relevant information. The patient conversely might feel he has
discovered nothing satisfying. Recent research indicates that about 45 percent of cancer patients
have reported that no information has been provided relating to dealing with their disease
(Fallowfield et al., 2002), however most patients wanted such information. Doctors must thereby
first motivate their clients to exchange their key worries without interruption (Ben-Sira, 2008).
Psychological privacy involves a patient’s capacity to be in charge of active and
cognitive inputs and outputs, to think and formulate behaviors, values to establish with whom to

share information. Nevertheless, asking delicate questions and divulging confidential
information is inevitable if the physician desires to find an effective diagnosis and treatment. The
degree to which doctors communicate in a more dynamic, high-regulation style, could be
conceived by patients as abuse of their psychological privacy. Physicians’ attitudes during
patient examinations are regulated by societal values. It seems that at the time of medical
interactions limited privacy is needed. Constant eye contact, for instance, could be viewed by
the patient as excessively intimate for the relationship. Conversely physical privacy can be
regarded as a relevant aspect of non-verbal communication and can lead to improved quality of
the inter-personal interactions between physicians and patients (Stiles and Putman, 2007). Other
result gauges utilized to examine the quality of the physician-patient interaction are patients’
recall and understanding information. As it stands, most patients fail to recall or comprehend
what the physician has told them. Patient compliance is also a broadly utilized result variable and
is regarded a measure of the productivity of provider-patient communication. Doctor-patient
interaction might have significant outcomes for patient’s health outcomes, thus this relationship
can be viewed as a type of social support. Lack of information appears to play a vital function in
psychological challenge that can come up during the diagnosis and treatment (Irwin, McClelland
& Love, 2006).



Ben-Sira.Z. (2008). “Affective and instrumental components in the physician patient
relationship: an additional dimension of interaction theory.” Journal of Health
Sociological Behavior, 170-185.
Fallowfield. L. J., Hall A., Maguire. G. P. and Baum. M. (2002).“Psychological outcomes of
different treatment policies in women with early breast cancer outside a clinical trial.”
British Medical Journal, 301- 575.
Helmreich. R.L & Schaefer H.G. (2009). Team performance in the operating room and Human
error in medicine. Hillside, NJ: Lawrence Erlbaum.
Irwin W. G., McClelland R. and Love.A. H. G. (2006). “Communication skills training for
medical students: an integrated approach.” Medical Education, 387-390.
Stiles. W. B. and Putnam. S. M. (2007).Analysis of verbal and non-verbal behavior in doctor-
patient encounters: In Communicating with Medical Patients. Newbury Park, CA: Sage


Appendix: Interview

I chose to interview a personal acquaintance of mine who happens to be a screenplay enthusiast.
I think it is a fantastic occupation path since it balances creativity and professional writing.

  1. What are you pursing as an undergraduate student?
    I am studying Journalism.
  2. How will your undergraduate studies influence your future career?
    I am on track to work in the corporate world, probably as an editor
  3. When did you first develop interest in screenplay writing?
    I like to think when you first write a screen-play and gets positive comments from people who
    have been in the production scene for some time, you get interest in that moment. It had never
    occurred to me that this was something I’d be doing as pastime thing.
  4. How much experience with screenplay writing do you have?
    None as a matter of fact, but I have always been involved with creative writing on the side (for
    instance, poems and flash stories).
  5. What are some of your objectives for the future?

Finishing my undergraduate, find a job, get a job, and see what fate throws my way. I have come
to discover in life that whatever you make plans, the big guy above somehow has a totally
different idea.

  1. Would say that screenwriting you will be engaged in as a side project rather than a full
    time career?
    I don’t want to find myself restricting myself at all. My undergraduate will put me up in the
    corporate world, but this might as well turn into an amazing gig in the future.
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