Blooms taxonomy objectives-Psychomotor domain
Simpson (1972) proposed the seven levels to describe the ability to manipulate a tool or instrument physically like a hammer or a hand.
The levels are
The ability to use sensory cues to guide motor activity. This level ranges from the reception of stimuli to translation to action. For eg. a nurse adjusts the height of the bed depends on the patient's height.
The verbs used are chooses, describes, detects, differentiates, identifies, isolates, distinguishes.
Set
This level is concerned with readiness to act: physical, mental and emotional sets. It determines a person's response to different situations. For eg. a nurse understands patient's likes and dislikes of food pattern.
The verbs used are begins, moves, reacts, shows, starts, proceeds, volunteers, displays, initiates.
Guided response
This level is seen in early stages of learning that includes imitation and trial and errors. Adequacy of performance is achieved by persistent practicing. For eg., a student nurse learns to do IM injections among the peer group.
The verbs used are copies, traces, follows, reacts, reproduces, responds
Mechanism
This level includes the intermediate stage of learning a complex skill. The student is able to practice learned skills successfully with confidence and proficiency. For eg. the nurse is able to insert IV cannulas at first attempt without any failure.
The verbs used are assembles, calibrates, constructs, displays, manipulates, measures, mends, mixes, sketches.
Complex overt response
It involves complex movement patterns. The student is able to perform skills with a quick, accurate, highly coordinated using minimum energy without any failures. For eg. the nurse is able to insert an IV cannula in a severely dehydrated patient at first attempt.
The verbs used are builds, constructs, fastens, fixes
Adaptation
Skills of the student are well defined and able to perform in any type of situations. For eg. the nurse is able to insert IV cannula without a tourniquet in a disaster emergency situation outside the hospital.
The verbs used are adapts, alters, changes, revises, varies, reorganizes
Origination
The student is able to create new movement patterns to fit a particular situation or to solve problems. For eg. the nurse is able to develop innovative methods to reduce the pain of patients while IV cannula insertion.
The verbs used are arranges, builds, constructs, composes, creates, innovates, develops, initiates, makes.
Simpson (1972) proposed the seven levels to describe the ability to manipulate a tool or instrument physically like a hammer or a hand.
The levels are
- Perception
- Set
- Guided response
- Mechanism
- Complex overt response
- Adaptation
- Origination
The ability to use sensory cues to guide motor activity. This level ranges from the reception of stimuli to translation to action. For eg. a nurse adjusts the height of the bed depends on the patient's height.
The verbs used are chooses, describes, detects, differentiates, identifies, isolates, distinguishes.
Set
This level is concerned with readiness to act: physical, mental and emotional sets. It determines a person's response to different situations. For eg. a nurse understands patient's likes and dislikes of food pattern.
The verbs used are begins, moves, reacts, shows, starts, proceeds, volunteers, displays, initiates.
Guided response
This level is seen in early stages of learning that includes imitation and trial and errors. Adequacy of performance is achieved by persistent practicing. For eg., a student nurse learns to do IM injections among the peer group.
The verbs used are copies, traces, follows, reacts, reproduces, responds
Mechanism
This level includes the intermediate stage of learning a complex skill. The student is able to practice learned skills successfully with confidence and proficiency. For eg. the nurse is able to insert IV cannulas at first attempt without any failure.
The verbs used are assembles, calibrates, constructs, displays, manipulates, measures, mends, mixes, sketches.
Complex overt response
It involves complex movement patterns. The student is able to perform skills with a quick, accurate, highly coordinated using minimum energy without any failures. For eg. the nurse is able to insert an IV cannula in a severely dehydrated patient at first attempt.
The verbs used are builds, constructs, fastens, fixes
Adaptation
Skills of the student are well defined and able to perform in any type of situations. For eg. the nurse is able to insert IV cannula without a tourniquet in a disaster emergency situation outside the hospital.
The verbs used are adapts, alters, changes, revises, varies, reorganizes
Origination
The student is able to create new movement patterns to fit a particular situation or to solve problems. For eg. the nurse is able to develop innovative methods to reduce the pain of patients while IV cannula insertion.
The verbs used are arranges, builds, constructs, composes, creates, innovates, develops, initiates, makes.
