National Child Rights Research Fellowship 2015-16 (NCRRF Year 9)

National Child Rights Research Fellowship 2015-16 (NCRRF Year 9)

Child Rights and You (CRY) announced the Awardees for the National Child Rights Research Fellowship 2015-16 (NCRRF Year 9). They selected five researchers for the award of an individual research fellowship at the national level. I was selected to conduct the research on "Determinants of health and vulnerabilities among children in suburban areas in Chennai”.

Other research fellows were;

1. Taruna Jain who will be studying “Deconstruction and construction of Self and Identity amongst Adolescents in Mohallas”.
2. Hemlata Kansotia who will be looking for keen insights into “Is the `Best Interest Principle’, a value, a constitutional right, an interpretative advocacy instrument or a rule of law?”
3. Tanya Anne Pinto to undertake research on “The Onus of Orphanhood: A Qualitative Study to assess discrimination and vulnerability of orphan students in Public schools”.
4. Baba Mayaram, who will do a study on “The Nutrition, Health And Education Status Of Children Of The Rajjhar Community Of Madhya Pradesh”.

Best Scientific Paper Award 2019

Best Scientific Paper Award

I have presented a scientific paper on "The flawed Indian laws which paralyze the lives of elder women since five decades: A case study approach" in a National Conference on Gender and aging: An interprofessional framework for action conducted by Chettinad College of Nursing, Chettinad Academy of Research and Education, Kelambakkam,  Tamilnadu, India on 12.07.2019. I have received the "Best Paper Award" for my presentation. Thank you very much for your help and support.

Editorial: Choosing the Right Qualitative Approach: Is Phenomenographya Design for my Study?

Editorial: Choosing the Right Qualitative Approach: Is Phenomenographya Design for my Study?

Published in: Pacific Rim International Journal of Nursing Research [Internet]. 16Sep.2019 [cited 21Oct.2019];23(4):314-9. Available from: https://www.tcithaijo.org/index.php/PRIJNR/article/view/216447

Introduction

The Pacific Rim Journal of International NursingResearch has published a wide range of studies utilizing different research approaches, as well as introducing to readers’ descriptions of research approaches they may not have considered before. In this short methodology paper, our aim is two-fold.  We begin by encouraging you as the researcher or the would-be researcher to think carefully about the qualitative approach that you choose for your study.  Then we outline phenomenography so that you can decide whether this would be a useful approach for you to explore and use in the future.  Phenomenography is not well known or utilized much in the Asia-Pacific region in nursing research, apart from in Australia. It has been used in the west, particularly in Scandinavia, but also in the  USA, and UK and a few other countries to study different experiences of the people and their perceptions towards certain phenomena. 

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The nutritional intake, dietary pattern, and health outcomes among the adolescent girls in suburban areas of Chennai

The nutritional intake, dietary pattern, and health outcomes among the adolescent girls in suburban areas of Chennai

Published in: International Journal of Nursing and Education and Research, 2019;7(2):01-05.

Abstract:

The adolescent girls in Suburban areas are getting confused between the tradition of the village and modernization of the city due to the transition effect. They will be in a hurry to run fastly with the modern trends and thus, result in nutritional deficiencies, which don’t produce any signs or symptoms during the adolescence period, but the symptoms may worsen later in the pregnancy period. Based on the assumption, the researcher decided to design a project on the nutritional status of the adolescent girls as part of the National Child Rights Research Fellowship (NCRRF). The researcher conducted a study to assess the nutritional intake, dietary pattern, and health outcomes among adolescent girls in suburban areas of Chennai. The researcher used the cross-sectional descriptive design to assess the nutritional outcomes among the adolescent girls, who were in the age group of 10-18 years from the four suburban areas. The total sample size for the study was 200 and the duration of the study was one year. The data collection instrument has two sections: Socio-demographic data and 24 hours recall method. The majority of the adolescent girls take deficit amount of protein 96 (48.0%), iron 198 (99.0%), calcium 195 (97.5%) and vitamin A 152 (76.0%). The subjects who belong to 16-18 years of age demonstrate excess in calorie 42(50.0%) and fat intake 76 (90.48%), and deficit in protein 40(47.62%), iron (84(100%), calcium 82(97.62%) and vitamin A 65(77.38%). The author concludes the paper by suggesting the recommendations from the individual level to the national level to promote adolescent health.

Keywords: Adolescent girls, nutritional intake, dietary pattern, health outcomes, adolescence, adolescent health

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Flawed Indian laws which paralyze the lives of women since five decades-A Nurse Researcher's perspective

Flawed Indian laws which paralyze the lives of women since five decades-A Nurse Researcher's perspective

Published in: Asian Journal of Nursing Education and Research, Year: 2019, Volume: 9, Issue: 1

Abstract:

As nursing is a female-dominated profession, it is also important to take care of the nurse's health physically, psychologically and socially to make them productive in their career. It is seen that one of the social evils like dowry system of India cripples their personal and career lives, and making them weep silently behind the doors. Whilst considering the dowry system as a major issue among them, the researcher studied the origin of the dowry system and Indian dowry laws in detail. Here, the researcher has taken the two Indian laws; The Hindu Succession Act and The Dowry Prohibition Act, to throw light on the various aspects of defaults in the implementation of the amendment to achieve the aim of ‘gender equality and/or women empowerment’ in India. The researcher points out the drawbacks of the Indian laws and gives the recommended solutions to uproot the word ‘dowry’ from the people's mind.

Keywords: Dowry system, Indian laws, women empowerment, gender equality, the nursing profession, flawed laws, social evils.

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Test and development of Fixed-Unfixed Cost Accounting Model (FUCAM) in a Hospital Setting

Test and development of Fixed-Unfixed Cost Accounting Model (FUCAM) in a Hospital Setting

Published in: Int. J. of Advances in Nur. Management. 2019; 7(1): 31-34.

Abstract:

The upward escalation of the morbidity rate in India has led to an increased demand for hospital services. At the same time, the hospital management rises the health care cost substantially in India to harvest at the right time. Similarly, the hospitals doubled the patient care charges, as the admission in the hospitals become a nightmare for the people. Here, the paper attempts to understand the difference between the actual cost spent by the hospital and a bill produced to a patient for a normal vaginal delivery through cost accounting model. With a combined prospective and retrospective approach, the author has done cost accounting for a normal vaginal delivery using a fixed-unfixed cost accounting framework. Using the convenience sampling technique, 30 records were audited and 8 normal deliveries were observed. The tool was developed by the investigator, which consists of the demographic data and observation checklist of consumables including drugs, equipment, furniture, and fittings. The maternal records were audited retrospectively to find out the average number of drugs and related consumables used per patient. The concept of this cost accounting is to estimate the cost of services to patients directly and indirectly, which helps in making decisions regarding financial statements and estimate the profit/ loss of the organization. Hopefully, a study of the existing system process in the hospital can lead to the effective logical planning process for the management in the future.

Keywords: Costing, cost accounting, normal delivery, activity-based costing and costing hospital procedure.

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Social determinants of adolescent girls’ dietary pattern in suburban areas in Chennai: A qualitative approach

Social determinants of adolescent girls’ dietary pattern in suburban areas in Chennai: A qualitative approach

Published in: Manipal Journal of Nursing and Health Sciences, 5(1), 5-11

Abstract

Background: The idea of adolescent well-being is getting importance all around the world and thus there is a lack of national investigations to survey the factors on the dietary pattern of young girls in suburban regions. 

Aim: The objective of the study is to explore the social determinants of adolescent girls’ dietary patterns in suburban areas of Chennai. 

Design: The phenomenological design was used to explore the social determinants of adolescent girl’s nutritional intake. The study population consisted of adolescent girls, who were in the age group of 15-18 years in suburban areas of Chennai. The tool had two sections: Areas of exploration and indicative questions. The total sample size was 19 with three focus group discussions (FGDs). Thematic analysis was used to explore social determinants. 

Results: The four main categories were identified from the adolescent girl’s point of view in terms of social determinants. It consisted of father and mother (as individual determinants), family (merged determinants of father and mother) and related society. The major themes were knowledge and interest in cooking, tiredness, and lack of time of mother, alcoholism, ill health of a family member, the purchasing power of the family, friends circle, agriculture, seasonal variation, and urbanization.

Conclusion: Closing the gaps, both in research and inaction, would profit the society in general, resulting in enhanced wellbeing and health of adolescent girls and help in harnessing their full physical and mental potential for the overall improvement of the population.

Keywords: Adolescent girls, dietary pattern, phenomenology, qualitative approach, social determinants, suburban areas 

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Why have I been touched badly? A 22 years follow-up research study on factors influencing child sex abuse and solutions to stop it.

Why have I been touched badly? A 22 years follow-up research study on factors influencing child sex abuse and solutions to stop it.

Published in: Asian J. Nursing Education and Research. 2019; 9(1):09-16

Abstract

The technology and democracy have helped us to forward the world fastly, without giving an ultimate solution to many social problems which makes the lives nightmare. Among these, the incidence of child sex abuse has become an unresolved issue and is increasing dramatically nowadays. The author has conducted a 22-years prospective and inquisitive search to explore the factors influencing the sex abuse from offender’s and victim/target’s point of view and to find a solution to eradicate this crime towards children. The researcher has selected a personalized cum case study qualitative approach to explore the factors and solution, introduced the paper with a title of ‘Why have I been touched badly’? and masked the title of the study, statement of the problem, research questions, inclusion and exclusion criteria purposefully to ensure confidentiality, anonymity and trust of the participants at cent percent as it is a highly sensitive issue in the society. The researcher has used triangulation method to evolve results bias-free. The researcher has used diary notes, discussions, observations and case studies. It is seen that there are 11 factors contributing to infant sex abuse, 9 & 6 factors for preschooler and schooler sex abuse respectively. The current research identified 6 phases of child sex abuse; observation phase, introduction phase, Samaritan phase, isolation phase, execution phase and termination phase. The existing body of literature regarding this issue is very limited. The researcher decided to discuss the evolved facts with reported cases of child sex abuse and studied on ‘how could it have been prevented?’ The researcher randomly picked five recent reported cases by media with the detailed explanation of the situational factors except the case study VI, which the researcher has purposefully selected this incident to justify the suggested solution to eradicate the child sex abuse in the society. The researcher concludes the paper with a request for revising POCSO act based on the results of the study, thus hopefully be able to stop the child sex abuse forever.

Keywords: Child sex abuse, Pocso act, bad touch, sex offenders, sex abuse victims, a solution to sex abuse

Read full article: Why have I been touched badly?

Lived experience of disaster victims of South Indian floods 2015: To develop a Concatenated Disaster Crisis model using phenomenographical framework analysis

Lived experience of disaster victims of South Indian floods 2015: To develop a Concatenated Disaster Crisis model using phenomenographical  framework analysis

Published in: Indian Journal of continuing nursing education, 2018, 19(2), 44-53.

Abstract:

The 2015 South Indian floods resulted from heavy rain fall in November-December 2015. The South Indian states of Tamil Nadu, particularly Chennai and Andhra Pradesh were badly affected. The aim of the study was to investigate the lived experience of disaster victims of South Indian floods; developing a Concatenated Disaster Crisis model using phenomenographical framework analysis. A qualitative design with phenomenographic approach was used. This study focuses on investigating ‘how do people experience towards the natural phenomenon?’. The results are emerged from three phases of data collection after flooding: within 4 days, 4 months and 3 months subsequently with a total number of 22 samples. The steps followed are familiarization, compilation, condensation, preliminary grouping, preliminary comparison of categories, naming the categories and final outcome space. The results of the study are presented as categories of description and outcome space. Categories of description are typically expressed in the form of 10 categories named as ‘phases’ and description as ‘views’. Ten categories emerged: Disaster ‘expected, but not expected’, pseudo relief ‘save only life’, indolent ‘disaster victims’, reluctant ‘not willing to go back to reality’, empty nest ‘lost everything’, horn bill ‘look at help’, saturation ‘saturated with donated materials’, life initiation ‘start a life from zero point’, recovery ‘disaster becomes a nightmare’ and normal life phase ‘disaster becomes an anecdote’. The Concatenated Disaster Crisis model facilitates the nurses to identify the chain of experiences of victims with variations therein, plan the allocation of resources carefully and provide what the victims are in need. 

Read full article:Lived experience of disaster victims of South Indian floods 2015

Human senses- Identification of six senses in the human

Six human senses

I would like to share my immense happiness on the publication of research "Identification of sixth sense" and getting attention in other countries too. 

Aristotle (390 BCE-350 BCE), the Greek philosopher has viewed that human has five senses-vision, smell, hearing, taste, and touch. In our current research project (2014-2018), we were able to draw that human has six senses. 

(How to cite this article: Jobin, P., Siva, R., Sudha, R., & Hema, V.H. (2018). Intersensory Perception Model: Integrating the sixth sense in providing Nursing care. Manipal Journal of Nursing and Health Sciences, 4(1), 8-17.)

The paper defines the sense or sensing is an ability of a human being for identifying and interpreting the stimulus from the external environment through five sensory organs includes eye, nose, ear, tongue, and skin with six senses such as vision, smell, hearing, taste, touch, and auto-thermoception. 

The sensing is categorized into three:

On sight sensing

It is an ability of a human being to see and interpret the surrounding environment in the visible light through the sensory organ called eyes and the response of the nervous system is known as ophthalmoception.

Abut sensing

The word 'abut' is the Anglo-Latin origin, which means 'touch'. It is an ability of the human being to identify and interpret the surrounding environment by making physical contact through sensory organs such as skin and tongue. The response of the nervous system through tongue is called as gustaoception (taste- for example, ability to interpret taste with the contact between tongue and food) and through the skin with the contact of items is called as thermoception (temperature- for instance, ability to differentiate the high and low temperature with the contact between skin and thermal conductor), nociception (pain - for instance, ability to respond to pain with the contact between skin and needle) and mechanoreception (vibration- for example, ability to identify the vibration with the contact between skin and vibrating material).

Remote sensing

Remote sensing is an ability of the human being to acquire and interpret the surrounding environment without making physical contact and out of sight through sensory organs such as ear, nose, and skin. The response of the nervous system through ear is known as audioception (hearing- for instance, the ability of the human ears to acquire the sound waves from the surrounding) and through nose is olfacception (smell- for instance, ability of the human nose to acquire the smell of the particles from the surrounding). The body is covered with skin, which is normally sensitive to heat and cold. The ability of the skin to identify the level of room temperature in the surrounding environment without touching called auto-thermoception.

The figure explains the three modalities of sensing and highlights five sensory organs and six senses.

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Curriculum- Functions, features and types

Curriculum- Functions, features, and types

Functions of a curriculum

• It states objectives to modify the behavior of the students
• It offers the subject matter to teach the students
• It is a platform of learning experiences planned by the school for the students
• It gives opportunities to the students to mold and to grow in the society
• It is flexible based on the needs of the society

A nursing curriculum is planned based on the health needs and issues of the society. It is influenced by the policy decisions based on the national health programs.

Features of an outstanding curriculum

• It should describe theory and way of putting theory into practice
• It should be able to cope up with the scientific advancements
• It should deliver knowledge in an efficient and economical way
• It helps the students to utilize knowledge to live in reality
• It facilitates the professional and personal growth of students
• It gives a space for students to think, develop and contribute to the existing body of knowledge

Types of curriculum

Based on philosophical, psychological and sociological principles, there are a few types of curriculum. 

• Subject-centered curriculum- More emphasis on subjects rather than on children. The students are expected to gain mastery of subject matters that have been predetermined by a panel of experts.
• Child-centered curriculum- The students determine the direction of their learning following their natural curiosities, interests, and passions. The teacher's role is to facilitate the child's learning by providing a comfortable environment for them. 
• Activity curriculum- It is also called as a project or experience curriculum. The curriculum is designed based on the interests and purposes of the children being planned cooperatively by the teacher and students. This method is just opposite to passive learning through lectures and observation.
• Experience curriculum- The child learns from the events, people, the social and emotional environment of the classroom. It also considers that the social experience of the child has an educational value.
• Undifferentiated curriculum- It aims the development of all-around personality fo the child through integrated experiences by the unification of the subjects. 
• Basic education curriculum- The purpose is to provide a comprehensive conceptualization of reforms in basic education; pre-primary, primary, secondary and inclusive education.
• Life centered curriculum- It is designed for students with learning disabilities, aiming to teach the basic life skills to live in the society.
• Correlated curriculum- It means the establishment of relationships among the various subjects by planning a serious sequence of experiences in one subject field.
• Integrated curriculum- It means the unification of two or more subjects together to improve student achievements.
• Official curriculum- In which, the course of the study, duration and aims are officially or traditionally understood by everyone.
• Institutional curriculum- This curriculum had designed based on the needs of the institution.

Curriculum- concepts and models of curriculum in nursing education

Curriculum- concepts and models of the curriculum in nursing education

Definition: 

It is a very well planned blueprint of the educational activities in an academic year. It consists of assessing the needs and demands of the society, formulating objectives, planning teaching-learning process, implementing and evaluating its outcome. A nursing curriculum is a systematic arrangement of the sum total of selected experiences planned by a school for a defined group of students to attain the aims of a particular educational programme. 

The modern concept of the curriculum:

The modern society needs the children to be equipped with the overall development including curricular, co-curricular, and extracurricular achievements. The secondary education commision said that according to the best modern educational thought, the curriculum does not mean only the academic subjects traditionally taught in the school but it includes the totality of the experiences that a pupil receives through the manifold activities that go on in the school- in the classroom, library, playgrounds and in the numerous informal contacts between the teachers and pupils. In this case, the whole life of the school becomes the curriculum which can touch the lives of the students at all points and help in the development of a balanced personality. 

The types of curriculum

Through the readings of Smith and co, the four types are;

1. Explicit curriculum
2. Implicit curriculum
3. Hidden curriculum
4. Excluded curriculum

Explicit curriculum: The mission of the school is delivered through the subjects taught in the school. The school expects the successful students to acquire it.

Implicit curriculum: The lessons that arise with the culture of the school and it is characterized by behaviors, attitudes, and expectations of the school and students.

Hidden curriculum: The things which the students learn because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements. 

Excluded curriculum: In which, the specified topics and perspectives are completely excluded from the curriculum.

The development of the curriculum:

It has seven steps;

1. Assessment of the needs
2. Formulation of the objectives
3. Selection of content 
4. Organization of the content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of evaluation methods.

Models of curriculum development

The behavioral objective model

This model was developed by Ralph Taylor. He suggested that a curriculum should be able to answer the four fundamental questions. They are

1. What the educational purposes should the school seek to attain, ie, objectives?
2. How can learning experiences be selected that are likely to be useful in attaining these objectives?
3. How can learning experiences be organized for effective instruction?
4. How can the effectiveness of learning experiences be evaluated?

This model gives important to the achievement of the objectives by the student. This model mainly supports four main components such as objectives, content, method, and evaluation.

Stenhouse's process model

It emphasizes on learning experiences or the process of education. He said that it was possible to organize the curriculum without thinking about the expected outcomes of the students. The teacher's role is a learner and has to strive excellence in learning and teaching process. The teacher should appraise the student's work and enhance the self-appraisal ability among the students.

Beattie's Four fold model

It has main three aspects;

1. The curriculum is a key map of key subjects
2. The curriculum is a schedule of basic skills
3. The curriculum is a meaningful portfolio of personal experiences
4. The curriculum is delivering the culture to next generations

It is really important to understand that when you decide the curriculum, all the aspects such as aims, content, teaching process, learning process and evaluation process integrated with the culture, needs, demands, and issues of the society should be included. 

Inter-sensory perception model: Integrating the sixth sense in providing nursing care

Inter-sensory perception model: Integrating the sixth sense in providing nursing care

Published in: Manipal Journal of Nursing and Health Sciences, 4(1), 8-17.
Abstract

Introduction: In 21st century, nursing profession is enriched with many theories. However, there exists a wide gap between knowledge and implementation of nursing care. 

Aim: The paper explains causes of this gap and addresses a solution using a conceptual model titled “Intersensory perception in nursing care ‘under empirical concept’ open your  sixth sense in addition to five traditional senses.” 

Methods: A qualitative case study design was used for testing the conceptual model. 

Results: The paper classifies the different modalities of sensing, adds one more nontraditional sense (auto thermoception) to five traditional senses and depicts how general sensory perception can be upgraded to inter-sensory perception among nurses through nursing education process, which is pictured as nursing foundry lab model. It also explains that how nurses can identify homeostatic imbalance among human beings using intersensory perception and help the patient to retain homeostasis. Further, a comparative analysis is done with Florence Nightingale’s environmental theory and criterion based critique model is used to evaluate the role of inter-sensory perception in nursing care. 

Conclusion: Hopefully, these concepts pave the way to implement an effective nursing care using inter-sensory perception and reduce unintentional torts by overcoming ‘numbness’ of senses.

Key words: Conceptual model, inter-sensory perception, nursing theory, sensing, sixth sense

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Blooms taxonomy objectives-Psychomotor domain

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

1. Perception
2. Set
3. Guided response
4. Mechanism
5. Complex overt response
6. Adaptation
7. Origination

Perception
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.

Bloom's taxonomy of objectives- Affective domain

Bloom's taxonomy of objectives- Affective domain

Francis M Quinn described that it is the way the people react emotionally and their ability to feel on the other things. It includes values and attitudes. Values refer to the person's concept of what she or he considers desirable and attitudes are positive or negative feelings about certain things. 

They are five levels in the affective domain moving from low level to high level.

1. Receiving
2. Responding
3. Valuing 
4. Organization
5. Characterization

Receiving

In this level, the student passively or actively listens to the information. Without this level, no learning occurs. The verbs can be used are attends, listens and receives. 

For eg. The student listens to the patient during history collection.

Responding

The student actively participates not only listens but also responds to the information too.The verbs can be used are replies, respond, asks, confirms etc.

For eg. The student clarifies the doubt on the information of the patient by confirming with relatives. 

Valuing

Here, the student attaches a value to an object, phenomenon or a piece of information. Verbs can be used are respects, regards, favors, recognizes and honors.

For eg. The student respects the belongings of the patient and uses for care instead of hospital supplies. 

Organization

The student put all the information together, relates, compares and differentiates and organizes together.

Verbs can be used are arranges, order, combine and modifies.

For eg. The student combines personal, family, social information together to study and work on the patient as 'individual' entity.

Characterization

This is the highest level of knowledge and the student tries to build philosophies in the life based on the gained knowledge.

Verbs can be used are formulates, develops, innovates and articulates.

For eg. Based on the existing information of the patient, the student plans a complete care and able to execute successfully. 

Affective domain guides the student to innoculate new attitudes and modify the behaviors based on the situation and needs of the society.

Bloom's taxonomy of educational objectives- Cognitive domain

Bloom's taxonomy of educational objectives- Cognitive domain
These objectives were developed by Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. Bloom's taxonomy is a classification of educational objectives using a set of three hierarchical models, named cognitive, affective and sensory domains. 

The cognitive domain
It is mainly focused on the traditional way of education to structure the curriculum objectives, assessments, and activities. It has divided into six categories and they are:

• Remembering
• Comprehending
• Applying
• Analyzing
• Synthesizing
• Evaluating 

Remembering 
It involves recalling facts, terms or concepts with out an understanding what they mean.It represents the lowest level of learning outcomes in the cognitive domain. For example: learning of classifications or categories. Name the pairs of chromosomes. Majority of the students try to learn by heart and able to recall names without thinking or to memorize something, only for exams.

Verbs can be used to state the objectives are: define, state, list, name, outline, write, recall, recognize, label, underline, select, measure, describe, identify etc.
 
Comprehending
It involves understanding of facts by organizing, comparing, translating, interpreting and extrapolating it. Organization means a student can organize the ideas based on hierarchy or occurrence. The comparison means comparing similarities and differences of facts each other. Translation means communicating ideas in other words or languages without altering the meaning. Interpretation means ability to explain a fact in their own words without altering the meaning. Extrapolation means foreseeing or predicting the unknown events by understanding the known events. For example; Identify the differences between the chromosome and chromatin.
  
Verbs can be used to state the objectives are: identify, select, compare, translate, interpret, extrapolate, justify, organize, indicate, illustrate, represent, formulate, judge, classify etc.

Applying
Applying involves a student to solve daily problems in new situations with learned knowledge successfully. Learners are able to identify, relate prior knowledge and to apply in situations. It requires a higher level of understanding of facts and ideas to apply in an unexpected situation.
For example, a learner is able to give first aid in real life situation.

Verbs can be used to state the objectives are:  predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, perform, discover, prepare, produce and relate.

Analyzing
This refers to examining and breaking information into parts, constructing relation to each other, making a generalization and finding evidences to support generalization. For example, an expert in nursing examined the concept of nursing care, broke into different parts, arranged in a synchronized manner such as assessment, goals, diagnosis, plan of action, rationale, implementation and evaluation, which helps the learners to give nursing care in an uniform manner.

Verbs can be used to state the objectives are: analyse, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, distinguish etc.

Synthesizing
It includes the action of putting all related elements together and to form a 'whole'. It helps to formulate a new concepts or patterns.

Verbs can be used to state the objectives are:  combine, summarize, precise, conclude, compile, compose etc.

Evaluating
It involves presenting opinions by making judgment about the utility of work or quality of work based on a set of criteria. For example, which educational philosophy are best for curriculum implementation today?
 
 Verbs can be used to state the objectives are: evaluate, judge, compare, contrast etc..