The Fear Of The Unknown - 1617 Words

Humanity has a natural curiosity to it. A sort of drive to seek out the unknown and discover the wondrous. But often our systems of power that are regarded as perfect eliminate the need for that curiosity. The most powerful rulers or governments leave nothing left unknown and the people are often depicted, as in Utopia, as being perfectly happy to go along with that. Even though removing the unknown from the human experience seriously deprives us of humanness, it is often argued as being the easier option. According the stories and historical accounts, the purpose of establishing human power or governments is to provide a relief from the unknown. This is because we innately fear the unknown, power gives control to that fear, and therefore the most perfect level of control is one that removes all instances of the unknown from those under it. Fear is arguably one of the strongest human emotions and can greatly affect those who experience it. The fear of the unknown is a classic version of this emotion. Many children feel it as a part of growing up as they explore the world. It also expresses itself in the more adult world as fear of the divine, fear of the future, or even fear of new peoples. The government in Carthage was uncertain in its own future after its people moved in masse to the newly discovered island. They acted out of fear and stopped the entire process (De Montaigne 107-108). The government of Carthage certainly didn’t know one way or the other if the peopleShow MoreRelatedFear Of The Unknown ( Xenophobia )1036 Words   |  5 PagesFear of the Unknown (Xenophobia): Why and How to Conquer this Fear Goal: I will inform the audience about the Fear of the Unknown (Xenophobia), why people have this fear and how to conquer this fear. Introduction: I. Jacob Olesen’s definition of Xenophobia is â€Å"the irrational sense of fear experienced about a person or situations that are perceived as strange or foreign.† II. Fear of the Unknown is the fear of anything that is beyond one’s comfort zone. III. The intense and irrational fear of foreignersRead MoreFear and Control of the Unknown Essay874 Words   |  4 Pagesindividuals to assimilate or be constrained because of the publics fear and anxiety of the unknown. Such insecurities led to the mistreatment and restraint of both the slaves as portrayed in Incidents in the Life of a Slave Girl and the mental patients in One Flew over the Cuckoos Nest. One of the most apparent and important themes in both One Flew over the Cuckoos Nest and Incidents in the Life of a Slave Girl is control. Fear is used as a means to gain control over the slave by their masterRead MoreCreative Writing: Fear of the Unknown 678 Words   |  3 Pagesnatural occurrence after the sun descends. Senses are heightened which sparks the imagination to soar. A moment of time when things of legend becomes a reality and self-doubt are unveiled. In the darkness the line between fact and fiction blur. Sounds, fears, and intuition are the elements that rule when light does not exist. Things that pop and crack populate the house. Hearing sounds in the middle of the night that send chills down my spine. A sense of alertness occurs when standing there frozen, waitingRead More Greek Mythology: Fear of the Unknown1814 Words   |  8 Pages Greek Mythology: Fear of the Unknown The ancient Greeks lived in an influential and creative time. Music filled the streets, sculptures towered over the city and masterpieces hung on walls everywhere. Children were being educated which led to great philosophers in the future. This city-state was flourishing and is now known today as one of the most advanced ancient civilizations. As progressive as these people were sadly, they were held back by their own beliefs. The fear of a raging hurricaneRead MoreCultural Globalization: Fear of the Unknown950 Words   |  4 PagesCultural Globalization: Fear of the Unknown Cultural globalization is a term often used to describe the influence of one national culture on another. This is perhaps more prevalent in the United States than anywhere else in the world. Although America is often viewed as the villain with regard to globalization, it is clear by the diversity of cultural groups in America, that this nation is also the recipient of global culture. With such a diverse cultural population it’s foreseeable to thinkRead MoreFear of the Unknown Lord of the Flies Essay1260 Words   |  6 PagesFear of the Unknown Lord of the Flies By: Sam Baldwin 2012-05-22 Ms. Reis ENG30S Fear is one of the most powerful emotions that control the way any human being acts in certain circumstances. A distressing emotion aroused by impending evil and pain, whether the threat is real or imagined is described as fear. One of many prominent themes in William Golding s novel, the Lord of the Flies, is Fear of the unknown. From the beginning of the novel, the boys fear what they cannot see, the partsRead More Lord of the Flies: Fear of the Unknown Essays1006 Words   |  5 Pagesor imagined is described as fear. Fear is what William Golding’s novel Lord of the Flies encompasses. By taking three major examples from the novel, fear will be considered on different levels: Simon’s having no instance of fear, Ralph’s fear of isolation on the island, and Jack’s fear of being powerless. Fear can make people behave in ways that are foreign to them, whether their fear is real or imagined. In response to fear, people may act defensively by attacking, fear c an either stop one from doingRead MoreAn Analysis of How Fear of the Unknown Affects Characters in Hamlet1357 Words   |  5 Pagesï » ¿An Analysis of How Fear of the Unknown Affects Characters in Hamlet Hamlets famous To be or not to be soliloquy in Act 3, Scene 1 provides the context for several of the characters actions. It is a soliloquy about fearing the unknown that lies waiting on the other side of the grave (are we punished and/or rewarded according to our actions on earth?) and as Hamlet reasons, Conscience does make cowards of us all (3.1.2). In other words, Hamlet feels that he is unable to act because of theRead MoreFear Of The Unknown Has Been A Constant Thread Intricately1092 Words   |  5 PagesFear of the unknown has been a constant thread intricately interwoven throughout the tapestry of my life. Although intricate in color and vast in depth, it has furrowed a chasm in my past, present and dare I say future. As a seminarian on the verge of graduation the prior statement may appear somewhat odd. Aptly applying a biblical scripture such as â€Å"God has not given us the spirit of fear, but power, love and a sound mind†, should suffice to calm anxiety and t repidation. However, I have notRead Moreâ€Å"Fear of the Unknown Is a Common Gothic Theme†. Is This True in Your Texts?3510 Words   |  15 PagesThe fear of the unknown is a common Gothic theme that is used to create fear and uncertainty in the responder. This is achieved through the use of a number of different techniques and conventions. The fear of the unknown is expressed through dark, uncertain and mysterious circumstances cause responders to feel vulnerable and fearful. In Bram Stoker’s Dracula the overpowering force of the sublime, the prominence of religion, death and use of darkness accompanied by typical Gothic techniques evoke

Domestic Violence And Sexual Abuse - 2537 Words

Many women and men seek intimate relationships in order to fill their emotional needs of security, safety and love. Their journey starts off with their loved ones spoiling them with flattering gifts and emotional words. The love they feel is so wonderful and deep that they believe that nothing can come between them. They are so happy and convinced that they will live happily ever after with the one they love. Unfortunately, the fairytale they have dreamt about was only temporary and soon comes to an end. The love story they have ones longed for turns into a horrible nightmare. The emotional words, they were once spoiled with turn into howling screams and name-calling. The flattering gifts turn into physical abuse. This relationship is referred to as domestic violence or intimate partner violence. This happens when a partner or significant other declares power, authority and control over the other partner. To maintain this authority and control, the abusive partner uses emotional, phy sical or sexual abuse over his victim (Alters 27). Victims will desperately look for an exit out of this relationship, but only to be blocked by numerous walls of the despair, fear and misery. Many people are convinced that victims have the option of leaving, but they are too weak and they choose not to. What many people don t know is, victims of domestic violence have many reasons preventing them from leaving their abusers. In most cases the outcomes of leaving are very fatal, this is why manyShow MoreRelatedDomestic Violence And Sexual Abuse881 Words   |  4 Pagesallegations of domestic abuse against current players. In it, a woman phones the police, forced to pretend to be ordering a pizza in order to not raise suspicion from her abuser, who is in the room with her. The creator of the commercial, No More, is an advocacy group that is working to end domestic violence and sexual abuse. On their website, they cite the 2013 Avon Foundation for Women’s NO MORE study, which found that while nearly two thirds of Americans know a victim of domestic or sexual abuse, thoseRead MoreDomestic Violence And Sexual Abuse1478 Words   |  6 PagesLiterature Review Background of Study ​Anger and violence happen at every level in the family, which ultimately destroys the family life, and it happens with couples, parents, children and also siblings. However, females have primarily been the target of violence (Payne Wermeling, 2009). Domestic abuse is often recurring and it signifies that one partner in the relationship threatens the other psychologically, economically and sexually by harming them physically or threatening to harm themRead MoreDomestic Violence And Sexual Abuse Essay731 Words   |  3 Pages Domestic violence has had a traumatic affect on the lives of millions of people in the United States alone (Carretta, 2010, p. 28). Bryant Furlow (2010) states that domestic violence is any physical, psychological or sexual abuse endured by a current/former spouse, intimate partner or simply anyone who is abusing another family member. According to Furlow (2010) domestic violence incorporates elder abuse, child abuse and intimate partner violence. Altho ugh domestic violence can affect all membersRead MoreDomestic Violence And Sexual Abuse896 Words   |  4 Pageswitnesses abuse in his/her home at a young age? Introduction: What is domestic violence? â€Å"Domestic Violence is a pattern of behaviors used to establish power and control over another person through fear and intimidation, often inclosing the threat or use of violence†(Safe Horizon, 2015). Domestic violence includes physical abuse, sexual abuse, emotional abuse, and exploitation; therefore, this is in relation to â€Å"intimate partner violence, battering, relationship abuse, spousal abuse, or familyRead MoreDomestic Violence And Sexual Abuse1431 Words   |  6 PagesDomestic violence by definition is a violent or aggressive way of being within the confines of the home; in most occasions it is typically involving the violent abuse of a spouse or partner. There are various cues that display an abuse relationship; domestic violence is just the definition of the type of abuse itself. Abusive individuals that are most likely to commit domestic violence actions are said to need to feel in charge of the relationship. They will make decisi ons for you and the familyRead MoreDomestic Violence And Sexual Abuse1456 Words   |  6 PagesDomestic Violence is violence between intimate partners. Intimate partners can be people who live together or people who are currently dating or have dated in the past. â€Å"Perhaps a better definition of domestic violence is emotional abuse, physical abuse, or sexual abuse between people who have at some point in time had an intimate or family relationship.† (AAETS). Emotional abuse is when an intimate partner has continuously criticized you, manipulated you with lies, and humiliated you in public orRead MoreDomestic Violence And Sexual Abuse2157 Words   |  9 PagesWhat is considered â€Å"Domestic Violence†? Can just about anyone claim they are victims of Domestic Violence or is there certain types of people that classify for it? Not anyone can claim domestic violence, one must have actual proof of being beaten or abused. Domestic violence is a pattern of behavioral or mental abuse, which involves acts of violence by one person against another in a domestic context, such as in marriage. Intimate partner violence is domestic violence against a spouse or other intimateRead MoreDomestic Violence And Sexual Abuse1857 Words   |  8 PagesIntimate partner abuse has more commonly and it typically has been called domestic violence or spouse abuse. This type of abuse describes any physical, sexual, or psychological harm by a current or former intimate partner or spouse. The definition of intimate partner abuse is any intentional act or series of acts that cause injury to the spouse or intimate partner. Usually the abuse starts as psychological abuse and then gradually turns into physical and possibly sexual abuse. Another reason whyRead MoreSexual Abuse And Domestic Violence790 Words   |  4 PagesPeople who experience sexual abuse or domestic violence always blame themselves due to guilt and low self-esteem, also because the abuser is very dominant a nd can make the victim believe that it’s their fault. As Lievore suggested a few number of personal barriers: ïÆ' ¼ Humiliation, awkwardness; ïÆ' ¼ Thinking that what their partner is doing is not a crime and shouldn’t be report as they’d refuse to testify against them. ïÆ' ¼ They don’t want other people knowing. ïÆ' ¼ Blaming themselves or believe that otherRead MoreScenario: Domestic Violence and Sexual Abuse Essay example866 Words   |  4 Pagessituations and help them cope with past experiences. I selected scenario number two. The personal information I would collect from this client is basic demographic information, personal background such as family, trauma history, history of domestic violence or sexual abuse, marital status, financial situation, health, education, housing status, strengths, resources, and employment. I would also collect family history of mental health problems, client history of mental health problems, any hospitalization

Asddsa dsadasd s Free Essays

Men’s employment status is still their main source of self-worth (Bronzed and Herrmann 1999; Broodier 2001; Connell 2002; Hear 2004), and thus advertising, which aims to convince men that they should take consumption more seriously needs to place commodities in the context of public achievement – particularly if these also involve purchases for the sterilization of men’s own bodies, their personal appearance and the personal realm in general. Yet, even the growing impact of male lifestyle magazines – mainly addressing younger men – has not been totally successful in persuading mainstream adult men that they should consume in a more conspicuous way: on the one hand more like women, yet still distinctively as ‘real’ men. Therefore, advertising uses all tricks of the trade to masculine its products through its promotional appeals, to invoice the male target group that it Is no longer enough Just to be a man and act like a man: the message is that men must demonstrate and legitimate dominant status by masculine ways of consumption (Williamson 1986; Nixon 2003, Gristle 1998). We will write a custom essay sample on Asddsa dsadasd s or any similar topic only for you Order Now In her study of popular media from a feminist perspective, van Zone maintains that as a cultural form, ‘advertising displays a preoccupation with gender that Is hardly matched In any genre’ (1994: 67). Referring to Saffron’s seminal work of 1979 on gender and advertisements, van Zone underlines the obsession with gender which is typical for advertising as a form of popular culture: ‘This obsession Is said to spring from the â€Å"signifying power† of gender. Advertisements and commercials need to convey meaning within limited space and time and will therefore exploit symbols that are relevant and salient to society as a whole. As one of the most deeply felt elements of subjectivity and the social structure, gender provides such symbols most effectively (1994: 67). The typical conventions In advertisements addressing either men or women reflect he structural gendered differences based on the private/public dichotomy. Stereotypically, female audiences are addressed with fantasies of Woman as body, as object or provider of physical pleasure for others, whether In sexualities or non- sexualities ways. The personal, Intimate context and the care for self or other are always emphasized, either 220 Martha convince the male target group that it is no longer enough Just to be a man and act status by masculine ways of consumption (Williamson 1986; Nixon 2003, Sureties hat as a cultural form, ‘advertising displays a preoccupation with gender that is hardly matched in any genre’ (1994: 67). Referring to Saffron’s seminal work of 1979 which is typical for advertising as a form of popular culture: ‘This obsession is said to The typical conventions in advertisements addressing either men or women reflect the structural gendered differences based on the private/public dichotomy. Object or provider of physical pleasure for others, whether in sexualities or non- sexualities ways. The personal, intimate context and the care for self or other are How to cite Asddsa dsadasd s, Papers

Journal of Social Work Values and Ethics

Questions: Create a unique learning tool, such as a concept map, worksheet, or table, to differentiate and explain the three different domains of Bloom's Taxonomy as well as the categories for each domain. Include how the domain and categories are used in the following: In curriculum development. In relation to the audience. Answers: Introduction The nursing profession is a very crucial profession as it deals with the health issues of public. Therefore, while developing the curriculum or educational plan for nursing students, it should be evaluated that the plan has been built in a systematic way that will help the future nurses to develop in-depth knowledge in theoretical and practical nursing measures (Dossey et al. 2012). Blooms taxonomy is a set of learning actions for classifying the educational and learning objectives into the different level of complexity. Into blooms taxonomy, there are three domains of concern, the cognitive domain is based on knowledge, the affective domain is based on emotion management and the psychomotor domain is based on action or application. In this essay, a curriculum will be developed for the nursing students based on the domains of Blooms taxonomy (Wu et al. 2012). Here, the curriculum will be developed for midwifery nursing students. Here, the audience is the midwifery-nursing students in masters' level. Cognitive Domain Category Duration Module Contents Experts Activity Knowledge (Here the memory development of learned materials are focused, knowledge gaining on specific terms, interventions and theories are demonstrated) (Horsfall, Cleary Hunt, 2012) 2 weeks Basic nursing theories, interventions in primary care settings, current topic in primary and secondary nursing, infections, immune system, impaired immunity, major categories of pregnancy disorders, cesarean and normal delivery, genetics, cell biology, risk factors in pregnancy and delivery General nurse educators Introductory class for masters in nursing, Defining nursing terms, specializing the subject for midwifery students, nursing intervention related knowledge for pregnancy and delivery Comprehension (Here understanding of facts or ideas through translating, interpreting and extrapolating is concerned) (Sreedhar, 2013) 2 weeks Assessment of primary care and specialized knowledge on midwifery nursing skills, nursing guidelines and legislations, workplace health and safety, security assessment Nurse educators Assessment of specific situation handling as a midwifery nurse, audiovisual sessions, presentation on nursing guidelines and primary to emergency care settings Application (It is the step of problem solving, applying own theoretical knowledge in practical field) 3 months Case studies reading, practical class on pregnancy case handling, practical class on conflict management (Kong et al. 2014) Surgeon doctor, nurse educator Practical class on delivery, anesthesia, infection control, hygiene measures and primary settings of delivery Analysis (Examining and identifying motives or causes of any action) Hospital visit and case understanding, Relating nursing theories with practical knowledge Doctors, registered nurse, nurse educator Presentation, group discussion, group project on case study analysis, individual case presentation Evaluation (It is the step of judging internal evidence and external criteria) 2-3 months Evidence-based nursing, research projects development, personal skill development assessment, team project Doctors, nurse educators, senior staffs, gynecologist, delivery surgeon Workshop on delivery diet and healthy pregnancy, team presentation on practical delivery case scenario, assessment on identifying patients risk on delivery and handling conflict situation in workplace (Overbaugh Schultz, 2012) Synthesis (In this step the student becomes able to create a structure or pattern from their own knowledge) 6 months Dissertation, module course, paper presentation, internship, mini-thesis development Medicine doctor, nurse educator, gynecologist Selecting and presenting a peer-reviewed paper, dissertation submission, internship on a specific study topic and group presentation on the outcomes, mini-thesis development and discussion in a group discussion (Milman, 2012) Affective Domain Category Duration Module Contents Experts Activity Receiving (Here, all the knowledge all gathered by student) 2-3 months Patient-centered care and its complication, empathy and holistic care principles, nursing skills, competencies, collaborative practices, behavioral skills, communication skills Training on effective communication, collaborative behavior, patient-centric approach, conflict management, behavioral changes for a potential nurse, nursing priorities, risk assessment and management, safety management of patient and self-management (Armstrong et al. 2012) Nurse educators, professors, doctors Power-point presentation upon nursing competencies, practical example with nursing skills for a midwifery nurse, group discussion and participation in class presentation, specific training sessions for behavioral and conflict management skill development, real life situation handling skill development, visual and listening skill development training Responding (In this stage, student respond against situation with received knowledge) 2 weeks Dealing with emotional management, supporting patient and patients family, advances in person-centered care, patient consultation, knowledge assessment, needs assessment, complex choreography, skills related to supporting provision of patient's family, outline of emergency care (Blandford, 2012) Doctors, matron Case study analysis, theoretical and practical case handling, practical class on delivery with dummy pregnant woman, assisting doctor during patient check up, consulting with patients family about seriousness of pregnancy, addressing risks, supporting patients family, training on behavioral adaptation for supporting a risky patient and providing right information to patient and patient family, responding to each nursing priorities of the patient, participating in class discussion and ethical and empathic communication within teams Valuing (Here, student link the value to an object or phenomenon) Self-paced learning materials, ethical behavior, nursing ethics and consents, legislative framework of the nation, respect and empathy in practice Peer, nurse educator Peer supervision, perceptual exercise on pregnancy and delivery, value clarification, demonstration of believe or accepting the ethical practice in workplace or institute and community, proposal of a social plan for supporting a community and follows through, demonstration of feeling of a pregnant woman after a miscarriage, supporting the family in that situation, demonstration of acceptance of the curriculum (Clark Price, 2016) Organization (here, students accommodates values and information with their own schema) 2 months NLN competencies, NCSBN Core competencies, professional behaviors, communication, clinical decision making, American Holistic Nursing Association standards, concepts, nurses model of wellness, knowledge of informatics and risk assessment Nurse educator, professors Program for promoting client self-responsibility and self-care, holistic nursing process, application of evidence-based practice in curriculum, organizing nursing priorities aligning with the ethical standards of nursing by participating in a stimulation play (Clark Price, 2016) Characterization by a value or value complex (here, student attempts to build abstract knowledge by internalizing those values) 3 months Self-reliance, objective development for specific patient, team work and collaborative practices, demonstration of behavioral and attitude related skills, discrimination between complications of patients, demonstration of knowledge in nursing intervention for delivery cases Nurse educators (for assessing values internalized by students) Journal writing, team presentation on ethical environment in a health care workplace, assessment of changed behavior in a positive manner after gaining training in behavior and attitude to be a potential nurse, demonstrating noticeable participation in the teamwork, resolving critical cases in a theoretical approach Psychomotor Domain Category Duration Module Contents Experts Activity Perception (Students gain ability for using sensory cues for guiding their motor activity and thereby stimulating activities) 2 weeks Sensory development skills and knowledge development, nonverbal communication skills, identification of clients nonverbal communication and perceiving the intervention for resolving these issues Nurse educators, professors Observing data in respective of the guiding movement and the selection of senses by participating in lectures and video presentation, estimating external cues of nonverbal communication and building a positive relation with client, assessment on perception ability of the student in a practical case handling (Allen Friedman, 2011) Set (Preparing nursing students to be mental, physically and emotionally stronger before performing the nursing task) 6 months Structured role play, hospital visit as a trainee, preparation for real care handling, direct client handling, consulting with patients family, community care perception Nurse educator, peer support, community nurse, nurse practitioner, professor, mentor, general physician Demonstrating procedures before performing a nursing procedure, identifying all the organs and organ system in reproductive system during dissection, demonstrating side effects of medication before dispensing it, identifying correct equipment during surgery and delivery, being prepared to assist a doctor at the time of delivery (Allen Friedman, 2011) Guided Response (ability to follow or imitate the nursing instructions by implementing the trial and error method) 1 months Peer supervision, knowledge about treatment setup, stimulation direction, non-verbal signals for communication Peer, nurse educators, professors, mentors Activities following stimulation direction, assessment on patient counseling, direct patient visit with mentor Mechanism (Infusing in the ability to identify and manipulate the responses of the patients in response to an action) 3 months Coordinated, programmed instructional materials, stimulation games, web site information, statistical information, patients risk assessment (Menix, 1996) Nurse educator, doctor, gynecologist Coordination in an operation, delivery and handling a complicated patient, assessing patients risk, monitoring health status and informing doctors Complex Overt Response (Infusing the ability to the nurses such that to execute the respective operations in an efficient manner) 3 months Emergency training, performance standard development, practical assessment of medication process, training for communication with risky patients Emergency doctor and nurse registered nurse Competency development via real world case handling, participating in community health care programs, measuring patients outcomes and planning intervention Adaptation (Developing the skills in the nurses for executing new integrated activities and to handle difficult situations) Throughout the course Understanding patients needs, development of competence, enhancing patients needs Nurse educator, registered nurse, doctors Hospital visit, patients check up, competency assessment, medication assessment, surgery skill development assessment, group presentation and group discussion for communication skill assessment (Allen Friedman, 2011) Origination (represents the ability of learner to draw their knowledge and psychomotor skills for creating new movements) (Menix, 1996) 6 months Group research, intervention of treatment plan for patient Nurse educator, delivery surgeon, peers, matron, nurse practitioners Final dissertation submission, group presentation of research project, direct patient visit with doctor, active assistance during delivery, workshop and attending community health care program and emergency patients (Menix, 1996) Conclusion In conclusion, it can be said that the nursing students should be provided with a well-established and systematic curriculum for developing knowledge in masters level of nursing, as their gathered knowledge, both practical and theoretical, will apply to public welfare. In this context, this essay provided a tabular curriculum for nursing students specialized for midwifery services that are nurses deals with pregnancy and delivery cases. For this purpose, nurses need to demonstrate their special knowledge in this field and they should show empathy and holistic nursing care. This curriculum has been developed on the basis of the Bloom's taxonomy which has been developed for providing a set of learning or educational framework for the systematic development of educational knowledge in the specific field. Here three domains of bloom's taxonomy have been described with each category. This curriculum will help the future nurses to develop essential skills and knowledge for midwifery nurses . Reference List Allen, K. N., Friedman, B. D. (2011). Affective learning: A taxonomy for teaching social work values.Journal of Social Work Values and Ethics,7(2), 1-12. Armstrong, G., Headrick, L., Madigosky, W., Ogrinc, G. (2012). Designing education to improve care.The Joint Commission Journal on Quality and Patient Safety,38(1), 5-14. Blandford, S. (2012).Managing professional development in schools. Routledge. Clark, R., Price, J. (2016). Cognitive and Affective Domain Learning Assessment Choices. Tenth Annual College of Career Education Faculty Symposium of Teaching Effectiveness. Pp. 96-127 Dossey, B. M., Certificate, C. D. I. N. C., Keegan, L., Co-Director International Nurse Coach Association. (2012).Holistic nursing. Jones Bartlett Publishers. Horsfall, J., Cleary, M., Hunt, G. E. (2012). Developing a pedagogy for nursing teachinglearning.Nurse education today,32(8), 930-933. Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students critical thinking: A systematic review and meta-analysis.International journal of nursing studies,51(3), 458-469. Menix, K. D. (1996). Domains off Learning: Interdependent Components of Achievable Learning Outcomes.The Journal of Continuing Education in Nursing,27(5), 200-208. Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?.Distance Learning,9(3), 85. Overbaugh, R. C., Schultz, L. (2012). Blooms taxonomy.Retrieved August,7. Sreedhar, P. (2013). Using Bloom's Taxonomy as a Pedagogical Tool for Teaching Written Business Communication.IUP Journal of Soft Skills,7(3), 51. Wu, P. H., Hwang, G. J., Su, L. H., Huang, Y. M. (2012). A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training.Educational Technology Society,15(1), 223-236.