Significant Learning: What do I want the students to take away from this course, for the long term?

Faculty frequently change learning activities to promote an active discussion in the classroom with the goal of promoting more critical thinking & improved retention of material. Problem based learning, case based lectures, forums & discussion groups are currently “hot topics” in graduate nurse practitioner education & are often seen on syllabi as ways to achieve student participation & ultimately successfully achieve the course objectives. Does this really work? Perhaps faculty need to  rethink the syllabus & the course objectives? Most faculty are well versed in the use of Bloom’s taxonomy (1956). The general understanding being that if students achieve the behaviors then will then have mastery of certain goals. The taxonomy objectives also are thought to provide a roadmap for  structure within the lecture.

Respectfully, while Bloom’s work has been the foundation for instruction across disciplines for decades, in nursing education it is now becoming apparent that the taxonomy is not working well. Advanced Practice Nursing (APN) educators are inserting new learning approaches, however, are not necessarily looking at a new structure that is needed for objectives.  It is time to revisit Bloom’s taxonomy & consider a new approach aimed squarely towards significant learning.  

Instead, the taxonomy developed by C. Fink 2003, is better suited. Fink’s taxonomy explores the concept of Significant Learning & is made up of 6 focal points: foundational knowledge, application, integration, human dimension, caring, & learning how to learn. It is not hierarchical, rather it is relational, in that achieving one kind of learning stimulates & enhances the possibility of other kinds of learning.  Significant learning is not “content driven”, therefore faculty are faced with the question “What do students need to take away from this course, for the long term?”  

APN education is a perfect match for adoption of Fink’s taxonomy. Competency based APN education challenges all faculty to use pedagogical approaches that ultimately result in significant learning that is truly transformational.  A paradigm shift to Significant Learning by redesigning the syllabi that employs the focal points developed by Fink provide opportunity for nursing faculty to truly engage today’s postmodern graduate student.