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The gap/learning needs I identified were the high wait times in the Emergency De


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The gap/learning needs I identified were the high wait times in the Emergency Department (ED) and how it contributed to patients leaving before being seen. The learning outcome that I have identified is for Emergency Room staff and Hospital management to identify creative and economical ways to streamline wait times to decrease patients leaving before being treated. These can include using temporary nursing staff from agencies or travelers, allowing cross-training from other departments to keep staffing at appropriate levels, triaging patients with lower-level acuities, and treating patients more efficiently at lower acuity levels. Bloom’s taxonomy is a useful toolbox that teachers or students can use to classify and arrange learning objectives (Sprouts,2019). Bloom’s taxonomy contains six categories of cognitive skills ranging from lower-order skills that require less cognitive processing to higher-order skills that require deeper learning and a greater degree of cognitive processing (Adams,2015). The three domains of learning that are being focused on in this discussion are cognitive, affective, and psychomotor.
Cognitive: Staff in the emergency department comprehend the need to decrease wait times so all patients are seen in a timelier manner and offer suggestions on how to decrease wait times by at least 25% in the upcoming fiscal year.
Affective: Management demonstrates the ability to take fiscal responsibility to determine the use of outside resources to decrease wait times so all patients are triaged, examined, and treated in a timelier manner with the attempt to decrease wait times by 25% in the upcoming fiscal year.
Psychomotor: Emergency room staff and management participate in active meetings and discussions on where they the facility is in the process of meeting the expected goals and what still needs to be developed to decreased wait times by the projected amount.
ED bottlenecks contribute to long waits and diminished outcomes for ED patients as well as more system-wide issues, such as inefficiencies in inpatient admission processes and patients that leave before being seen which then can lead to liability (Arbune, et al, 2017).
Best regards,
Jennifer Hey
Adams N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152–153.
Arbune, A., Wackerbarth, S., Allison, P., & Conigliaro, J. (2017). Improvement through Small Cycles of Change: Lessons from an Academic Medical Center Emergency Department. Journal for healthcare quality: official publication of the National Association for Healthcare Quality, 39(5), 259–269.
Sprouts. (2019, January 3). Blooms Taxonomy : Structuring the learning journey. Retrieved from
Please make this a response to this discussion as if you/I am in a classroom.
The references are also what has been listed as resources for this discussion
Thank you


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