As a clinical nurse educator charged with a developing class under family-centered care, I would have to design a plan that includes the class goals and objectives. Among these goals would include teaching the class to promote patient and family satisfaction by providing effective and respectful care, to promote effective communication between the class and their patients and the family members, to acknowledge the influence that family dynamic has on patient progress and outcomes, the class will also be aimed at teaching the learners how to involve families in the decision making progress throughout the delivery of healthcare services.

The behavior objectives with my class are affective, behavioral, cognitive, and decision-making (ABCD). With the effective objective, I aim to ensure the class has developed more understanding and appreciation for family-centered care, as research shows this is essential (Fix et al., 2018). This will be indicated by their increased empathy and patience with family members during service delivery. For the behavioral objective, I aim to ensure learners can provide families of patients with clear information, listen to them actively, and provide as much assistance as possible. For the cognitive objective, I look forward to the class's increased synthesis of family-centered care and how patients' family plays a critical role in their healing process. Finally, the decision-making objective is based on an improvement in the class's capacity to choose their approach to family-centered care, which considers the unique cultural differences between them and the patient's family as well as the nature of the patient's illness and mental state.

I have chosen level 2, level 3, and level 4 of Bloom's Taxonomy. In level 2, I have selected affective and behavioral, while in level 3, I have selected cognitive. For level 4, I have selected decision-making. My rationale for choosing these different taxonomy levels is to provide a comprehensive approach to family-centered care (Edgman-Levitan & Schoenbaum, 2021). The effective delivery of care that considers the patient's family requires proper planning and knowledge, which can best be achieved by combining the learners' affective, behavioral, cognitive, and decision-making skills.

The effective level ensures the learners develop the right thoughts and attitudes toward their patients and their families. This is necessary because the health facility can be a stressful environment. Without the right values or attitudes, it is easy for service providers to be rude or impatient to a patient's family (Tomaselli et al., 2020). The cognitive, which is on level 3 of Bloom's taxonomy, is essential because it facilitates an in-depth understanding of how and why patient-centered services should be delivered. Most health service providers are practical people who rely on practical explanations for why they should do what they are told to do. Therefore, a systematic explanation and justification for family-centered care principles will promote understanding and adherence.

With the behavioral objective on the 2^nd level of Bloom’s taxonomy, the rationale is that patient-centered care involves practical actions that can be emphasized through teaching specific behaviors. This particular level is based on the emphasis on patience, active listening, and the use of open-ended questions when discussing with the patient's family. The decision-making objective, which is on the 4^th level of Bloom’s taxonomy, is rationalized by the fact that critical thinking is essential to the delivery of effective patient-centered care (Muhayimana et al., 2022). A health professional cannot deliver uniform patient-centered care and must use their decision-making and critical thinking skills to establish how to approach different patients' families. This can be attributed to the fact that human beings are diverse with different cultures and beliefs, which should be taken into consideration to provide competent patient-centered care.