title: Applying the Revised Bloom's Taxonomy to a medical-surgical nursing lesson.
abstract: The Revised Bloom's Taxonomy provides a 2-dimensional framework for classifying cognitive learning. Classifying learning objectives by knowledge type in relation to cognitive process helps educators obtain a better understanding about intended learning, and enables them to design appropriate instruction and assessment methods. The authors demonstrate use of the Revised Bloom's Taxonomy to achieve congruence among intended learning, instructional activities, and assessment methods while teaching diagnostic reasoning for clients with myocardial infarction.
authors.affiliation: Purdue University North Central, 14015 U.S. 421, Westville, IN 46391, USA. wmingsu@pnc.edu
authors.forename: Whei Ming
authors.initials: WM
authors.lastname: Su
authors.forename: Paul J
authors.initials: PJ
authors.lastname: Osisek
authors.forename: Beth
authors.initials: B
authors.lastname: Starnes
mesh_terms: D003071:Cognition / Q000145:classification*; D003625:Data Collection; D004508:Education, Nursing, Baccalaureate / Q000145:classification / Q000458:organization & administration; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D019359:Knowledge; D007858:Learning / Q000145:classification*; D017145:Models, Educational; D009203:Myocardial Infarction / Q000451:nursing; D009733:Nursing Diagnosis; D015402:Nursing Education Research / Q000379:methods*; D009736:Nursing Process; D009937:Organizational Objectives; D013527:Perioperative Nursing / Q000193:education*; D011588:Psychology, Educational