Using a competency-based approach to patient education: achieving congruence among learning, teaching and evaluation.

Millions of Americans are living with, and managing, their chronic health problems. Patient education plays an essential role in promoting safe self-management practice. To ensure that patients attain the required abilities, patient education needs to be competency-based.

The Revised Bloom's Taxonomy: implications for educating nurses.

One of the essential goals for continuing education in nursing is to enhance nurses' ability to improve patient care outcomes. Toward this goal, learners need to transfer learned knowledge to actual practice. Achieving effective transfer requires knowledge of thinking paradigms in relation to specific subject content.

Designing multiple-choice test items at higher cognitive levels.

In the midst of a nursing faculty shortage, many academic institutions hire clinicians who are not formally prepared for an academic role. These novice faculty face an immediate need to develop teaching skills. One area in particular is test construction.

Using the Revised Bloom's Taxonomy in the clinical laboratory: thinking skills involved in diagnostic reasoning.

Achieving effective transfer of theoretical knowledge to clinical practice requires knowledge of thinking paradigms in relation to specific nursing content. It is a challenge to develop instructional designs for teaching and assessing implicit thought processes involved in clinical reasoning. The authors demonstrate the use of the Revised Bloom's Taxonomy to teach thinking skills involved in diagnostic reasoning in a clinical laboratory.

Applying the Revised Bloom's Taxonomy to a medical-surgical nursing lesson.

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.