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.