This is the third video in a three-part series. Dr. Dana Schardt introduces a quick, practical strategy to help students make sense of clinical data by sorting cues into three clusters: Risk, Deterioration, and Comfort/Symptom. This approach supports learners in identifying patterns, strengthening prioritization, and clinical reasoning, turning clinical chaos into clarity.

This is the second video in a three-part series. Dr. Dana Schardt demonstrates how a brief 2-3-minute Clinical Judgment Huddle can transform student reasoning at the bedside. Using a structured five-step approach: identify key cues, state the top concern, choose one priority action, explain the why, and anticipate complications, faculty can coach real-time thinking aligned with the Clinical Judgment Measurement Model.

This is the first of a three-part series. In this video, Dr. Dana Schardt teaches faculty how to develop clinical judgment from the start of every patient encounter using the First 5 Minutes Routine. By guiding students through Look, Listen, Trend, Check, and Act, faculty help learners build situational awareness, reduce anxiety, and connect assessment to priority actions, strengthening clinical judgment and safe practice.

In this video, Dr. Tim Bristol encourages faculty to enhance readiness for practice by using the three C’s. These include challenging students to create, consistently using clinical in class, and crossing strategies and methods across the curriculum.

Faculty are well aware of the challenges of teaching to promote deep learning. This video provides practical strategies to encourage students to engage in material while participating in clinically-based methods to promote retention and safe nursing practice.

Participants will learn how to design and implement a reverse case study in which students collaboratively create patient cases, analyze clinical data, and share insights through structured group work. The presentation highlights three key components for success: student preparation, peer teaching and learning, and debriefing to ensure meaningful engagement and knowledge synthesis.

Changes in NCLEX and the impetus for teaching using cases has invigorated the practice of using electronic health records (EHRs) when introducing realistic scenarios for nursing students. This video provides more than three ways to use EHRs in any learning setting to enhance clinical judgment, student engagement, and nursing knowledge in your students.

Have you felt like you have students that have never even opened a book? Do you feel exhausted at the end of the day trying to stress the importance of topics in your classroom? Do you find yourself repeating the same thing over and over again? Watch this video to learn 3 easy ways to motivate your students to become curious and engaged readers in your classroom.

Have you always had a love/hate relationship with your lesson plan? Do you only look at your lesson plan a couple of times a semester? Watch this video to learn 3 easy ways to upgrade your lesson plan to a tool that you will utilize every day to build a data-driven classroom that is based in engaging your students and helping them to learn.

Learn how to help students really learn from their classroom activities. Here are 3 easy steps to promote frequent and immediate feedback in class by taking the answer keys out of the equation.

Learn how to engage your students in active learning classroom.

Learn how to develop clinical judgment by implementing active learning in the clinical environment.

Learn how to build an active learning classroom by implementing these simple steps in your classroom today. This is the first video in a series of 3.

Learn how to build safer, more effective nurses in your classroom by measuring and building upon your Student Learning Outcomes from day 1. Take the headache out of grading with these 3 easy steps.

Learn how to help your students take ownership and responsibility for their learning in the lab by engaging them with these 3 easy strategies.

Learn how to help your students find the real purpose and value in quizzing and practice questions by using these 3 easy steps today.

Learn how to engage your students and elevate their learning by teaching conceptually by using these 3 easy steps in your class and program today.

Learn how to encourage your students to re-engage with their opportunities for growth after they leave your classroom with these 3 easy tips.

Learn how to encourage your students to pre-engage with their course content prior to showing up to class using these 3 easy tips.

Learn how to encourage your students to pre-engage with their course content prior to showing up to class using these 3 easy tips.

Have you ever struggled with students and helping them to get it? Learn new active learning strategies, including Retrieval Practice, to help your students really take their reading and learning to a new level.

Help your students to make a connection between what they are learning in the classroom to what they will be doing as a nurse at the bedside. Learn some brain-based strategies that help your students really learn the information for life so that they can apply it in their future career.

Learn how to get your students to dive deeper into what they are learning. Implement creative strategies to utilize effort, calibration, and elaboration to help your students apply their knowledge and bring their reading to life.

Learn how to get your students to learn how to learn. Learn ways to deal with student barriers and give students what they actually need to learn. Learn engaging strategies to challenge your students to apply deep learning in your program.

Learn how to bring your students to the bedside in every nursing school experience utilizing case studies to continue building their clinical judgment muscles.

Incorporating widgets, images, labels, EHRs, and more to continue to develop your students’ clinical judgment at the bedside.

Challenge your students to engage with medical calculations every day, week, and class by utilizing these four clinically focused strategies.

Learn to use traditional items to make a class activity that builds Clinical Judgment and Next Gen testing skills.

Help your students integrate more analytical thinking into lab activities with these simple strategies.

As faculty, we feel the need to answer all of our students’ questions, but is that what is best for their learning? Gain some tips from an expert educator on how to best respond when asked, But…what’s the answer?

It’s difficult to get students to think beyond the test. These suggestions provide a strategy to get students to focus on learning and not the next exam.

Compare and contrast 4 cases with different presentations. Students can be challenged with not understanding why each patient does not mimic the textbook. This activity allows students to see variations.

Students do not understand how to apply clinical judgment on the first day of nursing school; it is a process that takes time and lots of repetitive practice. This video introduces the pathway of skill obtainment needed to become an expert in clinical judgment.

We know that creating is at the top of Bloom’s Taxonomy. This activity allows your students to create a client as a method for exam remediation which will allow for a deep level of understanding material.

Print some simple cards that push students to differentiate between various strategies of prioritization. These can be used in all areas of teaching.

Explore these examples and strategies for building clinical judgement through the comparing and contrasting of prioritization scenarios.

When we look at Bloom’s Taxonomy, creating is found at the top. What does that mean, and how often are our students using that level of understanding? This activity allows students to create while applying clinical judgment and practicing Next Gen items.

Cue Clusters allow students to associate information that is related and more deeply analyze cues. By providing cue prompts, you can evaluate how your students make connections, strengthening their ability to apply clinical judgment.

Clinical is the optimal experience for applying clinical judgment and decision-making, yet often students are excluded from the decisions that are being made. In order to build these skills, students need to consciously and repetitively think through the application of clinical judgment. Here is a suggestion on how to make your clinical paperwork more meaningful in developing thinking.

Layer 4 of the NCSBN Clinical Judgment Measurement Model reinforces the importance of environmental and individual factors in clinical judgment and decision making. This short video gives you five tips for adding context to your teaching activities to better prepare your students for practice.

Curveballs, cue cards, what-if cards, etc., are a great way to stimulate on-the-fly, deeper thinking, clinical judgment decisions in your students. As students are in the lab or clinical and appear to lack engagement, hand them a What-if Cue Card. This index card has an assessment change, situation, or cue that may or may not require the nurse to act. Examples include a client whose NG tube was removed yesterday and now feels nauseated; a dressing change with a foul odor; a CIWA score of 16; or a teenaged client found smoking in the hospital restroom.

The development of the ability to identify priorities is challenging for most students. Unfolding Priorities is a simple activity to incorporate into class. Give students a single snapshot view of multiple patients; after discussing the priorities, unfold another layer of information and discuss how the priorities have changed. Know that there is not always a best answer but encourage students to discuss and justify their decisions.

An activity for EHR review. Have your students explore an EHR using one you have developed or used in simulation. Without any prompts, they must analyze the cues in the EHR and determine if a particular medication is safe and indicated at this time. Ask the student to make the decision based on the information in the chart and mark the medication as Give, Question, or Hold. Request rationale for their decision. Alternate delivery methods include pair or small group work, whole-class voting, reviewing the EHR before class or clinical, or providing access at the start of class and giving students five minutes to decide.

Give your students a short scenario and have them list 10 cues that they might see indicating an actual or potential problem.