Donna Meyer: Good afternoon, everyone. As you join us, we're so excited to have everyone today. We'll get started in just one minute. We'll go ahead and let a few more people join. We're right on time and getting started on time, but one thing I did want to mention: if you all would like to introduce yourselves through the chat, maybe put what school you're from or whatever you'd like to share. We're really excited to have everyone today. All right, so we'll go ahead and get started. Welcome to our Elevate 10, our October series from Level Up RN. Today we're going to be discussing the power of case studies transforming learning through clinical reasoning. I'm Donna Meyer, I'm a Level Up RN faculty advisor, and I'm very excited to see all of you. With me today from Level Up RN is Kelley Larson, who's the vice president of Nursing Solutions, and Angelina Guzman, who's the director of strategic partnerships. Many of you have probably spoken to all of us at some point, but if we haven't yet, we hope we get to know you soon. We just want to talk a little bit about the reason for this Level Up RN series. It's obviously a monthly session we're going to be doing, and I want you to know they're all planned for next year already. The entire 2027 series is planned, so look for us next year. We want to have an opportunity to have some discussion about today's nursing programs and the many opportunities as well as challenges that all of you are facing. We know that we hope you can take some takeaways from these sessions, things you can do very quickly, either in lecture or in lab or clinical simulations, but we also are really focusing a lot now on clinical judgment. We also today will have two wonderful presenters with us that we'll be introducing a little bit later. Just a couple housekeeping things that I want to remind everyone of: definitely use the chat. The more we have the chat, the more we can interact with each other. You can also use the Q&A feature, and we really do want to have that active participation. Without any further discussion, I'm going to introduce Kelley, who's going to just introduce our Elevate series today. Kelley?
Kelley Larson: Perfect. Thank you, Donna. So I'm super excited today about our topic. We're going to jump into talking a little bit more about case studies and how case studies can really help our students move beyond really knowing information to really applying it. And so as Donna had mentioned, we've got two fabulous presenters that are joining us today, so we'll have some discussion around how they're using case studies in their program and talk about some tactical strategies that you can take away and potentially use in your own teaching. We will also talk a bit about our clinical judgment builder. This is something that we are releasing in November and are super, super excited to share with the group today. All right, if we could go to the next slide, please. Awesome. So before we jump into our panel discussion, just sharing a little bit of information talking about case studies. What we know is that we really want our students to be able to develop that higher-order thinking. And so as they're building that knowledge and they're building the comprehension, case studies really provide a great opportunity to really dive into their thinking a little bit different. But not all case studies are created the same.
Kelley Larson: In a more traditional case study, we'll see that it's one patient where we're presenting the information in kind of a static format. So we give them the clinical context, we give them the assessment information, and we ask them to start to make some decisions. That can be super, super helpful in really applying that knowledge and seeing how understanding that information leads to making clinical decisions. Unfolding case studies take it just a step further, and that's where that information is presented, but then something changes in the situation. More information is provided, so the students have to make continual decisions along the way. And then the third type of case study - and we'll show some examples of this today - is looking at a multi-patient case study. So asking the students to make decisions about care for more than one patient at a time. Now, when we think about how case studies really help build clinical judgment, it really pulls together these three steps in terms of their thinking: their ability to recognize the information, to reason through it, and to respond. As they're recognizing the information, they're pulling out what really matters, what is key to this patient's situation, and what seems to be different or has changed since the last presentation. Those reasoning skills really help the students get to, "Okay, now that I have this information, what am I going to do with it? What do I need to take in terms of my nursing steps or actions?" And then that respond step really helps jump into action. "Okay, I'm going to take some nursing actions and really see if they change the patient's outcomes." So as we begin to jump into this, we would love to get your thoughts and hear your feedback so we'll go ahead and launch our first poll question.
Donna Meyer: So you can all see it there. Audience poll question 1, "Which type of case study do you use most frequently in your nursing program?" And there's all the responses. One, traditional case studies with a single patient scenario. Two, unfolding case studies with evolving patient information, and multi-patient case studies focused on prioritization and decision-making, and a combination of all three approaches. So I see all of the people are responding. While you're all doing that, I just wanted to say welcome, everyone. It's been so fun watching the chat to see where everyone is from. We have new educators, we have people from as far as Alaska, we have people from all over the United States, so it's just so exciting. So I hope you all are having a wonderful fall right now and maybe a nice fall day wherever you may be. So the responses will be coming up soon, and we'll be able to see that and just kind of talk about that a little bit. But again, I love this. I'm a new educator and an old nurse. None of us are old. We're all just very seasoned, so. All right. Let's see where we're at with our responses.
Speaker: Donna, it looks like everyone responded in the chat. We didn't have the formal poll, so it's in the chat.
Donna Meyer: Okay. Well, that's going to be-- I don't think I'm good that fast.
Speaker: I can give you a-- I'm seeing a lot of fours, probably fours and then twos, and then one and two kind of about the same.
Donna Meyer: Yeah, I was noticing that too, so. All right. We have one. So one, two. I think everybody's a little bit different. This isn't giving the percentages, of course, this way, but thank you so much for responding. And we'll go on to question number two. So what area do your students struggle with most during case study activities? Identifying important assessment findings; two, prioritizing patient needs; three, clinical decision-making; four, connecting concepts across content areas; and five, explaining the rationale for decisions. So we're seeing them come. A lot of them say all of the above, yeah. So lots of four, it's looking like. Connecting concepts across content areas. Prioritizing patient needs, that's definitely-- we know that students definitely have difficulty with that, and that's what's going to be great later today. You're going to see the clinical prioritization product that's going to be new for Level Up RN that really gets at prioritization and clinical decision. So yeah. So it looks like-- so great. Well, thank you all for responding. It's always fun to see how people are responding. Well, we're going to move forward here.
Donna Meyer: And if some of you have joined us before, you know we always have educators who are, just like all of you, first of all, working extremely hard, spending lots of hours in nursing education because it's a rewarding position, but it's also very challenging and a lot of hard work. We know that. Our panelists today are actually both from the same college in Texas. They're from Texas State Technical College. Adrienne Reyes is the program team lead, nursing educator. And as you can see, she has lots of experience, 20 years plus. Her clinical background's oncology, acute care, and rehab, and she focuses on connecting classroom knowledge to real-world patient care, which obviously we know is so very important. She's a very passionate individual. I have gotten to know her in the last few months, and you can just see her passion come through, and she's about developing competent nurses through collaboration and student success. Our next presenter also from Texas State Technical College is Lisa Hann. She's an associate degree nursing instructor, and her clinical background is intensive care and perioperative nursing. One of the things about Lisa is she recently, in the last few years, made the change from clinical nurse to educator. And in speaking with her, she says she absolutely loves it. So that's great. She's very experienced in international medical missions in Peru. She has integrated classroom instruction, skills lab, simulation, and clinical. She is currently pursuing her DNP. We all know that is a lot of work, so you go, Lisa. We're very proud to hear that. And we just welcome you both, and we're looking forward. So as our format goes, what I usually do is ask the panelists questions, and so that is what we're going to move forward with. I'm going to go ahead and start with Adrienne. And our first question is: how are case studies intentionally integrated throughout your nursing curriculum rather than used as an isolated activity? Adrienne?
Adrienne Reyes: Thank you. I would say that for us here at TSTC, we don't use case studies as something to fill in time. We try to use them as a thread throughout the curriculum, and we try to increase the complexity of these case studies so that we can have the student demonstrate their knowledge and clinical judgment. So early on in the program, it might look like just very simple identification of abnormal findings, practicing recognizing what is normal versus abnormal. And then, as they progress, we may introduce multiple problems or certain [labs?] or trends that they might see in their patient. And then later on in the program, maybe we give them less information, and they have to really investigate a little bit more, change the patient's condition, really focus on prioritization. So we try to really make it very focused on the semester and the level that they are in. So we don't just increase the difficulty of the content. We try to increase the amount of thinking that the student has to do.
Donna Meyer: That's great. Lisa, what would you like to add to that question?
Lisa Hann: I would like to just reiterate what Mrs. Adrienne stated. I personally teach Level 1 transitions for our program and then the Level 2 complex concepts. And so, as she stated, yes, it's incorporated in my labs in both sections, but we try to bridge the gap because students, they may be able to explain or memorize concepts very well, but not necessarily recognize them in patients. So when you provide it, whether it's a simple or a complex case study, you're able then to inquire further, "Tell me what you're noticing about this patient." For instance, one of the case studies I have for our students is an anaphylaxis. I want them to walk me through the steps, "Tell me the five senses." Well, maybe not all five because we don't want to be tasting anything in healthcare, but, "Tell me what you're looking for. Tell me what you're hearing for on a real patient. What concerns you? How are you prioritizing that?" And then that think-aloud discussion really helps the learners to either-- it either might spur some curiosity, or it just affirms a foundation that was already there because patients won't always manifest textbook-like that they're learning. So I think case studies are definitely very important, and this is a beautiful way to incorporate it throughout the curriculum, not just in isolation.
Donna Meyer: Thank you. Wait, I just want to make a note. I did see the chat that some of you have asked about an example of the multi-patient case study. What we'll do is, after we get through these questions, we can maybe go back and address that. Okay? All right. All right, question two. I'm going to go ahead and start with Lisa this time. What characteristics make a case study truly engaging and effective for today's nursing students?
Lisa Hann: Starting with the purpose, your learning objectives for whatever it is that they're learning for that particular module, and making it real, presenting the case study to the students in a way that they will be seeing it in the real world. An example for one of the case studies that we have the students practice is a skin integrity, and it's set up-- I have literally four different stations, and they go through them. But in that, go beyond just staging ulcers. Tell me what led to this potential or this problem, the risk factors. I want them to consider mobility, just really approaching it holistically, the patients, and effective participation. Once students know what is expected of them before they engage in the activity, I think that sets the tone because you do have students that either are more quiet or more shy, but active participation. And that active participation, it also engages others that were maybe more reserved, but that allows us to see if there are any gaps, knowledge gaps that we need to address to gently steer them. But it is a great light bulb moment to be able to see the students working through it and them recognizing, "Oh, this is what I'm needing to look for," or, "This makes sense." I would say that that's really the four basic things, is just making it real to the students so they can apply it in their areas. So we have a variety of nurse educators here all over the US. I don't know what other areas are joining, but you have different populations you're dealing with so if you can make your case study geared to what you're actually seeing in the real world, that just, I think, makes it a little more applicable to those students to help connect those dots.
Donna Meyer: What you just said is really great information, especially thinking about the community you live in because in certain communities too, we see maybe a higher diabetic population or culturally, people's diets and that type of thing might be different. And so I think just embedding some of that into the case studies can be super important for the students because so many of the students do stay in the community and work, and so they need to be aware of those very critical conditions that are in that community and help those patients. Adrienne, I'm going to see what would you like to add to this particular question?
Adrienne Reyes: So this is a great question, and it makes you think about what you're actually providing to the students because we have to compete in nursing school with all of the things that they see visually, all of the video games, all of the just really elaborate things that they may see outside of school. If our case studies are very flat and very one-dimensional, it's going to bore them very quickly, and they're not going to be interested or engaged. And so a couple of things that you might want to consider is making the case study real, making it relevant, and making it reactive. Real. Like Lisa was saying, "Give them a patient that they feel like it's somebody that they might actually encounter out in the clinical setting," okay? Instead of saying, "This is your patient. He's a 67-year-old male. He presents with X, Y, and Z." Give that patient a name. "Mr. Garcia is a 67-year-old patient. He has diabetes. He has hypertension. His daughter brought him in after this, this, and that." And so it's somebody that they may have encountered in clinical. So now, students have that person, not just a diagnosis. And then making it relevant. Again, making the case study include things that they may actually see, include family dynamics, include medications, include the type of work that this patient may be involved in, culture, things, again, that they're going to see out in the community. Real patients are messy. And so when you give a student a case study with a very flat, textbook-oriented list of diagnoses and symptoms, it becomes less real to them and less relevant, okay? And then reactive. Don't give a student the entire story. Give them a piece, have them discuss what's going on, and then give them another piece of information. "Okay. Now that you have this piece of information, what are you going to do for the patient?" And so they're very involved that way versus, "Here's a question. Answer it. Here's another piece of information. Here's a question. Answer it." So I think just more of the back-and-forth, the dialogue, it's going to develop their clinical judgment and keep them engaged.
Donna Meyer: Right. Great points. And Lisa added in the chat, really brought up a good point, that really everybody's kind of talking about, but the effects of the social determinants of health in your community. Here, she gave the examples of veterans, human trafficking, people currently that are not in the country legally, they're fearful to go get healthcare. And so all of our communities have different issues that need to be addressed, and to the point then, the students need to learn about those, and so including case studies that actually are pertinent to the community. So great points. Thanks for sharing. Question 3, so I'm going to go ahead and go back to Adrienne. Can you share an example of a case study that significantly improves student learning or clinical judgment?
Adrienne Reyes: So for this, I can't think of a very specific case study, but I will tell you of a method of how one of my instructors actually uses case studies in his clinical time. Okay? What he does is he creates a patient for a case study or simulation. And after running through the scenario, the group of students that he has goes through the clinical judgment management model, or measurement model, to discuss the thought processes. Okay? What is the student thinking? Why are they thinking that this symptom is important? And so they collectively will write out cues on the whiteboard. What did you assess? What was important? And then what interventions did you do? At the end of this simulation time, as a group with these, let's say, 10 students with all sorts of different ideas, they have to collectively discuss and prioritize only the top three main hypotheses for this patient in the scenario. And so, by discussing this with each other, somebody may think that one thing is more important than the other, and they have to come to this consensus. Why is this one the most important thing that we need to focus on? Again, it helps develop their clinical judgment, their reasoning, and they're able to just share and bounce ideas off of one another. And so I think that that method really helps them just to identify the priorities and kind of figure out how they would act in the next scenario.
Donna Meyer: Right. Thank you. Lisa?
Lisa Hann: I would say a particular one that I've done recently that I felt that improved generally my students-- sorry. That worked really well with my students was the tissue integrity labs. So it's four stations, and they're very basic. It's nothing elaborate, but the concept is there of-- you have staging, a section for staging. There's various stations, but the one that stands out is the station for not just addressing a patient's skin integrity issue, it's relayed there, and it's an unfolding case study in this particular station. And it goes beyond just, "Okay, stage the ulcer." I challenge them further. We're going to provide you now with some more information. I want to ask the whys. Why did you choose the intervention that you chose? Why did you prioritize the way that you did? When you use that approach, I feel that it challenges the student because they all have correct answers. They just may need some guidance as to their prioritization of care or whatever it is the intervention is, and then go back further and re-loop. Okay, well, how are we evaluating that? What changed your thinking? So after we go through those stations, we all sit, and we'll go through a debrief as to why each group chose whatever their answers were because I love to ask the whys. I personally am a very curious person, as all my colleagues can attest to. I ask a lot of questions. So I encourage my students to do the same. Stay curious. Ask the why. If you can constantly still ask yourself why and receive another answer and dig further, well, you have not come to the final conclusion. So continue to ask them the why so they can justify and find that rationale behind their intervention or behind their prioritization, whatever it is. I just feel like that solidifies everything in their minds. Yeah. I would say my tissue integrity one was probably one that really improved their learning.
Donna Meyer: So related to that, Kim in the chat asked, "How can you measure if students have gained or learned from a case study created?" And she also wanted to know, "What measurement tool could I use?" Do either of you have thoughts on that or suggestions?
Adrienne Reyes: I think that you could probably incorporate some NCLEX questions or NGN-style questions after your case study is completed just to kind of see where their thinking is at. Are they able to identify cues? Are they able to prioritize correctly? So I encourage a lot of NCLEX questions to be used in any lab setting, any classroom setting. Again, you're not only wanting them to know the content, right, so that they can become safe, competent nurses. You're also trying to prepare them for the NCLEX as well. And so by incorporating that, you're doing those two things at the same time. You're helping them to learn how to read a question and how to answer a question, but you're also assessing their knowledge.
Donna Meyer: Right. A little bit later, I'll mention in our resource section, we have a faculty guide about case studies. There's some really good information there about different ways to ask questions to see if they're indeed learning the information. It's not a true measurement tool, but just some different references that you can use. And I just want to mention, Kim's a new educator, so welcome to the world of nursing education. We hope you enjoy it. And you know what? We're always here to help you and be a support and ask those questions. We all began at some point, so feel free to ask those questions. Question Four. How do you adapt case studies for different learning environments? So in a nursing program, obviously, we have clinical, we have theory, we have simulation, labs, and we also have remediation. So there's a lot of different ways. How do you adapt case studies for those different learning environments?
Speaker: Lisa?
Lisa Hann: Okay. I didn't know who was going to ask.
Speaker: Oh, I'm sorry.
Lisa Hann: It's okay. Well, for myself, I have the level ones, and I start off very basic for them: what cues are you noticing? Basic assessment, safety, first priorities. In level two, as they evolve, then you incorporate some competing findings so they can work through the-- you want to see, are they flexible in their thinking now that you've incorporated a little more complexity to the context that they're dealing with there? And in level three, that's where our group is now in preceptorship. So how are they doing with their assessments and their trends, escalating new findings? Are they having a little bit more of independent thinking, or are they still requiring prompting? So it's basically the same reasoning muscle, just heavier weights as they progress through. And the case studies can be flexible. From your basic storytelling with a PowerPoint presentation behind me to a simulation, it can be as complex as it-- or not as complex, but it can be as involved as you want it to be, depending on your resources and time. But again, this can be very simple. It can start with a very simple start. That's kind of how I've incorporated it here, is case studies. We also have simulation and clinical.
Donna Meyer: Adrienne, did you want to add some information about different environments for case studies?
Adrienne Reyes: Sure. I think that, of course, the complexity is going to increase as you go from the classroom into the clinical setting. In the classroom, it's going to be mainly case studies, where you're just doing discussion, having the student explain something, interpret findings. In the skills lab, they have some hands-on. You're going to ask them to assess or demonstrate some skills. Maybe even the soft skills, communication. That is so huge. We see a very large gap or lack of these soft skills, and that's very important. Our industry partners have told us that's one of the things that they are really looking at when they're hiring our graduates, is, are they able to have a conversation or know how to report something, know how to give an SBAR to somebody from an oncoming shift? And so those are things that we incorporate in simulation. Every simulation we have, they are required to give an SBAR. And then in clinical, when they call in a report or if we're going to make rounds and see them, they're required to have that communication with us. And that's a really important part of case studies and simulation. And then in clinical, we do a lot of Socratic questioning. Why? Like Lisa was saying, why? "Well, I gave oxygen." "Okay. Why?" "Because their O2 sat was 90." "Okay. Well, why was it 90?" "Well, because they have pneumonia." "Okay, well, what's going on that's making that occur?" And so it's just question after question after question. And so that's how the level of complexity moves from classroom to clinical.
Adrienne Reyes: And then this question asks about remediation. And this is really interesting for us. I know Lisa and I talked about it the other day. Personally, at TSCC, we have not used case studies as part of remediation. And so I'm not sure how many of you on this meeting have actually used case studies as part of remediation, but it was very interesting when this question was presented to us because it made me think, how can we incorporate case studies into our remediation? And I think it would be so beneficial because you're not only remediating on the subject matter, the content the question that they got wrong, but where is the gap? How are we going to figure out where the gap in connecting those dots-- where is that gap? And how can we use a case study for remediating and making sure that they understand this connects to this? And so I think that's something that we're going to be exploring here in the near future for us.
Donna Meyer: Yeah. Thank you so much for that comment about the remediation. We do have some programs out there, and some of your programs, I know, have academic support specialists, learning specialists, whatever the term might be used. But we do have some individuals that we have talked to that are actually implementing case studies with the remediation. So it might be something that we focus on next year or in the future, thinking about that. So really great comments. And one individual, Charlene, said, "I love the idea of using case studies in remediation." So it's something that could be really good, especially with that prioritization and thinking. And I think later when Kelley shows the prioritization questions and the clinical judgment work that LevelUp's been doing, you'll see how that could be used in remediation. Somebody asked, "Remediation for what? Not scoring in a test, a class?" I think everybody has different ways when they think about remediation. Maybe it is that they didn't do well on a certain test, but then certain schools' remediation might be maybe not that term, but getting ready for the NCLEX, for example. But remediation usually, frequently, has to do with their classroom success and how they're doing in that particular course. So we're going to move forward because we have a couple more questions. Question Five. How do you assess whether students are developing stronger clinical reasoning through case study work? Adrienne?
Adrienne Reyes: I think that you can't only assess the answer that a student is giving you. You have to assess the reasoning behind it because a lot of students can answer the question correctly, but they have the wrong reasoning. So they don't know why they chose that. Or they might say, "Well, that one sounded better than this one, so that's why I picked it." "Okay. Well, you're lucky and you got the right answer, but you're still not connecting the dots." And so it's very important that we ask for the reasoning and ask those why questions. We want to make sure that their thinking process is developing so that when they get out into the real world with a real patient, that they're going to be able to connect the same dots when they see it in a live patient. So one of the easiest ways to see that clinical reasoning develop is to listen to the student's explanation change, either throughout the semester or from day one to graduation day.
Lisa Hann: Yes. 100 % agree with what you just stated regarding the correct answer matters, but the reasoning behind it matters just as much. So listening for how that thought process is, how that student got to the correct answer. Then if you are inquiring regarding a particular scenario, if the student answered that particular situation correctly, okay, don't move on just yet. You can now switch the scenario, see if they can still connect the dots now in a different scenario for the concept that they were covering. And then use the debrief, see where the gap is so that you can steer their thinking so that they can understand the reasoning behind what it is they were doing. And just look for growth over time as they progress. Are you noticing an improvement? Are they still requiring more prompting from you, or are they starting to think more independently? But I 100% support that thought behind, yes, correct answers matter, but reasoning behind that matters just as much.
Donna Meyer: Yeah. And that's the why again, asking constantly. And in this faculty guide that we've provided for all of you, there's different questions that we have in there that you can continue to prompt students. There was a question in the chat about the remediation. Is this done by submitting written work? Because I think a lot of-- and let's see, Damron. Damron. Oh, yeah, I know Damron. She mentioned that AI, a lot of students will generate their answers through AI. I do know in talking to some of the learning specialists, this is done on a one-on-one type of thing where the students, they work through case studies together with the learning specialists. Or maybe it's a small group of students in a classroom setting or a lab setting when they're all maybe struggling with a certain concept. So actually talking it through with the students as opposed to just a written type of thing. Question six. Moving right along. This is our last question. What advice would you give faculty who want to initiate more case studies but do not know where to start? And I'll start with Adrienne.
Adrienne Reyes: Okay. When I first started in my nursing education career, I knew I wanted to engage the students. I knew I didn't just want to stand up and spit out facts and make sure they memorize them. And so I was constantly looking for something to engage the students. So early on, and this may be good for any new educator, use the resources that you find. I bought a case study book that had about 100 case studies, and they were separated into subjects. And so I would take one and use it, make copies, or come up with a PowerPoint and put the scenario on one slide. We'd talk about it, and then I'd flip it to the next slide. Okay, now here's this lab. Let's talk about this. And how does that change the way we think about the patient or what the patient needs? And so very easy. Using your resources but adapting it to your own style. You don't have to go out and create this 10-page case study. Use the things that are available to you. And of course, we've got AI and all the things that it can do for you. But I would caution just to make sure that you go back and verify the things that any AI platform is spitting out at you, that you go back and make sure that you can verify those things with whatever textbook you're using. So you're not giving the student information that conflicts.
Donna Meyer: Right. Lisa, did you want to add to that?
Lisa Hann: Sure. I'm glancing down at people's comments, but I loved the comment-- and I can't remember who the educator was, that she's an older nurse, a seasoned nurse, a veteran nurse, but a new educator. I love my colleagues, all the nurses that are out there, because I feel like we are all walking encyclopedias of knowledge with all the experience that we bring from wherever we've been, right? And so you literally do not have to reinvent the wheel on this. If you're covering content that you're not familiar with, you're teaching a course that you've maybe never worked bedside in it's okay. We are here for each other. If you network with other colleagues that are in your faculty, that's a great resource. But again, you don't have to reinvent the wheel. Just start small with the concept. You can build on that. Instead of just using recall questions, you can turn it into more cue recognition, prioritization, and then build it in stages. And I always start my labs stating a disclaimer of, "This is a safe space. This is where I want you to ask the questions. I want you to-- if you're going to have an error, this is where you can do it because we are here and it's safe." And so when you present it that way, students kind of get relaxed that, "Okay. Well, I can think aloud and it's going to be okay. Even if the thought process is wrong, they're going to guide me to how I should be thinking and why it matters that I think this way." Because we do set the pace for our students. And I think that just making it human that, "Hey, I don't know everything, right? But I'm here to be an educational guide, and I want you to ask questions. This is where it's safe. Again, this is where you can mess up if it so happens." But it really does allow the student to then be a little more vulnerable, have some confidence in thinking aloud so that we can assist them constructively.
Donna Meyer: Wonderful. Well, there's been some additional chat about case studies. Lisa said that she uses them before lecture to gauge where the gaps are. Great idea. And also, she talks about it at the end to reinforce ideas. And I think you'll be really interested to see some of the case studies that Kelley's going to be talking about shortly. But I do want to remind you all that in the resource section-- at the bottom of your tab on your Zoom screen, there's a resource area. And if you click on resources, then there's an area that says Documents. There's Links and Documents. On the documents is where the LevelUpRN case study faculty guide is. We always like to have a takeaway, for the most part, on our Elevate series. So, hopefully, that'll just give you all some ideas. And if you have any difficulty, just again, it's under Resources, and then there's something that says Documents. And so we're not going to go through that today, but it's really just for you for a takeaway.
Donna Meyer: All right. We're going to move forward now with another question. What do you see as the greatest challenge to integrating case studies into your courses? And this time, we've got it up so we could all see answers as people are moving along. It's going to be great. And there's, I mean, the choices there. So we encourage you all to participate. It's always fun to see these polls, to see where everyone across the country is at on some of these different things. So we're talking a little bit about challenges here. And it's interesting. We're going to keep watching this for a few more seconds here because it does look like most people-- it does look like limited class time is going to end up being the one that's what is the biggest issue. And that is true. There is so much material that needs to be covered. But actually, if you can use case studies in your class as opposed to your PowerPoints or whatever, as much as possible, that would be another way to, obviously, teach those students. But I know it's hard because there's still certain things that have to be covered, and it's hard to sometimes do it with a case study. But that does look like the number one. Facilitating student engagement is close, along with finding or developing quality case studies. Because developing the case studies does take time. And so that, I totally understand. All right. We're going to move forward now. All the results are there. And I'm going to turn it over to Kelley. And she's going to talk a little bit about our Clinical Judgment Builder. And it's going to be exactly what we've kind of been talking about, case studies and prioritization, clinical judgment. So Kelley.
Kelley Larson: Thank you, Donna. So we're really excited. We are releasing this product called the Clinical Judgment Builder starting in November, but this is really a way that you might be able to bring case studies into your classroom. So if you don't mind.
