The “How” is Easy
As a teacher, you know one of the more daunting tasks is to either create a new course or change an existing course and curriculum. What seems so easy on the surface can take hours of planning, organizing, and fixing logistical snafus. Thus, it is understandable when you hear about a new product, such as Clinical Judgment in Davis Advantage, that your first response may be hesitancy. But, I want to assure you that the “how” of integrating Clinical Judgment into your existing class could not be easier. Of course, no single “right” or “wrong” way exists to incorporate Clinical Judgment. However, one option for integration available to you is simple, direct, and only requires a single “click” in your course set-up within Davis Advantage.
As an instructor, you do not want extraneous items that you some- how have to “fit” into your class. Clinical Judgment case studies only appear for those topics you select to include in your course. I would also recommend that you schedule the Clinical Judgment cases in alignment with the other material for that subject. The benefit of Davis Advantage is
that you have the freedom, with ease, to select the amount and type of content that you want your students to use. As teachers, we are always mindful of the time and energy involved in each step of our classes. In con- sideration of this, Davis Advantage has been created with the flexibility to encourage you to use only what works best for you and your students.
The Possibilities of “How” With six questions for each case study, you’ll likely see Clinical Judgment to be a reasonable, rather than overwhelming option to incorporate into your class. Is it really as simple as choosing which case studies to assign and have students complete? Yes, it can be. But, you can also look to using the materials in Clinical Judgment in more unique ways. Because the case studies are fairly concise, you could consider completing a case study or two during your class time. Students can share their answers and provide rationales. Such interactions can be great for discussion and uncovering any common misunderstandings. You can also facilitate conversations beyond the scope of the case for an even more integrative approach. Furthermore, by discussing the cases
as a group or a class, you create an opportunity to work on test-taking skills. Sometimes, students know the correct information, but stumble on answering a specific question. This can be especially true of the challenging question formats incorporated into the Next Generation NCLEX®.
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