Semesters #1-4

Short & brief…takes 20″ to complete. My most flexible level!

Semesters #1-4

Teaches 3 ways on how a nurse thinks in 3 concise case studies

Semesters #1-4

Scenarios that highlight ethical dilemmas of nursing practice

Semesters #1-2

SYNTHESIS case studies that emphasize sciences/nsg process

Semesters #2-3

SYNTHESIS case studies that integrate my practice-based model of clinical reasoning

 Semesters #3-4

SYNTHESIS case studies that unfold with change of status

 How to PRACTICE the MOST Important Skill Your Students Must Develop

  • Thinking like a nurse is the most important skill that students must develop. But just like any skill taught, it also needs to be PRACTICED.
  • Case studies remain one of the most effective tools to teach a practice-based profession because it contextualizes abstract textbook content to the bedside and should be the foundation of active learning in the classroom. 
  • Depending on the level of your students, choose the case study format that will engage them with relevant active learning to help them think like a nurse and better prepare them for real-world practice!

How to Level Clinical Reasoning Across Your Curriculum

  • Start with SKINNY Reasoning, then Clinical Reasoning 1-2-3 for short case studies to use in class or clinical post-conference
  • Clinical Dilemmas are brief and address incivility and the moral, ethical, and dilemmas of nursing practice.
  • FUNDAMENTAL Reasoning is a longer synthesis level best suited for fundamental students that bring essential content altogether with an emphasis on the sciences and nursing process.
  • RAPID REASONING is best suited for BASIC med/surg students and has an initial scenario, and my practice-based model of clinical reasoning questions to practice nurse thinking!
  • UNFOLDING Reasoning is for ADVANCED students that contain the essence of RAPID Reasoning, but then UNFOLDS with a change of status. Ideal for simulation!

Most educators struggle to engage students and get them to be willing partners in the learning process. These case studies are unique because they emphasize the nurse thinking skill of clinical reasoning using my practice based model derived from Dr. Chris Tanner and Dr. Patricia Benner’s work on clinical judgment and clinical reasoning. 

But like Mikey in the old Life cereal commercials, students like it! Here’s what one student had to say:

I LOVED the way your case study was taught and structured. It was incredibly helpful to look at it from a real life scenario and made it much easier to remember and think critically about what we were learning.

-Monica F., SN

Educators also like them…

Your clinical reasoning case studies help students to apply information and look at the big picture. I had so much fun teaching using this approach and I didn’t see anyone nodding off in the back of the class!”

–Janet Miller, MA, RN

 As a nurse educator who remains current in clinical practice, I developed a practical and sequential model that helps students clinically reason, understand and apply essential content where it matters most…to the bedside of patient care! The scenarios are derived from my lens of current practice that capture the essence of the most common themes seen in clinical practice and make powerful examplars for conceptual curriculum.

Each case study comes complete with:

  • Blank student version (PDF doc.)
  • Fully developed answer key supported by the literature (PDF doc.)

Each case study topic $25
Complete with PDF student version and a fully developed answer key!

Download a complementary case studies on sepsis/urosepsis!


All case study levels are suitable for the correlating semesters in practical and professional (RN) programs

  • Keith conducted a full day workshop for our nursing department.  It was an awesome day filled with immediately utilizable applications for both theory classes and clinical experiences.  Keith’s interactive, engaging manner invoked a response in the room with energy so high it seemed electric. The faculty is eager to implement his clinical reasoning strategies to strengthen student learning.

    Nan Walters, RN, Assistant Dean, Austin Community College, Austin, Texas
  • Keith’s clinical reasoning case studies really helped my students to identify relevant data, make connections and recognize nursing priorities. His clinical reasoning questions helped my students achieve a deeper understanding of their complex medical patients.

    Karen Oostra, RN, MSN, Grande Prairie Regional College, Alberta, Canada
  • Thank you so much for all that you do! Your book & blogs are breathing new life into our program. For so long we have wanted to make changes & your materials are providing the guidance we need to move forward.

    I have just received my copy of Think Like a Nurse and I am so excited to incorporate your wonderful ideas into our first year ADN curriculum!

    Margie Kay, MS, Nursing Faculty, Massasoit Community College, Brockton, MA
  • I’ve been teaching a four day NCLEX review for our seniors this week and have used several of your case studies. It made our class so much more fun than the traditional “death by power point”. I am excited to help them learn to “Think like a Nurse” using your method. Thank you!

    Joy Kimbrell, RN, MSN, Assistant Professor of Nursing/Director of the Center for Nursing Success, Cumberland University, Lebanon, TN
  • I LOVE the new case studies, and they are especially appreciated by my students. Thanks for all the work you are doing to enhance student learning!

    Pamela K. Kemp, RN, MSN, CEN Assistant Professor, Nursing Delgado Community College Charity School of Nursing, New Orleans, LA
  • “I implemented Keith’s clinical reasoning case study on pneumonia/COPD. The students LOVED it. They were so engrossed in it that when I told them it was time to stop and discuss,for the first time ever asked for extra time to complete it!”

    Cynthia Sterling-Fox, RN, MSN, FNP-C, CUNY Medgar Evers College, Brooklyn, NY
  • “I just finished my first clinical rotation of using Keith’s Clinical Reasoning Care Plan instead of our traditional care plan. Great success! The students loved it, I loved it, and they report feeling much better prepared for patient care.”

    Rob Morris, RN, MSN , Nursing Faculty, College of the Sequoias, Visalia, California
  • I’ve been using Keith’s case studies for the past couple of years. I’ve decreased my PPT time to allow case studies during class. The student’s love it, and our class time is much more productive. They score higher on their exams because of the “application”.


    Rob Morris, RN, MSN , Nursing Faculty, College of the Sequoias, Visalia, California
  • I have been using your Rapid Reasoning Case Studies with my 2nd year nursing students.  The students have said that they really like the case studies as it makes them really have to think through the important physiologic concepts as well as apply what they know.

    Linden Fraser, RN, MSN, Nicolet College, Rhinelander, WI
  • Your clinical reasoning case studies make it clear how everything “fits” all together.

    Jennifer Bocek, SN, St. Catherine’s University, St. Paul, MN
  • I have adapted and utilized your thinking tools for clinical and I have seen a tremendous increase in the clinical decision making abilities of my students.

    Leeann Denning, DNP, RN, CNE, Shawnee State University, Portsmouth, OH
  • I got so much out and took away so many great ideas from your presentations.

    Amber Patrick, MSN, RN, Samford University, Birmingham, AL
  • Coming Soon!
    Short & Sweet Clinical Reasoning Activities