This presentation is best suited for an all day workshop of 4-6 hours. It includes the essential components of my other presentations with the thread of clinical reasoning tying everything together in both the classroom and clinical settings.

I use the metaphor of building a house; not a static structure, but a unique, vibrant “living” house that represents the key aspects of nursing education and how they relate and complement one another. The end point of nursing education is to create a strong “house” for every student who leaves our program prepared to “think like a nurse” in clinical practice!

Components of the “Living” House
1. Foundation
: the “art” of nursing which consists of caring, compassion, nurse engagement and professional behaviors. Practical strategies to build a strong foundation are clearly presented.
2. Walls: the applied sciences of F&E and A&P. Without a strong understanding of physiology students will not understand the mechanism of action or underlying disease process. DEEP learning of the most important aspects to practice of the walls are situated through tools the persenter has developed.
3. Roof: Just as a roof truss ties the house and all 4 walls together, “nurse thinking” or clinical reasoning must be this essential emphasis in both the classroom and clinical settings. Practical strategies to develop clinical reasoning through the use of clinical reasoning case studies I have developed as well as tools to transfer this emphasis to the clinical setting are discussed.
4. Supporting structures: Other key aspects to practice that support the nurse in practice include safety, education, and professional progression from novice expert.


  1. Apply the foundational paradigm changes for nursing education advocated by Patricia Benner in “Educating Nurses” in both the classroom and clinical settings.
  2. Identify the components of the “living house” that situate the professional development of every nursing student.
  3. Construct your own clinical reasoning case study based on a template provided by the presenter.
  4. Describe how Kristen Swanson’s caring theory can be situated to promote caring behaviors by nursing students in the clinical setting.
  5. Apply clinical reasoning in student’s clinical paperwork and an alternative clinical assignment.
  6. Identify principles that will maximize learning in the clinical setting for students.
  7. Formulate strategies to promote the retention and success of men in nursing education.
  8. Compare and contrast uncivil behaviors in clinical practice with those most commonly seen in academia.
  9. Develop practical strategies to eliminate incivility in academia.